Wicklow PYP Application for Authorization--04.17.2020--SB

INTERNATIONAL BACCALAUREATE

PRIMARY YEARS PROGRAMME

APPLICATION FOR AUTHORIZATION

Name of the School:

Wicklow Elementary Magnet School for Global Pathways

School Code:

060835

Date of Submission:

Profile Review

Please review your profile information and make any necessary changes before proceeding.

School information

School name

Legal registered name of school: Wicklow Elementary School

Preferred name of school: Wicklow Elementary Magnet School for Global Pathways

School website: http://www.wicklow.scps.k12.fl.us/Home

Phone

Main telephone number of the school: 407-320-1250

Main fax number of the school: 407-320-1215

Date school was founded: 1997

Academic year dates

Month when the students start school year: August

Month when the students end school year: May

Languages

Language of communication with the IB: English

Legal Status: State

http://www.wicklow.scps.k12.fl.us/Home

School and Community Description

In order to effectively support and guide the school through the authorization process, it is important that

the IB understand the school's history, attributes, context, and student and staff populations. The

following questions are intended to start the process of building that understanding.

Provide a brief summary of the school's history and the characteristics of the school, which make it

attractive to students and parents.

Wicklow Elementary opened in 1997 and is located in the city of Sanford. The school is uniquely

positioned in Seminole County with easy access from several directions. This ideal geographic

location puts the school in a great position to attract students from all over Seminole County to

participate in the unique program offerings available at Wicklow Elementary. In addition,

Sanford’s expanding business community provides a great deal of potential for strong business

partnerships, field trip experiences, and student learning opportunities from industry experts

both inside and outside of the classroom.

In the 2014-2015 school year a Dual Language Program was added as a curriculum option for

students attending Wicklow Elementary. The Dual Language Program incorporates English and

Spanish languages in daily classroom instruction, allowing students to develop listening,

speaking, reading, and writing proficiency in both languages while maintaining rigorous,

standards-based instruction. In the 2018-2019 school year, Wicklow Elementary was officially

designated as a magnet school (Wicklow Elementary Magnet School for Global Pathways) and

was the only public elementary school in Seminole County with a Dual Language Program that

is also available as a school choice option via a magnet application.

In addition, Wicklow Elementary entered the candidacy phase of the International Baccalaureate

Primary Years Program (IB PYP) during the 2018-2019 school year. This action will help drive

the focus of the curriculum towards an internationally-minded approach to teaching and

learning. With a pre-existing Dual Language Program and official entrance into the candidacy

phase of the IB PYP application process, Wicklow Elementary is setting the stage as a highly

attractive educational option for the elementary students of Seminole County. Successfully

attaining authorization from the IB for the PYP will only add to the unique opportunities already

available at Wicklow Elementary.

Please indicate the characteristics of the community in which the school is located.

Which of the following best describes your school’s community setting? City

How many residents are in the surrounding community? 40,001 - 60,000 residents

Building upon the selections you've made above, provide a brief summary of the

cultural aspects of the school's surrounding community.

Include a description of the student body including their national, cultural and linguistic backgrounds.

Wicklow Elementary has 732 students of which 49% are females and 51% are males. The

demographic breakdown is as follows: 49% Hispanic, 31% Black, 15% White, 2% Multi-Racial,

2% Asian or Pacific Islander, and less than 1% American Indian. Linguistically, 24% are English

Language Learners. Additional demographics include 18% of students receiving Exceptional

Student Education services and 89% qualifying to receive meal benefits.

Include a description of the staff including their national, cultural and linguistic backgrounds.

Wicklow Elementary’s diverse staff represents a variety of cultural and linguistic backgrounds.

With 89 staff members, 67.4% are white, 19.1% are Hispanic and 13.5% are black. In addition

to English, linguistic backgrounds include Spanish (18%), French (4%), Hebrew (2%), and

American Sign Language (1%).

Indicate the percentage of students whose most proficient language is different from the school's language

of instruction.

27%

Indicate the percentage of students whose mother tongue is different from the school's language of

instruction.

45%

Does the staff share a common language?

Yes

Briefly describe the contribution that the implementation of the PYP is expected to make to the school.

Use of the IB PYP Approaches to Teaching is shifting pedagogy from teacher-centered direct instruction to student agentic, conceptually-based inquiry and learning. Students are building transdisciplinary skills and an international mindedness as incorporation of the Learner Profile and Approaches to Learning are braided into instruction. Approximately one fourth of Wicklow students participate in the Dual Language Program. The IB PYP brings world language learning to all students. Primary students have an opportunity to explore both French and Spanish. Intermediate students select a preferred language of focus for in-depth study.

Programme Information

Please provide the legal entity/registered name of the school as licensed by the educational authority.

Wicklow Elementary School

Student Gender: Coeducational

Boarding: Day

Will IB students pay additional tuition fees? No

Will IB students receive any government subsidy? No

Maximum PYP Class Size: 25

Languages

First Language of Instruction: English

Second Language of Instruction: Spanish

Multi Campus Information

Campus Location

100 Placid Lake Drive, Sanford, FL, 32773

Additional Programme Location

None

Do you plan to seek authorization to teach the programme at multiple campuses of your school?

No

Please provide the following information on the students to whom the PYP will be

offered.

Student Age

Name of grades/

years as identified

in the school

Section Number of

Classes

Total number of

students in each

PYP year

5-6 Kindergarten Lower 6 108

6-7 1st Grade Lower 7 129

7-8 2nd Grade Lower 7 121

8-9 3rd Grade Lower 8 141

9-10 4th Grade Lower 6 123

10-11 5th Grade Lower 5 110

Total Number of PYP Students

732

Standard A: Philosophy

The school’s educational beliefs and values reflect IB philosophy

Practice A1: The schools published statements of mission and philosophy align

with those of the IB

1. Please provide the schools current mission statement

Wicklow Elementary engages all children in a collaborative environment with an inquiry-based approach to develop knowledgeable, caring and internationally-minded scholars. We inspire our scholars to become lifelong learners and creative thinkers who take action to make a positive impact in our world.

2. To what extent does the schools mission statement currently align with the IB mission?

Completely

3. In the period since the submission of the Application for Candidacy, has the school made changes to

the mission statement to align it with the IB Mission statement?

No

a. If so, how did the process of refinement take place and who was involved?

N/A

4. To what extent does your school's educational philosophy align with that of the IB?

Completely

5. In the period since the submission of the Application for Candidacy, has the school made any changes

to its educational philosophy?

Yes

a. If so, how did the process take place and who was involved?

Wicklow staff completed an onsite IB PYP Category 1 Making the PYP Happen in the

Classroom workshop in October 2018. This workshop was offered again in October 2019 for

new staff. Wicklow administrators, instructional coaches and teacher leaders completed an

IB PYP Category 2 Evidencing Learning workshop in July 2019 and September 2019. A

team of four teacher leaders attended an IB PYP Category 2 Global Inquirers workshop in

November 2019.

Wicklow Elementary’s Pedagogical Leadership Team selected representatives to form two

committees to write the PYP Assessment Policy and PYP Language Policy in Spring 2019

and Fall 2019, respectively. Both policies were presented and shared with staff for ongoing

feedback. This process led to the use of student portfolios and end of unit reflections, which

included student-led conferencing in November 2019.

Wicklow Elementary teachers participated in two days of professional development provided

by Global Education Advisors during Summer 2019 on inquiry, followed by two days to

realign and revise the Program of Inquiry. Teacher teams revised selected units of inquiry

over the course of the 2019-2020 school year.

Global Education Advisors also presented professional development sessions on

Internationally Mindedness (November 2019) and Student Action in the PYP (January 2020)

that required teacher teams to examine and refine units of inquiry through these lenses.

Wicklow teachers have participated in ongoing analysis and discussion of IB PYP Standards

and Practices, reflected on the classroom implementation of these practices, and planned

for continual growth.

A teacher cohort engaged in an examination of Why are School Buses Always Yellow? by

John Barell to study the implementation of inquiry learning with students.

Teacher leaders and members of the pedagogical leadership team continue to collaborate

with other IB PYP schools at FLIBS (Florida League of IB Schools), IB workshops, and

school visits to authorized IB PYP schools in Florida. School representatives will also

collaborate with other IB schools at the Magnet Schools of America Conference in April

2020 and the IB Global Conference in July 2020 (Postponed due to COVID-19).

Please refer to the Candidacy application for additional details of the experiences that led us

in refining our educational philosophy.

Please indicate your current assessment of your school meets this practice.

In Place

Practice A2: The governing body, administrative and pedagogical leadership and

staff demonstrate understanding of IB

IB will evaluate this practice by reviewing information gathered under practice A3, the action plan and

during the verification visit.

Please indicate your current assessment of how your school meets this practice.

In Place

Practice A3: The school community demonstrates an understanding of, and

commitment to, the programme.

During the candidacy phase, the school will have continued efforts to inform its community about the

programme and gain the support of key stakeholders.

1. Please use the chart below to provide information on the efforts the school has made during

candidacy and the outcomes of those efforts.

Group Actions taken by the school Major outcomes

Governing body The executive leadership has

participated in IB related training in

order to best understand the IB

Standards and Practices and better

assist with program implementation at

the school.

The governing body contracted with

Global Educator Advisors consulting

to support IB implementation.

The governing body understands and

supports Wicklow Elementary’s

implementation of the IB Primary

Years Programme.

Global Educator Advisors provides

professional development and ongoing

coaching to support pedagogical shifts

aligned with the IB Primary Years

Programme.

Local educational authorities

(if applicable)

LEA members have participated in IB

Category 1, 2, and 3 workshops in

order to best understand the IB

Standards and Practices and better

assist with program implementation at

the school.

The LEA conducts school visits and

provides feedback to the pedagogical

leadership team on the implementation

of the program.

The LEA understands and supports

Wicklow Elementary’s implementation

of the IB Primary Years Programme.

The LEA provides support for growth

and sustainability of the programme.

Pedagogical leadership team The pedagogical leadership team

meets weekly, and a standing agenda

item refers to the IB PYP updates and

needs.

The pedagogical leadership team is

able to plan ahead for school events,

professional development, and other

IB PYP needs.

Teachers and other members

of staff who are involved in

the implementation of the

programme

Teachers and staff members attend

School Advisory Council (SAC)

meetings, PTA meetings, Magnet

Team meetings, and

school/community events that show a

commitment to the IB PYP.

Teachers and staff members are

provided an opportunity to give input

and address concerns relating to the

implementation of the IB PYP.

Teachers attend curriculum writing

sessions to support the development of

the IB PYP Units of Inquiry. Teachers

participate in school events that

support the IB PYP.

Parents Parents attend School Advisory

Council (SAC) meetings, PTA

meetings, Magnet Team meetings, and

school/community events that show a

commitment to the IB PYP.

Parents are provided an opportunity to

give input and address concerns

relating to the implementation of the

IB PYP. Parents participate in school

events that support the IB PYP.

2. Provide any additional information on the school’s effort to inform its community and gain support

for the programme.

Wicklow Elementary uses a variety of strategies to communicate the mission with the

community and gain support for the program. The school currently has a marketing team

comprised of teachers and parents. This team manages the school’s marketing and service

plan. The plan is a comprehensive guide that outlines activities that the team will execute to

inform the community about the PYP through several strategies including newsletters, website,

branding, special events, and other outlets.

The school hosts several events to inform current parents about PYP. Monthly magnet meetings

and family events always feature PYP. Family events include IB PYP Specials Night, Magnet

Night, World Language Night, PYP Curriculum Night, Scholar-led Conference Night and other

celebratory events. All newsletters, social media posts and the website keep information current

to inform both current and potential families.

In addition, the school is working with community partners to advocate for the school. Currently,

the school maintains a partnership with a local home builder where school information is shared.

The school also has a faith-based partner that supports school activities and communication.

Please indicate your current assessment of how your school meets this requirement.

In Progress

Requirement A3.a: The values of the PYP as indicated in the curriculum

documents have an explicit impact on decision-making and functioning of the

school.

The IB will evaluate this requirement by reviewing the school brochure and the school website and during

the verification visit.


In Place

Requirement A3.b: The school community of learners is committed to the

collaborative approach to the curriculum development

The IB will evaluate this requirement during the verification visit.


In Place

Requirement A3.c: The school is committed to the constructivist, inquiry-based

approach to teaching and learning that promotes inquiry and development of

critical-thinking skills.



In Progress

Requirement A3.d: The school is committed to PYP as the framework for all

planning, teaching and learning across the curriculum.

The IB will evaluate this requirement by reviewing unit planners the programme of inquiry and during the

verification visit.


In Place

Requirement A3.e: The school demonstrates a commitment to transdisciplinary

learning

The IB will evaluate this requirement by reviewing unit planners the programme of inquiry and during the

verification visit.


In Place

Practice A4: The school develops and promotes international-mindedness and all

attributes of the IB learner profile across the school community.

The IB will evaluate this practice by reviewing the school brochure and school website, the PYP planner

and during the verification visit.


In Place

Practice A5: The school promotes responsible action within and beyond the school

community

Indicate interactions the school and its students currently have with the surrounding community.

✔ School facilities/resources available for community use

✔ Direct community financial support for school (e.g. school fundraising, grants, donation,

not including taxes or standard fees)

✔ Community facilities support school activities

✔ School has cooperative relationships with community businesses, clubs or other

educational institutions

The IB will evaluate this requirement by reviewing the unit planners and during the verification visit.


In Place

Practice A6: The school promotes open communication based on understanding

and respect.

The IB will evaluate this practice by reviewing the information gathered under practices A3 and B2.4, and



In Place

Practice A7: The school places importance on language learning, including mother

tongue, host country language and other languages

The IB will evaluate this practice by reviewing the information gathered under requirements A7.a and

A7.b.


In Place

Requirement A7.a: The school makes provisions for students to learn a language,

in addition to the language of instruction, at least from the age of seven. Schools

with two languages of instruction are not required to offer an additional language.

1. What languages are taught in school?

Wicklow Elementary’s Dual Language Program serves cohorts of students in each grade level.

Languages of instruction are English and Spanish. Dual Language teachers collaborate and

implement the same units of inquiry as colleagues on the grade level team. Participants in the

voluntary Dual Language program also receive advanced Spanish world language instruction

twice a week. Previous Dual Language cohorts explored French. After reflection, this practice

was abandoned to advance Spanish language instruction.

In addition to English instruction, all other K-5 students engage in two semesters of exploratory

language, one each of French and Spanish. Beginning in the fall of 2020, these scholars will

select a preferred language of focus in grades 3-5, based on previous exploratory experience.

K-2 scholars will continue exploring both French and Spanish languages.

2. Identify at what age languages are introduced to students.

Wicklow introduces languages to scholars at the age of 5 or 6 - in Kindergarten.


In Place

Requirement A7.b: The school supports mother tongue and host country language

learning.

The IB will evaluate this requirement by reviewing the information gathered under the requirement B1.5

a, the language policy and during the verification visit.


In Place

Practice A8: The school participates in the IB world community.

1. To what extent do the staff use the IB online curriculum resources?

The staff is learning to navigate online resources available on the My IB website via professional

development opportunities, PLCs, and coaching support. Teacher leaders and teams use IB

online resources to develop understanding of PYP elements. Online resources were used when

preparing assessment and language policies.


In Progress

Practice A9: The school supports access for students to the IB programme and

philosophy?

The IB will evaluate this practice by reviewing information gathered in the PYP structure chart,

requirement A9.a and during the verification visit.


In Place

Requirement A9.a: The school implements the PYP an inclusive programme for all

students

The PYP is an inclusive programme for all students. Students aged 3-12 years old in all grades/years in

the school should be engaged in the PYP.

1. Will students have to meet admissions or selection criteria to be enrolled in the school? No

The IB will also review the information provided in the Programme information section.


In Place

Standard B: Organization

Standard B1: Leadership and Structure

The school’s leadership and administrative structures ensure the implementation of the IB programme.

Practice B1.1: The school has developed systems to keep the governing body

informed about the ongoing implementation and development of the programme.

1. Please explain how new members of the governing body have been informed about the programme.


In Place

Practice B1.2. The school has developed a governance and leadership structure that

supports the implementation and development of the programme.

In the period since the submission of the Application of candidacy, have there been changes in the

membership, nature of responsibilities of the schools governing body?

Yes

If so, the following questions will be asked to allow the school to update the information it has provided

on its governing body.

1. What type of governance body or educational authority has oversight for the school?

The School Board of Seminole County, Florida

2. Briefly describe the school’s governance body or educational authority.

The governing body, the School Board of Seminole County, is comprised of five members

who are elected countywide. The boundaries of each School Board member area mirrors

the County Commissioner districts adopted by the Board of County Commissioners of

Seminole County, Florida. The citizens elected to serve as members of the School Board of

Seminole County are responsible for the formulation and adoption of educational policies

consistent with laws governing public education set by the State Legislature.

a. How is the school’s governing body or educational authority formed?

Publicly elected

b. Briefly explain the areas over which the governing body or educational authority has direct

authority at the school?

The School Board of Seminole County is responsible for setting the District School

Board policies. The Superintendent of Seminole County Public Schools (SCPS) carries

out the Board’s policies while overseeing the day-to-day operations of the district. The

SCPS executive leadership team, led by the Superintendent, school principal (Head of

School) to ensure all policies are in place. The school principal and school leadership

team collaborate with various SCPS departments to ensure policies are followed.

3. Describe how the pedagogical leadership team will work together to lead the implementation of the

programme.

The Pedagogical Leadership Team (Head of School, Assistant Principals, IB Coordinator

and Instructional Coaches) meets weekly regarding programme implementation status. The

team collaborates with teachers in developing the Program of Inquiry and finding

appropriate resources for teachers to use when implementing the curriculum. School

Advisory Council (SAC) and Magnet Team meetings are open to the school community to

ensure parents and community members are included in program implementation.

a. Have there been any changes in the pedagogical leadership team since the school was

recognized as a candidate school?

Yes

b. Describe the process for inducting new members of the pedagogical leadership team.

All new members of the pedagogical leadership teams are required to complete an IB

Category workshop and collaborate with a PYP school within the first year. Frequent

collaboration with the leadership team and the PYP coordinator are integral pieces of

the induction process.

In addition, the new members of the pedagogical leadership team will attend the IB

Global Conference in July 2020 and additional PYP Category 2 and 3 workshops when

available. Team members will also join visits to Authorized PYP schools.

4. Who will be responsible for recruiting programme staff at the school?

The head of school, Martina Herndon, is responsible for recruiting programme staff.

5. Briefly describe any challenges the school faces in recruiting and retaining staff, including the plans

in place to address these challenges.

Wicklow is a member of the Florida League of IB Schools and uses the league’s online

resources to advertise employment opportunities and seek qualified IB PYP teacher

applicants. Wicklow also recruits at a district-sponsored teacher job fair in the spring.

Interview questions were generated to identify candidates whose pedagogical philosophy is

aligned with instructional shifts required for PYP implementation.

The pedagogical shift towards conceptual and inquiry based learning may have contributed

to an increase in teacher turnover over the normal attrition attributed to out of area moves

and retirements.

Differentiated methods are utilized in an effort to develop and retain teachers. A strong

resource team including the PYP Coordinator, instructional coaches and interventionists

work closely with teachers during planning, reflecting, and side by side in the classroom.

Additional time is provided for collaborative team planning. Teacher leadership strengths are

recognized and developed through growth opportunities including high quality professional

development, conferences, and team level leadership roles.


In Progress

Requirement B1.2.a: The responsibility for pedagogical leadership with the school

is a shared responsibility, including at least the PYP coordinator and the primary

school principal.

The IB will evaluate this requirement by reviewing information gathered under practices B1.2 the job

descriptions of the PYP coordinator and primary school principal, the school organization chart and



In Place

Requirement B1.2.b: The governing body places the responsibility for the

implementation of the PYP on the pedagogical leadership team.

The IB will evaluate this requirement by reviewing the information gathered under practice B1.2, the job

descriptions of the PYP coordinator and during the verification visit.


In Place

Practice B1.3: The head of school/principal and programme coordinator

demonstrate pedagogical leadership aligned with the philosophy of the

programme.

The IB will evaluate this practice by reviewing information gathered under practice B1.2, the job

description of the programme coordinator, the organization chart and during the verification visit.

1. If the information provided about the school staff indicated that there is an absence of a common

language among staff, the following questions will be asked: How will the pedagogical leadership

team ensure consistent implementation and development of the programme?

2. If the information provided about the school indicated that at least one of the languages of

instruction in the school is different from the IB working languages, the following question will

be asked: How will the pedagogical leadership team ensure consistent implementation and

development of the programme?


In Place

Practice B1.4: The school has appointed a programme coordinator with a job

description, release time, support and resources to carry out the responsibilities of

the position.

Please update the information you provided in the Application for Candidacy.

1. What percentage of the programme coordinators weekly schedule will be devoted to the IB

coordinator responsibilities?

100%

2. Programme Coordinator time allocation

Duty % of weekly time

Curriculum Planning with Teachers 30

PYP and Resource Management 15

Coaching and Walkthroughs 25

Pedagogical Leadership Team Meetings 10

Professional Development/School Visits 10

Scheduling/Calendars 5

Planning for after school and community events 5


In Place

Practice B1.5: The school develops and implements policies and procedures that

supports the programme

The IB will evaluate this practice by reviewing information gathered under the requirements B1.5.a and

B1.5.b


In Place

Requirement B1.5.a: The school has developed and implements a language policy

consistent with IB expectations

1. Describe the process by which the school’s language policy was or will be developed, implemented

and revised.

A teacher committee representing all teams spearheaded the development of Wicklow’s IB

PYP Language Policy. This team studied examples and expectations of an IB Language

Policy, collaborated on Google Docs, and then generated and presented a draft to the

leadership team for feedback. The committee reviewed the final draft, provided suggestions

for improvement, and approved the PYP Language Policy in December 2019. After

presentation to the staff, the Language Policy was implemented and will be reviewed

annually.

2. Describe the support the school will provide to students whose most proficient language is not the

school’s language of instruction.

Differentiated support is provided to English Language Learners at Wicklow Elementary.

Classroom teachers, with English for Students of Other Languages (ESOL) endorsement,

plan for use of appropriate strategies for student access of the PYP curriculum and units of

inquiry. Certified ESOL specialists provide tiered support to students whose most proficient

language is not English.

