PYP Application Form Part B - Home - · PDF fileThis PYP application form part B should be ... PYP coordinator 8. Finance and planning ... the PYP . 4. This . PYP application form

INTERNATIONAL BACCALAUREATE ORGANIZATION

Primary Years Programme

Application form part B (application for authorization)

School name:

Nora Elementary School

Primary Years Programme Application form part B

(application for authorization)

Published September 2006

© International Baccalaureate Organization 2003, 2006

Organisation du Baccalauréat International Route des Morillons 15

Grand-Saconnex, Genève CH-1218

SWITZERLAND


Notes to the user

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

• Application procedure for candidate schools • Rules for authorized schools: Primary Years Programme • General regulations: Primary Years Programme • PYP guide to school application • PYP school guide to the authorization visit.

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

• Making the PYP happen • Programme standards and practices • IB learner profile booklet • PYP coordinator’s handbook.

Further information can be found in School’s guide to the Primary Years Programme (http://www.ibo.org).

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

1. Contact details 2. School information 3. PYP section 4. School’s planning and support 5. School site and facilities 6. Teaching personnel 7. PYP coordinator 8. Finance and planning 9. Management of resources 10. Implementation of the programme

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

• Application coversheet • Appendix 1 Classes in the PYP section • Appendix 2 Organization of teaching time • Appendix 3 PYP staff training • Appendix 4 Transdisciplinary units of inquiry • Appendix 5 PYP teaching staff and qualifications • Appendix 6 Proposed PYP implementation budget • Appendix 7 Action plan for implementing the PYP

4. This PYP application form part B and supporting documentation should be sent at the end of the school’s second phase of the application process—candidate phase: trial implementation period (please refer to articles 9–10 of Application procedure for candidate schools). This trial implementation period must last for at least one year.

http://www.ibo.org/


5. This application form, and all supporting documentation, must be submitted in one of the IBO’s official languages: English, French, Spanish. Translations of official documents should be duly certified.


6. The PYP application forms and appendices should be completed electronically and returned to the appropriate regional office. Please insert your response in the box provided for each question. The box will expand as you type your response. In consultation with the regional office, any supporting documentation should be sent on CD-Rom(s) wherever possible. Where this is not possible, hard copies of the documents should be provided. Please ensure that the school is clearly identified in all correspondence.

Note: Deadlines for submitting applications may vary from region to region. Please check with your regional office for the application deadline that applies to your school. If you are unable or unwilling to provide information for any of the items in this application, please provide an explanation.


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

Official name of PYP candidate school:

Nora Elementary School

On behalf of the above-named school, I request official authorization to offer the curriculum of the Primary Years Programme (PYP) of the International Baccalaureate Organization. Information about the school is supplied on the attached form and in the accompanying documents. The relevant application fee is included.

I understand that this application is submitted after one full year of trial implementation of the PYP in the school. If, after careful review of this application and the accompanying documentation, the appropriate regional director forms the opinion that the school is fully prepared, an authorization visit will be arranged before a final decision on the application is reached by the IBO director general.

I confirm that:

A. I have read the following documents and agree to abide by the regulations, criteria and conditions stated therein: • Rules for authorized schools: Primary Years Programme • General regulations: Primary Years Programme • PYP guide to school application • PYP school guide to the authorization visit.

B. the appropriate financial authorities of the school/public school district know of the schedule of PYP fees and have agreed to their timely payment

C. the school will not advertise or otherwise imply that it is authorized to offer the PYP unless, and until such time as, the school receives notification of authorization from the IBO director general, Geneva

D. authorized schools are entitled to advertise themselves as an IB World School only in connection with the IB programme(s) they have been authorized to teach.

I agree that this electronic application form, whether signed electronically or not, will be understood by the IBO to have been read and endorsed by the head of the candidate school, without a signed hard copy being necessary.

I understand and accept that any dispute arising from, or in connection with, this application or any other document relating to the authorization process shall be finally settled by three arbitrators in accordance with the Rules of arbitration of the Chamber of Commerce and Industry of Geneva. The seat of the arbitration shall be Geneva, Switzerland. The proceedings shall be confidential and the language of the arbitration shall be English.

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

Name and title of head of school: Date:

Suzanne Zybert, Principal 9/16/2011


APPLICATION CONDITION A candidate school must implement the PYP for at least one year before submitting an application for authorization.

