international baccalaureate/say yes overview of school model sc

Hartford Public Schools:School Design/Design Specs/Individualized School Design Specs/July2007 1

HARTFORD PUBLIC SCHOOLS 2007 School Design Specifications: International Baccalaureate/Say Yes

Overview of School Model ! School type, theme or content focus, grade configuration, size; major school partners School type: International Baccalaureate (IB) in partnership with Say Yes to Education International Baccalaureate of North America Organization - Purpose

The International Baccalaureate of North American offers high quality programs of international education to a worldwide community of schools. IB’s three programs for students aged three to 19 help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. There are more than 573,000 IB students at 2,145 schools in 125 countries. There are 803 schools in the United States.

Say Yes to Education, Inc. - Purpose

Say Yes is a national, non-profit education foundation committed to dramatically increasing high school and college graduation rates for our nation’s inner-city youth. Say Yes provides comprehensive supports - including the promise of a full college or vocational education - that are aligned with what research indicates every child needs to achieve his or her potential. The Say Yes promise and supports begin when a child enters kindergarten and continue through high school and beyond. The range of services Say Yes offers across its chapters include after-school and summer programming, mentoring, tutoring, school-day academic support, family outreach, scholarships, and social work/psychological services. Since 1987, Say Yes has served approximately 750 children and youth in Philadelphia (PA), Hartford (CT), Cambridge (MA), and New York City. In Hartford, 79% of Say Yes students graduated from high school and 55% of those graduates have completed a post-secondary program.

Theme and Content Focus: International Baccalaureate The Global Communications Academy (GCA) is a PK through 12 school that reflects a collaboration between International Baccalaureate of North America (IBNA, hereafter IB) school design, standards and expectations and the college readiness support and standards of George Weiss’ Say Yes to Education Foundation. Focused on international-mindedness, the Global Communications Academy will prepare students for world citizenship by providing multi-faceted opportunities to develop their intellectual, social and communication skills by exploring the disciplines via a global context. The academy will offer a rigorous academic curriculum with three embedded themes: global issues, global systems, and global cultures. The named theme Global Communications reflects an intentional focus on providing students with a means of gaining knowledge about information and communication structures that influence world affairs, global perspectives and people around the world through the interdisciplinary study of history, media, geography, language, culture, world politics, world resources, peace and conflict, science and humanities. While the IB provides a framework for the school design and transdisciplinary curriculum structure, the Say Yes Foundation provides the seamless support and enrichment programming that will ensure the well-rounded academic achievement of each student that attends this Academy. Additionally, the PK-12 campus is a purposeful design element that will allow for cross-grade mentoring and tutoring, cross generational programming and role modeling, gradated leadership development, and advanced grade opportunities in single subjects in which a student may be particularly advanced in skill and content knowledge. The IB PK-12 curriculum is designed around three major year groups that have been adjusted to suit local grade configurations:

! Primary Year Program (PYP) PK-5 ! Middle Year Program (MYP) 6-10 ! Diploma Program (DP) 11-12


Primary Years Program The International Baccalaureate Primary Years Program (PYP) is designed for students ages three to 11. The Primary Years Program provides a shared curriculum framework for primary schools throughout the world. It does not replace the district scope and sequence or replace the grade level expectations as mandated by the state department of education; instead, the Primary Years Programs expands on them providing breadth and depth to understanding for primary age children in addition to providing opportunities for students to develop an international perspective that relates their world in the U. S. and Connecticut to a larger global community. The curriculum is designed as an interactive whole that ultimately encompasses the full range of disciplines and adds to the district and state guidelines. Middle Years Program The Middle Years Program (MYP) is designed to help students ages 11 to 16 develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world. This period, encompassing early puberty and mid-adolescence, is a particularly critical phase of personal and intellectual development, and requires a program that helps students participate actively and responsibly in a changing and increasingly interrelated world. Learning how to learn and how to evaluate information critically is as important as learning facts. All students will earn an MYP certificate of Achievement for their MYP subjects at the end of grade 10. Students who complete one subject in each of the eight MYP subject areas and who have earned a grade three or better in the Personal Project will also be eligible for the MYP Certificate. All students completing the Middle Years Program in Grade 10 will participate in the MYP Personal Project. Diploma Program The Diploma Program is a rigorous two-year program of international education for students ages 16 to 19. It may lead to a qualification that is widely recognized by the world’s leading universities. Students learn more than a collection of facts. The Diploma Program prepares students for a university education and encourages them to: - ask challenging questions - learn how to learn - develop a strong sense of their own identity and culture - develop the ability to communicate with and understand people from other countries and cultures The Diploma Program provides students with the option to graduate with a standard high school diploma or an IB Diploma. Students will be assessed in six diploma subjects (each equivalent to an Advanced Placement Course & Exam) and meet three core requirements listed below to graduate with an IB diploma distinction. Many colleges and universities recognize the IB diploma distinction and will award college credits equivalent to up to one year of college work – thus potentially allowing a student to enter college at the sophomore year level. The three IB core requirements are:

! Extended Essay The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at the university level.

! Theory Of Knowledge (TOK) The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives.

! Creativity, Action, Service (CAS) Participation in the school’s CAS program encourages students to be involved in artistic pursuits,


sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena.

