application for candidacy: primary years programme ......2018/01/19 · 1 application for...
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Application for candidacy: Primary Years Programme
Standard A: Philosophy School Information:
Date School opened: August 1998
School accreditation status with other organizations, if any:
Advanced Ed
Program Certification for STEAM-State of Georgia
Stonewall Tell Elementary is in an Achievement Zone/South Learning Community of Fulton
County. The school is in a cluster with three additional elementary schools that feeds into
Sandtown Middle School, and Westlake High School an authorized DP IB School and whose
applying for MYP Candidacy.
Type of school: Public Elementary Day School
Academic year dates: August to May
Age range of students across the whole school: Ages 3-11 years
School Information
Name the grades or years that comprise the different sections of the school and indicate the total
number of students in each.
Name of section in
school (primary)
Grades as identified
in the school
Age range of
students
Total number of
students in each
section
Pre-Kindergarten Pre –K 4-5 22
Kindergarten Kindergarten 5-6 101
Primary First 6-7 100
Primary Second 7-8 110
Intermediate Third 8-9 147
Intermediate Fourth 9-11 114
Intermediate Fifth 10-12 123
Primary Special Needs 5-8 14
Intermediate Special Needs 8-9 10
Intermediate Special Needs 8-11 10
Intermediate Special Needs 10-11 7
Total number of students in the whole school: 717
Language of instruction at the school: English
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Application for candidacy: Primary Years Programme
Standard A: Philosophy
Description of the school and its community
Provide a summary of the history and major characteristics of the school that make it
attractive for students and parents.
Established in 1998, Stonewall Tell Elementary (STES) is in a middle class community with good
parental support and high expectations. STES has a history of outperforming other schools
within its learning community. Fulton County is currently the state’s largest charter system.
This allows for more flexibility in programs and decision making at the district and local school
level. In 2016-17, STES increased overall performance on the Georgia Milestones Assessment
(GMA) and outperformed other elementary schools in our learning community. Sixty-eight
percent of our 3rd, 4th and 5th graders scored as Proficient/Distinguished and Developing/Above
learners on the GMA. The results far exceeded our expectations from last year, and these scores
are comparable to or better than those of students with similar backgrounds or demographics.
The Stonewall Tell Parent Teacher Association has always been a big supporter of the success of
students. The PTA, along with staff and teachers, hosts and supports many events such as, The
Fall Festival, Father/Daughter Dance, Mother/Son Game Night, Grits and Grandparents Day,
Day of the Eclipse, Field Day, Teacher Appreciation Week, and more. These events help to build
and reinforce the strong sense of community at Stonewall Tell. We strive to build capacity
within our teachers, parents, and stakeholders. These yearly events make students aware of the
strong sense of community support that exists within their school.
A description of the context in which it is located: socio economic and cultural aspects of
the surrounding community, interactions of the school with it.
Stonewall Tell Elementary is located in College Park, a city in south Fulton County, Georgia.
The community and stakeholders are involved in the academic achievement of their students.
Community partners have increased over the last several years. Our partners presently consist
of LLC FQ&P Aviation, Wells Fargo Camp Creek, Jackson Eye, Foresters Financial Service,
INC., Get Dinner to Go, City of South Fulton-Councilman, Operations of Hope, New York Life,
Berkshire Hathaway Home Services, Smyrna; Wells Fargo Parkway Village, Publix, and APEC
afterschool program. Fulton County Schools is one of the largest districts in Georgia. In July
2012, it became one of the largest charter district in Georgia. Stonewall Tell Elementary is a
part of the South Learning Community (SLC) in Fulton County. STES feeds into Sandtown
Middle School, and Westlake High School, an IB DP World School, also in the application for
MYP Candidacy phase. This feeder path opens and expands our reach as a community to work
more closely to benefit our students. This is also creating a culture for our cluster to work
together and create a support system for IB coordinators in the South Learning Community.
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A description of the student body and staff, including their national, cultural and linguistic
backgrounds.
Stonewall Tell has 717 students enrolled during the 2017-18 school year. We have 1 Pre-K class
(22 students), 6 Kindergarten classes (101students), 6 First grade classes (100 students), 5
Second grade classes (110 students), 7 Third classes (147 students), 6 Fourth classes (114
students) and 6 Fifth grade classes (123 students).
The STES student body consist of 90% African American, 1% Caucasian, 3% Hispanic, 3%
Multi-racial, 1% American Indian, 1% Asian, and 1% Pacific Islander students. English is the
primary language of the students, and the language of instruction. The staff at Stonewall Tell is
87% African American, 10% Caucasian, 2% Pacific Islander and 1% Indian. The Staff speaks
English as their primary language. Stonewall Tell has 22 teachers holding Master’s Degrees, 3
with Specialist Degrees, 1 teacher with a Talented and Gifted Certificate and 4 with ESOL
endorsements.
CONSIDERATION PHASE:
Standard A. Philosophy: The school’s published statements of mission and philosophy
align with those of the IB.
Practice A1. The school’s published statements of mission and philosophy align with those
of the IB.
1. Please provide the school’s current mission statement.
The mission of Stonewall Tell Elementary School is to create and sustain a safe, culturally
sensitive, and rigorous academic environment in which the power of “collective capacity” is
used to identify and implement a diversity of research-based, technologically advanced
strategies to advance teaching and learning, resulting in greater student academic
performance.
2. To what extent does the school mission statement currently align with the IB mission
statement?
CHECK BOX: Completely Partially Needs Revision
3. What process did or will the school use to refine the mission statement to further align
it with that of the IB?
The feasibility phase introduced to staff, parents and students the philosophy of the IB
programs. Staff continued to explore the philosophy of the IB programs, mission statement,
and learner profile. Several staff members visited an IB World school. The Stonewall Tell
focus group met to discuss and analyze the IB mission statement and Stonewall Tell mission
statement. The focus group looked closely with a cloze read to find words that stood out and
that resonated to them. We found that IB’s mission statement really focused on the whole
child, not just academics. The Focus group and IB Coordinator redelivered the analysis and
discussion of the IB mission and Stonewall Tell mission statement to the staff with a power
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point presentation and activity. The staff compared the IB mission with our current mission
statement and found that we need to revisit and revise our statement to align more to the IB
mission statement.
We will meet over the next several months to further make revisions to STES mission
statement to be more like IB with input from administrators, staff, and stakeholders.
4. To what extent does your school’s educational philosophy align with that of the IB?
CHECK BOX: Completely Partially Needs revision
5. What process did or will the school use to refine its philosophy to further align it with
that of the IB?
As we continue to explore IB, we will review the standards and practices, policies and
procedures to align more closely to IB. We want to make students more globally minded,
caring about not only what goes on in their own lives, but also how issues and events impact
their community and others around the world.
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Practice A2. The governing body, administrative and pedagogical leadership and staff
demonstrate understanding of IB philosophy.
The IB will evaluate this practice by reviewing information gathered under Practice A.3,
Action plan and during the Verification visit.
(No typing needed) NOT NEEDED FOR CANDIDACY APPLICATION
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Practice A3. The school community demonstrates an understanding of, and commitment
to, the programmes (s).