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

1 CONTACT DETAILS

1a Name and title of head of school: Suzanne Zybert, Principal

1b Name and title of primary school principal: Suzanne Zybert, Principal

1c Name and title of PYP coordinator: Alice Winslow, Media Specialist and PYP Coordinator at Nora Elementary School

1d Name of school: Nora Elementary School

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

Postal address:

1000 East 91st Street Indianapolis, IN 46240

Street address: (If different from above)

Telephone: (Include country and area codes)

001 317 844 5436

Fax: (Include country and area codes)

001 317 571 7172

Web site: www.msdwt.k12.in.us

E-mail: Head of school/primary school principal

[email protected]

General for the school [email protected]

PYP coordinator [email protected]


2 SCHOOL INFORMATION

2a Date school was founded: (State year only) 1894

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

Private

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

civil servants and are paid by the state either at a local or national level; usually there are no tuition (as distinct from examination or other) fees.

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

teachers are not civil servants and whose main revenue comes from tuition fees; government subsidies may apply in some countries but they are not the major source of income.

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

No X

(ii) If “private”, do IB students in particular receive any government subsidy?

Yes

No

2d Type of school: Boys’

Girls’

Coeducational X

Boarding

Day

Boarding and day

2e Academic structure: what divisions (for example, pre-primary, primary, middle school and high school) operate in the school, if any?


Name of section Age range of students Number of students

Primary 5-11 721

(add rows as necessary)

2f Total number of students in the PYP section: 721

2g Age range of students in the PYP section: From 5 to 11 years

2h Total size of whole school: Students 721 Staff 87

2i Is there entry selection into the school?

Yes

No X

If “yes”, please explain.

2j Does the school offer other IB programmes?

Yes

No X

If “yes”, please specify IBO school codes.

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

Yes

No X

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

Formatted: Bullets and Numbering


33 PYP SECTION

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

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

3c Nationalities/ethnicities of students: (Optional)

Language: Nationalities/ethnicities

Approximate numbers

Spanish: Central America, South America, Spain 294

Arabic: Middle East/Africa 7

Fulani: Guinea/West Africa 2

Creole: Africa 2

Yoruba: Nigeria/Africa 3

Setswana: Botswana 1

Shona: East Africa 1

Tigrinya: Ethiopia 1

French: Africa 4

Karenni: Burma 37

Karen: Burma 32

Burmese: Burma 3

Lisu: Burma 1

Thai: Thailand 1

Hmong: Laos 1


Mandarin: China 2

Chuang: China 1

Korean: Korea 3

Vietnamese: Vietnam 5

Tagalog: Philippines 1

Portuguese: Portugal/Brazil 2

Bulgarian: Bulgaria 1

Russian: Russia 1

English: United States 315

3d Is the school designated bilingual/trilingual? Yes

No X

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

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

American English

3e What are the additional languages introduced?

Nora Elementary began teaching Spanish to students in first through fifth grade during the 2010-2011 school year. They have a 40 minute class once a week as part of the special area rotation. We are continuing the instruction of Spanish for theses grades each year. Within the kindergarten classrooms, the teachers introduce Spanish to the children on a daily basis.

3f At what age is an additional language introduced? 6

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

Spanish speaking students have the opportunity to develop literacy skills in their native tongue during their Spanish World Language class. During each semester of this school year, we will begin offering an after school Spanish class that will be a 6-8 week long class.


Students who speak the same language are occasionally grouped together to give them the opportunity to use their mother tongue language during inquiry. Currently, there are multiple bilingual staff members who provide support for students to help develop their mother tongue by assisting in the classroom, helping through conversations with school work, and translating documents. In addition, bilingual staff members communicate with parents in their mother tongue and translate for parent teacher conferences and meetings. The bi-monthly school newsletter is published in English and Spanish. The ENL monthly newsletter is published in English, Spanish, and Burmese. The Media Center Library has a collection of Spanish/English books that are available for students to checkout and take home to share with their family. The Media Center will be adding books in Burmese this school year.

3h When are mother-tongue classes offered?

(i) During the school day Yes No X

(ii) Before/after school Yes X No

44 SCHOOL’S PLANNING AND SUPPORT

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

The International Baccalaureate Diploma Program was established at Washington Township’s premier high school, North Central High School, over twenty years ago. It is the most well-established and prestigious Diploma Program in the state of Indiana. As a result, district administrators began to investigate bringing the PYP to the elementary schools three years ago. In May of 2009, the district hosted a mass on-site training for administrators and teachers to begin the feasibility study. It was then that Nora Elementary School as an entire staff began to learn and investigate the PYP.