Technology and World Languages Technology at GCA will be a key tool in exploring new kinds of global connectedness from international relations, means of communication, access to music and art around the world, politics, employment and the workplace, the production of good and services, and travel and leisure. Another key curriculum design will be the study of one or two world languages in addition to the development of strong literacy skills in English. Starting in kindergarten, GCA students will begin their study of Spanish or Arabic, which they will continue through grade twelve. Students who achieve mastery level of a second language will have the option of taking a third language after the eighth grade. Both technology literacy and multi-language literacy will support the goal of developing students who are more open and receptive to different opportunities, assumptions, values and approaches; skills essential to thriving in and contributing to a fast changing, pluralistic society, while developing appreciation and respect for other culture, improving cross-cultural attitudes, reducing prejudice and diffusing stereotypes. The Global Communications Academy will prepare all students for post-secondary education and will provide opportunities for students to investigate international job markets and careers in the fields of business, finance, banking, government, education, law, media and communications and other fields that seek bi-literate employees. Incubation Years The Global Communications Academy will begin as an “incubation” school, accepting students at grades K-1 and 5. The fifth grade cohort is included in the first year of incubation in order to:

1. Begin MYP curriculum planning and 2. To benchmark skill and competency transition expectations between PYP and MYP.

Grade configuration and Size: Primary Years Program: PK -5; Middle Years Program: 6-10th grade; Diploma Program: 11th-12th grade

08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16 Total

Class Size

PK 4*18 0 0 72 72 72 72 72 72 72

K 4*18 72 72 72 72 72 72 72 72 72

1st 4*18 72 72 72 72 72 72 72 72 72

2nd 4*18 0 72 72 72 72 72 72 72 72

3rd 4*18 0 0 72 72 72 72 72 72 72

4th 4*18 0 0 0 72 72 72 72 72 72

5th 4*18 72 72 72 72 72 72 72 72 72

6th 4*21 0 84 84 84 84 84 84 84 84

7th 4*21 0 0 84 84 84 84 84 84 84

8th 4*21 0 0 0 84 84 84 84 84 84

9th 4*21 0 0 0 0 84 84 84 84 84

10th 4*21 0 0 0 0 0 84 84 84 84

11th 4*21 0 0 0 0 0 0 84 84 84


12th 4*21 0 0 0 0 0 0 0 84 84

Total 216 372 600 756 840 924 1008 1092 1092 *Notes:

! 18 to 21 will be used as general guide for class size. ! A Pre-Kindergarten program will be added to the academy once the school is in its permanent campus

location. School Mission & Vision IB Mission Statement key elements: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. IB develops challenging programs of international education and rigorous assessment and encourages students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB Learner Profile: The cornerstone of the PYP is the IB Learner Profile. There are ten attributes of an international person. In the classroom, teachers model these attributes, and intertwine the learning and fostering of ways to develop these characteristics in all curricular areas, using a variety of strategies. The profile helps teachers and students establish goals, plan units of inquiry, and assess performance. Wherever we are in the world and whatever we are learning, the characteristics of the learner profile define us as an international person.

The ten attributes of IB are: 1. Inquirer, 2. Knowledgeable, 3. Thinkers, 4. Communicators, 5. Principled, 6. Open-Minded, 7. Caring, 8. Risk-Takers, 9. Balanced, and 10. Reflective

Say Yes to Education: The mission of Say Yes to Education is to value and realize the promise and extraordinary potential of economically disadvantaged youth and families. Say Yes recognizes the daunting challenges faced by children living in poverty and believes children can overcome these challenges when given significant, holistic support. Say Yes is committed to providing this support to at-risk children and their families, enabling them to graduate from high school, accomplish post-secondary educational success, and achieve meaningful life goals, including giving back to their communities. Governance Structure ! Leadership model, decision-making approach, description of school council make-up and role; school

compact Decision-making approach: GCA will use the IB matrix model of pedagogical leadership: District Administration"Head of School"School Principal"Program Coordinator"Teachers


School Governance Council: The governance team at GCA will consist of the following: Head of School, School Principal, Program Coordinator, Teachers, Specialists, Parent, Student, Community Members, Partners, IB Representative(in an advisory capacity) and a Say Yes Representative. GCA will have a team approach for policy making and planning. The purpose of a school governance council at GCA is to provide a forum for parents, teachers, community members, students, and principals to work together in providing continued analysis and improvement of public school policies, curriculum, educational plan goals, and general student well-being. The council shall also be a clearinghouse for information collected from outside organizations, including student groups, parent-teacher groups, teacher associations, etc. The council’s decision-making authority is advisory with respect to all duties, powers, and responsibilities, with the sole exception of the council’s authority and responsibility to submit a cover letter with GCA’s annual budget and the GCA’s annual educational plan. Council participation shall be on a voluntary basis via a school-based election process. Councils are not intended to replace parent organizations. School Compact: GCA’s parents, students and school staff will sign a Compact that outlines their shared commitment to hard work and consistent support of one another. At GCA, the staff will pledge to offer a high-quality education to demonstrate the highest standards of professionalism, to appreciate, support, and respect every student and parent. The expectations of parents and students are also significant and include a longer school day, nightly support for homework, near-perfect attendance, and a high expectations discipline policy. The Global Communications Academy will expect parent support in promoting academic success and positive behavior. Student Body ! Student profile; application process; student roles and responsibility; homework; student voice; student

leadership; school compact (class size stays conducive to learning) Student profile: GCA will use the IB Learner Profile as its primary focus for the student profile. The IB profile is an excellent tool to work on character development. The aim of all IB programs is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Program Coordinators PYP, MYP, DP

Classroom Teachers

Single-subject Teachers

Head of School PK-12


IB learners strive to be: Inquirers. They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research, and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers. They exercise initiative in applying thinking skills critically and creatively, to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring. They show empathy, compassion and respect toward the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers. They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced. They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Homework: GCA staff will develop meaningful homework exercises that provide natural connections to the units of inquiry and allow for additional time for authentic student research and inquiry. This will provide for a greater home-school connection and allow for greater parent involvement and participation. Homework is an essential part of the educational process for primary, middle and high school students. It reinforces the learning that occurs during school, and fosters individual responsibility. In addition, homework can help create greater understanding between families and teachers and provide opportunities for increased communication. Monitoring homework keeps families informed about what their children are learning and about the policies and programs of the teacher and the school. All students in grades Kindergarten through 12 should expect homework on a regular basis. Though there are many variables impacting the length of homework assignments, the following ranges are given for each grade level.

