North Atlanta Cluster PYP Requirements Slides - | GHES · North Atlanta Cluster PYP Requirements...

North Atlanta ClusterPYP Requirements Slides

Prepared by:

Dr. Quail Middlebrooks: Coordinator, Gifted and Talented

Kasele Mshinda: Coordinator, 6-12 Mathematics

John Denine: Coordinator, College and Career Readiness

Charter System Implementation

2

Domain Autonomy Now (now-2017) Future Autonomy (2017-2018…Pending Budget) Future Autonomy (2018+)

Personnel

Flexibility to convert positions to dollars or other positions Change the number and type of staff Hire candidates of choice and redefine/expand roles Interview and make final selections for hire Modify staffing models to adjust class size Pay for additional work days for staff (i.e. stipends)

Waivers from traditional teacher certification requirements Modifications to the teacher contract based on schools needs

(eg. teacher workday or work year)

Finance & Resource

Allocations

Move general fund budget allocations to where resources are needed

Cluster and signature funding allocations to support priorities and needs

Transition funding flexibility (turnaround schools only)

Funding consolidation for all budgets Changes to the budget funding model Consolidation of general and federal funding (pilot schools

only)

Additional updates and changes to the funding models

Curriculum

Make adjustments to school resources based on signature program and cluster plan

EIP/REP model flexibility Gifted Delivery Model flexibility Media specialist scheduling Choice of student interventions

Ability to add and design courses to meet student needs (SBS) Ability to apply for flexibility and autonomy outside of the

district’s standards of service (SBS) Choice of extended learning time model (turnaround schools

only)

School Improvement

and Operations

Develop and approve innovations aligned with the school strategic improvement plan

School calendar changes to meet school needs Can apply for flexibility and autonomy to support school

operational needs (i.e. space usage) (SBS)

Managing the school day calendar and all other schooloperation needs

APS Signature Programs

JacksonMays

North Atlanta Therrell

DouglassSouth AtlantaWashington

BEST/CSK

CarverGrady

Four IB Clusters:• Jackson•Mays•North Atlanta• Therrell

APS FY17 IB Signature Program Budget

• $3,641,673.00

• Allocated for:o 35 current and prospective IB programs

o At 31 schools

o Across 4 clusters

• $2,229,790.00 for 26.5 IB Coordinators (salary + benefits)

• $673,144.00 for 8 World Language Teachers at Authorized IB schools

• $645,042.00 for dues, fees, and local IB workshop registration

• $93,697.00 for IB school staff to travel to IB workshops

North Atlanta Cluster Plan

Mission

The NAHS Cluster will implement IB with depth and fidelity for all students in order to develop inquiring, knowledgeable and caring young people who will graduate ready for college and career.

Vision

A high performing cluster where students, educators and families work together to create a better and more peaceful world through intercultural understanding and respect.

The IB Mission Statement(Color and boldface added for emphasis)

The International Baccalaureate Organization 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 IBO 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.

The IB Learner Profile

• Inquirers

• Knowledgeable

• Thinkers

• Communicators

• Principled

• Open-Minded

• Caring

• Risk-Takers

• Balanced

• Reflective

“The IB Mission Statement in Action”

IB Students Are: Rigor?

Whole

Child?

Social

Emotional

Learning?

21st Century

Skills?

Primary Years Programme

• Grades PK-5

• A whole-school program

• A curriculum framework—PYP units drive program

• Transdisciplinary teaching and learning

• Inquiry-based: academic challenge and higher-order thinking skills

• Second language development (age 7+)

• Focus on holistic learning, intercultural awareness, communication

PYP Transdisciplinary

Themes

Concept-Based Units, 6-8

Weeks Long

Teach 4 Units in Pre-K

and K

38 Units = “Programme of

Inquiry”

Teach 6 Units in

Grades 1-5

ELA, Math, Social Studies

& Science

What Does “Transdisciplinary” Mean?

PYP MYP CP/DP

Transdisciplinary Interdisciplinary Disciplinary

• Interdisciplinary: “Transferring the methods, models, processes, or forms of logic from one learning area and applying these within another.”