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

The Primary Years Program will enhance the teaching and learning at Nora Elementary School in the following ways:

• It combines the best practices in teaching and a deep understanding of the learning process to bring about a profound change in the way instruction is delivered. Implementing inquiry based teaching and learning will bring about this change.

• While still adhering to state and district standards, IB will provide all students with an international education guiding students to make connections to what they are learning in the classroom to the world around them.

• Students in grades 1-5 will have the opportunity to study a world language. • The PYP curricular framework, delivered by high-quality teachers using best practices in

instruction, will assist Nora Elementary School in closing the achievement gap that exists between students of different races and socio-economic statuses.

• The International Baccalaureate Learner Profile will develop Nora Elementary students into well-rounded citizens by cultivating the development of the whole student – intellectually, physically, emotionally, and ethically.

• The international education Nora students will receive will guide them in becoming people who can relate to one another across the world, people who can relate to the varied cultures around the world, and people who can relate to their shared



humanity with others around the world.

4c Has the governing body made a formal decision to adopt the PYP?

Yes X

No

4d Has there been consultation with:

(i) appropriate IBO regional offices? Yes X No

(ii) teaching staff? Yes X No

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

(iv) local, regional or national educational authorities, where applicable? Yes X No

(v) other IB World Schools? Yes X No

4e Have PYP responsibilities been identified for:

(i) primary school principal? Yes X No

(ii) PYP coordinator? Yes X No

(iii) year/grade-level coordinators, where appropriate? Yes X No

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

(v) PYP teachers? Yes X No

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

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

(i) the head of school/primary school principal

(ii) the PYP coordinator

(iii) all other teaching staff.

Please complete appendix 3.


4g Please indicate the organization of meetings of PYP teachers, including single-subject teachers and library/resource centre staff, for horizontal and vertical planning of the teaching of the programme.

At Nora, the teachers from grade level teams, special areas, resource/SPED, and the ENL team are provided with a daily 40 minute common planning period that is a part of each teacher’s schedule and used for collaboration. This time is used for POI development and the creation of unit planners. Class release time or stipend pay is also provided to teachers in order to allow adequate time to continue working on the unit planners and collaborate with the special area teachers, resource/SPED teachers, and ENL teachers as needed. They will continue to have and use this daily common planning time and release or stipend pay time as Nora Elementary School implements the PYP. As special area teachers attend grade level PLC meetings bi-monthly, the first 10 minutes of each meeting is a review of which unit the grade level is currently inquiring about, as well as including time for collaboration to ensure there is integration of units in special area classes. Minutes of these meetings are made available to all staff. In addition, Nora has allocated funds for teachers to meet in the summer for 6 hours as a team along with special area teachers. During these meetings, teams have time to engage in meaningful dialog and develop the POI and unit planners. Nora has a school-based IB Core Committee with representatives from all grade levels and stakeholder groups. The committee meets monthly and sometimes bi-monthly to review curriculum and assist in the horizontal and vertical articulation of the program. The committee members also discuss important expectations and documents from IBO and the district. In turn, the members share this information and any documents with their respective team members. All teaching staff members have access to and use Atlas, our Online Curriculum Management System. All of the unit planners and subsequent information are entered into Atlas; it is aligned with the IB PYP Planner. The unit planners will be archived on a school year basis.

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

All teachers new to Washington Township attend a two day, district level New Teacher Orientation workshop before the school year begins. The International Baccalaureate Program is highlighted during this workshop. In January 2012, the district will offer a New Teacher Academy where they will implement a district Level 1 training, an introduction to the PYP. Each new staff member at Nora is assigned a mentor on their grade level team who guides them in regards to the PYP, the POI, and the unit planners. All new staff members are given access to the OCC and are given a copy of The IBO Mission Statement, The Learner Profile Booklet, Making the PYP Happen, The Language


Policy, The Assessment Policy, The Programme Standards and Practices Booklet, and The Continuum of International Education. New teachers are given the opportunity to visit one of the local IB World Schools located in Indianapolis to see the implementation of the PYP in a school that has been authorized for 6 years. There will be a Staff Professional Development Book Club at Nora this school year with approximately five different book/club choices. One of the ‘book’ choices will be Making the PYP Happen. All new teachers will be assigned to this club to enable them to become very familiar with this document and, in turn, the implementation of the PYP in their own classrooms. The PYP Coordinator at Nora will be leading this book club.