! Kindergarten: 10-20 minutes ! First and Second grades: 20-30 minutes ! Third and fourth grades: 45-60 minutes ! Fifth and Sixth grade: 60-90 minutes ! Seventh and Eighth grade: 90-120 minutes ! Grades Nine and Ten: 2-4 hours ! Grades Eleven and Twelve: 3 or more hours


At the start of the school year, GCA teachers will convey rules or guidelines that children are expected to follow as they complete homework. The teacher will describe the kinds of assignments that will be given and the purposes for the assignments. Teachers will talk with the parents about their role in helping with homework. Teachers will also coordinate their homework assignments with those of other teachers so students aren’t getting four assignments on a Tuesday night, but no assignments on Wednesday night. This coordination will come from grade level teams working closely together. Homework assignments will be readily available for parents on the GCA Web site where every teacher will maintain a Web page. Student Voice and Leadership: GCA students will have the opportunity to become members of school’s governance council. In addition, clubs and organizations will provide students with opportunities for social interaction, recreation, leadership training and enhancement of academic interests. Research demonstrates that involvement in organizations for all students is an important portion of their total education and is beneficial in preparing students for their college and career success. Students at GCA will have the right to meet with the principal and discuss setting up organizations, activities and clubs. They can form a student government body, and/or run a school newspaper. Our students will have the ability to think for themselves and decide which activities they want to establish. Student Compact: GCA’s school compact is being developed. Part of the compact will ask the students to:

1) Commit to the IB Learner Profile & PYP Attitudes 2) Learn to choose to act and to reflect on their actions, so they can contribute to their own well-being and that of the community and the environment (Program standards and practices: D1.1, IBO (2005).

Parental Role ! Parent commitment; opportunities for parents; parent voice; school compact Parent commitment: GCA’s parents must believe students will be successful if parents are committed not just to their child, but to the whole GCA community. IB’s Primary Years Program sees learning as a partnership between student, parent, and school. Parents can help their child by:

! Maintaining regular contact with the school ! Knowing the unit themes and central ideas into which their child is inquiring ! Discussing and encouraging their child’s ideas arising from inquiry questions ! Assisting their child with research projects ! Attending curriculum information sessions at school and parent/student/teacher conferences ! Becoming familiar with the PYP learner profile and attitudes

Parent opportunities: GCA believes that some parents may want to help their child but do not have the capacity to do so. We will offer training for those parents to help them help their child become better learners. GCA will offer parents continuous training, workshops, and seminars on careers and the college application process. Parent Voice: GCA parents will have representation on GCA’s governance council. Parents will also be encouraged to maintain a continuous relationship with the school by attendance at:

! Parent-teacher conferences ! PTO meetings ! School activities

Parent Compact: GCA’s School Compact is being developed. Parts of the Compact will ask parents to:

! Send their child to school every day


! Keep in contact with the school once a month ! Support the school dress code and discipline code ! Be an active participant in their child’s learning process ! Limit TV watching time and add reading time

Teacher Capacity ! Teacher training; professional development; collaborative planning process; expectations; interdisciplinary

units & team teaching; teacher roles Staff training: A GCA-mandatory IB training will be provided for all staff. During the start-up phase, all staff will need to attend the first level workshop, “Making the PYP Happen” within their first year of service. All efforts will be made to arrange on site workshops with trained IB staff and provide off-site training opportunities at IB events, in order to maximize the number of staff who receive training. Continued professional developments is one of the requirements of maintaining IB authorization status. Professional development: In addition to the workshops and courses offered by the national IB office, a significant role for the Coordinators will be to plan and facilitate ongoing training on-site. Collaborative planning process: Collaboration between the classroom teachers and specialists is critical to ensure seamless instruction. During the initial planning of lesson units, teachers will identify a specialist who will work with the grade level teachers in all phases of the student inquiry process, curriculum writing and program development. Coordination of specialists and collaborative planning time is the task of the respective PYP, Middle Years and Diploma Coordinators. Grade-level teams must have common planning time and in the upper grades, content-based teams will also need to have common work time. For example, all fifth grade teachers would share either a common prep period or a specific team meeting time built into the school day. Interdisciplinary/transdisciplinary units: GCA’s units of study will be structured within the parameters of each division: PYP, Middle Years and Diploma Program. The collaborative planning process will assure an interdisciplinary/transdisciplinary approach to each unit. Common planning periods will facilitate the development of interdisciplinary/transdisciplinary units of study. These units should be constructed around the examination of a core set of ideas and values (themes) that will guide student learning in each specific discipline. The students would be expected to make thematic connections in their work. Team teaching: In the PYP, each grade level will work together as a team to plan and carry out all lessons and inquiries across the curriculum. In the Middle Years and Diploma Program, subject area teachers will coordinate curriculums across the grades, providing vertical integration, while grade-level staff and specialists will continue to collaborate for an interdisciplinary approach to each grade level. Team teaching becomes a logical extension of collaborative planning and the creation of interdisciplinary units. Teachers will either work together in the same class, or the interdisciplinary team may assign a major project or exhibition that students continue to work on during each separate class period. Teacher roles: The teacher serves as a facilitator for independent and collaborative student learning. Teacher centered didactic instruction that delivers must-know information and facts should constitute no more than 15-20 percent of any given unit. Student centered intellectual coaching and student-led inquiry should comprise the remaining 75-80 percent of the work in any given unit. The teacher’s role is to create an environment rich in materials for each unit of inquiry, to guide the students in their inquiry process, to model and teach the IB Profile Traits, to evaluate student skills and plan for ongoing development, to identify student needs and challenges and address them appropriately, to ensure that their classroom allows learning and reflection, to strive toward a greater understanding and utilization of the IB methodologies, and to communicate with parents and the community regarding all areas of the IB.