Family materials and school communications are available in both English and Spanish.

Translation services are provided for families that speak other languages.

3. Indicate the provisions the school had or will have to support students’ mother tongues, if different

from the languages of instruction of the school. Indicate whether this support will take place during

school time.

Classroom libraries and unit resources are selected to ensure that students may access text

in multiple languages. The school has made a commitment to hire staff that reflects the

diversity of student languages. Two new world language teaching positions were added to

expand student language opportunities during school.

Additional opportunities to support students’ mother tongue include the Dual Language

Program with instruction in Spanish and English. The World Language Club provides after

school opportunities for students to further explore language.


In Place

Requirement B1.5.b: The school has developed and implements an assessment

policy that is consistent with IB expectations.

1. Describe the process by which the school’s assessment policy was developed or revised and

implemented.

A teacher and leadership committee representing all teams developed Wicklow’s IB PYP

Assessment Policy. The team studied examples and expectations of an IB Assessment

Policy, and provided input for each section on Padlet. The PYP coordinator generated and

presented a draft to the committee and leadership team for feedback. The school’s

leadership team presented the assessment policy to the School Magnet Team in Fall 2019.

The committee then reviewed the final draft, provided suggestions for improvement, and

approved the PYP Assessment Policy. Several members of the committee participated in IB

Category 2 Evidencing Learning workshop and presented the approved policy to the staff

using contextual classroom examples. After presentation to the staff, the Assessment Policy

was implemented and will be reviewed annually.


In Place

Practice B1.6: The school has systems in place for the continuity and ongoing

development of the programme.

The IB will consult the action plan to confirm that the school has developed clear plans, accountabilities

and timelines regarding the ongoing development of the programme.


In Progress

Practice B1.7: The school carries out programme evaluation involving all

stakeholders.

As this practice does not need to be in place progress at authorization, we have no specific questions at

this time.

Standard B2: Resources and Support

The school’s resources and support structures ensure the implementation

of the IB programme.

Practice B2.1: The governing body allocates funding for the implementation and

ongoing development of the programme.

The IB will evaluate this practice by reviewing the budget chart.


In Place

Practice B2.2: The school provides qualified staff to implement the programme.

A summary of the schools teaching and administrative staff information will be provided. You may

choose to update it in the school staff section in My School.

1. Number of full-time teachers: 63

2. Number of part-time teachers: 3

3. Do all teachers who will be involved in the programme meet the applicable local/regional national

standards for instructional staff?

Yes


In Place

Practice B2.3: The school ensures that teachers and administrators receive IB-

recognized professional development.

The IB will evaluate this practice by reviewing information gathered under practice B2.2, requirement

and B2.3.a, the action plan and budget plan.


In Place

Requirement B2.3.a: The school complies with the IB professional development

requirements for the PYP at authorization and at evaluation.

A summary of information the school provides regarding IB professional development for teaching and

administrative staff will be provided. If you have not entered professional development information

regarding your teachers and administrative staff, you will be asked to update it in the school staff section.

1. Briefly describe the schools plans to induct and provide training for new programme staff hired after

authorization.

When new staff members join Wicklow Elementary, the PYP Coordinator will mentor staff

throughout the year. The onboarding process begins with an orientation of Wicklow’s PYP

Program of Inquiry, units of inquiry, school-level PYP policies and documents, PYP

Standards and Practices, and IB online resources. New teachers are also required to attend

an IB Category 1 workshop and opportunities are provided on site. Collaboration with

colleagues and team leaders provide curriculum, instruction, and planning support during

PLCs and PYP curriculum writing sessions. The PYP Coordinator conducts classroom

walkthroughs to provide feedback, ongoing coaching and differentiated professional

development.


In Place

Practice B2.4: The school provides dedicated time for teachers’ collaborative

planning and reflection.

1. Please describe the school’s current collaborative planning practice.

Wicklow teachers collaborate two to three times a week in Professional Learning

Communities (PLCs). The PYP Coordinator or another leadership team member

collaborates with these PLCs weekly. Monthly staff meetings provide time for PYP

professional development and team collaboration. Extended contract allows teams to

collaborate an additional five hours each month to write or revise Units of Inquiry. Teams

collaborated for up to seven days over the summer for professional development,

realignment of the Program of Inquiry and revision of Units of Inquiry.

In the table below, describe the meetings that will support programme implementation, including

participants and meeting types, objectives, and frequency.

Name of Meeting Who Attends Frequency Objective

PLC Meeting Grade Level Team Teachers PYP Coordinator PYP Instructional Coach Instructional Coaches

Weekly To collaborate and discuss PYP curriculum, pedagogy, and assessment which may include the development of PYP documents.

Grade Level Team Meeting

Grade Level Team Teachers (Optional as needed: PYP Coordinator, Instructional Coaches)

Weekly Grade Level Team Members work on tasks as needed for implementation of PYP.

Professional Development Meetings

All instructional staff and Pedagogical Leadership Team

Weekly Professional development/staff meeting topics as determined.

Extended Contract Curriculum Writing

Grade Level Team Members (teacher leaders) PYP Coordinator PYP Instructional Coach Instructional Coaches

Monthly To collaborate with grade level team members and develop Units of Inquiry.

Full Day Professional Development

All instructional staff and Pedagogical Leadership Team

Annually Oct 2018 - Making PYP Happen training; future PD topics TBD

Team Leaders Meeting

Grade Level Team Leaders Pedagogical Leadership Team (Principal, Assistant Principal, PYP Coordinator, Instructional Coaches)

Weekly Follow up on matters under discussion. Front load / discuss a topic with team leaders, who then will discuss with the grade level team for input/action and report back to the Pedagogical Leadership Team. Question and Answer session with Pedagogical Leadership Team.

Leadership Team Meeting (Pedagogical Leadership Team)

Administration (Principal and Assistant Principals), PYP Coordinator, PYP Instructional Coach, Math Instructional Coach, Reading Instructional Coaches, MTSS (Multi Tier System of Supports) Instructional Coach.

Weekly Discuss pedagogical matters and plan accordingly.


In Place

Practice B2.5: The physical and virtual learning environments, facilities. Resources

and specialized equipment support the implementation of the programme.

Please describe the IT facilities PYP students and teachers will have access to and indicate where they are

located.

1. Which of the following characteristics describe your school's current approach to the use of

technology for learning?

✔ One to One laptop devices for students

✔ One to One laptop devices for teachers

✔ Centralized computer facilities

❏ Number of computers: 34

✔ Interactive smart boards in all classrooms throughout the schools

Does the school have consistent access to the internet? Yes

Does the school have WIFI? Yes

Please describe any restrictions the school places on students for staff access to WIFI or the internet?

A certified WiFi network is available to all staff of the Seminole County Public School district. A

username and password is required to log in to the certified WiFi network. There is a public WiFi

network that is available to anyone who is not an employee or student of the Seminole County

Public School District. Filtering software is applied to the WiFi service by the governing body to

block access to any website that may be harmful or distracting to the learning environment.

2. Please provide or update information on the school facilities and resources that support the

implementation of the programme.

Facility or

resources

Description of

facility/resource

How this facility

supports programme

implementation.

Plans for further

development, if any

Physical

Education/Athletics

Facility

Outdoor area with

covered pavilion.

Personal, Social,

Physical Education

(P.S.P.E.) support for

standards

implementation.

None

Science Laboratories Science classroom that

gives scholars the

opportunity to interact

with artifacts.

This facility supports

student exploration in

relation to science

standards that are part of

the Program of Inquiry.

None

Visual Arts Studio Art classroom that has

large group tables that

support scholar

interaction when

completing art projects.

Supports Art standards

within the Program of

Inquiry.

None

Music Facilities Music classroom with

multiple sets of

instruments. Open

space for scholars to

dance/sing.

Support for Music

standards in the

Program of Inquiry.

None

Arts

Performance/Exhibiti

on Space

Multipurpose room

used for assemblies,

after school

presentations, school

plays and family events.

This space will be used

to host the 5th grade

Exhibition and other

performances. A new

sound system was

installed to enhance

presentation quality.

None

Specialized Facilities The Media Center has

books that scholars can

check out and

multimedia equipment

for presentations.

Reading corners are

available. Makerspace

tables allow for an

interactive learning

experience.

Scholars visit to read

independently and also

in groups. Scholars also

can research topics of

interest. Grades K-2

have media once every

7 days. Grades 3-5 have

STEM once every 7

days.

More structured

lessons on how to

conduct research and

support for

transdisciplinary

learning.

Other

facilities/resources

Wicklow Elementary

has two language labs.

The labs consist of

headsets that drop down

from the ceiling and

students can interact

with each other. The

teacher is able to

monitor student

interaction.

Will support language

acquisition as required

for the IB PYP.

Additional resources

purchased to support the

software.

None

Other


The 1:1 laptop initiative

now supports the use of

I-Ready software for

student academic

growth that meets

students at their level of

reading and math.

Scholars can work at

their own pace

(differentiated software)

in building their reading

and math skills.

None

Other


Wicklow Explorer

Room serves as

multipurpose room. It

has a Smart Board,

laptops and group

seating for

collaboration. It also

has cultural artifacts

and art for exploring.

Wicklow Elementary

uses this space for

family tours and for

guest speakers to

interact with scholars. It

is a space where

scholars or community

members can display

artifacts from places

they have traveled.

None

Other


Cultural Explorations

room has a Smart

Board, rug, tables and

many cultural artifacts

to promote curiosity

about different cultures

being explored.

Scholars in K-2 explore

cultures around the

world to deepen their

understanding of

diversity. K-2 scholars

attend once every 7 days

and will study a culture

for approximately 4-6

weeks.

None

Other


Classroom converted

into Resource Room

with many shelves to

hold all PYP materials

in clear bins and

labeled/grouped by

grade level with

inventory list inside.

PYP Resource Room

where all materials are

housed for PYP Units of

Inquiry by grade level

(clear bins on shelves).

Continue

organization of

materials to ensure

maximum sharing

abilities of resources

across grade levels.

Other


(continued)

Shelving to hold

miscellaneous supplies

(post-it notes, scissors,

markers, chart paper,

etc.) - for professional

development and

implementation of PYP.

A professional library

for teachers to borrow

literature that supports

PYP implementation

(e.g. conceptual

teaching, inquiry,

authentic assessment,

service learning, etc.).

Two kidney shaped

tables that seats about

12 to support

collaboration.

A projector, Smart

Board, black and white

printer,and color

printer.

A desk and office space

for PYP Coordinator.

A location to collaborate

in PYP PLCs or after-

school curriculum

writing or planning

meetings for PYP

presentations.

A professional library

with literature to support

PYP implementation.

A desk and office space

for PYP Coordinator to

work and plan.

Published news

board that displays

the schedule for

walkthroughs and an

annual calendar for

PYP learning

experiences and

resources (websites,

blogs) to

read/explore.


In Place

Practice B2.6: The library/multimedia/resources play a central role in the

implementation of the programme.

1. Can students access the library independently? Yes

2. Can students freely browse and borrow library resources? Yes

3. During what hours can students access the library?

The media center is accessible between 8:00 - 8:30 AM and 9:00 AM - 2:30 PM.

4. Does the library have space for students to study independently? Yes

5. Is the library designed specifically for the age group of the programme? Yes

a. If not, who else uses the library?

6. Please describe the print, electronic and multimedia resources that PYP students will be able to

access, including the total number of each type of resources and the languages in which each type

of resource is available.

Resource Type English Spanish

Total number of general reference books (per

language) 107 0

Total number of non-fiction books (per language) 6529 600

Total number of fiction books (per language) 4078 90

Total number of print periodicals (per language) 0 0

Total number of online journals or other virtual

publications 3 0

Total number of online general reference

subscriptions (per language) 0 0

Additional print, electronic or multimedia resources. 3 0

7. How is the library being used as a support for whole class learning?

Scholars in the primary grades visit the library to participate in a range of learning activities

that center around literary works aligned to the current theme in the Program of Inquiry

when appropriate. Intermediate grades scholars engage in STEM/Makerspace activities that

align to the current PYP themes during library visits. In addition, scholars conduct research

using technology and textual resources. Lessons on research techniques will be

incorporated.

8. Describe how the library /multimedia center is managed (including responsibilities of the person who

is in charge of the library/multimedia center, and agreements with other libraries, if applicable).

The media center is managed by two staff members. Responsibilities include: Facilitate

primary and intermediate lessons, order and process book inventory, schedule book fairs

and related activities, assist scholars in selecting books, and daily check out. In addition,

students can access resources from the Seminole County Public Schools Digital Library.

9. Do the classrooms have libraries/resource centers? Yes


In Place

Practice B2.7: The school ensures access to information on global issues and

diverse perspectives.

IB will evaluate this practice by reviewing information gathered under the practices B2.5 and B2.6, and

the action plan.


In Progress

Practice B2.8: The school provides support for its students with learning and or

special educational needs and support for their teachers.

The IB will evaluate this practice by reviewing information gathered under Practice B2.1 and during the

authorization visit.


In Place

Practice B2.9: The school has systems in place to guide and counsel students

through the programme(s).

The IB will evaluate this practice by reviewing the information gathered under practice B2.2 (above)



In Place

Practice B2.10: The student schedule or timetable allows for the requirements of

the programme.

The IB will evaluate this practice by reviewing the information gathered under practice B2.2 during the

verification visit.


In Progress

Practice B2.10a: The schedule or timetable allows for in-depth inquiry into the

transdisciplinary and disciplinary dimensions of the curriculum.

1. Complete or update the organization of teaching time chart

Year/Grade K-5

Total teaching in hours per week/cycle 27.3

Length of week/cycle 5 days

Length of teaching time with classroom teacher 23 hours per week

Percentage of teaching time with single subject

teachers

16

Percentage of teaching time spent on other

activities (e.g assemblies and special events)

<1

2. Has the school made adjustments to the students weekly schedule to ensure that it provides adequate

time for in-depth study of each unit of inquiry? Yes


In Progress

Practice B2.11: The school utilizes the resources and expertise of the community to

enhance learning within the programme(s)

The IB will evaluate this practice by reviewing the Action plan and information gathered during the

Verification visit.


In Place

Practice B2.12: The school allocates resources to implement the PYP exhibition,

the MYP personal project (or community project for programmes that end in MYP

year 3 or 4), the DP extended essay and the CP reflective project for all students,

depending on the programme offered.

This practice is not required to be in place or in progress at authorization and we do not have any

questions at this time.

Standard C1: Collaborative planning

Collaborative planning and reflection supports the implementation of the IB

programme.

Practice C1.1: Collaborative planning and reflection addresses the requirements of

the programme.

IB will evaluate this practice by reviewing information gathered under practice B2.4 and during the

verification visit.


In Place

Requirement C1.1a: The programme of inquiry and all corresponding unit planners

are the product of sustained collaborative work involving all the appropriate staff

The IB will evaluate this requirement by reviewing information provided under practice B2.2 and B2.4



In Place

Requirement C1.1.b: Planning at the school makes use of the PYP planner and

planning process across the curriculum

The PYP Planner is the tool that is to be used by all teachers (as appropriate) as part of their collaborative

planning and reflection process. Indicate how the PYP Planner is used by teachers to document their

teaching outside the programme of inquiry.

All teachers use the PYP planner, including specialists (World Language teachers, Art, PE,

Music teachers). Content taught outside the programme of inquiry is cited in box 3 & 4 of the

planner. Additional line(s) of inquiry are identified and connected to a key concept in the unit of

inquiry. Teachers cite all state learning standards in box 9 under teacher notes.

The IB will evaluate this requirement by reviewing the information provided under practices B2.2 and

B2.4 and during the verification visit.


In Place

Requirements C1.1.c: Planning at the school addresses all the essential elements to

strengthen the transdisciplinary nature of the program.

The IB will evaluate this requirement by the action plan and during the verification visit.


In Place

Practice C1.2: Collaborative planning and reflection takes place regularly and

systematically.

The IB will evaluate this practice by reviewing the information provided under B2.4 and during the

verification visit.


In Place

Practice C1.3: Collaborative planning and reflection addresses vertical and

horizontal articulation.

The IB will evaluate this practice by reviewing the information provided under B2.4 and during the

verification visit.


In Place

Requirements C1.3.a: There is a systematic approach to integration of the subject-

specific scope and sequence and the programme of inquiry.



In Place

Requirements C1.3.b: The school ensures balance and articulation between the

transdisciplinary programme of inquiry and any additional single-subjects teaching.



In Place

Practice C1.4: Collaborative planning and reflection ensures that all teachers have

an overview of students' learning experiences.



In Place

Requirement C1.4.a: The school provides for easy access to completed PYP

planners.



In Place

Requirement C1.4.b: The school ensures that PYP planners are coherent records



In Place

Practice C 1.5: Collaborative planning and reflection is based on agreed

expectations for students learning.



In Place

Practice C1.6: Collaborative planning and reflection incorporates differentiation

for students’ learning needs and styles.



In Place

Practice C1.7: Collaborative planning and reflection is informed by assessment of

student work and learning



In Place

Practice: C1.8: Collaborative planning and reflection recognizes that all teachers

are responsible for language development of students.



In Place

Practice C1.9: Collaborative planning and reflection addresses the IB Learner

Profile attributes.



In Place

C2: Written curriculum

The school’s written curriculum reflects IB philosophy

Practice C2.1: The written curriculum is comprehensive and aligns with the

requirements of the programme.

1. Will students enrolled in the programme have to fulfill other mandated requirements?

No


In Place

Requirement C2.1.a: The programme of inquiry consists of six units of inquiry -

one for each transdisciplinary theme - at each year/grade level, with the exception

of students who are 3-5 years, where the requirement is at least four units at each

year/grade level, two of which must be under “Who we are” and “How we express

ourselves.”

The IB will evaluate this requirement by reviewing the programme of inquiry and during the verification

visit.


In Place

Requirement C2.1.b: The school ensures that there is a coherent, horizontally and

vertically articulated programme of inquiry.

The IB will evaluate this requirement by reviewing the programme of inquiry and during the verification

visit.


In Place

Requirement C2.1.c: The PYP exhibition is one of the six transdisciplinary units of

inquiry in the final year of the programme.

As this requirement does not need to be in place or in progress at authorization, we have no specific

questions on it at this time.

Requirement C2.1.d: There is documented evidence that the curriculum developed

addresses the five essential elements of the PYP.

The IB will evaluate this requirement by reviewing the programme of inquiry, unit planners, and during



In Place

Practice C2.2: The written curriculum is available to the school community.

The IB will evaluate this requirement by reviewing school publications and the school website, and



In Place

Practice C2.3: The written curriculum builds on students’ previous learning

experiences.

The IB will evaluate this practice during the verification visit.


In Place

Practice C2.4: The written curriculum identifies the knowledge concepts, skills,

and attitudes to be developed over time.

The IB will evaluate this practice by reviewing the programme of inquiry, unit planners, and during the

verification visit.


In Place

Requirement C2.4.a: The school has scope and sequence documents that indicate

the development of conceptual understanding, knowledge and skills for each PYP

Subject area.

1. Which scope and sequence documents are being used?

Local/National


In Place

Requirement C2.4.b: The overall expectations of student achievement in the

school’s scope and sequence documents are aligned with those expressed in the

PYP scope and sequence documents.



In Place

Practice C2.5: The Written curriculum allows for meaningful student action in

response to students’ own needs and the needs of others.

The IB will evaluate this practice by reviewing the unit planners and during the verification visit.


In Progress

Practice C2.6: The written curriculum incorporates relevant experiences for

students.



In Place

Requirement C2.6.a: The written curriculum provides opportunities for student

learning that is significant, relevant, engaging, and challenging.




In Place

Practice C2.7: The written curriculum promotes students’ awareness of individual,

local, national, and world issues.




In Progress

Requirement C2.7.a: The programme of inquiry includes the study of host or home

country, the culture of individual students, and the culture of others, including their

belief systems.




In Progress

Practice C2.8: The written curriculum provides for reflection on human

commonality, diversity, and multiple perspectives.

The IB will evaluate this practice by reviewing the programme of inquiry, unit planners, and during the

verification visit.


In Progress

Practice C2.9: The written curriculum is informed by current IB publications and is

reviewed regularly to incorporate developments in the programme.

The IB will evaluate this practice by reviewing the programme of inquiry, unit planners, information

gathered under practice A8, and during the verification visit.


In Place

Requirement C2.9.a: There is a system for regular review and refinement of the

programme of inquiry, Individual units of inquiry, and the subject-specific scope

and sequences.

The IB will evaluate this requirement by reviewing information gathered under practice B2.4 and during



In Place

Practice C2.10: The written curriculum integrates the policies developed by the

school to support the programme.

The IB will evaluate this practice by reviewing the information gathered under practice B1.5 and during



In Place

Practice C2.11: The written curriculum fosters development of the IB learner

profile attributes.



In Place

Standard C3: Teaching and Learning

Teaching and Learning reflects the IB philosophy.

Practice C3.1: Teaching and learning aligns with the requirements of the

programme.

1. What changes to planning for teaching and learning in the school has the implementation of the PYP

entailed?

Wicklow’s Program of Inquiry and Units of Inquiry guide grade level PLCs’ focus on IB PYP

transdisciplinary curriculum, pedagogy, assessment, and reflection. Teachers participate in

approximately three PLCs each week (ELA, Math and PYP). PLCs are increasing teacher

expertise in examining teaching and learning practices through an IB PYP lens. Teacher teams

and support staff also access Units of Inquiry and the Programme of Inquiry for online

collaboration. The PYP Coordinator meets with Special Area Teachers (music, art, physical

education, and world language) and instructional coaches to ensure connections to Wicklow's

Programme of Inquiry by using key concepts, learner profile, and inquiry. ESE staff collaborate

with PLCs or meet to review the Programme of Inquiry and Units of Inquiry.


In Place

Requirement C3.1.a: The school ensures that students experience coherence in

their learning supported by the five essential elements of the programme regardless

of which teacher has responsibility for them at any point in time.



In Place

Requirements of C3.1.b: The classroom teacher takes responsibility as least for the

language of instruction, mathematics, social studies and science, to support the

PYP model of transdisciplinary teaching and learning.

The IB will evaluate this requirement by reviewing information gathered under requirements A3.e

practice B1.2, sample class schedules and during the verification visit.


