Application for candidacy: Primary Years Programme ......2018/01/19 · 1 Application for...

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Application for candidacy: Primary Years Programme

Standard A: Philosophy School Information:

Date School opened: August 1998

School accreditation status with other organizations, if any:

Advanced Ed

Program Certification for STEAM-State of Georgia

Stonewall Tell Elementary is in an Achievement Zone/South Learning Community of Fulton

County. The school is in a cluster with three additional elementary schools that feeds into

Sandtown Middle School, and Westlake High School an authorized DP IB School and whose

applying for MYP Candidacy.

Type of school: Public Elementary Day School

Academic year dates: August to May

Age range of students across the whole school: Ages 3-11 years

School Information

Name the grades or years that comprise the different sections of the school and indicate the total

number of students in each.

Name of section in

school (primary)

Grades as identified

in the school

Age range of

students

Total number of

students in each

section

Pre-Kindergarten Pre –K 4-5 22

Kindergarten Kindergarten 5-6 101

Primary First 6-7 100

Primary Second 7-8 110

Intermediate Third 8-9 147

Intermediate Fourth 9-11 114

Intermediate Fifth 10-12 123

Primary Special Needs 5-8 14

Intermediate Special Needs 8-9 10



Total number of students in the whole school: 717

Language of instruction at the school: English

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Standard A: Philosophy

Description of the school and its community

Provide a summary of the history and major characteristics of the school that make it

attractive for students and parents.

Established in 1998, Stonewall Tell Elementary (STES) is in a middle class community with good

parental support and high expectations. STES has a history of outperforming other schools

within its learning community. Fulton County is currently the state’s largest charter system.

This allows for more flexibility in programs and decision making at the district and local school

level. In 2016-17, STES increased overall performance on the Georgia Milestones Assessment

(GMA) and outperformed other elementary schools in our learning community. Sixty-eight

percent of our 3rd, 4th and 5th graders scored as Proficient/Distinguished and Developing/Above

learners on the GMA. The results far exceeded our expectations from last year, and these scores

are comparable to or better than those of students with similar backgrounds or demographics.

The Stonewall Tell Parent Teacher Association has always been a big supporter of the success of

students. The PTA, along with staff and teachers, hosts and supports many events such as, The

Fall Festival, Father/Daughter Dance, Mother/Son Game Night, Grits and Grandparents Day,

Day of the Eclipse, Field Day, Teacher Appreciation Week, and more. These events help to build

and reinforce the strong sense of community at Stonewall Tell. We strive to build capacity

within our teachers, parents, and stakeholders. These yearly events make students aware of the

strong sense of community support that exists within their school.

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

the surrounding community, interactions of the school with it.

Stonewall Tell Elementary is located in College Park, a city in south Fulton County, Georgia.

The community and stakeholders are involved in the academic achievement of their students.

Community partners have increased over the last several years. Our partners presently consist

of LLC FQ&P Aviation, Wells Fargo Camp Creek, Jackson Eye, Foresters Financial Service,

INC., Get Dinner to Go, City of South Fulton-Councilman, Operations of Hope, New York Life,

Berkshire Hathaway Home Services, Smyrna; Wells Fargo Parkway Village, Publix, and APEC

afterschool program. Fulton County Schools is one of the largest districts in Georgia. In July

2012, it became one of the largest charter district in Georgia. Stonewall Tell Elementary is a

part of the South Learning Community (SLC) in Fulton County. STES feeds into Sandtown

Middle School, and Westlake High School, an IB DP World School, also in the application for

MYP Candidacy phase. This feeder path opens and expands our reach as a community to work

more closely to benefit our students. This is also creating a culture for our cluster to work

together and create a support system for IB coordinators in the South Learning Community.

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A description of the student body and staff, including their national, cultural and linguistic

backgrounds.

Stonewall Tell has 717 students enrolled during the 2017-18 school year. We have 1 Pre-K class

(22 students), 6 Kindergarten classes (101students), 6 First grade classes (100 students), 5

Second grade classes (110 students), 7 Third classes (147 students), 6 Fourth classes (114

students) and 6 Fifth grade classes (123 students).

The STES student body consist of 90% African American, 1% Caucasian, 3% Hispanic, 3%

Multi-racial, 1% American Indian, 1% Asian, and 1% Pacific Islander students. English is the

primary language of the students, and the language of instruction. The staff at Stonewall Tell is

87% African American, 10% Caucasian, 2% Pacific Islander and 1% Indian. The Staff speaks

English as their primary language. Stonewall Tell has 22 teachers holding Master’s Degrees, 3

with Specialist Degrees, 1 teacher with a Talented and Gifted Certificate and 4 with ESOL

endorsements.

CONSIDERATION PHASE:

Standard A. Philosophy: The school’s published statements of mission and philosophy

align with those of the IB.

Practice A1. The school’s published statements of mission and philosophy align with those

of the IB.

1. Please provide the school’s current mission statement.

The mission of Stonewall Tell Elementary School is to create and sustain a safe, culturally

sensitive, and rigorous academic environment in which the power of “collective capacity” is

used to identify and implement a diversity of research-based, technologically advanced

strategies to advance teaching and learning, resulting in greater student academic

performance.

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

statement?

CHECK BOX: Completely Partially Needs Revision

3. What process did or will the school use to refine the mission statement to further align

it with that of the IB?