GCA will develop and implement plans to foster staff team building. Curriculum & Instruction ! Pedagogical approach; curriculum design; learning environment & classroom design; field trips &

extended classrooms; language requirements; technology Pedagogical approach: International Baccalaureate encourages the growth of the student by creating a child-centered classroom. This pedagogical approach cultivates a rich learning environment, promotes student questions, and supports inquiry through six different units of study throughout the year. Rather than seen as individual disciplines, six subjects - math, science and technology, social studies, art, language, and PSP (personal, social, and physical education) - are integrated into the unit, thus creating a holistic and transdisciplinary approach to learning. (See Attachment 3) These experiences are connected to the local and global community through action - a significant element of the PYP. Assessment will be used to guide, evaluate, and ultimately accelerate student growth through a diversity of strategies appropriate to the needs of each student. Since learning occurs in different ways for each child, its imperative that the students are given the opportunity to express new skills, concepts, and/or attitudes through a variety of mediums rather than just the traditional exam format. Information gathered through formative assessment (ongoing throughout each unit) influences new lessons to help steer the individual and the class toward achieving the grade level standards. Classroom design: The Global Communications Academy will adopt a classroom design based on the design of the Baccalaureate School for Global Education in Astoria, NY. The rooms will be set up with tables that are big enough to accommodate four students at each table, allowing students to work either individually or in a group setting. Students are expected to connect and consult with one another as team learners. The design facilitates inquiry, teamwork, self-empowerment, collaboration, and hands-on learning. Curriculum design: GCA teachers will be given IB planners to document their single-subject teaching, collaborative planning and reflection process. This process is guided by the fundamental philosophy and beliefs that underpin the dynamic relationships between the written, taught and learned components of the PYP curriculum framework. (Resources can be found on pp. 7-14, Program standards and practices: C-C3, IBO (2005). Primary Years Program Curriculum Model: The Primary Years Program provides a curriculum framework that strives to develop a truly international person, one who can confidently approach the challenges of living and working in a constantly evolving, exciting but complex world. To better meet the needs of the international-minded students, the curriculum framework provides a transdisciplinary approach to learning. Rather than designing a fixed syllabus, the PYP has identified themes, or areas of knowledge, that are significant for all students. The six broad transdiciplinary themes address the field of knowledge, which form the traditional disciplines, but present them in a way that transcends those disciplines. These transdiciplinary themes are re-visited throughout the students’ years of schooling to become an articulated curriculum from pre-kindergarten to secondary school. Within each of the six transdiciplinary themes, units of inquiry are identified at each grade level and form the basis of the classroom instructional program. Each unit embodies a concept-driven curriculum in which students learn best through a structured, purposeful inquiry. At the heart of the program’s philosophy is a commitment to structured, purposeful inquiry as the leading vehicle for learning. Transdisciplinary Themes: Six transdisciplinary themes of global significance provide the framework for exploration and study:

! 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.

An inquiry into... Who We Are

An exploration of the nature of self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.

An inquiry into... Where We Are In Place and Time

An exploration of our orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations.

An inquiry into... How We Express Ourselves

An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values, through language and the arts.

An inquiry into... How The World Works

An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology.

An inquiry into... How We Organize Ourselves

An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment, and their impact on us and the world around us.

An inquiry into... Sharing The Planet

An exploration of our rights and responsibilities as we strive to share finite resources with other people and with other living things; of communities and of the relationships within and between them.

Teachers at GCA are guided by these six transdisciplinary themes as they design units of inquiry that both transcend and articulate conventional subject boundaries. The program can be illustrated by a hexagon (See Attachment 1) with the six transdisciplinary themes surrounding six subject areas:

! Language ! Social Studies ! Mathematics ! Arts ! Science and Technology ! Personal, Social and Physical Education

The subject areas outlined above form the knowledge element of the program. Five essential elements - concepts, knowledge, skills, attitudes, action—appear at the centre of the hexagon.

Five essential elements: The five essential elements listed above are incorporated into this framework, so students are given the opportunity to:

! gain knowledge that is relevant and of global significance ! develop an understanding of concepts, which allows them to make connections throughout their


learning ! acquire transdisciplinary and disciplinary skills ! develop attitudes that will lead to international-mindedness ! take action as a consequence of their learning

Curriculum model The curriculum is expressed in three interrelated ways:

! The written curriculum - what do we want to learn? ! The taught curriculum - how best will we learn? ! The learned curriculum - how will we know what we have learned?

Key Concepts The PYP has a set of eight concepts, each of which has a major significance in the design of curriculum. These concepts are presented in the form of key questions. It is these questions that give a unit of inquiry direction

Form: What is it like? Function: How does it work? Causation: Why is it like it is? Change: How is it changing over time? Connection: What is its relationship to other things? Reflection: How do we know?

Perspective: What are the points of view?


and purpose.

Skills A major component of the curriculum is the development of students’ skills. In order to conduct a purposeful inquiry and to be well prepared for further education and for life beyond school, students need to master a wide range of skills.

Social Skills Accepting responsibility

Respecting others Cooperating

Resolving conflict Group decision making

Adopting a variety of group roles

Communication Skills Listening Speaking Reading Writing

Non-verbal communication

Thinking Skills Acquisition of

Knowledge Comprehension

Application Analysis Synthesis

Evaluation Dialectical Thought

Research Skills Formulating questions

Observing Planning

Collecting data Recording data Organizing data Interpreting data

Presenting research findings

Self-Management Skills Gross motor skills Fine motor skills Spatial awareness

Organization Time management

Safety Healthy lifestyle

Codes of behavior Informed choices

Attitudes As part of the Primary Years Program we focus on the development of positive attitudes toward people, toward the environment and toward learning. These attitudes are addressed explicitly throughout every aspect of our curriculum.

appreciation commitment confidence cooperation creativity curiosity empathy enthusiasm independence integrity respect tolerance

The IB curriculum framework is flexible enough to incorporate national curriculum requirements such as NCTE, NCTM, NCSS. It is highly suggested that new schools work backwards from the Diploma Program to develop an articulated learning model that begins with “the end in mind.”