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

Monthly Staff Meetings, Monthly Professional Development, Dissemination of Information from IB Core Team Monthly Meetings, Principal’s Weekly Notes (agenda), Information emails, the POI posted in the foyer of Nora, Unit Planners posted in each classroom, and bi-monthly PLC (Professional Learning Community) meetings.

4j Please provide details about the trans-disciplinary units of inquiry that have been taught in the last school year. Please complete appendix 4 of the application form and submit at least three completed planners (stages 1–6, including the reflection) for each age group.

4k Do teachers use the PYP planner to document their teaching outside of the programme of inquiry?

Yes

No X

4l Which scope and sequence documents are being used?

(i) Local/national Yes X No

(ii) PYP Yes X No

(iii) Other (specify) Yes No

55 SCHOOL SITE AND FACILITIES

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

Nora Elementary School boasts an environment focused on exploratory, up-to-date learning. Nora’s 1967 building was renovated in 1999 and sits in a residential neighborhood on the far north side of Indianapolis on approximately 20 acres of land.



The state-of-the-art technology includes two full-size Mac labs with 30 computers with SMARTBOARD OR PROMETHEAN BOARD, wireless networking, fiber Internet, digital video cameras, Polycom Distance Learning equipment, and a TV production room. Students maintain beautiful courtyard gardens and outdoor labs which complement the many learning styles at Nora.

5b Are there any of the following special facilities?

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

(ii) computer laboratory/centre Yes X No

(iii) language rooms/facilities Yes X No

(iv) science/technology rooms Yes X No

(v) art room Yes X No

(vi) music room Yes X No

(vii) theatre/drama studio Yes No X

(viii) gallery/exhibition space Yes X No

(ix) gymnasium Yes X No

(x) sports field Yes X No

(xi) outdoor education centre Yes X No

(xii) other (please describe) Yes No

6 TEACHING PERSONNEL

6a (i) Number of full-time PYP teachers: 26

(ii) Number of part-time PYP teachers: 1

6b Number of support specialists: Please give details.

Literacy Specialists - 4, Math Specialist – 1, Spanish World Language Teacher – 1, School Psychologist – 1, Speech Pathologist – 2, Special Education/Life skills – 11, Resource – 7, ENL – 6, Special Area (Art, Music, PE, Library) – 4, Occupational Therapist – 1 part time, Physical Therapist – 1 part time.


The Support Specialists provide additional support for students with various academic needs in order for all students to meet grade level academic standards. In addition, they support speech needs, personal home/school life needs, physical education needs, and the arts. They collaborate with grade level teachers with unit planning, lesson design, and classroom management to ensure that all students are able to fully participate in class activities. They are part of the planning process and help to ensure that trans-disciplinary learning occurs for all students.

6c Number of classroom assistants: 33

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

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

6f Are there single-subject teachers? Yes X No

If “yes”, for which subjects?

Art, Music, Physical Education, Library, Spanish

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

Nora Elementary has one full time counselor contracted through Cummins Mental Health and another part time counselor contracted through Community Hospital North. Nora also has a part time Student Programs Advisor/Homeless Liaison and another part time Student Programs Advisor/Hispanic Liaison.

6h Please indicate qualifications of all teaching and support staff. Please complete appendix 5.

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

Language: Nationalities/ethnicities Approximate numbers

Spanish: Central & South America 4

Bulgarian: Bulgaria 1

Portuguese: Brazill 1

Africa 1

Burma 1

United States 81


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

Yes X

No

If “yes”, how often and for how long?

The monthly staff meeting agendas have the PYP as a standing item on the agenda. This began at the start of the 2010-11 school year and continues. For instance, at the first staff meeting of this school year 2011-12, there were six different stations set up to view the various resources recently purchased to support all of the grade level unit planners. Grade levels rotated between stations every 7 minutes to view all of the resources and discuss how these could be used within their six transdisciplinary units. During the upcoming October staff meeting, teachers will be given time to develop Language B label cards for their classrooms. In addition to the PYP being a standing item on the staff meeting agenda, there are also monthly, one-hour IB professional development sessions that all teachers are required to attend. Time will be given during these sessions to work on PYP planning. Grade level teams meet at least fifty minutes monthly in addition to an IB Core Committee that meets regularly. The school IB Core Committee consists of representatives from all grade levels and special areas. The objective of this committee is to ensure that IB curriculum and concepts are deployed with fidelity in the classroom. They also participate in vertical and horizontal articulation and address the professional development needs of teachers in the building. Nora Elementary grade level and special area teachers are provided with a daily 40 minute common planning period for collaboration and planning beyond the monthly 50 minutes of after school planning. This is valuable time spent discussing PYP curriculum that will continue as Nora works to become an IB World School.