The feasibility phase introduced to staff, parents and students the philosophy of the IB

programs. Staff continued to explore the philosophy of the IB programs, mission statement,

and learner profile. Several staff members visited an IB World school. The Stonewall Tell

focus group met to discuss and analyze the IB mission statement and Stonewall Tell mission

statement. The focus group looked closely with a cloze read to find words that stood out and

that resonated to them. We found that IB’s mission statement really focused on the whole

child, not just academics. The Focus group and IB Coordinator redelivered the analysis and

discussion of the IB mission and Stonewall Tell mission statement to the staff with a power

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point presentation and activity. The staff compared the IB mission with our current mission

statement and found that we need to revisit and revise our statement to align more to the IB

mission statement.

We will meet over the next several months to further make revisions to STES mission

statement to be more like IB with input from administrators, staff, and stakeholders.

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

CHECK BOX: Completely Partially Needs revision

5. What process did or will the school use to refine its philosophy to further align it with

that of the IB?

As we continue to explore IB, we will review the standards and practices, policies and

procedures to align more closely to IB. We want to make students more globally minded,

caring about not only what goes on in their own lives, but also how issues and events impact

their community and others around the world.

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

CHECK BOX: In progress In place Not in place

Practice A2. The governing body, administrative and pedagogical leadership and staff

demonstrate understanding of IB philosophy.

The IB will evaluate this practice by reviewing information gathered under Practice A.3,

Action plan and during the Verification visit.

(No typing needed) NOT NEEDED FOR CANDIDACY APPLICATION



Practice A3. The school community demonstrates an understanding of, and commitment

to, the programmes (s).

During the consideration phase, before submitting the Application for candidacy, the

school must have conducted a feasibility study, comparing its current practices and

policies to those required by the IB for the successful implementation of the programme.

1. Indicate who led and who was involved in the feasibility study process.

The feasibility study was initially led in the spring of 2017 by Principal, Philip

Hammonds. In the spring of 2017, the district and school established a school level PYP

Coordinator. Karriteshia Hooks was named the IB PYP Coordinator and led the

feasibility study. The Advanced Studies Coordinator for the district joined the study in

May 2017to provide support and guidance.

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The feasibility study started in the spring of 2017 and continued through December.

Multiple staff members participated as a focus group who them shared the information

with staff. The School Governance Council (SGC) was also provided information about

IB and shared interest in moving STES to become an IB World School.

2. Indicate what additional stakeholder groups were involved in the feasibility study.

o Parents

o Students

o Governing Body

o Other –School Governance Council

o Community members

o Local education authority

o Ministry of Education

3. Briefly describe the feasibility study process the school undertook.

The feasibility study process began in the spring of 2017 under the leadership of the

Principal, and several key staff members. Students, parents, and teachers were

introduced to IB and the PYP program. This introduction provided stakeholders

information on the elements and requirements of PYP and the time to ask questions.

Reflections on the feasibility of implementation were collected. This part of the feasibility

study took place over a period of two months to formulate the groups and prepare the

presentations. A few teachers were able to visit an IB World School in the Atlanta area.

This gave them an opportunity to see IB practices in real-time.

The feasibility study continued into the 2017-2018 school year. Six teachers including the

new IB PYP Coordinator received IB training during the summer of 2017, thereby giving

them a broader since of the expectations that must be in place to become an IB World

School. Several others teachers have since received training giving the school a current

total of eleven trained staff. A focus group was comprised of the principal, PYP

coordinator and teachers was established. A meeting was conducted after school each

month to analyze and discuss the IB mission statement, Standards, and Practices to see if

the practices we currently have in place align to IB. The focus group redelivered the

information to the staff via whole group at afterschool staff meetings or during

Professional Learning Community (PLC) meetings during each grade levels planning

time. The meetings were conducted primarily in the same manner, information given,

analyzed, discussed, then reflection (Padlet, parking lot, or ticket out the door). The

groups made some obvious connections/disconnects between current practices and the

PYP program. The groups learned about the IB mission statement, learner profile,

attitudes, transdisciplinary themes, and inquiry.

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The IB PYP Coordinator communicated with staff through in-house newsletter, staff

meetings and also attended monthly CASIE Lunch and Learns. The PYP Coordinator

joined a PLC including the Advanced Studies Coordinator for the district and PYP

Coordinators at neighboring schools who are currently in the feasibility phase.

4. During the Consideration phase, the school will also have begun its efforts to inform

its community about the programme and gain the support of key stakeholders.

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

to date and the outcomes of those efforts.

Group Actions Taken Major Outcomes Additional

comments

School Board Candidacy Application TBD

Local School

Governing Body

- School

Governance

Council (SGC)

Initial discussion

Summer 2015 to

determine becoming an

IB World School.

Strategic Plan included

Allocated funds to

sustain IB

Reference was Westlake

was in the authorization

phase

PTA Parent University

STES to apply for

candidacy in April 2018

IB PYP Coordinator

selected

At present we have

financial support from

the county through the

Advanced Studies

Department budget

Continue feasibility

Administrator/teachers

attended CASIE

training

Application for

Candidacy

School visits for

teachers funding

allocated for substitutes

Local Educational

Authority

Principal attends IB

Training, Summer 2016

SGC- met discussed

strategic plan and IB

consideration.

School Governance

Council approved the

hiring of an IB PYP

Coordinator

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Parents Parents was first

introduced to IB during

open house (Aug, 2017)

Donuts and Dialogue

Parent University -

informational newsletter

about IB.

Brief overview of IB

components and

explanation of

feasibility study.

A centralized location

for teachers, parents

and other stakeholders

to obtain information

and resources.

Brief overview of IB

and the feasibility study

and expectations;

PTA Parent University

Pedagogical

Leadership Team

Administrative Team

Meeting

Principal and

Coordinator meeting

Request for flexibility

Allocation of funds to

sustain IB

Connect IB to

Stonewall Tell

Elementary Strategic

plan.