PYP Sample Courses: This sample is for scheduling purposes only. It does not reflect the interdisciplinary


nature of instruction embedded within each content area.

Grade 1 Courses Grades 2 & 3 Courses Grades 4 & 5 Courses Language Arts Language Arts Language Arts Mathematics Mathematics Mathematics Program of Inquiry (Science and Social Studies

Program of Inquiry (Science and Social Studies

Program of Inquiry (Science and Social Studies

Art Art Art Information Technology Information Technology Information Technology Library Skills Library Skills Library Skills Physical Education Physical Education Physical Education Music Music Music

Two Examples of First Grade Course Descriptions:

Example 1: Language Arts

The aim is to develop the child’s ability to express themselves in fluent, confident and accurate English within an integrated program of speaking and listening, reading and writing. Written Expression - at the Grade One level, teachers help students to express their ideas on paper. With help, the children will work through a writing process of drafting, editing and publishing their work. They will be encouraged to use a variety of writing styles (factual, imaginative, retelling, descriptive) and genres (poetry, fables, reports, fairy tales). Initially, the children will try to spell on their own. Spelling aids such as personal dictionaries and word lists will also be used. In particular, the following areas will be focused on: • writing in whole sentences • writing stories with a beginning, a middle and an ending • using the correct tense • using correct punctuation (full stops, question marks and capital letters)

Spelling - The children will study frequently used words, letter sound relationships, specific letter patterns and a variety of spelling strategies. A weekly list of spelling words is part of the homework program.

Reading - The children will be encouraged to develop an enjoyment of language and literature. Through reading favorite stories, poems, songs and factual texts, and by participating in a variety of reading activities (e.g., making class books, comprehension activities, cloze activities [missing word], sentence making, un-jumbling words), basic reading strategies will be developed and reinforced.

The children will be taught strategies for decoding unfamiliar words with a strong emphasis on fluency and reading for meaning. Phonics skills will be taught, focusing on initial sound recognition then moving to the more common blends.

Reading is encouraged not only in the classroom, but also through library visits and take-home readers, using a variety of reading schemes.

Handwriting - Emphasis will be on correct letter formation, adequate spacing, correct grip and letter size. As the year progresses, there will be an emphasis on increasing speed whilst maintaining neatness.


Example 2: Mathematics

PYP Math is followed throughout the elementary school. Teachers use a variety of resources and mathematic schemes in their planning and teaching. The emphasis is on learning mathematics through practical activities, discussion and application. The children will be encouraged to achieve their potential. The main areas covered will be:

• Number - counting to 100, counting in 2s/5s/10s, addition and subtraction to 99, exploring multiplication and division through manipulatives and drawing, tens and units, and estimation of number.

• Pattern and Function - extending picture and number patterns (e.g. odd and even numbers), using addition and subtraction to find unknown quantities.

• Measurement - using standard units (meter, liter and kilo) to measure length, volume and mass, telling time (reading o’clock and half past) using analog and digital clocks.

• Data Handling - creating questions for finding information, comparing data and being involved in creating and interpreting data on bar graphs, tally graphs, picture graphs, and carroll diagrams.

• Shape and Space - describing and using vocabulary of and describing 2-D and 3-D shapes, and symmetry.

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Middle Years Program (MYP) Curriculum Framework: The curriculum is illustrated by an octagon (See Attachment 1) with eight academic areas or subject groups surrounding the five areas of interaction. The personal project appears at the center. The emphasis is on the fluidity of the curricular framework and the interrelatedness of the subjects. Aspects of the areas of interaction are addressed naturally through the distinct disciplines. In particular, the framework is flexible enough to allow a school to include other subjects not determined by the IB but which may be required by state or national authorities.

Curriculum Areas: • Language A (Usually the school’s language of instruction) • Language B (A modern foreign language learned at school) • Technology (The nature, processes and impact of Technology) • Humanities (History, Geography) • Physical Education (a healthy, active lifestyle, optimal fitness, social skills and reflection) • Sciences (General Science, Biology, Chemistry and Physics) • Arts (Music, Art/Design, Drama) • Mathematics

The overall philosophy of the program is expressed through three fundamental concepts that support and strengthen all areas of the curriculum. These concepts are based on:

! intercultural awareness ! holistic learning ! communications


A feature of the MYP is that students, mostly through their selected courses and whole school activities, will experience five common themes. These are called Areas of Interaction. They bind the various disciplines together. The five areas are:

• Approaches to Learning Developing effective ways to think, learn, reflect and communicate.

• Community and Service Developing awareness, involvement, service and reflection.

• Health and Social Education Developing complete and healthy lives through physical, social and emotional health and intelligence.

• Environment Developing awareness of and responsibility for personal, local and global issues, including elements of action and reflection.

• Homo Faber MYP Sample Courses: This sample is for scheduling purposes only. It does not reflect the nature of instruction embedded within each content area.