During the consideration phase, before submitting the Application for candidacy, the
school must have conducted a feasibility study, comparing its current practices and
policies to those required by the IB for the successful implementation of the programme.
1. Indicate who led and who was involved in the feasibility study process.
The feasibility study was initially led in the spring of 2017 by Principal, Philip
Hammonds. In the spring of 2017, the district and school established a school level PYP
Coordinator. Karriteshia Hooks was named the IB PYP Coordinator and led the
feasibility study. The Advanced Studies Coordinator for the district joined the study in
May 2017to provide support and guidance.
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The feasibility study started in the spring of 2017 and continued through December.
Multiple staff members participated as a focus group who them shared the information
with staff. The School Governance Council (SGC) was also provided information about
IB and shared interest in moving STES to become an IB World School.
2. Indicate what additional stakeholder groups were involved in the feasibility study.
o Parents
o Students
o Governing Body
o Other –School Governance Council
o Community members
o Local education authority
o Ministry of Education
3. Briefly describe the feasibility study process the school undertook.
The feasibility study process began in the spring of 2017 under the leadership of the
Principal, and several key staff members. Students, parents, and teachers were
introduced to IB and the PYP program. This introduction provided stakeholders
information on the elements and requirements of PYP and the time to ask questions.
Reflections on the feasibility of implementation were collected. This part of the feasibility
study took place over a period of two months to formulate the groups and prepare the
presentations. A few teachers were able to visit an IB World School in the Atlanta area.
This gave them an opportunity to see IB practices in real-time.
The feasibility study continued into the 2017-2018 school year. Six teachers including the
new IB PYP Coordinator received IB training during the summer of 2017, thereby giving
them a broader since of the expectations that must be in place to become an IB World
School. Several others teachers have since received training giving the school a current
total of eleven trained staff. A focus group was comprised of the principal, PYP
coordinator and teachers was established. A meeting was conducted after school each
month to analyze and discuss the IB mission statement, Standards, and Practices to see if
the practices we currently have in place align to IB. The focus group redelivered the
information to the staff via whole group at afterschool staff meetings or during
Professional Learning Community (PLC) meetings during each grade levels planning
time. The meetings were conducted primarily in the same manner, information given,
analyzed, discussed, then reflection (Padlet, parking lot, or ticket out the door). The
groups made some obvious connections/disconnects between current practices and the
PYP program. The groups learned about the IB mission statement, learner profile,
attitudes, transdisciplinary themes, and inquiry.
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The IB PYP Coordinator communicated with staff through in-house newsletter, staff
meetings and also attended monthly CASIE Lunch and Learns. The PYP Coordinator
joined a PLC including the Advanced Studies Coordinator for the district and PYP
Coordinators at neighboring schools who are currently in the feasibility phase.
4. During the Consideration phase, the school will also have begun its efforts to inform
its community about the programme and gain the support of key stakeholders.
Please use the chart below to provide information on the efforts the school has made
to date and the outcomes of those efforts.
Group Actions Taken Major Outcomes Additional
comments
School Board Candidacy Application TBD
Local School
Governing Body
- School
Governance
Council (SGC)
Initial discussion
Summer 2015 to
determine becoming an
IB World School.
Strategic Plan included
Allocated funds to
sustain IB
Reference was Westlake
was in the authorization
phase
PTA Parent University
STES to apply for
candidacy in April 2018
IB PYP Coordinator
selected
At present we have
financial support from
the county through the
Advanced Studies
Department budget
Continue feasibility
Administrator/teachers
attended CASIE
training
Application for
Candidacy
School visits for
teachers funding
allocated for substitutes
Local Educational
Authority
Principal attends IB
Training, Summer 2016
SGC- met discussed
strategic plan and IB
consideration.
School Governance
Council approved the
hiring of an IB PYP
Coordinator
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Parents Parents was first
introduced to IB during
open house (Aug, 2017)
Donuts and Dialogue
Parent University -
informational newsletter
about IB.
Brief overview of IB
components and
explanation of
feasibility study.
A centralized location
for teachers, parents
and other stakeholders
to obtain information
and resources.
Brief overview of IB
and the feasibility study
and expectations;
PTA Parent University
Pedagogical
Leadership Team
Administrative Team
Meeting
Principal and
Coordinator meeting
Request for flexibility
Allocation of funds to
sustain IB
Connect IB to
Stonewall Tell
Elementary Strategic
plan.
Encouraging staff,
administrators, teachers
to support the efforts of
our school becoming an
IB World School
Continue exploration of
PYP
Request extra planning
days in RFF-for PD
(CASIE training)
Request for Allocation
of funds for the IB
Teachers and
Staff Members
Principal discusses IB at
Faculty meetings
throughout the school
year 2017-18
Teachers attend CASIE
IB training ongoing
during 2017-18
Focus group and staff
meetings were held to
Teachers reflected after
each session or meeting
and provided their
encouraging support on
Padlets or ticket out the
door.
Increased evidence of
student inquiry in
classrooms
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analyze standards and
practices.
Professional
Development on Inquiry
Leadership/Admin
meetings
Weekly internal
newsletter
Teachers have a clear
understanding of IB and
implementation.
Increased usage of
character-based
terminology similar to
IB Learner profiles
throughout the school.
-Information
disseminated,
comments gathered,
questions addressed.
Ongoing Professional
Development on
Inquiry
Ongoing IB
information
Communicate via Tiger
Talk to staff
information and ideas
about IB
5. Provide any additional information on the school’s efforts to inform its community
and gain support for the programme.
Stonewall Tell utilizes ClassDojo, Remind app, Robo-calls, PTA Parent University,
website, newsletters, weekly Thursday folders, and TV monitors throughout the building
to inform parents and community members..
We also use TIGER TALK (internal newsletter), Professional Development, Staff
meetings, Remind app, and ClassDojo to inform Staff.
Upload Feasibility study (if available)
Please indicate your current assessment of how you school meets this practice.
CHECK BOX: In progress In place Not in place
Requirements A3.a. The values of the PYP as indicated in the curriculum
documents have an explicit impact on decision-making and functioning of the
school.
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IB does not require evidence of this requirement at candidacy. This requirement must be
in place at authorization, at which time the IB will review the school brochure, such
website, as part of the Application for authorization and during the Verification visit.
Please include the work that you plan to undertake to meet this requirement in the Action
plan.
Please indicate your current assessment of how your school meets this requirement.
CHECK BOX: In progress In place Not in place
AT AUTHORIZATION
Requirements A3.b The school as a community of learners is committed to a
collaborative approach to curriculum development.
The IB will evaluate this requirement by reviewing information gathered under Practice
B2. 4.
Please indicate your current assessment of how your school meets this requirement.
CHECK BOX: In Progress In place Not in place
Requirements A3.c. The school is committed to a constructivist, inquiry-based
approach to teaching and learning that promotes inquiry and the development of
critical- thinking skills.
IB does not require evidence of this requirement at candidacy. This requirement must
be in place at authorization, at which time the IB will review Application for
authorization and during the Verification visit. Please include the work that you plan to
undertake to meet this requirement in the Action plan.