Encouraging staff,

administrators, teachers

to support the efforts of

our school becoming an

IB World School

Continue exploration of

PYP

Request extra planning

days in RFF-for PD

(CASIE training)

Request for Allocation

of funds for the IB

Teachers and

Staff Members

Principal discusses IB at

Faculty meetings

throughout the school

year 2017-18

Teachers attend CASIE

IB training ongoing

during 2017-18

Focus group and staff

meetings were held to

Teachers reflected after

each session or meeting

and provided their

encouraging support on

Padlets or ticket out the

door.

Increased evidence of

student inquiry in

classrooms

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analyze standards and

practices.

Professional

Development on Inquiry

Leadership/Admin

meetings

Weekly internal

newsletter

Teachers have a clear

understanding of IB and

implementation.

Increased usage of

character-based

terminology similar to

IB Learner profiles

throughout the school.

-Information

disseminated,

comments gathered,

questions addressed.

Ongoing Professional

Development on

Inquiry

Ongoing IB

information

Communicate via Tiger

Talk to staff

information and ideas

about IB

5. Provide any additional information on the school’s efforts to inform its community

and gain support for the programme.

Stonewall Tell utilizes ClassDojo, Remind app, Robo-calls, PTA Parent University,

website, newsletters, weekly Thursday folders, and TV monitors throughout the building

to inform parents and community members..

We also use TIGER TALK (internal newsletter), Professional Development, Staff

meetings, Remind app, and ClassDojo to inform Staff.

Upload Feasibility study (if available)

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


Requirements 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.

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IB does not require evidence of this requirement at candidacy. This requirement must be

in place at authorization, at which time the IB will review the school brochure, such

website, as part of the Application for authorization and during the Verification visit.

Please include the work that you plan to undertake to meet this requirement in the Action

plan.

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


AT AUTHORIZATION

Requirements A3.b The school as a community of learners is committed to a

collaborative approach to curriculum development.

The IB will evaluate this requirement by reviewing information gathered under Practice

B2. 4.


CHECK BOX: In Progress In place Not in place

Requirements A3.c. The school is committed to a constructivist, inquiry-based

approach to teaching and learning that promotes inquiry and the development of

critical- thinking skills.

IB does not require evidence of this requirement at candidacy. This requirement must

be in place at authorization, at which time the IB will review Application for

authorization and during the Verification visit. Please include the work that you plan to

undertake to meet this requirement in the Action plan.


plan.



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

planning, teaching and learning across the curriculum.


in place at authorization, at which time the IB will review Application for authorization

and during the Verification visit.

Please indicate the work that you plan to undertake to meet this requirement in the Action

plan.



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Requirements A3.e. The school demonstrates a commitment to transdisciplinary

learning.

1. It is a PYP requirement that the classroom teacher takes responsibility at

least for the language of instruction, mathematics, social studies and science, to

support the PYP model of transdisciplinary teaching and learning. Explain whether

the school needs to make adjustments to address this requirement.

The homeroom teachers are responsible for language instruction, math, social studies

and science in support of the PYP of model transdisciplinary teaching and learning.

Teachers will receive IB training, collaborative planning time, PDs, and continued

information/ideas on IB.

2. What challenges would the implementation of a transdisciplinary programme

entail for the school?

Current district guidelines relative to time allotted for subjects/content areas do not

directly align with a transdisciplinary program. The challenges of implementing a

transdisciplinary program would consist of scaffolding support for teachers during the

change and aligning the transdisciplinary program to district expectations for

instructional periods.



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

attributes of the learner profile across the community

At this time, we have no specific questions on this practice. As this practice needs to be

in progress at authorization, schools should be planning to meet the requirements related

to this practice and you may wish to include relevant activities in the Action plan.

Practice A5. The school promotes responsible action with and beyond the school

community.

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

community. (choose all that apply).

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 school community participates in service efforts

The school community participates in local community events

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The school invites community members to volunteer at the school

The school and community have no interaction

Other (please describe)



Practice A6. The school promotes open communication based on understanding and

respect.




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

host country language and other languages.




Requirement A7.a. The school makes provision for students to learn 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.


in place at authorization, at which time the IB will review the school brochure, school

web site, as part of Application for authorization and during the Verification visit.


plan.



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

learning.

At this time, we have no specific questions on this requirement. As this requirement

needs to be in progress at authorization, schools should be planning to meet the

requirements related to this, and you may wish to include relevant activities in the Action

plan.

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




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

IB does not require evidence of this practice at candidacy. This practice must be in place

at authorization, at which time the IB will review Application for authorization and

information gathered during the Verification visit.

Please include the work that you plan to undertake to meet this practice in the Action

plan.


Check box: In progress In place Not in place

Requirements A9.a. The school implements the PYP as an inclusive programme for all

students.

The PYP is an inclusive programme for all students. All students aged 3 to 12 years old in

all the grades/year levels in the school should be engaged in the PYP. The IB will review

information provided in section Programme Data.

1. Will students have to meet admissions or selection criteria to be enrolled in the

school?

Yes No

a. Describe the admissions/selection policy that will determine enrollment in the

school.

Stonewall Tell Elementary is a Fulton County Public School. As such, admission

policies are based on geographic student attendance zones. All students enrolled at

STES will be included in the PYP program.




Standard B. Organization

Standard B1. Leadership and structure: The school’s leadership and administrative

structures ensures the implementation of the IB programme(s).

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

about the ongoing implementation and development of the programme(s).


in progress at authorization, schools should be planning to meet the requirements related to this

practice and you may wish to include relevant activities in the Action plan.