Grade 6 Courses Grades 7 Courses Grades 8 Courses Grades 9 & 10 Art & Design Art & Design Art & Design Art s Drama Drama Drama English Music Music Music Humanities Language A Language A Language A Language Language B Language B Language B Mathematics Humanities Humanities Humanities Sciences Physical Ed. Physical Ed. Physical Ed. Physical Ed. Mathematics Mathematics Mathematics Technology Sciences Sciences Sciences

Diploma Program (DP) Curriculum Model The curriculum is modeled by a hexagon (See Attachment 3) with six academic areas surrounding the three core requirements. Over the course of the two-year program, students:

! Study six subjects chosen from the six subject groups ! Complete an extended essay ! Follow a Theory Of Knowledge course (TOK) ! Participate in Creativity, Action, Service (CAS)

Normally:

! Three of the six subjects are studied at higher level (240 teaching hours) ! The remaining three subjects are studied at standard level (150 teaching hours)

Grades 11 & 12 Courses Arts English Languages Humanities Physical Education Mathematics Sciences Technology


Example of course descriptions of 11th grade classes from an IB school:

IBS French B IBH French B

Name of course Duration of course Prerequisites

IBS French B IBH French B 4 semesters A good command of French reading, writing, speaking and listening

Description This is the first year of a two year course. The syllabus is divided into three themes: 1. Exploring Change 2. Exploring Groups 3. Exploring Leisure Through these themes, students will develop their ability to communicate accurately and effectively on selected topics at an advanced level. In the higher level courses some literary works will be studied. Students will also improve their ability to understand and respond to the language demands of transactional and social contexts. Students will be provided with insights into the culture of the countries where French is spoken. These courses give students a sound linguistic base for further study, work and leisure. In semester one and two, students develop their skills through exploration of the following topics: Friendships/Relationships; Leisure Time; Education; Food and Drink; Sports; Animals/Conservation; Music; Work; Transport; Holidays. The principal text is Tout Droit. In semester three and four, students develop their skills through exploration of the following topics: Holidays; Family Life; Health Issues; Crime and Punishment; The Environment; Immigration and Racism; French Cinema; The World of Employment. The principal text is Droit Au But.

Assessment This course is both a credit course and is also assessed externally by the IBO at the end of the second year of study (as part of the IB Diploma program or as a separate IB certificate).


IBS Chemistry IBH Chemistry

Name of course Duration of course Prerequisites

IBS Chemistry IBH Chemistry 1-4 semesters Successful completion of an MYP Science (IGCSE) course or equivalent

Description The IB higher course is a rigorous and demanding academic program designed to prepare students for Chemistry and related Science subjects at the College or University level. It is only suitable for students who have a keen interest and strong background in Chemistry and Mathematics. The program consists of: stoichiometry; atomic structure and bonding; intermolecular forces; states of matter; equilibrium; periodicity; kinetics; thermodynamics; inorganic and organic chemistry. These topics are common to the standard level program but all (except stoichiometry) are studied in further breadth and depth at the higher level. The IB Chemistry program places a strong emphasis on laboratory work and it is intended that the majority of topics studied during the program will have associated practical work.There will also be opportunities for open-ended project work with IB students from the other Science disciplines. Assessment This course is both a credit course and assessed externally by the IBO at the end of the second year of study (as part of the IB Diploma program or as a separate IB certificate). The student’s laboratory performance will be assessed internally by the teacher and then moderated externally by the IBO.

Learning environment: GCA will use the IB Program standards and practices: A2-B1, IBO (2005). The school will facilitate student inquiry, foster international-mindedness, provide opportunities for real life learning experiences, hold true to the learner profile and provide resources for hands-on learning, collaboration, and student research. Field trips: GCA’s field trips will support the units of inquiry, student inquiry, and transdisciplinary learning. Say Yes will also have college and career based field trips. Extended classrooms: The Global Communications Academy will set up student exchanges with sister schools in other countries, summer programs, online learning relationships and other partnerships with schools around the world. Language requirements: At GCA every student will take a world language, and will be bi-literate (i.e. written, spoken, and reading) in two languages. In addition, the GCA will have a language policy which includes its provision for second-language teaching and first language support that meets the needs of the students and reflects the principles of the program (Program standards and practices: B1.20, IBO (2005); PYP guidelines for developing a school language policy (20060); At the Global Communications Academy students will begin taking a second language in Kindergarten and continue in that language through grade 12. GCA will also actively explore the possibility of an exchange or study abroad opportunity for students in the


late MYP years. Technology: Central to the Global Communications Academy design is a technology system that supports global communication and online research. A GCA Web site will be designed to include instructional information provided by teachers. Parents can access students’ homework assignments, portfolios and/or any pertinent information. Students will become technologically literate to compete in a global economy. GCA students will become efficient in basic typing skills, online Web searching, in Microsoft Word, Outlook, Excel, PowerPoint and Explorer. Students will also learn how to use digital cameras, Adobe Photoshop, videoing imaging software, Web design software and podcasting software. Learning Outcomes & Assessment Design ! By grade grouping It will be important for the new Principal and initial staff to begin with the Diploma Program and Middle Years Program subject area guides and examination materials to provide a “Backwards Design” model that will ensure program and instructional articulation. The IB scope and sequence document will aide in the initial curriculum design work. Assessment There will be two core components to assessment at the GCA:

1) Student monitoring system developed by Say Yes to Education in collaboration with the American Institutes for Research to enable school and partner staff to track progress not only academically but also in the crucial domains of social/emotional and health (including mental health) development of each child. This monitoring program will facilitate the development of an individual growth plan for each child at GCA (detailed benchmarks, indicators, and assessment tools are available for review).