6k Are PYP publications made available to staff?

Yes X

No

If “yes”, please list those publications available.

Making the PYP Happen, IB Learner Profile Booklet, Programme Standards and Practices Booklet, and The Continuum of International Education.

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

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

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

6n What is the average percentage of new teachers in the school in any given year? Less than 1%

7 PYP COORDINATOR

7a Name of PYP coordinator: Alice Winslow


7b Projected responsibilities of PYP coordinator:

(i) PYP coordination

Pedagogical Leadership • Understand and endorse the philosophy, standards and practices, and principles of the

PYP • Promote international-mindedness throughout the school • Organize on-site professional development related to the PYP • Facilitate PYP induction process for new teachers • Support implementation of PYP best practices in classrooms through coaching,

modeling, co-teaching and co-planning of lessons and units • Encourage an inquiry-based learning environment within the school community • Play an active role in planning and facilitating the PYP Exhibition Communication • Help maintain systems of collaboration related to the implementation of the PYP

within the school and within the district • Communicate with parents and the wider community regarding the implementation of

the PYP at the school • Serve as a liaison between the school and the district IB coordinator • Meet regularly with the head of school and district IB coordinator • Attend coordinators’ meetings Resource Management • Provide staff access to information published by the IBO • Promote staff use of the IBO Online Curriculum Center • Maintain an online folder that contains PYP curriculum materials and related

documents • Ensure all regulations, set by the IBO, concerning programs and procedures are

conducted properly and all deadlines are met

(ii) other

Full time Media Specialist at Nora Elementary School

7c Will non-teaching time be allocated for the position? Yes X No

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

The time allocated per week for the coordinator comes in the form of daily classes being covered by another staff member. Weekly coverage amounts include, 8 class periods of 40 minutes and 2 class periods of 30 minutes. Allocated weekly time: 6 hours, 20 minutes. Our school day with students ends at 2:30 pm and teachers are under contract to work daily until 3:30 pm, except Tuesdays after school where they are required to attend professional development until 4:15 pm. The PYP Coordinator can use the after school time to work on coordinator responsibilities along with media specialist responsibilities.

7d Is PYP clerical support available? Yes No X


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

8 FINANCE AND PLANNING

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

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

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

8b Is there a strategic development plan? District Level: Strategic Development Plan School level: School Improvement Plan

Yes X

No

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

Both reviewed annually.

8c What funding is available this year to enable staff to attend IBO-approved workshops? Please complete appendix 6.

8d What amount of funding, per year, will be available to support the implementation of the PYP including appropriate professional development? Please complete appendix 6.

9 MANAGEMENT OF RESOURCES

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

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

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

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


No

If “yes”, how is it controlled?

A yearly allocation from the district is received at Nora. Funds allocated for PYP resources are monitored collaboratively by the school media specialist and school and district administrators.

9d Does the budget provide for additions as well as maintenance of resources? Yes X No

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

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

9g Give the approximate number of books in print/electronic form in the school library/resource centre, by language. Please specify the languages and add columns if necessary:

Language 1 Language 2 Language 3 Other

ENGLISH SPANISH RUSSIAN CHINESE

General reference 892

Non-fiction 11,279 63 1 1

Fiction 9,643 31

9h Are there newspapers/periodicals? Yes X No

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

Students are assigned one 40 minute class period per week when they can check out materials. Additionally, teachers may send students to the media center on an as needed basis. Staff can check out materials at any time and there is no limit on the number of materials they can borrow.

9j Total number of computers available to students in the PYP section: 315

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

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

9l Does the school have the following IT resources?


CD-Roms Yes X No

Internet access Yes X No

Video Yes X No

Other (specify) Yes X No

DVDs, databases, digital cameras and video cameras, Promethean boards (3), Live daily video announcements produced by students, Distance Learning: Polycom, iPads (few), software.

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

Yes X

No

9n Is professional development for the library/resource centre staff available? If “yes”, please supply details on appendix 3.