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

supports the implementation of the programme (s)

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

school?

o Governmental/ State / Ministry of Education

o Board of Directors/ Trustees/ Governors

o School Board / Board of Education/ Local Education Agency

o Diocesan/ Parish/ Other Faith- based governance body

o Owner Defined Governance Body

o Company/ Cooperation

o School Council/ Advisory Committee

o None

o Other

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

The Fulton County Board of Education (FCBOE) consists of seven elected members who

serve four year terms. The Superintendent is appointed and serves as an ex-officio

member of the board. Members elect a President who serves a two-year term and a Vice-

President who serves for one year. The FCBOE establishes policy and approves the

district financial budget.

The School Governance Council (SGC) is the governing body of the school. The purpose

of the School Governance Council is to provide parents, school staff, and community

members with a leadership role in the management of the school. The School

Governance Council is a governing body that is representative of the community and the

school, but operates under the control and management of the Board of Education. The

council is responsible for making decisions regarding the strategic direction of the school

including:

a.) Approve the school strategic plan and updates

b.) Approve the annual budget and annual resource allocations

c.) Manage the Request for Flexibility process

d.) Participate in hiring the principal (in the case of a vacancy)

e.) Provide annual feedback on principal performance

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

o Publicly elected

o Appointed by elected official/ body

o Appointed by owners

o Comprised of owners

o Other

o Do not know

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

has direct authority at the school.

The Fulton County Board of Education (FCBOE) sets policies and oversees the

finances of the district. The Principal is responsible for implementing state and

district policies and reports directly to the Area-Superintendent who then reports to

senior leaders. The Principal also serves as an ex-officio member of the school

governance council assisting the Governance Council in determining and

implementing the strategic direction of the school.

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

implementation of the programme.

The pedagogical team, including the PYP Coordinator, will meet regularly to plan for

implementation, professional development, and support of staff. The team will

monitor and evaluate implementation.

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

Fulton County recruits through job postings, job fairs, and college visits. School

leadership attends these job fairs that occur throughout the year. The Administration

team will be responsible for making recommendations to the district Talent Division for

hiring and appointing the PYP staff at Stonewall Tell. The goal is to select high

performing teachers that understand the fundamentals of Teacher Keys Effectiveness

System (TKES) core competencies. The Administration team intends to hire staff that will

commit to the IB Program requirements.

5. Briefly describe any challenges the school faces in recruiting or retaining staff,

including the plans in place to address these challenges.

The national shortage and increasing attrition of teachers within the first five

years does pose a challenge for Stonewall Tell’s ability to recruit and retain staff.

Mitigation strategies in place include:

· Providing mentor teachers to new and novice teachers at our school

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· Provide on-going, direct support from multiple levels within our

School organization

· Effective marketing and branding of our school

· Continue growth in student achievement and school culture and climate

· Refine strategies for during candidate interviews

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


Requirement B1.2.a. The responsibility for pedagogical leadership within the school is

shared responsibility, including at least the PYP coordinator and the primary school

principal.





Plan.



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

of the PYP on the pedagogical leadership team.



and during the Verification visit. Please include the work that you plan to undertake to

meet this requirement in the Action Plan.

Please indicate your current assessment of how your school meets the requirements.


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

demonstrate pedagogical leadership aligned with the philosophy of the

programme(s).

The IB will evaluate this practice by reviewing Action plan and school organization

chart.

1. In the absence of a common language among staff, how will the pedagogical

leadership team, ensure consistent implementation and development of the

programme?

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The common language among staff is English.

2. Based on information provided about the school, at least one language of instruction

in the school is different from the IB working languages. Given this, how will the

pedagogical leadership team ensure consistent implementation and development of

the programme?

Stonewall Tell Elementary will implement a pilot world language module program for

students in grades K-2 beginning 2017-2018. The world language module program

implementation will be refined and sustained through local funds to enable Language B

instruction for all students. During candidacy, the school will explore implementation

best practices at other PYP programs.



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.

1. What percentage of the programme coordinator’s weekly schedule will be devoted

to IB coordinator responsibilities?

The PYP IB Coordinator will devote 50 percent of her weekly time to developing and

implementing the IB Program. Other responsibilities include Instructional Support Team

member, Instructional Coach-K class, working with struggling Kindergarten students,

and administering state and district assessments, Yearbook chairman, Junior Beta Club

Sponsor, and school duties.

2. Programme Coordinator time allocation

Duty % of weekly time

Programme coordination 50 % of weekly time

Other ( Instructional Coach) 25 % of weekly time

Other ( PBIS/Yearbook/PLF/AM/PM

Duty Hall/Car)

25% of weekly time



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Practice B1.5. The school develops and implemented policies and procedures that support

the programme(s).

The IB will evaluate this practice by reviewing answers to the information gathered under

practices B1.5a and B1.5b.



Requirements B1.5.a. The school has developed and implements a language policy that is

consistent with IB expectations.

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

developed, implemented and revised.

The leadership and teachers will work to create a language program to meet the

requirements of IB.

2. Describe the support the school will provide to students whose most proficient

language is not the school’s language(s) of instruction.

English is the primary language of our student body.

3. Indicate the provisions the school has or will have to support students’ mother

tongues, if different from the language(s) of instruction of the school. Indicate

whether this support will take place during school time.

English is the primary language of our student body, no provisions needed at this time.



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

that is consistent with IB expectations.

1. Describe the school’s current assessment system / policy and indicate any

differences you have found when comparing it with the PYP perspective on

assessment.

Stonewall Tell Elementary has many similarities when comparing it with the PYP

perspective on assessment. The school’s focal point is assessment in regards to

planning, teaching, and learning. Data is analyzed by teachers weekly to help plan

instruction. This precise and systematic approach helps to improve student learning

throughout the year. To celebrate student’s success, evidence of learning is clearly

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and concisely posted throughout classrooms, hallways, and other spaces in the

school. The school uses a variety of assessment types including standardized tests,

performance tasks, projects, and rubrics, formative and summative assessments.