2) Use of IB’s formative and summative assessment instruments and program (see below).GCA’s assessment of children’s work is an integral part of the PYP. In using effective and varied assessment tools and strategies GCA students, teachers, and parents acquire a clear picture of student learning and the effectiveness of the program. Students are involved in the assessment process by being informed about how they will be assessed on a particular task and on what they are being assessed and why they are being assessed. The PYP has identified two methods of effective assessment:

Formative Assessment is interwoven with the daily learning and helps teachers and students find out what the students already know in order to plan the next stage in learning. Continuous formative assessment provides insights into students’ understanding, knowledge, skills and attitudes. These are necessary to plan further activities, which address issues of concern to the teacher and the students. Summative Assessment takes place at the end of the teaching and learning processes, and gives the children opportunities to demonstrate what has been learned. Summative assessments may include; observations, performance assessments, process-focused assessments, selected responses, open-ended tasks. Examples of such tasks include: exhibitions, dance, music, drama, collages, letters, maps, book reports, reviews, posters, debates, games, designs, sculptures, short stories, songs and puzzles. When choosing an assessment task for students, teachers always keep in mind the different learning styles of their students. Portfolios GCA students will keep and maintain a yearly collection of their work in a portfolio. The portfolio contains a variety of examples from all subject areas. Multiple measures of student engagement, mastery and achievement will be collected, disaggregated, and assessed regularly at GCA Extremely high standards will be set for students on all these measures. When students are not meeting goals, personalized and school-wide plans for growth will be implemented.


Standardized Assessments will be used at GCA to benchmark individual and group progress toward school-wide goals. This would include a school-wide reading assessment and a performance based writing assessment. A key learning outcome for second grade is that all of the children will be reading on grade level by the end of the year. To assess our performance in creating a college bound culture, we conduct structured interviews with randomly selected parents and students annually. GCA will develop and implement plans to increase assessment scores by doing the following:

1. Analyze yearly data from district assessments. 2. Review the district K-5 continuum of language skills as provided in current district curriculum guides. 3. Develop common vocabulary to be able to teach students how to interpret and answer questions. 4. Schedule grade level and vertical team meetings following assessment data collection to discuss

assessment analysis and implications for mastery languages skills at all grade levels 5. Explore possible Parent Education Nights which will be presented by non classroom professionals to

address issues in parenting/classroom, i.e., what is “typical” age appropriate behavior; preventing learned helplessness

6. Evaluate the effectiveness of the plan by comparing changes in total school score and students’ scores from the previous year’s assessments.

College Readiness Plan of Study; college visits; internships; mentoring programs; dual credit opportunities; AP courses; college advisory The Global Communications Academy’s Say Yes partner has a comprehensive college preparatory program to ensure that the goal of providing post-secondary scholarships to students in the program is achieved. Each student will have access to the college planning process, which includes college visits, and college advisory. College Field Trips: GCA recognizes that many students have never visited a college campus. Say Yes believes that in order for students to see themselves as college bound, they must know what it feels like to be on a college campus. GCA students will participate in field trips to colleges and universities. At as early as fourth, grade students should begin going to local colleges for various activities such as plays, art exhibits. In the sixth grade, students will attend regular college visits to local colleges such as University of Hartford, Trinity, Saint Josephs, and UCONN. In the seventh grade GCA students will participate in overnight trips to visit colleges out of state. In the eighth grade students will continue to visit colleges on the East Coast. In the tenth grade students will visit historically-black colleges. Family College Information Meetings: GCA believes that it is never too early to begin providing families with information about college. Each year, the school will host a family college night for each grade level where parents can learn more about what it will take for their child to be college-bound and how they can support them in this process. The topics for these meetings will include the importance of the PSAT and SAT exams, financial aid, and different college admissions policies and requirements. GCA parents will have opportunities to network and share with other parents the ways that they are preparing their child for college. College Advisory: GCA with the support of Say Yes will have a full-time college counselor who is responsible for: providing students with advice and guidance on the college admission and financial aid process and requirements; helping students choose an appropriate college; coordinating SAT, ACT registration and preparation programs; scheduling college field trips and inviting college admissions officers to campus for information sessions; developing a continuing relationship with a wide range of colleges throughout the Northeast region and beyond.


Additional Support: In addition to the college counselor, the 12th grade teachers will provide individualized college advice and support. Students will be assigned to a 12th grade teacher who will serve as a secondary college advisor. This advisor will help students with specific tasks such as writing and editing their college admissions essays. Teachers will also use their own knowledge and experience to provide students with advice on choosing appropriate colleges. School Culture and Climate ! Code of conduct - behavior expectations; orientation; learning expectations; school uniform ! School is appealing, warm and inviting to all and reflects the school’s mission and vision Code of conduct: The goal of the IB program is to develop the attributes of the IB Learner Profile throughout the school community. At GCA this will be emphasized and modeled throughout all elements of the learning community, involving students, faculty, parents, and administration. In addition, a PYP should aim to develop in students a series of personal attitudes that include: appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, respect, integrity, and tolerance. Systems for reporting progress and growth related to the Learner Profile and attitudes should be initiated. Culture: GCA’s culture will serve to develop the IB learner profile and international-mindedness throughout the school community. Students will have self awareness while developing an understanding and appreciation for other cultures. GCA will commit to fostering:

! A culture of high expectations and excellence ! A culture of community and collaboration ! A culture of reflection and revision ! A culture of parent participation ! A culture of diversity and inclusivity ! A culture of service and compassion

Uniform: The GCA uniform will be a Global Communications Academy white logo buttoned shirt, navy pants/skirt and black rubber soled shoes that tie, slip on or are Velcro. Climate: The GCA climate will serve to develop the IB learner profile, and international-mindedness throughout the school community. Collaboration ! All members of the school – parents, administrators, teachers, staff, community, partners, and students

know the purpose of the school and the role that each member plays in the success of the school GCA will develop and implement plans to effectively communicate between parents and the school.

Step 1: Communicate relevant information with the Say Yes/IB Community:

! Produce a periodic newsletter to inform the Global Communications Academy community of timely, pertinent information,

! Convey to parents issues related to the classroom and specific curricular areas including Art, Physical Education, Music, and Language, within the format to be determined by the staff member,

! Maintain a current Web page pertaining to Say Yes/IB School, and ! Encourage email access between staff and parents.