Please include the work that you plan to undertake to meet this requirement in the Action
plan.
Please indicate your current assessment of how your school meets this requirement.
CHECK BOX: In progress In place Not in place
Requirements A3.d. The school is committed to the PYP as the framework for all
planning, teaching and learning across the curriculum.
IB does not require evidence of this requirement at candidacy. This requirement must be
in place at authorization, at which time the IB will review Application for authorization
and during the Verification visit.
Please indicate the work that you plan to undertake to meet this requirement in the Action
plan.
Please indicate your current assessment of how your school meets this requirement.
CHECK BOX: In progress In place Not in place
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Requirements A3.e. The school demonstrates a commitment to transdisciplinary
learning.
1. It is a PYP requirement that the classroom teacher takes responsibility at
least for the language of instruction, mathematics, social studies and science, to
support the PYP model of transdisciplinary teaching and learning. Explain whether
the school needs to make adjustments to address this requirement.
The homeroom teachers are responsible for language instruction, math, social studies
and science in support of the PYP of model transdisciplinary teaching and learning.
Teachers will receive IB training, collaborative planning time, PDs, and continued
information/ideas on IB.
2. What challenges would the implementation of a transdisciplinary programme
entail for the school?
Current district guidelines relative to time allotted for subjects/content areas do not
directly align with a transdisciplinary program. The challenges of implementing a
transdisciplinary program would consist of scaffolding support for teachers during the
change and aligning the transdisciplinary program to district expectations for
instructional periods.
Please indicate your current assessment of how your school meets this requirement.
CHECK BOX: In progress In place Not in place
Practice A4. The school develops and promotes international- mindedness and all
attributes of the learner profile across the community
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice A5. The school promotes responsible action with and beyond the school
community.
1. Indicate interactions the school and its students currently have with the surrounding
community. (choose all that apply).
School facilities/resources available for community use
Direct community financial support for school (e.g. school fundraising, grants,
donation, not including taxes or standard fees)
Community facilities support school activities
School has cooperative relationships with community businesses, clubs or other
educational institutions
The school community participates in service efforts
The school community participates in local community events
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The school invites community members to volunteer at the school
The school and community have no interaction
Other (please describe)
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Practice A6. The school promotes open communication based on understanding and
respect.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice A7. The school places importance on language learning including mother tongue,
host country language and other languages.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Requirement A7.a. The school makes provision for students to learn language, in
addition to the language of instruction, at least from the age of seven. Schools with
two languages of instruction are not required to offer an additional language.
IB does not require evidence of this requirement at candidacy. This requirement must be
in place at authorization, at which time the IB will review the school brochure, school
web site, as part of Application for authorization and during the Verification visit.
Please include the work that you plan to undertake to meet this requirement in the Action
plan.
Please indicate your current assessment of how your school meets this requirement.
CHECK BOX: In progress In place Not in place
Requirements A7.b. The school supports mother tongue and host country language
learning.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
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Practice A8. The school participates in the IB world community.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice A9. The school supports access for students to the IB programme and philosophy.
IB does not require evidence of this practice at candidacy. This practice must be in place
at authorization, at which time the IB will review Application for authorization and
information gathered during the Verification visit.
Please include the work that you plan to undertake to meet this practice in the Action
plan.
Please indicate your current assessment of how your school meets this practice.
Check box: In progress In place Not in place
Requirements A9.a. The school implements the PYP as an inclusive programme for all
students.
The PYP is an inclusive programme for all students. All students aged 3 to 12 years old in
all the grades/year levels in the school should be engaged in the PYP. The IB will review
information provided in section Programme Data.
1. Will students have to meet admissions or selection criteria to be enrolled in the
school?
Yes No
a. Describe the admissions/selection policy that will determine enrollment in the
school.
Stonewall Tell Elementary is a Fulton County Public School. As such, admission
policies are based on geographic student attendance zones. All students enrolled at
STES will be included in the PYP program.
Please indicate your current assessment of how your school meets this requirement.
CHECK BOX: In progress In place Not in place
Application for candidacy: Primary Years Programme
Standard B. Organization
Standard B1. Leadership and structure: The school’s leadership and administrative
structures ensures the implementation of the IB programme(s).
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Practice B1.1. The school has developed systems to keep the governing body informed
about the ongoing implementation and development of the programme(s).
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related to this
practice and you may wish to include relevant activities in the Action plan.
Practice B1.2. The school has developed a governance and leadership structure that
supports the implementation of the programme (s)
1. What type of governance body or educational authority has oversight for the
school?
o Governmental/ State / Ministry of Education
o Board of Directors/ Trustees/ Governors
o School Board / Board of Education/ Local Education Agency
o Diocesan/ Parish/ Other Faith- based governance body
o Owner Defined Governance Body
o Company/ Cooperation
o School Council/ Advisory Committee
o None
o Other
2. Briefly describe the school’s governance body or educational authority.
The Fulton County Board of Education (FCBOE) consists of seven elected members who
serve four year terms. The Superintendent is appointed and serves as an ex-officio
member of the board. Members elect a President who serves a two-year term and a Vice-
President who serves for one year. The FCBOE establishes policy and approves the
district financial budget.
The School Governance Council (SGC) is the governing body of the school. The purpose
of the School Governance Council is to provide parents, school staff, and community
members with a leadership role in the management of the school. The School
Governance Council is a governing body that is representative of the community and the
school, but operates under the control and management of the Board of Education. The
council is responsible for making decisions regarding the strategic direction of the school
including:
a.) Approve the school strategic plan and updates
b.) Approve the annual budget and annual resource allocations
c.) Manage the Request for Flexibility process
d.) Participate in hiring the principal (in the case of a vacancy)
e.) Provide annual feedback on principal performance
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a. How is the school’s governing body or educational authority formed?
o Publicly elected
o Appointed by elected official/ body
o Appointed by owners
o Comprised of owners
o Other
o Do not know
b. Briefly explain the areas over which the governing body or educational authority
has direct authority at the school.
The Fulton County Board of Education (FCBOE) sets policies and oversees the
finances of the district. The Principal is responsible for implementing state and
district policies and reports directly to the Area-Superintendent who then reports to
senior leaders. The Principal also serves as an ex-officio member of the school
governance council assisting the Governance Council in determining and
implementing the strategic direction of the school.
3. Describe how the pedagogical leadership team will work together to lead the
implementation of the programme.
The pedagogical team, including the PYP Coordinator, will meet regularly to plan for
implementation, professional development, and support of staff. The team will
monitor and evaluate implementation.
4. Who will be responsible for recruiting the programme staff at the school?
Fulton County recruits through job postings, job fairs, and college visits. School
leadership attends these job fairs that occur throughout the year. The Administration
team will be responsible for making recommendations to the district Talent Division for
hiring and appointing the PYP staff at Stonewall Tell. The goal is to select high
performing teachers that understand the fundamentals of Teacher Keys Effectiveness
System (TKES) core competencies. The Administration team intends to hire staff that will
commit to the IB Program requirements.
5. Briefly describe any challenges the school faces in recruiting or retaining staff,
including the plans in place to address these challenges.
