Primary Years Programme Application form part B

INTERNATIONAL BACCALAUREATE ORGANIZATION

Primary Years Programme

Application form part B

(application for authorization)

School name:

Spring Mill Elementary

Primary Years Programme

Application form part B

(application for authorization)

Published September 2006

© International Baccalaureate Organization 2003, 2006

Organisation du Baccalauréat International

Route des Morillons 15

Grand-Saconnex, Genève

CH-1218

SWITZERLAND


Notes to the user

1. This PYP application form part B should be read in conjunction with:

• Application procedure for candidate schools

• Rules for authorized schools: Primary Years Programme

• General regulations: Primary Years Programme

• PYP guide to school application

• PYP school guide to the authorization visit.

In addition, it is important that schools consult the following documents:

• Making the PYP happen

• Programme standards and practices

• IB learner profile booklet

• PYP coordinator’s handbook.

Further information can be found in School’s guide to the Primary Years Programme

(http://www.ibo.org).

2. This application form requests information under the following headings.

1. Contact details

2. School information

3. PYP section

4. School’s planning and support

5. School site and facilities

6. Teaching personnel

7. PYP coordinator

8. Finance and planning

9. Management of resources

10. Implementation of the programme

3. This document also includes the following additional information and requests for

information.

• Application coversheet

• Appendix 1 Classes in the PYP section

• Appendix 2 Organization of teaching time

• Appendix 3 PYP staff training

• Appendix 4 Transdisciplinary units of inquiry

• Appendix 5 PYP teaching staff and qualifications

• Appendix 6 Proposed PYP implementation budget

• Appendix 7 Action plan for implementing the PYP

4. This PYP application form part B and supporting documentation should be sent at the

end of the school’s second phase of the application process—candidate phase: trial

implementation period (please refer to articles 9–10 of Application procedure for

candidate schools). This trial implementation period must last for at least one year.

5. This application form, and all supporting documentation, must be submitted in one of

the IBO’s official languages: English, French, Spanish. Translations of official

documents should be duly certified.


6. The PYP application forms and appendices should be completed electronically and

returned to the appropriate regional office. Please insert your response in the box

provided for each question. The box will expand as you type your response.

In consultation with the regional office, any supporting documentation should be sent

on CD-Rom(s) wherever possible. Where this is not possible, hard copies of the

documents should be provided. Please ensure that the school is clearly identified in all

correspondence.

Note: Deadlines for submitting applications may vary from region to region.

Please check with your regional office for the application deadline that applies to

your school. If you are unable or unwilling to provide information for any of the

items in this application, please provide an explanation.


APPLICATION COVERSHEET—PART B

To the director general of the International Baccalaureate Organization (IBO), Geneva, for authorization to offer the Primary Years Programme

Official name of PYP candidate school:

SPRING MILL ELEMENTARY

On behalf of the above-named school, I request official authorization to offer the curriculum

of the Primary Years Programme (PYP) of the International Baccalaureate Organization.

Information about the school is supplied on the attached form and in the accompanying

documents. The relevant application fee is included.

I understand that this application is submitted after one full year of trial implementation of

the PYP in the school. If, after careful review of this application and the accompanying

documentation, the appropriate regional director forms the opinion that the school is fully

prepared, an authorization visit will be arranged before a final decision on the application is

reached by the IBO director general.

I confirm that:

A. I have read the following documents and agree to abide by the regulations, criteria and

conditions stated therein:

• Rules for authorized schools: Primary Years Programme

• General regulations: Primary Years Programme

• PYP guide to school application

• PYP school guide to the authorization visit.

B. the appropriate financial authorities of the school/public school district know of the

schedule of PYP fees and have agreed to their timely payment

C. the school will not advertise or otherwise imply that it is authorized to offer the PYP

unless, and until such time as, the school receives notification of authorization from

the IBO director general, Geneva

D. authorized schools are entitled to advertise themselves as an IB World School only in

connection with the IB programme(s) they have been authorized to teach.

I agree that this electronic application form, whether signed electronically or not, will be

understood by the IBO to have been read and endorsed by the head of the candidate school,

without a signed hard copy being necessary.

I understand and accept that any dispute arising from, or in connection with, this application

or any other document relating to the authorization process shall be finally settled by three

arbitrators in accordance with the Rules of arbitration of the Chamber of Commerce and

Industry of Geneva. The seat of the arbitration shall be Geneva, Switzerland. The

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

I further declare that, to the best of my knowledge, the information given on this form is

correct.

Name and title of head of school: Date:

Subhashini Balagopal September 8, 2011


APPLICATION CONDITION

A candidate school must implement the PYP for at least one year before submitting

an application for authorization.

When did your trial implementation phase begin? (day-month-year) 27/5/2009

1 CONTACT DETAILS

1a Name and title of head of school: SUBHASHINI BALAGOPAL

1b Name and title of primary school principal: SUBHASHINI BALAGOPAL

1c Name and title of PYP coordinator: KAREN GOUGE, MEDIA SPECIALIST

AND IB COORDINATOR

1d Name of school: SPRING MILL ELEMENTARY

Legal registered name of school: (If different from above)

Postal address:

8250 SPRING MILL ROAD, INDIANAPOLIS, IN 46260

Street address: (If different from above)

Telephone: (Include country and area

codes)

001-317-259-5462

Fax: (Include country and area

codes)

001-317-259-5484

Web site: http://sm.msdwt.k12.in.us

E-mail: Head of school/primary

school principal

[email protected]

General for the school NONE

PYP coordinator [email protected]


2 SCHOOL INFORMATION

2a Date school was founded: (State year only) 1959

2b Legal status of school: (See note below) State X

Private

Note:

• A state school is a government or national school where the employees are government

civil servants and are paid by the state either at a local or national level; usually there

are no tuition (as distinct from examination or other) fees.

• A private school is an independent (not-for-profit or for-profit) institution whose

teachers are not civil servants and whose main revenue comes from tuition fees;

government subsidies may apply in some countries but they are not the major source of

income.

2c (i) If “state”, do students pay tuition fees? Yes

No X

(ii) If “private”, do IB students in particular receive

any government subsidy?

Yes

No

2d Type of school: Boys’

Girls’

Coeducational X

Boarding

Day X

Boarding and day

2e Academic structure: what divisions (for example, pre-primary, primary, middle

school and high school) operate in the school, if any?


Name of section Age range of students Number of students

KINDERGARTEN 5-6 124

1ST

GRADE 6-7 122

2ND

GRADE 7-8 111

3RD

GRADE 8-9 128

4TH

GRADE 9-10 106

5TH

GRADE 10-11 132

MULTI-AGE CLASS 6-11 11

2f Total number of students in the PYP section: 734

2g Age range of students in the PYP section: From 4 to 12 years

2h Total size of whole school: Students 734 Staff 78

2i Is there entry selection into the school?

Yes

No X

If “yes”, please explain.

2j Does the school offer other IB programmes?

Yes

No X

If “yes”, please specify IBO school codes.

2k Does the school intend to offer other IB programmes? Yes


No X

If “yes”, please specify which programme(s) and planned dates for introduction.


3 PYP SECTION

3a Number of classes in the PYP section: Please complete appendix 1.

3b Organization of teaching time: Please complete appendix 2.

3c Nationalities/ethnicities of students: (Optional)

Nationalities/ethnicities Approximate numbers

WHITE 242

BLACK 256

HISPANIC 120

MULTI-RACIAL 74

ASIAN/PACIFIC ISLANDER 35

3d Is the school designated bilingual/trilingual? Yes

No X

(i) If “yes”, what are the languages of instruction?

(ii) If “no”, what is the principal language of instruction?

ENGLISH

3e What are the additional languages introduced?

CHINESE (MANDARIN)

3f At what age is an additional language introduced? 5

YRS.

3g What provisions are made for mother-tongue classes?

Mother tongue support is provided for students speaking three languages—Spanish, Karen, and

Karenni. These languages are used by the largest groups of English Language Learners (ELL). The


support is provided by bilingual teachers and instructional assistants. Bilingual staff also

communicate with parents in their native language and translate during parent conferences and

meetings. They translate school documents and flyers into the native languages. Some staff

members who speak French, Tamil, Hindi and Gujarati also assist as needed. All major district

documents have been translated into Spanish; other languages may be added as the need arises.

Some language classes in French and Spanish are offered within our after-school activities.

Communication in Spanish and Karen is provided to families with the assistance of staff members

who speak these languages. The IB Learner Profile and Learner Attitudes have been set up in a

poster using words in English, Mandarin, Spanish, French and Karen.

In the future, it is our goal to provide additional support for mother tongue development within our

before and after school programming.

3h When are mother-tongue classes offered?

(i) During the school day Yes No X

(ii) Before/after school Yes No X

4 SCHOOL’S PLANNING AND SUPPORT

4a How did you first hear about the PYP? Please be as specific as possible.

The International Baccalaureate Diploma Programme was established at Washington Township’s

premier high school, North Central High School, over 20 years ago. It is the most well established

and prestigious Diploma Programme in the state of Indiana.

As a result, district administrators began to investigate bringing the PYP to the elementary schools

three years ago. In May of 2009, the district hosted a mass onsite training for administrators and

teachers to begin the feasibility study. It was then that Spring Mill Elementary school’s entire staff

began to learn and investigate the PYP.

4b List the main reasons for wanting to introduce the PYP.

The Primary Years Programme, will enhance the teaching and learning at Spring Mill Elementary

school in the following ways:

• Inquiry combines the best practices in teaching and a deep understanding of the learning

process to bring about a profound change in the way instruction is delivered.

• While still adhering to state and district standards, IB will provide all students with an

international education guiding them to make connections between what they are learning

in the class and the world in which they live.

• All the students will have the opportunity to study a world language.

• The PYP curricular framework, delivered by high quality teachers using best practices in

instruction, will assist Spring Mill Elementary in closing the achievement gap that exists

between students of different races and socio-economic statuses.

The International Baccalaureate Learner Profile will help the students at Spring Mill Elementary

students grow into well-balanced citizens by cultivating the development of the whole student

intellectually, physically, emotionally and ethically.

4c Has the governing body made a formal decision to adopt the Yes X


PYP? No

4d Has there been consultation with:

(i) appropriate IBO regional offices? Yes X No

(ii) teaching staff? Yes X No

(iii) parents/parent-teacher association? Yes X No

(iv) local, regional or national educational

authorities, where applicable? Yes X No

(v) other IB World Schools? Yes X No

4e Have PYP responsibilities been identified for:

(i) primary school principal? Yes X No

(ii) PYP coordinator? Yes X No

(iii) year/grade-level coordinators, where

appropriate? Yes X No

(iv) subject coordinators, where appropriate? Yes X No

(v) PYP teachers? Yes X No

(vi) library/resource centre staff? Yes X No

4f Please indicate the PYP training received by, and planned for:

(i) the head of school/primary school principal

(ii) the PYP coordinator

(iii) all other teaching staff.

Please complete appendix 3.

4g Please indicate the organization of meetings of PYP teachers, including single-

subject teachers and library/resource centre staff, for horizontal and vertical

planning of the teaching of the programme.

Horizontal planning: Every certified teacher meets with the IB coordinator, within their grade-

level/special area teams for 40 minutes every six days, to reflect on the units of inquiry and share


questions/comments/ideas.

Vertical planning: At the district level, teacher representatives from each school and grade

collaborate jointly to align instructional standards to the teaching of the programme. At the building

level, this will be addressed monthly during staff meetings.

4h How will the school ensure that all new teaching staff are trained to deliver the

PYP?

Washington Township has coordinated with IBO to offer onsite trainings for our teachers. In May

2009, 56% of our Spring Mill teachers received Level 1 training. As we complete this application,

87% of teachers have received Level 1, 22% Level 2 and 18% Level 3 training. Spring Mill staff

continue to look for opportunities to receive training in levels needed and will attend subsequent

trainings.

Spring Mill’s IB Coordinator and Grade level IB Leaders play an important role as mentors and

models for new staff. They provide new staff with the information they need to get started with the

essential aspects of the PYP even before they attend the trainings.

During an orientation for new teachers in August 2011, an overview of the district’s commitment to

the IB PYP was provided, along with a preliminary overview of the PYP.

An introduction to the PYP is being planned for the second semester (winter) at the district level for

all teachers including newly hired teachers, who have not received Level 1 PYP training.

4i How does the school inform the support staff of the principles and practices of the

PYP?

Monthly meetings with support staff have been set up to share the principles and practices of the

PYP. Their representatives attend the IB Leaders’ team meetings on a monthly basis. They also

participate in weekly Professional Learning Community Meetings. Support staff meet with the IB

Coordinator to discuss IB reflections. The district has set up meetings for World Language teachers

to collaborate and work on the PYP. All staff have access to and copies of Making the PYP

Happen, the IB Learner Profile Booklet, Policies, The Program Standards and Practices, and

Mission Statements.

4j Please provide details about the transdisciplinary units of inquiry that have been

taught in the last school year.

Please complete appendix 4 of the application form and submit at least three completed

planners (stages 1–6, including the reflection) for each age group.

4k Do teachers use the PYP planner to document their teaching outside

of the programme of inquiry?

Yes

No X

4l Which scope and sequence documents are being used?

(i) Local/national Yes X No

(ii) PYP Yes X No


(iii) Other (specify) Yes No X

5 SCHOOL SITE AND FACILITIES

5a Nature of school site: Please provide a brief description including number of campuses.

Situated on 15 landscaped acres, our 79,884 sq. ft. building has undergone multi-million dollar

renovations, and is beautifully maintained. Technology is integrated throughout the school. Our

enhanced science curriculum benefits from an outdoor, interactive nature centre. Our media

centre offers a collection of 18,000 plus resources and an array of multi-media opportunities. We

have one campus.

5b Are there any of the following special facilities?

(i) library/media/resource centre Yes X No

(ii) computer laboratory/centre Yes X No

(iii) language rooms/facilities Yes X No

(iv) science/technology rooms Yes X No

(v) art room Yes X No

(vi) music room Yes X No

(vii) theatre/drama studio Yes No X

(viii) gallery/exhibition space Yes X No

(ix) gymnasium Yes X No

(x) sports field Yes X No

(xi) outdoor education centre Yes X No

(xii) other (please describe) Yes No X

TEACHING PERSONNEL


6a (i) Number of full-time PYP teachers: 28

(ii) Number of part-time PYP teachers: 0

6b Number of support specialists: Please give details.

1 Media Specialist

1 Art Teacher

1 Physical Education Teacher

1 Music Teacher

1 Computer Teacher

1 Chinese (Mandarin) Language Teacher

4 Special Education Resource Teachers

1 Speech-Language Pathologist

1 English as a New Language (ENL) Teacher

1 Literacy Specialist

1 Math Specialist

6c Number of classroom assistants: 22

6d Are there year/grade-level coordinators? Yes X No

6e Are there subject/language coordinators? Yes X No

6f Are there single-subject teachers?

Yes X No

If “yes”, for which subjects?

Music, Physical Education, Art, Media Computers, and Chinese (Mandarin).

6g What arrangements are made for student counselling/pastoral care?

Spring Mill has a Student Program Advisor, who function as social workers to support families

within our schools. They focus on supports and community related services needed by families,

attendance issues, connect them to health care providers within the community and address issues

tied to specific circumstances that arise in the lives of our students. We have a referral process to

request the support of Student Program Advisors.

Spring Mill has a counsellor and a life skills specialist contracted through Cummins Mental Health.

School staff refer students to the Cummins staff who then work with families to set up counselling

during and after school for students.

6h Please indicate qualifications of all teaching and support staff.


6i Nationalities/ethnicities of the PYP staff: (Optional)


Nationalities/ethnicities Approximate numbers

6j Are there currently regular staff meetings for PYP planning?

Yes X

No

If “yes”, how often and for how long?

School staff meetings provide us with time to discuss the PYP on Tuesdays during the year.

Spring Mill has a core team called IB Leaders which meets six times a year (50 minutes each) to

plan for PYP planning and implementation. This team includes representatives of grade level and

special area teams, and the IB Coordinator for vertical articulation.

Grade level and special area teams have 40 minutes available daily for common planning time, to

collaborate and plan for PYP implementation. This time is valuable for the growth and

development of the PYP at Spring Mill, and will continue to be used for collaboration and

curriculum development. They also meet with the IB Coordinator once every six days during this

common planning time, to reflect on the units of inquiry being taught.

6k Are PYP publications made available to staff?

Yes X

No

If “yes”, please list those publications available.

• Making the PYP Happen

• IB Learner Profile Booklet

• Programme Standards and Practices

• Continuum of International Education

6l Do all teaching staff have access to the OCC? Yes X No

6m Who is responsible for hiring staff in the PYP section?

District and School Administration – Director of Human Resources, Principal and Assistant

Principal.

6n What is the average percentage of new teachers in the school in any given year? Less

than

1%


6 PYP COORDINATOR

7a Name of PYP coordinator: Karen Gouge

7b Projected responsibilities of PYP coordinator:

(i) PYP coordination

Pedagogical Leadership

• Understand and endorse the philosophy, standards and practices, and principles

of the PYP and promote international-‐mindedness throughout the campus

• Organize campus professional development related to the PYP

• Support implementation of PYP best practices in classrooms through coaching,

modeling, co-teaching and co-planning of lessons and units

• Encourage an inquiry-based learning environment within the school community

• Play an active role in planning and facilitating the PYP Exhibition

• Lead the process of developing or reviewing curriculum documents, including the POI

and scope and sequence documents.

• Establish and maintain a record of completed IB PYP Planners.

• Ensure that teachers have properly documented learning experiences and reflections in

the unit planner.

Communication

• Help maintain systems of collaboration related to the implementation of the PYP

within the campus and within the district

• Communicate with parents and the wider community regarding the implementation of

the PYP at the campus

• Serve as a liaison between the campus and the district IB PYP coordinator

• Meet regularly with the head of school and district IB PYP coordinator

• Attend coordinators’ meetings

Resource Management

• Provide staff access to information published by the IBO

• Promote staff use of the IBO Online Curriculum Center

• Gather resources and materials to support unit planners

• Be responsible for the establishment of an inventory of resources to facilitate efficient

collaboration.

(ii) Other

Media Specialist at Spring Mill

7c Will non-teaching time be allocated for the position?

Yes X No

If “yes”, how much will be allocated per week?

A minimum of 400 minutes per week, however it generally tends to be higher.

7d Is PYP clerical support available?

Yes No X


If “yes”, how much is available per week?

7 FINANCE AND PLANNING

8a Will all fees payable be covered by the school? Yes X No

(i) If “no”, what proportion will be covered by the school?

(ii) If “no”, state the authority/institution responsible. Please provide written

confirmation from the authority institution.

8b Is there a strategic development plan?

Yes X

No

If “yes”, when is it due to be reviewed?

• The District Strategic Plan is monitored throughout the year.

• The School Improvement Plan is reviewed six times a year.

8c What funding is available this year to enable staff to attend IBO-approved workshops?


8d What amount of funding, per year, will be available to support the implementation

of the PYP including appropriate professional development?


8 MANAGEMENT OF RESOURCES

9a (i) Number of full-time library/resource centre staff: 1

(ii) Number of part-time library/resource centre staff: 1

9b Qualifications of library/resource centre staff: Please give details on appendix 5.

9c Is there an annual library/resource centre budget? Yes X


No

If “yes”, how is it controlled?

We receive an allocation from the district which the Media Specialist uses to acquire a variety of

resources for the Spring Mill Media Center. The school Media Specialist and administrators at the

school and district level collaboratively monitor funds allocated for PYP resources. Funds from

this budget are used to expand the collection of books in different languages including, but not

limited to, Mandarin.

9d Does the budget provide for additions as well as

maintenance of resources? Yes X No

9e Are books/related resources centrally held? Yes X No

9f Do the classrooms have libraries/resource centres? Yes X No

9g Give the approximate number of books in print/electronic form in the school

library/resource centre, by language. Please specify the languages and add columns if

necessary:

Language 1 Language 2 Language 3 Other

English Spanish Mandarin

Chinese

French

General reference 571 5 1 0

Non-fiction 9,816 48 10 2

Fiction 9,101 26 15 1

9h Are there newspapers/periodicals? Yes X No

9i What are the library/resource centre loan arrangements?

Students are assigned one class period a week when they can check out materials. Additionally,

teachers may send students to the Media Center on an as needed basis.

9j Total number of computers available to students in the PYP section: 207

9k (i) Number of full-time IT staff: 0

(ii) Number of part-time IT staff: 1


9l Does the school have the following IT resources?

CD-ROMs Yes X No

Internet access Yes X No

Video Yes X No

Other (specify) Yes X No

• A variety of digital and audio-visual resources are available for staff to use.

• Software and databases are purchased with district/school licenses.

9m Are there resources in the mother-tongue languages of the PYP

students? Yes X

No

9n Is professional development for the library/resource centre staff

available?

If “yes”, please supply details on appendix 3.

Yes X

No

9 IMPLEMENTATION OF THE PROGRAMME

10a Please provide an updated three-year action plan for implementation of the PYP.


10b Please indicate any major difficulties and/or concerns that you have encountered during

the trial implementation period and how you have, or intend to, overcome them.

While the teachers at Spring Mill Elementary believe in the concepts and curricular components of

the International Baccalaureate Primary Years Programme, the new terminology and lesson

planning format was at first a little overwhelming. In order to help teachers better understand the

material, the school and the district worked strategically to provide professional development

opportunities, guidance and support for teachers. Feedback from our consultant, Mike Schooler,

was extremely helpful in allowing us to better understand the nuances of becoming an IB school.

Slow and strategic implementation combined with time for frequent collaboration and reflection

has taken the pressure off the staff and helped them better understand not only the PYP vocabulary,

but also how the IB Mission Statement will translate into action in their classrooms. We have

increased the time and frequency of IB Reflection conversations. Special area teachers have also

started meeting to reflect on unit planners. The Media Specialist is now our IB Coordinator and is

able to help guide our work with the PYP. We have increased Mandarin Chinese instruction from

25 minutes/week for 1st-5

th graders, to 40 minutes/week for K-5

th graders with a plan to

increase/refine our World Language instruction.

We implemented only four units at each grade level last year. However, we will be implementing

all six units at each grade level this year. Our current challenges include being consistent with

timelines, ensuring that we have materials needed and resources available to implement the units of

inquiry with fidelity. We also recognize the need to communicate more deeply with our families


about the PYP. While we introduced it to them over the past year, we feel more confident in our

own knowledge of the PYP and are better prepared at this point to share with them the details of

units their children will be studying. We are planning to include more information in our

newsletters beginning this year. It is a full scale undertaking for all stakeholders.

Our team of IB leaders includes representatives from each grade level and subject area. This group

had the charge of providing leadership and assistance on grade level teams. Reflections on unit

planners were not as sound as we would have liked them to be. It was a learning process for us, and

as such, brought some challenges. We were not consistent in our use of the ATLAS curriculum

mapping resource and needed to train and support teams in using it. With information from our

consultant, Mike Schooler, and feedback and resources from our district IB Coordinator, we now

have a better understanding of how our reflections should include different characteristics integral

to the PYP. Our Media Specialist and principal will be attending reflection meetings once every six

days with grade level teams, and as the frequency of reflection time increases, we expect to be able

to strengthen the quality of our unit planners.

We know that this is just a gist of the challenges we will experience as we strive for IB

accreditation. We are prepared to review, reflect and refine our work. One thing we agree on is that

the IB PYP curriculum has provided our students with an incredible opportunity to engage at a

much higher level in their learning. We are excited about this.

10c Please consider the programme standards below. All IB World Schools are expected

to work towards achieving these standards as they fully implement and develop the

PYP. They form the basis of the regular programme evaluation self-study, visit and

subsequent visiting team report.

Please write a brief outline of your school’s position as it prepares to further develop

the PYP according to these standards. This should be a reflection by the head of

school or the PYP coordinator. At the point of authorization, the standards will be

applied holistically; schools will not be assessed on each individual standard.


Section A: philosophy

Standard A1 There is close alignment between the educational beliefs and

values of the school and those of the programme.

Standard A2 The school promotes international-mindedness on the part of the

adults and the students in the school community.

Spring Mill’s Mission Statement has been aligned with the IB Mission Statement. Our

Mission Statement is as follows:

“Spring Mill aims to create global learners who are driven to action through

inquiry. Students will contribute to the community as responsible, caring, and

productive citizens.”

Our staff have participated in Level 1 trainings since 2009, and several members have

participated in Level 2 & 3 PYP trainings as well, in early fall 2011. We are committed to

the language and concepts of the PYP. Our strength in using the Learner Profile

language has grown over the past two years and it is now embedded in various aspects of

our school community. We promote and record student action and have started linking

student recognitions to PYP concepts. Our mission statement reflects the importance we

place on inquiry-based learning with an emphasis on action and international

mindedness. We have worked hard to communicate this focus to our families and know

that our efforts will promote more ownership of IB concepts amongst all stakeholders. We

are excited about the possibilities of becoming a fully accredited IB school and already

see changes in our practices that reflect our involvement with the PYP.

Spring Mill has partnered with Sishu Griha, our sister school in Bangalore, India, to

promote an exchange of ideas and experiences between our students who are in two

different corners of the globe. We have increased Mandarin Chinese instruction to 45

minutes this year from 25 minutes last year, and also included Kindergarten students in

this language instruction. Our school has had a long tradition of celebrating diversity and

acknowledging our international strengths. Our hallway is adorned with flags

representing the countries where our students were born. We celebrate an International

Night every year and this event is planned and run by our Parent-Teacher-Organization.

We want our students to be connected to what is happening in the world and they have

multiple opportunities to engage with news events in their classrooms and our Media

Center. We take our role seriously, as educators, to model and foster an action-oriented

culture at our school. We encourage students to take action and make a difference in our

school, the community in which they live, and across the world. We are proud of the

culture of our school which fosters collaboration across different groups of stakeholders.

We are excited about our partnership with George Washington University in their project

to teach children about the impact Jackie Robinson had, not just as the first African

American baseball player in the Major Leagues, but his influence on the civil rights

movement. With membership in this project we are a ‘Jackie Robinson School’.

We recognize that as a school that places high value on international mindedness our

involvement with the IB PYP requires us to be learners, constantly engaged in the world

around us. We take this role seriously and believe that it energizes our school community.


Section B: Organization

Standard B1 The school demonstrates ongoing commitment to, and provides

support for, the programme through appropriate administrative

structures and systems, staffing and resources.

We have an administrative structure to help with the implementation of the PYP.

Stakeholders from the district to the school level are involved in various roles and

responsibilities to help with the implementation of the IB PYP. The Metropolitan School

District of Washington Township made a commitment to set up a K-12 IB Program and

consequently worked hard to secure grants and fund the extensive training and ancillary

costs associated with this accreditation process. Our School Board and Central Office

personnel visit schools annually to learn about our work with the PYP. The district’s

Teaching and Learning Division includes central office staff with different roles. They,

along with the District IB Coordinator will be visiting Spring Mill on multiple occasions

this year to understand our work and support us as needed.

At the school level, we have an IB Coordinator who is also our Media Specialist. The

School Principal and Assistant Principal partner with her to implement the PYP at Spring

Mill. These individuals have specific responsibilities delineated to allow them to

coordinate their efforts. This group meets biweekly to review our progress with the PYP.

We recognized that having the Assistant Principal be the IB Coordinator was not

practical or efficient. With the Media Center being the hub of our school, the Media

Specialist has been freed from certain responsibilities to allow her to work as the IB

Coordinator, while responsibilities continue to be shared between her and building

leadership. We are proud of the collaborative spirit that allows us to work flexibly and

cooperatively to further the aims of the PYP.

Our teachers have received Level 1 PYP training and several have participated in Level 2


and 3 training. They teach with an emphasis on using inquiry methodology and have

worked hard to integrate the Learner Profile within the curriculum. Teachers have

multiple opportunities for additional professional development in literacy, math and

science as well as teaching strategies to support students for whom English is a New

Language (ENL). Some teachers have also been presenters at conferences within and

outside the district. We are committed to providing instruction in Mandarin to students in

grades K-5 for 40 minutes each week. Students also have access to after school activities

where they can learn Spanish and French. Professional Learning Communities are an

integral part of our culture of learning and growing as educators.

Our commitment to making the PYP happen (no pun intended) is strong. We continue to

reflect, review, revise and refine our work, and in doing so, are confident that the PYP

will be a strong part of the curriculum we provide to our students.

Section C: Curriculum

Standard C1 A comprehensive, coherent, written curriculum, based on the

requirements of the programme and developed by the school, is

available to all sections of the school community.

Standard C2 The school has implemented a system through which all teachers

plan and reflect in collaborative teams.

Standard C3 Teaching and learning at the school empowers and encourages

students to become lifelong learners, to be responsible towards

themselves, their learning, other people and the environment, and

to take appropriate action.

Standard C4 There is an agreed approach to assessment, and to the recording

and reporting of assessment data, which reflects the practices and

requirements of the programme.

At Spring Mill, we use Atlas, an online curriculum mapping program, for teachers to save

and access units of inquiry and other IB resources. Atlas also contains reflection and

collaboration notes. This living document guides our instruction and is based on the IB

programme. Atlas is like our ‘cloud’ where curriculum and resources for all subjects will

eventually be housed. In essence, Atlas is the hub of all IB Planners and resources.

Additionally, our teachers have access to The MSDWT IB Resources Wiki page and the

Online Curriculum Center.

Teachers have the opportunity to collaborate, plan and reflect during their common

planning time. We have also identified a Reflection Day when teachers join the IB

Coordinator once every six days to reflect, collaborate and refine the units of inquiry,

think globally and build connections to the Learner Profile and Attitudes. Teachers

participate in vertical and horizontal curriculum articulation at the school and district

levels for revisions and reflections of the POIs and Unit planners. We use the cyclical

process of the action cycle is used to guide our reflections as educators, and to model an

action-oriented learning focus with students. The Learner Profile is highlighted in

multiple aspects of our work, as are the Attitudes.

We have scheduled our Professional Learning Community Meetings, Professional

Development and IB Reflection Meetings on a year-long calendar. Reminders are sent to

teachers in our weekly Campus Update – a brief calendar/news bulletin for staff from the


Principal. The Principal, Assistant Principal and IB Coordinator meet biweekly to discuss

our progress with the PYP, reflect on our current challenges and successes and

collaborate to plan with a school-wide focus.

Spring Mills teachers work collaboratively to streamline assessment components of the

PYP. Our teachers focus on assessment as an important aspect of their unit planners.

During IB reflection meetings, the IB Coordinator and grade level teams review, revise

and strengthen components of the planner. Our school follows a clear assessment

calendar with includes formative and summative assessment timelines. During

professional learning communities, teachers collaboratively analyse data from

assessments, review student work, and use this to guide their instruction. In the 2010-

2011 school year, students had the opportunity to gauge their personal progress on the

learner profile. Beginning this year, students will also be collecting reflection samples in

portfolios.

Section D: the student

Standard D1 Students learn to choose to act, and to reflect on their actions, so

that they contribute to their own well-being and that of the

community and the environment.

Standard D2

(applicable after

the point of

authorization)

In the final year of the programme, all students complete a

programme-specific project (the PYP exhibition) that allows them

to demonstrate a consolidation of their learning.

At Spring Mill, we are proud of our action-oriented culture. Adults (parents and staff)

model the value of action to make a positive difference in the world. Students are

encouraged to initiate action in a variety of ways, whether it may be through sharing their

reflections that lead to new understanding, engaging in a service oriented project or

working with a group to have an impact on the community or environment. Students have

opportunities to reflect on their own growth within the Learner Profile.

Our staff members are aware of the PYP exhibition that students have to complete to

demonstrate their learning across their elementary IB experiences. To ensure that this

aspect is given due importance, staff members who are involved at this level will receive

training in the requirements of PYP exhibitions. IB exhibition publications will also be

provided to the staff.

10d Describe the degree to which teaching and learning at the school supports students

in developing the attributes listed in the IB learner profile booklet?

The IB Learner Profile is a big part of our PYP work at Spring Mill. Throughout the

school, the Learner Profile is posted in our classrooms with student-created displays of

understanding. The vocabulary is integrated within the school day and is a common

language among staff, students and families. We use the Learner Profile terminology

during read-alouds, in our positive behaviour support framework and in our unit

planners. In classrooms, teachers highlight the Learner Profile words. We emphasize it

in our school newsletter and Learner Profile “Stars” are recognized at our monthly

school convocations.


10e What can the school’s introduction of the PYP bring to the school community and to

the local community?

Spring Mill has always placed high value on diversity, service learning and hands-on

experiences for students. This has allowed us to embrace the IB PYP more readily. The IB

PYP has allowed us to think more deeply about these concepts and integrate them within

our curriculum. Our school culture continues to have a high emphasis on action –

whether it is on the part of students or in the work of parents and staff as role models. The

IB PYP has allowed us to provide students with opportunities to delve deeper into their

inquiries over a longer period of time (the span of units). They continue to build

connections with local and world communities. It will allow us to showcase student

learners within our community through the exhibitions. MSDWT brings an important

worldview through the IB PYP emphasis on international mindedness, to the community.

The person(s) who completed this form should sign below.

Name: Subhashini Balagopal Karen Gouge

Position: Principal IB Coordinator

Date: September 16, 2011

The completed application form, application fee and supporting documentation should be sent

to the regional director responsible for your area.

Note: The PYP application forms and appendices should be completed electronically and

returned to the appropriate regional office. In consultation with the regional office, any

supporting documentation should be sent on CD-Rom(s) wherever possible. Where this is not

possible, hard copies of the documents should be provided. Please ensure that the school is

clearly identified in all correspondence.