• Transdisciplinary: “Focus on issues across learning areas, between them and beyond them, for the emergence of new and broader perspectives and for deeper understanding of the interrelatedness of complex issues.”

—The Primary Years Programme as a model of transdisciplinary

learning (2010)

A Community of LearnersQuotes from The Primary Years Programme as a model of transdisciplinary learning (2010)

(Color and boldface added for emphasis)

“coherence of learning” (p.15)

“learning in a highlyintegrativemanner” (p.15)

“relevant to the real world” (p.5)

“transdisciplinarityforces a paradigm shift” (p.5)

“the PYP is not business as usual” (p.5)

“inclusivity” (p.15)

“mixed ability grouping” (p.16)“within class

flexible grouping” (p.18)

“grouping and regrouping” (p.16)

“differentiation through grouping” (p.16)

“learning to accommodate the range of abilities and perspectives” (p.16)

“one student’s learning is not at the expense of another” (p.16)

“learning as a member of a group” (p.16)

“learning is a social act” (p.16)

“a value embedded in the principles and practices of the PYP” (p.16)

“a value embedded in the principles

and practices of the PYP”(Color and boldface added for emphasis)

“The community that the PYP promotes is defined by the IB mission statement, the IB learner profile, the PYP curriculum model with its transdisciplinary dimensions, and the PYP implementation standards and practices.”

“That community is supportive, not competitive; reflects a broad spectrum of society, not an elite cohort; is integrated, not stratified; and is committed to lifelong learning, not learning to address solely summative assessment outcomes.”

—The Primary Years Programme as a model of transdisciplinary learning (2010)

A Transdisciplinary Community of Learners(Color and boldface added for emphasis)

“Please note that mathematics, language of instruction, social studies and science need to be the responsibility of the classroom teacher: the teacher with whom the students spend most of their time. Single-subject teaching of these areas is not consistent with the PYP model of transdisciplinary learning—learning that transcends the confines of the subject areas, but is supported by them.”

—Making the PYP happen: A curriculum framework for international primary education (2009)

PYP Development Over Time• 1997 Launch of PYP focused on Transdisciplinary teaching and learning

• 2001 1000 IB World Schools

• 2006 PYP Committee requires core classes to be taught by the classroom teacher

• 2006 Launch of IB Learner Profile

• 2006 Garden Hills, Smith become authorized IB World Schools


• 2007 Rivers, Brandon, Jackson become authorized IB World Schools


• 2010 Bolton, Deerwood become authorized IB World Schools

• 2011 Beecher Hills becomes authorized IB World School

• 2012 IBO changes Programme Evaluation documents and procedures


“[I]t was decided by the PYP committee in February 2006 that mathematics, the language of instruction, social studies and science need to be the responsibility of the classroom teacher—the teacher with whom the students spend most of their time.”

—Developing a transdisciplinary programme of inquiry (2008)

IB Programme Evaluation

• Occurs 4 years after a PYP is initially authorized• Continues to occur every 5 years for the life of the programme• IB schools are evaluated against the IB implementation rubric called

Programme standards and practices• 73 IB non-negotiable standards and practices are assessed at every evaluation

visit• “Commendations”• “Recommendations”• “Matters to be addressed”• Failure to correct matters to be addressed may result in the loss of IB

authorization• Four APS PYP Programme Evaluation visits since 2015: Sarah Smith, Warren T.

Jackson, Morris Brandon, E. Rivers

PYP Programme Evaluation Since 2015

Matter to be Addressed# APS Schools Receiving Matters to be

Addressed

Pullout Gifted (Resource Model) 4 out of 4

Pullout Accelerated Math (Resource Model) 4 out of 4

IB Programme Evaluation

• IB schools receiving matters to be addressed are required to submit a response detailing plans to correct discrepancies and to upload requested documentation