The national shortage and increasing attrition of teachers within the first five
years does pose a challenge for Stonewall Tell’s ability to recruit and retain staff.
Mitigation strategies in place include:
· Providing mentor teachers to new and novice teachers at our school
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· Provide on-going, direct support from multiple levels within our
School organization
· Effective marketing and branding of our school
· Continue growth in student achievement and school culture and climate
· Refine strategies for during candidate interviews
Please indicate your current assessment of how your school meets this practice
CHECK BOX: In progress In place Not in place
Requirement B1.2.a. The responsibility for pedagogical leadership within the school is
shared responsibility, including at least the PYP coordinator and the primary school
principal.
IB does not require evidence of this requirement at candidacy. This requirement must be
in place at authorization, at which time the IB will review Application for authorization
and during the Verification visit.
Please include the work that you plan to undertake to meet this requirement in the Action
Plan.
Please indicate your current assessment of how your school meets this requirement.
CHECK BOX: In progress In place Not in place
Requirement B1.2.b. The governing body places the responsibility for the implementation
of the PYP on the pedagogical leadership team.
IB does not require evidence of this requirement at candidacy. This requirement must be
in place at authorization, at which time the IB will review Application for authorization
and during the Verification visit. Please include the work that you plan to undertake to
meet this requirement in the Action Plan.
Please indicate your current assessment of how your school meets the requirements.
CHECK BOX: In progress In place Not in place
Practice B1.3. The head of school/ school principal and programme coordinator
demonstrate pedagogical leadership aligned with the philosophy of the
programme(s).
The IB will evaluate this practice by reviewing Action plan and school organization
chart.
1. In the absence of a common language among staff, how will the pedagogical
leadership team, ensure consistent implementation and development of the
programme?
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The common language among staff is English.
2. Based on information provided about the school, at least one language of instruction
in the school is different from the IB working languages. Given this, how will the
pedagogical leadership team ensure consistent implementation and development of
the programme?
Stonewall Tell Elementary will implement a pilot world language module program for
students in grades K-2 beginning 2017-2018. The world language module program
implementation will be refined and sustained through local funds to enable Language B
instruction for all students. During candidacy, the school will explore implementation
best practices at other PYP programs.
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Practice B1.4. The school has appointed a programme coordinator with a job
description, release time, support, and resources to carry out the responsibilities of
the position.
1. What percentage of the programme coordinator’s weekly schedule will be devoted
to IB coordinator responsibilities?
The PYP IB Coordinator will devote 50 percent of her weekly time to developing and
implementing the IB Program. Other responsibilities include Instructional Support Team
member, Instructional Coach-K class, working with struggling Kindergarten students,
and administering state and district assessments, Yearbook chairman, Junior Beta Club
Sponsor, and school duties.
2. Programme Coordinator time allocation
Duty % of weekly time
Programme coordination 50 % of weekly time
Other ( Instructional Coach) 25 % of weekly time
Other ( PBIS/Yearbook/PLF/AM/PM
Duty Hall/Car)
25% of weekly time
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
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Practice B1.5. The school develops and implemented policies and procedures that support
the programme(s).
The IB will evaluate this practice by reviewing answers to the information gathered under
practices B1.5a and B1.5b.
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Requirements B1.5.a. The school has developed and implements a language policy that is
consistent with IB expectations.
1. Describe the process by which the school’s language policy was or will be,
developed, implemented and revised.
The leadership and teachers will work to create a language program to meet the
requirements of IB.
2. Describe the support the school will provide to students whose most proficient
language is not the school’s language(s) of instruction.
English is the primary language of our student body.
3. Indicate the provisions the school has or will have to support students’ mother
tongues, if different from the language(s) of instruction of the school. Indicate
whether this support will take place during school time.
English is the primary language of our student body, no provisions needed at this time.
Please indicate your current assessment of how your school meets this requirement.
CHECK BOX: In progress In place Not in place
Requirement B1.5.b. The school has developed and implements an assessment policy
that is consistent with IB expectations.
1. Describe the school’s current assessment system / policy and indicate any
differences you have found when comparing it with the PYP perspective on
assessment.
Stonewall Tell Elementary has many similarities when comparing it with the PYP
perspective on assessment. The school’s focal point is assessment in regards to
planning, teaching, and learning. Data is analyzed by teachers weekly to help plan
instruction. This precise and systematic approach helps to improve student learning
throughout the year. To celebrate student’s success, evidence of learning is clearly
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and concisely posted throughout classrooms, hallways, and other spaces in the
school. The school uses a variety of assessment types including standardized tests,
performance tasks, projects, and rubrics, formative and summative assessments.
Clear expectations are set for teachers to consistently communicate through parent
conferences, online grade book, ClassDojo, Parent University, and posted
information on websites to communicate with the school community.
As we compare our assessment policy to the PYP perspective, adjustments should be
fairly simple. We will need to address the essential elements of the PYP program
through assessment.
Please indicate your current assessment of how your school meets this requirement.
CHECK BOX: In progress In place Not in place
Practice B1.6. The school has systems in place for the continuity and ongoing
development of the programme (s).
IB will consult the Action plan to confirm that the school has developed clear plans,
accountabilities and timelines regarding the ongoing development of the programme.
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Practice B1.7. The school carries out programme evaluation involving all
stakeholders.
As this practice does not need to be in place or in progress at authorization, we have no
specific questions on it at this time.
Standard B2. Resources and Support: The school’s resources and support
structures ensure the implementation of the IB programme (s)
Practice B2.1. The governing body allocates funding for the implementation and
ongoing development of the programme(s).
The IB will evaluate the practice by reviewing the Budget Chart.
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Practice B2.2. The school provides qualified staff to implement the programme(s).
Below is the summary of the teaching and administrative staff information that you
provided. You may choose to update it in the School Staff section.
19
Staff
Full-time Part-time
Number of teachers 50
Number of para-professionals 8 1 itinerant
Number of single-subject
teachers
5 2 itinerant
Other staff involved in PYP 1 Principal
1 Assistant Principal
1 CST
1 Administrative Assistant
1 Counselor
1 IB Coordinator
6 EIP Teachers
1 TAG
4 Special Education
1 Media Specialist
1 SST/RTI
Specialist
-1 Speech
1. Do all teachers who will be involved in the programme meet the applicable local/
regional national standards for instructional staff?
Yes No
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Practice B2.3. The school ensures that teachers and administrators receive IB – recognized
professional development.
The IB will evaluate this practice by reviewing information gathered under Practice
B2.2, B2.3a, Action plan and Budget Chart.
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Requirement B2.3.a. The school complies with the IB professional development
requirement for the PYP at authorization and at evaluation.
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1. Below is the summary of IB professional development the teaching and
administrative staff information that you provided. If you have not entered
professional development information regarding your teachers and administrative
staff, please update it in the School Staff section.
The Fulton County School Board of Education will initially supply financial support for
the training of all staff at Stonewall Tell. STES will facilitate new teacher orientation and
yearlong professional development to ensure that new teachers are fully trained on
practices and procedures of the PYP program. New teachers will be provided support by
the IB Coordinator on a 1:1basis; collaborative groups, and matched with a mentor
teacher who had official IB training. Official IB training for new hires will be scheduled
as needed.