Clear expectations are set for teachers to consistently communicate through parent

conferences, online grade book, ClassDojo, Parent University, and posted

information on websites to communicate with the school community.

As we compare our assessment policy to the PYP perspective, adjustments should be

fairly simple. We will need to address the essential elements of the PYP program

through assessment.



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

development of the programme (s).

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.



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

stakeholders.

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

specific questions on it at this time.

Standard B2. Resources and Support: The school’s resources and support

structures ensure the implementation of the IB programme (s)

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

ongoing development of the programme(s).

The IB will evaluate the practice by reviewing the Budget Chart.



Practice B2.2. The school provides qualified staff to implement the programme(s).

Below is the summary of the teaching and administrative staff information that you

provided. You may choose to update it in the School Staff section.

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Staff

Full-time Part-time

Number of teachers 50

Number of para-professionals 8 1 itinerant

Number of single-subject

teachers

5 2 itinerant

Other staff involved in PYP 1 Principal

1 Assistant Principal

1 CST

1 Administrative Assistant

1 Counselor

1 IB Coordinator

6 EIP Teachers

1 TAG

4 Special Education

1 Media Specialist

1 SST/RTI

Specialist

-1 Speech

1. Do all teachers who will be involved in the programme meet the applicable local/

regional national standards for instructional staff?

Yes No



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, B2.3a, Action plan and Budget Chart.



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

requirement for the PYP at authorization and at evaluation.

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1. Below is the summary of IB professional development the teaching and

administrative staff information that you provided. If you have not entered

professional development information regarding your teachers and administrative

staff, please update it in the School Staff section.

The Fulton County School Board of Education will initially supply financial support for

the training of all staff at Stonewall Tell. STES will facilitate new teacher orientation and

yearlong professional development to ensure that new teachers are fully trained on

practices and procedures of the PYP program. New teachers will be provided support by

the IB Coordinator on a 1:1basis; collaborative groups, and matched with a mentor

teacher who had official IB training. Official IB training for new hires will be scheduled

as needed.

2. Briefly describe the school’s plans to induct and provide training for new

programme staff hired after authorization.

A local induction program will be developed to provide new teachers with an

introduction to IB and the components of PYP during pre-planning before school starts.

The PYP Coordinator and experienced peers will support new staff through local

professional development until formal training can be scheduled.



Practice B2.4. The school provides dedicated time for teacher’s collaborative planning and

reflection.

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

Stonewall Tell’s current collaborative planning practice consists of three days per week

for grade levels to meet during their planning period. Up to two days per week may be

used for professional learning/development. One day per week may be necessary for

meetings associated with Response to Intervention (RTI) and/or Student Support Teams

(SST). Staff meets weekly on Tuesday afternoons for Professional Learning Communities

work and brief staff business, when applicable. Changes in planning structures are

forthcoming in order to allow for vertical transdisciplinary planning.

2. In the table below, describe the meetings that will support programme

implementation, including participants and meeting types, objectives, and

frequency.

21

Meeting Name Who attends Frequency Objectives

Humanities/Grade

Level

Grade Level

members

CST as

necessary

Weekly

Collaborative

planning,

examine student

and grade level

data, units and

reflect on

practice of

teaching and

learning.

PLC

Professional

Learning

Communities

Grade level

teams, Admin

as necessary,

CST, PYP

Coordinator as

necessary

Weekly

Bi-weekly

Collaborative

planning,

examine student

and grade level

data, units and

reflect on

practice of

teaching and

learning.

Examine GSE

Standards,

writing

practices,

integration

across the

disciplines

inquiry in the

PYP

and student

work analysis

Administration

meetings

Principal,

Assistant

Principal, CST,

EIP

Coordinator,

STEM

Coordinator,

SST/RTI

Coordinator,

Administrative

Assistant

Bi-monthly Needs of school

weekly

School

initiatives

Student data

Increase IB

communication

between Admin

team through

the lens of IB

PYP

22

Leadership

meetings

Administrative

Team-

Principal, AP,

CST, AA, IB

PYP

Coordinator,

EIP

Coordinator,

STEM

Coordinator,

Grade-level

Chairs

Bi-monthly School climate

and culture

Review school

wide data,

initiatives

-Beginning with

the end in mind

Faculty meetings Entire Staff

Weekly

Staff

recognitions

Professional

Development

Updates

Committee

Meetings

IB, PBIS,

Broadcast,

S.T.L.Y.E,

A.T.L.A.S.,

STEM Gems,

Robotics,

Chess Club,

Junior Beta

Club

Monthly Service projects

Fundraiser

activities



Practice B2.5. The physical and virtual learning environment, facilities, resources and

specialized equipment support the implementation of the programme(s).

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/ device for students _400___# computers

▪ Shared computers in classrooms through the school __200__# computers

▪ Centralized computer facility __60__# computers

▪ Shared computers in the library for student use __36__# computers

▪ One to one laptop/ device for teachers __52__# computers

▪ Shared computers for teachers __60 # computers

23

▪ Interactive white boards in classrooms throughout the school __46 # boards

▪ Other ( please describe)

2. Does the school have consistent access to the internet? Yes No

3. Does the school have Wi-Fi? Yes No

4. Please describe any restrictions the school places on student or staff to access to

Wi-Fi internet.

Fulton County has the following district guidelines for internet security:

• Student’s access to wifi is restricted based on the county’s security standards.