Appendix 1 Classes in the PYP section

Name of teacher Grade/year Age of students Class name Number of students

MRS.

POINDEXTER

KINDERGARTEN 5-6 YEARS CLASS A 25

MRS. STREIT KINDERGARTEN 5-6 YEARS CLASS A 26

MISS ROWE KINDERGARTEN 5-6 YEARS CLASS A 25

MRS. MOORE KINDERGARTEN 5-6 YEARS CLASS A 24

MRS. MOORE KINDERGARTEN 5-6 YEARS CLASS A 24

MRS. SUZO 1ST

GRADE 6-7 YEARS CLASS B 25

MRS. BARNETT 1ST


MISS MASTERS 1ST


MRS. HODSON 1ST


MRS. WEBER 1ST


MRS. BEHNY 2ND

GRADE 7-8 YEARS CLASS C 22

MRS.

BAUMGARTNER

2ND


MISS ABELS 2ND


MRS. MASTAIN 2ND


MISS HUNT 2ND


MISS ANDRESS 3RD

GRADE 8-9 YEARS CLASS D 26

MISS SWITALSKI 3RD


MRS.

MCALLISTER

3RD


MR. KERSHAW 3RD


MISS STREIT 3RD


MR. CURRY 4TH

GRADE 9-10 YEARS CLASS E 27

MRS. HATCHER 4TH


MRS. TAYLOR 4TH


MRS. YERKES-

BENDER

4TH



Name of teacher Grade/year Age of students Class name Number of students

MR. SURBER 5TH

GRADE 10-11 YEARS CLASS F 24

MISS EAGLES 5TH


MRS. LOWE 5TH


MR. STAUBACH 5TH


MRS. TURNER 5TH


MR. RAES MULTIAGE 6-11 YEARS CLASS G 11


Appendix 2 Organization of teaching time

Year/grade Total teaching time in hours per week/cycle*

% of teaching time with classroom/ homeroom teacher

% of teaching time with single-subject teachers

Other (assemblies, special events)

3–4 years N/A N/A N/A N/A


5–6 years 27.5 88% 12% 0

6–7 years 27.5 88% 12% 0

7–8 years 27.5 88% 12% 0

8–9 years 27.5 88% 12% 0

9–10 years 27.5 88% 12% 0

10–11 years 27.5 88% 12% 0


* Length of cycle. ONE WEEK


Appendix 3 PYP staff training

Information regarding IBO-approved PYP professional development and training our staff have attended as well as details of visits to IB World Schools are

documented beginning on the following page. All school and district workshops are included at the end of this document named “Spring Mill Elementary-

Application B Appendix 3-Supplemental Workshops”.


Role Name Regional workshops: place/date/

number of days In-school/ District workshops:

date/number of days IB World School visits:

place/date

Head of school/ primary school principal

SUBHA BALAGOPAL INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

MSDWT/AUG. 2011/2 DAYS/

CATEGORY 3

ALL SCHOOL AND DISTRICT

WORKSHOPS ARE INCLUDED AT

THE END OF THIS DOCUMENT

NAMED:

“SPRING MILL ELEMENTARY-

APPLICATION B APPENDIX 3-

SUPPLEMENTAL WORKSHOPS”.

IB CONSULTANT VISIT –

MICHAEL SCHOOLER

SEPT. 16-17, 2010

Coordinator KAREN GOUGE INTRODUCTION TO THE PYP

MSDWT

MAY 27-28, 2010

2 DAYS CATEGORY 1

TEACHING AND LEARNING

MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 2

IB SCHOOL VISIT

IPS SCHOOL 84

JANUARY 2011

INDIANAPOLIS, IN

Year/grade 3–4 years

N/A


N/A





place/date


NATALIE ROWE INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

INQUIRY IN THE PYP

MSDWT

SEP. 22-23, 2010

2 DAYS CATEGORY 3


MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 2

CINDY MOORE INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

ASSESSMENT

MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 2

IB SCHOOL VISIT

IPS SCHOOL 84

APRIL 2010

INDIANAPOLIS, IN

JENNIFER STREIT INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

ASSESSMENT

MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 2





place/date

KRISTEN

POINDEXTER

INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

INQUIRY

MSDWT

AUG. 8-9, 2011

2 DAYS

CATEGORY 3


ZULA BARNETT INTRODUCTION TO THE PYP

MSDWT

MAY 27-28, 2010

2 DAYS CATEGORY 1

KATHRYNN HODSON INTRODUCTION TO THE PYP

MSDWT

MAY 27-28, 2010

2 DAYS CATEGORY 1

DIANA SUZO INTRODUCTION TO THE PYP

MSDWT

SEP. 22-23, 2010

2 DAYS CATEGORY 1

MELISSA WEBER INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

ERICKA MASTERS NEWLY HIRED (Fall 2010)





place/date


KAITLIN

BAUMGARTNER


MSDWT

MAY 27-28, 2010

2 DAYS CATEGORY 1

IB SCHOOL VISIT

APRIL 2010

WASHINGTON D.C.

MEGAN BEHNY INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

INQUIRY

MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 3

MARIBETH ABELS TEACHING AND LEARNING

MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 2

SARAH HUNT INTRODUCTION TO THE PYP

MSDWT

MAY 27-28, 2010

2 DAYS CATEGORY 1

LINDSEY MASTAIN INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1


MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 2





place/date


TIM KERSHAW INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

MAKING THE PYP HAPPEN

MSDWT

OCT. 16-17, 2009

2 DAYS CATEGORY 1

.

MISSY MCALLISTER INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1


MSDWT

OCT. 16-17, 2009

2 DAYS CATEGORY 1

JENNIFER SWITALSKI INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1


MSDWT

OCT. 16-17, 2009

2 DAYS CATEGORY 1

ASSESSMENT

MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 2





place/date

MEGAN ANDRESS INTRODUCTION TO THE PYP

MSDWT

SEP. 22-23, 2010

2 DAYS CATEGORY 1

ELIZABETH STREIT TEACHING AND LEARNING

MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 2


ED CURRY INTRODUCTION TO THE PYP

MSDWT

MAY 27-28, 2010

2 DAYS CATEGORY 1

JILL HATCHER INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

INQUIRY IN THE PYP

MSDWT

SEP. 22-23, 2010

2 DAYS CATEGORY 3


MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 2

KATE TAYLOR INTRODUCTION TO THE PYP

MSDWT

SEP. 22-23, 2010

2 DAYS CATEGORY 1

IB SCHOOL VISIT

IPS SCHOOL 84

APRIL 2010

INDIANAPOLIS, IN





place/date

SUSAN YERKES-

BENDER


MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

.


TIM SURBER INTRODUCTION TO THE PYP

MSDWT

MAY 27-28, 2010

2 DAYS CATEGORY 1

JODI EAGLES INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1


MSDWT

OCT. 16-17, 2009

2 DAYS CATEGORY 1

JULIE LOWE INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

PAT STAUBACH INTRODUCTION TO THE PYP

MSDWT

SEP. 22-23, 2010

2 DAYS CATEGORY 1





place/date

LAURIE TURNER INTRODUCTION TO THE PYP

MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

INQUIRY

MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 3

.


N/A

Arts: Art

NANCY SCHMITT


MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1


MSDWT

OCT. 16-17, 2009

2 DAYS CATEGORY 1

INQUIRY

MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 3

IB SCHOOL VISIT

IPS SCHOOL 84

JANUARY 2011

INDIANAPOLIS, IN

Music CRAIG BRINKMAN NEWLY HIRED (Fall 2011)





place/date

Chinese (Mandarin) Language

JING WANG INTRODUCTION TO THE MYP

MSDWT

2010-2011 SCHOOL YEAR

2 DAYS CATEGORY 1


MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 2

.

Physical Education

JOHN CAMPBELL INTRODUCTION TO THE PYP

MSDWT

MAY 27-28, 2010

2 DAYS CATEGORY 1

Library/resource centre staff

SEE COORDINATOR SEE COORDINATOR

Others:

CHAD PATSEL

ASSISTANT

PRINCIPAL


MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

INQUIRY IN THE PYP

MSDWT

SEP. 22-23, 2010

2 DAYS CATEGORY 3

IB SCHOOL VISIT

IPS SCHOOL 84

APRIL 2010

INDIANAPOLIS, IN

IB CONFERENCE OF THE

AMERICAS

JULY 15-18, 2010

MAIMI, FL





place/date

KALI FLORES,

RESOURCE


MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1


MSDWT

OCT. 16-17, 2009

2 DAYS CATEGORY 1

INQUIRY

MSDWT

AUG. 8-9, 2011

2 DAYS CATEGORY 3

DAVID RAES,

MULTI-AGE


MSDWT

MAY 27-28, 2010

2 DAYS CATEGORY 1

ANDREA THORNE,

RESOURCE


MSDWT

SEP. 22-23, 2010

2 DAYS CATEGORY 1

KAY HUMPHREY,

LITERACY

SPECIALIST


MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

JILL RUSSELL,

MATH SPECIALIST


MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1





place/date

ELLEN MURPHY,

RESOURCE

LAURA

WELLINGTON,

SPEECH/LANGUAGE

PATHOLOGIST

JENNIFER VENTURI,

ENL TEACHER


MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

JESSICA

HEIDELBERG,

LITERACY COACH


MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

JOLEE GARIS, MATH

COACH


MSDWT

MAY 28-29, 2009

2 DAYS CATEGORY 1

Intended professional development for the 2011-2012 school year:

IB: Inquiry, Assessment, Teaching and Learning, Regional Exhibition Workshops

District: Fall Curriculum Review, World Language Curriculum Mapping, Literacy (Debbie Diller), New Teacher IB Academy and Curriculum Mapping, Exhibition, Spring

Curriculum Review, D2 Data Warehouse

School-Based: Atlas, OCC, Lesson Design based on Mike Schmoker’s work in Focus


Appendix 4 Transdisciplinary units of inquiry

Begins on the following page…


Age of students Number and title of units of inquiry taught

Teaching staff involved in planning the units

3–4 years N/A N/A

4–5 years N/A N/A

5–6 years Three Units Taught in 2010-2011 School Year

1. I Am Somebody (Who We Are) Aug-Sept

2011

2. Home Sweet Home (Where We Are in

Place and Time) Sept-Oct 2011

3. Run, Run As Fast As You Can (How We

Express Ourselves)

4. Who Are the People In Your ‘Hood (How

We Organize Ourselves)

5. Wanted Dead or Alive (Sharing the

Planet)

6. Save the World (How the World Works)

April-May 2012

Mrs. Moore

Mrs. Poindexter

Mrs. J Streit

Miss Rowe

Mrs. Hodson

Mrs. Gouge

Ms. Schmitt

Mr. Campbell

Mrs. Wang

Mr. Brinkman

Mr. Maniakas

Ms. Guynn

Miss Leman

Mrs. Thorne

6–7 years Five Units Taught in 2010-2011 School Year

1. A Caring Community (Who We Are)

2. Our Past and Present (Where We Are in

Place and Time)

3. Let’s Go Shopping (How We Organize

Ourselves )

4. Let’s Get Dirty (How the World Works)

5. Our World (Sharing the Planet)

6. Once Upon A Time (How We Express

Ourselves) Jan-Feb 2012

Mrs. Suzo

Mrs. Barnett

Miss Masters

Mrs. Hodson

Miss Rowe

Mrs. Weber

Mrs. Gouge

Ms. Schmitt

Mr. Campbell

Mrs. Wang

Mr. Brinkman

Mr. Maniakas

Ms. Guynn

Miss Leman

Mrs. Thorne

Mr. Raes

7–8 years Four Units Taught in 2010-2011 School Year

1. Group Members (Who We Are)

2. Cycles (How the World Works)

3. Cultures (How We Express Ourselves)

4. Marketplace (How We Organize


5. Changes in Tools (Where We Are in

Place and Time)

6. Changes in Organisms (Sharing the

Planet) April-May 2012

Mrs. Mastain

Mrs. Behny

Mrs. Weyls

Mrs. Meyer

Miss Andress

Miss Hunt

Miss Abels

Mrs. Baumgartner

Mrs. Gouge

Ms. Schmitt

Mr. Campbell

Mrs. Wang

Mr. Brinkman

Mr. Maniakas

Ms. Guynn

Miss Leman


Age of students Number and title of units of inquiry taught

Teaching staff involved in planning the units

Mrs. Thorne

Mr. Raes


1. Where in the World Is…(Where We Are

in Place and Time)

2. IB Expressive (How We Express

Ourselves)

3. EnLIGHTen Us (How the World Works)

Nov-Dec 2011

4. Who’s the Boss (Who We Are)

5. Deal or No Deal (How We Organize

Ourselves)

6. Better Homes and Gardens (Sharing the

Planet) April-May 2012

Mr. Kershaw

Miss Switalski

Mrs. McAllister

Mrs. Mena

Miss Andress

Miss E. Streit

Mrs. Gouge

Ms. Schmitt

Mr. Campbell

Mrs. Wang

Mr. Brinkman

Mr. Maniakas

Ms. Guynn

Miss Leman

Mrs. Thorne

Mr. Raes


1. Big Blue Marble (Sharing the Planet)

2. You’ve Got To Move It, Move It (Where

We Are in Place and Time)

3. The Electric Slide (How the World

Works) Nov-Dec 2011

4. Slip Sliding Away (How We Express


5. We The People (Who We Are)

6. Money, Money, Money (How We

Organize Ourselves )

Mrs. Hatcher

Mr. Curry

Mrs. Yerkes-Bender

Mrs. Taylor

Mr. Surber

Mrs. Gouge

Ms. Schmitt

Mr. Campbell

Mrs. Wang

Mr. Brinkman

Mr. Maniakas

Ms. Guynn

Miss Leman

Ms. Flores

Mr. Raes


1. Getting Along (Who We Are) Aug-Sept

2012

2. Money Makes the World Go Round

(Where We Are in Place and Time)

3. Follow the Leader (How We Express

Ourselves)

4. Rebellion (Sharing the Planet)

5. Piecing It All Together (How We

Organize Ourselves )

6. Bringing It All Together (How the World

Works) April-May 2012

Mrs. Lowe

Mr. Staubach

Ms. Eagles

Mrs. Turner

Mrs. Andrews

Mr. Surber

Mrs. Gouge

Ms. Schmitt

Mr. Campbell

Mrs. Wang

Mr. Brinkman

Mr. Maniakas

Ms. Guynn

Miss Leman

Ms. Flores

Mr. Raes

11–12 years N/A N/A


Appendix 5 PYP teaching staff and qualifications

Name Year level(s) taught (or single-subject taught, if applicable)

Qualifications Teaching experience (number of years in total)

Number of years at this school

Full-time/ part-time

KRISTEN

POINDEXTER KINDERGARTEN MASTERS 12 6 FULL

JENNIFER

STREIT KINDERGARTEN BACHELORS 29 9 FULL

NATALIE ROWE KINDERGARTEN BACHELORS 12 4 FULL

CINDY MOORE KINDERGARTEN BACHELORS 10 4 FULL

DIANA SUZO 1ST

GRADE BACHELORS 7 4 FULL

ZULA BARNETT 1ST

GRADE MASTERS 37 31 FULL

ERICKA

MASTERS 1

ST GRADE BACHELORS 2 2 FULL

KATHRYNN

HODSON 1

ST GRADE BACHELORS 5 4 FULL

MELISSA

WEBER 1

ST GRADE BACHELORS 3 3.5 FULL

MEGAN BEHNY 2ND

GRADE MASTERS 11 4 FULL

KAITLIN

BAUMGARTNER 2

ND GRADE BACHELORS 5 1 FULL

MARIBETH

ABELS 2

ND GRADE MASTERS 1 1 FULL

LINDSEY

MASTAIN 2

ND GRADE MASTERS 8 4 FULL

SARAH HUNT 2ND

GRADE BACHELORS 11

1 FULL

MEGAN

ANDRESS 3

RD GRADE BACHELORS 2 2 FULL

JENNIFER

SWITALSKI 3


MISSY

MCALLISTER 3

RD GRADE BACHELORS/MASTERS 19 21 FULL

TIM KERSHAW 3RD


ELIZABETH

STREIT 3


ED CURRY 4TH


JILL HATCHER 4TH

GRADE BACHELORS/MASTERS 25 20 FULL

KATE TAYLOR 4TH


SUSAN

YERKES-

BENDER

4TH

GRADE BACHELORS/ PLUS 75 21 18 FULL

TIM SURBER 5TH

GRADE MASTERS/PRICIPAL

CERTIFICATION 33 4 FULL

JODI EAGLES 5TH

GRADE BACHELORS/MASTERS 16 4 FULL

JULIE LOWE 5TH


PAT STAUBACH 5TH



Name Year level(s) taught (or single-subject taught, if applicable)

Qualifications Teaching experience (number of years in total)

Number of years at this school

Full-time/ part-time

LAURIE

TURNER 5

TH GRADE BACHELORS 17 17 FULL

DAVID RAES MULTI-AGE BACHELORS 10 4 FULL

ANDREA

(BRINSON)

THORNE

RESOURCE

MULTI-AGE BACHELORS 6 6 FULL

KALI FLORES RESOURCE

MULTI-AGE BACHELORS 6 3 FULL

ELLEN MURPHY RESOURCE

MULTI-AGE BACHELORS/MASTERS 29 25 FULL

CRAIG

BRINKMAN MUSIC BACHELORS 4 1 FULL

NANCY

SCHMITT ART BACHELORS/MASTERS 17 10 FULL

JOHN

CAMPBELL

PHYSICAL

EDUCATION BACHELORS/MASTERS 13 13 FULL

KAREN GOUGE MEDIA

SPECIALIST MASTERS 12 4 FULL

JENNIFER

VENTURI ENL BACHELORS 14 12 FULL

LAURA

WELLINGTON

SPEECH AND

HEARING

PATHOLOGIST

MASTERS 2 2 FULL

KAY

HUMPHREY

TITLE I

LITERACY MASTERS 11 4 FULL

JILL RUSSELL TITLE I MATH MASTERS 26 4 FULL

JING WANG CHINESE

LANGUAGE BACHELORS/MASTERS 3 3 FULL

JESSICA

HEIDELBERG

LITERACY

COACH MASTERS 11 4 PART

JOLEE GARIS MATH COACH MASTERS 38 28 PART


Appendix 6 Proposed PYP implementation budget

Candidate

Phase

2010-2011

Candidate

Phase

2011-2012

Post

Authorization

Year 1

2012-2013

Post

Authorization

Year 2

2013-2014

Post

Authorization

Year 3

2014-2015

Application Fee $9,500.00 $9,500.00

$3,500.00

Annual Fee

$7,300.00 $7,300.00 $7,300.00

Resources:

Library $7,000.00 $7,000.00 $7,000.00 $7,000.00 $7,000.00

Classrooms:

General Fund

and G.O. Bond

Money $20,000.00 $20,000.00 $20,000.00 $20,000.00 $20,000.00

Other Teaching Facilities: PTO

Contributions $7,000.00 $7,000.00 $7,000.00 $7,000.00 $7,000.00

Professional

Development

Regional Workshops

$2,000.00 $2,000.00 $2,000.00 $2,000.00

On-Site

Workshops $15,000.00 $8,000.00

Visits to IB World

Schools

Visit local

schools at no/minimal

cost to the

school

Visit local


cost to the

school

Visit local


cost to the

school

Visit local


cost to the

school

Visit local


cost to the

school

Teacher Planning $5,000.00 $6,000.00 $7,380.00 $7,380.00 $7,380.00

Other Expenses

Atlas Curriculum Mapping $2,800.00 $2,800.00 $2,800.00 $2,800.00 $2,800.00

Total $66,300.00 $57,300.00 $48,480.00 $48,480.00 $51,980.00


Appendix 7 Action plan for implementing the PYP

Begins on the following page…



Updated 3-‐Year Action Plan (2011-‐2014) for the Implementation of the PYP

In Preparation For the Submission of Application Part B and the Authorization Visit

All IB standards and practices are applicable to successful implementation of the programme however those highlighted below should be prioritized in planning for trial

implementation and in preparing for authorization.

** Practices schools must have in place as a condition for authorization (non-‐negotiable)

* Schools must show evidence this practice is well underway

Standards & Practices Strategies Timeline for

strategy to

be achieved

or progress

towards

strategy

assessed

Person/Group

responsible for

achieving the

goal

Budgetary

Implications

Evidence of achievement

or of progress towards

achievement of goal (Items in this list are general

indicators of evidence and do not

specifically match bullets in other

columns)

Standards A1 & 2:

Philosophy

A1.1. The school is

committed to the principles

defined in the IBO Mission

Statement. **

• IB Mission posted throughout the building.

• Campus Mission/Vision Statement posted

throughout the building.

• Students and staff will refer to the Mission

Statement and discuss it at intervals throughout

the year.

• IB Leadership Team will create a TO DO list of

essential elements we need to address on a regular

basis and display in each grade level hallway

• IB leadership will review Campus Mission and

Vision Statement to ensure alignment.

• As a school community we will promote and record

student action.

• Continued staff development in all aspects of the

PYP

• Annually

• Annually

• Ongoing

• For Fall

2011

• Feb. 2011

• Fall 2009

onwards

• Fall 2009

onwards

• Office Staff

• Office Staff

• All staff

• IB Leaders,

Coord., Head

of Sch.

• IB Leaders, IB

Coord.

• IB Coord.,

Head of Sch.

• IB Leaders,

Coord. Head

of Sch.

None • Photographs

documented in Spring

Mill’s IB Binder

• Morning

Announcements

• Copy of Revised Mission

Statement

• Staff Meeting/

Professional

Development

Agendas/Minutes

• To Do list of essential

elements

• Evidence of displays

around the school



strategy to

be achieved

or progress

towards

strategy

assessed

Person/Group

responsible for

achieving the

goal

Budgetary

Implications






columns)

A1.2. The school is

committed to developing in

students the qualities,

attitudes and characteristics

described in the IB Learner

Profile. **

• A campus-‐wide recognition system will be put in

place based on the Learner Profile and Attitudes.

• We will report out to parents on student progress

on the Learner Profile.

• Spring Mill’s students currently engage in action

guided by teachers. We want to encourage more

student-‐initiated action across the school.

• Learner profile will be posted in all areas of the

school and the language embedded into all aspects

of our school community.

• Leadership will model and demonstrate

• Teachers and school staff will model and

demonstrate.

• Daily Announcements will contain a word of the

week taken from the Learner Profile and/or

Attitudes.

• Fall 2011

onwards

• End of

Spring 2011

• Fall 2010

onwards

• Fall 2010

onwards

• Fall 2010

onwards

• Fall 2010

onwards

• Teachers and

school

leadership

• Teachers

• All teachers

and school

leadership

• All teachers

and school

leadership

• Teachers and

school

leadership

• Media

Specialist

• None • Reporting on the

Student Learner Profile

to begin in Fall 2011.

• Announcements on

Bulldog Broadcast

• Displays of Learner

Profile (photographs

taken)

• Observations of

teachers and school

leadership

• Recognition system

A1.3. There are clear and

close connections between

the school’s published

statements of mission and

philosophy and the beliefs

and values of the

programme. *

• Campus mission statement reflects the IB PYP

programme’s value of inquiry, action orientation

and international mindedness

• Feb. 2011 • IB Leaders

and school

Leadership

• None • Copy of Revised Mission

Statement to IB

Consultant

A1.4. The beliefs and values

that drive the programme

are shared by all sections of

the school community. *

• Celebrate action projects and accomplishments at

school convocations and on bulletin boards and the

school website.

• Mission statement will be recited at the beginning

• Fall 2011

• Fall 2011

• Head of

School &

Teachers

• Media

• None • PTO Meeting Agendas

• School Newsletters

include brief

information from each



strategy to

be achieved

or progress

towards

strategy

assessed

Person/Group

responsible for

achieving the

goal

Budgetary

Implications






columns)

of every week.

• Students learn about programme beliefs and values

and earn recognition at convocations and award

ceremonies for demonstrating them.

• To promote buy-‐in, school will share information

about the beliefs and values of the programme at

PTO meetings, staff meetings, student

convocations, at other relevant activities and in

newsletters.

• Parents are encouraged to continue the

programme beliefs and values at home and in the

community.

• Fall 2010

• Spring 2010

onwards

• Ongoing

Specialist and

teachers

• IB Coord. and

teachers

• IB leaders,

Coord. and

Head of

school

• PTO and

school staff

grade level re. IB units

• Morning

announcements include

definitions of Learner

Profile & Attitudes

• Kiwanis supports us

with award ceremonies

and student

recognitions.

A2.5. The school provides

students with opportunities

for learning about issues

that have local, national and

global significance, leading

to an understanding of

human commonalities. *

• We have a sister school in India -‐

http://www.sishugriha.in/

• We currently have a Chinese teacher who meets

with every class in grades 1-‐5, once a week for 25

minutes. This will increase to 40 minutes for

students in K-‐5 beginning in Fall 2011.

• We have an International Night to foster respect

for global diversity.

• We provide students with opportunities to engage

with news events from around the globe and

encourage them to take action on local, national

and global levels.

• Yearly, the media center reviews and increases as

necessary the local, national, and global resources

as well as professional development resources.

• Fall 2010

• Fall 2008

onwards

• 2007

onwards

• Ongoing

• Ongoing

• School

leadership

• District

Leadership

• Teachers &

PTO

• Media

Specialist,

Teachers,

Coord.

• Media

Specialist

• None

• $$$ from

MSDWT

• $$ from

PTO

• Media

Budget

(75%)

• Media

Budget

• Bulletin board display

• Reflections are

documented in Atlas.

• Chinese schedule

• School Activities

Calendar

• Action Projects log on

website

• Purchase orders, online

Media Center Catalog

• Photographs of school

bulletin board displays,

recognitions on school

website



strategy to

be achieved

or progress

towards

strategy

assessed

Person/Group

responsible for

achieving the

goal

Budgetary

Implications






columns)

A2.6. The school develops a

climate of open

communication and careful

expression of ideas,

attitudes and feelings. *

• Small group and partner work is encouraged and

utilized often.

• Students share their new knowledge with the

larger community often through presentations to

other grade levels, parents, community members,

etc.

• Fostering culturally responsive conversations

among staff.

• Ongoing

• Ongoing

• Ongoing

• Teachers

• Teachers and

students; PD

at staff

meetings

• School

leadership

• None • Video and photo

galleries

• Reflections and records

in ATLAS

• Meeting minutes

A2.8. The school provides a

safe, secure and stimulating

environment based on

understanding and respect.

• The school staff work proactively to implement a

plan of common expectations for behavior in

common areas of the school.

• Staff review data on student discipline on a regular

schedule.

• Staff build relationships with students by modeling

respect, and understanding and guiding students in

behaving the same way.

• Fall 2009

onwards

• Fall 2010

• Ongoing

• School staff,

leadership

and parents

• School staff &

leadership

• All staff

• None • That visitors would

sense a welcoming

atmosphere

• School expectations

video

• School expectations

signs with Barkley our

Bulldog Mascot around

the school

• School discipline data

Standard B: Organization

B1.1. The governing body is

explicitly supportive of the

programme, and has

allocated sufficient funding

for the effective

implementation and ongoing

development of the

programme.**

• The school’s governing body, which includes the

Principal, Assistant Principal, IB Coordinator, and

the IB Leaders Team, supports the planning and

implementation of the PYP.

• Support for more collaboration time will be put

forth at district level leadership.

• IB agenda items will be included at district level

meetings.

• K-‐12 district IB leadership (IB Head Council) will

• Ongoing

• Fall 2011

onwards

• Fall 2010

onwards

• Fall 2010

• School

Leadership

(as noted)

• Central office

staff

• District

Coordinator

• Central office

• Budget

with

District

Coord.

• Documentation of visits

• Collaboration calendar

• District meeting

agendas

• IB Head Council meeting

agendas

• Copies of campus PYP

presentations to

stakeholder groups.



strategy to

be achieved

or progress

towards

strategy

assessed

Person/Group

responsible for

achieving the

goal

Budgetary

Implications






columns)

continue to meet to discuss district support of the

programme. A teacher representative from Spring

Mill is in this Council.

• The governing body visits the school twice per year

to review progress on the PYP Programme.

• The campus presentation includes updates on how

implementation is progressing.

• An adequate and clear budget that supports the

programme.

onwards

• Fall 2009

onwards

• Fall 2009

onwards

• Fall 2009

onwards

staff

• Central office

staff

• Central office

staff

• School

leadership

• School budget.

B1.7. The school has

appointed a programme

coordinator with sufficient

support and resources to

carry out the responsibilities

of the position.**

• Coordinator and Head of School will meet weekly

to review progress on IB related issues.

• Coordinator/Head of School will attend grade level

IB collaboration meetings.

• Coordinator, Head of school and campus IB Leaders

will meet monthly to review progress on

implementation of IB related issues.

• Currently the Media Specialist serves as IB

Coordinator for Spring Mill (Prior to 2011, the Asst.

Principal was the IB Coordinator).

• April 2011

onwards

• Fall 2010

onwards

• Fall 2010

onwards

• Fall 2011

onwards

• Coord. &

head of

school

• Coord. &

head of

school

• School

leadership

• Coordinator

• None • Meeting schedules

• Meeting minutes

• Atlas-‐Online Curriculum

Mapping

• District Coordinator

provides ongoing

training for School

Coordinators.

• PYP Coordinators meet

monthly

• Stipend and/or

substitute offered for

Coordinator to

complete extra work

B1.13. Time for collaborative

planning and reflection is

built into all teachers’

schedules.**

• Explicit time for collaboration on planners and

inquiry strategies added to the schedule. On the

calendar at present with time to be extended for

next year.

• Fall 2010

onwards

• Head of

School

• None • ATLAS – Online

Curriculum Mapping

• School schedule with

common planning time



strategy to

be achieved

or progress

towards

strategy

assessed

Person/Group

responsible for

achieving the

goal

Budgetary

Implications






columns)

• IB collaboration meetings are scheduled on the

year-‐long calendar and reminders are included on

weekly campus updates.

• Fall 2010

onwards

• Head of

School

• IB reflection/

collaboration schedule

with Coordinator.

B1.14. The school has

systems in place to ensure

the continuity of the

programme; this includes an

induction system for new

staff and ongoing staff

professional development.*

• The ATLAS program offers online interaction with

unit planners for collaboration support.

• MSDWT has provided different opportunities for

teachers to complete level 1 and subsequent levels

of PYP training.

• PD Express, a district-‐wide online professional

development tracking resource, provides listings of

PD options for staff members in MSDWT to

continue growth within the IB Programme.

• Fall 2010

onwards

• Ongoing

since 2009

• Ongoing

• School staff,

tech. dept.

• District coord.

• Central office

staff

• District

Funds for

PD and

Atlas

• PD Express Course

Listings

• POIs and reflections

entered in Atlas in a

timely manner

B1.15. The school provides

professional development

opportunities for the

head/principal, programme

coordinator and teaching

staff, including attendance at

appropriate IB conferences,

meetings and/or workshops,

and access to the online

curriculum centre (OCC).**

• A training calendar will be set up for staff members

to attend Level 2 Training for the application.

• Teachers received their OCC access information for

use of the Online Curriculum Centre.

• PD Express, a district-‐wide online Professional

Development calendar offers PD opportunities for

staff members in MSDWT to continue growth

within the IB Programme.

• Summer

2011

• Fall 2010

• Ongoing

• Distr. Coord.,

IB Coord.

• Media

Specialist

• Distr. Coord.,

School

leadership

• District

funds

• PD Express listings

• Copy of OCC access

information in Media

Center

B1.16. The school provides

learning environments and

opportunities for learning

that support the pedagogy

of the programme.*

• Provide teachers with training in inquiry-‐based

teaching and authentic assessments.

• During IB collaboration time, provide teachers with

opportunities to share ideas on inquiry

methodology and integration of the Learner Profile

within the curriculum.

• Fall 2011

onwards

• Spring 2011

onwards

• School

leadership

• Teachers and

school

leadership

• Media

budget for

books and

other

resources

• Meeting agendas

• Documentation of

inquiry in classrooms

(photographs,

newsletters, etc.)



strategy to

be achieved

or progress

towards

strategy

assessed

Person/Group

responsible for

achieving the

goal

Budgetary

Implications






columns)

B1.18. The school recognizes

and promotes the role of the

library/media centre in the

implementation of the

programme.*

• All Specials Teachers (i.e. library/media specialist,

computer lab assistant, art, music, world language

and PE teachers) work with grade levels to

implement activities that support grade level IB

units.

• The Media Centre houses resources for each grade

level to use with IB units.

• The Media Specialist is given responsibilities to

assist with IB coordination.

• Yearly, the Media Specialist reviews and increases

local, national and global resources as necessary.

• April 2011

onwards

• Ongoing

• Ongoing

• Ongoing

• Creative Arts

Teachers and

school

leadership

• Media

Specialist

• Media

Specialist

• Media

Specialist

• Media

Center

budget

• Documentation in Atlas

• Media center online

catalog of resources

B1.20. The school offers a

language, in addition to the

language of instruction, to

students from the age of 7.

**

• Additional language B time will be allocated to

increase from current 25 minutes to 40 minutes per

week for students in grades K-‐5.

• The second language teacher will attend Level 2

training.

• Fall 2011

• Aug. 2011

• Fall 2008

onwards

• Head of

School and

Chinese

Teacher

• Chinese

Teacher

• Chinese

Teacher

• District

funds for

Chinese

Teacher &

PD

• Schedule for Mandarin

instruction -‐ Mandarin

increased from 25

minutes to 40 minutes

weekly for K-‐5

• PD Express certificate

Standard C1: Written

Curriculum

C1.10. The curriculum is

sensitive to cultural, gender,

linguistic, ethnic and

religious differences. *

• Cultural responsiveness conversations will filter

into the curriculum that reaches all students.