Yes X

No

10 IMPLEMENTATION OF THE PROGRAMME

10a Please provide an updated three-year action plan for implementation of the PYP. Please complete appendix 7.

10b Please indicate any major difficulties and/or concerns that you have encountered during the trial implementation period and how you have, or intend to, overcome them.

While the teachers at Nora Elementary School believe in the concepts and curricular components of the International Baccalaureate Primary Years Program, the new terminology and lesson-planning format were a little overwhelming at first. In order to help teachers better understand the material, the school and the district provide continual professional development and support for the teachers. Many Nora teachers have visited IB World Schools located in Indianapolis as a means of seeing the PYP in action and engaging in discussions with teachers and the IB Coordinator at these schools. The slow and strategic implementation and immersion combined with time for continual collaboration and reflection has taken the pressure off the staff and helped them better understand not only the PYP vocabulary, but also how the IB mission statement will translate into action in their classroom.

10c Please consider the programme standards below. All IB World Schools are expected to work towards achieving these standards as they fully implement and develop the PYP. They form the basis of the regular programme evaluation self-study, visit and subsequent visiting team report. Please write a brief outline of your school’s position as it prepares to further develop


the PYP according to these standards. This should be a reflection by the head of school or the PYP coordinator. At the point of authorization, the standards will be applied holistically; schools will not be assessed on each individual standard.


Section A: philosophy

Standard A1 There is close alignment between the educational beliefs and values of the school and those of the programme.

Standard A2 The school promotes international-mindedness on the part of the adults and the students in the school community.

Nora Elementary School is a uniquely diverse school community comprised of amazing students and instructional leaders. Together the staff and students reflect 27 languages from 24 different countries, all of whom are committed to remaining as dynamic as the needs of the students and staff. The stakeholders throughout the school community are constantly seeking resources that will yield the ongoing development of each and every student by providing us with a differentiated system of support. In our efforts to provide this rigorous and well-balanced platform of learning, it is imperative that we are equipped with a balance of opportunities and tools that reflect the whole learner, the development of global learners, and responsible citizens who are prepared to care for our community and the world in which we live. The P.Y.P. will allow us to do this in a developmentally appropriate manner while we enhance our learning each step of the way. As a school community, we love to learn and want to extend our learning beyond the traditional walls of the classroom and school day. We are eager to reach our maximum potential while becoming culturally competent citizens of the world who are prepared to live healthy lives and be positive, active members of the community. We believe that I.B. will allow us to be better equipped as we continue to go above and beyond in our daily learning and teaching.

Section B: organization

Standard B1 The school demonstrates ongoing commitment to, and provides support for, the programme through appropriate administrative structures and systems, staffing and resources.

ATLs (T.E.A.M. Leaders) meet on a monthly basis as a means of reviewing District and School Operations and Practices. These meetings provide a venue to disseminate information and to review best practices as defined by the District and also in local school data. Further review of data and practices are completed through Building Based Staff Development, the School Improvement Team, Professional Learning Communities (PLCs), Grade Level T.E.A.M. Meetings, and by administrators through meetings with T.E.A.M.s, Committees, and through the M.S.D.W.T. Evaluation Cycle Process to inform decision making. The P.B.S. (Positive Behavior Support) Committee meets monthly to review the student data for that period. The Core IB Committee meets monthly to disseminate important IB information along with discussing the information, to discuss and answer various questions from the grade levels, and to begin preparations for the authorization visit. Our IB Coordinator also meets with each grade level to help plan the units, to help strengthen the implementation of the


program, and to collaborate. These sessions work simultaneously to review data and update practices in Core Instruction and through additional levels of support as identified in the District Response to Intervention and Instruction (RtII) Plan. Following are the Nora School Committees:

• Nora School Leadership T.E.A.M.-ATLs-T.E.A.M. Leaders and School Improvement/Schoolwide Title Planning

• International Baccalaureate-Core T.E.A.M. • P.B.S.-Positive Behavior Support • Technology • BBSD-Professional Development • BBSD-Social

The parents at Nora Elementary School are actively involved in the Decision Making Process. They serve as representatives on various curriculum and instruction committees at the building and District levels, the Parent-Teacher Organization Board, and also by providing one parent designee for the Schoolwide Title Committee for the Indiana Department of Education. Parents also take part in Parent-Teacher Conferences, Case Conferences as outlined in Article 7, and by sharing input for ENL and Title I through parent programs and such documents as the Title I Parent Compact. Parent input is also solicited through school surveys and the District Parent Council. We also had one parent representative on the Schoolwide Title Committee as required by the Indiana Department of Education.