• Schools usually have up to one year to respond to IB Americas:o Sarah Smith submitted their response on 12/1/2015

o W. T. Jackson’s submitted their response on 6/1/2016

o Morris Brandon’s response is due on 12/1/2016

o E. Rivers’ response is due on 12/1/2016

• After receiving school responses IB Americas takes one of two actions:o Accepts the response and checks for implementation at the next Programme Evaluation visit (usually in 4 years)

o Deems the response to be inadequate and schedules another school visit to check progress (usually within 6 months)

• Several matters to be addressed require a district-level response to be submitted along with school-level plans

Apply for Candidacy Consultant Visit Apply for Authorization Verification Visit Program Evaluation Visit

North Atlanta Cluster IB Program Phasing

Accelerated Math

IB Evaluation Results (Accelerated Math)School IB Finding Matter to be Addressed Evidence to be Submitted to IB

APS PYP School #1

“To accommodate students’ different learning needs they have developed a pull out system for mathematics […]. For many students this instruction is provided by a different teacher.”

“All classroom teachers […] take responsibility at least for the language of instruction, mathematics, social studies, and science, to support the PYP model of transdisciplinary teaching and learning.”

“Statement from the school indicating how it will modify its practices to be in alignment with IB policy.”

“Teacher timetables showing fulfillment of the requirement.”

APS PYPSchool #2

“Students in grades 4 and 5 are divided according to math ability levels and travel to different teachers for math instruction.”


Note: This is the exact same language as APS PYP School #1

“Teacher job descriptions […] for mainstream classroom teachers, the description should include specifically the teaching of the language of instruction, mathematics, social studies and science.”

IB Evaluation Results (Accelerated Math)School IB Finding Matter to be Addressed Evidence to be Submitted

to IB

APS PYP School #3

“The school is ability grouping for math instruction for grades 2-5. Students are grouped across the grade and may rotate to a different teacher for this subject area.”

The school “demonstrates commitment to transdisciplinary learning.”

“The school must provide an action plan that shows how it will restructure math instruction so that it can be incorporated in a transdisciplinary manner.”

APS PYP School #4

“From grade 3 to grade 5, classes are departmentalized.”

Note: This finding is very broad. Accelerated Math pullouts are an example of this prohibited practice.


Note: This is the exact same language as APS PYP Schools #1 and 2.

“A statement from the school indicating that the practice of departmentalizedinstruction will cease.”

Excerpts

• “Students who are capable of moving more quickly deserve thoughtful attention, both to ensure that they are challenged and that they are mastering the full range of mathematical content and skills” (p.81).

• “Care must be taken to ensure that […] the continuity of the mathematics learning progression is not disrupted” (p.81).

More Excerpts

• “Decisions to accelerate students into […] high school mathematics before ninth grade should not be rushed. Placing students into tracks too early should be avoided at all costs. It is not recommended to compact the standards before grade seven” (p.82).

• “Decisions to accelerate students into high school mathematics before ninth grade should be based on solid evidence of student learning. Research has shown discrepancies in the placement of students into ‘advanced’ classes by race/ethnicity and socioeconomic background” (p.82).

Multiple Access Points

Start Accel Math in GR9, reach AP Calculus AB by GR12

Very different paths to the same destination

Only one path leads to AP Calculus BC

Zero NAHS students are enrolled in AP Calc BC

20 NAHS students enrolled in AP Calc AB

IB Diploma Programme (IBDP) Math Options

• IBDP courses may only be taken in 11th and 12th grades • All IBDP students are required to take IBDP Math• North Atlanta High School offers two IB math courses:

o IB Math Studies—one year long, usually taken by seniors

o IB Mathematics—two years long, taken in junior and senior years

• Strong IBDP math students may take AP Calculus and/or AP Statistics in addition to IBDP math