• Spring Mill has joined the George Washington

University Jackie Robinson Society’s project on

studying about his influence on the civil rights

movement through the integration of baseball.

• Fall 2011

• Fall 2010

onwards

• Teachers and

Head of

School

• None • Information on the

Jackie Robinson Project

on our website and in

newsletters.

C1.16. There is a coherent, • Revisions of duplications and verbs in the POI are • Fall 2010 • District and • District • ATLAS



strategy to

be achieved

or progress

towards

strategy

assessed

Person/Group

responsible for

achieving the

goal

Budgetary

Implications






columns)

articulated programme of

inquiry.**

ongoing.

• Revisions will also include adding global

significance to the POI.

onwards

• Fall 2010

onwards

school Coord.

• Teachers and

Coord.

funds for

substitute

teachers

C1.17. The programme of

inquiry and corresponding

unit planners are the

product of sustained

collaborative work involving

all the appropriate staff.*

Explanation: Candidate

schools accepted from 1

May 08 will send 3 planners

& will provide a complete set

at the authorization visit for

all grade levels.

• The ATLAS program offers online interaction with

units of inquiry to foster collaborative work, where

staff can reflect, revise and make adjustments to

the POI.

• IB district level meetings of team leaders fosters

collaboration and representatives from each grade

level meet to reflect on POIs.

• Fall 2010

onwards

• Fall 2010

onwards

• Teachers and

Coord.

• Teachers,

District and

School Coord.

• District

funds for

substitute

teachers

• ATLAS

C1.21. The curriculum

includes the required

number of units per year.**

Explanation: At the point of

the authorization visit all

units have to have been

taught and documented.

• The POI will have 6 written units of inquiry written

by Fall 2011 and all 6 units of inquiry will be taught

and reflected on by end of Spring 2012.

• By fall 2011 • District and

school Coord.

and teachers

• District

funds for

substitute

teachers

• ATLAS

Standard C2: Planning

C2.1. All teachers are

provided with the

appropriate documentation,

including relevant IBO

publications, in preparation

for all planning activities.**

• The MSDWT Wiki page will remain updated with all

IB publications and newsletters and all teachers

receive e-‐mails with copies of these.

http://www.msdwt.k12.in.us/IB.html

• Teachers have access to the OCC.

• Fall 2010

onwards

• Fall 2010

• District

Coord.

• Media

Specialist

• District

funds

• Teacher Binders

• District IB page

• OCC username and

password list with

Media Specialist



strategy to

be achieved

or progress

towards

strategy

assessed

Person/Group

responsible for

achieving the

goal

Budgetary

Implications






columns)

• All teachers have Level 1 PYP binders. • 2009

onwards

• District

Coord.

C2.2. Planning at the school

takes place collaboratively.

**

• Additional and explicit time for collaboration will be

discussed by IB Leadership Team and

Administration

• IB collaboration meetings are scheduled on the

year-‐long calendar and reminders are included in

weekly campus updates.

• Jan. 2011

• Fall 2010

onwards

• Head of

School

• Head of

School

• District

funds for

stipends

and

substitute

teachers

• Collaboration schedule


addresses assessment issues

throughout the planning

process. *

• Assessment policy was developed and shared with

consultant.

• Collaborative planning conversations at grade

levels will include assessment.

• Fall 2011

• Spring 2011

• Distr. Coord.

& school

reps.

• Teachers and

school

leadership

• None • Assessment policy

• Documentation in

ATLAS


makes effective use of the

PYP planning process across

the curriculum and by all

teachers. **

• ATLAS, a computer-‐based planner documentation

program is being utilized, with links to the IB WIKI

webpage. http://www.msdwt.k12.in.us/IB.html

• The school and district’s webpages include IB

publications and newsletters

• Fall 2010

onwards

• Fall 2010

onwards

• Distr. Coord.,

teachers,

tech. dept.

• Distr. Coord.,

tech. dept.

• District

funds for

ATLAS

• Documentation in

ATLAS

• School and District

webpages for IB

• School schedule with

common planning time

• IB reflection/

collaboration schedule


is documented on PYP

planners that are coherent

records of the learning

experiences of students in

developing their

• Included on ATLAS for all grade levels.

• All teachers and school leaders have access.

• Creative Arts teachers will engage in collaboration

and add their reflections to ATLAS.

• Fall 2010

onwards

• Fall 2010

• April 2011

onwards

• Teachers and

Coord.

• Media

Specialist

• Creative Arts

Teachers,

• None • Documentation in

ATLAS



strategy to

be achieved

or progress

towards

strategy

assessed

Person/Group

responsible for

achieving the

goal

Budgetary

Implications






columns)

understanding of central

ideas.*


the authorization visit, in

addition to documentation

for the units of inquiry, there

needs to be evidence that

the planner is also begun to

be used for planning across

the subjects.

Coord., Head

of School

Standard C3: Teaching

C3.3. Teaching at the school

uses a range and balance of

teaching strategies to meet

the objectives of the

programme.*


authorizations there needs

to be evidence that work

towards practice is well

underway.

• Professional development as well as resources will

focus on this for the upcoming school year.

• Planning for in-‐house professional development

activities in inquiry and differentiating instruction is

underway.

• Differentiation of instruction, hands-‐on inquiry-‐

based experiences are encouraged and fostered.

• Fall 2011

• Fall 2011

• Ongoing

• School

leadership

• School

leadership

• Teachers and

school

leadership

• Building

funds,

Media

budget

• PD agenda

• Staff meeting agenda

• Meeting minutes

• Photos documenting

inquiry in classrooms

Standard D2: Exhibition

D2.5. The exhibition is

thoroughly planned well in

advance and records are

kept of the process.

• Representatives will attend a Regional Exhibition

Workshop.

• Exhibition Publications will be distributed to all PYP

staff.

• Spring 2011

• Winter

2011

• Distr. Coord.,

School

Leadership

• School

Leadership,

Coord.

• District

funds

• None

• Regional Exhibition

Workshop Training

• Exhibition Publications

CRSETitle SECTPresenterID STAFBuildingIDSTAFLastName STAFFirstName BLDGDistrictID

6 Plus 1 Traits Writing Workshop Summer 2011 SymonsandBehny SM Abels Maribeth District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM Abels Maribeth District

IB: Teaching and Learning in the PYP OutsidePresenter SM Abels Maribeth District

Science: National Geographic Science Kit Training for Grades K -‐ 2 OutsidePresenter SM Abels Maribeth District

Teaching with Love and Logic jleininger SM Abels Maribeth District




Balanced Literacy Instruction: Teachers Who Are New to Washington Townshiop jheidelberg SM Andress Megan District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM Andress Megan District

ENL Academy 2011 CoachENL SM Andress Megan District

Guided Reading mmcnelis SM Andress Megan District

IB: Science Inquiry Instruction and PYP Collaboration alsmith SM Andress Megan District

IB: Teaching and Learning in the PYP OutsidePresenter SM Andress Megan District

IMA Reception for MSDWT Elementary VTS Teachers & Admin. OutsidePresenter SM Andress Megan District

Making the PYP Happen -‐ Level 1 IB Training-‐ Sept 2010 OutsidePresenter SM Andress Megan District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM Andress Megan District

Primary Algebra Readiness Academy Grades K-‐5 (CIESC -‐ Math workshop) OutsidePresenter SM Andress Megan District

Responsive Classroom Summer Conference 2011 OutsidePresenter SM Andress Megan District

Science: ISI grades 3-‐5 Science Kit training PurdueU SM Andress Megan District

VTS-‐Introduction to Visual Thinking Strategies and the Viewfinders Program OutsidePresenter SM Andress Megan District

Creating DVDs with iMovie and iDVD SM gb SM ANDREWS ELIZABETH District

Group Wise 8 Tips SM gb SM ANDREWS ELIZABETH District

Inquiry Circles in the Elementary Classroom mmcnelis SM ANDREWS ELIZABETH District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM ANDREWS ELIZABETH District

AIMSWEB Training kspears SM Balagopal Subhashini District

Elem. PBS Tier II Team & Coaches guest SM Balagopal Subhashini District

IB: Inquiry in the PYP OutsidePresenter SM Balagopal Subhashini District

IMA Reception for MSDWT Elementary VTS Teachers & Admin. OutsidePresenter SM Balagopal Subhashini District

IUSA Summer Conference on Urban Education OutsidePresenter SM Balagopal Subhashini District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM Balagopal Subhashini District

School Crisis Teams to Hear Michael Dorn OutsidePresenter SM Balagopal Subhashini District

Science Textbook Vendor Presentations krieke SM Balagopal Subhashini District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM Balagopal Subhashini District

Successful Co Teaching Strategies OutsidePresenter SM Balagopal Subhashini District

Title 1 Schoolwide Planning with DOE OutsidePresenter SM Balagopal Subhashini District

Acuity Assessment System Overview OutsidePresenter SM BARNETT ZULA District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM BARNETT ZULA District

Grade 1 Teacher Meetings mreynolds SM BARNETT ZULA District



Making the PYP Happen -‐ Level 1 IB Training OutsidePresenter SM BARNETT ZULA District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM BARNETT ZULA District

PBS-‐Cohorts 2 and 3 Committees OutsidePresenter SM BARNETT ZULA District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM BAUMGARTNER KAITLIN District

Grade 1 Teacher Meetings mreynolds SM BAUMGARTNER KAITLIN District

Literacy Common Formative Assessments mmcnelis SM BAUMGARTNER KAITLIN District

Making the PYP Happen -‐ Level 1 IB Training OutsidePresenter SM BAUMGARTNER KAITLIN District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM BAUMGARTNER KAITLIN District

Science: National Geographic Science Kit Training for Grades K -‐ 2 OutsidePresenter SM BAUMGARTNER KAITLIN District

CAFE in the Classroom mmcnelis SM BEHNY MEGAN District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM BEHNY MEGAN District

Elementary Summer School Professional Developments jalexander SM BEHNY MEGAN District

Elementary Summer School Professional Developments jalexander SM BEHNY MEGAN District

ENL Academy 2010 ENLCoaches SM BEHNY MEGAN District

SPRING MILL ELEMENTARY APPLICATION B APPENDIX 3 SUPPLEMENTAL WORKSHOPS

Five Easy Steps : Step 2 Problem Solving for Elementary Teachers kouattara SM BEHNY MEGAN District

Five Easy Steps : Step 2 Problem Solving for Elementary Teachers kouattara SM BEHNY MEGAN District

IB Head Council alsmith SM BEHNY MEGAN District

IB Head Council StaffMSDWTCEC SM BEHNY MEGAN District

IB Head Council StaffMSDWTCEC SM BEHNY MEGAN District

IB: Inquiry in the PYP OutsidePresenter SM BEHNY MEGAN District

IN State Reading Association Conference jheidelberg SM BEHNY MEGAN District

Inquiry Circles in the Elementary Classroom mmcnelis SM BEHNY MEGAN District

Lexia Training for Building Teams OutsidePresenter SM BEHNY MEGAN District

Marzano Math/Science Vocabulary Development jheidelberg SM BEHNY MEGAN District

Math Textbook and Standards Articulation Phase 4 Elem. MSDWTStaff SM BEHNY MEGAN District

Reading CFAs mmcnelis SM BEHNY MEGAN District

Science: National Geographic Science Kit Training for Grades K -‐ 2 OutsidePresenter SM BEHNY MEGAN District

Spring Mill -‐ From Reading to Math Book Club Jolee Garis SM BEHNY MEGAN District

Spring Mill -‐ Math Kick Start JRussell SM BEHNY MEGAN District

Spring Mill Literacy Professional Development and Team Planning KHumphrey SM BEHNY MEGAN District

Title 1 Schoolwide Planning with DOE OutsidePresenter SM BEHNY MEGAN District

K-‐12 Music Curriculum Planning GranlundRick SM Brinkman Craig District

Reading Mastery Corrective Reading Training OutsidePresenter SM Brinkman Keri District

Reading Mastery Corrective Reading Training OutsidePresenter SM BROWN JOANNE District

SafeTalk MSDWTStaff SM BROWN JOANNE District

Making the PYP Happen -‐ Level 1 IB Training OutsidePresenter SM CAMPBELL JOHN District

PYP Special Areas Planning alsmith SM CAMPBELL JOHN District

Making the PYP Happen -‐ Level 1 IB Training OutsidePresenter SM CURRY W District

Primary Algebra Readiness Academy Grades K-‐5 (CIESC -‐ Math workshop) OutsidePresenter SM CURRY W District

Science: ISI grades 3-‐5 Science Kit training PurdueU SM CURRY W District

Five Easy Steps : Step 2 Problem Solving for Elementary Teachers kouattara SM EAGLES JODI District

Five Easy Steps : Step 2 Problem Solving for Elementary Teachers kouattara SM EAGLES JODI District

Harvey Daniels Comprehension and Inquiry for Elementary Classroom grades 3 thru 5 OutsidePresenter SM EAGLES JODI District

Inquiry in the PYP MSDWTStaff SM EAGLES JODI District

Marzano Math/Science Vocabulary Development jheidelberg SM EAGLES JODI District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM EAGLES JODI District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM EAGLES JODI District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM EAGLES JODI District

Science: ISI grades 3-‐5 Science Kit training PurdueU SM EAGLES JODI District

Spring Mill -‐ Math Kick Start JRussell SM EAGLES JODI District

Spring Mill Literacy Professional Development and Team Planning KHumphrey SM EAGLES JODI District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM EAGLES JODI District

Acuity Assessment System Overview OutsidePresenter SM Flores Kali District

Atlas Curriculum Software StaffMSDWTCEC SM Flores Kali District

Back up your important files SM gb SM Flores Kali District

Elem. PBS Tier II Team & Coaches guest SM Flores Kali District

Elem. PBS Tier II Team & Coaches guest SM Flores Kali District

Elementary Summer School Professional Developments jalexander SM Flores Kali District

Elementary Summer School Professional Developments jalexander SM Flores Kali District

ENL Academy 2010 ENLCoaches SM Flores Kali District

ENL Academy Follow-‐Up 2010 CoachENL SM Flores Kali District

Harvey Daniels Comprehension and Inquiry for Elementary Classroom grades 3 thru 5 OutsidePresenter SM Flores Kali District

IB: Inquiry in the PYP OutsidePresenter SM Flores Kali District

Indiana IEP Overview STAFFSPED SM Flores Kali District

Indiana IEP Overview afessler SM Flores Kali District

Inquiry in the PYP MSDWTStaff SM Flores Kali District

Lexia Training for Building Teams OutsidePresenter SM Flores Kali District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM Flores Kali District

Nonviolent Crisis Intervention Refresher Course for Recertification draes SM Flores Kali District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM Flores Kali District


Positive Behavior Supports PBS OutsidePresenter SM Flores Kali District

Promethean Board Training Sp. Ed 1-‐26-‐10 7031972 SM Flores Kali District

Reading Mastery and Corrective Reading OutsidePresenter SM Flores Kali District

Reading Mastery Corrective Reading Training OutsidePresenter SM Flores Kali District

Responsive Classroom Overview mreynolds SM Flores Kali District

Responsive Classroom Overview mreynolds SM Flores Kali District

Responsive Classroom Summer Conference 2011 OutsidePresenter SM Flores Kali District

Responsive Classroom: Power of Words mreynolds SM Flores Kali District



School Crisis Teams to Hear Michael Dorn OutsidePresenter SM Flores Kali District

Spring Mill -‐ Math Kick Start JRussell SM Flores Kali District

Spring Mill Literacy Professional Development and Team Planning KHumphrey SM Flores Kali District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM Flores Kali District

Successful Co Teaching Strategies OutsidePresenter SM Flores Kali District

Teaching with Love and Logic jleininger SM Flores Kali District

Writing Block: 6 traits in the Elementary Classroom jheidelberg SM Flores Kali District

Acuity Assessment System Overview OutsidePresenter SM GARIS JOLEE District

Allisonville: From Reading to Math: How Best Practices in Reading Can Make You a Better Math Teacher-‐Book Study Jolee Garis SM GARIS JOLEE District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM GARIS JOLEE District

Five Easy Steps : Step 2 Problem Solving for Elementary Teachers kouattara SM GARIS JOLEE District

Fox Hill -‐ Using Ten Frames to Build Number Sense Jolee Garis SM GARIS JOLEE District

Grade 1 Teacher Meetings mreynolds SM GARIS JOLEE District

Imagine It and Math Their Way Update -‐ Ist Grade Jolee Garis SM GARIS JOLEE District

Inquiry in the PYP MSDWTStaff SM GARIS JOLEE District

IUSA Summer Conference on Urban Education OutsidePresenter SM GARIS JOLEE District

Kg. Alignment of Common Core Standards Folliow-‐up jheidelberg SM GARIS JOLEE District

Kindergarten and Grade 1 Math Instruction and Assessment Jolee Garis SM GARIS JOLEE District



Kindergarten Meetings mreynolds SM GARIS JOLEE District

Marzano Math/Science Vocabulary Development jheidelberg SM GARIS JOLEE District

Math -‐ The Value of Place Value: The Common Core Clarifies, Grades 3 to 5 MSDWTStaff SM GARIS JOLEE District

Math Facts in a Flash kouattara SM GARIS JOLEE District

Math Pacing Guide and CFA alignment and revising to the new standards -‐ Elementary Hpitcock SM GARIS JOLEE District

Math Pacing Guide and CFA alignment and revising to the new standards -‐ Elementary Hpitcock SM GARIS JOLEE District

Math Textbook and Standards Articulation Phase 4 Elem. MSDWTStaff SM GARIS JOLEE District

Math: Curriculum Mapping: Common Core, Math CFAs and Pacing Guides Grades 3-‐5 MSDWTStaff SM GARIS JOLEE District

Math: Curriculum Mapping: Common Core, Math CFAs and Pacing Guides, Grades K to 2 MSDWTStaff SM GARIS JOLEE District

Math: the Value of Place Value: The Common Core Clarifies grades K to 2 MSDWTStaff SM GARIS JOLEE District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM GARIS JOLEE District




New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM GARIS JOLEE District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM GARIS JOLEE District

PYP Unit Planner Reflection OutsidePresenter SM GARIS JOLEE District

Spring Mill -‐ From Reading to Math Book Club Jolee Garis SM GARIS JOLEE District

Spring Mill -‐ Math Kick Start JRussell SM GARIS JOLEE District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM GARIS JOLEE District

Successful Co Teaching Strategies OutsidePresenter SM GARIS JOLEE District

Atlas Curriculum Software StaffMSDWTCEC SM GOUGE KAREN District

D2SC Data Warehouse Training 2 61209 SM Gouge Ken District

Differentiation Reaching All Learners-‐Elementary OutsidePresenter SM GOUGE KAREN District

Elem. PBS Tier II Team & Coaches guest SM GOUGE KAREN District

Elem. PBS Tier II Team & Coaches guest SM GOUGE KAREN District


Elementary Summer School Professional Developments jalexander SM GOUGE KAREN District

Elementary Summer School Professional Developments jalexander SM GOUGE KAREN District

Group Wise 8 Tips SM gb SM GOUGE KAREN District

Harvey Daniels Comprehension and Inquiry for Elementary Classroom grades 3 thru 5 OutsidePresenter SM GOUGE KAREN District

IB: Teaching and Learning in the PYP OutsidePresenter SM GOUGE KAREN District

iSafe 61209 SM GOUGE KAREN District

JSCTF Meetings mreynolds SM GOUGE KAREN District

JSCTF Meetings mreynolds SM GOUGE KAREN District

Making the PYP Happen -‐ Level 1 IB Training OutsidePresenter SM GOUGE KAREN District

Media Specialists In-‐service NO 7031972 SM GOUGE KAREN District

PYP Special Areas Planning alsmith SM GOUGE KAREN District

School Crisis Teams to Hear Michael Dorn OutsidePresenter SM GOUGE KAREN District

School Crisis Teams to Hear Michael Dorn OutsidePresenter SM Gouge Ken District

As Easy as the ABCs Featured of Nonfiction KingB SM HATCHER JILL District

Atlas Curriculum Software StaffMSDWTCEC SM HATCHER JILL District

Creating DVDs with iMovie and iDVD SM gb SM HATCHER JILL District

Harvey Daniels Comprehension and Inquiry for Elementary Classroom grades 3 thru 5 OutsidePresenter SM HATCHER JILL District

IB PYP POI Revisions alsmith SM HATCHER JILL District

IB: Science Inquiry Instruction and PYP Collaboration alsmith SM HATCHER JILL District

IB: Teaching and Learning in the PYP OutsidePresenter SM HATCHER JILL District

Inquiry in the PYP: Level 2 -‐ Sept 2010 OutsidePresenter SM HATCHER JILL District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM HATCHER JILL District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM HATCHER JILL District

PYP POI Revisions alsmith SM HATCHER JILL District

PYP Unit Planner Reflection OutsidePresenter SM HATCHER JILL District

Spring Mill -‐ From Reading to Math Book Club Jolee Garis SM HATCHER JILL District

Spring Mill Literacy Professional Development and Team Planning KHumphrey SM HATCHER JILL District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM HATCHER JILL District

Using Science as the Bonding Agent to Inquiry and Global Awareness Science Inquiry Institute ppartners SM HATCHER JILL District

Acuity Assessment System Overview OutsidePresenter SM HEIDELBERG JESSICA District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM HEIDELBERG JESSICA District

Indiana State Reading Association 2011 Fall Conference OutsidePresenter SM HEIDELBERG JESSICA District

Kg. Alignment of Common Core Standards Folliow-‐up jheidelberg SM HEIDELBERG JESSICA District

Lexia Training for Building Teams OutsidePresenter SM HEIDELBERG JESSICA District

NCTE Annual Convention 2010 OutsidePresenter SM HEIDELBERG JESSICA District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM HEIDELBERG JESSICA District

PYP IB Unit Planners May 2010 MSDWTStaff SM HEIDELBERG JESSICA District

PYP Unit Planner Reflection OutsidePresenter SM HEIDELBERG JESSICA District

Reading CFAs Grade 1 Follow-‐Up jheidelberg SM HEIDELBERG JESSICA District



Reading CFAs Grade 4 Follow-‐Up mmcnelis SM HEIDELBERG JESSICA District

Reading CFAs Grade 5 Follow-‐Up mmcnelis SM HEIDELBERG JESSICA District

Successful Co Teaching Strategies OutsidePresenter SM HEIDELBERG JESSICA District

CAFE in the Classroom mmcnelis SM HODSON KATHRYNN District

Creating DVDs with iMovie and iDVD SM gb SM HODSON KATHRYNN District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM HODSON KATHRYNN District

IN State Reading Association Conference jheidelberg SM HODSON KATHRYNN District

Inquiry Circles in the Elementary Classroom mmcnelis SM HODSON KATHRYNN District

Kindergarten and Grade 1 Math Instruction and Assessment Jolee Garis SM HODSON KATHRYNN District



Making the PYP Happen -‐ Level 1 IB Training OutsidePresenter SM HODSON KATHRYNN District

Marzano Math/Science Vocabulary Development jheidelberg SM HODSON KATHRYNN District

Science: National Geographic Science Kit Training for Grades K -‐ 2 OutsidePresenter SM HODSON KATHRYNN District

Spring Mill -‐ Math Kick Start JRussell SM HODSON KATHRYNN District


Spring Mill Literacy Professional Development and Team Planning KHumphrey SM HODSON KATHRYNN District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM HODSON KATHRYNN District

AIMSWEB Training kspears SM HUMPHREY KAY District

Arts for Learning Training yaudiences SM HUMPHREY KAY District

As Easy as the ABCs Featured of Nonfiction KingB SM HUMPHREY KAY District

Back up your important files SM gb SM HUMPHREY KAY District

CAFE in the Classroom mmcnelis SM HUMPHREY KAY District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM HUMPHREY KAY District

Harvey Daniels Comprehension and Inquiry for Elementary Classroom grades 3 thru 5 OutsidePresenter SM HUMPHREY KAY District

IN State Reading Association Conference jheidelberg SM HUMPHREY KAY District



Indiana State Reading Association 2011 Fall Conference OutsidePresenter SM HUMPHREY KAY District

Indiana State Reading Association 2011 Fall Conference OutsidePresenter SM HUMPHREY KAY District

Inquiry Circles in the Elementary Classroom mmcnelis SM HUMPHREY KAY District

Lexia Training for Building Teams OutsidePresenter SM HUMPHREY KAY District

NCTE Annual Convention 2010 OutsidePresenter SM HUMPHREY KAY District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM HUMPHREY KAY District

Reading CFAs Grade 3 mmcnelis SM HUMPHREY KAY District

Spring Mill Literacy Professional Development and Team Planning KHumphrey SM HUMPHREY KAY District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM HUMPHREY KAY District

Successful Co Teaching Strategies OutsidePresenter SM HUMPHREY KAY District

Title 1 Practical Parent Education Training OutsidePresenter SM HUMPHREY KAY District

Achieve 3000 Data and Program Implementation Training OutsidePresenter SM Hunt Sarah District

Achieve 3000 Implementation OutsidePresenter SM Hunt Sarah District

Building Academic Vocabulary -‐ NORA Teachers Stacey Cartmel SM Hunt Sarah District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM Hunt Sarah District

Imagine It Phonemic Awareness and Phonics OutsidePresenter SM Hunt Sarah District

Imagine It! mmcnelis SM Hunt Sarah District

Inquiry in the PYP MSDWTStaff SM Hunt Sarah District

Nora:Collaboration and Co-‐Planning to Jump Start the School Year MSDWTStaff SM Hunt Sarah District

Science: National Geographic Science Kit Training for Grades K -‐ 2 OutsidePresenter SM Hunt Sarah District

Successful Co Teaching Strategies OutsidePresenter SM Hunt Sarah District

Working with Words-‐Primary mmcnelis SM Hunt Sarah District

D2SC Data Warehouse Training 61209 SM KERSHAW TIMOTHY District

HASTI 2010 Annual Conference, Feb 4-‐ 5 2010 OutsidePresenter SM KERSHAW TIMOTHY District

Inquiry in the PYP MSDWTStaff SM KERSHAW TIMOTHY District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM KERSHAW TIMOTHY District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM KERSHAW TIMOTHY District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM KERSHAW TIMOTHY District

Nonviolent Crisis Intervention (NCI) Workshop draes SM KERSHAW TIMOTHY District

Science Academy 3 Seminars 2009 -‐ 2010 PurdueU SM KERSHAW TIMOTHY District

Successful Co Teaching Strategies OutsidePresenter SM KERSHAW TIMOTHY District

Atlas Curriculum Software StaffMSDWTCEC SM LOWE JULIE District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM LOWE JULIE District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM LOWE JULIE District

PYP IB Unit Planners May 2010 MSDWTStaff SM LOWE JULIE District

PYP POI Revisions alsmith SM LOWE JULIE District

PYP Unit Planner Reflection OutsidePresenter SM LOWE JULIE District

Using Science as the Bonding Agent to Inquiry and Global Awareness Science Inquiry Institute ppartners SM LOWE JULIE District

Lexia Training for Building Teams OutsidePresenter SM MALLIN MONA District

Making the PYP Happen -‐ Level 1 IB Training OutsidePresenter SM MANIAKAS CONSTANTINE District

As Easy as the ABCs Featured of Nonfiction KingB SM MASTAIN LINDSEY District

Atlas Curriculum Software StaffMSDWTCEC SM MASTAIN LINDSEY District

CAFE in the Classroom mmcnelis SM MASTAIN LINDSEY District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM MASTAIN LINDSEY District


Elem. PBS Tier II Team & Coaches guest SM MASTAIN LINDSEY District

Elem. PBS Tier II Team & Coaches guest SM MASTAIN LINDSEY District

ENL Academy 2010 ENLCoaches SM MASTAIN LINDSEY District

ENL Academy 2011 CoachENL SM MASTAIN LINDSEY District

ENL Academy Follow-‐Up 2010 CoachENL SM MASTAIN LINDSEY District

Five Easy Steps : Step 2 Problem Solving for Elementary Teachers kouattara SM MASTAIN LINDSEY District

Five Easy Steps : Step 2 Problem Solving for Elementary Teachers kouattara SM MASTAIN LINDSEY District

HASTI 2010 Annual Conference, Feb 4-‐ 5 2010 OutsidePresenter SM MASTAIN LINDSEY District

IB PYP POI Revisions alsmith SM MASTAIN LINDSEY District

IB: Teaching and Learning in the PYP OutsidePresenter SM MASTAIN LINDSEY District

IN State Reading Association Conference jheidelberg SM MASTAIN LINDSEY District

IN State Reading Association Conference jheidelberg SM MASTAIN LINDSEY District

Inquiry Circles in the Elementary Classroom mmcnelis SM MASTAIN LINDSEY District

Marzano Math/Science Vocabulary Development jheidelberg SM MASTAIN LINDSEY District

Math Pacing Guide and CFA alignment and revising to the new standards -‐ Elementary Hpitcock SM MASTAIN LINDSEY District

Math Pacing Guide and CFA alignment and revising to the new standards -‐ Elementary Hpitcock SM MASTAIN LINDSEY District

Math Textbook and Standards Articulation Phase 4 Elem. MSDWTStaff SM MASTAIN LINDSEY District

Math: the Value of Place Value: The Common Core Clarifies grades K to 2 MSDWTStaff SM MASTAIN LINDSEY District

Nonviolent Crisis Intervention (NCI) Workshop draes SM MASTAIN LINDSEY District

Positive Behavior Supports PBS OutsidePresenter SM MASTAIN LINDSEY District

Positive Behavior Supports PBS OutsidePresenter SM MASTAIN LINDSEY District

PYP IB Unit Planners May 2010 MSDWTStaff SM MASTAIN LINDSEY District

PYP POI Revisions K-‐3 alsmith SM MASTAIN LINDSEY District

PYP Unit Planner Reflection OutsidePresenter SM MASTAIN LINDSEY District

Reading CFAs Grade 2 jheidelberg SM MASTAIN LINDSEY District

Responsive Classroom Summer Conference 2011 OutsidePresenter SM MASTAIN LINDSEY District

Science: National Geographic Science Kit Training for Grades K -‐ 2 OutsidePresenter SM MASTAIN LINDSEY District

Spring Mill -‐ Math Kick Start JRussell SM MASTAIN LINDSEY District

Spring Mill Literacy Professional Development and Team Planning KHumphrey SM MASTAIN LINDSEY District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM MASTAIN LINDSEY District

Balanced Literacy Follow-‐up: New Teachers to Washington Township mmcnelis SM Masters Ericka District

Balanced Literacy Instruction: Teachers Who Are New to Washington Townshiop jheidelberg SM Masters Ericka District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM Masters Ericka District

ENL Academy 2011 CoachENL SM Masters Ericka District

Grade 1 Teacher Meetings mreynolds SM Masters Ericka District

Grade 1 Teacher Meetings mreynolds SM Masters Ericka District

Guided Reading mmcnelis SM Masters Ericka District

Health -‐ Elementary GBS Training of Trainers OutsidePresenter SM Masters Ericka District

Imagine It Phonemic Awareness and Phonics for Gr. 1 and 2 OutsidePresenter SM Masters Ericka District

Math: Curriculum Mapping: Common Core, Math CFAs and Pacing Guides, Grades K to 2 MSDWTStaff SM Masters Ericka District

Math: the Value of Place Value: The Common Core Clarifies grades K to 2 MSDWTStaff SM Masters Ericka District

Science: National Geographic Science Kit Training for Grades K -‐ 2 OutsidePresenter SM Masters Ericka District

Self Selected Reading -‐ Primary mmcnelis SM Masters Ericka District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM Masters Ericka District

Successful Co Teaching Strategies OutsidePresenter SM Masters Ericka District

Writing Block: 6 traits in the Elementary Classroom jheidelberg SM Masters Ericka District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM MCALLISTER MELISSA District

Elem. PBS Tier II Team & Coaches guest SM MCALLISTER MELISSA District

Elem. PBS Tier II Team & Coaches guest SM MCALLISTER MELISSA District

Harvey Daniels Comprehension and Inquiry for Elementary Classroom grades 3 thru 5 OutsidePresenter SM MCALLISTER MELISSA District

Math -‐ The Value of Place Value: The Common Core Clarifies, Grades 3 to 5 MSDWTStaff SM MCALLISTER MELISSA District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM MCALLISTER MELISSA District

Positive Behavior Supports PBS OutsidePresenter SM MCALLISTER MELISSA District

Science: ISI grades 3-‐5 Science Kit training PurdueU SM MCALLISTER MELISSA District

School Crisis Teams to Hear Michael Dorn OutsidePresenter SM MCDANIEL KATHY District

Indiana IEP Overview afessler SM McLarty Megan District


Acuity Assessment System Overview OutsidePresenter SM MENA HEIDI District

Atlas Curriculum Softwarre alsmith SM MENA HEIDI District

Inquiry in the PYP MSDWTStaff SM MENA HEIDI District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM MENA HEIDI District

Primary Algebra Readiness Academy Grades K-‐5 (CIESC -‐ Math workshop) OutsidePresenter SM MENA HEIDI District

PYP IB Unit Planners May 2010 MSDWTStaff SM MENA HEIDI District

CAFE in the Classroom mmcnelis SM MEYER JUDITH District

Differentiation Reaching All Learners-‐Elementary OutsidePresenter SM MEYER JUDITH District

ENL Academy 2010 ENLCoaches SM MEYER JUDITH District

Five Easy Steps : Step 2 Problem Solving for Elementary Teachers kouattara SM MEYER JUDITH District