In Place

Requirement C 3.1.c: The school ensures that personal and social education is the

responsibility of all teachers.

The IB will evaluate requirements during the verification visit.


In Place

Practice C3.2: Teaching and learning engages students as inquirers and thinkers



In Place

Practice C3.2.a: The school ensures that that inquiry is used across the curriculum

and by teachers.

The IB will evaluate this practice by reviewing the unit planners and during the verification visit


In Place

Practice C3.3: Teaching and learning builds on what students know and can do.



In Place

Practice 3.3.a: Teaching and Learning addresses the competencies, experiences,

learning needs and styles of students.



In Place

Practice C3.4: Teaching and learning promotes the understanding and practice of

academic honesty.



In Place

Practice C3.5: Teaching and learning supports students to become actively

responsible for their own learning



In Progress

Practice C3.6: Teaching and learning addresses human commonality, diversity and

multiple perspectives.



In Progress

Practice C3.7: Teaching and Learning addresses the diversity of student language

needs, including those for students learning in languages other than mother tongue.

The IB will evaluate this practice by reviewing the information gathered under requirement B1.5.a,

language policy and information gathered during the verification visit.


In Place

Practice C3.8: Teaching and learning demonstrates that all teachers are responsible

for language development of students.

The IB will evaluate this practice by reviewing the information gathered under requirement B1.5.a,

language policy, unit planners and information gathered during the verification visit.


In Place

Practice C3.9: Teaching and Learning uses a wide range and variety of strategies



In Place

Practice: C3.10: Teaching and learning differentiates instruction to meet students'

learning needs and styles.



In Place

Requirement C3.10.a: The school provides for grouping and regrouping of students

for a variety of learning purposes.



In Place

Practice C3.11: Teaching and learning incorporates a range of resources, including

information technologies.

The IB will evaluate this practice by reviewing the unit planners and during the verification visit .


In Place

Practice C3.12: Teaching and learning develops students’ attitudes and skills that

allow for meaningful student action in response to students' own needs and the

needs of others.

The IB will evaluate this practice during the verification visit.


In Progress

Practice C3.13: Teaching and learning engages students in reflecting on how, what

and why they are learning.



In Place

Practice C3.14: Teaching and learning fosters a stimulating learning environment

based on understanding and respect.



In Place

Requirements C3.14.a: The school provides environments in which students work

both independently and collaboratively.

The IB will evaluate this practice by reviewing information gathered under practice B2.5 and B2.6 and



In Place

Requirement C3.14.b: Teaching and learning empowers students to take self-

initiated action as a result of the learning.



In Progress

Practice C3.15: Teaching and learning encourages students to demonstrate their

learning in a variety of ways.



In Place

Practice C3.16: Teaching and learning develops the IB learner profile attributes.



In Place

Standard C4: Assessment

Assessment at the school reflects IB assessment philosophy.

Practice C4.1: Assessment at the school aligns with the requirements of the

programme.

The IB will evaluate this practice by reviewing samples of completed report cards and during the

verification visit.


In Place

Requirement C4.1.a: Assessment at the school is integral with planning, teaching,

and learning.



In Place

Requirement C4.1.b: Assessment addresses all the essential elements of the

programme.

1. Describe how the school currently formatively and summatively assess student learning and indicate

any changes that will need to occur in order to meet PYP assessment principles and practices.

Teacher teams plan for use of Thinking Maps, Visible Thinking Strategies, Quick Writes,

cooperative learning structures, student portfolios, and other teacher-created assessments to

monitor learning and inform instruction. Provocations are used to pre-assess and activate prior

knowledge and student wonderings. Ongoing opportunities for student peer-feedback and self-

reflection culminate in assessment of the unit’s central idea. Use of rubrics and checklists guide

performance assessment practices.

The school utilizes Curriculum Associates i-Ready for ongoing progress monitoring and

diagnostic assessments in reading and math. Teachers also utilize data points from district

assessments, reading diagnostic measures and statewide testing to provide differentiated

support.

Wicklow plans to continue to refine teacher proficiency utilizing information from formative and

summative assessments. One focus is to continue to use a variety of strategies that will

ultimately lead to student-initiated action. As a result, students will demonstrate skills required to

excel in the PYP Exhibition.


In Place

Requirement C4.1.c: The school provides evidence of student learning over time

across the curriculum.



In Place

Practice C4.2: The school communicates its assessment philosophy, policy, and

procedures to the school community.

The IB will evaluate this practice by reviewing the assessment policy and during the verification visit.


In Place

Practice C4.3: The school uses a range of strategies and tools to assess student

learning.

The IB will evaluate this practice by reviewing the assessment policy, unit planners, and during the

verification visit.


In Place

Practice C4.4: The school provides students with feedback to inform and improve

their learning.

The IB will evaluate this practice by reviewing the assessment policy, unit planners and during the

verification visit.


In Place

Practice C4.5: The school has systems for recording student progress aligned with

the assessment philosophy of the programme.

The IB will evaluate this practice by reviewing the assessment policy, report cards, and information

gathered under C4.6.


In Place

Practice C4.6: The school has systems for reporting student progress aligned with

the assessment philosophy of the programmes.

1. Describe how the school currently reports student achievement to parents and indicate any changes

that will need to occur in order to meet PYP reporting requirements.

During scholar-led conference events, students share learning and progress with families using

portfolios. These portfolios include learning artifacts, unit reflections of inquiries, progress of

learner profile attributes, transdisciplinary skill development, and any student-initiated actions

taken. In addition, scholars establish goals and action plans with their families based on unit,

diagnostic and benchmark assessments. Parent-teacher conferences provide additional

opportunities to communicate student progress using the portfolios and include narratives.

Quarterly report cards and mid-quarter progress reports provide families the current letter grade

average of student work and assessments in each subject. Included with report cards are I-

Ready and Accelerated Reader reports providing detailed information about the students’

performance on specific math and reading strands. Parents and guardians also have access to

a real-time online gradebook to view individual grades and assignments. Scholars in grades 3-5

annually receive individualized Florida Standards Assessment reports in math and language

arts.

The school is working on procedures that provide scholars an opportunity to communicate

progress when their families do not participate in the student conferencing event. Students may

lead the conference with a staff member or mentor using a conference reflection to send home

for family response. Narratives citing evidence of Learner Profile development and unit

reflections would then be included in quarterly report cards.

The IB will also evaluate this practice by reviewing the assessment policy, report cards, and during the

verification visit.


In Progress

Requirement C4.6.a: Student learning and development related to all attributes of

the IB learner profile are assessed and reported.

Describe how the school reports to parents on the IB learner profile.

Ongoing evidence and reflection of each scholar’s development related to the IB Learner Profile

attributes is included in the scholar’s portfolios. Scholars discuss their development related to all

of the attributes through scholar-led conferences with their families.

The IB will also evaluate this requirement by reviewing the information gathered under practice C4.6 and



In Progress

Practice C4.7: The School analyzes assessment data to inform teaching and

learning.



In Place

Requirement C4.7.a: The school ensures that students’ knowledge and

understanding are assessed prior to new learning.



In Place

Practice C4.8: The school provides opportunities for students to participate in, and

reflect on, the assessment of their work.



In Place

Practice C4.9: The school has systems in place to ensure that all students can

demonstrate a consolidation of their learning through the completion of the PYP

exhibition, the PYP personal project (or community project for programmes that

end in MYP year 3 or 4), the DP extended essay and the CP reflective project,

depending on the programme(s) offered.

This practice is not required to be in place or in progress at authorization and we do not have any

questions at this time.

Implementation Budget

See Appendix A

Documents

Below you will find a list of some of the documents you submitted with your Application for candidacy

as well as both required and optional documents to be submitted with your Application for authorization.

Documents submitted with the Application for candidacy

If there has been a change in the content of any of the documents listed below that were submitted with

your Application for candidacy, please submit an updated version here. If there has been no change, there

is no need to resubmit these documents.

1. Legal status documentation

Documentary confirmation of the legal status of the school and confirmation from the local/provincial/state

authorities that the school is recognized as an educational institution with certified translation into English,

French, or Spanish if written in any other Language. Translations of official documents should be duly

certified. (See Appendix B)

2. Organization chart

School organization chart showing the pedagogical leadership team and reporting lines. (See Appendix C.)

Required documents to be submitted with the Application for authorization

The following documents must be uploaded and submitted with your Application for authorization. Your

application will not move forward in the authorization process without these documents.

1. School brochure and promotional literature produced by the school concerning the

implementation of the PYP. (See Appendix D)

2. Programme coordinator job description. (See Appendix E)

3. Job description of the primary school principal. (See Appendix F)

4. Assessment policy consistent with IB expectations. (See Appendix G)

5. Language policy consistent with IB expectations. (See Appendix H)

6. Sample class schedules. (See Appendix I)

7. PYP Programme of Inquiry. (See Appendix J)

8. Three Completed planners for each year/grade level. (See Appendix K)

9. Examples of school reports to parents from three different grade levels. (See Appendix L)

Please be aware that in addition to the documents listed above, the following items should be made

available at the time of the verification visit:

● Samples of work completed by students

● A current version of the school’s programme of inquiry

● Updated and newly developed transdisciplinary units of inquiry for each year/grade level

● Unit planners for each year/grade level from outside the programme of inquiry

● Subject-specific scope and sequence documents

● Samples of completed report cards from each grade/year level

● Any policies/essential agreements regarding the implementation of the programme that the school

may have adopted or developed, if appropriate.

Agreement

Before the school can complete the Application for authorization, the appropriate authorities will need to

review and electronically sign the following agreement.

Request to the IB Organization for authorization to offer the Primary Years Programme.

On behalf of the above-named school, we request official authorization to offer the Primary Years

Programme (PYP) of the IB Organization. Information about the school is supplied on the accompanying

application form and documents.

We understand that if, after careful review of this application and the accompanying documentation, the

appropriate IB office accepts it, a verification visit to the school will be arranged before a final decision

on the authorization process is reached by the Director General.

We confirm again that:

a. We have read the following documents published on the IB website or purchased from the IB

store, made them available to the relevant constituencies of the school and agree to abide by the

regulations therein:

○ Programme standards and practices

○ Making the PYP happen: A curriculum framework for international primary education

○ Making the PYP happen: Pedagogical leadership in a PYP school

○ Rules for candidate schools

○ Rules for IB World Schools: Primary Years Programme

○ General regulations: Primary Years Programme

○ Guide to school authorization: Primary Years Programme

○ Rules and policy for the use of IB intellectual property

b. The School has prepared itself to meet the authorization requirements following the current IB

documents published for the purpose of implementing the programme.

c. The appropriate financial authorities of the school/public school district know of the schedule of

Primary Years Programme fees and currency as assigned by the IB and have agreed to their

timely payment.

d. The school will not advertise or otherwise imply that it is authorize to offer the Primary Years

Programme. The final decision on the application for authorization is reached by the Director

General of the IB Organization after acceptance of the Application for authorization: Primary

Years Programme and after a verification visit to the school by an IB team has taken place.

e. The school will only use the IB World School logo if and when the school is authorized to offer

the IB Primary Years Programme. No IB logo is available to candidate schools.

f. We have uploaded the supporting documents as requested in this application.

g. We agree that this electronic application form, whether signed electronically or not, will be

understood by the IB Organization to have been read and endorsed by the head of school, the

superintendent of the school (if applicable) and the chair of the governing body (if applicable),

without a signed hard copy being necessary.

h. We understand and accept that any dispute arising from, or in connection with, the Application

for candidacy; Primary Years Programme, the Application for authorization: Primary Years

Programme, or any other document relating to the authorization process, shall be finally settled

by arbitration, taking place in and in accordance with the rules applicable in Geneva, Switzerland.

The proceedings shall be confidential and the language of the arbitration shall be English.

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

Name and title of head of school/principal

Signature of head of school/principal

Date

Name and title of superintendent of school/executive head (if applicable)

Signature of superintendent of school/executive head

Date

Name and title of chair of the governing body

Signature of chair of the governing body

Date

APPENDIX A

IMPLEMENTATION BUDGET

Wicklow Elementary Implementation Budget

Type Year 1

2018-2019 Year 2

2019-2020 Year 3

2019-2020 Year 4

2020-2021 Year 4

2020-2021

Fee

Annual School Fee 0 0 0 $9000 $9000

Candidate School Fee $4500 $9500 $9500 0 0

Professional Development

FLIBS Membership $300 $300 $300 $300 $300

IB Official Workshops/School Visits $9550 $61,300 $61,300 $61,300 $13,850

Extended Teacher Collaboration Time $66,150 $66,150 $66,150 $66,150 $66,150

Resource

PYP Instructional Materials $208,000 $44,700 $44,700 $37,700 $37,700

Technology Equipment & Software $964,150 0 0 $40,000 0

Furniture $263,500 0 0 0 0

Other

Assistant Principal on Assignment $48,750 $66,950 $68,959 $71,028 $73,159

PYP Coordinator Salary $41,250 $56,650 $58,350 $60,101 $61,905

Two World Language Teachers $18,000 $92,700 $95,481 $98,346 $101,297

Marketing $13,230 $13,230 $13,230 $13,230 $13,230

APPENDIX B

LEGAL STATUS DOCUMENTATION

� �� !��"��#��$%��&��%��%'( �!��"��#��$%��&�)��%'( ��"��#��$%��&��**�(��#��%� �"��#��$%��&��( ��+"��'%�,�(�-��(��,$( ��&�.��(#(�%��*/�%��#��)/#��#�(��#0 ��$$��%1�(�(0��#��*( ��%��(#��%��%��(��%�/� ��%��%��(��%��(��$(#�#0� (%� ��(��%�/� ��(0�(��(*��(��#2/(#� ��$$��%1�(�(0�(��(*��(��#2/(#��%��3��%��# ��$$��%1�(�%0#(��%�/� ��%0#(��%0#(��$(��%��, �)��(�0#��%#0/%0(�%0#(��"/�$��( ��#��*(��0#%�(*��(��'�#%�(��%��%��%��#��"��0�%'��(�3��%��4( � (�� ,$( �� (%�&��/#*�� (%�&��/#*��%##/%��,�5��(��%#.��5((6�, ��(*��(* � (�� 7#6#�5#��8��/'1(� ��)(*(�%��/'1(��.��9�� :.;��%��/*( �.�+99�:<��#0��/*( �&��+.�<��#0�(��#%�� 9!�/�(�� .�(#%�(�� **(* ��9�..�.��%#0(* ��.��.�� %�#��(#/

12/6/2018 Search for Public Schools - School Detail for WICKLOW ELEMENTARY SCHOOL

https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&InstName=wicklow&SchoolType=1&SchoolType=2&SchoolType=3&SchoolType=4… 1/2

NOTE: The inclusion or exclusion of a school in this locator does NOT constitute an endorsement of the school andshould NOT be used in any way to infer the accreditation status of the school.

School Directory Information (2017-2018 school year)

Search Results Modify Search Data Notes/Grant IDs Help

School Name: WICKLOW ELEMENTARY

SCHOOL

NCES School ID:

120171003269State School ID:

FL-59-0811

District Name: Seminole

district information

NCES District ID:

1201710State District ID:

FL-59

Mailing Address: 100 PLACID LAKE DR

SANFORD, FL 32773-4446

Physical Address: 100 PLACID LAKE DR

SANFORD, FL 32773-4446

Phone: (407)320-1250

Type: Regular school

Status: Currently operational

Charter: No

Supervisory Union #: N/A

Grade Span: (grades PK - 5)

PKKG 1 2 3 4 5

Website: http://www.scps.k12.fl.us/schools/schoolinfopage.cfm?schoolnumber=0811

School Details (2015-2016 school year)County: Seminole County schools in countyLocale: City: Small (13)

Magnet: No Title I School: Yes

Title I School-Wide Program: Yes

Total Students: 720Classroom Teachers (FTE): 61.00Student/Teacher Ratio: 11.80

Enrollment Characteristics (2015-2016 school year)Enrollment by Grade:

PK KG 1 2 3 4 5 Students 13 124 102 119 123 118 121

Enrollment by Race/Ethnicity:

AmericanIndian/

AlaskaNative

Asian Black Hispanic

NativeHawaiian/

PacificIslander

WhiteTwo orMore

Races

Students 0 17 206 274 3 198 22

Enrollment by Gender: Male Female

Students 344 376

Free lunch eligible: 566 Reduced-price lunch eligible: 33

Note: Details may not add to totals.

NOTES[ † ] indicates that the data are not applicable. For example, the enrollment and staff characteristics forschools that opened in the 2017-2018 school year will not be available until the full 2017-2018 file isreleased.[ – ] indicates that the data are missing.[ ‡ ] indicates that the data do not meet NCES data quality standards.The directory information on school name, address, and phone number are preliminary data from initialsubmissions of school level data for 2017-2018.Data provided on student membership and staffing are from the official school level data for 2015-2016.

Source: CCD Public school data 2015-2016, 2017-2018 school years

National Center for Education StatisticsOffice of Educational Research & Improvement, U.S. Dept. of Education1990 K Street, NW, Washington, DC 20006, USA, Phone: (202) 502-7300

IES NCES National Center for Education Statistics

IES IES Centers

Explore the Institute of Education Sciences IES Policies and Standards

Public Access Policy

Additional Resources

ERIC

IES NCES National Center for Education Statistics Search Go

https://nces.ed.gov/ccd/schoolsearch/school_list.asp?Search=1&InstName=wicklow&SchoolType=1&SchoolType=2&SchoolType=3&SchoolType=4&SpecificSchlTypes=all&IncGrade=-1&LoGrade=-1&HiGrade=-1&ID=120171003269

https://nces.ed.gov/ccd/schoolsearch/index.asp?Search=1&InstName=wicklow&SchoolType=1&SchoolType=2&SchoolType=3&SchoolType=4&SpecificSchlTypes=all&IncGrade=-1&LoGrade=-1&HiGrade=-1&ID=120171003269

javascript:AboutDataPopup();

javascript:HelpPopup('page3');

https://nces.ed.gov/ccd/districtsearch/district_detail.asp?Search=2&details=1&ID2=1201710&DistrictID=1201710

https://nces.ed.gov/transfer.asp?location=www.scps.k12.fl.us/schools/schoolinfopage.cfm?schoolnumber=0811

https://nces.ed.gov/ccd/schoolsearch/school_list.asp?Search=1&County=Seminole%20County&State=12

https://ies.ed.gov/

https://nces.ed.gov/

https://ies.ed.gov/

https://ies.ed.gov/funding/researchaccess.asp

https://eric.ed.gov/

https://ies.ed.gov/


12/6/2018 Search for Public Schools - School Detail for WICKLOW ELEMENTARY SCHOOL

https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&InstName=wicklow&SchoolType=1&SchoolType=2&SchoolType=3&SchoolType=4… 2/2

IESHome

About

Publications

Data

Funding

News

IES CentersNCEE

NCER

NCESHome

About

Programs

Publications

Data

Data Training

School Search

News

Kids' Zone

NCSER

Public Access PolicyPrivacy and Security Policies

NCES Statistical Standards

Peer Review Process

ED Data Inventory

Fed Stats Contact Us U.S. Department ofEducation

ERICSitemap

Organizational Chart

https://ies.ed.gov/

https://ies.ed.gov/

https://ies.ed.gov/aboutus/

https://ies.ed.gov/pubsearch/

https://ies.ed.gov/data.asp

https://ies.ed.gov/funding/

https://ies.ed.gov/events.asp

https://ies.ed.gov/ncee/

https://ies.ed.gov/ncer/



https://nces.ed.gov/about/

https://nces.ed.gov/surveys/

https://nces.ed.gov/pubsearch/

https://nces.ed.gov/datatools/

https://nces.ed.gov/training/datauser/

https://nces.ed.gov/globallocator/

https://nces.ed.gov/whatsnew/

https://nces.ed.gov/nceskids/

https://ies.ed.gov/ncser/

https://ies.ed.gov/funding/researchaccess.asp

https://ies.ed.gov/help/privacy.asp

https://nces.ed.gov/statprog/2012/

https://ies.ed.gov/director/sro/peer_review/index.asp

https://datainventory.ed.gov/

http://fedstats.sites.usa.gov/

https://nces.ed.gov/help/webmail/

http://www.ed.gov/

https://eric.ed.gov/

https://nces.ed.gov/help/sitemap.asp

https://nces.ed.gov/help/ieschart.asp

Showing applications from Showing applications from All ProgramsAll Programs

You are signed in as: You are signed in as: Julie CioccaJulie Ciocca AccountAccount || SignoutSignout

School Year:School Year: 2018-2019

Manage ProgramsManage Programs Add and modify the school programs to which students may apply.Add and modify the school programs to which students may apply.