• Scripts are in place to block websites that are deemed inappropriate.

• Students must master digital citizenship training.

• Safety and security is ensured through the alignment of district policy, standards

and best practices.

• Both students and staff are required to read and sign off on a computer, internet,

email and electronic networks acceptable use agreement.

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

support the implementation of the programme.

Facility or

Resource

Description of facility

/ resource

How this facility

supports

programme

implementation

Plans for

further

development,

if any

Physical education

/athletics facilities

PE-gymnasium, outside

basketball court, large

field used for outdoor

PE and Recess, Field

Day and other school

activities/programs

Playground PreK-1

Playground 2nd -3rd

Students have PE 2

times weekly that

includes activities

from around the

world.

Our field is used for

Cricket and Soccer

on the weekend.

A variety of

equipment is left

outside in recess

bins for utilization

on the weekends and

after school for the

community to have

a safe place to play.

International Cricket

Foundation-spot

lighted on the news.

2 basketball

goals on

concrete slabs

will be

installed for

4th/5th grade

play area

Fitness

obstacle

course-

discussion

24

Science

laboratories

5 STEM labs

5 Flexible seating in

main STEM lab

21st century learning

furniture on each grade

level

3 Hydroponics garden

systems

2 Cubelets Class

20 Microscope sets

20 Tree of Knowledge

hydrolab kit

2 3D printers

1 Cooking cart

10 Dot and Dash robot

kits

24 Hand to Mind

STEM kits

STEM Scope

curriculum

Captain Planet

facilitated our

project learning

gardens and cooking

carts.

Charity Recycling

service – our

recycling of clothing

program to benefit

the school and

community.

The US Green

Building Council-

they are assisting

with creating a

Green School-it’s

environmental

efficient.

These programs are

all connected help

students to build

communities that

are more

environmentally and

socially responsible,

creating healthy

living and a

prosperous

environment that

will improve the

quality of life.

Composting

Expand our

learning

gardens

Expand our

recycling

program to

include paper,

plastic and

other materials

Community

Garden club

Visual art studios Broadcast room

2 microphones

iPad-Live stream from

any location- local and

outside of the school

building

camera

The broadcast

committee provides

daily information

for staff and student

body, during the

morning

announcements.

Supports school

programs via visual

and audio to include

25

Studio mixing board-to

allow for multiple

screen viewing

Teleprompter

2 Mac books/1

Adobe Suite-for editing

and visual arts

Stop Motion-allows

still pictures to be

animated

outsides of clubs,

SGC, PTA etc.

PBL

Specialized

facilities

PBIS Rewards

Incentive store

PTA store -Valentine

and School Spirit store

Support positive

character traits

Music facilities 2 Music classrooms

2 Epson interactive

board used by teacher

and students.

Musical instruments-

percussion and

recorders.

Laptops, iPads, Mac

computers, recording

devices, microphones.

Apps-Garage bands,

Quaver Marvelous

world of music, Music

tech teacher.

Supports

appreciation and

understanding of a

variety of music

styles

Arts performances/

Exhibition spaces

Art exhibitions space is

utilized within our gym

and in our halls on the

walls.

Will expose students

to global

perspectives

Performing arts

facilities

STES has 2 Art

classrooms

The Main Art room

has the following

-Allow students to

engage in

performances with

26

resources and

equipment:

2 sinks, 1 paper

cutter, 1 drying rack, a

kiln, 3 Dell desk top

computers,

1 Television, DVD, a

digital camera, a

document camera, (1)

iPad, LCD projector, an

Apple TV, Epson Smart

board, wireless internet,

large mobile

whiteboard, and 7 large

work tables.

2nd Art classroom-

8 large work tables, 1

paper cutter, 2

small drying racks,

Epson Smart board,

chalkboard, and 1 sink.

The cafeteria stage is

utilized for our

performing arts

performances.

Stage lights for visual

effects.

Main curtain for scene

changes.

Two music rooms for

quick costumes

changes.

3 Cordless microphone

2 -55inch TV monitors

1-70 inch roll

We have both chair

seating and rectangle

table/round seat

connected.

Projector as needed

international

influences

Curriculum

connections across

all subject areas to

include creative arts

standards and

STEM standards

27



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

implementation of the programme (s).

Please describe the physical and / or virtual library and the print, electronic, and

multimedia resources available at the school by providing the requested in the following

questions.

STES Virtual Learning Commons (Media Center), is extremely inviting with an artistic

mural covering all the walls of the media center. We have several silent

reading/listening/speaking stations for students to work on their own or with a small

group, study bars (2 high tables) for collaboration, and instructional/work stations for

independent or group activities including online research and book circulations.

Books are in a semi-circle around the perimeter of the media center on shelves attainable

by all age groups. There are two 70 inch interactive television monitors, 1 Epson Smart

Board.

Media Center is available to students throughout the week, Monday -Friday from 8:00am

until 2:00pm.

Student have access to books, magazines, encyclopedias and can check out books using

Destiny (computerized checkout program). Students in Kindergarten and first grade may

check out one book at a time. Students in second through fifth grade may check out two

books. All books must be returned to media center within two weeks.

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? (8:00am -2:00pm)

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

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

If no, who else uses the library? -- Not applicable

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 language (s) in which type of resource is available.

Resource Type Language Language Language

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Total number of general

reference books (per

language )

English - 19,142

Total number of nonfiction

books (per language )

English - 9,502

Total number of fiction books

( per language )

English – 8,194

Total number of print

periodicals (per language ) English -180

ongoing monthly

Total number of online

general reference

subscriptions ( per language)

English - 33

Total numbers of online

journals or other virtual

publications (per language )

English - 11

Additional print, electronic,

or multimedia resources

English - 861

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

STES Media Center is a HUB for research based resources, instructional collaboration

reference materials, literature, and innovative technology tools. This HUB is a student-

centered dwelling of exploration where innovative instructional collaboration is utilized

to encourage critical thinking skills, solve problems, and where understanding is gained

in order to make decisions that will ensure the success of students and staff through

effective uses of information, ideas and technological tools.