Five Easy Steps : Step 2 Problem Solving for Elementary Teachers kouattara SM MEYER JUDITH District

IMA Reception for MSDWT Elementary VTS Teachers & Admin. OutsidePresenter SM MEYER JUDITH District

Inquiry Circles in the Elementary Classroom mmcnelis SM MEYER JUDITH District

Marzano Math/Science Vocabulary Development jheidelberg SM MEYER JUDITH District

Math Pacing Guide and CFA alignment and revising to the new standards -‐ Elementary Hpitcock SM MEYER JUDITH District

Math Pacing Guide and CFA alignment and revising to the new standards -‐ Elementary Hpitcock SM MEYER JUDITH District

Math Textbook and Standards Articulation Phase 4 Elem. MSDWTStaff SM MEYER JUDITH District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM MEYER JUDITH District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM MEYER JUDITH District

Spring Mill -‐ Math Kick Start JRussell SM MEYER JUDITH District

Spring Mill Literacy Professional Development and Team Planning KHumphrey SM MEYER JUDITH District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM MOORE CYNTHIA District

ENL Academy 2010 ENLCoaches SM MOORE CYNTHIA District

ENL Academy 2011 CoachENL SM MOORE CYNTHIA District

IB: Assessment in the PYP OutsidePresenter SM MOORE CYNTHIA District

IN State Reading Association Conference jheidelberg SM MOORE CYNTHIA District

Inquiry in the PYP MSDWTStaff SM MOORE CYNTHIA District

Kg. Alignment of Common Core Standards Folliow-‐up jheidelberg SM MOORE CYNTHIA District

Kinder Language Arts Common Core Standards Alignment mmcnelis SM MOORE CYNTHIA District

Kindergarten and Grade 1 Math Instruction and Assessment Jolee Garis SM MOORE CYNTHIA District



Kindergarten Meetings mreynolds SM MOORE CYNTHIA District



Marzano Math/Science Vocabulary Development jheidelberg SM MOORE CYNTHIA District

Math: Kindergarten Pacing Guide and Benchmark Review Jolee Garis SM MOORE CYNTHIA District

Math: the Value of Place Value: The Common Core Clarifies grades K to 2 MSDWTStaff SM MOORE CYNTHIA District

Responsive Classroom Participants Meeting mreynolds SM MOORE CYNTHIA District

Responsive Classroom Summer Conference 2011 OutsidePresenter SM MOORE CYNTHIA District

Science Texbook Committee Meet krieke SM MOORE CYNTHIA District

Science Textbook Caravan OutsidePresenter SM MOORE CYNTHIA District

Science Textbook Committee Meeting krieke SM MOORE CYNTHIA District

Science Textbook Vendor Presentations krieke SM MOORE CYNTHIA District

Science: National Geographic Science Kit Training for Grades K -‐ 2 OutsidePresenter SM MOORE CYNTHIA District

Spring Mill -‐ Math Kick Start JRussell SM MOORE CYNTHIA District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM MOORE CYNTHIA District

VTS-‐Introduction to Visual Thinking Strategies and the Viewfinders Program OutsidePresenter SM MOORE CYNTHIA District

Working with Words-‐Primary mmcnelis SM MOORE CYNTHIA District

Indiana IEP Overview afessler SM MURPHY M. District

ISTAR Alternate Assessment Support Sessions STAFFSPED SM MURPHY M. District

Kindergarten and Grade 1 Math Instruction and Assessment Jolee Garis SM MURPHY M. District

Kindergarten and Grade 1 Math Instruction and Assessment Jolee Garis SM MURPHY M. District

Non-‐violent Crisis Intervention Refresher Course -‐ For Recertification draes SM MURPHY M. District

Nonviolent Crisis Intervention Refresher Course for Recertification draes SM MURPHY M. District

Promethean Board Training Sp. Ed 1-‐26-‐10 7031972 SM MURPHY M. District


Reading Mastery and Corrective Reading OutsidePresenter SM MURPHY M. District

Ziggurat/CAPS Workshop OutsidePresenter SM MURPHY M. District

Reading Mastery Corrective Reading Training OutsidePresenter SM NELSON MICHELLE District

Elem. PBS Tier II Team & Coaches guest SM PATSEL CHAD District

Elem. PBS Tier II Team & Coaches guest SM PATSEL CHAD District

Hoosier International Baccalaureate Schools Symposium OutsidePresenter SM PATSEL CHAD District

PBS-‐Cohorts 2 and 3 Committees OutsidePresenter SM PATSEL CHAD District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM PATSEL CHAD District

Positive Behavior Supports PBS OutsidePresenter SM PATSEL CHAD District

School Crisis Teams to Hear Michael Dorn OutsidePresenter SM PATSEL CHAD District

Science Textbook Vendor Presentations krieke SM PATSEL CHAD District

Acuity Assessment System Overview OutsidePresenter SM PEELER GETSY District

AIMSWEB Training kspears SM PEELER GETSY District

Atlas Curriculum Software StaffMSDWTCEC SM PEELER GETSY District

Atlas Curriculum Softwarre alsmith SM PEELER GETSY District

Hoosier International Baccalaureate Schools Symposium OutsidePresenter SM PEELER GETSY District

Inquiry in the PYP: Level 2 -‐ Sept 2010 OutsidePresenter SM PEELER GETSY District

Non-‐violent Crisis Intervention Refresher Course -‐ For Recertification draes SM PEELER GETSY District

PBS-‐Cohorts 2 and 3 Committees OutsidePresenter SM PEELER GETSY District

PBS-‐Cohorts 2 and 3 Committees OutsidePresenter SM PEELER GETSY District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM PEELER GETSY District

PYP IB Unit Planners May 2010 MSDWTStaff SM PEELER GETSY District

PYP Unit Planner Reflection OutsidePresenter SM PEELER GETSY District

School Crisis Teams to Hear Michael Dorn OutsidePresenter SM PEELER GETSY District

School Crisis Teams to Hear Michael Dorn OutsidePresenter SM Peters Pete District

Atlas Curriculum Software StaffMSDWTCEC SM POINDEXTER KRISTEN District

D2SC Data Warehouse Training 61209 SM POINDEXTER KRISTEN District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM POINDEXTER KRISTEN District

HASTI 2011 Annual Conference February 9 -‐ 11 2011 OutsidePresenter SM POINDEXTER KRISTEN District

IB PYP POI Revisions alsmith SM POINDEXTER KRISTEN District

IB: Inquiry in the PYP OutsidePresenter SM POINDEXTER KRISTEN District

IN State Reading Association Conference jheidelberg SM POINDEXTER KRISTEN District

Kg. Alignment of Common Core Standards Folliow-‐up jheidelberg SM POINDEXTER KRISTEN District

Kinder Language Arts Common Core Standards Alignment mmcnelis SM POINDEXTER KRISTEN District

Kindergarten Meetings mreynolds SM POINDEXTER KRISTEN District

Kindergarten Meetings mreynolds SM POINDEXTER KRISTEN District

Math: Curriculum Mapping: Common Core, Math CFAs and Pacing Guides, Grades K to 2 MSDWTStaff SM POINDEXTER KRISTEN District

Math: the Value of Place Value: The Common Core Clarifies grades K to 2 MSDWTStaff SM POINDEXTER KRISTEN District

PYP IB Unit Planners May 2010 MSDWTStaff SM POINDEXTER KRISTEN District

PYP POI Revisions K-‐3 alsmith SM POINDEXTER KRISTEN District

Science Texbook Committee Meet krieke SM POINDEXTER KRISTEN District

Science Textbook Committee Meeting krieke SM POINDEXTER KRISTEN District

Science Textbook Vendor Presentations krieke SM POINDEXTER KRISTEN District

Science: National Geographic Science Kit Training for Grades K -‐ 2 OutsidePresenter SM POINDEXTER KRISTEN District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM POINDEXTER KRISTEN District

Group Wise 8 Tips SM gb SM RAES DAVID District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM RAES DAVID District

Reading Mastery and Corrective Reading OutsidePresenter SM RAES DAVID District

As Easy as the ABCs Featured of Nonfiction KingB SM ROWE NATALIE District

Atlas Curriculum Software StaffMSDWTCEC SM ROWE NATALIE District

CAFE in the Classroom mmcnelis SM ROWE NATALIE District

Creating publications using Pages SM gb SM ROWE NATALIE District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM ROWE NATALIE District

Grade 1 Teacher Meetings mreynolds SM ROWE NATALIE District

Grade 1 Teacher Meetings mreynolds SM ROWE NATALIE District

IB PYP POI Revisions alsmith SM ROWE NATALIE District


IB: Teaching and Learning in the PYP OutsidePresenter SM ROWE NATALIE District

Inquiry Circles in the Elementary Classroom mmcnelis SM ROWE NATALIE District

Inquiry in the PYP: Level 2 -‐ Sept 2010 OutsidePresenter SM ROWE NATALIE District

Kg. Alignment of Common Core Standards Folliow-‐up jheidelberg SM ROWE NATALIE District

Kinder Language Arts Common Core Standards Alignment mmcnelis SM ROWE NATALIE District

Math: Curriculum Mapping: Common Core, Math CFAs and Pacing Guides, Grades K to 2 MSDWTStaff SM ROWE NATALIE District

Math: the Value of Place Value: The Common Core Clarifies grades K to 2 MSDWTStaff SM ROWE NATALIE District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM ROWE NATALIE District

PYP IB Unit Planners May 2010 MSDWTStaff SM ROWE NATALIE District

PYP POI Revisions K-‐3 alsmith SM ROWE NATALIE District

PYP Unit Planner Reflection OutsidePresenter SM ROWE NATALIE District

Science: National Geographic Science Kit Training for Grades K -‐ 2 OutsidePresenter SM ROWE NATALIE District

Spring Mill -‐ From Reading to Math Book Club Jolee Garis SM ROWE NATALIE District

Spring Mill -‐ Math Kick Start JRussell SM ROWE NATALIE District

Spring Mill Literacy Professional Development and Team Planning KHumphrey SM ROWE NATALIE District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM ROWE NATALIE District

Acuity Assessment System Overview OutsidePresenter SM Russell Jill District

Creating Publications using Pages gb SM Russell Jill District

Marzano Math/Science Vocabulary Development jheidelberg SM Russell Jill District

Math -‐ The Value of Place Value: The Common Core Clarifies, Grades 3 to 5 MSDWTStaff SM Russell Jill District

Mathematics Program Evaluation and Textbook Adoption TCF SM Russell Jill District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM Russell Jill District




New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM Russell Jill District

Primary Algebra Readiness Academy Grades K-‐5 (CIESC -‐ Math workshop) OutsidePresenter SM Russell Jill District

Spring Mill -‐ Math Kick Start JRussell SM Russell Jill District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM Russell Jill District

Successful Co Teaching Strategies OutsidePresenter SM Russell Jill District

Title 1 Schoolwide Planning with DOE OutsidePresenter SM Russell Jill District

Achieve 3000 Implementation OutsidePresenter SM RYPMA SARAH District

IB: Inquiry in the PYP OutsidePresenter SM SCHMITT NANCY District

Positive Behavior Supports PBS OutsidePresenter SM SCHMITT NANCY District

PYP Special Areas Planning alsmith SM SCHMITT NANCY District

Acuity Assessment System Overview OutsidePresenter SM STAUBACH PAT District

Making the PYP Happen -‐ Level 1 IB Training-‐ Sept 2010 OutsidePresenter SM STAUBACH PAT District

Reading CFAs Grade 5 Follow-‐Up mmcnelis SM STAUBACH PAT District

Reading CFAs Grades 4 and 5 mmcnelis SM STAUBACH PAT District

Science: ISI grades 3-‐5 Science Kit training PurdueU SM STAUBACH PAT District

Responsive Classroom: Power of Words mreynolds SM Stedman Amy District

Responsive Classroom: Power of Words mreynolds SM Stedman Amy District

Achieve 3000 Data and Program Implementation Training OutsidePresenter SM STORY-‐VENTURI JENNIFER District

Achieve 3000 Data and Program Implementation Training OutsidePresenter SM STORY-‐VENTURI JENNIFER District

Achieve 3000 Implementation OutsidePresenter SM STORY-‐VENTURI JENNIFER District

Acuity Assessment System Overview OutsidePresenter SM STORY-‐VENTURI JENNIFER District

Getting Started with Achieve 3000 OutsidePresenter SM STORY-‐VENTURI JENNIFER District

Successful Co Teaching Strategies OutsidePresenter SM STORY-‐VENTURI JENNIFER District

6 Plus 1 Traits Writing Workshop Summer 2011 SymonsandBehny SM Streit Elizabeth District

Back up your important files SM gb SM STREIT JENNIFER District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM Streit Elizabeth District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM STREIT JENNIFER District

ENL Academy 2010 ENLCoaches SM STREIT JENNIFER District

IB: Assessment in the PYP OutsidePresenter SM STREIT JENNIFER District

IB: Teaching and Learning in the PYP OutsidePresenter SM Streit Elizabeth District

Inquiry in the PYP MSDWTStaff SM STREIT JENNIFER District


Kinder Language Arts Common Core Standards Alignment mmcnelis SM STREIT JENNIFER District

Kindergarten and Grade 1 Math Instruction and Assessment Jolee Garis SM STREIT JENNIFER District



Marzano Math/Science Vocabulary Development jheidelberg SM STREIT JENNIFER District

Math: Curriculum Mapping: Common Core, Math CFAs and Pacing Guides, Grades K to 2 MSDWTStaff SM STREIT JENNIFER District

Math: Kindergarten Pacing Guide and Benchmark Review Jolee Garis SM STREIT JENNIFER District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM STREIT JENNIFER District

Responsive Classroom Overview mreynolds SM STREIT JENNIFER District

Responsive Classroom Overview mreynolds SM STREIT JENNIFER District

Science Textbook Vendor Presentations krieke SM STREIT JENNIFER District

Science: ISI grades 3-‐5 Science Kit training PurdueU SM Streit Elizabeth District

Science: National Geographic Science Kit Training for Grades K -‐ 2 OutsidePresenter SM STREIT JENNIFER District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM STREIT JENNIFER District

Making the PYP Happen -‐ Level 1 IB Training OutsidePresenter SM SURBER TIMOTHY District

Science: ISI grades 3-‐5 Science Kit training PurdueU SM SURBER TIMOTHY District

CAFE in the Classroom mmcnelis SM Suzo DIANA District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM Suzo DIANA District

HASTI 2010 Annual Conference, Feb 4-‐ 5 2010 OutsidePresenter SM Suzo DIANA District

Imagine It Phonemic Awareness and Phonics for Gr. 1 and 2 OutsidePresenter SM Suzo DIANA District

IN State Reading Association Conference jheidelberg SM Suzo DIANA District

IN State Reading Association Conference jheidelberg SM Suzo DIANA District

Inquiry Circles in the Elementary Classroom mmcnelis SM Suzo DIANA District

Kindergarten and Grade 1 Math Instruction and Assessment Jolee Garis SM Suzo DIANA District



Literacy Common Formative Assessments mmcnelis SM Suzo DIANA District

Making the PYP Happen -‐ Level 1 IB Training-‐ Sept 2010 OutsidePresenter SM Suzo DIANA District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM Suzo DIANA District

PBS-‐Cohorts 2 and 3 Committees OutsidePresenter SM Suzo DIANA District

Reading CFAs Grade 1 mmcnelis SM Suzo DIANA District

Science: National Geographic Science Kit Training for Grades K -‐ 2 OutsidePresenter SM Suzo DIANA District

Arts for Learning Training yaudiences SM Switalski Jen District

CAFE in the Classroom mmcnelis SM Switalski Jen District

Comic Life gb SM Switalski Jen District

Debbie Diller-‐90 Minute Reading Block and Small Group Instruction OutsidePresenter SM Switalski Jen District

Differentiation Reaching All Learners-‐Elementary OutsidePresenter SM Switalski Jen District

ENL Academy 2010 ENLCoaches SM Switalski Jen District

ENL Academy Follow-‐Up 2010 CoachENL SM Switalski Jen District

Guided Reading mmcnelis SM Switalski Jen District

Harvey Daniels Comprehension and Inquiry for Elementary Classroom grades 3 thru 5 OutsidePresenter SM Switalski Jen District

IB PYP POI Revisions alsmith SM Switalski Jen District

IB: Assessment in the PYP OutsidePresenter SM Switalski Jen District

IB: Science Inquiry Instruction and PYP Collaboration alsmith SM Switalski Jen District

IMA Reception for MSDWT Elementary VTS Teachers & Admin. OutsidePresenter SM Switalski Jen District

Inquiry Circles in the Elementary Classroom mmcnelis SM Switalski Jen District

Inquiry in the PYP MSDWTStaff SM Switalski Jen District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM Switalski Jen District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM Switalski Jen District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM Switalski Jen District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM Switalski Jen District

Reading CFAs Grade 3 mmcnelis SM Switalski Jen District

Self Selected Reading -‐ Primary mmcnelis SM Switalski Jen District

Spring Mill -‐ From Reading to Math Book Club Jolee Garis SM Switalski Jen District

Stock Exchange Simulation Training OutsidePresenter SM Switalski Jen District

Using Science as the Bonding Agent to Inquiry and Global Awareness Science Inquiry Institute ppartners SM Switalski Jen District


Working with Words -‐ Intermediate mmcnelis SM Switalski Jen District

Writing Block: 6 traits in the Elementary Classroom jheidelberg SM Switalski Jen District

Health -‐ Elementary GBS Training of Trainers OutsidePresenter SM Taylor Kate District

Making the PYP Happen -‐ Level 1 IB Training-‐ Sept 2010 OutsidePresenter SM Taylor Kate District

Mathematics Program Evaluation and Textbook Adoption TCF SM Taylor Kate District

Making the PYP Happen -‐ Level 1 IB Training-‐ Sept 2010 OutsidePresenter SM Thorne Andrea District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM Thorne Andrea District

Non-‐violent Crisis Intervention Refresher Course -‐ For Recertification draes SM Thorne Andrea District

Promethean Board Training Sp. Ed 1-‐26-‐10 7031972 SM Thorne Andrea District

Reading Mastery and Corrective Reading OutsidePresenter SM Thorne Andrea District

Spring Mill -‐ Math Kick Start JRussell SM Thorne Andrea District

Spring Mill Literacy Professional Development and Team Planning KHumphrey SM Thorne Andrea District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM Thorne Andrea District

Successful Co Teaching Strategies OutsidePresenter SM Thorne Andrea District

Ziggurat/CAPS Workshop OutsidePresenter SM Thorne Andrea District

Differentiation Reaching All Learners-‐Elementary OutsidePresenter SM TURNER LAURIE District

IB PYP POI Revisions alsmith SM TURNER LAURIE District

IB: Inquiry in the PYP OutsidePresenter SM TURNER LAURIE District

PBS-‐Cohorts 2 and 3 Committees OutsidePresenter SM TURNER LAURIE District

As Easy as the ABCs Featured of Nonfiction KingB SM Weber Melissa District

ENL Academy 2010 ENLCoaches SM Weber Melissa District

ENL Academy Follow-‐Up 2010 CoachENL SM Weber Melissa District

Grade 1 Teacher Meetings mreynolds SM Weber Melissa District

Guided Reading mmcnelis SM Weber Melissa District

Kindergarten and Grade 1 Math Instruction and Assessment Jolee Garis SM Weber Melissa District



Math: Curriculum Mapping: Common Core, Math CFAs and Pacing Guides, Grades K to 2 MSDWTStaff SM Weber Melissa District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM Weber Melissa District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM Weber Melissa District

Spring Mill -‐ From Reading to Math Book Club Jolee Garis SM Weber Melissa District

Spring Mill Literacy Professional Development and Team Planning KHumphrey SM Weber Melissa District

Spring Mill: Building Based Literacy and Math PD KHumphrey SM Weber Melissa District

Working with Words -‐ Intermediate mmcnelis SM Wellington Laura District

CAFE in the Classroom mmcnelis SM WEYLS LISABETH District

Differentiation Reaching All Learners-‐Elementary OutsidePresenter SM WEYLS LISABETH District

Inquiry Circles in the Elementary Classroom mmcnelis SM WEYLS LISABETH District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM WEYLS LISABETH District

Acuity Assessment System Overview OutsidePresenter SM YERKES-‐BENDER SUSAN District

Arts for Learning Training yaudiences SM YERKES-‐BENDER SUSAN District

ENL Academy 2011 CoachENL SM YERKES-‐BENDER SUSAN District

IN State Reading Association Conference jheidelberg SM YERKES-‐BENDER SUSAN District

IN State Reading Association Conference jheidelberg SM YERKES-‐BENDER SUSAN District

Inquiry in the PYP MSDWTStaff SM YERKES-‐BENDER SUSAN District

NCTM 2011 Annual Meeting and Exposition ò Indianapolis, IN OutsidePresenter SM YERKES-‐BENDER SUSAN District

New Math Textbook Training with Publishers and Math Impact Teachers OutsidePresenter SM YERKES-‐BENDER SUSAN District

PLC-‐Professional Learning Communities-‐Elementary School Teams mreynolds SM YERKES-‐BENDER SUSAN District

PYP IB Unit Planners May 2010 MSDWTStaff SM YERKES-‐BENDER SUSAN District

Reading CFAs Grades 4 and 5 mmcnelis SM YERKES-‐BENDER SUSAN District

Responsive Classroom Summer Conference 2011 OutsidePresenter SM YERKES-‐BENDER SUSAN District

Spring Mill -‐ From Reading to Math Book Club Jolee Garis SM YERKES-‐BENDER SUSAN District

Using Science as the Bonding Agent to Inquiry and Global Awareness Science Inquiry Institute ppartners SM YERKES-‐BENDER SUSAN District


September 16, 2011

To Whom It May Concern:

I am delighted to confirm my support of the International Baccalaureate Primary Years Programme at

Spring Mill Elementary, in the Metropolitan School District of Washington Township. Our school

community takes pride in our PYP Candidate status and we look forward to working towards full

accreditation through the International Baccalaureate Organization.

From the time of the initial training, our work has been picking up steam. We have continued to take big

strides in embracing the philosophical foundation of the Primary Years Programme and solidifying our

commitment. We function within a district that has made a similar commitment towards supporting the

goals of the Primary Years Programme. The district and school’s budget reflect a carefully thought out

approach to plan for and implement the Primary Years Programme.

At the instructional level, we have appreciated the support of our IB Consultant, Mr. Michael Schooler in

helping us refine curricular aspects we have needed to focus on. Ever since the IB PYP was initiated, our

school has had a unique feel to it – student work reflects more depth, staff engagement is more

purposeful and our learning has connected us at a global level to other International Baccalaureate

schools. I offer my commitment and support to my school community as we move forward on this

journey in partnership with the IBO. I am confident that we will do what it takes to strengthen the

educational experiences of all students at Spring Mill under the umbrella of the International

Baccalaureate Primary Years Programme.

Sincerely,

Subha Balagopal

Principal/Head of School


[email protected]

�

MSD of Washington Township District Leadership

School Board

Superintendent’s Cabinet, Curriculum, Instruction, and Technology

Committee, IB Leadership Team

MYP

Task

Force

International Baccalaureate

Head Council

MYP Schools

and Teachers

PYP Schools

and Teachers

MYP Campus

Leadership

Teams

PYP Campus

Leadership

Teams

MYP

Coordinators

PYP Campus IB

Committee MYP Campus IB

Committee

PYP

Coordinators

MYP

Curriculum

Committee

PYP

Curriculum

Committee

PYP

Task

Force

DP

Coordinator

and Curricular

Committee

��

��

Elementary Principal Job Description

Job Title: Elementary School Principal

Requirements: Administrative license

Work Days: 215

Salary: To be determined based on level of education and experience

Location: TBD

The principal is directly responsible to the Director of Elementary Education and Superintendent

of Schools. Areas of responsibility shall include the following:

1. Providing leadership in developing, implementing, maintaining, and evaluating the

International Baccalaureate Primary Years Program, in accordance with IB standards and

practices, district philosophy, policy and administrative rules.

2. Recommending employment of, assigning and supervising all personnel within the

building. Evaluating each member of the staff according to the negotiated

agreement and corporation policy.

3. Ensuring staff is adequately trained to implement the Primary Years Program.

Encouraging staff members to engage in professional self-examination and renewal.

Providing opportunities for staff to participate in meaningful professional growth

activities.

4. Effectively communicating expectations, well-defined policies and other pertinent

information to staff and students. Providing opportunities for two-way communication

and feedback with all staff and students.

5. Assuming responsibility for the supervision of students assigned to the building in

accordance with federal and state law, school board policy, and sound judgment to

provide the best possible educational opportunity and atmosphere for each student.

Developing and maintaining opportunities for student responsibility and leadership.

6. Participating in and/or giving leadership to school and district planning, decision-making,

committee activities, and project completion. Leading the continual review of the

implementation and development of the Primary Years Program to ensure fidelity and

alignment.

7. Budgeting for and recommending purchase of all needed materials and equipment.

Assuming responsibility for supervising the maintenance, control and safe use of school

equipment, facilities and materials.

8. Developing and/or providing support for the development of a master schedule for

students, staff, rooms, activities, and course offerings for the school that is consistent

with pupil needs and instructional effectiveness.

9. Developing and maintaining a program to positively communicate with patrons, parents,

organizations, agencies, and employers so they better understand the school and have the

opportunity to become involved in school activities.

10. Maintaining a school climate that is characterized by international-mindedness, high

expectations, high staff and student morale, and acceptance of responsibility for student

learning, discipline, and program development.

11. Ensuring there is a whole-school approach to curriculum planning and review. Creating

a master schedule that allows for regular and frequent teacher collaboration.

12. Developing a process for ongoing school improvement that is compliant with the

requirements of the Indiana Department of Education and the requirements of the

district’s selected accrediting agencies.

13. Performing other duties as assigned.

Spring Mill IB PYP Coordinator

Elementary Schools District Decisions

• Media Center Specialist will continue to work

with students and coordinate IB

o 30 Periods in a Week

5 Periods of Prep Time

15 Periods of Student Contact

Time

10 Periods of IB Coordination

Spring Mill Campus Decisions

• After-‐School-‐Achiever Coordinator will cover a

total of 6 periods per week. Period 3, 4, and 6

are covered two days a week.

• The Kindergarten assistants cover the

Kindergarten session, period 5, equaling 4

periods per week.

Job Responsibilities of IB Coordinators Pedagogical Leadership

• Understand and endorse the philosophy, standards and practices, and principles of the

PYP and promote international-‐mindedness throughout the campus

• Organize campus professional development related to the PYP

• Support implementation of PYP best practices in classrooms through coaching,

modeling, co-‐teaching and co-‐planning of lessons and units

• Encourage an inquiry-‐based learning environment within the school community

• Play an active role in planning and facilitating the PYP Exhibition

Communication

• Help maintain systems of collaboration related to the implementation of the PYP within

the campus and within the district

• Communicate with parents and the wider community regarding the implementation of

the PYP at the campus

• Serve as a liaison between the campus and the district IB PYP coordinator

• Meet regularly with the head of school and district IB PYP coordinator

• Attend coordinators’ meetings

Resource Management

• Provide staff access to information published by the IBO

• Promote staff use of the IBO Online Curriculum Center

• Gather resources and materials to support unit planners

Spring Mill Academic Schedule 2011-‐2012 (Updated 8/22/11)

Time Grade A Grade B Grade C Grade D Grade E Grade F Specials Time

8:00 Kindergarten 3rd Grade 4

th Grade 2

nd Grade 1

st Grade 5

th Grade 8:00

8:10 8:15-‐8:45 (8:15-‐9:45 (8:15-‐9:45 8:15-‐8:55 8:10

8:20 Guided Rdg. Reading Block) Reading Block) 8:20-‐8:50 8:20-‐9:00 Science/SS 8:20-‐9:00 8:20

8:30 Interventions/ Specials Specials 8:30

8:40 8:45-‐9:15 Enrichment 8:40

8:50 (8:15-‐9:45 Guided Rdg. 8:50-‐9:50 8:50

9:00 ReadingBlock) Math 9:00-‐10:00 9:05-‐9:45 9:05-‐9:45 9:00

9:10 9:15-‐9:45 Math Specials Specials 9:10

9:20 Guided Rdg. 9:20

9:30 9:30

9:40 9:40

9:50 9:50-‐10:20 9:50-‐10:20 9:50-‐10:30 (9:45-‐10:15 9:50-‐10:30 9:50

10:00 Writing Interventions/ Specials (10:00-‐11:30 Guided Rdg. Specials 10:00

10:10 Enrichment Reading Block) 10:10

10:20 10:25-‐10:55 10:20-‐10:35 10:20-‐10:50 10:20

10:30 Lunch Recess 10:30-‐11:00 Guided Rdg. 10:35-‐11:05 10:30

10:40 10:35-‐11:05 Interventions/ (9:45-‐11:15 Specials Tchrs. 10:40

10:50 10:55-‐11:10 Lunch Enrichment (10:00-‐11:30 Reading Block) Lunch 10:50

11:00 Recess 11:00-‐11:30 11:00-‐11:30 Reading Block) 11:00

11:10 11:15-‐11:55 11:10-‐11:50 Lunch Guided Rdg. 11:15-‐12:15 11:10-‐11:50 11:10

11:20 Science/SS Specials Math Specials 11:20

11:30 11:30-‐11:45 11:30-‐12:00 11:30-‐12:00 11:30

11:40 Recess Lunch Writing 11:40

11:50 11:55-‐12:35 11:50-‐12:50 11:50-‐12:30 11:55-‐12:35 11:50

12:00 Specials Math Science/SS 12:00-‐12:40 12:00-‐12:30 Specials 12:00

12:10 Science/SS Lunch 12:15-‐12:30 12:10

12:20 Recess 12:20

12:30 12:30-‐1:00 12:35-‐12:50 12:30-‐1:00 12:30

12:40 12:40-‐1:40 Writing 12:40-‐1:20 Recess Lunch 12:40-‐1:20 12:40

12:50 Math 12:50-‐1:20 Specials 12:50-‐1:30 Specials 12:50

1:00 Writing 1:00-‐2:00 Science/SS 1:00-‐1:30 1:00

1:10 Math Interventions/ 1:10

1:20 1:25-‐205 1:20-‐1:50 Enrichment 1:20-‐2:00 1:20

1:30 Science/SS Writing 1:35-‐2:05 1:35-‐2:05 Specials Tchrs. 1:30

1:40 1:40-‐2:10 Interventions/ Writing Prep. 1:40

1:50 Interventions/ 1:50-‐2:05 Enrichment 1:50

2:00 Enrichment Recess Mentoring (15. min.) 2:00

2:10 2:15 – Dismissal for Car-‐riders, AYS, ASA Students 2:10

2:20 2:20 – Dismissal for Bus Riders 2:20

Spring Mill Sample Schedule 2011-‐2012

Time Time

8:00 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 8:00

8:10 8:15-‐8:45

Guided Reading

Focus on Reading

Strategies

8:15-‐9:45

Reading Block

Reading Connections

with Unit of Inquiry

8:20-‐9:00

Specials

8:20-‐8:50

Interventions/

Enrichment

Math/Literacy

Instruction

8:15-‐9:45

Reading Block

Reading Connections

with Unit of Study

8:45-‐9:15

Guided Reading

Focus on Reading

Strategies

8:15-‐9:45

Reading Block

Reading Connections

with Unit of Study

9:15-‐9:45

Guided Reading

Focus on Reading

Strategies

8:15-‐9:00

Content

Focus on Unit of Study

8:10

8:20 8:20

8:30 8:30

8:40 8:40

8:50 8:50

9:00 9:00-‐10:00

Math

Focus on Standards

per Pacing Guide

8:50-‐9:50

Math

Focus on Standards

per Pacing Guide

9:05-‐9:45

Specials

9:00

9:10 9:10

9:20 9:20

9:30 9:30

9:40 9:45-‐10:15

Guided Reading

Focus on Reading

Strategies

9:45-‐11:15

Reading Block

Reading Connections

with Unit of Study

9:40

9:50 9:50-‐10:20

Writing

Focus on Writing

Traits

9:50-‐10:20

Interventions/

Enrichment

9:50-‐10:30

Specials

9:50

10:00 10:00-‐11:30

Reading Block

Reading Connections

with Unit of Inquiry

10:20-‐10:50

Guided Reading

Focus on Reading

Strategies

10:00-‐11:30

Reading Block

Reading Connections

with Unit of Study

11:00-‐11:30

Guided Reading

Focus on Reading

Strategies

10:00

10:10 10:10

10:20 10:20-‐10:35

Recess

10:20

10:30 10:25-‐10:55

Lunch

10:30-‐11:00

Interventions/

Enrichment

10:30

10:40 10:35-‐11:05

Lunch

10:40

10:50 10:50

11:00 10:55-‐11:10

Recess

11:00-‐11:30

Lunch

11:00

11:10 11:10-‐11:50

Specials

11:10

11:20 11:15-‐11:55

Content


11:15-‐12:15

Math

Focus on Standards

per Pacing Guide

11:20

11:30 11:30-‐12:00

Writing

Focus on Wtg. Traits

11:30-‐11:45

Recess

11:30

11:40 11:30-‐12:00

Lunch

11:40

11:50 11:50-‐12:50

Math

Focus on Standards

per Pacing Guide

11:50-‐12:30

Content


11:50

12:00 11:55-‐12:35

Specials

12:00-‐12:30

Lunch

12:00-‐12:40

Content


12:00

12:10 12:15-‐12:30

Recess

12:10

12:20 12:20

12:30 12:35-‐12:50

Recess

12:30-‐1:00

Writing

Focus on Writing

Traits

12:30-‐1:00

Lunch

12:30

12:40 12:40-‐1:40

Math

Focus on Standards

per Pacing Guide

12:40-‐1:20

Specials

12:40

12:50 12:50-‐1:35

Content


12:50-‐1:20

Writing

Focus on Writing

Traits

12:50

1:00 1:00-‐1:30

Interventions/

Enrichment

Math/Lit Instruct.