Search:Search: Elementary School Region Schools Search Add New Program

8 matches8 matches 11 « « 1 1 » » 11 50 per page per page

IDID Program NameProgram Name AcceptingAcceptingGradesGrades

ActiveActive

6767 Bentley Elementary School (R)Bentley Elementary School (R) K, 1, 2, 3, 4, 5K, 1, 2, 3, 4, 5 YY Edit Files Disable

7070 Crystal Lake Elementary School (R)Crystal Lake Elementary School (R) K, 1, 2, 3, 4, 5K, 1, 2, 3, 4, 5 YY Edit Files Disable

7575 Hamilton Elementary School of Engineering & TechnologyHamilton Elementary School of Engineering & TechnologyMagnet (R)Magnet (R) K, 1, 2, 3, 4, 5K, 1, 2, 3, 4, 5 YY Edit Files Disable

6868 Idyllwilde Elementary Future Ready Academy (R)Idyllwilde Elementary Future Ready Academy (R) K, 1, 2, 3, 4, 5K, 1, 2, 3, 4, 5 YY Edit Files Disable

7676 Midway Elementary School of the Arts Magnet (R)Midway Elementary School of the Arts Magnet (R) K, 1, 2, 3, 4, 5K, 1, 2, 3, 4, 5 YY Edit Files Disable

7474 Pine Crest Elementary Magnet School of Innovation (R)Pine Crest Elementary Magnet School of Innovation (R) K, 1, 2, 3, 4, 5K, 1, 2, 3, 4, 5 YY Edit Files Disable

7171 Wicklow Elementary Magnet School for Global Pathways (R)Wicklow Elementary Magnet School for Global Pathways (R) K, 1, 2, 3, 4, 5K, 1, 2, 3, 4, 5 YY Edit Files Disable

6969 Wilson Elementary School (R)Wilson Elementary School (R) K, 1, 2, 3, 4, 5K, 1, 2, 3, 4, 5 YY Edit Files Disable

Student registration software by Student registration software by Smart Choice Technologies, Inc.Smart Choice Technologies, Inc. Return to Return to Main WebsiteMain Website

https://www.seminoleschoolchoicesapplication.us/apply/manage/account.php

https://www.seminoleschoolchoicesapplication.us/apply/manage/account.php

https://www.seminoleschoolchoicesapplication.us/apply/manage/index.php?logout=1

https://www.seminoleschoolchoicesapplication.us/apply/manage/programs.php?search=&level=3&category=3&sort=title&order=asc&page=1&per_page=50

https://www.seminoleschoolchoicesapplication.us/apply/manage/programs.php?search=&level=3&category=3&sort=title&order=asc&page=1&per_page=50

http://smartchoicetech.com/

http://smartchoicetech.com/

https://www.seminoleschoolchoicesapplication.us/

APPENDIX C

SCHOOL ORGANIZATION CHART

Ann GlassPYP CoordinatorSilvina Aznar

Lisa Hengehold,School Administration Manager

Wicklow ElementaryPedagogical Leadership Team

Martina HerndonPrincipal

Ann GlassPYP Coordinator

Katie FuchsInstructional Coach

Kimberly DudleyInstructional Coach

Kristin CulbrethInstructional Coach

Silvina Aznar-MojicaInstructional Coach

Claude ArchieAssistant Principal

Carson StoneAssistant Principal

APPENDIX D

SCHOOL BROCHURE

Wicklow Elementary School

S E M I N O L E C O U N T Y P U B L I C S C H O O L S

FOR PROGRAM INFORMATION100 Placid Lake DriveSanford, FL 32771407-320-1250www.wicklow.scps.k12.fl.us

FOR APPLICATION INFORMATION 400 E. Lake Mary Blvd.Sanford, FL 32773407-320-0329 www.seminoleschoolchoices.us

“My children are learning through different cultural lenses to help develop them into worldly thinkers. Highly trained teachers, world language classes, and technology are some of the amazing features offered at Wicklow.”

Explore WicklowExplore the World

- PROUD WICKLOW PARENT

APPLY ONLINEwww.seminoleschoolchoicesapplication.us

» Parents who reside in Seminole County are eligible to submit applications for their students applying to k indergarten through grade five.

» Transportation is provided per school board policy.

» Sibling Link is available per school board policy.

Teamwork, Communication, and Collaboration

Real World, Inquiry-Based Activities

Modern, Technology-Rich Environments

French and Spanish Direct Language Instruction

Wicklow Elementary Magnet School for Global Pathways is a candidate school* for the International Baccalaureate (IB) Primary Years Programme and pursuing authorization as an IB World School.

IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision.** *Only schools authorized by the International Baccalaureate can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the IB Career-related Certificate (IBCC). Candidate status gives no guarantee that authorization will be granted.**Mission Statement from the IBThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.For further information about the IB and its programmes, visit www.ibo.org

An Official International Baccalaureate® (IB)

Candidate School

EXPLORE

Explore LANGUAGES, CULTURES, and CUSTOMS from AROUND THE WORLDBecome a globally-minded citizen equipped with the strategies, knowledge, and skills needed to pursue excellence in our modern society.

Investigate and connect firsthand with cultures of the world through language immersion, partnerships, and state-of-the-art technology.

Learn to listen, speak, read, and write in two languages; achieve academic excellence through an international approach; and develop cultural awareness and sensitivity.

APPENDIX E

PROGRAMME COORDINATOR JOB DESCRIPTION

2019-2020 SY Page 1

PYP Coordinator Job Description

Job Purpose: It is an expectation that the PYP Coordinator will have extensive knowledge and

experience with delivery and leadership of the IB PYP. The PYP Coordinator is a member of

the Pedagogical Leadership team which has an overarching responsibility for ensuring that the

teaching and learning will be enriched in line with the philosophical and implementation

requirements of the PYP programme. The PYP Coordinator has a pivotal role in the

collaborative planning process, taking responsibility for ensuring that pedagogical aspects are

discussed, information is disseminated and the program is planned, taught and assessed

collaboratively.

Key Accountabilities for the PYP Coordinator include: Documentation

▪ Ensures that copies of the IBO publications pertaining to PYP are available to all staff

members.

▪ Understands the contents and value of all PYP documents for implementing the program

and promotes their use.

▪ Establishes and maintains a record of completed IB Primary years Programme planners,

including the Exhibition.

▪ Publishes the school’s Programme of Inquiry (POI).

▪ Leads the process of developing, reviewing and refining the written curriculum

(Programme of Inquiry and Units of Inquiry) to include reviewing District scope and

sequence documents in alignment with national and state standards, and IB Standards and

Practices.

▪ Ensures that essential agreements (policies) are articulated for assessment and for

teaching and learning language.

▪ Observes teaching, learning and assessing and collects all necessary information

considering the status and changes of the programme.

▪ Collects on-going evidence of the school’s implementation of PYP standards and

practices.

Professional Development

▪ Encourages teachers to collaborate and to develop their professional skills.

▪ Ensures that staff members are made aware of professional development (online or

faceto-face) opportunities and encourage participation.

▪ Organizes induction sessions/events for new staff to the PYP.

▪ Ensures that every new teacher and new principal/administrator is informed about

changes to documentation, news from the IBO as it pertains to programme

implementation.

▪ Ensures that all teachers, the PYP Coordinator and the Principal are trained to implement

the PYP.

2019-2020 SY Page 2

▪ Co-develops with the Assistant Principal on Assignment a professional development plan

for the school (as part of the action plan) that promotes the attainment of goals listed in

the action plan.

▪ Makes recommendations regarding professional development opportunities in accordance

with the school’s budget, action plan and yearly goals.

▪ Keeps a record of workshop attendance and school visits to ensure equality of

opportunity, identify ongoing needs, and to complete authorization and programme

evaluation forms.

▪ Attends and contributes to staff meetings and Professional Learning Communities

(PLCs).

▪ Assists teams or individuals in developing and documenting Units of Inquiry and

individual student inquiries.

▪ Supports teachers responsible for, and the students involved in, the PYP exhibition in the

final year of the programme.

▪ Leads the development and implementation of the school language policy

▪ Leads the development and implementation of the school assessment policy

▪ Organizes peer lesson observations and engages in team teaching opportunities that

reflect our commitment to providing effective teaching, learning and assessment.

▪ Where possible, organizes an expert or coach to address a defined area for which there is

a demonstrated need for development.

▪ Arranges for own professional development needs in negotiation with the Principal and

Assistant Principal on Assignment to keep up to date with new developments within the

PYP.

Resource Management

▪ Leads the process and makes recommendations for the purchase of suitable resources to

support the implementation of the programme ensuring equitable purchases across the

POI.

▪ Establishes an inventory of resources to facilitate efficient management and

collaboration.

▪ Monitors and evaluates the effective use of educational resources and equipment to

ensure that they support student learning and inquiry.

Communication

▪ Consults teachers about different questions concerning the IBO and the PYP.

▪ Works collaboratively with parents, education specialists and other organizations.

▪ Sets up systems for communication and collaboration among all staff members involved

in implementing the programme.

▪ Attends weekly grade level planning and/or reflection meetings.

▪ Regularly conducts general sessions about the PYP for the whole school community and

for interest groups within the community, for example, conducts parent information

2019-2020 SY Page 3

sessions. Attends meetings with parents so that they have some understanding of the

goals of the PYP.

Ensures that all school members are familiar with the requirements of the IBO

concerning the implementation of the programme and that those requirements are

adhered to.

▪ Ensures that the Rules for IB World Schools: Primary Years Programme is shared with

relevant staff and adhered to.

▪ Supports the publishing of documents (Units of Inquiry news for parents, PBS manual,

Explorer Awards, Reflection Forms for Scholar Portfolios, etc.) pertaining to the Primary

Years Program and for the school website.

▪ Circulates all relevant information received from the IBO and ensures that teachers and

other staff are kept up to date with current developments in the programme.

▪ Prepares and submits any documentation required for authorization and evaluation.

▪ Acts as a liaison between the school and the IBO and responds to requests for information

from the IBO.

▪ Provides outreach to the wider PYP community through the “My IB” website discussion

forums, e-mail and school visits.

▪ Promotes the use of the “My IB” website within the school community.

▪ Ensures that the General regulations: Primary Years Programme is provided to

parents/legal guardians.

▪ Informs the Principal and Assistant Principal on Assignment about progress made in

terms of implementation and development of PYP.

▪ Promotes International Mindedness throughout the school. Implementation

▪ Organizes teacher support with planning, modelling and strategies in learning

environments.

▪ Supports and monitors teachers to ensure that an inquiry approach to learning is used in

all learning environments, as well as the school’s aims of a standards-based education. ▪

Facilitates weekly teacher planning meetings (PLCs) and staff meetings.

▪ Facilitates and coordinates monthly grade level team PYP curriculum planning meetings.

▪ Establishes and coordinates appropriate curriculum teams that meet the needs of the

school (e.g. policy committees, self-study committees, etc.)

▪ Ensures that the curriculum promotes students making connections, thinking conceptually

and critically, and reflecting on their own learning.

▪ Ensures that assessment in a unit of inquiry is an effective way of assessing each

student’s understanding of the central idea

▪ Ensures that assessment, in the form of feedback, helps students to think about how they

learn and to become more proficient, self-directed, and recorded in their portfolios.

▪ Ensures that teachers communicate and help learners and parents understand the

assessment criteria

▪ Ensures that school practices and curriculum development include the hallmarks of

international-mindedness that are embedded in the IB learner profile.

2019-2020 SY Page 4

▪ Ensures that the curriculum provides opportunities for student-initiated actions

▪ Ensures that teachers differentiate the teaching and learning opportunities for children

with diagnosed special needs.

▪ Ensures the balance between transdisciplinary and disciplinary learning.

▪ Models and promotes the IB learner profile.

▪ Monitors the use of inquiry as a pedagogical approach through classroom visits.

▪ Demonstrates reflective leadership practice that values feedback.

▪ Supports the integration of digital technologies into the teaching and learning

programme.

Time Allocation: 100%

The PYP coordinator is a full-time position, filled by an Instructional Coach with no classroom

student assignments. This allows collaborative planning time with all grade level teams and

flexibility in carrying out the above PYP Coordinator responsibilities.

APPENDIX F

JOB DESCRIPTION OF PRIMARY SCHOOL PRINCIPAL

SEMINOLE COUNTY PUBLIC SCHOOLS, FLORIDA P os it ion /J ob Descr ipt ion

PRINCIPAL

Q U A L I F I C A T I O N S

Master’s Degree in Educational Leadership from an accredited institution.

Valid Florida School Principal or Educational Leadership Certification (Level I and II).

Three (3) years of successful teaching experience.

Three (3) years of successful administrative experience.

Meet all other qualifications for employment required by the School Board of Seminole County, Florida.

K N O W L E D G E , S K I L L S , A B I L I T I E S

Knowledge of the school system and its organization.

Knowledge of applicable laws, rules, policies and procedures.

Knowledge of current educational trends and research.

Knowledge of personnel evaluation protocol and other personnel procedures.

Skill in problem solving, human interaction, and conflict management.

Skill in personnel management and supervision techniques.

Ability to cooperatively work with personnel at all levels of the organization.

Ability to plan, organize and manage multiple tasks and competing priorities.

Ability to employ the continuous improvement process for problem solving and managing change.

Ability to analyze, interpret, and use data in decision-making.

Ability to prepare and manage assigned budget and allocated resources.

Ability to communicate effectively orally and in writing.

Ability to supervise and support leadership development in others at all levels of the organization.

Ability to counsel individuals relative to leadership opportunities and career options.

Ability to tolerate high levels of stress.

Ability to maintain confidentiality.

S U P E R V I S I O N

REPORTS TO Executive Director for Elementary or Secondary Education and/or Superintendent

SUPERVISES All Assigned School Personnel

P O S I T I O N G O A L

The Principal provides the school-based leadership required to sustain a focus of improving instruction for the purpose of

increasing the achievement of all students in a safe learning environment while ensuring the orderly and efficient operation of the school.

P E R F O R M A N C E R E S P O N S I B I L I T I E S

The Principal engages in the following actions to support and accomplish the mission, vision and goals of the School Board of the Seminole County Public Schools:

1. *Demonstrates personal and professional behaviors consistent with quality practices in education and as a community leader by:

a. Adhering to the Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C.;

b. Demonstrating resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership;

c. Demonstrating a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community;

PRINCIPAL, Page 2

d. Engaging in professional learning that improves professional practice in alignment with the needs of the school system; e. Demonstrating willingness to admit error and learn from it; and f. Demonstrating explicit improvement in specific performance areas based on previous evaluations and formative feedback.

2. *Achieves results on the school's student learning goals by:

a. Basing the school's learning goals on the state's adopted student academic standards and the district's adopted curricula; and b. Evidencing student learning results by student performance and growth on statewide assessments; district-determined

assessments that are implemented by the district under Section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district and state.

3. *Demonstrates that student learning is the top priority through leadership actions that build and support a

learning organization focused on student success by:

a. Enabling faculty and staff to work as a system focused on student learning; b. Maintaining a school climate that supports student engagement in learning; c. Generating high expectations for learning growth by all students; and d. Engaging faculty and staff in efforts to close learning performance gaps among student subgroups within the school.

4. *Collaboratively develops and implements an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments by:

a. Implementing the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C. through a common language of instruction;

b. Engaging in data analysis for instructional planning and improvement; c. Communicating the relationships among academic standards, effective instruction, and student performance; d. Implementing the district's adopted curricula and state's adopted academic standards in a manner that is rigorous and

culturally relevant to the students and school; and e. Ensuring the appropriate use of high quality formative and interim assessments aligned with the adopted standards and

curricula.

5. *Recruits, retains and develops an effective and diverse faculty and staff by:

a. Generating a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan;

b. Evaluating, monitoring, and providing timely feedback to faculty on the effectiveness of instruction; c. Employing a faculty with the instructional proficiencies needed for the school population served; d. Identifying faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis

for instructional planning and improvement, and the use of instructional technology; e. Implementing professional learning that enables faculty to deliver culturally relevant and differentiated instruction; and f. Providing resources and time and engages faculty in effective individual and collaborative professional learning throughout the

school year. 6. *Structures and monitors a school learning environment that improves learning for all of Florida's diverse student population by:

a. Maintaining a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy;

b. Recognizing and using diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning;

c. Promoting school and classroom practices that validate and value similarities and differences among students; d. Providing recurring monitoring and feedback on the quality of the learning environment; e. Initiating and supporting continuous improvement processes focused on the students' opportunities for success and well-

being; and f. Engaging faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying

and addressing strategies to minimize and/or eliminate achievement gaps. 7. *Employs and monitors a decision-making process that is based on vision, mission and improvement priorities using facts and data by:

a. Giving priority attention to decisions that impact the quality of student learning and teacher proficiency; b. Using critical thinking and problem solving techniques to define problems and identify solutions; c. Evaluating decisions for effectiveness, equity, intended and actual outcome; implements follow-up actions; and revises as

needed; d. Empowering others and distributing leadership when appropriate; and e. Using effective technology integration to enhance decision making and efficiency throughout the school.

8. *Actively cultivates, supports, and develops other leaders within the organization by:

a. Identifying and cultivating potential and emerging leaders; b. Providing evidence of delegation and trust in subordinate leaders; c. Planning for succession management in key positions;

PRINCIPAL, Page 3

d. Promoting teacher-leadership functions focused on instructional proficiency and student learning; and e. Developing sustainable and supportive relationships between school leaders, parents, community, higher education and

business leaders. 9. *Manages the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment by:

a. Organizing time, tasks and projects effectively with clear objectives and coherent plans; b. Establishing appropriate deadlines for him/herself and the entire organization; c. Managing schedules, delegating, and allocating resources to promote collegial efforts in school improvement and faculty

development; and d. Fiscal responsibility and maximizing the impact of fiscal resources on instructional priorities.

10. *Practices two-way communications and using appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals via building and maintaining relationships with students, faculty, parents, and community by:

a. Actively listening to and learning from students, staff, parents, and community stakeholders; b. Recognizing individuals for effective performance; c. Communicating student expectations and performance information to students, parents, and community; d. Maintaining high visibility at school and in the community and regularly engaging stakeholders in the work of the school; e. Creating opportunities within the school to engage students, faculty, parents, and community stakeholders in constructive

conversations about important school issues. f. Utilizing appropriate technologies for communication and collaboration; and g. Ensuring faculty receives timely information about student learning requirements, academic standards, and all other local state

and federal administrative requirements and decisions.

11. Performs other duties as assigned by the respective Executive Director of Elementary or Secondary Education and/or the Superintendent pursuant to the rules and regulations of the School Board and State Board of Education.

*Denotes essential job function/ADA

E Q U I P M E N T / M A T E R I A L S

Standard Office Equipment

P H Y S I C A L R E Q U I R E M E N T S

Light Work Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force frequently. If the use of arm

and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated as Light Work.

P H Y S I C A L A C T I V I T I E S

Sitting Resting with the body supported by the buttocks or thighs. Standing Assuming an upright position on the feet particularly for sustained periods of time. Walking Moving about on foot to accomplish tasks, particularly for long distances. Finger Dexterity Picking, pinching, typing or otherwise working primarily with fingers rather than with the whole hand or arm. Talking Expressing or exchanging ideas by means of the spoken word. Those activities in which detailed or

important spoken instructions must be conveyed accurately, loudly or quickly. Hearing Acuity The ability to perceive speech and other environmental sounds at normal loudness levels. Visual Acuity The power to see at a level which allows reading of numbers and text, operation of equipment, inspection of

machines, etc.

W O R K I N G C O N D I T I O N S

Indoors/Outdoors The worker is subject to both environmental conditions. Activities occur inside and outside.

PRINCIPAL, Page 4

T E R M S O F E M P L O Y M E N T

PAY GRADE POSITION CODES FLSA BOARD APPROVED Applicable April 8,2014 Not applicable Previous Board Approval January 27, 2004 January 16, 1990 ADA Information Provided by Ron Pinnell Position Description Prepared by Ron Pinnell District Salary Schedule PeopleSoft Position TBA Function 7300 AO-03-P $77,976 - $119,614 Personnel Category 3 Survey Code 73001 M-12 D-258 H-1935.0 EEO-5 Line 9 Job Code 1501

AO-02-P $82,439 - $126,460 Personnel Category 3 Survey Code 73002 M-12 D-258 H-1935.0 EEO-5 Line 10 Job Code 1502

1509 1512

AO-01-P $94,338 - $144,712 Personnel Category 3 Survey Code 73003 M-12 D-258 H-1935.0 EEO-5 Line 11

Job Code 1503

Adopted for 2019-2020 SY

APPENDIX G

ASSESSMENT POLICY


Assessment Policy

Wicklow Elementary: Magnet School for Global Pathways

I. Philosophy (OUR BELIEFS OVERALL)

II. Why Do We Assess Students’ Work?

A. Purpose (WHY ASSESS)

B. Principles (EFFECTIVE ASSESSMENT IS…)

III. What Do We Assess?

IV. When and How Do We Assess?

A. Types of Assessment

B. Assessment Strategies

C. Assessment Tools

V. How Do We Report?

A. Conferences

B. Written Reports

C. Portfolios

1. Management of Portfolios

2. Accessibility

VI. Review of Assessment Policy

“Everything that can be counted does not necessarily count; everything that counts cannot necessarily be

counted.” — (Albert Einstein/William Cameron 1963)


I. Philosophy

The Wicklow Elementary Essential Agreement on Assessment is a product of a collaborative effort by

the staff. It recognizes that the fundamental purpose of assessment is to acknowledge student learning.

Wicklow Elementary believes that assessment should be purposeful, be both informal and formal,

include a variety of tools, and drive instruction. We believe that assessment is a tool for learning that is

ongoing, measures student growth and takes place over time. Assessment should be differentiated

according to student needs. A variety of assessment measures are used to evaluate student achievement,

growth and progress over time.

The assessment cycle includes diagnostic assessment, pre-assessment, formative assessment, summative

assessment and standardized evaluations. Likewise, reflection of learning by students, teachers,

administration, and parents is an essential part of the assessment cycle.

Assessment will be reflected upon and should effectively guide students through the PYP five essential

elements of learning:

▪ the acquisition of knowledge ▪ the understanding of concepts ▪ the mastering of skills ▪ the development of learner profile attributes ▪ the decision to take responsible action

PYP assessment focuses on the quality of student learning during the process of inquiry instruction, as

well as on the quality of the products that are a result of that inquiry.

II. Why Do We Assess Students’ Work?

A. Purposes of Assessment

Assessment is an essential part of the instructional cycle. It provides information about student learning

and development, as well as a framework for planning, self-reflection, and collaboration. Teachers and

students are both actively involved in assessing student progress throughout the learning process.

Students will self-assess their own work and reflect on their learning. Teachers will support students in

assessing their own work by providing assessment criteria and by modeling the assessment process.

Students’ learning is promoted through:

▪ Assessing prior knowledge and experience ▪ Differentiating instruction to meet individual needs ▪ Engaging learners in reflection to determine strengths and weaknesses and to set goals ▪ Providing feedback for students in a timely manner ▪ Expanding student learning opportunities ▪ Building a profile of student’s understanding


Information about student learning is provided through:

▪ Examples of student work, projects, performances, and/or portfolios ▪ Results of pre-assessments, formative assessments, and summative assessments ▪ Data relating to benchmarks, rubrics and standardized test scores

The purpose of assessment is to inform and involve students, parents, teachers and administrators.