2. Briefly describe the school’s plans to induct and provide training for new
programme staff hired after authorization.
A local induction program will be developed to provide new teachers with an
introduction to IB and the components of PYP during pre-planning before school starts.
The PYP Coordinator and experienced peers will support new staff through local
professional development until formal training can be scheduled.
Please indicate your current assessment of how your school meets this requirement.
CHECK BOX: In progress In place Not in place
Practice B2.4. The school provides dedicated time for teacher’s collaborative planning and
reflection.
1. Please describe the school’s current collaborative planning practice.
Stonewall Tell’s current collaborative planning practice consists of three days per week
for grade levels to meet during their planning period. Up to two days per week may be
used for professional learning/development. One day per week may be necessary for
meetings associated with Response to Intervention (RTI) and/or Student Support Teams
(SST). Staff meets weekly on Tuesday afternoons for Professional Learning Communities
work and brief staff business, when applicable. Changes in planning structures are
forthcoming in order to allow for vertical transdisciplinary planning.
2. In the table below, describe the meetings that will support programme
implementation, including participants and meeting types, objectives, and
frequency.
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Meeting Name Who attends Frequency Objectives
Humanities/Grade
Level
Grade Level
members
CST as
necessary
Weekly
Collaborative
planning,
examine student
and grade level
data, units and
reflect on
practice of
teaching and
learning.
PLC
Professional
Learning
Communities
Grade level
teams, Admin
as necessary,
CST, PYP
Coordinator as
necessary
Weekly
Bi-weekly
Collaborative
planning,
examine student
and grade level
data, units and
reflect on
practice of
teaching and
learning.
Examine GSE
Standards,
writing
practices,
integration
across the
disciplines
inquiry in the
PYP
and student
work analysis
Administration
meetings
Principal,
Assistant
Principal, CST,
EIP
Coordinator,
STEM
Coordinator,
SST/RTI
Coordinator,
Administrative
Assistant
Bi-monthly Needs of school
weekly
School
initiatives
Student data
Increase IB
communication
between Admin
team through
the lens of IB
PYP
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Leadership
meetings
Administrative
Team-
Principal, AP,
CST, AA, IB
PYP
Coordinator,
EIP
Coordinator,
STEM
Coordinator,
Grade-level
Chairs
Bi-monthly School climate
and culture
Review school
wide data,
initiatives
-Beginning with
the end in mind
Faculty meetings Entire Staff
Weekly
Staff
recognitions
Professional
Development
Updates
Committee
Meetings
IB, PBIS,
Broadcast,
S.T.L.Y.E,
A.T.L.A.S.,
STEM Gems,
Robotics,
Chess Club,
Junior Beta
Club
Monthly Service projects
Fundraiser
activities
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Practice B2.5. The physical and virtual learning environment, facilities, resources and
specialized equipment support the implementation of the programme(s).
Please describe the IT facilities PYP students and teachers will have access to and indicate
where they are located.
1. Which of the following characteristics describe your school’s current approach to
the use of technology for learning?
▪ One to one laptop/ device for students _400___# computers
▪ Shared computers in classrooms through the school __200__# computers
▪ Centralized computer facility __60__# computers
▪ Shared computers in the library for student use __36__# computers
▪ One to one laptop/ device for teachers __52__# computers
▪ Shared computers for teachers __60 # computers
23
▪ Interactive white boards in classrooms throughout the school __46 # boards
▪ Other ( please describe)
2. Does the school have consistent access to the internet? Yes No
3. Does the school have Wi-Fi? Yes No
4. Please describe any restrictions the school places on student or staff to access to
Wi-Fi internet.
Fulton County has the following district guidelines for internet security:
• Student’s access to wifi is restricted based on the county’s security standards.
• Scripts are in place to block websites that are deemed inappropriate.
• Students must master digital citizenship training.
• Safety and security is ensured through the alignment of district policy, standards
and best practices.
• Both students and staff are required to read and sign off on a computer, internet,
email and electronic networks acceptable use agreement.
5. Please provide or update information on the school facilities and resources that
support the implementation of the programme.
Facility or
Resource
Description of facility
/ resource
How this facility
supports
programme
implementation
Plans for
further
development,
if any
Physical education
/athletics facilities
PE-gymnasium, outside
basketball court, large
field used for outdoor
PE and Recess, Field
Day and other school
activities/programs
Playground PreK-1
Playground 2nd -3rd
Students have PE 2
times weekly that
includes activities
from around the
world.
Our field is used for
Cricket and Soccer
on the weekend.
A variety of
equipment is left
outside in recess
bins for utilization
on the weekends and
after school for the
community to have
a safe place to play.
International Cricket
Foundation-spot
lighted on the news.
2 basketball
goals on
concrete slabs
will be
installed for
4th/5th grade
play area
Fitness
obstacle
course-
discussion
24
Science
laboratories
5 STEM labs
5 Flexible seating in
main STEM lab
21st century learning
furniture on each grade
level
3 Hydroponics garden
systems
2 Cubelets Class
20 Microscope sets
20 Tree of Knowledge
hydrolab kit
2 3D printers
1 Cooking cart
10 Dot and Dash robot
kits
24 Hand to Mind
STEM kits
STEM Scope
curriculum
Captain Planet
facilitated our
project learning
gardens and cooking
carts.
Charity Recycling
service – our
recycling of clothing
program to benefit
the school and
community.
The US Green
Building Council-
they are assisting
with creating a
Green School-it’s
environmental
efficient.
These programs are
all connected help
students to build
communities that
are more
environmentally and
socially responsible,
creating healthy
living and a
prosperous
environment that
will improve the
quality of life.
Composting
Expand our
learning
gardens
Expand our
recycling
program to
include paper,
plastic and
other materials
Community
Garden club
Visual art studios Broadcast room
2 microphones
iPad-Live stream from
any location- local and
outside of the school
building
camera
The broadcast
committee provides
daily information
for staff and student
body, during the
morning
announcements.
Supports school
programs via visual
and audio to include
25
Studio mixing board-to
allow for multiple
screen viewing
Teleprompter
2 Mac books/1
Adobe Suite-for editing
and visual arts
Stop Motion-allows
still pictures to be
animated
outsides of clubs,
SGC, PTA etc.
PBL
Specialized
facilities
PBIS Rewards
Incentive store
PTA store -Valentine
and School Spirit store
Support positive
character traits
Music facilities 2 Music classrooms
2 Epson interactive
board used by teacher
and students.
Musical instruments-
percussion and
recorders.
Laptops, iPads, Mac
computers, recording
devices, microphones.
Apps-Garage bands,
Quaver Marvelous
world of music, Music
tech teacher.
Supports
appreciation and
understanding of a
variety of music
styles
Arts performances/
Exhibition spaces
Art exhibitions space is
utilized within our gym
and in our halls on the
walls.