1:00

1:10 1:00-‐2:00

Math

Focus on Standards

per Pacing Guide

1:10

1:20 1:20-‐1:50

Writing

Focus on Writing

Traits

1:20

1:30 1:25-‐2:05

Content


1:30

1:40 1:40-‐2:10

Interventions/

Enrichment

Math/Literacy

Instruction

1:35-‐2:05

Interventions/

Enrichment

Math/Literacy

Instruction

1:35-‐2:05

Writing

Focus on Writing

Traits

1:40

1:50 1:50

2:00 1:50-‐2:05

Recess

2:00

2:10 2:10

2:20 2:20

1

1


Metropolitan School District of

Washington Township

Language Policy

Developed: Spring 2011

Revised: 9/16/11

Language Profile

The ethnic background of students attending Spring Mill Elementary School represents

18 different countries and 18 native languages. We serve 28 refugee students, primarily

from Burma (now Myanmar). Our ethnic diversity is comprised of 254 African American,

35 Asian, 121 Hispanic, 74 Multi-racial and 241 White students. Our student body

includes 157 English Language Learners.

Philosophy At Spring Mill Elementary, we believe that language is acquired and mastered through

holistic practices that reflect the transdisciplinary nature of language. Language starts

with the families, students, community culture and teachers.

We believe that language is essential to learning; therefore, every staff member is a

teacher of language. Language is the vehicle for accessing information and for

developing a deeper understanding of the world.

We believe that language is best learned through opportunities to engage in inquiry

within meaningful contexts and authentic experiences. Learners must listen, speak,

read, and write to construct meaning and acquire new knowledge.

We believe that all languages should be honored as assets to the learning community.

Every student communicating in his/her mother tongue provides an opportunity to

broaden our sense of international-mindedness and global awareness.

Language of Instruction The primary language of instruction in grades K – 5 is American

English. The PYP Language Scope and Sequence, Program of Inquiry,

and unit planners are used in conjunction with the Indiana Academic

Standards for English Language Arts, K – 5, as the basis for curriculum

and instruction. Elementary literacy and language development

follows a balanced literacy framework that incorporates four different

approaches to teaching students to read – Guided Reading, Self-

Selected Reading, Writing, and Working with Words. Ninety minutes

2

2

of daily instruction within this framework provides students with numerous and varied

opportunities for all students to learn to read, write, and communicate.

Language B Instruction

At Spring Mill, we want students to feel empowered to use a new language. We believe

that the opportunity to learn more than one language and to be exposed to different

cultures and perspectives will lead to the development of international-mindedness and

intercultural understanding.

Spring Mill Elementary School’s Language B is Mandarin Chinese. The use of Mandarin

Chinese will be a school-wide practice and be authentic. The purpose of the elementary

Chinese program is to introduce and expose students to the Chinese language and

culture. Emphasis is placed on the development of listening and speaking skills with

some reading and writing as appropriate for the grade level. In addition to language,

students are also exposed to literature, art, music and geography of China.

Mandarin is taught for 40 minutes per week to 1-5 students as part of the special area

rotation - art, music, physical education, media center, and world language. Instruction

is designed using the International Baccalaureate’s Language Scope and Sequence and

the Indiana State Standards K-12 sequence for Modern European and Classical

Languages, which incorporate the ACTFL goals of Communication, Cultures,

Connections, Comparisons, and Communities.

These curriculum documents are used in conjunction with the grade level unit planners

to make strong connections between the content areas and to develop the

transdisciplinary nature of the program.

Chinese Materials and Resources

• Chinese Treasure Chest Volumes 1 and 2

• Chinese Paradise Complete Set Volumes 1, 2 and 3

• Chinese Paradise Flash Cards Volumes 1, 2 and 3

• Chinese Paradise Teacher’s Manuals Volumes 1, 2 and 3

• Document Camera (Elmo)

• Projector and Speaker

• QTalk 350 Card Set

• QTalk Sentence Scrabble

English as a New Language The goal of Spring Mill Elementary School’s English as a New Language (ENL) Program is

to create equitable opportunities for students to develop an academic and social

language in order to construct new meaning. To accomplish this goal students engage

in all domains of language acquisition: listening, speaking, reading, and writing.

3

3

English Language Learners (ELL) at Spring Mill Elementary School receive a variety of

services depending on their age and level of English proficiency. All new students with

languages other than English in the home are screened when they enroll in school. All

students enrolled in the ENL program are assessed yearly using the state assessment,

LAS Links. Based on assessment data, ELLs are serviced through a combination of push-

in and pull-out support. The push-in model occurs during the 90-minute reading block.

ENL teachers have the opportunity to co-teach with the classroom teacher providing

differentiated instruction and research-based supports. Students requiring additional

support receive targeted intervention designed to provide a double dose of language

and literacy instruction.

An ENL Guide containing program information, curriculum documents, and teacher

resources is provided to every teacher. ENL information and materials, including

translated documents are available on our district ELL website and in the English as a

New Language Handbook.

Many elementary ELLs attend After-School Achievers, a three-hour extended day

program, funded by a 21st

Century Community Learning Centers grant.

Mother Tongue Support

Mother tongue support is provided for three languages—Spanish, Karen, and Karenni—

used by the largest groups of English Language Learners (ELL). The support is provided

by bilingual teachers and instructional assistants. Bilingual staff also communicate with

parents in their native language and translate for parent conferences and meetings. All

major district documents have been translated into Spanish; other languages may be

added as the need arises.

Communication in Spanish and Karen is provided to families with the assistance of staff

members who speak these languages. The IB Learner Profile and Learner Attitudes have

been set up in a poster using words in English, Mandarin, Spanish, French and Karen.

In the future, it is our goal to provide additional support for mother tongue

development as part of our before and after school programming.

Professional Development for Faculty and Staff

Professional development for teachers and staff is an integral part of language learning.

Teachers will attend International Baccalaureate training as needed. Staff members will

attend conferences and workshops to increase their knowledge of language

development in all areas.

• IB PYP Levels 1 and 2

• Writing IB PYP Units of Study

• Four Blocks Literacy Framework

4

4

• Six Traits Writing

• Differentiated Instruction

• ENL Academy: Using Sheltered Instructional Strategies in Elementary Classrooms

(SIOP model)

• Coaching by Literacy and ENL Coaches

Resources

• Media Specialists and Media Centers

• Books in students’ native languages

• Literacy and ENL Coaches

• Washington Township Schools Foundation

• Local churches

• 21st

Century Community Learning Center Grant for After-School Achiever

programs

Communicating with Stakeholders

Spring Mill parents receive pertinent flyers and other important news items in Spanish

and Karen as appropriate. Staff at the school are available to translate these items. We

also utilize the School Messenger phone outreach system to send messages recorded in

these languages, in addition to English, so that families receive updates and reminders

regarding upcoming news and events pertaining to Spring Mill.

We host an Ice-cream Social, Back-to-School Night, International Night, Literacy and

Math Nights and an Open House where parents and students have opportunities to

learn more about our school. At PTO General Meetings, we provide the support of a

Spanish interpreter for families who attend. When Karen families attend a Burmese

translator is also present. Our school website provides important news, information and

updates for all members of the community.

Policy Review The development of Spring Mill Elementary’s Language Policy was a collaborative effort

between teachers, administrators, and district coordinators.

At Spring Mill Elementary, the IB Core Team, English Language Learner teachers, and

teacher representatives for the Washington Township Education Association will review

the IB Language Policy annually.


Metropolitan School District of

Washington Township

Information on Special Services

English as a New Language

The goal of Spring Mill Elementary School’s English as a New Language (ENL) Program is

to create equitable opportunities for students to develop an academic and social language in

order to construct new meaning. To accomplish this goal students engage in all domains of

language acquisition: listening, speaking, reading, and writing. English Language Learners

(ELL) at Spring Mill Elementary School receive a variety of services depending on their age

and level of English proficiency. All new students with languages other than English in the

home are screened when they enroll in school. All students enrolled in the ENL program are

assessed yearly using the state assessment, LAS Links. Based on assessment data, ELLs are

serviced through a combination of push-in and pull-out support. The push-in model occurs

during the 90-minute reading block. ENL teachers have the opportunity to co-teach with the

classroom teacher providing differentiated instruction and research-based supports. Students

requiring additional support receive targeted intervention designed to provide a double dose

of language and literacy instruction.

Students with Special Needs

Spring Mill values all students and believes that all students have the right to a place where

they can learn. While all of our students have different needs, some of them require different

or specialized attention and resources to be challenged and progress to the best of their

potential. They must be given access to Free and Appropriate Public Education, whether they

are students with high ability and/or have an identified disability. We must recognize, respect

and respond to their differences in an inclusive and culturally responsive way.

These students are sometimes referred to as students with exceptional needs. As with all

students, we strive to:

• Recognize their unique abilities and needs.

• Provide opportunities for the expansion of their academic and socio-emotional

growth.

• Provide options that will stimulate intellectual curiosity, independence and

responsibility.

• Encourage them to contribute in a meaningful way to the school and community.

• Promote practices that support self-motivation, continuous learning, creativity and

problem-solving.

• Develop positive social skills and leadership skills.

• Provide them with access to resources that allow them to function to the best of their

potential.

• Focus on individuals before exceptionality.

• Ensure that inclusive and culturally responsive education incorporates inclusive

language and professional practices.

• Make data-driven decisions about instructional strategies or interventions.

• Provide a differentiated curriculum with acceleration and enrichment as appropriate.

• Promote practices that enable students to recognize their educational needs and

understand their talents so they may benefit themselves and others.

• Understand their educational needs to help them learn to advocate for themselves.

MSDWT Assessment Policy 2011

Revised 8/2011

Philosophy

STUDENTS, TEACHERS, and PARENTS are active participants in the assessment process

to guide students through the primary years program.

-‐ Students will assume ownership of their learning through the assessment

process through a variety of ways; they self-‐reflect and self assess, set goals

for themselves in their learning and understand the criteria for quality

products.

-‐ Educators collect and use data to drive instruction, differentiate instruction,

and provide interventions and enrichment based upon student needs

through collaborative and reflective practices in order to evaluate

effectiveness.

-‐ Parents can understand student learning, provide support outside of school,

and celebrate learning and student accomplishments.

Assessment “is essential to the PYP goal of thoughtfully and effectively guiding

Students through the five essential elements of learning:…” as stated in Making the

PYP Happen.

Principles – The PYP 5 Essential Elements of Learning establish the framework of the

MSD of Washington Township’s guiding principles regarding assessment.

• Acquisition of knowledge

• Understanding Concepts

• Mastery of Skills

• Development of Attitudes

• Decision to Take Action

Purpose of Assessment

-‐ To evaluate the whole child by addressing the following questions

o What exactly do we expect all students to learn?

o How will we know if and when they learned it?

o How will we respond when some students don’t learn?

o How will we respond when some students have already learned?

-‐ Provide feedback about progress to students and parents to assist in

development of educational goals

-‐ Acknowledge and promote student learning

-‐ Define meaningful performance goals for students learning and teacher

instruction

Assessments Required or Recommended by State and Local Governing Bodies

-‐ Ongoing classroom-‐based assessments, projects, and performances

MSDWT Assessment Policy 2011

Revised 8/2011

-‐ Student Portfolios

-‐ Common district assessments

-‐ Authentic assessments

-‐ Standardized tests (ISTEP+)

-‐ PYP Exhibition Grade 5

-‐ Local assessment used to measure progress on the school improvement

goals

Assessment Tools and Strategies

-‐ Teachers assess student progress formatively and summatively using a

variety of tools and strategies to provide clear and frequent feedback

including but not limited to:

o Observation with anecdotal notes

o Rubrics (student and teacher created)

o Open-‐ended constructed responses

o Student self-‐assessment and reflection of work process and product

o Classroom benchmarks explicitly designed to measure a process skill

or content understanding.

What is assessed?

-‐ Progress and performance in subject areas

-‐ Conceptual understanding of central ideas

-‐ Transdisciplinary skills

-‐ Process skills

-‐ Learner Profile Attributes

-‐ Literacy

-‐ Numeracy

Reporting and Sharing of Progress

-‐ Educational progress is reported to students, families, staff and the

community. Progress is reported in the following ways.

o Student-‐led portfolio conferences

o Quarterly Report Cards

o PYP Exhibition report of accomplishment

o ISTEP performance scores

o Parent-‐teacher conferences as needed

o State and Federal School Accountability Reports (NCLB, PL221)

Review Process – This assessment policy was developed by a team of grade level

representatives from each elementary school, the school principals, assistant principals,

IB coordinators, and central office support administrators. This policy will be reviewed

annually.

Revised 9-‐20-‐11

Student Portfolios

The portfolio is a representation of a student’s work over time. The portfolio should have

meaning to the student and the student should be able to articulate the learning that occurred as

a result of the particular piece of work selected.

Essential Agreements for Choosing Portfolio Pieces

District Essential Agreements

• A minimum of one piece of authentic student work per unit of inquiry will be selected for

the portfolio.

• The selection of work for the portfolio will be a collaborative decision between the

classroom teacher and the student.

• Each piece of work selected for the portfolio will be accompanied by a student reflection.

• An end of the year Learner Profile self-‐assessment will be included in the portfolio.

Campus Essential Agreements

• Students will collaborate with peers and teachers to select a portfolio piece per unit of

inquiry.

• After selection, students will reflect on their progress through the unit and their authentic

student work using a student reflection form.

• The End-‐of-‐the-‐Year Learner Profile self-‐assessment will be included in the portfolio.

Essential Agreements for Using and Sharing Portfolios


• One student-‐selected unit reflection will be saved and filed into the portfolio for the

following year.


• Parents, community members, and staff will be invited to participate in a gallery walk

during Open House in the spring of each year. Student portfolios will be on display in

their homeroom.

• At the end of the year, students, with the help of teachers and peers, will select one piece

of authentic student work and its corresponding unit reflection to include in the portfolio

for the following year.

Essential Agreements for Formatting and Accessing the Portfolio


• The portfolio will be a two-‐pocket folder: one side will house current year’s work and the

other side will house previous years’ work.

Revised 9-‐20-‐11

• A portfolio belongs to the student and should be located where a student can access

his/her portfolio when desired.

• When a student moves to a different Washington Township School, the portfolio will be

delivered to the new school via intra-‐school mail.

• When a student moves out of the District, the portfolio will be disposed of at the

discretion of the school


• Portfolios will be accessible to students in their classroom during the school year.

• The portfolios will be housed in the teacher’s classroom until the following year. At the

first IB Reflection meeting, portfolios will be re-‐distributed to the next grade level by their

IB team leader.

• Fifth grade students will take their portfolios home at the end of the year.

My Reflection on the IB UNIT: ______________________

My Name: ______________________________________________

My Teacher _____________________________________ My Grade: _________

What have I learned about (enter the central idea here)?

What was my most favorite part of the unit?

While learning about ____________________ what action

did I take?

Here is an IB Learner Profile I learned from the unit.

Reflections on the IB Unit

Transdisciplinary Theme: _______________________________________ Central Idea: ___________________________________________

Student Name: ________________________________________ Grade: _______ Teacher: ____________________________

1. What have I learned about the central idea? How did this central

idea fit in the unit of inquiry?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

______________________________________________

______________________________________________

______________________________________________

2. What learner profile trait(s) have I developed? How?

What did I do and/or say to demonstrate this trait?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

3. What element of the unit did I enjoy the most, and why?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

4. Here is an example of an action I took in this unit.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

________________________________________________________

5. Here is how I demonstrated each skill during the unit. (Teacher may edit, to only include skills that were focused on during this unit.)

Thinking (critical thinking and problem solving): ________________________________________________________________________________

________________________________________________________________________________________________________________________

Research (asking questions and finding answers): _______________________________________________________________________________

________________________________________________________________________________________________________________________

Communication (speaking and writing): _______________________________________________________________________________________

________________________________________________________________________________________________________________________

Social (working cooperatively): ____________________________________________________________________________

______________________________________________________________________________________________________

Self Management (following essential agreements): ____________________________________________________________

______________________________________________________________________________________________________

6. Here is how I demonstrated IB attitudes during this unit.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

7. Other questions I had about the central idea…

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Updated 9-‐20-‐11

Learner Profile Reflections

Essential Agreements

The IB Learner Profile provides a long-‐term vision of education. It is a set of ideals that can

inspire, motivate, and focus the work of schools and teachers, uniting them in a common purpose. (IBO 2007)


• A Learner Profile Attributes Reflection will be a two-‐sided document with a student self-‐

reflection on one side and teacher reflection on the other side.

• Students will complete a Learner Profile Attributes Reflection at the end of each quarter.

• Teachers will complete a Learner Profile Attributes Reflection at the end of each quarter.

• A copy of the Learner Profile Reflection will be sent home quarterly with report cards.

** This will not occur until additional teacher input and feedback is solicited and a

final copy with revised Essential Agreements have been developed. At this stage of

development, teachers are to complete the student self-‐ reflection and teacher

reflection in order to provide input for revisions.

• The quarter 4 Learner Profile Reflection will be included in the student portfolio.

• Teachers will include regular Learner Profile Attribute reflections with already

established weekly reflections such as, behavior charts, journals, exit tickets, etc.)


• The Learner Profile Reflection will have students reflect on their attributes (side 1) while

teachers reflect on the student’s attributes (side 2).

• Each quarter, the learner profile will be completed by the student and the teacher.

• The original reflection will be kept in the student’s portfolio while a copy will be placed in

the report card.

• The final learner profile reflection will be passed on to the next teacher in the Portfolio

folder.

____________________ Learner Profile Attributes

Self-‐Reflection

Quarter 1 Quarter 2 Quarter 3 Quarter 4

3 Stars = This attribute is a strength of mine. 1 Star = This attribute needs improvement.

Communicator I use my words to share my

thinking. I listen to my

peers.

R isk-Taker I try new things, and I am not

afraid to make mistakes.

Knowledgeable I am learning a lot about

myself and the world around

me.

Thinker I use my brain to think and

solve problems.

Inquirer I am curious. I ask questions.

Balanced I like to learn and do a lot of

different things inside and

outside of school.

Reflective I think about my learning and

my actions.

Principled I know the difference

between right and wrong

and I do the right thing.

Open-Minded I listen to new ideas even if I

do not agree with them.

Caring I care about others.

__________________ Learner Profile Attributes

Teacher Reflection

School Year: ___________________ Teacher: _______________________

Quarter 1 Quarter 2 Quarter 3 Quarter 4

M=Meets expectations P=Progressing I=Improvement needed

Communicator The student uses language to share his/her

thinking. He/She listens actively to peers.

M P I

R isk-Taker The student willingly tries new things and is not

afraid to make mistakes.

M P I

Knowledgeab le The student is learning a lot about his/herself and

the world.

M P I

Thinker The student is a critical-‐thinker and problem-‐

solver. M P I

Inquirer The student demonstrates curiosity and asks good

questions. M P I

Balanced The student has a variety of interests that are

evident in his/her learning.

M P I

Reflective The student reflects honestly about his/her

learning and actions. M P I

Principled The student knows the difference between right

and wrong and makes good decisions.

M P I

Open-Minded The student listens to new ideas even if he/she

does not agree with them.

M P I

Caring The student demonstrates acts of kindness to

his/her peers and other members of the school

community.

M P I

Spring Mill Elementary School

Programme of Inquiry

Spring Mill Elementary School drafted its first Programme of Inquiry in the fall of

2009.

After teaching the units according to the first draft of the POI, reflections included

critical analyses of the units, paying particular attention to the central idea and lines

of inquiry. In January and April of each year, all grade level teachers came together

to make revisions to the POI in order to improve vertical and horizontal articulation.

Last April, significant revisions were made to the POI addressing the following

concerns:

• Central ideas were too broad and incorporated too many concepts.

• Lines of inquiry were too specific. In some cases they were skills

instead of lines of inquiry.

• All lines of inquiry were not global or transferrable.

• Lines of Inquiry across grade levels contained vertical overlap.

The version of the POI submitted with this application reflects the changes that

were made last April. However, many of the planners that are being submitted do

not reflect those changes because they were taught prior to the revisions. We

understand that the POI and our unit planners are dynamic documents that will

continue to improve and evolve over time.

We thought it would be helpful to the reviewer of our application if we provided this

clarification.

Program of Inquiry Dates

Atlas Weeks to Calendar Dates

Atlas, the online curriculum program that our school uses to map and store PYP unit planners, records the dates the units

are taught in terms of the week of school instead of the calendar date. It was recommended by our head consultant that

we provide a guide to show what weeks correspond with what calendar days for your reference.

Week Date Week Date Week Date Week Date

1 August 16 11 October 18 21 January 10 31 March 21

2 August 23 12 October 25 22 January 17 32 April 4

3 August 30 13 November 1 23 January 24 33 April 11

4 September 6 14 November 8 24 January 31 34 April 18

6 September 13 15 November 15 25 February 7 35 April 25

7 September 20 16 November 22 26 February 14 36 May 2

8 September 27 17 November 29 27 February 21 37 May 9

9 October 4 18 December 6 28 February 28 38 May 16

10 October 11 19 December 13 29 March 7 39 May 23

20 January 3 30 March 14 40

An inquiry into

Who we are

An inquiry into

Where we are in place and time

An inquiry into

How we express ourselves

An inquiry into

How the world works

An inquiry into

How we organize ourselves

An inquiry into

Sharing the planet

K Central Idea: Individuals have

similarities and differences.

Key Concepts: Perspective,

Connections

Lines of Inquiry:

• Roles and responsibilities in the

classroom

• How to be a productive member of a group

• How to be healthy

Central Idea: Shelters meet the

needs of individuals.

Key Concepts: Causation, Form

Lines of Inquiry:

• Types of shelters

• How the environment

determines the type of shelter

• How shelters have

changed over time

Central Idea: Pictures and stories

express ideas.

Key Concepts: Reflection,

Function, Perspective

Lines of Inquiry:

• Customs and celebrations

• Patterns in our world

• Methods of

communication

Central Idea: People impact the

environment.

Key Concepts: Causation,

Responsibility, Change

Lines of Inquiry:

• People create environmental change

• How individuals protect the planet

• Reducing waste

Central Idea: Leadership and

economics impact societies.

Key Concepts: Connection,

Function, Responsibility

Lines of Inquiry:

• How people meet basic economic wants

• Leaders, past and present

• What it means to be responsible

Central Idea: Plants, animals, and

people interact with the

environment.

Key Concepts: Form, Causation,

Change

Lines of Inquiry:

• Differences between living and non-living

things

• Characteristics of plants and animals

• Connections between people, plants, and

animals

1

Key Concepts: Function, Causation,

Responsibility

Lines of Inquiry:

• Citizenship

• How rules and laws keep people safe

• Managing and resolving conflict

Key Concepts: Change,

Perspective, Form

Lines of Inquiry:

• How people’s lives

change over time

• How places change over time

• Contributions from people of the past

Key Concepts: Form, Perspective,

Reflection

Lines of Inquiry:

• Diverse ways in which

people express

themselves

• How everyone can express their uniqueness

through the arts

• Folktales communicate lessons

Key Concepts: Function, Causation,

Form

Lines of Inquiry:

• Classification and

properties of matter

• Soil components and properties

• Effect of organisms in the formation of soil

Key Concepts:

Connection, Causation,

Responsibility Lines of Inquiry:

• Goods and services

• Producers and consumers in the

community

• Natural resources

Central Idea: All living things are

connected.

Key Concepts: Causation, Connection, Change

Lines of Inquiry:

• The needs of plants and

animals for survival

• How habitats support

plant and animal life

• The effects of seasonal changes on plants,

animals, and people

2

Key Concepts: Responsibility,

Form, Reflection

Lines of Inquiry:

• How individuals learn

• Needs and

responsibilities of community members

• Interdependence of

groups

Key Concepts: Change, Causation,

Function

Lines of Inquiry:

• What tools are

• How knowledge

changes tools

• Forces and motions

Key Concepts: Reflection,

Perspective, Connection

Lines of Inquiry:

• Fairytales

• Cultural traditions

• Geographical features and locations

Key Concepts: Change,

Connection, Function

Lines of Inquiry:

• Weather and seasons

• Cycles of day and night

• Weather related properties of matter

Central Idea: The marketplace

provides a system for economic

exchange.

Key Concepts: Responsibility,

Perspective, Reflection

Lines of Inquiry:

• Principles of trade

• Dependence on people in other places


Form

Lines of Inquiry:

• Features of animals in various habitats

• Life cycles of animals

• Animal classifications

3 Central Idea: The choices people

make form and influence societies

and governmental systems.

Key Concepts: Function,

Responsibility, Causation

Lines of Inquiry:

• Roles and responsibilities of

government

• Identification of

Central Idea: Communities are

shaped by geographical features and

cultural characteristics.


Change, Perspective

Lines of Inquiry:

• The relationship of our location to other parts of

the world

• Examination of physical

Central Idea: People, events and

developments shape communities

and regions.


Reflection, Perspective

Lines of Inquiry:

• The relationship between early

developers and their

influence on a

Central Idea: Energy can be

converted from one form to another.

Key Concepts: Form, Function,

Connection

Lines of Inquiry:

• Light and sound as forms of energy

• The production and transformation of sound

• The movement of light

Central Idea: Economic decisions

are influenced by productive

resources.

Key Concepts: Form,

Responsibility, Perspective

Lines of Inquiry:

• People engaging in trade to meet needs and wants

in various ways

throughout different

Central Idea: People can establish

practices to sustain and maintain the

Earth’s resources.

Key Concepts: Causation, Change,

Responsibility

• Factors that influence plant growth

• The structures and functions of plants

• The relationship

An inquiry into An inquiry into An inquiry into An inquiry into An inquiry into An inquiry into

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

community leaders who

demonstrate

characteristics of

citizenship

properties of natural

materials in our

communities and region

• Cultural characteristics of our community and

region

community and region

• The impact of events on the establishment of a


• The effects of technological

developments on a


cultures

• People making informed decisions about

spending money

• Availability of productive resources

(humans, natural, and

capital) drives decisions

of individuals and

communities

between human systems

and physical systems

and the impact they have

on each other

Environmental issues

that affect a region

4 Central Idea: Governments and

individuals impact societies.

Key Concepts: Form, Causation,

Responsibility

Lines of Inquiry:

• Foundations of government

• Functions and purposes of government

• Roles of citizens

Central Idea: Human migration is a

response to challenges, risks and

opportunities and cultural

differences.


Reflection

Lines of Inquiry:

• Reasons why people

migrate

• How key individuals and events influenced early

growth and changes

• How cultures influence one another

• The similarities between diverse cultures

Central Idea: Humans discover

processes that shape the world.

Key Concepts: Perspective,

Reflection

Lines of Inquiry:

• How Earth’s changes shape the land

• How humans use and misuse natural resources

• How nature inspires the arts

Central Idea: Actions produce

reactions in the form of energy.


Function, Form

Lines of Inquiry:

• How heat is generated and transferred

• How energy is produced and transferred

• How energy travels through and interacts

with matter

Central Idea: Economy changes

depending on the ability to produce

goods and supply services that can

be exchanged.

Key Concepts: Function, Form,

Responsibility

Lines Inquiry:

• Economic concepts,

supply and demand,

scarcity, goods and

services

• Entrepreneurs

• Global Interactions

Central Idea: Structures of

organisms contribute to their growth

and survival.


Change, Function

Lines of Inquiry:

• Physical characteristics shared between parents

and off-spring

• Organisms’ needs provided by

environmental stimuli

• How indigenous groups interact with and adapt

to the physical

environment

5 Central Idea: Beliefs, values, and

environment define culture.

Key Concepts: Form, Connection,

Reflection

Lines of Inquiry:

• How and why cultural regions differ

• How environments are interdependent

Central Idea: Discovery through

exploration impacts civilizations.


Perspective

Lines of Inquiry:

• The political impacts of exploration

• Economic impacts of exploration

• Why people explore different places

Central Idea: Settlements arise due

to common interests.


Perspective, Responsibility

Lines of Inquiry:

• Struggles and hardships of forming new societies

• How resources in a region influence the

development of the

economy

Central Idea: Observations and

perspectives impact and construct

knowledge.

Key Concepts: Function, Change,

Responsibility

Lines of Inquiry:

• How current events generate change

• Nature of chemical changes on matter

• Nature of physical changes on matter

Central Idea: Systems contain

interdependent parts.

Key Concepts: Form, Function,

Connection

Lines of Inquiry:

• How parts make up a system

• How societies organize themselves

• How technology assists and mimics parts of

systems

Central Idea: Decisions lead to

actions that mold the world.


Reflection

Lines of Inquiry:

• The reasons people break away from an

established government

• How documents summarize the

principles and purposes

of government

• The different perspectives surrounding

conflicts

Planning the inquiry

1. What is our purpose?

To inquire into the following:

Transdisciplinary Theme

How We Express Ourselves

An inquiry into the ways in which we discover and express ideas,

feelings, nature, culture, beliefs and values; the ways in which we

reflect on, extend and enjoy our creativity; our appreciation of the

aesthetic.

Central Idea

Numbers, pictures, and words can be used to communicate about the

world.

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?

The children will create a passport after visiting each country during

our Gingerbread Man unit. They will use pictures, drawings, and

words to describe things they have learned about each country.

Class/grade: Units of Inquiry

K* (M)

Age group: Kindergarten (5-6

Years)

School: Spring Mill Elementary (School Code: 006204)

Title: Run, Run As Fast As You Can(How We Express Selves)

Teacher(s): Balagopal, Subha; Brinkman, Craig; Brinson, Andrea;

Campbell, John; Flores, Kali; Gouge, Karen; Leman, Cassie; Moore,

Cindy; Murphy, Ellen; Patsel, Chad; Poindexter, Kristen; Rowe, Natalie;

Schmitt, Nancy; Schooler, Michael; Streit, Jennifer

Proposed duration

number of hours: over number of weeks:

(Week 14, 6 Weeks)

2. What do we want to learn?

function

perspective

reflection

What lines of inquiry will define the scope of the inquiry into

the central idea?

Customs and Celebrations

Patterns in our World

Methods of Communication

Listening and Responding to Text

Teacher Questions/Provocations

What teacher questions/provocations will drive these

inquiries?

-Students will be presented with different kinds of grains and asked to

explore them. The teacher will then facilitate a discussion about

them.

-What are some customs or celebrations that happen in your home or

family?

-How do people and animals get ready for winter?

-What are some ways we can communicate with others?

Where in the world does food come from?

What do kids need for winter?

What do animals do to get ready for winter?

What are some things we can do to help others?

What do we do to get ready for winter? (Teacher could bring in

gloves/mittens/heavy jackets, boots, scarves, etc. and show them to

the students and then ask "What do we do to get ready for winter?")

What are some changes you see in the weather during the fall?

What is the difference between day and night? (opposites)

© International Baccalaureate Organization 2007

Unit Map 2011-2012 :: MSD of Washington Township Collabor... http://msdwtk12.rubiconatlas.org/c/pi/v.php/Atlas/Browse/Uni...

1 of 5 9/26/11 3:38 PM


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?

Ask the children to tell you about what holidays are celebrated

at different times during the year (draw or write about it).

Children will tell (in a large group setting) how trees and

weather change during the different seasons-use an OWL or

Spider Web chart.

Children will tell (in a large group setting) how day and night

change during the different seasons-use an OWL or Spider Web

chart.

What are the possible ways of assessing student learning in

the context of the lines of inquiry? What evidence will we look

for?

Use the letters in the word "GINGERBREAD" and ask children

to give words that begin with those letters related to his

travels around the world.

Children will draw pictures of how trees and weather change

during the different seasons.

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?

Kat created a blog for the gingerbread man to use to communicate

about various countries as he traveled.

Children will keep journals about the GBM's travels (maps and flags

will be printed for the children to keep in their journals)

Several versions of the GBM will be read to children from various

countries so that the children can have experiences comparing and

contrasting them.

Trader's Point Creamery visit

Transdisciplinary Skills/Learner Profile

Communication

Social

What opportunities will occur for transdisciplinary skills

development and for the development of the attributes of the

learner profile?

Students will have many opportunities throughout the unit to share

and re-tell stories in their own words. The children will also be asked

to think about how all people get ready for winter. Are there some

people who get ready in different ways than others?