Effective assessments allow:

▪ Students to be an active part of the learning process through reflection and demonstration of

their understanding and as an avenue for student-initiated action ▪ Teachers to guide instruction and to communicate progress with students and families ▪ Parents to see evidence of their child’s learning and development, while supporting and

celebrating their child’s learning

▪ Administrators to build a sense of community within the school and to monitor, evaluate, and

communicate the success and effectiveness of the school program

B. Principles of Assessment

▪ Assessment is key to planning, teaching, and learning. ▪ Assessment begins with the end in mind (backward design). ▪ Assessment practices are clear to all members of the community [teachers, parents, and

students]. ▪ There is a balance between formative and summative assessment. ▪ There are opportunities for both peer and self-assessment. ▪ There are opportunities for students to reflect on their own learning. ▪ Before starting new learning, teachers assess students’ current knowledge and experience. ▪ Teachers provide students with feedback for future learning. ▪ Reporting to students and parents is meaningful.

The prime objective of assessing students’ learning and performance is to give feedback to:

▪ Students – to encourage the start of lifelong learning ▪ Teachers – to support their reflection on what to teach and how to teach it ▪ Parents – to highlight their child’s learning and development

Effective assessment should:

▪ Provide feedback for students and teachers to revise/advance performance, learning, and

teaching ▪ Be formative, summative and demonstrate what students know, understand, and are able to apply ▪ Use reflection as an essential and integral part of self and teacher assessment ▪ Show awareness of learning style differences ▪ Be anchored in authentic tasks ▪ Provide evidence of progress along a continuum of criteria that are clearly known and

understood in advance


Effective assessments allow students to:

▪ Share their learning and understanding with others ▪ Demonstrate a range of knowledge, conceptual understanding and skills ▪ Use a variety of learning styles, multiple intelligences and abilities to express their understanding ▪ Know and understand in advance the criteria for producing a quality product or performance ▪ Participate in reflection, self- and peer-assessment ▪ Connect their learning on real-life experiences that can lead to further inquiries ▪ Express different points of view and interpretations ▪ Analyze their learning and understand what needs to be improved and how ▪ Set goals and plan for continuous student learning and growth ▪ Build confidence in their own work and self

Effective assessments allow teachers to:

▪ Use both quantitative and qualitative data to inform every stage of the teaching and learning

process ▪ Acquire data that can be used to inform students, teachers, school, and community ▪ Plan in response to student and teacher inquiries ▪ Intervene at the first indication of student difficulty ▪ Develop criteria for producing a quality product or performance ▪ Use scoring that is both analytical and holistic

▪ Produce evidence that can be reported and understood by the whole school community ▪ Collaboratively review and reflect on student performance, progress and needs ▪ Take into account a variety of learning styles, multiple intelligences and abilities including

different cultural context and differentiate their instruction ▪ Reflect on their own practice and prepare for future inquiries

Effective assessments allow parents to:

▪ See evidence of student learning and development ▪ Develop an understanding of the student’s progress ▪ Provide opportunities to support and celebrate student learning and accomplishments

(MPYPH 2009)

III. What Do We Assess?

We believe students learn best when the learning is authentic, transdisciplinary and relevant to the real

world, where learning is not confined to the boundaries of traditional subject areas but is supported and

enriched by them.

Through the IB PYP Program of Inquiry, Wicklow Elementary teachers strive to provide the opportunity

for learners to construct meaning through a continuum of inquiry. This is accomplished by emphasizing

the connections between subject-specific knowledge, PYP Key Concepts, Approaches to Learning and

PYP Themes. The transdisciplinary themes – Who We Are, Where We Are in Place and Time, How We

Express Ourselves, How the World Works, How We Organize Ourselves, Sharing the Planet – provide a

focus for inquiry, while literacy and numeracy emphasize the skills. Feedback should be given on

student progress and performance in each of these areas.


Additionally, feedback should be provided on the attributes of the PYP Learner Profile:

Inquirer Communicator Thinker Risk-Taker Knowledgeable

Principled Caring Open-Minded Balanced Reflective

This profile serves to increase the children’s awareness of, and sensitivity to, the experience of others

beyond the local or national community, thus promoting an understanding that there is a commonality of

human experience.

At Wicklow Elementary, we assess performance and progress in each of the following subject areas:

reading, writing, math, science, social studies, world language, art, music, physical education, social

skills, and work habits. We continue to incorporate students’ attitudes and attributes to everyday

learning. We assess central ideas, which include State standards and assessments related to enduring

understandings.

IV. When and How Do We Assess?

Assessment is something that occurs every day in some fashion. A variety of assessments demonstrates

our belief that children learn in different ways, at different rates, and at different times. Assessment is

viewed as an integral part of the teaching-learning process. It involves collecting evidence of learning

over a period of time, using a variety of assessment methods. The goals of assessment are to provide

feedback on both the on-going progress and the end product in achieving the standards. The result of

assessment is considered a critical element that influences teacher decision-making and guides student

learning.

When do we assess?

▪ Prior to instruction ▪ Continuously through formative assessments and common assessments ▪ End of unit of inquiry through summative assessments ▪ Quarterly ▪ Mid-year ▪ End of year ▪ Following the timetable of mandated state, district, and/or local testing ▪ In the final year of the IB PYP, 5th grade, through the IB PYP Exhibition

A. Types of Assessments

Wicklow Elementary believes that it is important to use a variety of strategies and tools for assessment

in order to allow students many opportunities and methods to show what they have learned. Teachers

assess through pre-assessment, formative and summative assessments, student reflections, and student

portfolios. At Wicklow Elementary, we believe that assessments should be given at numerous times

during a unit of study in all subject areas. Units of study should have the following:


Pre-Assessment

▪ Assesses prior knowledge ▪ Assesses what students want to learn ▪ Directs the teacher in planning of learning experiences

Formative Assessment

▪ Is interwoven within daily learning and instruction ▪ Allows the teacher to make necessary adjustments to teaching plans and methods ▪ Promotes learning by giving regular and frequent feedback, which helps learners to improve

knowledge and understanding, fosters enthusiasm for learning, engages in thoughtful reflection,

develops the capacity for self-assessment, and helps learners recognize the criteria for success

Summative Assessment

▪ Is designed before a unit is taught ▪ Addresses a variety of learning styles ▪ Assesses several elements simultaneously ▪ Informs and improves student learning and the teaching process ▪ Occurs at the end of the teaching and learning processes ▪ Measures understanding of the central idea and prompts student action ▪ Provides students with opportunities to demonstrate what they have learned

Student Self-Assessment and Reflection

Provides students with opportunities to:

▪ Reflect on their learning within the context of each unit of inquiry: o students will assess their understanding of central idea, lines of inquiry, and concepts

▪ Reflect on their progress in relation to the attributes of the IB PYP Learner Profile in the context

of student learning ▪ Reflect on their growth as a learner by examining their own skill development (Approaches to

Learning Skills) ▪ Reflect on any student-initiated action they may have taken ▪ Set goals accordingly and reflect on their progress in meeting those goals ▪ Provides opportunities for teacher, student and peer interaction ▪ Provides teachers with feedback to direct future planning

*Note: Student reflections may be summarized in boxes 6-8 on the PYP Planners

Peer Assessment

Students may assess their peers’ understanding and progress throughout the learning process, to

encourage progress toward goals. Peer-assessment should include reflection on the learner profile,

attitudes, and effort. Peer-assessment should serve as a catalyst for improvement.

5th Grade Exhibition Essential Agreements *To begin 2 years after authorization*

During fifth grade, students participate in a culminating project of their PYP learning called exhibition.

Students must engage in a collaborative, transdisciplinary inquiry process during which they identify,

investigate, and offer solutions to real-life issues or problems. All teachers throughout the school must

engage students in the essential elements of the PYP in preparation of the final year exhibition.


The exhibition must:

▪ Include the five elements of the PYP: ○ offer the opportunity to explore knowledge that is significant and relevant, both globally

and locally

○ synthesize aspects of all six transdisciplinary themes

○ incorporate all the key concepts

○ require students to use skills from all five sets of transdisciplinary skills (approaches to

learning)

○ offer opportunities for students to display attitudes that relate to people, the environment

and their learning throughout the process

○ provide opportunities for students to engage in action

▪ Provide opportunities for students to exhibit the attributes of the IB learner profile ▪ Be a school-wide process supported by the entire staff, including acting as mentors for exhibition

groups ▪ Include ongoing and rigorous assessment of each individual student’s contribution to and

understanding of the exhibition

State and District Standardized Assessment

Under ESSA, Every Student Succeeds Act, the United States government requires that we test all

children to close the achievement gap with accountability, flexibility and choice so that no child is left

behind regardless of other factors. These assessments are given at the end of the school year.

State and district required assessments are used for diagnostic, formative, and summative purposes

throughout the learning process. These assessments are designed to measure scholars’ mastery of subject

area standards required by the Florida Department of Education. At Wicklow Elementary, these required

assessments are administered to minimally impact the implementation of the PYP.

Assessments: What and Frequency

State Assessments FSA ELA & Math annually in grades 3-5

FSA Writing annually in grades 4-5

FCAT Science annually in grade 5

ACCESS for ELL’s 2.0 testing annually in grades K-5

County Assessments I-Ready Diagnostics ELA & Math in grades K-5 3x per year

I-Ready Growth Monitoring ELA & Math in grades 1-5 2x per year

FPMA Writing Assessments in grades 4-5 2x per year

District Science Assessments in grades 3-5 3x per year

Local Assessments PASI in grades Kindergarten only - 3x per year

Sight Words in grades K-2 3x per year

ORF (Oral Reading Fluency) in grades 2-5 4x per year; and in grade 1 3x per year

Reading Running Records in grades 1-2 only 6x per year

DRA (Developmental Reading Assessment) in grades 1-2 3x per year, and in grade Kdg 2x per

year; Grade 3-5 under a 420 lexile or currently in MTSS process.

ELA Summative Assessments in grades K-5 6x per year (aligned to PYP Unit’s ELA Standards)

Math Summative Assessments in grades K-5 10x per year

Formative Assessments regularly/daily in and outside PYP Unit

PYP Summative Assessment in grades K-5 6x per year


How do the assessment requirements listed above support the PYP philosophy on assessment?

The mandatory assessments provide data used to determine students’ levels of development in order to

make adjustments to instruction. Subject specific assessments help target students’ needs and inform

proper placement in flexible grouping for differentiated learning experiences. Assessments for

placement in special services ensure that students identified needs are met by providing extra

instructional support and targeted strategies. The required local, district, and state assessments are only

one of the many tools and strategies used in how we assess, record, and report on students’ progress.

B. Assessment Strategies

Student learning is assessed through a wide variety of assessment strategies in order to provide

a balanced view of the whole child.

Conferring – All students engage with teachers in one on one conversations about their learning,

during which clear feedback is provided. These interactions should be a predictable structure

for the students. When conferring about student work/student learning, areas of success as

well as areas in need of development should be discussed.

Observations – All students are observed often and regularly regarding their progress with approaches

to learning skills, learner profile attributes and actions, with the teacher taking a focus from a wide angle

(focusing on the whole class) to close-up (focusing on one student or activity), or, focusing observations

as a non-participant to observing from within as a participant. A system of note taking and record

keeping is created that minimizes writing and recording time. Checklists, inventories and narrative

descriptions are common methods of collecting these observations. Collecting multiple observations

enhances reliability and synthesizing evidence from different contexts increases validity of data.

Performance Task (Product) Assessments – These are goal-directed tasks with established criteria that

are authentic challenges and problems. There are numerous approaches to the challenges/problems that

require the use of many skills and there is rarely only one correct response. Audio, video, narrative

records and rubrics are often useful for this kind of assessment.

Open-Ended Tasks – These are situations in which children are presented with a stimulus and asked to

communicate an original response. The answer might be a brief written answer, a drawing, a chart, a

diagram or a calculation/solution. These include Exit Slips: A quick progress check of the expected

learning goal. These are usually given at the end of a lesson to evaluate students’ understanding and

identify misconceptions.

Selected Responses – These are single occasion, one-dimensional exercises. Test and quizzes are the

most familiar samples of this form of assessment.

Running Records – (progress monitoring tools) – A reading assessment that uses benchmark books to

determine a student’s instructional reading level. Allows the teacher to plan differentiated lessons and

students to track their growth.

Reflection/Process Journals – An ongoing collection of students’ reflections, wonderings and

connections in respect to their learning.


Portfolios – These are collections of student work that are designed to demonstrate growth, higher order

thinking skills, creativity, reflection and successes. Portfolios:

▪ Empower students to be active participants in their learning ▪ Enable students to reflect with teachers, parents and peers ▪ Demonstrate progress and growth ▪ Identify strengths as well as areas for improvement ▪ Enable students and teachers to set individual goals and establish teaching and learning plans

C. Assessment Tools

The previously identified assessment strategies are put into practice at Wicklow Elementary by using the

following assessment tools.

Rubrics – Rubrics are established sets of criteria used for scoring or rating children’s tests, portfolios, or

performances. The descriptors tell the child and the assessor what characteristics or signs to look for in

the students’ work and then how to rate that work on a predetermined scale. Rubrics may be analytical

and/or holistic. Rubrics can be developed by students as well as by teachers, or mutually.

Benchmarks/ Exemplars – These are samples of children’s work that serve as concrete standards

against which other samples of work are judged. Benchmarks/Exemplars can be used in conjunction

with rubrics or continuums.

Checklists – These are lists of information, data, attributes, or elements that should be present in any

assigned task.

Anecdotal records – Anecdotal records are brief, written notes based on observations of children. These

records need to be systematically compiled and organized.

Continuums – These are visual representations of developmental stages of learning. They show a

progression of achievement or identify where a student is in a process of learning.


The following chart shows assessment tools and techniques for implementing strategies. The check

marks indicate the tools likely to be most relevant to each strategy.

Making PYP Happen, 2009 (p 48)

V. How Do We Report?

Reporting is a means of giving feedback from assessment. Effective reporting should:

▪ Involve parents, students, and teachers as partners

▪ Reflect what the school community values

▪ Be comprehensive, honest, fair, and credible

▪ Be clear and understandable to all parties

▪ Allow teachers to incorporate what they learn during the reporting process into their future

teaching and assessment practice (Making PYP Happen, 2009)


How will assessment information be reported to students and parents?

The following tools and reports will be used to communicate assessment data:

▪ Quarterly report cards ▪ Mid-quarter progress reports ▪ Daily Agendas ▪ Conferences – parent/teacher conferences, student-led conferences

▪ Student Portfolios – reflection and work sample for each Unit of Inquiry, plus data section for

ELA and math each quarter ▪ PYP Self Reflections – student self-evaluation of their development in the IB PYP

A. Conferences

Parents, students, and teachers are all valued partners in the reporting process and in sharing the

responsibility both for learning and for accounting student progress. Pathways for communication need

to be open and reciprocal.

Teacher/Student/Parent

These conferences are given throughout the school year as needed to provide students and parents with

feedback on their progress towards a learning goal. They occur in all subject areas and in all grades.

Student-Led Conferences

Students at Wicklow Elementary lead their parents through the learning they have accomplished at least

once a school year. The student discusses and reflects on their learning and development of learner

profile attributes and approaches to learning skills, as well as identifies strengths and areas for

improvement. Often, student portfolios are used in conjunction with student-led conferences to provide

examples of the student learning being discussed. Student-led conferences also occur with special area

teachers and other staff members.

Wicklow Essential Agreements for Student-Led Conferences

▪ Data folders are used at each grade level

▪ Will incorporate PYP Portfolio

▪ Held at least once a year ▪ Allows for student, teacher and parent reflection

▪ Includes parents in the process

Conferences may also be requested by both teachers and parents to discuss student learning or another

matter at any time.

B. Written Reports

Teachers at Wicklow Elementary will complete and send home the district-mandated report cards and

interim progress reports each quarter. All staff are required to administer all mandated district, state and

national assessments and report results to parents in a timely manner. We strive to communicate, share,

and reflect on student learning at the end of each PYP unit.


PYP Units of Inquiry Progress Reports will be sent home after completion of each unit. All teachers

involved in the student’s progress have an opportunity to comment. Each PYP Unit of Inquiry Progress

Report will address the following areas:

▪ Transdisciplinary Theme ▪ Central Idea ▪ Lines of Inquiry

▪ Level of mastery

▪ Development of Approaches to Learning skills ▪ Development of Learner Profile Attributes

▪ Teacher and parent reflections on the development of the Learner Profile.

May include as appropriate:

▪ Teachers and/or parent reflections on the student’s action component (action cycle) during the

unit (and beyond).

Folders are sent home on a weekly basis and contain student work, weekly newsletters and school news.

C. Portfolios

Portfolios are a purposeful collection of a student’s work that is designed to demonstrate successes,

growth, higher order thinking, creativity, and reflection. The portfolio is an exhibition of an active mind

at work.

Portfolios should celebrate student learning through the PYP, showing the development of the whole

child, both within and outside of the Program of Inquiry in all subject areas. Portfolios are used to

communicate this development with parents, teachers and peers throughout the year.

(Adapted from Making the PYP Happen, 2009).

We believe that a portfolio:

▪ Is continuous and ongoing, providing both formative (i.e., ongoing) and summative (i.e.,

culminating) opportunities for monitoring students’ progress toward achieving essential learner

outcomes and growth in the PYP over time.

▪ Is multidimensional (i.e., reflecting a wide variety of artifacts and processes and various aspects

of students’ learning processes). ▪ Provides ways for students to give thoughtful consideration to their own learning and

development. ▪ Clearly reflects stated learner outcomes identified in the core curriculum that students are

expected to study.

▪ Focuses upon students’ performance-based learning experiences, as well as their acquisition of

key concepts, knowledge, skills, attributes, and actions. ▪ Contains evidence that show differences in learning styles and student choice.


Contents of Wicklow Student Portfolios:

For the 2019-2020 School Year, Wicklow’s Portfolio will be organized in a 2” binder divided by PYP

Themes: Who We Are, Where We Are In Place and Time, How We Express Ourselves, How the World

Words, and How We Organize Ourselves, and Sharing the Planet. Behind the PYP section will be the

student’s data section (ELA & Math - 1 item minimum each per quarter).

PYP Portfolio content at each grade level should include the following:

▪ One piece of authentic student work from each Unit of Inquiry chosen mutually by the student

and the teacher.

▪ One student-generated reflection for each PYP unit from our POI (Program of Inquiry). During

and upon completion of a PYP Unit of Inquiry, students will reflect on their knowledge and

understanding gained and possible future investigations of the: o Transdisciplinary Theme

o Central Idea

o Lines of Inquiry

o Development of the Approaches to Learning Skills

o Development of the Learner Profile Attributes

o And any action the student may have taken as a result of the unit of inquiry

▪ Parent comments on their child’s reflections, if available.

The Data section of the portfolio will include at minimum the following:

■ ELA piece of data - 1 each quarter

■ Math piece of data - 1 each quarter

■ Parent comments on their child’s reflections, if available.

The ultimate goal is to include evidence for each year and over the course of K-5 of:

▪ literacy development ▪ mathematical thinking and skills

▪ writing development and skills ▪ student learning in Art, Music, Physical Education ▪ student-initiated action (when/if it happens) ▪ students as inquirers and producers of knowledge

▪ a current year student photograph

Note: Wicklow Elementary is currently exploring the possibility of digital portfolios.

Portfolio Management and Accessibility Guidelines

Portfolios should be easily accessible to students. Students should understand the purpose of portfolios,

the process used to compile them, and be able to explain why specific materials are in their portfolios.

Portfolios are intended to be a balance of mutually selected content (student work) by the student and

the teacher dependent on the age and maturity of students. Teachers should help students learn how to

thoughtfully choose which items to include/keep in their portfolios and provide students opportunities to

thoughtfully remove items also. All student work and reflections shall be dated.


Portfolio content need not be limited to written work. A variety of media can be represented to reflect

different learning styles and experiences, including drawings, photos, voice recordings, videos, and

multimedia.

Portfolios will be readily available within each homeroom classroom. Parents are given access to their

child’s portfolio to view their progress throughout the year and through each unit of study. Parents have

access to their child’s portfolio for their entire PYP experience.

Portfolios will follow the students from grade to grade during their PYP experience at Wicklow

Elementary. Portfolios will be given to students upon completion of their 5th grade year. Students and

teachers will manage and have access to the portfolios. These PYP portfolios, along with any student

work or data, will be used during student-led conferences. Portfolios are currently a work in progress

and will be readily available to students, staff, and parents.

VI. Assessment Policy Review

Wicklow Elementary staff will review and revise our Assessment Policy annually or as needed.


APPENDIX H

LANGUAGE POLICY


Language Policy


Mission Statement (Teaching and Learning of Language)

The mission of Wicklow Elementary School is to develop creative, balanced, inquirers who share

a love of learning, a commitment to global responsibility, respect for others, and a desire to take

positive action in the world. Wicklow is committed to developing lifelong language learners who

are able to effectively communicate in a global society and who embrace the language rich world

in which we live.

Our beliefs are based on the following:

▪ All languages are equal.

▪ Humans connect to each other and the world through language

▪ Culture is language; language is culture.

▪ Mother tongue is key to language development.

▪ Knowledge transfers from one language to another.

▪ Language must be taught in an integrated way.

▪ Immersion is the most effective way to learn a language.

▪ All curricular areas share responsibility of Language development

▪ All teachers are language guides, and that all scholars are builders of their learning.

Everyone needs to have the opportunity to learn how to listen with understanding, speak

effectively, read with comprehension, write with conviction.

Statement of Philosophy (Teaching and Learning of Language Instruction)

Wicklow Elementary School’s language program will enable scholars to use language effectively

and efficiently, with focus on proficiency in communication. Communication will be achieved

through listening, speaking, reading, writing and presentation skills in their language of instruction

and their additional language as much as possible.

All teaching and learning are driven by the ideas that Language is the connective tool through

which we construct meaning, acquire knowledge, encourage a culture of curiosity and express our

understandings. Language is the pathway to thinking, learning and communicating; thus, it plays

a central role in the process of inquiry. A constructivist lens influences the philosophy of teaching

and learning. We consider Math, Visual Arts, Coding and Music as other valuable languages to

which all scholars are consistently exposed to and encouraged to use to understand the world.

One aspect of language development that we believe strengthens the opportunities for success

within our scholars is the use of “common language”. We use a common language to establish a

learning environment that supports the needs of all scholars. At the heart of our common language

is the IB Learner Profile and essential agreements. From the moment a scholar/family enters our


building, they will be immersed in our school-wide Learner Profile. We have systems in place for

celebrating the Learner Profile in action. We believe establishing this common language and our

essential agreements are important first steps to setting all of our scholars up for success in our

shared learning environment.