Section C: curriculum

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

requirements of the programme and developed by the school, is available to all sections of the school community.

Standard C2 The school has implemented a system through which all teachers plan and reflect in collaborative teams.

Standard C3 Teaching and learning at the school empowers and encourages students to become lifelong learners, to be responsible towards themselves, their learning, other people and the environment, and to take appropriate action.

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

and reporting of assessment data, which reflects the practices and requirements of the programme.

Our commitment to ongoing School Improvement has been designed so that we can assist each and every student in reaching his/her maximum potential. At Nora Elementary School, we provide a variety of learning opportunities to yield optimal levels of success for each and every student. It is an exciting time for Nora Elementary School and the Metropolitan School District of Washington Township


as we continue our implementation of the International Baccalaureate Programme. With this we will continue our commitment to excellence at an optimal level, as we maintain high expectations and quality, research-based instruction and programs as a means of providing each and every student with the tools and resources he/she needs to be successful. An ongoing commitment to school improvement this year at Nora Elementary will be working on goals that include language arts-reading and writing, math, science, problem-solving, and international mindedness that includes cultural competencies, global awareness, and character education. Students are also being provided with the opportunity to begin developing an understanding of the Spanish language and related global awareness. Daily lessons and activities reflect the state standards and are differentiated based on student data as well as opportunities to apply critical skills such as comprehension, writing, and problem-solving to all aspects of the curriculum. PLCs and Schoolwide Data Meetings provide staff with opportunities to review data and identify practices that can be supported through or in addition to the core instruction. Students who do not make progress are reviewed in a building RtII meeting and identified for additional support through Tier 2 and/or Tier 3. Classroom teachers collaborate with support staff that includes ENL, Resource, Special Areas, and Title I to build connections and provide developmentally appropriate learning opportunities that also include IEP and LAP requirements. Interventionists are in place at each grade level as a means of providing flexible grouping and additional remediation and enrichment support to the students. All support staff work to develop seamless opportunities with minimal transitions that include both push in and/or pull out support services. The building-wide schedule includes a specific block of time for each grade level to provide these services, which are in addition to what happens during the core instruction. In February 2011, Nora began a daily non-interrupted, thirty-minute literacy block to support the ongoing development of students as readers. Additional support is provided as reflected by the data. Additionally, daily attendance is expected and is a critical piece of this process. We work closely with families and district support staff to assure that students are in attendance each day and ready to do his/her personal best. During the 2011-2012 school year it is the intent of Nora Elementary School to deliver an even more comprehensive program. This will include a mirror reflection of the before mentioned program with an attention to intensifying the core instruction. This will include additional attention to differentiating instruction with optimal deployment and fidelity and the development of a “schoolwide” model that reflects more push in, team teaching, minimal transitions through push in support, and a continued emphasis on the development of each student as a reader. The intensive reading support will include the Indiana Reading Reform requirements of a 90-minute reading block. All grade level teachers have the same common planning time. This allows for teachers to work amongst their colleagues, develop curriculum, discuss instruction, and share management and daily strategies to improve the learning of all.


Teachers, staff, and assistants are offered a variety of professional development opportunities throughout the year. Nora school offers professional development at monthly staff meetings, Food for Thought opportunities, and Lunch and Learn sessions. During these after school or lunch sessions, teachers are provided with training that ties into our school improvement goals of problem solving and comprehension. Teachers are also encouraged to attend national and state conferences in order to bring information back to our building for further development. Nora offers summer training to focus on the school improvement goals and utilize instructional math and reading coaches available throughout the year to model lessons, one-on-one consultations, and resource development. All professional development includes specific information related to academic achievement. The professional development is based off of our school improvement goals, student data, district initiatives, and teacher need. Washington Township offers certified teachers numerous professional development trainings throughout the year as well. There is a district website that allows teachers the opportunity to gain more knowledge on district initiatives and ways to improve core curriculum. All professional development activities are evaluated by staff and feedback is given to the presenter(s). This allows for additional professional development training to be planned and for the building base staff development team to develop a list of building needs.

Section D: the student

Standard D1 Students learn to choose to act, and to reflect on their actions, so that they contribute to their own well-being and that of the community and the environment.