How can we help those people and animals who do not have enough

______ for the winter?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

Various GBM books (as collected by kindergarten teachers)

Australia:

http://kids.nationalgeographic.com/kids/places/find/australia/

Brazil:

http://kids.nationalgeographic.com/kids/places/find/brazil/

Canada:

http://kids.nationalgeographic.com/kids/places/find/canada/

China:

http://kids.nationalgeographic.com/kids/places/find/china/

Germany:

http://kids.nationalgeographic.com/kids/places/find/germany/

India:

http://kids.nationalgeographic.com/kids/places/find/india/

Israel:

http://kids.nationalgeographic.com/kids/places/find/israel/


2 of 5 9/26/11 3:38 PM

Mexico:

http://kids.nationalgeographic.com/kids/places/find/mexico/

Russia:

http://kids.nationalgeographic.com/kids/places/find/russia/

United States:

http://kids.nationalgeographic.com/kids/places/find/united-states-of-america/

Books:

Whose Tracks are these? Jim Nail

Tracks in the Wild by Betsy Bowen

Wild Tracks! by Jim Arnosky

Three Stalks of Corn by Leo Politi

Corn is Maize by Aliki

Rumplestiltskin by Paul Galdone

The Elves and the Shoemaker by Paul Galdone

A is for America by Devin Scillian

P is for Pinata by Tony Johnston

Adelita by Tomie de Paola

The Dancing Turtle by Pleasant DeSpain

Mrs. Wishy-Washy's Christmas by Joy Cowley

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

[Please begin typing here]

http://kids.nationalgeographic.com/kids/places/find/australia/

http://kids.nationalgeographic.com/kids/places/find/brazil/

http://kids.nationalgeographic.com/kids/places/find/canada/

http://kids.nationalgeographic.com/kids/places/find/china/

http://kids.nationalgeographic.com/kids/places/find/german

http://kids.nationalgeographic.com/kids/places/find/india/

http://kids.nationalgeographic.com/kids/places/find/israel/

http://kids.nationalgeographic.com/kids/places/find/mexico/

http://kids.nationalgeographic.com/kids/places/find/russia/

http://kids.nationalgeographic.com/kids/places/find/united-states-of-america/

Specials Integration



3 of 5 9/26/11 3:38 PM

Reflecting on the inquiry

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.

During this unit and after we had completed this unit, children were

able to make connections with the countries that we had learned

about. They would comment that they remembered something about

a country that we had learned previously or when we moved on to

other units, it was easy to ask the children if they remembered when

we learned about country XYZ and ask the children how what we

learned tied into what we were learning now.

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.

We would like to do a better job of having the students keep up with

their passports. Filling these out each day does take some time, but it

is easy to see the information that the children learned when

reviewing the days that are completed. We also decided to visit fewer

countries and spend at least 2 days learning about them so that the

children could learn about them a bit better and so that we could have

a better understanding of their learning.

What was the evidence that connections were made between

the central idea and the transdisciplinary theme?

The children were able to explore differences and similarities between

various celebrations around the world.

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?"

demonstrate the learning and application of particular

transdisciplinary skills?

develop particular attributes of the learner profile and/or

attitudes?

In each case, explain your selection.

Through our "travels" in different countries, the children were able to

learn about various customs and celebrations around the world. They

also made projects to represent each celebration or custom studied.

The children kept a passport of countries they visited and

communicated what they learned in it. The Gingerbread man wrote

letters, called, blogged, and emailed about his travels in these

countries sharing the customs and celebrations.

Children learned to say hello in the language of the countries they

visited. The children learned about the social aspects of the culture

and celebrations.



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Atlas Version 7.2.5


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.

Students in Kristen's classroom:

created vegetable soup after bringing in cans of vegetables (they

wanted to know how to make vegetable soup and what went into

it--what kinds of vegetables)

Several children wanted to know what would happen if we planted

coffee beans.

I wonder why different kinds of things can grow?

Why do some seeds look like the plants they grow into?

What are different ways we can harvest?

What are some things that help plants to grow?

What does it mean to harvest?

Why are there sticks next to the plants?

I wonder what the lines on the corn are?

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.

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.

2) wrote down the process while we were making the soup

3) decided after I asked, "What should we do with the extra cans of

soup?" to donate them to the SM Community Closet

-Lucas said that we should give them to people who do not have

any

-I told the children about the Community Closet so they decided

that we should take the cans there

-We took the cans to the Community Closet

-The children decided that they wanted to write letters to ask for

more cans for the closet

-They want to include the other Kindergarten classrooms as well

9. Teacher Notes

We all feel like we need more CD's with cultural music (solved after

unit was over--Kristen has 12 different kinds of cultural music on her

computer and can burn CD's for everyone)

Kat's video of the coffee ceremony was amazing and the children were

enthralled watching it

We would like to visit a country every other day instead of one a day

so that we can learn more about them over two days instead of

rushing through them in one day.

Cindy purchased several children's books that tied in very well (titles

to be posted)

We would like to include our Chinese teacher when we learn about

Chinese New Year

As a team, we have decided that we would like to collectively change

how this unit planner starts. We all felt that it was not a strong start

and it got us off on the wrong foot (harvest did not transition into

learning more about festivals around the world very well--although we

have learned about some harvest festivals since this unit has

ended--we would like to try and incorporate those next year).

Jen incorporated customs and celebrations by connecting harvest to

Thanksgiving and then moved into other celebrations around the

world.

In 2011-2012 we would like to visit the following countries:

USA

Sweden

Denmark

Mexico

China

Germany

Africa

Cindy put various items on the children's tables (swim suits,

sunglasses, mittens, flowers, leaves, gloves, hats, pumpkin, apple,

etc.) and asked the children to sort them into the season into which

they belonged.

© International Baccalaureate Organization 2007<< Previous Year

Last Updated: Monday, September 26, 2011, 3:37PM

© Rubicon International 2011. All rights reserved


5 of 5 9/26/11 3:38 PM





How We Organize Ourselves

An inquiry into the interconnectedness of human made systems and

communities; the structure and function of organizations; societal

decision-making; economic activities and their impact on humankind

and the environment.

Central Idea

People, places, and things interact. (People can impact their

environment)





Make a class book where the children pick a community worker and

draw or write about their responsibilities.

Teacher Observations.

Students will be able to select a community worker.

They will be able to draw/write/represent the worker's responsibilities.

Students will be able to share with adults and/or peers about

community workers.

Students will be able to share about how to get a job and

characteristics (Learner Profile/attitudes) to keep a job.


K* (M)


Years)


Title: Who Are the People in Your 'Hood(Organize Selves)





Proposed duration


(Week 23, 6 Weeks)



the central idea?

What it means to be responsible

How people meet basic economic wants

Leaders past and present



inquiries?

Who are some people in our neighborhood who can help us?

How do grown-ups get a job? Why do grown-ups need a job?

How do you keep a job? What jobs can we have in our classroom?

How did MLK Jr., past Presidents and other famous Americans change

things for us today?

Why do people want/need a job?

What ideas from the past help us now?

What is responsibility?

How does our past influence the present?

How are roles and jobs different across the world?

How are wants and needs are different across the world?

Visit the fire department/Survive Alive

Visit the IMCPL Downtown



1 of 4 9/26/11 3:39 PM




might we learn?"



Ask children to write about how they know winter is on the way and

what they observe about animals getting ready for winter.

Ask children to draw/write about ways they can help others get ready

for winter.

Because this is a pre-assessment, we will look for children to give a

basic understanding of the seasonal fall/winter changes.

Venn Diagram (past vs. present)

KWL Chart-- What do you need money for/how do you get money?

ABC Time Chart (Bertie Kingore)

During Writer’s Workshop ask “What do you need to do your job?”.

Give the children a specific list of jobs (firefighter, police officer,

teacher, doctor, mechanic, trash collector, veterinarian, etc.).



for?

Children can draw pictures of things that of the past and things that

they use in the present (ex: we have television, pioneers had

candlelight and books)

Ask children to draw a way that they can help influence the future (ex:

recycling, keeping the earth clean, following rules, etc.) Pages can be

bound into a class book.

Children can apply for and keep/not keep classroom jobs during this

unit of study. Children can apply for jobs using a job application that

lists skills they have that might be used to do that job (application to

be attached)

Children can keep a job journal--they can write about jobs they learn

about and what skills are needed to do those jobs.





Store-children have a store where they have jobs to earn money to

purchase items

Discuss simple levels of government (with in the building, community)

Invite various members of the community to come in and share with

children about their jobs--how they got their job, why they have their

job, and what they do for their job (IMPD mounted police, Pizza

Maker, Weather Man, Germ Specialist, Race Car Driver, Firefighter

(Kasey), K9 unit)

McGruff the Crime Dog/D.A.R.E

Visit the Survive Alive House (Mass. Ave)

Visit the IMCPL Library




learner profile?

Acquisition of knowledge- journal about each country

Comprehension-individually question during KWL chart, what is the

reason for their job? We need to be responsible to get a job

Application-store

Analysis-compare/contrast how something was done in the

past/present, currencies, different places in the world

Synthesis-children come up with idea for what they would like to sell

in the store, prices, quantity

Evaluation-reflection (if you did it again, what would you do

differently?, product research, older classes can come evaluate)

Dialectical thought-when they are purchasing, one item might look

different and sell a lot, why would you purchase that one over the

other? Will some things be more/less expensive? Give them two

pieces of candy and ask them to choose which one they would like and

have them tell you why

Meta-cognition- goes together with dialectical thought find someone

with a different point of view from you



IMPD mounted patrol, Dominoes Pizza maker, Karen from St. Vincent Children's Hospital (Glitterbug/germs), Kasey the Fire Dog (Firefighter

Jeff), Steve Smith (Purdue University Weather Man)


By inviting in local members of the community, children will be able to interact with them and find out more about how they got their jobs, what

skills/training were needed for their jobs, and what kinds of things they do during their jobs.


Media-watch DVD about Economics (wants and needs)



2 of 4 9/26/11 3:39 PM







The children are able to talk about several ways that our lives are

different from those who lived in the past.

Several children asked questions of the community members

pertaining to their jobs (skills needed to do their jobs and why they

want to do their jobs)




The children were asking the community helpers basic questions about

their jobs, but next year, we would like to have them keep a journal

and notice some re-occuring themes about responsibility, keeping a

job, and the special skills needed for a particular job.



We learned about how everyone does their job depends on others do

their jobs, too -- community jobs are dependent on one another.

Some jobs provide a service and some provide a good. The learner

profile and attitudes are needed to get and keep a job.








attitudes?


The children are able to connect ideas they use in our

classrooms with those shared by our community helpers (ex:

following rules may help you become a great police officer)

The children understand that it is their responsibility to learn the

skills needed to keep their jobs. They also know that their

paycheck is dependent upon how they do their job.

The students learned skills from the community helpers and

then transferred those skills to their classroom jobs.

The children demonstrated that they are able to help others by

purchasing canned foods from our Kindergarten Store. The

children donated the canned foods to our school Community

Closet



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Atlas Version 7.2.5






These questions were incorporated into the learning:

Why do we need money?

Does money look the same in different countries?

What do police look like in different countries?

What is that horse doing?




inquiries.




Students went home and talked with parents about their job and what

they do at their job.

Students looked up about different types of police officers after the

question was raised.

Streit's class used bulldog bucks to buy canned goods.

A few students brought in money from other countries.

9. Teacher Notes


<< Previous Year




4 of 4 9/26/11 3:39 PM





Sharing the Planet

An inquiry into the rights and responsibilities in the struggle to share

finite resources with other people and with other living things;

communities and the relationships within and between them; access

to equal opportunities; peace and conflict resolution.

Central Idea

Living things function and interact with each other and the

environment.





Students will draw three things that are living and three things that

are non-living.

Observations by teachers

Make the lifecycle of a frog out of playdough.

Evidence:

They can represent non-living and living things.

They can share with an adult or a partner about living and non-living

qualities.

They can distinguish between stages in a lifecycle.


K* (M)


Years)


Title: Wanted Dead or Alive (Sharing the Planet)





Proposed duration


(Week 29, 7 Weeks)


form

causation

change


the central idea?

Differences between living and non-living things



inquiries?

What is living?

What is non-living?

How do tadpoles grow and change?

How does a pond change in the spring?

How do insects grow and change during their life?



1 of 4 9/26/11 4:03 PM




might we learn?"



Sorting of living and non living picture cards. Students will need to

justify their answer.



for?

Drawing and labeling pictures of ponds.

Journal writing of life cycle of tadpole.

Clay model of life cycle of tadpole.

List of pictures or words of living and non living items

Students used index cards and drew pictures of one living and one

non-living thing on them. CM displayed them on a bulletin board in

two groups labeled "Living" and "Non-Living".





Walk to school nature center to make observation

Tadpoles in fish tank.

Class library with non fiction books of pond animals.

Mobile of pond life.

Explored the physical properties of the packaging used to ship

tadpoles and discussed ways to reuse and recycle materials.

Eagle Creek Discovery Trailer

Seeds and planting




learner profile?

Students will discuss how living things can feel and have

characteristics unlike non-living things. We will discuss how we have

to take care of the living and non-living things in our world to keep it

growing and thriving.



Media Center: Life Cycle/Ponds Bibliography - See attached link.

Media Center: Living/Nonliving Bibliography - See attached link.


School nature center to observe changes from seasons

Trip to city park to view pond in a natural setting and compare to school nature center

Life Cycle/Ponds

Living/Nonliving




2 of 4 9/26/11 4:03 PM







Students have solid grasp of life cycle of tadpole to frog.

Cindy will have her students make their water habitats next time, not

called a pond or an ocean, just a water habitat.

Kristen and Cindy's students enjoyed comparing water habitats.

Kristen and Cindy felt that during this unit they were able to dig

deeper into the unit/idea of IB for the first time this year.

Cindy loved Jen's idea of taking play dough and making the life cycle

of the frog.

Cindy and Kristen's students sorted living/non-living pictures into

sorting circles. The children also used index cards labeled with

living/non-living and then sorted pictures into two columns.

Kristen's children have had the opportunity to sort living/non-living

pictures at her Pocket Chart Work Station.

Cindy, Jen, and Kat all have tadpoles in their classroom (Some have

grown into frogs and several have been released into the Outdoor

Science Lab pond)

Kat's class made a giant flower using their hand prints; labeling the

parts of the plants.




More time for individual conversations with students to determine

knowledge










attitudes?


See Unit Reflections.



3 of 4 9/26/11 4:03 PM

Atlas Version 7.2.5






CM- Are there ponds in England/China?

CM-Do they have ducks in England/China?

KP-Can animals from one habitat live in another habitat?




inquiries.




9. Teacher Notes

JS felt she did not do anything global with this unit, but plans to in the

future.


<< Previous Year




4 of 4 9/26/11 4:03 PM





Where We Are In Place and Time

An inquiry into orientation in place and time; personal histories;

homes and journeys; the discoveries, explorations and migrations of

humankind; the relationship between and the interconnectedness of

individuals and civilizations, from local and global perspectives.

Central Idea

People and places change over time.





See below in Summative Assessment

Class/grade: Units of Inquiry 1*

(M)

Age group: Grade 1 (6-7

Years)


Title: Our Past and Present (Place And Time)

Teacher(s): Balagopal, Subha; Barnett, Zula; Brinkman, Craig; Brinson,

Andrea; Campbell, John; Flores, Kali; Gouge, Karen; Hodson, Kathrynn;

Leman, Cassie; Masters, Erika; Murphy, Ellen; Patsel, Chad; Schmitt,

Nancy; Schooler, Michael; Suzo, Diana; Weber, Melissa

Proposed duration


(Week 7, 7 Weeks)

Maps

Visual Arts Project

Students made a map of their choice. (bedroom, house, street) We

used a 10-point rubric to score the projects. The elements included

map features like a key, symbols, and a compass rose.

Timelines

Open-Ended Task

Students created timelines of their lives. This was more teacher

directed, with requirements of: 5 events during their lives,

chronological order, and the format. We scored this based on a

10-point rubric


form

change

perspective


the central idea?

How people change over time

How places change over time

Maps


What teacher questions/provocations will drive these inquiries

Offer several atlases, maps and globes and students explored1.

Read alouds: Me on the Map, Mapping Penny's World2.

Chapter 6 in Social Studies text activities3.

Take two maps or globes and show differences4.

Johnny Appleseed places/Columbus Day link to maps5.

Have students place where they live on a map6.



1 of 4 9/26/11 4:07 PM




might we learn?"



We will have students sort pictures from long ago and today.

Show them a globe, map, and road atlas and ask what they know

about these.



for?

We will look for all students' active participation in the creation of

community maps. All group members will have roles. We MAY have

them self-assess on a rubric. (This did not happen.)

There will be a written response where students have to justify which

time period they would rather live in.

We will label the parts of maps made by children at home.

We will make timelines of major events in the children's lives.





Symbols from "Who We Are" connected to this unit

-students creating maps at home

-students noticing maps in world and bringing them in to share

-students making maps of communities that included roads, homes,

landmarks, etc.

-Students studied pilgrims and the first Thanksgiving. Connor Prairie's

"Prairie Pioneers" visited SM and dressed like pioneers. Students

learned about the daily lives of pioneers.

-Students made timelines of their own lives to gain perspective of

change over time.

-Students looked at technology (especially communication) to see how

things have changed in a short period of time. We looked at pictures

(from various resources) of schools in pioneer times (connecting back

to Prairie Pioneers).

-Student (Suzo) shared a continents song she learned in preschool.

This was shared among the grade level and students were enthused to

find these on maps and globes.

-Map was hung in hallway. Students placed pins in places where

Columbus, Johnny Appleseed, The Leprechaun, etc traveled.




learner profile?

Learner Profile Attributes: Open-Minded, Risk-Taker, Inquirer

Transdisciplinary Skills:

Communication: Viewing, Non-verbal Communication

Self-Management: Spatial Awareness, Fine Motor

Research: Collecting Data, Organizing Data

Thinking: Application

Social Skills: Cooperating



Media Center: Maps/Change Over Time Bibliography - see links to access website.


Maps Bibliography




2 of 4 9/26/11 4:07 PM











landmarks, etc.


"Prairie Pioneers" visited SM and dressed like pioneers. Students

learned about the daily lives of pioneers. Throughout the remainder

of the unit, students continued to notice products that came from the

past.

-Students made timelines of their own lives to gain perspective of

change over time.


things have changed in a short period of time. They were shocked to

discover their grandparents did not have cell phones or computers!

Students asked what school was like "back then". We looked at

pictures (from various resources) of schools in pioneer times

(connecting back to Prairie Pioneers).









-Students sorted pictures from long ago and today. Then they wrote

about why they would prefer to live long ago or today and justify why

they chose what they chose. This part of the assessment was a bit

too hard for some of the kids. Where they could answer the

questions, not all children had the skills necessary to write the

response.



Students assessments showed that just over 95% of students knew

the difference between pictures from long ago and pictures from

today's world. Students were finding maps all around our school and

wanted to explore them. They noticed that some maps did not have

places on them (old maps) and inquired about why that was.








attitudes?






landmarks, etc.


"Prairie Pioneers" visited SM and dressed like pioneers. Students were

open-minded when they learned about the daily lives of pioneers.

-Students were researchers when they made timelines of their own

lives to gain perspective of change over time.


things have changed in a short period of time. We looked at pictures

(from various resources) of schools in pioneer times (connecting back

to Prairie Pioneers).








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What are the lines on a map?

What do the colors mean?

What do the symbols mean?

What is the thing with the arrows?

What is a continent?

What are the differences between the states and countries?

Are India and Indiana the same?

Did you have a phone in your house when you were little?

Did pilgrims go to school?




inquiries.


Students want to make their own maps



Groups making community maps wanted to add on titles of

continents, bodies of water, and a compass rose.

Students were interested in talking with other adults about what their

lives were like "back then". They asked people in their homes and

around the school.

9. Teacher Notes





4 of 4 9/26/11 4:07 PM





How the World Works

An inquiry into the natural world and its laws; the interaction between

the natural world (physical and biological) and human societies; how

humans use their understanding of scientific principles; the impact of

scientific and technological advances on society and on the

environment.

Central Idea

Our world is made up of land, air, and water.





There was a rubric worth 25 points that was used to assess their

"Matter Books".


(M)


Years)


Title: Let's Get Dirty (How The World Works)





Proposed duration


(Week 23, 6 Weeks)


form

function

causation


the central idea?

Classification and properties of matter

Soil components and properties

Effect of organisms in the formation of soil



inquiries?

-Put snow, water and ice on table and let children question

-Table of solid, liquid, and liter bottles w/ mentos or alka seltzer and

see how gases form

-Use types of soil from flower shop to look at different types of soil

-Show log that is partially decomposed

***Balloon experiment w/ solid, liquid, gas



1 of 4 9/26/11 4:08 PM




might we learn?"



-discussion questions

-observation/science notebooks

Evidence: Student generated examples of the different types of

matter, conversations between students and teacher, students'

connections to the reading over matter.



for?

-Observation notebooks

-matter book

Evidence we look for: words and descriptions used by students when

doing experiments, pictures they draw to show their understanding of

the content, their understanding of how their Matter Books work,

responsibility by each student when it comes to keeping all their

materials in their Matter Books.





-Web of Life

-Worm Books

-Worm farms

-matter book

-gathering soil from different areas around school on a nature walk.

-observe different soils and the organisms we find.

-dirt discovery

-experimenting with and exploring different types of matter.




learner profile?

Learner Profile Attributes: Knowledgeable, Thinker


Communication: Writing

Self-Management: Informed choices

Research: Interpreting data

Thinking: Evaluation, Dialectical thought

Social Skills: Adopting a variety of group roles



Media Center: States of Matter with water (Solid, liquid, gas) Bibliography - see links to access website.

Media Center: Life cycle/Worms and Soil Bibliography - see links to access website.

-United Streaming


States of Matter/Water

Worms/Soil/Life Cycle




2 of 4 9/26/11 4:08 PM







"Matter" books made by students showed that students understood

that all things on earth are made up of different types of matter.

Students generated examples of each type of matter.

Students inquired about whether all things that are alive "pooped".

They wanted to know if the baby in Mrs. Weber's stomach did too!

Students explored soil and wanted to know where they can find the

other types of soil. They asked if we could go get some. (We had

samples, but they wanted to dig it up.)




We need to give more guidance in the science notebooks. The

students observed, and focused on, things that we not along the lines

of inquiry. (i.e. a moth in the worm farm)

Next year we may provide focus questions to get them started.

The matter books were excellent! They showed student

understanding and growth.



Students were talking about the make-up of different things they saw

outside on the playground and in our classrooms. They wanted to

know what state of matter "goo" was.

Students observed that soil looked different in different areas of the

world. They wondered (in the science notebook) if that connected to

it being hot in different places.








attitudes?


- Discussions over their background knowledge, partner sharing on

what they already know and things they want to learn more about,

showing pictures that went with the unit and having students notice

and ask questions about them.

- Throughout the unit, all of the students kept a Matter Book in which

they placed all of their experiments, questions, observations, etc. and

referenced different materials frequently. Students completed

experiments that tested the different types of matter that make up

the world. Students also drew pictures and labeled different examples

of solids, liquids and gases...these examples were student generated

and combined what they already knew with what they were learning.

Throughout the unit students worked mostly in groups and each

person in the group had a different yet important role.

-Students shared what they already knew about the different types of

matter. They used descriptive words and all students made some sort

of contribution to the discussions throughout the lessons..showing

that before, during and after, they were already Knowledgeable about

the topic. Students were constantly going back to their Matter Books

and changing previously thought notions and/or showing that their

thinking was spot on from the beginning...showing that they are

Thinkers



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What is "goo" -a solid, liquid, or gas?

Does the kind of soil change if it is hot somewhere or cold

somewhere?

Can you melt everything?

If everything alive releases waste, does that mean everything

"poops"? "What about the baby in Mrs. Weber's stomach?" (They

were very enthralled with this idea.)




inquiries.




At recess, students go to look in the "forest area" to see what

organisms they can see.

9. Teacher Notes


<< Previous Year




4 of 4 9/26/11 4:08 PM





Sharing the Planet

An inquiry into the rights and responsibilities in the struggle to share

finite resources with other people and with other living things;

communities and the relationships within and between them; access

to equal opportunities; peace and conflict resolution.

Central Idea

All living things are connected





Egg Drop - Where students discuss how things in nature protect

themselves. They then will create a plan and draw or write how they

will protect their egg. The grade level then will have an egg drop from

the swing set in which bundled eggs will be dropped to see if they

were protected.


(M)


Years)


Title: Our World (Sharing The Planet)





Proposed duration


(Week 30, 7 Weeks)


causation

change

connection


the central idea?

The needs of plants and animals for survival

How habitats support plant and animal life

How plants and animals depend on one another for survival

The effects of seasonal changes on plants, animals, and people



inquiries?

What do you need to live?

What do your pets need to live?

How do habitats meet the needs of living things?



1 of 4 9/26/11 4:15 PM




might we learn?"



Oral conversation -How can we keep these chicks alive?



for?

We can collect science notebooks and look at observational drawings

of trees through summer, fall, winter, and spring. (Done throughout

year). Students can write a reflection on what they notice.

Rubric from "egg drop".

Students choose an animal and place it in a food chain (group or

individual?)








learner profile?

Learner Profile Attributes: Reflective, Inquirer


Communication: Presenting

Self-Management: Gross motor skills

Research: Presenting research findings, recording data

Thinking: Dialectical thought, metacognition

Social Skills: Group decision making



Media Center: Seasons/Natural Resources/Interdependence Bibliography - see links to access website.


Egg incubators, boxes for post-hatching, and a local farm where the chicks will go after 2 weeks.

Seasons/Natural Resources/Interdependence




2 of 4 9/26/11 4:15 PM







-Students visited Eagle Creek Park and explored different habitats and

animals. Students noticed that the water had plants growing in it and

connected this to feeding the fish.

-We raised chick eggs during this unit. Students learned the needs of

a chick egg for development. Students learned the needs of chicks

after they were born. They tracked the egg development daily in their

science notebooks and read about its different stages. We tried

different methods of seeing through the shell and discovered it worked

best with a flashlight. Students made their own "egg protectors" to

protect a grocery store egg from breaking when dropped from the top

of the slides. They had to plan their projects, list materials needed,

draw diagrams of what it would look like, and justify why they thought

it would work. A rubric was used to score this.




We would have students present their life cycles to the class to ensure

that they truly understood.



Students were interested in knowing if different animals ate others.

They were asking frequently "Does this animal eat this kind of

animal?".








attitudes?


-Students visited Eagle Creek Park and explored different habitats and

animals.

-We raised chick eggs during this unit. Students learned the needs of

a chick egg for development. Students learned the needs of chicks

after they were born. They tracked the egg development daily in their

science notebooks and read about its different stages. We tried

different methods of seeing through the shell and discovered it worked

best with a flashlight. Students made their own "egg protectors" to

protect a grocery store egg from breaking when dropped from the top

of the slides. They had to plan their projects, list materials needed,

draw diagrams of what it would look like, and justify why they thought

it would work.

-Each classroom housed a worm farm that students observed and

asked questions about. Students were thinkers and inquirers. They

decided to collect worms from the playgrounds after a good hard rain.

-Students read about and observed different soil types. They

reflected on the why different soils were in different locations.



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Students wondered where they could get the worms.

Students wondered how the worms move and get air.

Students wondered why the worm was slimy.

Students wondered why our dirt looks the way it does.

Students wondered why their was "green stuff" in the pond.




inquiries.




Students were digging with sticks at recess to look for creatures.

Students wanted to raise the chicks all the way to adult-hood.

9. Teacher Notes


<< Previous Year




4 of 4 9/26/11 4:15 PM





How The World Works

An inquiry into the natural world and its laws; the interaction between

the natural world (physical and biological) and human societies; how

humans use their understanding of scientific principles; the impact of

scientific and technological advances on society and on the

environment.

Central Idea

Cycles of the natural world affect communities.





Breaking Newscast for Severe Weather

Students will research severe weather from all seasons through

inquiry circles. They will create a mural of that severe weather to use

as the backdrop for their breaking news bulletin (label the text

features). Students will write a news bulletin giving information on the

features of the severe weather, the causes, and the effects on the

community. This newscast will be presented to the class.

A rubric will be used to assess.

**How should people stay safe?


(M)


Years)


Title: Cycles (How The World Works)

Teacher(s): Abels, Maribeth; Balagopal, Subha; Baumgartner, Kaitlin;

Behny, Megan; Brinkman, Craig; Brinson, Andrea; Campbell, John;

Flores, Kali; Gouge, Karen; Leman, Cassie; Mastain, Lindsey; Murphy,

Ellen; Patsel, Chad; Schmitt, Nancy; Schooler, Michael

Proposed duration


September 27-November 5

(Week 5, 6 Weeks)


function

change

connection

Attitudes: appreciation, curiosity, empathy


the central idea?

Weather and seasons

Cycles of day and night

Properties of matter



inquiries?

*How are the states of matter the same and different?

*How do weather and seasons affect communities?

*What are the cycles that cause the change from day to night and the

seasons?

*What are the features of different types of weather?



1 of 5 9/26/11 3:02 PM




might we learn?"



*Pre-test compiled from Science book chapter 6

*Vocabulary pre-test



for?

*Illustrate the seasons in the community

*Picture sort the properties of matter

*Inquiry science lessons

Cycles Vocab Test.doc





*Weather quotes and idioms to illustrate (red sky in morning…)

(Evening Gray, Morning Red by Barbara Wolff) and legends with facts

(Weather Legends by Vogel)

*Science pilot kits: Air and Weather

*Choose places around the world to check on the weather and times

(seasons, day/night)

*Trailblazers #5, 6, 7, 8, 19

*Measure the length of shadows during different parts of the day

*Weather station

*Matter exploration (example: art with different types, scavenger

hunts, ice cubes to change the state of matter, model/demonstration

of molecules, design a house so Frosty doesn’t melt and test with ice

cube)

*Weather current events

*Moon calendar

*Illustrate the way the community changes during the different

seasons

*Weather journal for observations

*Sun dials




learner profile?

Small group work

Partner work

collaboration

Gathering data and analyzing it

Reporting on data analyzed

Shared how severe weather affects communities (storm came

through during this unit) - Put yourself in others shoes.

Learner Profile Attributes: Communicator, Knowledgeable, Thinker

Attitudes: Appreciation, Curiosity, Empathy


Communication

Research

Thinking



National Geographic leveled readers, Crystal Wicker, weatherwhizkids.com, Magic Tree House books, weather notebook, The Kids Book of

Weather Forecasting by Breen, Randy Ollis, www.woogiworld.com (from Trailblazers)

Videos: National Geographic Circle of Water, Bill Nye Water Cycle and Climate, Magic School Bus Kicks Up a Storm, Storm Chasers, Weather and

Climate, Where Storms Begin, Mister Know It Owl’s Weather, Weather: A First Look

Media Center: Severe Weather Bibliography - see links for access to website.

Media Center: Cycles: Day/Night and Seasons Bibliography - see links for access to website.

Media Center: States of Matter (Gr 1) Bibliography - see links for access to website.


Invite local meteorologist to come speak, storm chasers


2 of 5 9/26/11 3:02 PM

Cycles: Day/Night & Seasons

Severe Weather-Gr 2

States of Matter/Water




3 of 5 9/26/11 3:02 PM







Students came in with some knowledge about natural cycles,

especially the seasons and how they connect to their lives. Using how

clothing changes and what the community looks like in different

seasons was a good starting point. A big part of this was students

learning what some different cycles are (day/night, moon phases,

weather patterns). They had observed day/night, the moon, and

weather but had to go much deeper to explore more specific details

and how that affects them and the community. With all of the content,

next year we need to make sure we continuously connect back to how

the natural cycles affect communities. This link was a little weak this

year.




The timing for the summative assessment was too long, because the

students spent three days researching and then had too much time to

develop their mural. We do need some intermediary steps between

doing the research and creating the mural--something simple to build

the kids up to it. Megan Andress creating a quick graphic organizer

that worked well. It prevented them from copying information straight

from the book, because it was more of a bulleted list. We'll have to

teach them to take that information and transfer it into sentences.

The initial plan was to put the lower readers in the group to research

Thunderstorms because they had experienced them. However,

thunderstorms and tornadoes are complex topics to research, and the

reading levels need to be better distributed.

We need to remove floods from the severe weather choices, because

the kids weren't as engaged as in other topics.



Research was a major component of the inquiry circles. Students

struggled with this a little, because it was their first time this year. We

need to make sure we have multiple copies of appropriate level texts

available for the groups. We also need to spend extra time working on

determining importance to help focus their thinking. The kids were so

excited about all the cool facts they found that sometimes they missed

the key features of their severe weather.

Initially the severe weather bulletin was overwhelming to the kids, but

when the format was provided, they could communicate their

information more effectively. We do need to streamline this part of the

written component, because it was a lot of recopying.








attitudes?


This unit was much easier to integrate throughout the day. Reading,

writing, and science were taught simultaneously. It really helped to

have the National Geographic books (appropriate, good pictures,

integrated into guided reading).

The phases of the moon tracking activity was a good idea, but more

background knowledge was needed before starting their observations.

We want to improve on making connections between concepts and

around the world, because it creates experiences and learning that the

students remember. Some concepts seemed to be lost as the unit

went on, because the students didn't have their knowledge

internalized. This is difficult because of time constraints, but we need

to develop activities around making connections.

Rotations Day: The kids had a great time and learned lots about the

states of matter. Students could define and support the different

states of matter. Next year, have everyone do the ice cream station at

the same time and then do 5 separate stations.



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inquiries.




The International Weather tracking wasn't an authentic way to

integrated international perspectives. It was just another thing to get

done and connections weren't made as strong as they needed. We

need to find a way to revise the activity: maybe do it for a week and

make observations/connections to Indianapolis, tie in United

Streaming to actually see what the weather was like in the country).

We need to make it more meaningful. How would you dress today

____ versus ____ (how the weather affects the community).

9. Teacher Notes


<< Previous Year




5 of 5 9/26/11 3:02 PM









aesthetic.

Central Idea

Cultural traditions reflect the beliefs, values, and heritage of

communities.





Bazaar: Each classroom has a different country/culture/holiday. They

create stations within the room covering clothing, food, holiday, and

money. Music from that country will be playing and kids will be

encouraged to dress us.


(M)


Years)


Title: Cultures (How We Express Ourselves)





Proposed duration


(Week 11, 6 Weeks)


connection

perspective

reflection


the central idea?

Folktales and fairy tales

Cultural traditions

Geographical features and locations



inquiries?

*What is culture?

*How are cultures alike and different?

*How do characters from fairytales and folktales show the Leaner

Profile and Attitudes?