Step 2: Staff are expected to maintain and update a Web page, and parents are expected to access the Web page via a personal or public library computer.


Step 3: Provide professional staff with opportunities for Web training. Step 4: Install an electronic marquee or sign board to enhance communication. Step 5: Evaluate the effectiveness of the communication between parents and staff.


School Schedule ! Length of day; co-curriculum; Saturday academies; optional programming(Summer program and

curriculum) Length of day: The GCA day will begin at 8:00 a.m. and students will have an extended school day until 4:40 p.m. The extended day will allow for additional help, tutoring, clubs and enrichment activities that will enhance student learning around the theme of international studies. This allows for maximum hours of learning as well as opportunities for students to receive additional instruction in their second language. An extended school day allows students to experience meaningful learning throughout the day. Say Yes will assist in this part of the day, which will include an hour of study hall/tutoring and an hour of enrichment classes daily. GCA’s enrichment classes will include Dance, Music, Art and Technology. GCA will establish a relationship with college students who will work as tutors and facilitators for the program, and thus will have the opportunity to share with students their college experiences. GCA will use block scheduling for middle and high school. Research (Canady, 1993; Carroll, 1990; Edwards, 1993; Willis, 1993) tells us that a block schedule:

!#Facilitates in-depth learning, instructional strategies (simulations, group project work, debates, outdoor study, lab work) that work better in longer time blocks. !#Allows for varied assessment strategies such as exhibitions. !#Improves both teachers’ and students’ working conditions increases opportunity for teachers to improve instruction and student to take each class more seriously. !#Schedules fewer classes and fewer students per teacher per grading period. !#Permits more personalization of, and therefore, more individualized instruction. !#Decreases frustration of students (especially at-risk students) while they learn as well, probably better, with fewer teachers, sets of rules, and homework assignments daily. !#Provides students the opportunity to take more and varied classes during high school while simplifying the daily schedule – allowing for updating and expanding curriculum, including, for example, an eight-course, in-depth sequence in an area. !#Reduces school discipline problems because students are in the hallways less often. !#Results in more calm students and teachers because schools usually have a longer break between classes, allowing for the schedule to be less stressful. !#Wastes less teaching time on administrative duties such as roll taking, monitoring, passing, start up activities, and paperwork for teachers when they have only three groups of students. !#Makes team teaching and interdisciplinary teaching strategies easier to do. !#Eases implementation of approaches like competency-based education.#

Sample A/B Block Schedule

Time Length Monday(A) Tuesday(B) Wednesday(A) Thursday(B) Friday (Mixed)

Algebra 1 1 8:00 – 9:10 70 min. Algebra 1 Earth Science Algebra 1 Earth Science Earth Science

Global Studies 2 9:15 –

10:25 70 min. Arabic Global Studies Arabic Global Studies Arabic

World Lit. 3 10:30 – 11:40 70 min. World Lit. Art World Lit. Art Art

4 11:45 – 12:15 30 min. Lunch Lunch Lunch Lunch Lunch

5 12:20 – 60 min. Advisory Study Skills Advisory Study Skills Study Skills


1:20

Global Media Analysis 6 1:25 –

2:35 70 min. Global Media Analysis P.E. Global Media

Analysis P.E. P.E.

7 2:40 – 4:40

120 min.

Tutoring/Extra curricular activities.

Tutoring/Extra curricular activities..



2:35 dismissal

Summer programs: GCA will conduct a four-six-week mandatory summer program. The summer program will be an extension of what takes place in the extended part of the day. It will be an instructional program where teachers integrate content standards and subject areas around a theme, allowing students to further develop a particular skill or concept such as a second language. Partnerships ! Seek partnerships with both public and private organizations to help fund and support education and

school initiatives to encourage a range of interdisciplinary and collaborative experiences for students GCA will seek effective partnerships with public and private organizations. We believe these relationships are vital to student achievement. GCA recognizes that making a difference for our students will be more than writing a check. Many businesses provide assistance to schools in a variety of ways including the donation of materials, merchandise and volunteer hours. There is growing evidence that school/business partnerships improve the capacity of individual families, schools and communities to support teaching and learning. When students connect school work with the world of work, they are motivated to learn. There are a number of ways that partnerships with public and private organizations can help GCA:

! Provide College Scholarships ! Sponsor a team for a study abroad trip ! Provide Mentoring/Tutoring ! Provide Guest Readers ! Donate up-to-date equipment/computers ! Volunteer to serve on Governance Council ! Provide Internships and Job Shadows

Support Services ! Tutoring; special education; community services; parent support programs GCA welcomes the chance to educate every child. Neither disability nor limited English language ability will be used as a criterion for non-eligibility for enrollment. GCA will meet all the requirements mandated within a student’s Individual Education Plan (IEP). Experienced and certified Special Education teachers and related services staff members will be employed to ensure that the unique needs and learning styles of all students are being met. Supports including tutoring and counseling will be provided in the environment most conducive to the student’s growth and development. GCA shall serve any and all students with limited English proficiency (English Language Learners or “ELL”) using structured English language immersion so they can achieve proficiency in the English language as quickly as possible. Study Skills sessions during the day will be used to help students with their school work. During the extended school day there will be tutoring for those that need targeted skill development. Application Process

! GCA will assign seats to Hartford students through the all-choice system of schools process.


Design Team Connie Coles, Chair Barbara Burke, Parent Denise Kennedy, Teacher, Classical Magnet Russell Sirman, Teacher, Classical Magnet Charles Warden, Teacher, Weaver High School Sheldon Neal, Assistant Principal, Fox Middle School Amy Albert, Teacher, Hartford Public High Sharon Heyman, Math Coordinator, District Curriculum Office Irene Kuzman, Teacher, CREC (former IB teacher)

international baccalaureate/say yes overview of school model sc

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