Will expose students
to global
perspectives
Performing arts
facilities
STES has 2 Art
classrooms
The Main Art room
has the following
-Allow students to
engage in
performances with
26
resources and
equipment:
2 sinks, 1 paper
cutter, 1 drying rack, a
kiln, 3 Dell desk top
computers,
1 Television, DVD, a
digital camera, a
document camera, (1)
iPad, LCD projector, an
Apple TV, Epson Smart
board, wireless internet,
large mobile
whiteboard, and 7 large
work tables.
2nd Art classroom-
8 large work tables, 1
paper cutter, 2
small drying racks,
Epson Smart board,
chalkboard, and 1 sink.
The cafeteria stage is
utilized for our
performing arts
performances.
Stage lights for visual
effects.
Main curtain for scene
changes.
Two music rooms for
quick costumes
changes.
3 Cordless microphone
2 -55inch TV monitors
1-70 inch roll
We have both chair
seating and rectangle
table/round seat
connected.
Projector as needed
international
influences
Curriculum
connections across
all subject areas to
include creative arts
standards and
STEM standards
27
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Practice B2.6. The library/ multimedia resources play a central role in the
implementation of the programme (s).
Please describe the physical and / or virtual library and the print, electronic, and
multimedia resources available at the school by providing the requested in the following
questions.
STES Virtual Learning Commons (Media Center), is extremely inviting with an artistic
mural covering all the walls of the media center. We have several silent
reading/listening/speaking stations for students to work on their own or with a small
group, study bars (2 high tables) for collaboration, and instructional/work stations for
independent or group activities including online research and book circulations.
Books are in a semi-circle around the perimeter of the media center on shelves attainable
by all age groups. There are two 70 inch interactive television monitors, 1 Epson Smart
Board.
Media Center is available to students throughout the week, Monday -Friday from 8:00am
until 2:00pm.
Student have access to books, magazines, encyclopedias and can check out books using
Destiny (computerized checkout program). Students in Kindergarten and first grade may
check out one book at a time. Students in second through fifth grade may check out two
books. All books must be returned to media center within two weeks.
1. Can students access the library independently? Yes
2. Can students freely browse and borrow library resources? Yes
3. During what hours can students access the library? (8:00am -2:00pm)
4. Does the library have spaces for the students to study independently? Yes
5. Is the library designed specifically for the age group of the programme? Yes
If no, who else uses the library? -- Not applicable
6. Please describe the print, electronic, and multimedia resources that PYP
students will be able to access, including the total number of each type of
resources and the language (s) in which type of resource is available.
Resource Type Language Language Language
28
Total number of general
reference books (per
language )
English - 19,142
Total number of nonfiction
books (per language )
English - 9,502
Total number of fiction books
( per language )
English – 8,194
Total number of print
periodicals (per language ) English -180
ongoing monthly
Total number of online
general reference
subscriptions ( per language)
English - 33
Total numbers of online
journals or other virtual
publications (per language )
English - 11
Additional print, electronic,
or multimedia resources
English - 861
7. How is the library being used as a support for whole class learning?
STES Media Center is a HUB for research based resources, instructional collaboration
reference materials, literature, and innovative technology tools. This HUB is a student-
centered dwelling of exploration where innovative instructional collaboration is utilized
to encourage critical thinking skills, solve problems, and where understanding is gained
in order to make decisions that will ensure the success of students and staff through
effective uses of information, ideas and technological tools.
8. Describe how the library/ multimedia center is managed (include
responsibilities of the person who is in charge of the library / multimedia centre,
and agreements with other libraries, if applicable).
STES Media Center provides access to information (both print and digital) and ideas that
are essential to the growth of the 21st century learner. The media center services
organizer (METI) aims to empower students and staff in order to continue their academic
and professional journey to be effective lifelong learners who acquire inquiry based
critical thinking skills. She provides resources and growth opportunities for students and
teachers. The role is based upon the development of integrating curriculum concepts,
new understandings, problem solving, effective technology integration, performance task,
and projects that encompass and support the implementation of Georgia Standards of
Excellence and the school’s strategic plan. The media center is where teachers and
29
students utilize information and technological tools to enhance curricular tasks and
encourage student interest. Teachers and students have flexible access. Innovative
resources are available (print and digital). The curriculum is integrated across all
subjects. Collaboration is designed to help teachers and students and the media center
builds a foundation for self-motivated learning.
The media services role in technology is to provide technological tools to assist with the
authentic production, effective demonstration, and application of learned skills. This
roles involves collaboration in order to ensure success. The development and promotion
of reading and writing will involve the use of computers, iPads, iPods, e-books, etc.
Stonewall Tell Elementary as an agreement with the local community library, Wolf Creek
Library, a partner in education. The Youth Coordinator at Wolf Creek participates in
local school literacy activities along with supporting events on and off campus to assist
with imparting knowledge in the areas of physical and digital literacy.
9. Do the classroom have libraries / resource centers? Yes No
10. Describe the classroom libraries/ resource centres.
Many classes have libraries sectioned compiled by levels, genres or Lexile levels.
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Practice B2.7 The school ensures access to information on global issues and diverse
perspectives.
The IB will evaluate this practice by reviewing information gathered under Practices
B2.5, B2.6 and the Action plan.
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Practice B2.8. The school provides support for its students with learning and/ or learning
support requirements and support for their teachers.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice B2.9. The school has systems in place to guide and counsel students through the
programme(s).
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
30
Practice B2.10. The student schedule or timetable allows for the requirements of the
programmes to be met.
The IB will evaluate this practice and requirements below by examining the information
gathered under practice B2.10a.
Please indicate your current assessment of how your school meets this practice.
CHECK BOX: In progress In place Not in place
Requirements B2.10.a. The schedule or timetable allows for in depth- inquiry for into the
transdisciplinary and disciplinary dimensions of the curriculum.
1. Complete or update the organization of teaching time chart.
Year / Grade Pre-K K-5th
Total teaching time in hours per week/ cycle 6.5hours 6.5hours
Length of week / cycle 5 days a week 5 days a week
Percentage of teaching time with classroom
teacher
390-100% 330/390-85%
Percentage of teaching time with single-subject
teachers (Special area teachers)
15% (60minutes in
class specials)
12%
Percentage of teaching time spent on other
activities (e.g. lunch, naptime, recess )
30%
30 mins lunch
30 mins recess
60 mins naptime
12%-lunch/recess
Plus other events as
scheduled
2. Will the school need to make adjustments to the student’s weekly schedule to ensure that
it provides adequate time for an in-depth study of each unit of inquiry?
Yes No
Please indicate your current assessment of how the school meets this requirement.
CHECK BOX: In progress In place Not in place
Practice B2. 11. The school utilizes the resources and expertise of the community to
enhance the learning within the programme(s).
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
31
Practice B2.12. The school allocates resources to implement the PYP exhibition, the MYP
personal project (or community project for programmes that end in MYP year 3 or 4), the
DP extended essay and the CP reflective project for all students, depending on the
programme(s) offered.
This practice is not required to be in place or in progress at authorization and we do not
have any questions at this time.
Application for candidacy: Primary Years Programme
Standard C: Curriculum
Standard C1. Collaborative planning: Collaborative planning and reflection supports the
implementation of the IB programmes(s).