We promote, value, and respect the use of one’s mother tongue while supporting all scholars in

learning a second language. We believe studying more than one language is integral to promoting

international mindedness, collaboration, exploration, cognition, and action. The school respects

that each child comes to us with individual competencies and experiences, and the staff is

committed to honoring scholar differences and providing materials and support appropriate for

each child.

It is through language development that scholars acquire the necessary tools to take positive action

in the world. It is important to prepare our scholars for this multilingual environment in a way that

they can participate in the 21st century global world and appreciate the richness of our world’s

diversity.

Purpose of the Language Policy

The policy outlines our school’s linguistic and academic goals, and defines a language program,

which is designed to help our scholars attain these goals through authentic contexts in a culturally

rich and diverse environment. This includes involving families in the process of shaping

international, life-long learners. This policy establishes agreements on how to meet the language

needs of all Wicklow scholars.

During this process, we strive to ingrain a love for reading and writing that permeates into the

other forms of expression. Our hope is that while children’s communication skills develop, they

thoroughly enjoy the process.

Language Profile and Admission Policy of Wicklow (Demographics and Enrollment Policy)

The current Race/Ethnicity Demographics for Wicklow Elementary are 49% Hispanic, 30% Black, 17%

White, 3% Multi-Racial, and 2% Asian/Pacific Islander. The subgroups are 2% 504, 27% ELL, 21%

ESE, 88% Free/Reduced Lunch, and 1% Homeless.

The Admission Policy of Wicklow is determined by the Student Assignment and Program Access

Department in Seminole County Public Schools. All families fill out either a region or magnet school

application in order to get assigned to Wicklow. Families that live within the region 2 zone fill out an

online application in which they rank in order their preference for Bentley Elementary, Crystal Lake

Elementary, or Wicklow Elementary.

Once the application is submitted, students are assigned a school based on the following criteria: school

preference zone, full time site-based employee, sibling placement, socioeconomic diversity, family

preference, and capacity. Families that live outside the region 2 zone, fill out a magnet application.

Placement for magnet applications are determined by a randomized lottery system.


Scope and Sequence (FL Standards & County Framework)

The scope and sequence of our language program is based on the required learning standards

provided by the state of Florida. The scope and sequence allow teachers to determine when the

standards fit best within the units of inquiry. Teachers integrate multiple disciplines into the Units

of Inquiry to provide transdisciplinary teaching and learning throughout the day. We value the

process of language development as well as the completed product.

Resources to Support Language Development/Central Role of the Media Center

▪ Books, both in English and Spanish (Section in Media Center)

▪ Children’s Magazine Subscriptions - both in English and Spanish

▪ Book Room for leveled sets of books teachers may sign out and borrow to support AR

▪ Accelerated Reader (AR)

▪ Jan Richardson Library

▪ Fountas & Pinnell Leveled Literacy Intervention Kits (Blue, Orange Gold Kits)

▪ Fast Track Phonics

▪ SIPPS

▪ DRAs

▪ I-Ready

▪ I-Station

▪ Reading Egg

Clubs

▪ ELA Reading Book Club

▪ Writing Club

▪ Women of Excellence

▪ Men of Excellence

▪ World Language Club

▪ Drama: Disney Musical

▪ News Crew

▪ Safety Patrols

▪ Coding (list these) See #7

▪ Maker Space and STEM materials/Kits

Language of Instruction

Classroom Instruction

All Wicklow staff strive to create a welcoming environment where imagination, creativity and

self-expression are fostered. We encourage scholars to engage in divergent thinking and celebrate

curiosity along with their subsequent discoveries.


That implies the development of critical understanding as well as the use of language to construct

meaning and higher-level critical thinking skills are important goals of our language instruction.

To make this environment true, teachers strive to integrate all disciplines into the units of inquiry

to provide transdisciplinary teaching and learning throughout the day. Language is taught and

practiced throughout each curricular area in a print-rich environment where an inquiry approach

to learning supports the development of language and is a reciprocal process. During the course of

the activities, scholars have opportunities to perform, collaborate, create, question, explore,

present, listen, write, and share.

Specialists Instruction (PE, Music, Art)

Teachers of all disciplines support the learning of language through specific subject-focused

vocabulary and the teaching of the Learner Profile. Every member of the Wicklow staff promotes

and supports the learning of language covered by each grade-level PYP unit.

Some of the specials taught at our school are indeed a language (Art, Music). Some others work

and depend on the language acquisition or expression of themselves (Science, Spanish, PE).

Dual Language Program

At Wicklow Elementary, we believe the acquisition of more than one language and maintenance

of the mother tongue enriches personal growth and helps facilitate international mindedness and

understanding of other cultures. In our school, we aim to foster in scholars the ability to think and

express themselves with precision, clarity, confidence and imagination in at least two languages.

For this reason, through our Dual Language Program, scholars have the opportunity to learn

mathematics and science through the medium of a second language (Spanish). Then, they spend half

the school day learning math and science in Spanish. The other half of the day, scholars receive

instruction in English for language arts and social studies. The uniqueness of this program is that the

language is not taught as a subject. Instead, the language becomes the language of instruction for part

of the curriculum. Scholars then acquire the second language through interesting and meaningful

activities.

The Dual Language Program requires collaboration between the two homeroom teachers in the

same grade. Dual Language teachers plan together and include activities that will help scholars

learn about the central idea and the lines of inquiry. We make every effort to purposely infuse PYP

Learner Profile, Approaches to Learning and key concepts/ questions in both languages in each

classroom. Teachers will work together to help the scholars make connections about content in both

languages.

Dual Language Program has become effective K through 5 during the 2019-2020 school year. A

classroom for Fifth grade dual language was added for the 2019-2020 school year.


Additional Language Acquisition Instruction (Language B)

Spanish and French

Our interest in giving the opportunity to learn other languages is also reflected in the fact that in

Wicklow Elementary, all classes are taught twice per week Spanish or French instruction during a 30

minute lesson in the Spanish or French classroom. Scholars will learn one language during the first

semester and the other language during the second semester (except for Dual Language scholars -

they learn Spanish the entire school year). The study of these languages provides scholars with an

opportunity to develop cultural awareness and, in turn, understand the importance of learning an

additional language.

Furthermore, materials and posters around the school are often translated into Spanish and French in

order to support scholars’ development of the language. We are also actively acquiring additional

Spanish and French language books, magazines and resources in the buildings to support the

instruction of Spanish and French as a second language. Additional teaching support and

differentiation are used in Spanish and French classes to further language development such as

Language Lab, Smart Board, song and interactive games.

Wicklow Elementary strongly believes that the acquisition of more than one language enriches

personal growth; helps develop an understanding of other cultures and international mindedness. At

Wicklow, we strive to increase cultural awareness and international mindedness by providing a

nurturing, language-rich environment beyond the classroom that includes, but not limited to, a World

Language Club and World Language Night.

Mother Tongue Support (How we support one’s native language)

Mother tongue is the language that is most strongly linked to the culture that an individual

identifies with their culture of origin and often is the language used at home. Research has shown

that development of mother-tongue languages is crucial for cognitive development and in

maintaining cultural identity.

On the other hand, the development of the scholars’ mother tongue is a key factor in fostering

balanced, self-confident multilingual scholars.

Wicklow staff members encourage parents and scholars to maintain the child’s mother tongue and

to share culture and language within their classroom and school learning communities and to

integrate this into the PYP units of inquiry as applicable. In that way, scholars are encouraged to

preserve their cultural identity through the use of their mother tongue at home and at school.

Scholars are encouraged to share vocabulary and phrases with classmates whenever they feel

comfortable.

Lastly, we have multiple staff members/teachers who are bilingual to support a scholar’s mother

tongue.


Home Language Support & Parent Support

Wicklow Elementary encourages families to support their children in maintaining their mother

tongue to an age appropriate level. Parents should not privilege English over their mother tongue.

This would impact negatively on the social and emotional balance of their child, as well as their

academic development.

In order to accomplish this goal, we recommend that families should:

▪ Be patient and trust their child, since children need the time to transition and adjust.

▪ Keep speaking in their mother tongue at home and dedicate as much time as possible to

develop it.

▪ Have a supply of reading for pleasure resources to explore together.

▪ Speak in their mother tongue about topics and concepts your children are studying at

school.

▪ Collect unit related reading resources in the mother tongue that they can discuss together

at home or to bring to school.

▪ Explore the concepts and ideas from the units of inquiry with their child at home through

literature, discussions, and experiences.

Identification of Language Needs and Language Assessment

ESOL – When Wicklow parents register their children, they complete a home language survey. If

they indicate another language is spoken in the home, the scholar’s registration is given to the

ESOL team. The scholar is then administered the WIDA screener to identify a need for ESOL

Services. A county wide tiered system, based on the WIDA screener, is used to identify the level

of English proficiency and level of ESOL support needed.

Speech – Screening requests for articulation, voice or fluency can come from the Student Study

Team (SST), Multi-Tiered System of Support (MTSS) team, a teacher, or a parent. scholars are

observed in their classroom to determine if concerns are significant and if there is an adverse

academic, social, or vocational impact due to speech deficits.

Language – Language concerns are monitored through the SST, or MTSS team. However, parents

and/or teachers can bring concerns about a specific scholar to the MTSS team with documentation

of academic deficits. At this point, the team members will collect data to determine what

interventions would be beneficial to accommodate the scholar’s needs.


LEP/ESOL Program of Services

ESOL Instruction

A variety of services are available for ESOL scholars at Wicklow which are based on the level of

support needed. NES scholars that demonstrate the greatest need of support, receive 60 minutes of

support four days a week where they focus on foundational skills in listening, speaking, reading,

and writing. Other scholars receive instruction in the standards through ESOL strategies within

their classroom. The ESOL teacher pushes in to the child’s classroom and supports the standards

using ESOL strategies in small group, pairs, or individually.

Criteria for Exiting LEP/ESOL Program

In order to be exited from ESOL, scholars must achieve a 4.0 in Reading and an overall score of

4.0 on the Access for ELL’s 2.0 assessment administered yearly. Third through fifth graders also

need to achieve a level of 3.0 or higher on FSA to exit the ESOL program.

Speech and Language Program of Services

All scholars are given a variety of formal and informal assessments throughout the school year.

These assessment tools provide information to help staff differentiate instruction and further

accommodate any notifiable speech and/or language needs of individual scholars.

Identification of Speech Concerns

When a scholar presents with a speech concern, the teacher or parent contacts the Speech Language

Pathologist (SLP). The SLP follows up by conducting an informal speech assessment in the

classroom. At the completion of the assessment, the SLP discusses the results with the teacher or

parent to either proceed with consent to formally assess or provide recommendations for ongoing

observations.

Identification of Language Concerns

Scholars with language development concerns are streamlined and monitored through our MTSS

team where teachers are provided with various levels of interventions for scholars. The MTSS

team meets with classroom teachers every six weeks to track scholars progress and increase

intervention where necessary. In the event that a scholar is not making progress with the highest

level of intervention, they are then recommended for a file review with the SST Team. The team’s

role is to review scholar’s overall performance, decide on appropriate evaluations and determine

ESE eligibility.

Criteria for Exiting Speech Program

In order to be dismissed from speech services, a scholar must no longer show evidence for a

disability or a need for service. The SLP will use the following resources as a guide for dismissal:

test scores, clinical data or conversational samples which reflects mastery of given target. It is also

a best practice to contact parents to inform them of the recommendation to dismiss and ensure that

they are in agreement. The SLP then schedules a meeting and completes the necessary paperwork


which states that the disability no longer interferes with the scholar’s ability to participate in the

general education curriculum.

Recommendation for dismissal for language services is the responsibility of the SST team with

inclusion of the SLP, and should be based on multiple data sources.

Staffing and Professional Development

The staff at Wicklow is involved in a wide variety of professional development in an effort to

improve scholar performance in speaking, writing, and listening and viewing language. Teachers

are provided staff development and collaborative planning to further ensure growth in the use of

best practices.

▪ Grade Level Articulation

▪ Staff participates in four extended Professional Development opportunities that are planned

based on our staff needs.

▪ Training in the use of the curriculum listed in our scope and sequence

▪ Wicklow holds weekly English Language Arts, Math, and Primary Years Program

Professional Learning Community (PLCs) meetings to share ideas, analyze data, and plan

instruction.

▪ ESOL teachers attend monthly District PLCs for staff development. Additional PLCs are

offered throughout the year.

▪ The ESOL team meets quarterly with grade level teachers to discuss the needs of the

scholars who are currently in, or who recently exited, the program.

▪ At the beginning of the school year, the Speech Language Pathologists conduct a

speech/language presentation to orient teachers and staff of their role in schools. SLP’s

also meet three times per year as a district for collaborative staff development.

Additionally, SLP’s have the option to participate in district-initiated book studies and

topic based micro professional developments.

▪ All staff has opportunities throughout the year to continue their education through district

and state offered professional development. Encompassing a range of topics including but

not limited to gifted, reading endorsement, exceptional student education, ESOL, and

mental health wellness program.

Language Beliefs and Values

As language is the key to all learning, all teachers at Wicklow Elementary are language teachers.

Language learners at Wicklow Elementary refers not only to the learning of a specific language,

but it includes any and all activities which bring about learning. All teachers and scholars are

encouraged to become active language learners. Through language, our scholars acquire the ability

to think and learn, to develop social skills and values, and to acquire knowledge.


Language for Learning

Common Ideas

▪ Strive to create an environment where authentic learning experiences are emphasized and

a culture of curiosity is nurtured

▪ Provide opportunities to construct knowledge

▪ Teach reading and writing explicitly in a variety of ways

▪ Integrate reading, writing, speaking and listening throughout the day and throughout each

subject area

▪ Allow multiple opportunities for our scholars to read, speak, write, view and listen

▪ Provide teachers with a variety of resources that use current research and best practices in

language learning

▪ Provide opportunities to perform, collaborate, create, question, explore, present, listen,

write and share

▪ Participate in a variety of field trips and guest speakers

Oral Language Across the Curriculum

▪ Promote oral language development through exposing our scholars to the chance or

carrying out oral presentations, speeches, role-play, and drama

▪ Provide opportunities and encourage scholars to make oral presentations to their class as

well as to other classes, to share and present what they are learning

▪ Promote acquisition and use of academic and content vocabulary (Tier 1: basic

vocabulary, Tier 2: High Frequency Tier 3: Academia)

Reading Across the Curriculum

▪ Provide a print rich environment, teaching with best practices, using a variety of strategies,

and differentiate for all scholars

▪ Provide a strong reading program including reading aloud, reading for pleasure, critical

literacy, informative reading, and extension reading, essential components of an inquiry-

based program

▪ Expose scholars to good quality, international literature will encourage awareness and the

development of a rich appreciation of this area of language

▪ Utilize literature as a way of understanding one’s self and others

Writing Across the Curriculum

▪ Foster the intrinsic motivation and natural desire to communicate through writing by

giving real purposes to scholars’ writing and by helping them be aware of the different

audiences for their writing

▪ Encourage and provide opportunities for scholars to understand and use technical

language specific to different subject areas


International Awareness Through Language Across the Curriculum

▪ Promote cultural curiosity through encouraging scholars to seek different points of view

▪ Believe that a continuum of inquiry is the appropriate vehicle for student learning

▪ Encourage scholars to embrace their cultural and linguistic heritage by modeling and

providing non-threatening environment of respect and open-mindedness

▪ Provide opportunities for using scholars’ additional language in non-threatening way

▪ Foster international mindedness by exposing scholars to quality fiction and non-fiction from

or about other cultures and fostering the IB Learner Profile

▪ Attach importance to language learning through the encouragement of the development of

each student’s mother tongue and the acquisition of Spanish and English

Coding for the Future

Learning to code is similar to learning to speak another language.

▪ Prepare for the global world by beginning to explore coding in kindergarten and continuing

each year by being exposed to more complicated puzzles

▪ Encourage scholars to persevere, even if they experience failures

▪ Build reasoning skills and encourage collaboration and problem solving to prepare for the

demanding technological world

▪ Excite and introduce our scholars to the fundamentals of programming

Staff Roles and Responsibilities

Each year, the leadership team will collaborate with staff and central office stakeholders to solicit

feedback on items for this policy that should be revised. The leadership team, with input from

stakeholders, are responsible for developing and refining the language policy on a yearly basis. In

addition, it is a document that is open to be amended as the need arises throughout the year.

The PYP Coordinator is responsible for communicating the language policy to our staff and

community. The leadership team (including team leads) is responsible for ensuring that the

language policy is being implemented.

All teachers are responsible for ensuring that their classroom is a language-rich environment where

language acquisition and development are an instructional priority.

The Pedagogical Leadership Team is responsible for conducting regular observations of teachers

and classrooms. This ensures that best practices are being used to fulfill the stipulations of our

language policy and are resulting in scholar language development.


Accountability and Review of Language Policy

This is a working document that will be reviewed annually during June/August with the

Language Policy Committee. The Committee is comprised of general and special education

staff, the world language teachers, speech and ESOL teachers. After the team has edited the

policy, it will be shared with our Pedagogical Leadership Team and School Improvement Team

for final approval. Once approved, the Language Policy will be made available for the Wicklow

Elementary Community.

The responsibility for communicating the Language Policy to all stakeholders is that of the

Pedagogical Leadership Team and the Language Policy Committee.

References

Identification of language/speech needs taken from: SLP technical assistance manual 2019.

APPENDIX I

SAMPLE CLASS SCHEDULES


Kindergarten Schedule

8:35 – 9:10 WIN (What I Need – Intervention) 9:11 – 10:11 Inquiry into Math

10:12 – 10:41 Inquiry into Science and Social Studies

10:42 – 11:42 Lunch/Recess 11:43 – 12:20 Inquiry into Science and Social Studies

12:21 – 2:04 Inquiry into ELA 2:05 – 2:45 Specials

2:50 Dismissal


3rd Grade Schedule

8:35 – 10:34 Inquiry into ELA

10:35 – 11:05 WIN (What I Need – Intervention) 11:06 – 11:56 Lunch/Recess

11:57 – 1:00 Inquiry into Math 1:01 – 1:19 Inquiry into Science and Social Studies

1:20 – 2:00 Specials

2:01 – 2:50 Inquiry into Science and Social Studies 2:50 Dismissal


5th Grade Schedule

8:35 – 9:05 WIN (What I Need – Intervention) 9:06 – 11:05 Inquiry into ELA

11:06 – 11:56 Lunch/Recess

11:57 – 12:34 Inquiry into Science and Social Studies 12:35 – 1:15 Specials

1:16 – 1:45 Inquiry into Science and Social Studies 1:46 – 2:50 Inquiry into Math

2:50 Dismissal

APPENDIX J

PROGRAMME OF INQUIRY

Grade 3/6/20

Who We Are Where We Are in Place and Time

How We Express Ourselves

How the World Works How We Organize Ourselves Sharing the Planet

Kdg

Chunk: The nature of the self; Personal, physical, mental, social and spiritual health. Date: #1 (6 Wks) (Aug 12-Sept 27) Key Concepts: Connection, Function, Responsibility Related Concepts: Identity, Rules, Relationship CI: Identity and self-awareness influences relationships. Lines of Inquiry: 1. Social characteristics of self

(Connection)

2. Emotional characteristics of

self (Responsibility)

3. Physical characteristics of self

(Function)

LP: Caring, Principled, Communicator Skills: Self-Management: Spatial Awareness, Codes of Behavior Communication: Listening Research: Observing

Chunk: Orientation in place & time. Date: #4 (6 Wks) (Jan 6 – Feb 14) Key Concepts: Form, Change, Causation Related Concepts: Geography, Time, Location CI: Time and geography help us

understand the world around us.

Lines of Inquiry: 1. Changes over time (Change,

Causation)

2. Tools that help us understand

time. (Form)

3. Features of maps. (Form)

LP: Inquirer, Communicator, Open-Minded, Reflective Skills: Thinking: Synthesis, Analysis Communication: Viewing

Chunk: Our appreciation of the aesthetic. Date: #3 (6 Wks) (Nov 4– Dec 20) Key Concepts: Perspective, Connection, Form Related Concepts: Culture, Creativity, Symbols, Sound CI: Expression encourages

creativity.

Lines of Inquiry: 1. Symbols represent ideas

(Form)

2. Forms of expressions (sound,

art, dance/movement) (Form,

Perspective)

3. Similarities and Differences

between celebrations and

traditions in different cultures

(Connection, Perspective)

LP: Open-Minded, Risk-Taker, Reflective Skills: Self-Management: Fine motor, Gross motor Communication: Writing, Non-Verbal Communication

Chunk: Natural world & its laws. Date: #5 (6 Wks) (Feb 19 – Apr 3) Key Concepts: Connection, Function, Change, Form Related Concepts: Cycle, Patterns, Movement, Relationships, Systems, Opposites CI: The world goes through a

process of change.

Lines of Inquiry: 1. Opposites and patterns

around us. (Form)

2. How things move. (Function)

3. Types of natural cycles and their impact. (Change and Connection)

LP: Thinker, Balanced, Inquirers Skills: Research: Observing, Collecting data, Speaking

Chunk: The interconnectedness of human -made systems and communities. Date: #2 (5 Wks) (Sept 30 – Nov 1) Key Concepts: Form, Function, Responsibility, Causation Related Concepts: Community, Properties (of Matter)/Features (of text), Choices CI: Communities organize to meet

the wants and needs of individuals.

Lines of Inquiry: 1. Properties of groups (Form)

2. Parts and organization of a

community (Form and

Function)

3. Choices people make between wants and needs (Causation, Responsibility)

LP: Thinkers, Balanced, Knowledgeable, Principled Skills: Research: Formulating Questions, Organizing Data Self-Management: Organization Social Skills: Adapting a variety of group roles

Chunk: Communities & the relationships within & between them. Date: #6 (6 Wks) (Apr 6 – May 15) Key Concepts: Form, Function, Connection Related Concepts: Living Things, Characteristics, Balance, Interdependence, Systems CI: Living things and their impact

on our planet.

Lines of Inquiry: 1. Characteristics of plants.