*How does literature reflect the features of a community's culture?

*How are the geographical features reflected in the literature?



1 of 4 9/26/11 3:03 PM




might we learn?"



Still need to develop a pre-assessment



for?

*Venn diagram to compare either cultures or fairytales

*Label continents on a map





*Cultures in a Bag

*Character report card

*Compare Cinderella stories from around the world

*Write fairytales

*Retelling graphic organizer




learner profile?

Small group work

Collaboration

Artistic

Partners

Presented at a cultural bazaar where community members and

SM families were invited.

What respect looks like in different parts of world - modeled and

practiced.

Learner Profile Attributes: Caring, Open-Minded

Attitudes: Integrity, Respect, Tolerance

Transdisciplinary Skills: social, communication



Media Center: Cinderella Around the World Bibliography - see links to access website.

Media Center: Holidays and Traditions Around the World Bibliography - see links to access website.

Media Center: China Bibliography - see links to access website.


Principal, family members, and other community members were invited to peruse the bazaar.

Cinderella Around the World: Gr 2

Holidays and Traditions: Gr 2

China: Weyls-Gr 2


Media Specialist read and discussed fairy tales and folktales with focus on characters and how they related to the Learner Profile and attitudes -

discussing and labeling the character traits that specific characters poses. Fairy tales and folktales focus on communities around the world as

well as customs and beliefs within the communities.



2 of 4 9/26/11 3:03 PM







Revise Cultures in a Bag by breaking the sections up into different

days. Allow them a few days of exploration before having them write

about the artifacts.

Fairytales didn't seem to go with the Cultural Bazaar assessment.

Comparing the same version of a fairytale across different cultures

was a positive but didn't have a tight connection to the culture the

class studied. We need to make more connections to the country of

origin and highlight what examples of traditions/heritage/beliefs

/values are presented in the story. It's a great line of inquiry; we just

need to make it more authentic and tie it more closely to the central

idea.




Divide the creation of the products for the Cultural Bazaar throughout

the whole unit. Maybe have Fridays as "Culture Creation Day." At the

same time, the kids were more focused and kept it together better

than expected right before Winter Break by having to create their

projects to present.

The winter holiday didn't end up being as big of a focus as we had

anticipated. There was more of a focus on the culture on the whole.

Kids took the initiative and directed their questions about culture in a

different direction than we had expected. Since this was an extra unit

outside the four required to teach this year, the teachers were content

with keeping a narrow focus to figure out where to take it in further

years. It was such a great surprise to watch the kids get excited about

the different components of culture, ask questions about a range of

traditions, and make connections to their own lives. Their interests

made the unit more encompassing and focused on traditions that

included everyday life. Using the Day and Night books from National

Geographic further emphasized this, because it took a familiar concept

from the previous unit and linked it to traditions.

The kids had lots of questions about the cultures being taught in the

other classrooms. We need to find a way for the kids to ask questions

of the other kids.

We need some sort of criteria to assess student learning and

participation in the research and presentation at the Cultural Bazaar.



The students demonstrated tolerance and respect as they explored the

social transdisciplinary theme. They found that respect and

understanding built better relationships. A big focus was that cultures

aren't right or wrong, they're just different and those differences need

to be communicated and celebrated. For example, students found it

very interesting that showing respect to adults in other cultures meant

not looking them in the face.

Again, we need to make these themes explicit. The kids are

understanding how the concept applies and connects to their learning,

but we also need to name the specific themes we're using.








attitudes?


The kids enjoyed the Bazaar on the whole. They were really excited

about seeing the work of other classes and having School Board

members, CEC admin, and parent come in.

In the media center, students discussed character traits and chose

learner profiles or attitudes that character needed to learn or

displayed.

The students began making connections between this unit and the

previous Cycles unit. When looking at maps, the students made

comments about how the geographical location of the country affected

the weather and day/night cycle. We need to highlight this more next

year. One way would be to continue tracking the weather in the

country on which the class focuses on. It was great to see them

starting to make strong, authentic connections in their thinking.

The Culture in a Bag gave a great overview of each cultures. Kids

were disappointed that they couldn't study ever culture in depth, so

the combination of great pictures with detailed texts gave them an

overview of what everyone was studying. The combination of artifacts

was engaging to kids and allowed them to make observations with

their groups. We do need to make sure that we make time for the kids

to rotate between all the classes more for the Cultural Bazaar. With as

much as they loved learning about the different cultures in this

activity, we need to allow them to see the information presented in

more depth.



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A small student group asked to create one classroom in a market by

arranging the tables and displaying "products" for each stand (food,

clothes, money).

Students studying Germany initiated the creation of the Black Forest

for the setting of the Hansel and Gretel gingerbread house.

One student inquired about the weather cycles that affect the country

the class studied, connecting the previous unit to this one.




inquiries.




Students got a really good understanding of how the culture was

reflected in the fairytale. Little emphasis was put on the geography.

Students understand the meaning and application of characteristics of

the Learner Profile and Attitudes from the connection to the fairytale

characters. More time needed to be spent on the Character Report

card to connect that understanding with their reading and writing.

Maybe use the Character Report card as a transition the occupations

unit.

9. Teacher Notes

Media Specialist will communicate with teachers to keep from

repeating many fairy tales and folktales. Being clear about who is

focusing on which folklore will minimize the repetition. Then, teachers

can guide the necessity for repetition of folktales as needed - KG.





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Where We Are In Place And Time





Central Idea

People create tools to solve problems.





Students will solve a real life problem using a tool. They can invent

their own tool, change an existing tool, or combine tools to solve their

problem. They will draw a diagram of their solution. In the written

section, students will describe the problem, list the materials needed

for their tool, and justify how their tool solves the problem.

Students can develop their own problem or choose one from a list.

This will be graded using a rubric.


(M)


Years)


Title: Changes in Tools (Place And Time)





Proposed duration


6 weeks (Week 23, 6 Weeks)



the central idea?

Force changes motion

Need and knowledge change tools



inquiries?

1. How do tools work (function)

2. How had knowledge changed tools? (causation and change)

3. How have people's needs changed tools? (causation and change)

4. Why does force change motion? (causation)



1 of 4 9/26/11 3:04 PM




might we learn?"



*Anticipation guide

When given at the end of the unit, students will fix the false answers.



for?

*Timeline: their lives, changes in tools, when tools were invented,

airplanes

*Simple Machine booklet: what does it do, how does it make work

easier, what are examples, what does it look like

*How can I solve the problem examples: give a problem and students

invent something to solve that problem

*Biographies: What learner profile characteristics and attitudes do

people have?





*Create a class/grade level timeline of when all inventions were

started

*Read a biography and justify why that person demonstrates

characteristics from the Learner Profile and Attitudes

*Compare and contrast tools in the past to current tools and describe

the changes made

*Determine the current needs for new technology (specifically in

transportation)

*Create trading cards for inventors

*Science Studies: Move It, Forces, Technology, Systems

*Simple Machines rotations

*Timeline of airplanes

*Give a problem and kids develop a solution




learner profile?

Small group work

Partners

Collaboration

Invention of a tool

Presentation of tool

If at first you don't succeed...try, try again. Tweaking inventions

to make it better.

Learner Profile Attributes: Communicator, Inquirer, Risk-Taker

Attitudes: Commitment, Curiosity, Creativity


Communication

Research



Science book chapters 10 and 13, A Weed is a Flower, Thomas Adams Invents Chewing Gum, Flying Machines, The Wright Brothers Learn to Fly,

biographies series, Reading a-z inventions books, Wright Brothers and George Washington Carver readers theaters, Pearl and Wagner

Media Center: Inventors/Inventions Bibliography - see links for access to website.


Inventors/Inventions-Gr 2




2 of 4 9/26/11 3:04 PM







Biographies have gone much better this year-possibly because we're

spending more time doing it, more reasonable expectations? Having

them focus on reading text, finding information, putting it in their own

words, and determining why the person is important has helped them

to understand the genre and what makes a person important. The

students had a graphic organizer with a shorter section for childhood,

which meant they focused more on the later years of the person's life.

Students have been more interested in biographies.

Lots of the things are still teacher directed. Is it just where we are in

the process?

Students made connections between two other units taught during the

year, especially when developing their problems (cultures and cycles).

Vocabulary was stretched and students continue to use these words.




We did the post anticipation guide and found that kids either did really

well or bombed it. We need to do a better job and spiral back to

review previous concepts before giving that test. Next year, give the

post-test before doing the summative assessment.

Due to the timing before spring break, kids struggled to focus on

creating their project. Doing the "I Have a Problem" activities before

the assessment week really helped them develop their own problem

and invention. More practice needs to be done on how to justify their

thinking. We need to have a variation of the written component for the

ENL and lower readers.



The "I Have a Problem" questions tapped into the kids' creativity and

critical thinking as they invented tools to solve problems from around

the world. The combination of writing, drawing, and talking enhanced

the students' critical thinking. These scenarios made connections

between the need for different tools and why some new inventions are

created.








attitudes?


The airplanes week provided a solid foundation for the skills necessary

to be successful in the unit. Students practiced making timelines,

began the "I Have a Problem" scenarios, asked questions about why

tools changed, and demonstrated the importance of making

modifications to their original ideas. During the airplane test runs and

The Wright Brothers Learn to Fly gave them a new perspective of how

inventions need changes to make them more successful.

Leo the Cockroach

Having the students determine what Learner Profile and Attitudes

people had from the biographies was much easier. Kids expanded their

thinking on these terms, as indicated by not kids not always choosing

"caring" and "respect." Their reasoning for what characteristics they

chose was more closely related to what the individual did. This activity

was much easier to do than the Character Report Card from the

fairytales portion of the cultures unit.

The transdisciplinary skills were covered frequently. Kids had to

communicate their ideas and work collaboratively with each other. The

biography and simple machines books required students to research

and communicate their information.



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Student Questions:

*What will flying look like in the future?

*What's the difference between airplanes and helicopters?

Student Actions:

*Seeking out more books about the person they studied in their

biographies

*Developing the problem:

--Lots kids used Japan, Chili, and Haiti as their basis for the problem

--Connections were made between India from culture unit:

pollution/trash in Himalayas, talking about Israel

--Where could a hurricane happen (connection to cycles unit)

--Create a seat in a car that could be used as a spare tire

--Body suit for malaria to keep mosquitos away




inquiries.




This year it was much less overwhelming to teach the unit. The topic

was narrowed, which allowed us to go deeper.

This unit lends itself to integrating reading, writing, and science

authentically without it feeling forced. Within the study we were able

to students cause/effect, determining importance, inferring, asking

questions, and reading nonfiction. Next year: tied more into current

events. Weekly, bring in articles and share things happening (what

problems are they having that you could invent something to help).

9. Teacher Notes





4 of 4 9/26/11 3:04 PM





Where We Are in Place and Time





Central Idea

Physical features, people, events, and developments shape cultures of

individual communities.





Students will complete brochures comparing their community and

another community in the world.

Students will be graded by using a rubric looking for maps, cultural

characteristics and make connections between the two communities.


(M)


Years)


Title: Where in the World Is...(Place And Time)

Teacher(s): Andress, Megan; Balagopal, Subha; Brinkman, Craig;

Brinson, Andrea; Campbell, John; Flores, Kali; Gouge, Karen; Kershaw,

Tim; Leman, Cassie; Mcallister, Missy; Murphy, Ellen; Patsel, Chad;

Schmitt, Nancy; Schooler, Michael; Streit, Elizabeth; Switalski, Jennifer

Proposed duration


(Week 1, 3 Weeks)


change

connection

reflection


the central idea?

Comparing our community to other communities in the region

The people and events that brought change to our community

The location of our community

How our community is culturally and physically unique in

comparison to other communities in the world



inquiries?

Where in the world am I?

How is the US like a salad bowl/melting pot?

How do communities get started?

How, why, and by whom do communities get changed?



1 of 5 9/26/11 3:10 PM




might we learn?"



Teacher observation on mapping activities.

KWL charts with information about people and events that brought

change to our community.

Make a class venn diagram comparing/contrasting our community with

other communities in the world. Can be added to with new colors as

we learn more.



for?

Rubrics for the following.

Students create a globe on a balloon to demonstrate their

understanding of geographical terms as identified in 3.3.2-3.3.3 using

a word bank.

Students create maps of US demonstrating understanding of related

vocabulary. Include special locations of events that changed the US.

(Ex: Where pioneers first settled, etc...)

Students give a report comparing our community with another

community in IN, the US, analyzing and comparing the people and

cultures of each location.





As a class, write about the physical features as they impact the local

community. Use later in summative assessment.

Venn diagram comparing communities.

Create maps comparing physical features of Midwest to other places in

the world.

Research people who have brought change to our community and give

a class presentation. Students will be video taped to reflect upon their

performance.




learner profile?

Learner Profile Attributes: Reflective, Open-Minded, Risk-Taker

Attitudes:


Social Skills: Respecting others, Cooperating

Communication Skills: Reading, Viewing

Thinking: Analysis, Comprehension, Dialectical Thought

Research: Formulating Questions, Observing

Self-Management: Codes of Behavior



Media Center: Geography Bibliography - see links to access website.

Videos:

This is Our World

Earth: A First Look

The Village of Round and Square Houses

Woodland Tribal Arts

Coming to America

The Story of Immigration

Rocks and Minerals

Rocks: The Solid Earth Materials

All About Natural Resources

Uses of Rocks and Minerals

What's the Earth Made Of?

Communities Around the World

City, Suburb, and Rural Communities

How Communities are Alike and Different

How Communities Grow and Change

Citizenship in the Community

Transportation in and between Communities

Movie:

Dear America

Books to motivate action:

We Share One World

One Child

Our Family Tree

Kermit's Cleanup: A Book About Imagination

Fozzie Bear, Star Helper: A Book About Responsibility

My Favorite Book: A Book About Doing Your Best and Being Your Best

A Shelter in Our Car


2 of 5 9/26/11 3:10 PM

For Every Child, A Better World

26 Big Things Small Hands Do

Give a Goat

IB Character Development Books:

Simon's Hook

Don't Laugh at Me

Misc.

globes

google.earth

STEM Rock Lab

rock samples

VTS

MSDWT Social Studies adoption

Strength/weakness inventory

http.//en.wikipedia.org/wiki/Geography_of_Indiana

www.onlineatlas.us/in.htm

MSDWT Reading adoption--Boom Town, William's House


Challenge Ed. Ropes Course trip to help students work together for the sake of taking action within classroom, and community and to help

complete inquiry activities in class effectively.

Geography and Map Skills




3 of 5 9/26/11 3:10 PM










Assessments projects will improve upon creation of a district wide

rubric.

Also, add a district wide list of communities to study and compare for

third grade. The unit states that this list would be provided.

The community research project required guided inquiry for successful

completion, so some of our older students worked collaboratively with

some of our third graders.



Students had to research and communicate their findings. Students

found it necessary to work cooperatively in groups to conduct research

and present their findings.








attitudes?


The Challenge Ed. Ropes Course allowed the students to develop

attributes of the learner profiles/attitudes and be able to reflect on

their own actions and there implications.

Students were thinking, researching and using self management skills

to complete their group community projects.



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Students inquired into the location of different communities they

heard in current events. Students also brought rocks in from their

collections, and around their homes.




inquiries.




students collected money in order to send money to the American Red

Cross after the tsunami in Japan.

9. Teacher Notes


<< Previous Year




5 of 5 9/26/11 3:10 PM









aesthetic.

Central Idea

Cultures of the world provide diversity and creativity





-cross grade level collaborative project displaying a community with

similarities and differences to their own.

-research project

-comparing communities by use of venn diagrams


(M)


Years)


Title: IB Expressive (How We Express Ourselves)





Proposed duration


(Week 5, 5 Weeks)


connection

perspective

reflection


the central idea?

Exploring our own community

Learning from one another and working cooperatively

Individuals and communities contributing and enriching society

How different parts of the world are unique and offer things to

the world



inquiries?

Downtown walk of city buildings.



1 of 4 9/26/11 3:13 PM




might we learn?"



informal assessment: -students share experiences of other

communities (in or out-of our city, state, or country. compare our

community to others using ven diagram (teach recorded or student).



for?

Students could research and report information of another community

around the world using a presentation type of their choice (examples:

posters, cereal boxes, flier, power point, etc...)





- use of venn diagrams to compare/contrast various communities

around the world

-student research

-Individually and in groups/teams to find and share information about

our community and others around the world.




learner profile?

Learner Profile Attributes: Inquirer, Open-Minded, Caring

Attitudes:


Social Skills: Cooperating, Respecting others

Communication Skills: Non-verbal, Viewing, Reading

Thinking: Dialectical Thought, Metacognition

Research: Planning, Observing

Self-Management: Healthy Lifestyle, Codes of Behavior



kid friendly websites, library resources, peer helpers (students in upper grades helping to guide/model how to research), blank poster paper,

computers


Indy Critters Walking Historical Tour to apply knowledge learned throughout unit.




2 of 4 9/26/11 3:13 PM







Students demonstrated cultural understanding by completing

classroom projects.




-Not really sure what the district is looking for...example: tests vs.

projects

One set of kids last year were able, at this stage of their school, to

think and work collaboratively with older students. However, this years

set of students have not shown this type of collaboration. Base on

this info, we are having to reassess our assessment options yearly,

based on students' abilities.



Students shared their findings and related back to their community,

and how they were similar or different.








attitudes?


-hole group brain storming session (other communities around the

world)

-pick a community to research

-(whole group) determining what info is important to find out about a

specific community and/or time period

-designing a project to share their group or teams findings



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Students in one classroom inquired into Native American lifestyle in

the past and present. Students inquired into the cultures of their own

families.




inquiries.




Students contacted and interviewed community members.

9. Teacher Notes


<< Previous Year




4 of 4 9/26/11 3:13 PM










Central Idea

Governments provide organized systems to meet people's needs.





Classroom discussions, OWL and pre and post assessments.


(M)


Years)


Title: Deal or No Deal (How We Organize Ourselves)





Proposed duration


(Week 17, 6 Weeks)

Economy and World Implications

Group Discussion

Classroom DIscussion linking objectives with OWL chart and what

studnets have aquired.


form

perspective

responsibility


the central idea?

The responsibilities of the government

Exploring three levels of government

People engaging in trade to meet needs and wants in various

ways throughout different cultures

People making informed decisions about spending money



inquiries?

Money and economic challenge to build a set of packaging to send to

other global economic powers.



1 of 4 9/26/11 3:14 PM




might we learn?"



OWL charts, evidence of vocabulary and economic systems.



for?

Looking for student development of vocabulary and reflect within the

experiences and use of problem solving skills.





Classroom economy to engage students in managing their own

money.

Lego learning experiences created by teachers to give students

experiences with production, distribution and consumption of goods

and services.




learner profile?

Learner Profile Attributes: Balanced, Thinker, Inquirer

Attitudes:


Social Skills: Accepting responsibility, Respecting others,

Cooperating, Resolving conflict, Group decision making,

Adopting a variety of roles

Communication Skills: Speaking, Presenting, Reading

Thinking: Metacognition, Synthesis, Analysis

Research: Planning

Self-Management: Codes of Behavior, Organization



School House Rock economics,


Community members will be invited to share experiences pertaining to economy. World current events




2 of 4 9/26/11 3:14 PM






inquiry should be included

Students earned classroom money to be used to make purchases from

a classroom store at set prices or through an auction environment.

Some students struggled with keeping track of a balance and the

responsibility of classroom money while others thrived on working

toward goals to make decisions.




Individual students could complete the assessment of their choice to

meet their needs and demonstrate acquired learning. Group

discussion was only effective for students who were confident enough

to participate.



Students had to use self management skills in order to track their

bank accounts and then make decisions based on the information.

Groups had to work cooperatively to achieve goals laid out by groups

to solve problems.








attitudes?


The classroom economy was successful for most students to

experience self management skills.

THe lego learning experiences were simulations that required

students to engage in critical thinking skills to problem solve situations

that connected math standards with economic real world situations.



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Students inquired into the role of the government and how it affects

their lives. Students also began to inquire into the possibilities of

saving their classroom money or learned to bid in an auction with the

coupons they earned by displaying learner profile traits and attitudes.




inquiries.




Students acted by raising money for families in need in the local

community.

9. Teacher Notes


<< Previous Year




4 of 4 9/26/11 3:14 PM





Where We Are in Place and Time





Central Idea

Human migration is a response to challenges, risks and opportunities





* Students will create a graphic organizer using the terminology

from the central idea. Example: Slaves took risks to migrate for the

opportunity of freedom. Students will then illustrate each example.


(M)


Years)


Title: You've Got to Move It, Move It (Place/Time)


Campbell, John; Curry, Edward; Flores, Kali; Gouge, Karen; Hatcher, Jill;

Leman, Cassie; Murphy, Ellen; Patsel, Chad; Schmitt, Nancy; Schooler,

Michael; Taylor, Kate; Yerkes-Bender, Susan

Proposed duration


(Week 1, 6 Weeks)


causation

change

reflection


the central idea?

Reasons why people migrate

How key individuals and events influenced early growth and

changes

The effects of migration on communities, cultures, and

individuals



inquiries?

What is human migration?

What factors affect why humans migrate?

What effects does human migration have on communities, cultures,

and individuals?

What historical events have led to voluntary and involuntary human

migration?

What current global events may lead to or are currently affecting

human migration?



1 of 4 9/26/11 3:22 PM




might we learn?"



Teachers will gather pictures from each of the major migrations we

will be studying. We will create a slide show and conduct a VTS style

lesson to find our students prior knowledge on the topic of migration.

Have students create questions they have while viewing the pictures

to use for future self generated self-generated inquiries. We will also

create a visual question and answer bulletin board to move the

questions to answers for all to see.



for?

· Journal Writing

· QARs

· Native Americans in Indiana group project

· Cause/Effect charts

· Proclamations/Treaties Jigsaw

· Book Clubs/Literature Response

· Connection to the central idea bulletin board lesson

· Pioneer Simulation and writing assignment

· Historical person showing examples of IB attitudes





· An ongoing part of the unit will be the Question/Answer

chart that students will participate in throughout the unit

· Overlay maps

· Novel groups and read alouds

· Simulations – Pioneers and Underground Railroad

· Field trip to Conner Prairie

· Timeline of Indiana history




learner profile?

Learner Profile Attributes: Open-Minded, Caring

Attitudes: Tolerance, Empathy


Social Skills: Accepting Responsibility, Adopting a variety of

group roles

Communication Skills: Reading

Thinking: Acquisition of knowledge

Research: Collecting data, Organizing data

Self-Management: Spatial Awareness



Slideshow of pictures from various human migrations, post-its, bulletin board for questions and answers,

Books for novel clubs: Henry’s Freedom Box, Harriet Tubman, Sign of the Beaver, Broken Blade, Trouble River, Danger Along the Ohio. Weasel,

Traders in Time, Erie

Trail West, Night of the Full Moon, Ruthie’s Gift. Molly’s Pilgrim, Dear America “Standing in the Light”, Family Tree

Resources: Harcourt Horizons Indiana, Indiana Studies Weekly newspapers,

Videos/DVD: “Being Miami” Long Journey Home, The Delawares of Indiana, Sign of the Beaver, Fievel: An American Tail, The Human Family

Tree DVD, Frontier Indiana, Pioneer Indiana

Trips: Holiday Park “Pioneers and Plants”, Conner Prairie

Website: www.bigorrin.org


See above.




2 of 4 9/26/11 3:22 PM







The children were able to restate the challenges, risks, and

opportunities that various groups faced as they migrated. They didn’t

seem to internalize the concept as in depth as we might have wished.

Next year, focus unit more on key concepts rather than specific

topics. Too much to cover. Spend more time on key individuals and

address the learner profile through them. For example: Tecumseh,

William Henry Harrison, etc.




We thought the summative assessment was appropriate.



The children were able to identify changes occurring during different

time periods.








attitudes?


Concepts:

Causation: DVD/Videos, map showing current students'

countries of origin.

Change: Overlay maps (we didn't get to that this year but will

include next year)

Reflection: Point of View paragraphs, journaling

Transdisciplinary skills:

Social skills: Accepting Responsibility, Adopting a Variety

of Group Roles

Communication: Reading (Indiana Weekly and textbook

and read alouds – Weasel and The Broken Blade, and

small literature groups)

Research: Presenting, Collecting, Organizing (Native

American Village groups)

Thinking: Acquisition of Knowledge (Indiana Weekly,

research on migrating people)

Self-Management: Spatial Awareness ( Conner Prairie

study trip)

Learner Attributes:

Character map of different migrating groups and how they

exhibited these attributes.



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Did Native Americans make any inventions still in use today?

Where did the British make the French go?

Do all Native Americans migrate?

Where did the majority of Native Americans go and why?

Did tribes work together?

How would Native Americans survive if there are no more animals in

an area?

How do people feel about moving out of their home?

How can we find out who are ancestors are?

Do people move because houses are ruined?

Why would they travel because of the climate?

Why do we speak English?




inquiries.




Students taking field trips outside of class to find out more about what

we are studying (Mounds State Park, Holliday Park, Conner Prairie...)

Students role playing Native American groups with neighborhood

children

9. Teacher Notes

· Time is an issue

· Materials were being gathered as we went through the unit.

Need to be more organized and have materials readily available.

· Better provocation to start unit and encourage student questions

· Timeline of unit – This unit was very long – 9 weeks – difficult to

manage time and not get off track

· Better connection of standards with key concepts





4 of 4 9/26/11 3:22 PM





Sharing the Planet

Central Idea

Interdependence relates to the survival of organisms.





Zoom book: start out with plant/animal cell, continue expanding

observation circle showing food web


(M)


Years)


Title: Big Blue Marble (Sharing the Planet)





Proposed duration


(Week 17, 5 Weeks)


function

change

connection


the central idea?

Plant and animal relationships

Ways in which organisms are interconnected in nature

Organisms need sources of energy to stay alive and grow



inquiries?

What is an organism?

How are organisms interconnected in an environment?

How do changes in ecosystems affect an organism?

What do organism’s need to stay alive and grow?



1 of 4 9/26/11 3:19 PM




might we learn?"



Pretest

Pictures of consumers, producers, decomposers, food

chains/webs-carousel activity to generate student questions



for?

Food chain

Travel brochure of seed showing seed cycle

Vocabulary notebooks

Zoom book





Camouflage fish so fits in somewhere in classroom

Owl pellet dissection

Earthworm observation

Growing plants

Diary of a Worm

Edible plant cells

Compost observation




learner profile?

Learner Profile Attributes: Communicators, Inquirers

Attitudes: Curiosity, Appreciation


Social Skills: Group decision making (owl pellets)

Communication Skills: Writing(Diary, brochure, vocab.

notebooks)

Thinking: Analysis (owl pellets, food chain)

Research: Observing, Recording data (earthworms, plants)

Self-Management: Gross motor skills, Codes of behavior (owl

pellets)



Media Center: Animal Adaptations Bibliography - See attached link.

Project Wild, Science on a Shoestring, owl pellets,The Plant that Ate Dirty Socks, Top Secret, Planet Earth DVD's, ZOOM, bean soup package,

Poppy, Travelers All


Observation area in classroom, seed hunt, Burpee seed corporation, nature center, INPAWS, Holliday Park trip, Ritchey Woods, Southside Landfill

Animal Adaptations




2 of 4 9/26/11 3:19 PM







Some had success and some did not showing evidence of

interdependence of organisms.




Summative assessment should be more structured to include pictures

and text. Use more specific guidelines.



Owl pellet activity enabled kids to demonstrate the connection

between owls and prey.

Zoom books helped zoom in on one area to show multiple organisms

depending on each other.





owl pellets, Diary of a Worm, earthworm observation,

Zoom Books




attitudes?

curious about owl pellets, earthworms, and decomposers


Students learned how organisms were interdependent when they

created the Zoom Book. They started out with a close up of an

organism and then continued zooming out to include the entire habitat

and the organisms it interacts with.

Students became curious and appreciative of earthworms and

decomposers through the Diary of a Worm activity and earthworm

observation. Many students noticed earthworms outside after this

activity.

Students wrote their own version of Diary of a Worm based on their

observations and the above activities.



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What happens to the decomposers when the log disappears?

What other animals produce pellets?

How can there be three skulls in one pellet?

Can humans change an animal's life cycle?

How do invasive species affect an environment?

If one part of the food chain is missing, is there still a food chain?

What is a scavenger?

How is a wild rabbit's life cycle different from a pet rabbit?

Where did the worms go in the compost pile?

How do animals get salt when there is no salt lick around?

t this point teachers should go back to box 2 "What do we



inquiries.




Kids wanted to bring in banana peels etc. for worm farms.

Kids want to know if plants will grow better in wormy farm soil.

9. Teacher Notes

Unit needs to be at the beginning of the school year next time or

during growing season. Students will be able to relate to the concept

better. Student-initiated actions may increase.

Summative needs to be more structured.

Rubric needs to be created for summative. Students enjoyed the

hands-on activities.


<< Previous Year




4 of 4 9/26/11 3:19 PM










Central Idea

Economy changes depending on the ability to produce goods and

supply services that can be exchanged.





Students will create their own business plan, produce goods or

services, and evaluate the success of their business.


(M)


Years)


Title: Money, Money, Money (How We Organize Ourselves)





Proposed duration


(Week 28, 6 Weeks)


form

function

responsibility


the central idea?

Economic concepts, supply and demand, scarcity, goods and

services

Entrepreneurs

Global interactions

Change



inquiries?

What is a business and how does a business run?

What affects how a business changes?

What are the responsibilities of a business(environmental,

personal)?

How do local/global events affect businesses?

Why are there so many international businesses in Indiana?



1 of 4 9/26/11 3:23 PM




might we learn?"



Pretest of vocabulary terms.



for?

The assessment task will be for students to complete a

vocabulary book defining economic concepts. A rubric will be

used to assess the student work. Evidence will include the

term, a student generated definition, and a visual.

The assessment task will be for students to research an Indiana

entrepreneur and complete a report. A rubric will be used to

assess the student work.

The assessment task will be for students to create an organized

list of international companies and connections. Evidence will

include at least three companies and their product or connection

to the global economy. A checklist will be used to assess the

student work.





Play Dough Economics

rubber bands/rulers activity - trading activity

Guest speakers

Research an entrepreneur.

Literature sets.




learner profile?

Learner Profile Attributes: Communicator, Risk-taker, Inquirer

Attitudes:


Social Skills: Students will work cooperatively in small groups.

Communication Skills: Speaking and presenting

Thinking: Acquisition of knowledge and connections to prior

knowledge.

Research: Researching an entrepreneur and formulating

questions.

Self-Management: Organization and time management.



Play dough lessons, Lawn Boy, Lemonade War, Lunch Money, Night of the Twister, Legendary Hoosiers, Community speakers, DVD (Hershel's

World of Economics)


Community members (parents) as guest speakers, classroom computers, bulletin boards, Nelson Price (guest speaker)




2 of 4 9/26/11 3:23 PM







The students learned about the responsibilities of a business and the

role businesses play in economics by researching a local entrepreneur

and then creating and producing a product to sell to other 4th

graders.




The task was changed to concentrate on the students' businesses and

their understanding of how the economy works.



The students made a connection to the unit when they saw how

businesses organize themselves as they reserached a local

entrepreneur. Students also connected to the theme as they used

play-dough to understand basic economic principles such as supply

and demand, scarcity, and productivity. Students were able to make

conclusions about the impact of businesses on the economy as they

evaluated the success of their own business.





Play-Dough economics lessons, researching a local entrepreneur,

completing and "I Am" graphic organizer about the entrepreneur,

making a flip book of economic vocabulary, creating and making a

product to sell to classmates, creating an advertisement for the

product, completing a cost analysis for the product.



Students developed social skills by working cooperatively in small

groups with play-dough to produce goods. Self-management skills

were utilized as students had to use organization to plan and carry out

activities effectively in a timely manner. Students developed research

skills when they formulated questions they would like to ask a local

entrepreneur. Thinking skills were utilized as they used the answers

to these questions to create an "I Am" graphic organizer based on the

contributions of the entrepreneur to the economy. Communication

skills were utilized as the children advertised their products to other

students.


attitudes?

The students became inquirers as they conducted research into what

makes a business successful. They became risk-takers as they

created a product they hoped would be appealing to their peers, and

they learned how to be good communicators to promote their product

to ensure a profit.




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What does a business do with the profit?

How do people come up with ideas for new goods?

What if other people make the same product?

Can we patent our products?

How do we divide the profit?

Can we get raises?

How do we start our business?

Where do we get the money?

How is money passed around from place to place?

How do stores get their money for change when it has just been

built?

How much money is in the U.S.?

Does the world have the same money?

Why does the government make more money everyday?




inquiries.




One student wanted to offer to advertise for others using a

sandwich board.

Students planned where to set up shop so they were by others

with similar products.

Students changed prices when they comparison shopped.

Student asked a family member to a stock market challenge.

Each chose a stock to pretend invest and are keeping track of it

daily. At the end of the period, winner will be determined by

whomever makes the largest profit.

Several students participated in National Lemonade Day.

A group of students want to have a lemonade stand at the

school carnival and donate profits to charity.

9. Teacher Notes

We will focus more on local businesses and maybe plan to visit a

local business.

Invite more guest speakers to share business expertise.

Focus on international interactions with local businesses.

Focus on IMS.

Schedule for making products: Planning day, make product,

make display and advertisement, buying day





4 of 4 9/26/11 3:23 PM





Where We Are In Place And Time





Central Idea

Discovery through exploration impacts civilizations.





How does discovery through exploration impact civilization? Students

will demonstrate their understanding of this question through an

ongoing exploration (European, Space, etc.) reflective journal.