8. Describe how the library/ multimedia center is managed (include

responsibilities of the person who is in charge of the library / multimedia centre,

and agreements with other libraries, if applicable).

STES Media Center provides access to information (both print and digital) and ideas that

are essential to the growth of the 21st century learner. The media center services

organizer (METI) aims to empower students and staff in order to continue their academic

and professional journey to be effective lifelong learners who acquire inquiry based

critical thinking skills. She provides resources and growth opportunities for students and

teachers. The role is based upon the development of integrating curriculum concepts,

new understandings, problem solving, effective technology integration, performance task,

and projects that encompass and support the implementation of Georgia Standards of

Excellence and the school’s strategic plan. The media center is where teachers and

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students utilize information and technological tools to enhance curricular tasks and

encourage student interest. Teachers and students have flexible access. Innovative

resources are available (print and digital). The curriculum is integrated across all

subjects. Collaboration is designed to help teachers and students and the media center

builds a foundation for self-motivated learning.

The media services role in technology is to provide technological tools to assist with the

authentic production, effective demonstration, and application of learned skills. This

roles involves collaboration in order to ensure success. The development and promotion

of reading and writing will involve the use of computers, iPads, iPods, e-books, etc.

Stonewall Tell Elementary as an agreement with the local community library, Wolf Creek

Library, a partner in education. The Youth Coordinator at Wolf Creek participates in

local school literacy activities along with supporting events on and off campus to assist

with imparting knowledge in the areas of physical and digital literacy.

9. Do the classroom have libraries / resource centers? Yes No

10. Describe the classroom libraries/ resource centres.

Many classes have libraries sectioned compiled by levels, genres or Lexile levels.



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

perspectives.

The IB will evaluate this practice by reviewing information gathered under Practices

B2.5, B2.6 and the Action plan.



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

support requirements and support for their teachers.




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

programme(s).




30

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

programmes to be met.

The IB will evaluate this practice and requirements below by examining the information

gathered under practice B2.10a.



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

transdisciplinary and disciplinary dimensions of the curriculum.

1. Complete or update the organization of teaching time chart.

Year / Grade Pre-K K-5th

Total teaching time in hours per week/ cycle 6.5hours 6.5hours

Length of week / cycle 5 days a week 5 days a week

Percentage of teaching time with classroom

teacher

390-100% 330/390-85%

Percentage of teaching time with single-subject

teachers (Special area teachers)

15% (60minutes in

class specials)

12%

Percentage of teaching time spent on other

activities (e.g. lunch, naptime, recess )

30%

30 mins lunch

30 mins recess

60 mins naptime

12%-lunch/recess

Plus other events as

scheduled

2. Will the school need to make adjustments to the student’s weekly schedule to ensure that

it provides adequate time for an in-depth study of each unit of inquiry?

Yes No

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


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

enhance the learning within the programme(s).




31

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(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.


Standard C: Curriculum

Standard C1. Collaborative planning: Collaborative planning and reflection supports the

implementation of the IB programmes(s).

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

programme(s).

The IB will evaluate this practice by reviewing information gathered under Practice B2.4




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

planners are the product of sustained collaborative work involving all the

appropriate staff.


and B2.4 during the Verification visit.



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

planning process across the curriculum and by all teachers.


and B2.4 during the Verification visit.



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

strengthen the transdisciplinary nature of the programme.

32




plan.

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

systematically.

The IB will evaluate this practice by reviewing information gathered under

Practice B2.4 and during the Verification visit.



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

articulation.




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

specific scope and sequences and the programme of inquiry.




plan.

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

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




plan.

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

overview of students’ learning experiences.




33

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

planners.




plan.

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

student learning.




plan.

Practice C1.5. Collaborative planning and reflection is based on agreed expectations for

student learning.




Practice C1.6. Collaborative planning and reflection incorporates differentiation for

students’ learning and styles.




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

work and learning.




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

responsible for language development of students.




Practice C1.9. Collaborative planning and reflection address the IB learner profile

attributes.

34




Standard 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(s).

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

Yes No

a. Indicate which requirements must be fulfilled in each year of the programme.

Requirement Name x Exam

x Curriculum

x Teaching structure

Timetable

Other

PYP Year x Year 1

x Year 2

x Year 3

x Year 4

x Year 5

Additional Comment:

The written curriculum is based on the state standards. Students are required to take

district and state mandated assessments. There are current teaching structures in place

to meet the needs of students such as Talented and Gifted (TAG), Early Intervention

Program (EIP) and Special Education.

b. Please identify programme implementation challenges resulting from these requirements

and explain how the school will address those challenges.

The staff at Stonewall Tell Elementary may experience challenges as we embark on the

implementation of the transdisciplinary program. Teachers may experience difficulty as

they try to balance between State and district requirements, blending the state standards

with the IB Transdisciplinary Themes and letting go of their own units of inquiry that

may be repetitive in nature. Some teachers may resist change and teach in isolation until

they gain more knowledge about the IB program advantages.



Requirement C2.1.a. The programme of inquiry consist 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

35

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

ourselves”.


in place at authorization and the IB will determine that by reviewing progreamme of

inquiry and during the Verification visit. Please include the work that you plan to

undertake to meet this requirement in the Action plan.



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

vertically articulated Programme of inquiry.




plan.