Practice C1.1 Collaborative planning and reflection addresses the requirements of the
programme(s).
The IB will evaluate this practice by reviewing information gathered under Practice B2.4
and during the Verification visit.
Please indicate your current assessment of how your school meets this practice.
Check box: In progress In place Not in place
Requirement C1.1.a. The programme of inquiry and all corresponding unit
planners are the product of sustained collaborative work involving all the
appropriate staff.
The IB will evaluate this practice by reviewing information gathered under Practice B2.2
and B2.4 during the Verification visit.
Please indicate your current assessment of how your school meets this practice.
Check box: In progress In place Not in place
Requirement C1.1.b. Planning at the school makes use of the PYP planner and
planning process across the curriculum and by all teachers.
The IB will evaluate this practice by reviewing information gathered under Practice B2.2
and B2.4 during the Verification visit.
Please indicate your current assessment of how your school meets this practice.
Check box: In progress In place Not in place
Requirement C1.1.c Planning at the school addresses all the essential elements to
strengthen the transdisciplinary nature of the programme.
32
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Practice C1.2 Collaborative planning and reflection takes place regularly and
systematically.
The IB will evaluate this practice by reviewing information gathered under
Practice B2.4 and during the Verification visit.
Please indicate your current assessment of how your school meets this practice.
Check box: In progress In place Not in place
Practice C1.3 Collaborative planning and reflection addresses vertical and horizontal
articulation.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Requirement C1.3.a. There is a systematic approach to integration of the subject-
specific scope and sequences and the programme of inquiry.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Requirement C1.3.b. The school ensures balance and articulation between the
transdisciplinary programme of inquiry and any additional single-subject teaching.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Practice C1.4. Collaborative planning and reflection ensures that all teachers have an
overview of students’ learning experiences.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
33
Requirement C1.4.a. The school provides for easy access to completed PYP
planners.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Requirement C1.4.b. The school ensures that PYP planners are coherent records of
student learning.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Practice C1.5. Collaborative planning and reflection is based on agreed expectations for
student learning.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C1.6. Collaborative planning and reflection incorporates differentiation for
students’ learning and styles.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C1.7. Collaborative planning and reflection is informed by assessment of student
work and learning.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C1.8. Collaborative planning and reflection recognizes that all teachers are
responsible for language development of students.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C1.9. Collaborative planning and reflection address the IB learner profile
attributes.
34
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Standard C2. Written curriculum: The school’s written curriculum reflects IB philosophy.
Practice C2.1. The written curriculum is comprehensive and aligns with the requirements
of the programme(s).
1. Will students enrolled in the programme have to fulfill other mandated requirements?
Yes No
a. Indicate which requirements must be fulfilled in each year of the programme.
Requirement Name x Exam
x Curriculum
x Teaching structure
Timetable
Other
PYP Year x Year 1
x Year 2
x Year 3
x Year 4
x Year 5
Additional Comment:
The written curriculum is based on the state standards. Students are required to take
district and state mandated assessments. There are current teaching structures in place
to meet the needs of students such as Talented and Gifted (TAG), Early Intervention
Program (EIP) and Special Education.
b. Please identify programme implementation challenges resulting from these requirements
and explain how the school will address those challenges.
The staff at Stonewall Tell Elementary may experience challenges as we embark on the
implementation of the transdisciplinary program. Teachers may experience difficulty as
they try to balance between State and district requirements, blending the state standards
with the IB Transdisciplinary Themes and letting go of their own units of inquiry that
may be repetitive in nature. Some teachers may resist change and teach in isolation until
they gain more knowledge about the IB program advantages.
Please indicate your current assessment of how your school meets this practice.
Check box: In progress In place Not in place
Requirement C2.1.a. The programme of inquiry consist of six units of inquiry – one
for each transdisciplinary theme—at each year/grade level, with the exception of
students who are 3-5 years, where the requirement is at least four units at each
35
year/grade level, two of which must be under “ Who we are” and “ How we express
ourselves”.
IB does not require evidence of this requirement at candidacy. This requirement must be
in place at authorization and the IB will determine that by reviewing progreamme of
inquiry and during the Verification visit. Please include the work that you plan to
undertake to meet this requirement in the Action plan.
Please indicate your current assessment of how your school meets this requirement.
Check box: In progress In place Not in place
Requirement C2.1.b. The school ensures that there is a coherent, horizontally and
vertically articulated Programme of inquiry.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Requirement C2.1.c. The PYP exhibition is one of the six transdisciplinary units of
inquiry in the final year of programme.
At this requirement does not need to be in place or in progress at authorization, we have
no specific questions on it at this time.
Requirement C2.1.d. There is documented evidence that the curriculum developed
addresses the five essential elements of the PYP.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Practice C2.2. The written curriculum is available to the school community.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C2.3. The written curriculum builds on students’ previous learning experience.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C2.4. The written curriculum identifies the knowledge, concepts, skills, and
attitudes to be developed over time.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
36
Requirement C2.4.a. The school has scope and sequence documents that indicate the
development of conceptual understanding, knowledge and skills for each PYP
subject area.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Requirement C2.4.b. The overall expectations of student achievement in the school’s
scope and sequence documents are aligned with those expressed in the PYP scope
and sequence documents.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Practice C2.5. The written curriculum allows for meaningful student action in response to
students’ own needs and the needs of others.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C2.6. The written curriculum incorporates relevant experiences for students.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Requirement C2.6.a. The written curriculum provides opportunities for student
learning that is significant, relevant, engaging and challenging.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Practice C2.7. The written curriculum promotes students’ awareness of individual, local,
national and world issues.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Requirement C2.7.a. The programme of inquiry includes the study of host or home
country, the culture of individual students and the culture of others, including their
belief systems.
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At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Practice C2.8. The written curriculum provides opportunities for reflection on human
commonality, diversity and multiple perspectives.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C2.9. The written curriculum is informed by current IB publications and is
reviewed regularly to incorporate developments in the programme(s).
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Requirement C2.9.a. There is a system for regular review and refinement of the
programme of inquiry, individual units of inquiry and the subject-specific scope and
sequences.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Practice C2.10. The written curriculum integrates the policies developed by the school to
support the programmes(s).
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C2.11. The written curriculum fosters development of the IB learner profile
attributes.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Standard C3. Teaching and Learning: Teaching and learning reflects IB philosophy.
Practice C3.1. Teaching and learning aligns with the requirements of the programme(s).
1. What changes to planning for teaching and learning in the school would the
implementation of the PYP entail?
Currently the classroom teachers takes full responsibility for language of instruction,
mathematics, social studies and science to support the PYP Transdisciplinary teaching
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and learning. Teachers of special areas will need to work more collaboratively with
grade level teachers to implement the PYP units. We will continue to work on our school
schedule to meet the PYP requirements. Delivery models for our Talented and Gifted
(TAG), Early Intervention Program (EIP) and Special Education will be examined to
align and maximize access to the PYP. The school will ensure professional development
of the 5 essential elements for all teachers. Stonewall Tell will continue to implement the
Positive Behavior Interventions & Support (PBIS), to promote social, emotional and
academic outcomes for all students. There are policies and guidelines for some areas that
will be examined in order to provide adequate time for an in-depth study of each unit of
inquiry.