Students will then choose a way to demonstrate their overall reflection

of the central idea in the form of an artistic representation (See last

page of chapter 5, test question 15/assessment in the SS Alive as an

example.)

Artistic representation could include:

Flip Books, skits, brochures, multi-media presentation, reflective

journal, persuasive essays, 3D artifact, etc.

Rubric: Artistic representation - is attached to this document.

Criteria: Exemplary, Proficient, Unsatisfactory evidence of being able

to identify, describe, evaluate, and reflect upon how specific

explorations have impacted our civilization.


(M)


Years)


Title: Money Makes the World Go Round (Place/Time)


Campbell, John; Cowen-Turner, Laurie; Eagles, Jodi; Flores, Kali; Gouge,

Karen; Leman, Cassie; Lowe, Julie; Murphy, Ellen; Patsel, Chad;

Schmitt, Nancy; Schooler, Michael; Staubach, Pat; Surber, Tim

Proposed duration


(Week 5, 4 Weeks)


form

change

connection


the central idea?

World Exploration

Explorers and Native People

Space Exploration



inquiries?

3 Cups of Tea - Greg Mortenson

Current Event Board (graffiti board)

How did exploration change the world?

Is exploration still changing the world?



1 of 4 9/26/11 3:27 PM




might we learn?"



ability to apply vocabulary

ability to make connections (self-world, etc.)

classroom discussion, journals, reflections



for?

Created our our own artistic representations of Viking ships as

well as Portuguese Caravels.

Kept a reflective journal that was collected weekly by teacher.

Summative test was given with multiple choice, open ended,

matching and essay questions.

Evidence:

Students demonstrated the knowledge of:

the difference between early European boats and the ones used

by explorers.

the fact that Europeans were mistaken in their beliefs that there

were no western continents.

Different countries had different reasons for exploration.

experiencing what explorers went through in their respective

journeys using the learner profiles and attitudes.





Explorer books (students make a book of explorers as the unit

progresses- 5 W questions and picture)

Research on explorers

creating models of ships

building a connections between land exploration and space

exploration

keeping moon phase calendars




learner profile?

Learner Profile Attributes: Risk-Takers, Open-Minded, Inquirers

Attitudes: Tolerance, Curiousity


Social Skills: Adopting a Variety of Group Roles

Communication Skills: Reading

Thinking: Comprehension

Research: Collecting data

Self-Management: Healthy Lifestyle



United Streaming

Explorers of the World video series

Mysteries in History book (Staubach): good for debate/discovery

Reading A-Z series (sun, moon, stars, Marco Polo)

Media Center: Explorers Bibliography - See attached link.


Display in which our artifacts were shown to visitors at Spring Mill.

Small group, cooperative, and collaborative work was used in the classroom.

Explorers


display student work depicting attributes, attitudes, skills

model actions and validate student understanding and applications of actions



2 of 4 9/26/11 3:27 PM







Students who were engaged in a variety of learning

opportunities showed much progress in the understanding of the

purpose of exploration.

Teacher felt there was not enough time to get through the

research.

Teachers felt they were able to collect a lot of materials to be of

use for the next year.




We were not able to fully complete the assessments due to time

constraints. Artistic representations not fully developed.

Research was not as thorough as we would have liked.

We would like to look at the rubrics again so we may "tweak"

the criteria.



Students were able to show a relationship from exploration to

present day.

Students were able to make connections from discoveries

through exploration to how lives have been changed because of

those discoveries.








attitudes?


Form: Using the learner profile and attitudes to describe what it

would be like to be an explorer during that time frame.

Change: Students learned that beliefs can be changed based on

the acquisition of new information.

Connection: Students made connections with the explorers of

the past by keeping their own reflective journals looking at how

each explorer may have felt in their travels.

social skills: students worked as teams in specific activities

getting the chance to work with other students in classroom. In

this we showed how teamwork was important in exploration.

communication skills: students used different forms of

communication (journals, small group questioning) to

demonstrate the importance of communication with the

explorers with each other and the Native Americans.

Thinking: students were to keep a reflective journal to

demonstrate their understanding of the concepts taught

throughout the unit.

research: students collected data from a variety of sources such

as library, internet, videos and presented their research to the

class.

self-management: students were presented with details about

the early explorers and health issues they faced back in their

day.

risk-takers: students learned how explorers had to be risk

takers in order to search for new routes.

open minded: students learned how explorers with an open

mind had a better chance of being successful.

inquirers: Students learned that without the explorers being

inquisitive, the age of exploration would have been non-existant.



3 of 4 9/26/11 3:27 PM

Atlas Version 7.2.5






Could there ever be a settlement on the moon?

Why did the ancient people believe the earth was flat?

Does Discovery and Conquest work with other planets/moons?

Why were caravels able to go into shallow waters?




inquiries.




How did exploration change the world?

Is exploration still changing the world?

9. Teacher Notes


<< Previous Year




4 of 4 9/26/11 3:27 PM









aesthetic.

Central Idea

Communication establishes relationships.





What are the positive and negative effects of communication?

Students will choose a creative form of communication to demonstrate

how modern communication could have affected colonial life. They

will also show how a current event could have been affected without

the use of modern technological communication practices if one only

had access to the communication practices of the colonial times.

Possible Media/Communication selections: Create a song and/or

musical piece, photo booth, video, comic life, written expression

(poetry), dance, role play, garage band, etc.

See attached rubric:

Evidence that demonstrates negative effects of communication and

evidence of positive effects of communication. Both effects need to be

presented accurately with factual knowledge of the colonial event as

well as the current.


(M)


Years)


Title: Follow the Leader (How We Express Ourselves)





Proposed duration


(Week 10, 7 Weeks)


function

connection

perspective

reflection


the central idea?

13 Colonies

Colonization of the New World

Response to culture and art



inquiries?

Positives and negatives of Facebook and text messaging

"The Story of Us" DVD series

Body Language Game

Telephone Game (communication can be altered)



1 of 4 9/26/11 3:33 PM




might we learn?"



KWL Charts

Quick Writes

Pre-Test

Anticipatory Guides

Making Connections



for?

Quizzes/Tests

Completing KWL chart to find out what students learned

Map activities

Diary reflections from point of view of colonists





Explore true experiences of Facebook users (both positive and

negative)

Role playing about how communication could change

colonization or lack thereof

Using photos and drawings to study perspectives




learner profile?

Learner Profile Attributes: Communicators, Risk-takers, Thinkers

Attitudes: Appreciation, Creativity


Social: Resolving conflict, Group decision-making

Communication Skills: Non-verbal, viewing

Thinking: Dialectical

Research: Observing, Organizing data

Self-Management: Safety



Media Center: First Colonies Bibliography - See attached links.

Nightmare In Jamestown(video)

Map of Colonial Roads

EdHelper articles

Early America Leveled Texts


Resources from Media Center

Time period art from art teacher

First Colonies




2 of 4 9/26/11 3:33 PM







Started unit late because of finishing last unit

Not able to delve into the unit as deeply as we would have liked

to, better prepared for next unit

Overlapped preparation for Biztown




Did not have time for students to create a media presentation about

communication.

However, we were able to have discussion and written reflections

about the importance of communication and how it could have

changed history



Create a colony activity showing each citizen's responsibility in a

community from farmers, to lawyers, to minutemen








attitudes?


CONCEPTS

Students make connection between past and present forms of

communication

Students reflect on choices that settlers made and how those

impacted their colonies

Students will use photos and drawings to study perspectives

Students will determine the function each citizen has to make

the colony successful

TRANSDISCIPLINARY SKILLS

Social: Students will resolve actual conflicts within the classroom

Communication Skills: Students will play games that involve

gestures and body language

Thinking: Socratic seminars

Research: Students will make mind maps and charts listing

differences between the colonies

Self-Management: Students will learn how to use the Internet

safely

LEARNER PROFILES

Students demonstrate daily communication skills necessary to

be successful in the classroom environment and school

community

During debates and presentations students are able to

demonstrate the ability to be thinkers and risk-takers



3 of 4 9/26/11 3:33 PM

Atlas Version 7.2.5






What was it like on the ships?

What kind of diseases did they get?

How many people died before reaching the colony?

Do you think they will ever find out what happened at Roanoke?




inquiries.




Telephone Game (communication can be altered) was the provocation

that was most effective and led to the most growth and understanding

of how miscommunication can become a snowball effect.

9. Teacher Notes

We feel that we would like to have many more questions for box 2.


<< Previous Year




4 of 4 9/26/11 3:33 PM





Sharing the Planet

Central Idea

Decisions lead to actions that mold the world.





Students will choose an historical person(s) or event whose actions or

decisions have impacted or molded our world. They will investigate to

determine the decision and actions that lead to it as well as provide

evidence of the outcome of such impact. Students will create a

presentation articulating or expressing (student choice) this

discourse. A follow-up or concluding debate will occur where students

express with reason and support who or what has had the biggest

impact on society and why. Class will vote on the winner of this

contest.

Rubric: (students should have input in the creation of the rubric in the

introductory stages of the unit)

Criteria: Exemplary, Proficient, Developing, Unsatisfactory evidence of

being able to list, describe, evaluate, and reflect upon the agency of

change chosen to demonstrate understanding of the central idea.


(M)


Years)


Title: Rebellion (Sharing The Planet)





Proposed duration


(Week 17, 7 Weeks)


causation

change

connection


the central idea?

The American Revolution

The distribution of resources

The interdependence of humans and the natural environment



inquiries?

What is a revolution?

Are all changes good?

What are positive and negative aspects of change?

"A Change" Powerpoint presentation. Looking at how America has

changed through the years.



1 of 5 9/26/11 3:30 PM




might we learn?"



Discussion of how many wars have involved the United States.

Reasons for the war?

Chronological order of wars.



for?

Compare current events (Egypt) to desire for democracy for the

colonies.

Being able to infer what caused the Revolutionary War based on the

French and Indian War.





debate between English Government and colonists.

Producer and consumer in economy and in science. Use Biztown

for the economy aspect.

interdependence of humans and natural world to survive.

brainstorming "What ifs." Example: "What if there was no

Boston Tea Party?"

What if America had more representation in Parliament?




learner profile?

Learner Profile Attributes: Principled, Reflective, Knowledgeable

Attitudes: Independence, Empathy


Social Skills: Accepting responsibility

Communication Skills: Speaking, Writing

Thinking: Analysis, Metacognition, Application

Research: Formulating questions, Presenting research findings

Self-Management: Informed choices, Codes of behavior



America: The Story of Us (DVD), Liberty's Kids (DVD), USA Studies Weekly, Computer lab (teacher and Powerpoint)


Posting of revolutionary timelines, Boston post cards, posters, and visual aids depicting time period


2 of 5 9/26/11 3:30 PM




3 of 5 9/26/11 3:30 PM







Students gained great insight into revolutionary issues through

debates and persuasive essays.

Students and teachers were very engaged in this unit.

So many more ideas that could be developed.




Gave many more paper and pencil type assessments than were

planned. Reflection journals may be more useful as well as more

hands-on experiences.



Open-ended responses and "what if" scenarios enabled us to assess

student knowledge related to understanding the interdependence of

people and places.








attitudes?


CONCEPTS

Students gained an understanding of cause and effects of the

events of this time period.

Students will evaluate the positive and negative effects of

change past and present.

Students will make connections between events of the past and

current events. (ie. tea parties)

TRANSDISCIPLINARY SKILLS

Social Skills: Students will show an understanding of

respect in regards to the opposite view point of the

loyalists and patriots, through role playing and through

group work on time lines and projects.

Communication Skills: Through role playing, students will

practice communication skills. Student will also discuss

communication and its importance throughout the

American Revolution. (ie. Paul Revere, Boston Massacre)

Thinking: Students will determine the importance of

thinking skills needed by leaders as they planned

strategies during the revolution.

Research: Students will research a historical person or

event.

Self-Management: Students will practice organization and

make informed choices.

LEARNER PROFILE

Students show integrity through interactions.

Students will reflect on how the decisions made during this time

changed our planet.

Students will be knowledgeable in their understanding of the

American Revolution.



4 of 5 9/26/11 3:30 PM

Atlas Version 7.2.5






What is the scientific name for tarantula?

What is the name of Phyllis Wheatley's book?

Why did slave hunters start going to Africa?

Did the slaves that were caught know what was happening?

Why did the King owe William Penn money?

Other than the continentals, what other types of money was used?




inquiries.




What is a revolution?

What are positive and negative aspects of change?

Students became much more concerned about their peers who came

from other countries. They wanted to find ways to make their

transitions easier.

9. Teacher Notes

Can our summative assessments be changed?

Go to rubistar.com to create rubric for students in this unit.

Make sure to give Guynn (computer teacher) needed information to

work with students on Powerpoint.

Goal for 1/13:

Get all information up in rooms and do provocation.

Keep a list of student initiated inquiries.

Requirements teachers have that need to be done along with IB:

DMR

DMR Data

CFA Writing 3x per year, Reading 6x, Math 20x

IB

4 Blocks

Interventions

2 sets of science standards

Biztown

Chinese

Data Entry

Data Meetings

Lexia

IXL

IRI

AYP

Marzano Vocabulary

Differentiation

ISTEP

Parent contact

grading

report cards/midterms

prep for 6th grade (band tryouts, honors, math testing)

RTII





5 of 5 9/26/11 3:30 PM

M.S.D.

WASHINGTON TOWNSHIP

Washington Township SchoolsInternational Baccalaureate K-12 Initiative

Transforms Teaching and Learning for All Students

What is International Baccalaureate?

Development of the whole child --- physically,

intellectually, emotionally, and ethically

Learning and teaching with a global focus

Partnerships with schools all over the world

Learning based upon problem-solving,

research, and higher-level thinking

Student-initiated community service

Learn more on www.ibo.org

A First for Indiana …Washington Township is committed to offering Indiana’s first district-wide K-12

International Baccalaureate (IB) program. For more information, visit www.msdwt.k12.in.us

For more information, contact Marsha Reynolds, Director of Elementary Education,

or Allyson Smith, Primary and Middle Years Coordinator, at (317) 845-9400, or visit www.msdwt.k12.in.us

Primary Years Program (PYP) Includes ALL students in grades K-5

Focuses on developing the whole child inside and outside of the classroom

IB learners strive to be the following:

Inquirers Knowledgeable

Thinkers

Communicators

Principled

open-minded

Caring Risk-Takers

Balanced

Reflective

Washington Township’s International BaccalaureateContinuum of Education

Diploma Program (DP) Requires an application for students in grades 11-12

Provides a rigorous curriculum internationally recognized by universities

North Central offers the state’s most established and prestigious IB Diploma Program

Middle Years Program (MYP) Includes ALL students in grades 6-10

Provides academic challenges that transcend the traditional subject areas

IB Online Curriculum

Center

Looking for classroom resources, examples of the

learner profile, or videos about what an IB

classroom looks like? Visit the PYP and MYP

Wikis and discover how teachers around the

district are implementing IB in their classrooms.

Click Here to Access the PYP Wiki. http://producer.msdwt.k12.in.us/groups/ibpypsharing/

Click Here to Access the MYP Wiki. http://producer.msdwt.k12.in.us/groups/msdwtibmypsharing/

IB Resource Guide 2011-2012 School Year

MSDWT PYP and MYP

Wikis

Atlas Curriculum Mapping is an online tool that

teachers and administrators can use to plan and

organize both PYP and MYP units of inquiry. It

also allows for teachers across the district to

collaborate and view other units of inquiry.

Atlas can be accessed from the MSDWT District

homepage. See your building IB Coordinator for

more information about how to access and use

this powerful mapping tool.

ATLAS Curriculum Mapping

The OCC is an IB website designed for teachers of all three IB programs to collaborate and share ideas. Here’s what you can find on the OCC: - IB Publications - Discussion Forums - Teacher-Generated Resources Talk to your IB Coordinator about obtaining a password and visit the OCC at www.ibo.org.

Just Be - IB Interested in learning more about the International

Baccalaureate Programs in Washington Township and

throughout Indiana? Visit the following websites to discover

how IB is transforming teaching and learning for all students:

MSDWT International Baccalaureate

http://www.msdwt.k12.in.us/IB.html

International Baccalaureate Head Council

http://producer.msdwt.k12.in.us/groups/msdwtibheadcouncil/

Hoosier International Baccalaureate Schools Association

http://www.duneland.k12.in.us/hibs/default.html

Physical Fitness & the Arts for Life


“Our classrooms hum with the excitement of students making meaning and connecting their learning to the world they live in. Our hallways are alive with evidence of student learning. Visit us and see what we experience everyday!” --- Mrs. Balagopal, Principal

“IB is a global approach to learning in which we encourage students to think deeply about the world and take action to make a difference.” --- Mrs. Gouge, IB Coordinator & Media Specialist

“Students are internalizing the learner profile and attitudes. These are more than just words on a wall.” --- Mrs. Lowe, Teacher

“IB helps students become well-rounded. They begin to think globally about issues instead of just focusing on the immediate environment around them. --- Ms. Eagles, Teacher

“I love the fact that in ideas, discussions and conversations, students are in the drivers seat and teachers take the role of a passenger. --- Mr. Kershaw, Teacher

“IB gives students a sense of their visual heritage. Kids learn who they are by seeing where their ancestors have been.” --- Mrs. Schmitt, Art Teacher

“Kids are learning how to ask questions, not just tell stories.” --- Mrs. Streit, Teacher

8250 Spring Mill Road, Indianapolis, IN 46260

Phone: (317) 259-5462 Fax: (317) 259-5484

Website: http://sm.msdwt.k12.in.us

Teachers’ Voices. . .

“The way that my children are learning to inquire and see the world around them is exciting. Since the start of IB, my kids have really enjoyed initiating community projects in their school and in the neighborhood. Once they made posters, went around the neighborhood and collected funds and supported the Humane Society. They even insisted that the Humane Society display their posters!” --- Ellen Rogers, Parent

“IB is helping my child become more aware of his place in the world.” --- Kristen Poindexter, Parent & Teacher

Parents’ Voices. . .

Proud to be an International Baccalaureate Candidate School!


Spring Mill aims to create global learners who are driven to action through inquiry.

Students will contribute to the community as responsible, caring and productive citizens.

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IB@SM

O u r C o m m u n i t y o f L e

For the Students

• Learn a second language.

• Ask questions and use a hands-on approach to find answers.

• Work in small groups learning together.

• Share what they are learning.

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What Does IB Look Like?

The IB Classroom

• Fosters a sense of community where ‘essential agreements’ become guide-lines for all teaching, learning and com-munication.

• Showcases student work as their evi-dence of learning.

• Celebrates student diversity.

• Focuses on ‘international mindedness.

• Integrates the arts within the curriculum.

At Home You Can...

• Discuss the impact of our everyday actions on the world and its inhabi-tants.

• Interact and observe with family, friends and community to become more aware of the world around us.

• Have discussions about the current IB unit, family jobs and responsibilities, family culture and traditions.

• Share personal experiences with your child and classroom community about your career and experiences.

• Ask questions to foster curiosity and deeper thinking:

• Why is it important to make wise choices? (Dress, homework, sleep, food, money, job responsibilities, exercise, etc.)

• What are the similarities and differences between cultures.

• What are the needs of our community and how can we meet those needs?

• Encourage children to become a ‘teacher’ of their second language at home.

• Go for walks and visit places in the community together (libraries, museums, parks, cultural fairs, etc.)

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The IB Learner Profi le

The Learner Profile unites us all with a common focus on the whole person, as

lifelong learner. It applies to us all - student, teacher, parent or administrator - for

we are all continually learning. IB Learners strive to be:

��Inquirers ��Knowledgeable ��Thinkers ��Communicators ��Principled ��Open-

minded ��Caring ��Risk-takers ��Balanced ��Reflective

The IB Att i tudes

Students are encouraged to display these characteristics in their daily interac-

tions:

��Empathy ��Enthusiasm ��Independence ��Integrity ��Respect ��Tolerance

��Appreciation ��Commitment ��Confidence ��Cooperation ��Creativity ��Curiosity

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September

Calendar

Sept. 1

Fall Picture Day Back to School Night

for 3rd-5th grade parents 5:30-7:30 p.m.

Sept. 9-19

Fall Fundraiser - Cookie Dough Sale

Sept. 5

Labor Day - No School

Sept. 8

Movie Afternoon at SM

Sept. 9

Blood Drive at SM 7-10 a.m. & 2-7 p.m.

Sept 15

Newsletter Deadline

Sept. 16

Coffee Conversations 8:45-9:30 a.m. - SM Café

Sept 23

PTO Meeting in the SMS Gymnasium

6:30-7:30 p.m. Dr. Woodson, MSDWT Super-

intendent speaks

Sept 23

Birthday Book Club Popcorn Day

Sept 30

Convocation 9:00 a.m. IB Learner Profile Stars:

Caring Newsletter distributed

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Dear Spring Mill families,

Welcome to Spring Mill’s 52nd year of serving children and families in Washington Township. I am proud to be at the helm of a school where educators and parents partner together and play a strong leadership role to help students succeed.

An exciting year lies ahead of us. We are excited about our status as an International Baccalaureate (IB) Candidate School, and look forward to becoming a fully accredited IB School. This year we will be submitting our second application to the International Baccalaureate Organization. In the spring semester we will be hosting an important IB site visit team. Our teachers have collaborated to design extensive units for the IB Primary Years Programme (PYP). Come and take a peek at our ‘IB@SM’ board in our main hallway to learn more about our work with the PYP. In each newsletter, we will share information about different components of the IB PYP. We are confident that this will set the stage for students to participate in a world class educational program and look forward to partnering with you on our journey to accreditation. We are excited to increase our offering of Mandarin Chinese instruction to students in grades K-5.

Our staff has done a marvelous job of getting the new school year off to a great start. Students are engaged in learning and everything is moving like clockwork! Teachers, instructional assistants and counselors as well as office, custodial and cafeteria staff have put personal touches into the big and small details that helped us welcome students and get them on the road to learning very smoothly. Our PTO is in full swing thanks to the leadership of our PTO Co-Presidents, Erika Grueninger and Ellen Rogers. We appreciate the efforts of the members of the PTO Executive Board and parents who are chairing and volunteering on an incredible array of committees. As I begin my fourth year at Spring Mill, I am in awe of the high level of parent engagement at our school. We have several new parents who are involved in various activities and we look forward to growing that group! Our Assistant Principal, Mr. Patsel, joins me in welcoming you to this new school year. We hope you will attend the informal ‘Coffee Conversations’ we are setting up this year, where we look forward to connecting with you for a give and take of ideas that will strengthen our school.

Thank you for championing our school and partnering with us to make it a special experience for all our students. I look forward to getting to know you this year. Do stay in touch with your child’s teacher as we move ahead. Your involvement is a key ingredient for your child’s educational success and we are right beside you on this journey.

Take care,

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Staff will be available to supervise students in the morning beginning at 7:50 a.m. in the gym.

Our school doors will be unlocked at 7:50 a.m. for car riders to be dropped off. Parents are re-quested to wait until staff arrive outside to super-vise car drop-off. If you wish to walk your child in, please park in the parking lot, use the cross walk and accompany your child to the main entrance. ONLY stu-dents dropped at the curb under staff

supervision should enter through the

gym doors.

At 8:00 a.m. all car and bus riders will begin walking to their classrooms. At 8:10 a.m. the Tardy Bell will ring. If you arrive after 8:10 a.m. your child will be considered tardy. We need you to park and walk in, to sign-in students at the front office. Traffic is heavy in the morning. Please take advantage of the 7:50 a.m. drop off time to avoid tardiness.

It is difficult for teachers to welcome students and converse with a parent at the same time. Please consider sending a note to teachers if you have information to pass on to them in the morn-ing. If you wish to speak to our teachers, please request them to call you. This will allow us to be-gin instruction in a timely manner. Thank you!

Car Riders: Parents are requested to park by the curb on the North side of our school and wait in their cars for staff to come outside and dismiss students. We want to dismiss 700+ students in a safe and orderly manner. Please pick up your

child at the curb as much as possi-ble. If you are in the building to pick up your child, do so beside the stage beginning only at 2:20 p.m.

and exit through the main doors after signing your child out.

Bus riders are dismissed at 2:20

p.m. and so are car riders. Car rid-ers will wait in the gym and walk outside when dismissed by a staff member. We will dismiss students

only to cars in the green zone outside the gym and cafeteria. Once those cars leave, the next set of cars will be loaded.

No cars are permitted in the front (east) lot of the school, between 7 a.m. and 4:00 p.m.. This parking lot is only for school buses.

BOOK RENTAL

Please send your book rental money in now! Annual book rental fees are being collected at the school office at this time.

If you qualify for free or reduced lunch, you must still pay lab fees.

Please contact the SMS Front Office at 259-5462 with any questions regarding Book Rental. Thanks!

OFFICE HELPERS MAKE

A DIFFERENCE

There are so many administrative tasks that must be completed during the first few weeks of school that it is impossible for one person to manage it all. Kathy McDaniel, our school secretary, wants to let you all know that she could NOT do it without you! If you would like to help in the front office at anytime this year, please contact Kathy at 259-5462. We appreciate your help!

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ALWAYS enter and exit the building only through the front doors during school hours and be sure to sign-in. The gym entrance is only for the use of AYS parents before 7:50 a.m. and after 2:45 p.m. AYS and ASA parents should park only in the north parking lot - not by the curb. Please follow the directions of our staff at all times. They have

been directed by the principal to follow specific protocols. We appreciate your help.

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In each newsletter this year, we look forward to sharing with you details about our work with the International Baccalau-reate Primary Years Programme (IB PYP).

Over the years, our families have learned about the MSDWT Character Values of respect, responsibility, caring, courage, honesty and self-discipline. As we build on these, we are now ready to stretch our students further. The aim of all IB pro-grammes is to develop internationally minded people who, recognizing their common humanity and shared guardian-ship of the planet, help to create a better and more peaceful world. We want to share with you the IB Learner Profile. The IB learner profile is the IB Mission Statement translated into a set of learning outcomes for the 21st century. Students at Spring Mill will be talking about this throughout the year.

IB learners strive to be:

Inquirers: They are naturally curious, and love to research and learn.

Knowledgeable: They explore new ideas and issues in our community and world. They have knowledge and understanding in many subjects.

Thinkers: They think creatively and critically about complex issues to make good deci-sions.

Communicators: They express their ideas confidently and collaborate well with others. They use more than one lan-guage to share their ideas.

Principled: They are honest, have integrity and a sense of justice. They take responsibility for their actions and words.

Open-minded: They appreciate their own culture. They are open to the traditions and perspectives of others, and grow from learning about different points of view.

Caring: They respect the feelings and needs of other people. They show compassion and want to make a positive differ-ence.

Risk-takers: They approach new situations, roles and ideas with courage. They voice their beliefs and support them with their actions.

Balanced: They understand the importance of fostering physical, intellectual and emotional balance for themselves and others.

Reflective: They choose their words wisely, celebrate their personal strengths, recognize their limitations and set goals for themselves.

Students who demonstrate specific Learner Profile characteristics each month, will be recognized at our monthly convo-

cations in a group photographs from each classroom, showcased in a PowerPoint presentation.

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We are also beginning academic recognitions this year to be held at the end of each quarter, where students will be cele-

brated individually for their academic accomplishments and bringing up their grades. We have a simple goal - we want

ALL our students to grow up to become individuals who care about the world we live

in. We want them to excel in their learning and be well-prepared to lead a global com-

munity that is changing right before our eyes. We look forward to sharing our experi-

ences in the IB world with you. Stay close, and hang on tight… it’s going to be a great

ride!

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PRINCIPAL: Mrs. Balagopal

ASSISTANT PRINCIPAL: Mr. Patsel

KINDERGARTEN TEACHERS: Mrs. Moore, Mrs. Poindexter, Miss Rowe & Mrs. Streit

FIRST GRADE TEACHERS: Mrs. Barnett, Mrs. Hodson, Miss Masters, Mrs. Suzo & Mrs. Weber (Miss Campbell - Maternity

Leave Substitute)

SECOND GRADE TEACHERS: Miss Abels, Mrs. Baumgartner, Mrs. Behny, Miss Hunt & Mrs. Mastain

THIRD GRADE TEACHERS: Miss Andress, Mr. Kershaw, Mrs. McAllister, Miss Streit & Miss Switalski

FOURTH GRADE TEACHERS: Mr. Curry, Mrs. Hatcher, Mrs. Taylor & Mrs. Yerkes-Bender

FIFTH GRADE TEACHERS: Miss Eagles, Mrs. Lowe, Mr. Staubach, Mr. Surber & Mrs. Turner

SPECIALS TEACHERS: Mr. Brinkman (Music), Mr. Campbell (P.E.), Mrs. Gouge (Media Specialist), Mrs. Schmitt (Art), Mrs.

Jing Wang (Chinese), Miss Leman (Computer Lab)

RESOURCE TEACHERS: Ms. Flores, Mrs. Murphy, Mr.

Raes & Mrs. Thorne (formerly Brinson)

SPEECH/LANGUAGE PATHOLOGIST: Mrs. Wellington

LITERACY SPECIALIST: Miss Humphrey

MATH SPECIALIST: Ms. Russell

LITERACY COACH: Ms. Heidelberg

MATH COACH: Mrs. Garis

ENL TEACHER: Mrs. Venturi (Miss Porter - Maternity

Leave Substitute)

OFFICE STAFF: Mrs. McDaniel (Administrative Assistant), Mrs. Casas (Clerical Assistant) & Mrs. Burns (Permanent Substitute)

CLINIC ASSISTANT: Mrs. Reeves - filling in for Ms. Mayes who will join our team in mid-September

INTERVENTIONISTS: Mrs. Groote, Mrs. Cook, Mrs. Leonardo, Mrs. Everitt, Mrs. Spraggins, Mrs. Bartemus, Mrs. Strickland,

Mrs. Nelson, Mrs. Mallin & Mrs. McKenzie

RESOURCE ASSISTANTS: Mrs. Webb, Mrs. Janson, Mr. Rucker, Ms. Anderson, Mrs. Brown, Mrs. Myers, Mrs. Ramsey, Mrs.

Gardner & Ms. Lane.

ENL ASSISTANTS: Mrs. Yates & Miss Paw

CUSTODIAL STAFF: Mr. Peters (Building Foreman), Mrs. McFarland & Mrs. Galicia

BULLDOG CAFÉ STAFF: Mrs. Johnson (Manager), Mrs. Hermus (Bookkeeper), Mrs.

Perdue, Mr. Thomas, Mrs. Edwards, Mr. Alarcon & Mrs. Kohlhoff

AFTER SCHOOL ACHIEVERS COORDINATOR: Mr. Gouge

TECHNOLOGY TECHNICIAN: Mr. Smith

CUMMINS STAFF: Mrs. Lickley (Counselor), Ms. Rogers (Life Skills Specialist)

AYS OFFICE: Mrs. Turner

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Proposed Authorization Visit Agenda


Day One

7:00 Pick up From Hotel

7:30 Arrive at Spring Mill Elementary

7:30 – 8:00 Staff Meet and Greet

8:00 – 9:00 Welcome to Washington Township and Spring Mill Elementary

o Superintendent: Dr. Nikki Woodson

o Assistant Superintendent: Dr. John Milleman

o Director of Elementary Education: Mrs. Marsha Reynolds

o IB and Curriculum Coordinator: Miss Allyson Smith

o IB Assistant Coordinator: Mrs. Sarah Fronczek

o Head of School: Subha Balagopal

o Assistant Head of School: Chad Patsel

o School Name IB Coordinator: Karen Gouge

9:00 – 10:00 Grade Level Meetings

10:00 – 11:30 Classroom Observations

11:30 – 12:30 Lunch


3:30 – 4:30 Head of School and IB Coordinator Meeting

4:30 Visiting Team Departs

Day Two

8:00 Pick up From Hotel

8:30 – 9:00 Parent and Community Member Meet and Greet


11:30 – 12:30 Lunch

12:30 – 2:00 Classroom Observations


3:30 – 4:30 Exit Interview with Head of School, IB Coordinator, and District

Administrators

4:30 Visiting Team Departs


International Baccalaureate Americas Primary Years Programme

SITE VISIT PREPARATION FORM

School: Spring Mill Elementary

Head of school: Subha Balagopal

PYP coordinator: Karen Gouge

Date of activity: TBD

School Address 8250 Spring Mill Road

Indianapolis, IN 46260

School phone number 317-259-5462

Main contact person during the activity: Allyson Smith

Phone number: 317.809.8814

Email address: [email protected]

After-hours contact person: In the event of an emergency or unforeseen travel delays, who should the site visitors contact?

Allyson Smith IB and Curriculum Coordinator

Phone number: 317.809.8814

Suggested Area Hotels:

(Please provide the names and addresses of (3) reasonably priced, reputable hotels. They must have

restaurants either within the lodging complex or in close proximity)

Hotel 1:

Name: Hyatt Place Indianapolis/Keystone

Address: 9104 Keystone Crossing Indianapolis, IN 46240

Phone: 317.843.0064 Website: http://indianapoliskeystone.place.hyatt.com


Hotel 2

Name: Sheraton

Address: 8787 Keystone Crossing Indianapolis, IN 46240

Phone: 317.846.2700

Website: http://www.starwoodhotels.com/sheraton

Hotel 3

Name: Homewood Suites Indianapolis at the Crossing

Address: 2501 East 86th Street Indianapolis, IN 46240

Phone: 317.253.1919

Website: http://homewoodsuites1.hilton.com/

Please upload this form on the Visit Preparation Form IBDocs field

Primary Years Programme Application form part B

Documents

Transcript of Primary Years Programme Application form part B