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

inquiry in the final year of programme.

At 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.




plan.

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




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




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

attitudes to be developed over time.




36

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.




plan.

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.




plan.

Practice C2.5. The written curriculum allows for meaningful student action in response to

students’ own needs and the needs of others.




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




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

learning that is significant, relevant, engaging and challenging.




plan.

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

national and world issues.




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.

37




plan.

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

commonality, diversity and multiple perspectives.




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

reviewed regularly to incorporate developments in the programme(s).




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.




plan.

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

support the programmes(s).




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

attributes.




Standard C3. Teaching and Learning: Teaching and learning reflects IB philosophy.

Practice C3.1. Teaching and learning aligns with the requirements of the programme(s).

1. What changes to planning for teaching and learning in the school would the

implementation of the PYP entail?

Currently the classroom teachers takes full responsibility for language of instruction,

mathematics, social studies and science to support the PYP Transdisciplinary teaching

38

and learning. Teachers of special areas will need to work more collaboratively with

grade level teachers to implement the PYP units. We will continue to work on our school

schedule to meet the PYP requirements. Delivery models for our Talented and Gifted

(TAG), Early Intervention Program (EIP) and Special Education will be examined to

align and maximize access to the PYP. The school will ensure professional development

of the 5 essential elements for all teachers. Stonewall Tell will continue to implement the

Positive Behavior Interventions & Support (PBIS), to promote social, emotional and

academic outcomes for all students. There are policies and guidelines for some areas that

will be examined in order to provide adequate time for an in-depth study of each unit of

inquiry.



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.




plan.

Requirement C3.1.b. The classroom teacher takes responsibility at least for the

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

model of transdisciplinary teaching and learning.

IB does not require evidence of this requirement at candidacy. This requirement must be in

place at authorization, at which time the IB will determine that by reviewing Application for

authorization, samples of class schedule and during the Verification visit.


plan.



Requirement C3.1.c. The school ensures that personal and social education is the

responsibility of all teachers.




plan.

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

39




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

and by all teachers.




plan.

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




Requirement C3.3.a. Teaching and learning addresses the competencies, experiences,

learning needs and styles of students.




plan.

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

academic honesty.




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

their own learning.




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

multiple perspectives.




40

Practice C3.7. Teaching and learning addresses the diversity of student language needs,

including those for students learning in a language(s) other than mother tongue.




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

language development of students.




Practice C3.9. Teaching and learning uses a range and variety of strategies.




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

needs and styles.




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

information technologies.




Practice C3.12. Teaching and learning develops student attitudes and skills that allow for

meaningful student action in response to students’ own needs and the needs of others.




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

they are learning.




Practice C3.14. Teaching and learning fosters a stimulating learning environment based on

understanding and respect.

41




Requirement C3.14.a. The school provides environments in which students work both

independently and collaboratively.




plan.

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

action as a result of the learning.




plan.

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

in a variety of ways.




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




Standard C4. Assessments at the school reflects IB assessments philosophy.

Practice C4.1. Assessment at the school aligns with the requirements of the programmes(s).




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

learning.




plan.

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

programme.

42

1. Describe how the school currently formatively and summatively assesses student

learning and indicate any changes that will need to occur in order to meet PYP

assessment principles and practices.

Stonewall Tell Elementary in comparison with the PYP perspective on assessment is very

similar. Assessment is our school’s key focus with planning, teaching, and learning.

Teachers meet to analyze data and plan instruction accordingly. To celebrate student

success, evidence of learning is posted in classrooms, hallways, and other spaces in the

school. The school uses an array of assessment types such as standardized test, projects,

performance task, PBL, rubrics, formative/summative assessments. Teachers are

expected to provide immediate feedback on assessments for student evaluation and

ownership of learning.

Adjustment to the IB PYP philosophy of assessment should be relatively simple, due to

current alignment. However, essential elements of the PYP program will need to be

addressed through assessment.



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

across the curriculum.

At this time, we have no specific questions on this requirement. As this

requirement needs to be in progress at authorization, schools should be planning

to meet the requirements related to this, and you may wish to include relevant

activities in the Action plan.

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

to the school community.

IB does not require evidence of this practice at candidacy. This practice must be in place

at authorization and the IB will determine that by reviewing assessment policy and during

the Verification visit. Please include the work that you plan to undertake to meet this

practice in the Action plan.



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




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

learning.

43




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

assessment philosophy of the programme(s).




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

assessment philosophy of the programme(s).

1. Describe how the school currently reports student achievement to the student parents

and indicate any changes that will need to occur in order to meet PYP reporting

requirements.

Currently, the school reports student achievement to parents throughout the school year. Parents

receive Progress Skills Checklist (fall, winter, and spring), report cards (quarterly),

teacher/parent conferences and student-led conferences.

The Home Access Center provides to parents real-time data to student’s schedules, assignments,

attendance, and report cards. STES recognizes students at various award programs. The school

will need to examine how to align and report student progress to meet the PYP reporting.



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

learner profile are assess and reported.

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

Currently, Stonewall Tell reports to parents on the IB learner profile, by selecting Tiger

of the Month based on a character focus related to the learner profile. The school will

need to develop a report or rubric to inform parents of students exhibiting the learner

profile quarterly.



Practice C4.7. The school analyses assessment data to inform teaching and learning.

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

assessed prior to new learning.

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Practice C4.8. The school provided opportunities for students to participate in, and reflect

on, the assessment of their work.




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 MYP

person project (or community project for programmes that end in MYP year 3 or 4), the

DP extended essay and the IBCC 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.



Application for candidacy: Primary Years Programme ......2018/01/19 · 1 Application for...

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