Please indicate your current assessment of how your school meets this practice.
Check box: In progress In place Not in place
Requirement C3.1.a. The school ensures that students experience coherence in their
learning supported by the five essential elements of the programme regardless of which
teacher has responsibility for them at any point in time.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Requirement C3.1.b. The classroom teacher takes responsibility at least for the
language of instruction, mathematics, social studies and science, to support the PYP
model of transdisciplinary teaching and learning.
IB does not require evidence of this requirement at candidacy. This requirement must be in
place at authorization, at which time the IB will determine that by reviewing Application for
authorization, samples of class schedule and during the Verification visit.
Please include the work that you plan to undertake to meet this requirement in the Action
plan.
Please indicate your current assessment of how your school meets this requirement.
Check box: In progress In place Not in place
Requirement C3.1.c. The school ensures that personal and social education is the
responsibility of all teachers.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Practice C3.2. Teaching and learning engages students as inquirers and thinkers.
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At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Requirement C3.2.a. The school ensures that inquiry is used across the curriculum
and by all teachers.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Practice C3.3. Teaching and learning builds on what students know and can do.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Requirement C3.3.a. Teaching and learning addresses the competencies, experiences,
learning needs and styles of students.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Practice C3.4. Teaching and learning promotes the understanding and practice of
academic honesty.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C3.5. Teaching and learning supports students to become actively responsible for
their own learning.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C3.6. Teaching and learning addresses human commonality, diversity and
multiple perspectives.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
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Practice C3.7. Teaching and learning addresses the diversity of student language needs,
including those for students learning in a language(s) other than mother tongue.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C3.8. Teaching and learning demonstrates that all teachers are responsible for
language development of students.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C3.9. Teaching and learning uses a range and variety of strategies.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C3.10. Teaching and learning differentiates instruction to meet students’ learning
needs and styles.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C3.11. Teaching and learning incorporates a range of resources, including
information technologies.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C3.12. Teaching and learning develops student attitudes and skills that allow for
meaningful student action in response to students’ own needs and the needs of others.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C3.13. Teaching and learning engages students in reflecting on how, what and why
they are learning.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C3.14. Teaching and learning fosters a stimulating learning environment based on
understanding and respect.
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At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Requirement C3.14.a. The school provides environments in which students work both
independently and collaboratively.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Requirement C3.14.b. Teaching and learning empowers students to take self-initiated
action as a result of the learning.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Practice C3.15. Teaching and learning encourages students to demonstrate their learning
in a variety of ways.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C3.16. Teaching and learning develops the IB learner profile attributes.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Standard C4. Assessments at the school reflects IB assessments philosophy.
Practice C4.1. Assessment at the school aligns with the requirements of the programmes(s).
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Requirement C4.1.a. Assessment at the school is integral with planning, teaching and
learning.
At this time, we have no specific questions on this requirement. As this requirement
needs to be in progress at authorization, schools should be planning to meet the
requirements related to this, and you may wish to include relevant activities in the Action
plan.
Requirement C4.1.b. Assessment addresses all the essential elements of the
programme.
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1. Describe how the school currently formatively and summatively assesses student
learning and indicate any changes that will need to occur in order to meet PYP
assessment principles and practices.
Stonewall Tell Elementary in comparison with the PYP perspective on assessment is very
similar. Assessment is our school’s key focus with planning, teaching, and learning.
Teachers meet to analyze data and plan instruction accordingly. To celebrate student
success, evidence of learning is posted in classrooms, hallways, and other spaces in the
school. The school uses an array of assessment types such as standardized test, projects,
performance task, PBL, rubrics, formative/summative assessments. Teachers are
expected to provide immediate feedback on assessments for student evaluation and
ownership of learning.
Adjustment to the IB PYP philosophy of assessment should be relatively simple, due to
current alignment. However, essential elements of the PYP program will need to be
addressed through assessment.
Please indicate your current assessment of how your school meets this requirement.
Check box: In progress In place Not in place
Requirement C4.1.c. The school provides evidence of student learning over time
across the curriculum.
At this time, we have no specific questions on this requirement. As this
requirement needs to be in progress at authorization, schools should be planning
to meet the requirements related to this, and you may wish to include relevant
activities in the Action plan.
Practice C4.2. The school communicates its assessment philosophy, policy and procedures
to the school community.
IB does not require evidence of this practice at candidacy. This practice must be in place
at authorization and the IB will determine that by reviewing assessment policy and during
the Verification visit. Please include the work that you plan to undertake to meet this
practice in the Action plan.
Please indicate your current assessment of how your school meets this requirement.
Check box: In progress In place Not in place
Practice C4.3. The school uses a range of strategies and tools to assess student learning.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C4.4. The school provides students with feedback to inform and improve their
learning.
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At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C4.5. The school has systems for recording student progress aligned with the
assessment philosophy of the programme(s).
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C4.6. The school has systems for reporting student progress aligned with the
assessment philosophy of the programme(s).
1. Describe how the school currently reports student achievement to the student parents
and indicate any changes that will need to occur in order to meet PYP reporting
requirements.
Currently, the school reports student achievement to parents throughout the school year. Parents
receive Progress Skills Checklist (fall, winter, and spring), report cards (quarterly),
teacher/parent conferences and student-led conferences.
The Home Access Center provides to parents real-time data to student’s schedules, assignments,
attendance, and report cards. STES recognizes students at various award programs. The school
will need to examine how to align and report student progress to meet the PYP reporting.
Please indicate your current assessment of how your school meets this requirement.
Check box: In progress In place Not in place
Requirement C4.6.a. Student learning and development related to all attributes of the IB
learner profile are assess and reported.
1. Describe how the school reports to parents on the IB learner profile.
Currently, Stonewall Tell reports to parents on the IB learner profile, by selecting Tiger
of the Month based on a character focus related to the learner profile. The school will
need to develop a report or rubric to inform parents of students exhibiting the learner
profile quarterly.
Please indicate your current assessment of how your school meets this requirement.
Check box: In progress In place Not in place
Practice C4.7. The school analyses assessment data to inform teaching and learning.
Requirement C4.7.a. The school ensures that students’ knowledge and understanding are
assessed prior to new learning.
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At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C4.8. The school provided opportunities for students to participate in, and reflect
on, the assessment of their work.
At this time, we have no specific questions on this practice. As this practice needs to be
in progress at authorization, schools should be planning to meet the requirements related
to this practice and you may wish to include relevant activities in the Action plan.
Practice C4.9. The school has systems in place to ensure that all students can demonstrate a
consolidation of their learning through the completion of the PYP exhibition, the MYP
person project (or community project for programmes that end in MYP year 3 or 4), the
DP extended essay and the IBCC reflective project, depending on the programme(s)
offered.
This practice is not required to be in place or in progress at authorization and we do not
have any questions at this time.
Please indicate your current assessment of how your school meets this practice.
Check box: In progress In place Not in place