Very different paths to the same destination

IBDP Math courses may be taken in GR11 and GR12

Regular path Math students reach IB Math Studies by GR12

Start Accel Math in GR9, reach IB Math YR 2 by GR12

AP Calc/Stats may be taken concurrently with IB Math

2015-2016 North Atlanta Cluster Accelerated Math Enrollments

North Atlanta Bolton Academy Elementary School 25 26 51 581 8.8%

North Atlanta E. Rivers Elementary School 55 43 98 775 12.6%

North Atlanta Garden Hills Elementary School 18 14 32 484 6.6%

North Atlanta Morris Brandon Elementary School 67 77 144 1059 13.6%

North Atlanta Sarah Rawson Smith Elementary School 53 62 115 1094 10.5%

North Atlanta Warren T. Jackson Elementary School 31 30 61 826 7.4%

501 4819 10.4%

4 5

Grand

Total

Accel

Math

Total

Enrollment

% Enrolled

in Accel

Math

Cluster SchoolAccelerated Math Students

Totalsby Grade Level

1 2 3

Gifted and Talented

IB Evaluation Results (Gifted)School IB Finding Matter to be Addressed Evidence to be Submitted to IB

APS PYP School #1

“To meet their GATE requirements, identified students are withdrawn one day per week for an independent enriched programme.”


“Statement from the school indicating how it will modify its practices to be in alignment with IB policy.”

“Teacher timetables showing fulfillment of the requirement.”

APS PYPSchool #2

“The school has a one full day per week pull out program for gifted and talented students. Gifted and talented teachers follow a prescriptive curriculum provided by the district.”

“The PYP is implemented in an inclusivemanner, so that all students in the grade/year levels in the school […] are engaged with the PYP to the maximum extent possible.”

“Statement of the schoolgoverning body and leadership that includes actions taken to integrate the gifted and talented students into the PYP as it is delivered in the regular classroom.”

IB Evaluation Results (Gifted)School IB Finding Matter to be Addressed Evidence to be Submitted

to IB

APS PYP School #3

“Gifted students are pulled from their homeroom classfor a significant amount of time each week. […] Gifted and talented instructors feel compelled to abide by district requirements which differs [sic] from essential elements of the PYP.”

“The PYP is implemented in an inclusivemanner, so that all students in the grade/year levels in the school […] are engaged with the PYP to the maximum extent possible.”

Note: This is the exact same language as APS PYP School #2

“Statement from the school governing body and leadership that includes actions taken to teach PYP in an inclusive manner so that all students […] are engaged with PYP to the fullest extent possible.”

APS PYP School #4

“Single-subject teachers and teachers of the gifted and talented are not using the [curriculum] framework.”

The school “demonstrates its commitment to the Primary Years Programme as the framework for all planning, teaching and learning across the curriculum, in particular, by using the planner and the programme of inquiry.”

“An outline of how the programme for students identified as gifted/talented is implemented at the school.”

GaDOE Approved Gifted Delivery Models

• Resource Class:

• Teacher is gifted endorsed

• Students are pulled for whole day interdisciplinary instruction

• Curriculum is focused on interdisciplinary enrichment activities

• Advanced Content:

• Teacher of record is gifted endorsed

• Students are homogenously grouped by achievement

• Cluster Grouping:

• Regular classroom teacher is gifted endorsed

• Gifted instruction and services are delivered through the general content (differentiation)

• Up to 49% of the class may be identified as Gifted

• Collaborative Services:

• Classroom teacher is not gifted endorsed

• Gifted content is delivered through the general content (differentiation) in collaboration with a Gifted-endorsed teacher

• No more than 8 students per homeroom may be identified as Gifted

2015-2016 North Atlanta Cluster Gifted Enrollments

North Atlanta Bolton Academy Elementary School 5 7 17 13 14 56 581 9.6%

North Atlanta E. Rivers Elementary School 9 23 15 22 35 104 775 13.4%

North Atlanta Garden Hills Elementary School 1 10 10 15 36 484 7.4%

North Atlanta Morris Brandon Elementary School 19 76 75 87 89 346 1059 32.7%

North Atlanta Sarah Rawson Smith Elementary School 13 30 52 49 66 210 1094 19.2%

North Atlanta Warren T. Jackson Elementary School 13 27 48 59 55 202 826 24.5%

1177 4819 24.4%

Total

Enrollment

% Gifted

Identified

Totals

Grand

Total

Gifted

Cluster

4 5

SchoolGifted Identified Students

by Grade Level

1 2 3

Where Are We Going?