(Form, Function)

2. Characteristics of animals.

(Form, Function)

3. Connections between living

things (Connection)

LP: Caring, Balanced, Inquirer Skills: Thinking: Synthesis, Evaluation Research: Collecting Data, Recording Data

Grade 3/6/20


How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet

1st

Chunk: Rights & responsibilities; What it means to be human Date: #1 (6 Wks) (Aug 12-Sept 27) Key Concepts: Responsibility, Function, Causation Related Concepts: Community, Relationships (Friendship), Behavior, and Responsibilities

CI: Establishing responsible relationships supports the functioning of the school community. Lines of Inquiry: 1. The structure of relationships

and their impact on school communities (Causation)

2. Roles and responsibilities within a school community. (Responsibility)

3. Types of behavior in school community. (Function)

4. How people impact their school communities. (Causation)

LP: Caring, Communicator, Principled Skills: Social Skills: Accepting Responsibility, Respecting Others Thinking: Acquisition of Knowledge

Chunk: Orientation in place & time; Relationship between & the interconnectedness of individuals & civilizations. Date: #2 (6 Wks) (Sept 30 – Nov 8) Key Concepts: Form, Function,

Change, Connection

Related Concepts: Time and History, Location and Features (of Globes, Maps, Texts), Properties (of matter) CI: The world may be classified by time, location, and attributes. Lines of Inquiry: 1. History tells the story of

people and events (Form, Change, Connection)

2. Compare Past and Present Life (Timelines) (Change, Connection)

3. Using Maps (Form, Function) 4. Properties and Features (of

Matter, of Text) (Form)

LP: Knowledgeable, Thinkers, Inquirers Skills: Social Skills: Respecting Others, Cooperation, Group Roles, Resolving Conflict Communication: Listening Self-Management: Organizing our Time Thinking: Acquisition of Knowledge

Chunk: Ways in which we discover & express ideas, feelings, nature, culture, beliefs & values. Ways in which we reflect on, extend, and enjoy our creativity. Date: #4 (6 Wks) (Jan 6 - Feb 14) Key Concepts: Form, Causation, Connection, Responsibility Related Concepts: Heroism, Symbols, Democracy, Celebrations

CI: A nation's identity is represented by symbols and heroes. Lines of Inquiry: 1. Significance of symbols and

National Holidays (Form) 2. How leaders and heroes

promote ethnic heritage and achievements. (Causation)

3. Actions that demonstrate qualities of a hero / leaders (responsibility)

4. Celebrations are ways of remembering and honoring significant people and events. (Connection) *(Continual throughout the year as holidays come)

LP: Reflection, Open Minded, Communicators Skills: Research: Observing, Planning, Collecting Data Self-Management: Learning how to Express ourselves, Organizing our Time Social: Group Decision-Making

Chunk: Natural world & its laws; Interaction between the natural world & human societies. Date: #3 (6 Wks) (Nov 11 – Dec 20) Key Concepts: Form, Function, Causation Related Concepts: Forces, Motion of Objects (Push/Pull), Energy, Earth Structures and Gravity

CI: Movement is dependent upon laws of forces, motion, and gravity.

Lines of Inquiry:

1. Forces: (Push or Pull) (Form)

2. Ways things move: Motion (Function)

3. Natural laws: Gravity (Causation)

LP: Thinker, Balanced, Inquiry Skills: Thinking Skills: Acquisition of Knowledge Social Skills: Adopting a variety of Group Roles Social Skills: Group Decision-Making Self-Management: Spatial Awareness Communication Skills: Listening Research Skills: Organizing data

Chunk: Structure & function of organizations; Economic activities & their impact on humankind & the environment. Date: #5 (6 Wks) ( Feb 19 – Apr 10) Key Concepts: Perspective, Connection, Reflection Related Concepts: (Economic) Systems, Wants and Needs, Income, Goods and Services, Money, Choices CI: Economic systems impact our world. Lines of Inquiry: 1. Wants and needs (Perspective

and Reflection) 2. How people earn an income

and save money (Connection) 3. Goods and services

(Connection) 4. Buyers, Sellers, Producers

(Perspective/Connection)

LP: Risk-Taker, Inquirers, Thinkers, Balanced Skills: Social Skills: Respecting Others, Cooperating Communication Skills: Listening, Speaking Self-Management: Organization

Chunk: Communities & the relationships within & between them. Date: #6 (6 Wks) (Apr 13 – May 21) Key Concepts: Form, Function, Connection, Change Related Concepts: Living and Nonliving Things, Basic Needs, Heredity, Interdependence, Consequences CI: Living things have basic needs and are interdependent on the environment. Lines of Inquiry: 1. Differentiate between living

and nonliving things (Form)

2. Basic needs of living things

(plants and animals)(Function)

3. Parts of Plants (Form)

4. Heredity of plants and animals

(Connection, Change)

LP: Caring, Thinkers, Knowledgeable Skills: Research: Formulating Questions Communication: Listening, Speaking

Grade 3/6/20



2nd

Chunk: Rights and responsibilities; Personal, physical, mental, social and spiritual health. Date:#1 (6 Wks) (Aug 12– Sept 21) Key Concepts: Form, Function, Connection, Responsibility Related Concepts: : Physical (human body) & Social Health (citizenship and responsible behavior), Symbols, Systems, Relationships (Family) CI: Systems and symbols help us connect to and interpret our world. Lines of Inquiry: 1. The role of systems to

maintain personal, physical,

mental, social health (Function

& Form)

2. How systems and structure

help us interact with our world

(Function & Responsibility)

3. How symbols interpret our

world (Connection)

LP: Principled, Communicators, Balanced Skills: Social Skills: Cooperate; Show Respect; Decide together as a group on solving conflict Communication: Non-Verbal and Present written Self-Management: Gross and Fine Motor Thinking: Evaluate; Apply, Analyze, Research: Formulate questions, Observe, Collect Data, Record Data, Interpret Data

Chunk: Homes & journeys; …Migrations of humankind. Date: #4 (6 Wks) (Jan 6 – Feb 14) Key Concepts: Causation, Change, Function Related Concepts:, Patterns of Immigration/ Migration, Location, Habitats & Survival CI: Living things transform and influence their environments. Lines of Inquiry: 1. Why immigration/migration

occurs (Causation)

2. Patterns of immigration/

migration (Function)

3. Effects of change on our world

(culture and environment

(habitats)) (Change)

LP: Reflective, Open-Minded, Thinker Skills: Social Skills: Respecting Others Communication: Present Orally or Written Research: Share Research Project

Chunk: Ways in which we discover & express ideas, feelings, nature, culture, beliefs & values. Date: #2 (6 Wks) (Sept 24 – Nov 2) Key Concepts: Perspective, Causation, Connection, Reflection Related Concepts: Patterns, Beliefs and Values, Structures CI: Geography may determine how people express their culture, beliefs and values. Lines of Inquiry: 1. Geography: Using maps to

understand our world

(Connection)

2. How people interpret and

express themselves (in

relation to their geographical

location)

3. Patterns in our world

(literature, weather, culture,

geography) (Causation and

Connection)

LP: Communicator, Caring,

Reflective

Skills: Social Skills: Cooperate Communication: Listen, Speak, Write Self-Management: Organization & Plan Research-All

Chunk: Natural world & its laws; How humans use their understanding of scientific principles. Date: #5 (6 Wks) (Feb 18 – April 6) Key Concepts: Form, Function, Change, Causation Related Concepts: Forces and Motion (Simple Machines), Movement, Energy, Innovation, Invention

CI: Innovations and inventions create change and can lead to new possibilities for humankind. Lines of Inquiry: 1. Forces and changes in motion

(Form, Function, Change, Causation)

2. Inventions and how they work (Simple machines, Energy, Magnets) (Function)

3. Contributions of inventions and their impact on our world (Change)

LP: Inquirer, Knowledgeable, Risk-Taker Skills: Thinking: Acquisition of Knowledge, Application Social: Cooperating Research: Collecting, recording, organizing, interpreting data Self-Management: Safety, Fine Motor skills Communication: Listening, Speaking

Chunk: Interconnectedness of human-made systems & communities; Economic activities & their impact on humankind & the environment. Date: #6 (6 Wks) (Apr 7 – May 22) Key Concepts: Form, Function, Causation, Responsibility Related Concepts: Decision-Making, Structure, Governance (Rules, Rights), Economics, Systems, Scientific Thinking CI: The structure and function of systems may guide decision-making about our communities. Lines of Inquiry: 1. The structure and function of

government systems and scientific thinking (Form, Function).

2. Being a responsible citizen and scientist (Function, Responsibilities).

3. Recognize the connection between economic principles (goods & services; supply and demand) and decisions people make; connections within a scientific investigation. (Causation)

LP: Principled, Thinker, Balanced Skills: Self- Management: Informed Choices; Safety; Organization Thinking: Acquisition of Knowledge Communication: Reading

Chunk: Communities & the relationships within & between them. Date: #3 (6 Wks) (Nov 5 – Dec 20) Key Concepts: Change, Connection, Responsibility Related Concepts: Cycles (Life and Water), Organisms, Environment, Disruptions, Indigenous People, Interdependence CI: Disruptions may cause change in the cycles of all living things.

Lines of Inquiry: 1. Indigenous people and

immigrants (Connection & Change)

2. Cycles of the Earth (life and water) (Change)

3. Disruption and consequences of human actions (Responsibility & Connection)

LP: Knowledgeable, Caring, Open-Minded Skills: Research: Recording, Sorting, Organizing Self-Management: Time Management Social Skills: Research With Others

Grade 3/6/20



3rd

Chunk: Beliefs and values. Human relationships (families, friends, communities & cultures). Date: #3 (5 Wks) (Nov. 18 – Jan. 10) Key Concepts: Perspective, Causation, Change Related Concepts: Culture, Patterns, Adaptations CI: Change may transform perspectives within cultures.

Lines of Inquiry: 1. Contributions and impacts of

various groups. (Causation) 2. Beliefs & values of different

cultures (Perspective)

3. Peoples points of view (Change)

LP: Open-Minded, Knowledgeable, Risk-Taker Skills: Communication: Reading & Non-Verbal Communication Thinking: Acquisition of Knowledge and Comprehension Social: Respecting Others & Resolving Conflicts

Chunk: The relationship between and the interconnectedness of individuals & civilizations. Date: #5 (6 Wks) (Feb. 24 – April 10) Key Concepts: Form, Function, Connection Related Concepts: Patterns, Geography (Landforms), Climate, Resources (Within Regions) CI: Earth’s features influence the way people live their lives. Lines of Inquiry: 1. Patterns in our world

(Function) 2. Variability of geography

(Form) 3. Climate influences resources

(Connection)

LP: Thinker, Inquirer, Knowledgeable Skills: Social: Group Decision Making & Cooperating Research: Planning; Collecting Data; Recording Data; Organizing Data; Present Research Findings Thinking: Acquisition of Knowledge & Analysis & Synthesis Communication: Listening & Speaking Self-Management: Healthy Lifestyle & Informed Choices

Chunk: Ways in which we reflect on, extend, and enjoy our creativity. Date:#2 (6 Wks)(Sept. 30 -Nov. 15) Key Concepts: Perspective, Change, Form Related Concepts: Sources (Primary & Secondary), Properties (of Matter), and Structure (of text)

CI: The World responds to change.

Lines of Inquiry: 1. Types of Sources (Perspective) 2. Character traits, motivations,

and feelings (Change) 3. Change and properties in

structure (Form)

LP: Inquirers, Knowledgeable Skills: Thinking: Analysis Social: Cooperating & Adopting a Variety of Group Roles Research: Observing, Collecting & Organizing Data Communication: Reading & Writing Self-Management: Codes of Behavior

Chunk: The impact of scientific and technological advances on society and on the environment. Date: #4 (6 Wks) (Jan. 13 - Feb. 21) Key Concepts: Connection, Change, Form, Responsibility Related Concepts: Transformation, Relationship (Light and Heat), Energy, Properties (of Stars and Sun) CI: Energy impacts systems. Lines of Inquiry: 1. Ways types of energy cause transformation (Change) 2. Relationship between light and heat energy (Connection) 3. Properties of stars (Form) 4. Responsible use of energy (Responsibility)

LP: Caring, Open-Minded, Reflective Skills: Social: Resolving Conflict & Group Decision Making Research: Observing & Presenting Research Findings Communication: Listening; Speaking; Reading; Writing Self-Management: Safety

Chunk: Interconnectedness of human-made systems & communities. Date: #1 (7 Wks) (Aug. 12 - Sept. 27) Key Concepts: Connection, Form, Responsibility Related Concepts: Relationships, Organizations, Structures, Systems CI: Structure facilitates the function of organizations. Lines of Inquiry: 1. Lack of structure

(Responsibility) 2. Organization of structure

(Form) 3. Relationships among systems

(Connection)

LP: Balanced, Reflective, Principled Skills: Social: Accepting Responsibility; Respecting Others; Cooperating; Resolving Conflict Communication: Listening; Speaking Self-Management: Time Management, Codes of Behavior, & Informed Choices Thinking: Application, Analysis, Synthesis, Evaluation & Dialectical Thought

Chunk: Access to equal opportunities. Date: #6 (6 Wks) (Apr 13 – May 22) Key Concepts: Connection, Causation, Responsibility Related Concepts: Structure, Classification, Interdependence Living Things (plants and animals) CI: Adaptations impact living things. Lines of Inquiry: 1. Classification of Living Things

(1) (Connection) 2. Interdependence of Living

Things (2) (Causation) 3. Diverse adaptations of living

things (3) (Responsibility)

LP: Balanced, Communicators, Caring Skills: Research: Collecting Data & Recording Data Thinking: Comprehension; Application; Evaluation Communication: Reading; Writing Self-Management: Gross-Motor Skills, Fine Motor Skills, & Spatial Awareness

Grade 3/6/20



4th

Chunk: What it means to be human. Date:#6 (6 Wks) (Apr 6 – May 22) Key Concepts: Form, Connection, Responsibility Related Concepts: Choice, Behavior, Organization Financial Literacy, Genetics & Heredity CI: Behaviors may be shaped by heredity and learning. Lines of Inquiry: 1. Types of behaviors (Form) 2. How choices influence daily

life (Responsibility) 3. Origin of behaviors

(Connection) LP: Balanced, Reflective, Knowledgeable Skills: Self-Management: Informed Choices Research: Formulating questions, Observing, Interpreting Data Communication: Non-verbal Communication Social: Accepting Responsibility Thinking: Evaluation

Chunk: Orientation in place & time; Discoveries, explorations & migrations of humankind. Date: #2 (6 Wks) (Sept 24 – Nov 2) Key Concepts: Causation, Perspective, Change

Related Concepts: Movement, Exploration (Seminoles & St Augustine), Cycles (Rocks), Movement CI: Exploration and movement contribute to change. Lines of Inquiry: 1. Impact of exploration and

movement (Change/Causation)

2. The perspectives of settlers. (Perspective)

3. Interactions of various processes contribute to change. (Change)

LP: Open- minded, Inquirer, Risk Taker Skills: Thinking: Synthesis, Analysis Research: Collecting data, Recording data, Presenting Research Findings Social: Resolving conflict, Group decision making Communication: Speaking, Listening

Chunk: Ways in which we discover & express ideas, feelings, nature, culture, beliefs & values. Date: #4 (6 Wks) (Nov 5 – Dec 21) Key Concepts: Form, Perspective, Function Related Concepts: Structures (Star, Moon), Patterns and Cycles (Moon Phases, Weathering, Erosion), Forms of Expression (Prose, Poetry, Drama, Mythology) CI: Patterns and structures may define how we express ourselves and how our world works. Lines of Inquiry: 1. Patterns and structures of

forms of expression (literature (prose, poetry, drama, mythology & writing) (Form & Function)

2. Patterns and structures of our Earth and Moon (rocks, weathering, erosion and moon phases and star patterns) (Form & Function)

3. Perspective in forms of expression and of our Earth and Moon. (Perspective)

LP: Communicator, Caring, Open-Minded, Skills: Communication: Writing Social: Respecting others, Cooperating Thinking: Dialectical thought Self-Management: Time Management

Chunk: How humans use their understanding of scientific principles; Impact of scientific & technological advances on society & on the environment. Date: #3 (6 Wks) (Jan 7 – Feb 15) Key Concepts: Change, Function, Connection Related Concepts: Innovation (Technology Advancement), Progress, Impact, Resources of FL, Forces & Motion, Pioneer Life

CI: Science and innovation may lead to technological advancement. Lines of Inquiry: 1. The relationship between

technology and innovation (Connection)

2. How we use scientific principles (Function)

3. The impact of using scientific principles. (Change)

LP: Principled, Thinker, Risk-Taker Skills: Social: Group Decision Making, Adapting a variety of Group Roles Communication: Presenting, Viewing Research Skills: Observing

Chunk: Societal decision making Date: #1 (6 Wks)(Aug. 12-Sept. 27) Key Concepts: Form, Responsibility, Causation Related Concepts:, Systems (Government), Structures (Properties of Matter), Order (Nature of Science, Heat, Sound, Magnets) CI: Systems and structures influence order. Lines of Inquiry: 1. The structure of different

systems (Form) 2. The impact of different

systems (Causation) 3. Responsibilities within

systems (Responsibility)

LP: Balanced, Principled, Knowledgeable Skills: Thinking: Metacognition, Comprehension, Acquisition of Knowledge Social: Accepting Responsibility Communication: Reading, Writing Self-Management: Informed Choices

Chunk: Rights & responsibilities in the struggle to share finite resources with other people & other living things; Peace & Conflict Resolution. Date: #5 (6 Wks) (Feb 19 – Apr 3) Key Concepts: Causation, Responsibility, Connection Related Concepts: Conflict, Interdependence, Cooperation (Renew/Non-Renewable Resources, Prod/Consumers, Plants/Animals on environment). CI: Imbalance may lead to conflict

and affect the stability of the

world.

Lines of Inquiry:

1. Our responsibility toward renewable and nonrenewable resources. (Responsibility)

2. How living things are connected to their environment and how the environment impacts living things (Connection and Causation)

3. Challenges people face that cause conflict and disrupt the world (Causation)

LP: Balanced, Reflective, Communicator Skills: Self-Management: Informed Choices, Healthy Lifestyle, Safety, Codes of Behavior Thinking: Application, Synthesis, Evaluation Research: Formulating Questions

Grade 3/6/20

Who we are

Where We Are in Place and Time

How We Express Ourselves

How the World Works

How We Organize Ourselves Sharing the Planet

5th

Chunk: What it means to be human & relationships of communities and cultures; Beliefs and values; Rights and responsibilities Date:#5 (6 Wks) (Mar. 9 - May 1st) Key Concepts: Causation, Change, Responsibility, Perspective Related Concepts: Relationship, Conflict, Structure and System of Governance, Freedom, Weather CI: Patterns or conflict may cause change, new systems and relationships. Lines of Inquiry: 1. Conflict of People and Earth

(Causation, Change, Perspective)

2. Relationships and Structure of Governance; Relationship of weather to climate (Responsibility, Change, Perspective)

3. Patterns of Weather and People’s Behavior (Change, Causation, Perspective)

LP: Principled, Open-Minded, Risk-Taker Skills:

Social: Accepting Responsibility; Respecting Others; Cooperating Communication: Listening; Reading; Writing; Viewing; Presenting Self-Management: Fine Motor; Organization; Time Management

Chunk: Personal histories; Discoveries, explorations & migrations of humankind. Date: #3 (6 Wks) (Nov 11-Jan 10) Key Concepts: Causation, Change, Perspective, Responsibility Related Concepts: Migration, Discovery, Exploration

CI: Migration and exploration are responses to circumstances and challenges. Lines of Inquiry: 1. Causes of migration &

exploration (Causation) 2. Impact of migration and

exploration (Perspective) 3. Human exploration &

discovery throughout history (Space) (Change)

4. Responsibilities when migrating and exploring (Responsibility)

LP: Open-Minded, Inquirer, and Thinker Skills:

Research: Formulating Questions; Planning; Collecting Data; Organizing Data Communication: Listening; Speaking; Reading; Writing; Non-Verbal Communication Thinking: Acquisition of Knowledge; Comprehension; Evaluation

Chunk: Our appreciation of the aesthetic Date:#6 ALL YEAR (pull together summative for this unit May 4-22) Key Concepts: Form, Function, Perspective, Connection

Related Concepts: Cultures, Expression, Aesthetics (Art, Music, Drama, Poetry, Writing) CI: People use different forms of expression to convey their beliefs, ideas, emotions, and influence thinking and action. Lines of Inquiry: 1. Forms of expression and their

purpose (Form and Function) 2. Understanding different

perspectives of various expressions and cultures (Perspective)

3. How forms of expression influence our thinking and impacts our lives (Connection)

LP: Open-Minded, Communicators, Balanced Skills:

Communication: Listening, Speaking, Reading, Writing, Viewing Social: Respecting others, Cooperating Research: Planning, Collecting Data, Organizing, Interpreting Data Thinking: Acquisition of Knowledge, Comprehension, Analysis, Evaluation

Chunk: Natural world & its laws; How humans use their understanding of scientific principles Date:#4 (8 Wks) (Jan 13 - Mar 6) Key Concepts: Form, Function, Change, Responsibility Related Concepts: Energy, Electricity, Forces and Motion, Transformations CI: Energy and motion impacts our daily lives in a variety of ways (positive and negative). Lines of Inquiry: 1. Forms of Energy, Forces and

Motion (Form) 2. How the use of Energy,

Electricity, Forces and Motions impacts our lives. (Function) (Responsibility)

3. Energy has the ability to create motion and change. (Change)

LP: Inquirers, Communicators, Thinkers Skills:

Thinking: Acquisition of Knowledge; Comprehension; Evaluation Communication: Listening; Speaking; Reading; Writing Research: Formulating Questions; Planning; Collecting Data; Organizing Data; Presenting

Chunk: The interconnectedness of human-made systems and communities. Date: #1 (6 Wks) (Aug 12 -Sept 27) Key Concepts: Responsibility, Connection, Change.

Related Concepts: Organization, Systems, Interdependence, Geography, Nature of Science & Properties of (Matter) CI: Systems are interconnected and help us organize.

Lines of Inquiry:

1. How systems are interconnected and used to organize. (Connection)

2. Responsibilities within systems. (Responsibility)

3. Changes within systems. (Change)

LP: Caring, Reflective, Knowledgeable Skills:

Research: Planning, Collecting Data and Organizing Data Social: Respecting others, Cooperating, Resolving conflict, Group Decision Making Thinking: Acquisition of Knowledge, Comprehension, Evaluation

Chunk: Communities and the relationship within and between them. Date: #2 (6 Wks) (Sept 30 – Nov 8) Key Concepts: Change, Function, Perspective.