• Shift from Resource to the Cluster Gifted delivery model (phased approach)

• Some classroom teachers will need to become Gifted endorsed at each grade level

• APS will offer a free Gifted endorsement class each year• Teachers receive provisional certification when they enter a

cohort• APS will continue to fund Gifted teachers based on a specific

formula• Some will serve as classroom teachers• One will be assigned as the Gifted Lead Teacher

Gifted Lead Teacher

• Coordinates Gifted instruction school-wide• Ensures quality and continuity of Gifted and Talented services• Meets weekly with each PYP grade-level team• Designs Gifted differentiated content as part of IB units• Team teaches some Gifted content with classroom teachers• Facilitates Gifted student participation in district and state

competitions and exposure opportunities• Manages Gifted testing and identification processes• Coordinates scheduling of Gifted students• Serves as the APS Gifted Office point of contact

What are the benefits of this change?

• Gifted Students continue to be served in compliance with Federal law and GaDOE policy

• Students will be served by 2 Gifted teachers, their classroom teacher and the Gifted Lead Teacher

• Gifted instruction is embedded daily, all day long, in all core subjects

• Gifted instruction becomes a part of daily life in an IB classroom• Schools earn up to 50% more Gifted funding, potentially

lowering class sizes• PYP Transdisciplinary teaching and learning requirements are

met

Sample Gifted FTE Calculation

• Resource (pullout) model exampleo Largest class (89 students) is scheduled to receive Gifted services on the FTE count dayo Resource model counts 5 FTE segments per student: 89 x 5 = 445 segments earnedo Smaller enrolled grades receive Gifted services on other days of the week and do not count

for FTE purposes

• Cluster model example o All students (346) are scheduled to receive Gifted services on the FTE count dayo Cluster model counts 2 FTE segments per student: 346 x 2 = 692 segments earnedo The cluster model earns this school 54.8% more FTE over the resource model and can lead to

increased Gifted teacher allocations

North Atlanta APS PYP School 19 76 75 87 89 346 1059 32.7%

Total

Enrollment

% Gifted

Identified

Totals

Grand

Total

Gifted

Cluster

4 5

SchoolGifted Identified Students

by Grade Level

1 2 3

Backup Slides

APS 2014-2015 CCRPI Scores

62.8

77.8

22.5

32.333.036.3

5.8 6.8

Non-IB Schools (n=90) IB Schools (n=13)

CC

RP

I Po

ints

Ear

ne

d Average CCRPI Score

Average AchievementPoints

Average Progress Points

Average AchievementGap Points

Georgia Avg. CCRPI = 75.5

APS CCRPI Scores 2012-2015

50

55

60

65

70

75

80

2012-2013 2013-2014 2014-2015

APS Average CCRPI Over Time

Non-IB Schools IB Schools

APS CCRPI Scores 2012-2015

50

55

60

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80

2012-2013 2013-2014 2014-2015

APS CCRPI Compared to Georgia

APS Non-IB Schools APS IB Schools Georgia

APS AP and IB Over Time

AP IBDP

0

500

1000

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2500

2012 2013 2014 2015 2016

AP Students AP Exams (9th-12th) 3+ Scores

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2012 2013 2014 2015 2016

IBDP Students IBDP Exams (12th) 4+ Scores

APS AP and IBDP Exam Scores

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AP 3+ Percentage(5 Point Scale)

IBDP 4+ Percentage(7 Point Scale)

IBStudent-centered

Inquiry-based learningProject-based learningConcept-based unitsCommunity service

Social & emotional learningReal world content

Rigorous courseworkBusiness & community engagement

Career awareness & exposureStrong Science & Math offerings

Strong Arts offeringsCareer, technology, & life skills

Interdisciplinary teachingStudent reflection

Character education21st century skills Teacher training

IB authorization processIB program evaluation process

Core disciplines focusMultilingualism

IB Learner ProfileInternational MindednessApproaches to Learning

ActionGlobal contexts

STEM certification processSTEM Frameworks

Science & Math focusTeacher certificationStudent internships

Technology integrationSTEM-related competitions

STEAM

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