Related Concepts: Adaptation (and Biomes), Survival and Structure (of Living Things)

CI: Living things may adapt as environments change. Lines of Inquiry: 1. Structure & function of living

things (Function) 2. Impact of environmental

changes (Change) 3. Perspectives on

environmental changes. (Perspective)

LP: Principled, Knowledgeable, Thinker, and Caring Skills:

Research: Planning, Collecting Data, Organizing Data, Interpreting Data Communication: Listening, Speaking, Reading, Writing, Viewing

APPENDIX K

UNIT PLANNERS

Planning the inquiry

1. What is our purpose?

To inquire into the following:

Transdisciplinary theme: Sharing the Planet

Communities and the relationships within and between them

Central idea:

Disruptions (natural or human-caused) may cause change (positive or negative)

in the cycles of all living things.

FYI Post without the (words in parenthesis). You can bring clarification to it

while learning.

summative assessment task(s):

What are the possible ways of assessing students’ understanding of the central

idea? What evidence, including student-initiated actions, will we look for?

TSW research a time that a natural disruption changed the cycles of humans or

other living things. TSW write an opinion paper based on their research that

includes a visual such as a video presentation, play, poster, advertisement, or

commercial. Opinion paper will include ideas of how we could/ could have

improved the disruption caused.

Rubric is in the resource folder.

Class/grade: 2nd Age group: 7-9

School: Wicklow Elementary School code: 060835

Title: Sharing the Planet

Teacher(s): Sapp, Simons, Subbert, Ulliana, Taylor, Irlandi, Lopez

Date: #3 Nov 5 – Dec 19, 2019

Proposed duration: number of weeks-6 weeks

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective,

responsibility, reflection) to be emphasized within this inquiry?

Key Concepts: Change, Connection, Responsibility

Related Concepts: (Life) (Water) Cycles, Organisms, Environment, Disruptions

What lines of inquiry will define the scope of the inquiry into the central idea?

1. Indigenous people and immigrants (Connection & Change) 2. Cycles of the Earth (life and water) (Change) 3. Disruption and consequences of human actions (Responsibility & Connection)

What teacher questions/provocations will drive these inquiries?

■ How did the immigrants (Colonists) change the Indigenous peoples’ lives?

(making meaning) (Change)

■ What are the connections between indigenous people and immigrants?

(Connection)

■ What are the contributions of Indigenous people? (acquisition)

■ What are the similarities and differences of the Indigenous peoples’ lives and

geographical locations? (making-meaning)

■ What is the sequence of the (life, earth, water) cycle? (acquisition)

■ How do cycles of the earth change? (Change)

■ How does having the life cycle help them meet their basic needs? (making-meaning)

■ How do human actions affect the cycles on earth? (Responsibility and

Connection) (transfer)

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

What are the possible ways of assessing students’ prior knowledge and skills?

What evidence will we look for?

Pass out a post it note and ask students to write an example of a disruption.

Place post it notes on a poster labeled “Disruptions.” Next, pass out a post it

note and ask students to write an example of a cycle. Place post it notes on a

poster labeled Cycles. Last, ask students if they can connect any of the

disruptions to causing a change in the cycles.

What are the possible ways of assessing student learning in the context of the

lines of inquiry? What evidence will we look for?

LOI 1: Use Making Thinking Visible Strategy: Think-Puzzle-Explore.

http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines

/03d_UnderstandingRoutines/ThinkPuzzleExplore/ThinkPuzzleExplore_Routine.

html

● Students will use post it notes to complete activity about what they know

about Indigenous people. Note that it is suggested to do Think & Puzzle

with students individually, and then discuss. Next discuss quality

questions and organize and then have students do post it note on how

they could explore to answer those questions/puzzles they wish to know

more about or answer. So don’t do all three parts: Think-Puzzle-

Explore at once - only do first two parts, then once you have

questions/puzzles, then discuss and answer how they can Explore.

OR

LOI 1. Indigenous peoples and Colonial America (Connection & Change)

● The students will create a double bubble to compare two Native American tribes using the tree map as a guide..

LOI 2. Cycles of the Earth (life and water) (Change)

● The students will choose a plant or animal and create flow map to describe its life cycle.

OR

● Have students write a definition on post it note or index card for “what is a

cycle? Provide an example.

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage

the students to engage with the inquiries and address the driving questions?


● Students will watch Brain Pop on American Indians and make circle map about the Indigenous Peoples.(Search for the term: Native American)

● Students will work with partners to read text and create a circle map of an Indigenous tribe. The teacher will create a tree map labeled Indigenous Peoples (tribes). The branches will be individual tribes including food, clothing, location.

● Students will watch https://www.youtube.com/watch?v=KLuYPsw2tPI and will make a circle map of Colonial America. OR scholastic.com (see also Q2 ELA Frameworks L3, 4 and 5 on Pilgrims and Native Americans)


● Students will read Quick Reads article Water Cycle pg. 72 and ReadWorks.com

article (see resource folder). TSW compare the 2 texts with a double bubble map.

TSW make a flow map to demonstrate the sequence of the water cycle.

● Students will read Plant Life Cycle (see resources) and make a flow map (or

alternate method showing the sequence or cycle) sequencing the cycle.

● Students will read Butterfly Life Cycle (see resources) or go on Brainpop for

butterfly videos and make a flow map (or alternate method showing the sequence

or cycle) sequencing the cycle.

LOI 3. Disruption and consequences of human actions (Responsibility & Connection) ● The teacher will read The Great Kapok Tree .The students will discuss how

people disrupted the life cycles of the environment.. The students will make a 2-column chart of examples of responsible and not responsible behaviors.

● Students will watch https://www.youtube.com/watch?v=-xxtc80qOHY and make a multi-flow map to show the effects of colonization

● The teacher will read The Lorax. The students will research and discuss organizations that work to help the environment. The students will make a poster advertising their work.

● Show a disruption video of a class being disrupted. (see box 5 for link)

What opportunities will occur for transdisciplinary skills development and for the

development of the attributes of the learner profile?

ATL Skills:

Research Skills: Students will research historical disruptions or life cycles of plants or

animals in order to prepare for the summative assessment and in order to create a flow

chart for the LOI activities.

http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ThinkPuzzleExplore/ThinkPuzzleExplore_Routine.html



https://www.youtube.com/watch?v=KLuYPsw2tPI

https://www.youtube.com/watch?v=-xxtc80qOHY

LOI 3 Disruption and consequences of human actions (Responsibility & Connection)

● Students will create a multi flow map to show the effects of colonization. OR Students will act out the effects of colonization on the cycles of Earth already in action.

OR

Ask students “What is a disruption?” Come up with a consensus

definition and few examples.

Recording, Sorting & Organizing- Students will record, sort and organize

information learned about different cycles (life and water) with others; Also TSW will

sort out similarities and differences between Native American Tribes from different

regions of the U.S.

Self-management Skills- Time Management- Students will complete work in

expected timeframes.

Social Skills- Students will research with others on their topic.

Learner Profile:

Knowledgeable - Students will learn about cycles and Native Americans

Caring - Students will discuss disruptions of cycles and ways to care for the Earth.

Open Minded - Students will discuss whether there were positive and negative

disruptions of cycles and their impact.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

Post it notes

Videos on a disruption - class disruption - https://www.youtube.com/watch?v=x4FgoM34RIs

BrainPop: Brain Pop on American Indians

Life In Colonial America: https://www.youtube.com/watch?v=KLuYPsw2tPI

Scholastic.com

SCPS ELA Framework: Q3 Ls.4 (Charlotte’s Web), Q4 Ls.7 (Hats, caps, Helmets) and Q2 L3,4, and 5 on Native Americans and Pilgrims)

Teacher Pay Teacher Native American Units Ellen Ulliana found: “Native American Regions: Maps and Writing Prompts, ELA CCSS Grade 2-3” “American Indian Regions,

“Amercan Indian cloze chart”, “Native American Fact Cards”, “Native Americans Unit Thanksgiving”

Reading Street Texts: A Weed is a Flower, A Walk in the Desert

Books from Really Good Stuff:

Titles: Egg To Butterfly Flower To Honey Foal To Horse Kernel To Corn Shoot To Apple Tadpole To Frog Lexile: 260-580 Guided Reading Level: J-M Titles: Watch It Grow Series: A Chicken’s Life A Bee’s Life A Butterfly’s Life A Sunflower’s Life A Penguin’s Life A Turtle’s Life A Dog’s Life A Bean’s Life A Frog’s Life An Oak Tree’s Life An Apple’s Life Encounter by Jan Yolen

https://www.youtube.com/watch?v=x4FgoM34RIs

https://www.youtube.com/watch?v=KLuYPsw2tPI

Books ordered from Barnes & Noble:

1) A Bean's Life Cycle (Explore Life Cycles) by Mary R. Dunn 2) Native American Food: From Salmon to Succotash (Native American Cultures) by Melissa Raé Shofner 3) Native American Clothing: From Moccasins to Mukluks (Native American Cultures) by Arthur K. Britton 4) Native American Art: From Totems to Textiles (Native American Cultures) by Joan Stoltman 5) Native American Governments: From Tribal Councils to Constitutions (Native American Cultures) by Sarah Machajewski 6) Native American Ceremonies and Celebrations: From Potlatches to Powwows (Native American Cultures) by Kate Mikoley 7) Native American Homes: From Longhouses to Wigwams (Native American Cultures) by P. V. Knight 8) The Very First Americans (All Aboard Books) by Cara Ashrose 9) North American Indians (Pictureback(R)) by Douglas Gorsline 10) The Legend of the Indian Paintbrush by Tomie dePaola 11) Coyote: A Trickster Tale from the American Southwest by Gerald McDermott

12) Raven: A Trickster Tale from the Pacific Northwest by Gerald McDermott

13) Arrow to the Sun: A Pueblo Indian Tale by Gerald McDermott 14) The Girl Who Loved Wild Horses by Paul Goble 15) Rainbow Crow (Dragonfly Books) by Nancy Van Laan 16) Giving Thanks: A Native American Good Morning Message (Reading Rainbow Book) by Chief Jake Swamp 17) Thirteen Moons on Turtle's Back: A Native American Year of Moons by Joseph Bruchac 18) The Wump World by Bill Peet 19) A River Ran Wild: An Environmental History by Lynne Cherry 20) Fandex Family Field Guides: American Indians by Fandex Family Field Guides Card Book **NOT A BOOK** 21) History Pockets: Native Americans, Grades 1-3 by Evan Moor (TEACHER BOOK) 22) Explore Native American Cultures!: With 25 Great Projects (Explore Your World) by Anita Yasuda 23) DK Eyewitness Books: North American Indian: Discover the Rich Cultures of American Indians from Pueblo Dwellers to Inuit Hunby David Murdoch 24) If You Lived With The Cherokees Paperback – October 1, 1998 by Peter Roop (Author), Connie Roop (Author) 25) If You Lived With The Indians Of The Northwest Coast Paperback – April 1, 2002 by Anne Kamma (Author), Pamela Johnson (Illustrator) 26) If You Lived With The Hopi Indians Paperback – November 1, 1999 by Anne Kamma (Author), Linda Gardner (Author) 27) If You Lived With The Iroquois by Ellen Levine 28) If You Lived With The Sioux Indians by Ann Mcgovern Videos on a disruption - class disruption - https://www.youtube.com/watch?v=x4FgoM34RIs

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

https://www.amazon.com/gp/product/1515770575/ref=ox_sc_act_title_1?smid=ATVPDKIKX0DER&psc=1






https://www.amazon.com/gp/product/153820892X/ref=ox_sc_act_title_15?smid=ATVPDKIKX0DER&psc=1

















https://www.amazon.com/Peter-Roop/e/B001H6RTIW/ref=dp_byline_cont_book_1

https://www.amazon.com/Connie-Roop/e/B001H6TW1E/ref=dp_byline_cont_book_2

https://www.amazon.com/Anne-Kamma/e/B001ILKCIU/ref=dp_byline_cont_book_1

https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Pamela+Johnson&search-alias=books&field-author=Pamela+Johnson&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Anne+Kamma&search-alias=books&field-author=Anne+Kamma&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Linda+Gardner&search-alias=books&field-author=Linda+Gardner&sort=relevancerank



https://www.youtube.com/watch?v=x4FgoM34RIs

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students’ understanding of the

central idea. The reflections of all teachers involved in the planning and teaching of the

inquiry should be included.

Disruptions (natural or human-caused) may cause change (positive or

negative) in the cycles of all living things.

The scholars understood what disruptions are due to the daily, real-life disruptions which

occur in the classroom on a daily basis (i.e., phone rings while teacher starts to teach,

someone knocks on the door when teacher is giving directions)

The scholars understand disruption and what a cycle is, but it was difficult for some to make

the connections between the two.

Ulliana felt her scholars understood - did ok - gave lots of examples. Did circle map on

disruption.

Sapp - Everytime mentioned a cycle - discussed what would cause a disruption to make the

cycle stop.

Taylor showed a video on disruption - that helped. (video link added to box 5)

How you could improve on the assessment task(s) so that you would have a more accurate

picture of each student’s understanding of the central idea.

Summative:

TSW research a time that a natural disruption changed the cycles of humans or

other living things. TSW write an opinion paper based on their research that

includes a visual such as a video presentation, play, poster, advertisement,

commercial. Opinion paper will include ideas of how we could/ could have

improved the disruption caused. Rubric is in the resource folder.

Scholars did not have time in all classes to research and write beyond what was done whole

group. Some classes did a visual to show how the disruption could have been improved.

Student ideas included how Colonists could have befriended the Native Americans and

helped the Indigenous People to farm their land versus the indigenous Peoples showing the

Colonists how to farm and giving them their own land to do so. Other scholars said and drew

ideas like: the Indigenous People could have shown Colonists that no one owns their own

land in North America because it belongs to all, clothing of the Colonists could have become

animal skin clothes instead of the Indigenous People changing their clothes to match the

Europeans (like the Seminole tribe) or teacher introduced ideas like if the Colonists had

brought medicines, then when germs spread to Indigenous People, maybe there would have

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to:

● develop an understanding of the concepts identified in “What do we want to

learn?”

1. Indigenous people and immigrants (Connection & Change)

No changes

2. Cycles of the Earth (life and water) (Change)

Add a learning experience about chicken’s life cycle and incubators.

3. Disruption and consequences of human actions (Responsibility & Connection) Students needed help to do multi-flow map - so had to be completed as a whole class - led by teacher.

Tried to use google sheets - but it was not doable by scholars (they don’t have the skills

to do well).

Brainpop - new user/pass (Somi/Read)

Suggest do Circle Map on Disruptions. Topic in center, add examples of disruptions, and

then on outer start defining further. Disruptions > Bees > type of disruption - no more

pollination….etc.

● demonstrate the learning and application of particular transdisciplinary skills?

ATL Skills:

Research Skills: Students will research historical disruptions or life cycles of plants or

animals in order to prepare for the summative assessment and in order to create a flow

chart for the LOI activities..

Recording, Sorting & Organizing- Students will record, sort and organize information

learned about different cycles (life and water) with others; Also TSW will sort out

similarities and differences between Native American Tribes from different regions of the

U.S.

Self-management Skills- Time Management- Students will complete work in expected

timeframes.

Social Skills- Students will research with others on their topic.

Students used research and social skills when researching a Native American tribe and

sharing their knowledge. Students made connections between cycles of weather, plants,

been a cure and Indigenous People would not have died due to illness. One other student

idea was that the Colonists all should have been nice to the Indigenous People so there

would not have been wars and everyone should have been caring.

Consider starting earlier?

Formatives:


Use Making Thinking Visible Strategy: Think-Puzzle-Explore.

OR

● The students will create a double bubble to compare two Native American tribes using the tree map as a guide..

LOI 1. Team chose to do double bubble map because the previous tree map led nicely

into the bubble map (and the ELA standard aligned to using it). No one chose to do the

Think-puzzle-explore


● The students will choose a plant or animal and create flow map to describe its life cycle.

OR

● Have students write a definition on post it note or index card for “what is a

cycle? Provide an example.

In LOI 2 (this helped understanding the central idea), students created a life cycle flow map

of chickens, corn, pumpkins and identified disruptions to these life cycles including people,

animals, and lack of natural resources.

Team used flow maps (circle, horizontal and vertical). Ulliana added the ELA transition words

to help understanding of vocabulary. Taylor has them writing about it using transition words

as well.

LOI 3 Disruption and consequences of human actions (Responsibility & Connection)

● Students will create a multi flow map to show the effects of colonization. OR Students will act out the effects of colonization on the cycles of Earth already in action.

OR Ask students “What Is a Disruption?” Come up with a consensus definition

and few examples.

Students were able to provide prior knowledge of disruptions including distraction, disorder.

After studying immigrants and indigenous people, students were able to contribute to a multi

animals and the survival of tribes.

Students used research and communication skills in order to share an animal life cycle and an

organization that helps the environment. Students were caring when researching and

discussing organizations that make positive disruptions and wanted to participate in 4Ocean.

● develop particular attributes of the learner profile and/or attitudes?

In each case, explain your selection.

Learner Profile:

Knowledgeable - Students will learn about cycles and Native Americans

Caring - Students will discuss disruptions of cycles and ways to care for the Earth.

Open Minded - Students will discuss whether there were positive and negative

disruptions of cycles and their impact

Students were open-minded when discussing the disruptions caused by colonization.

Keep all LP attributes.

flow map of the disruptions of colonization. In addition, students debated the different

perspectives of the people. (SAPP)

What was the evidence that connections were made between the central idea and the

transdisciplinary theme?

Sharing the Planet

Communities and the relationships within and between them

Central idea:

Disruptions (natural or human-caused) may cause change (positive or

negative) in the cycles of all living things.

Students worked in groups to research Native American tribes and present how the people

used natural resources to survive.

Students contributed to a multi-flow map on the effects of immigrants coming to North

America (sickness, moving Native Americans from their home, freedom, eating corn).

Scholars were able to recognize disruptions and cycles in their learning experiences and

everyday tasks and make connections to the theme as well.

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight any

that were incorporated into the teaching and learning.

Where did Native Americans live?

How did Native Americans get to be in North America in the first place?

What happens to corn if you don’t pick it?

When were teepees?

What is a region?

How did the Native Americans get from another continent to North America, by foot?

Did the [indigenous people] help the Europeans?

What are the men called (what are the indigenous men called]?

How did they make swords?

In what year [how far back in history was it] that we knew the indigenous people had farms?

What does human-caused mean?

What does disruption mean?

What is a life cycle?

At this point teachers should go back to box 2 “What do we want to learn” and highlight

the teacher questions/provocations that were most effective in driving the inquiries.

■ How did the immigrants (Colonists) change the Indigenous peoples’

lives? (making meaning) (Change)

■ What are the connections between indigenous people and

immigrants? (Connection)

■ What are the contributions of Indigenous people? (acquisition)

■ What are the similarities and differences of the Indigenous peoples’

lives and geographical locations? (making-meaning)

■ What is the sequence of the (life, earth, water) cycle? (acquisition)

■ How do cycles of the earth change? (Change)

■ How does having the life cycle help them meet their basic needs? (making-

meaning)

■ How do human actions affect the cycles on earth? (Responsibility and

Connection) (transfer)

Bolded the ones above that worked better

9. Teacher notes

Math standards:

MAFS.2.OA.1.1 Use addition and subtraction within 100 to solve one- and two-step word

problems.

MAFS.2.OA.1.a. Determine the unknown whole number in an equation relating four or

more whole numbers

MAFS.2.MD.2.5 use addition and subtraction within 100 to solve word problems involving

lengths of the same unit...

MAFS.2.NBT.2.6 Add up to four two-digit numbers using strategies based on place value

and properties of operations.

MAFS.2.NBT.2.7 Add and subtract within 1000, using concrete models or drawings and

strategies.

Science Standards:

SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals,

including beans and butterflies.

SC.2.E.7.2 Investigate by observing and measuring that the sun’s energy directly and

indirectly warms the water, land and air.

SC.2.E.7.3 Investigate, observe and describe how water left in an open container

disappears, but water in a closed container does not disappear.

SC.2.E.7.4 Investigate that air is all around us and that moving air is wind.

SC.2.E.7.5 State the importance of preparing for severe weather, lightning and other

weather related events.

Social Studies Standards:

SS.2.A.2.1 Recognize that Native Americans were the first inhabitants in North America.

SS.2.A.2.2 Compare the cultures of Native American tribes from various geographic

regions of the United States.

SS.2.A.2.3 Describe the impact of immigrants on the Native Americans.

SS.2.A.2.4 Explore ways the daily life in Colonial America changed over time.

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability to

reflect, to choose and to act.

Students shared how 4Ocean are helping clean the ocean and asked if they could buy a

bracelet to help. Students picked up trash at recess.

ELA Standards:

LAFS RI1.2 Identify the main topic of a mulit-paragraph text as well as the focus within

specific paragraphs….

LAFS.RI.1.3 Describe the connection between a series of historical events, scientific

ideas or concepts or steps…

LAFSRI.3.7 Explain how specific images (e.g. a diagram, showing how a machine works)

contribute to and clarify a text.

LAFS.2.RI.3.9 Compare and contrast the most important points presented by two texts

on the same topic.

LAFS.2.W.1.1 Write opinion pieces in which they introduce the topic or book they are

writing about, state an opinion, supply reasons that support the opinion, use linking

words (e.g., because, and, also) to connect opinion and reasons, and provide a

concluding statement or section.

LAFS.2.W.1.2 Write informative / explanatory texts in which they introduce a topic, use

facts and definitions to develop points….

LAFS.2.W.3.7 Participate in shared research and writing projects... to produce a report,

record science observations

LAFS.2.W.3.8 recall information from experiences or gather information from provided

source to answer a question.

© International Baccalaureate Organization 2011

APPENDIX L

SCHOOL REPORTS FROM THREE GRADE LEVELS

Hunzikdl

Text Box

Wicklow PYP Application for Authorization--04.17.2020--SB

Documents

Transcript of Wicklow PYP Application for Authorization--04.17.2020--SB