Standard D2 (applicable after the point of authorization)

In the final year of the programme, all students complete a programme-specific project (the PYP exhibition) that allows them to demonstrate a consolidation of their learning.

Nora is committed to developing the whole child. Artistically Talented, Student Council, School Choir, extended day learning opportunities, and Service Learning Projects are in place to support the student in a developmentally appropriate manner to be successful in the classroom and throughout the school community. Student leaders work to develop and implement annual projects that include the collection of food for needy families, fall and spring community clean up days, and the annual selling of flowers to raise money to support The Peyton Manning Children’s Hospital located in Indianapolis. Our evolving plans reflect the whole learner, the development of global learners, and responsible citizens who are prepared to care for our community and the world in which we live. Each grade level works to create timely activities that support current issues. This action includes the selling of silly pencils to acquire funds for additional school supplies for students in need and also collecting funds to support families who experienced hardship as the result of the tsunami. Fifth


grade teachers have developed their POIs with evidence of a preliminary Exhibition during the spring of 2012. These efforts are a step to help them be prepared for their official Exhibition in the spring of 2013.

10d Describe the degree to which teaching and learning at the school supports students in developing the attributes listed in the IB learner profile booklet?

Learner Profile Attributes are displayed in every room in the building and in the hallways permeating Nora with the attributes. Many of these displays are student-made to help ensure understanding on the student’s part.

The vocabulary of the Learner Profile is continually used throughout the building.

Picture Book of the Month read to every class. The chosen book demonstrates the focused attribute(s) of the month. All students hear the book of the month and can dialogue about it with one another and at home.

Continual read alouds in the classroom allow students to discover attributes displayed within books and within book characters like themselves.

Daily, Live TV Morning announcements focus on Learner Profile imbedded in broadcast.

Infusing with PBS (Personal Behavior System) using attribute vocabulary on a regular basis

Weekly classroom newsletters that go home with students.

Bi-monthly Nora Notations, our school newsletter.

Weekly school agenda for teachers helps us focus on the Learner Profile. It becomes natural and a part of everything we do with the students.

The Learner Profile has become imbedded in everything we do with our students.

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

The introduction and implementation of the PYP will bring about an authentic, internationally minded learning experience for our students and this, in turn, will positively impact their own families, then the local community, then our city, etc. It is a “Pay it Forward” scenario! In learning to show respect, tolerance, and empathy toward people of different genders, races, nationalities, intellectual ability, and physical ability, Nora students can “pay this forward” in the community by their actions. Nora Elementary School is a microcosm of the world and our students ‘live’ international-mindedness on a daily basis. We have several student/family/community events that take place on various evenings throughout the school year. Our annual Fall Read-In will be held on October 13, 2011 with the theme, Tales From Around The World. On December 15, 2011 Nora will host a Holidays Around The World Evening for students, families and the local community to attend and celebrate at our school. Our annual evening Spring Read-In, February 23, 2012, will be held for students, families, and the community with the theme: Authors Around the World and will be followed on March 15, 2012 where all Nora families and are invited to come for international desserts and to visit the classrooms. Members from the local community and broader school community will be invited to attend also. When Nora begins having the Exhibition, we will invite not only parents and family members, but also members of the local community and our broader school community. Nora students are continually involved in service projects that positively impact our local community and, many times, communities around the world. They take the initiative, they problem solve, make an authentic choice, and then they take action. In the past several years, our


students raised money for relief for the 2004 New Year’s Day tsunami that devastated many Asian countries and the earthquakes in Haiti and Japan. Classrooms have raised money for the purchase of a variety of animals for families around the world through the World Vision Organization. Students have had “book drives” to provide new books for students in schools within Indianapolis that may not have any books in their homes. Money has also been raised to support our local Peyton Manning Children’s Hospital. Nora’s implementation of the PYP is bringing international awareness to our local community by our students’ ongoing journeys through the PYP.

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

Name: Alice M. Winslow

Position: Media Specialist and Nora Elementary School PYP Coordinator

Date: September 29, 2011

The completed application form, application fee and supporting documentation should be sent to the regional director responsible for your area.

Note: The PYP application forms and appendices should be completed electronically and returned to the appropriate regional office. In consultation with the regional office, any supporting documentation should be sent on CD-Rom(s) wherever possible. Where this is not possible, hard copies of the documents should be provided. Please ensure that the school is clearly identified in all correspondence.


Appendix 1 Classes in the PYP section

Name of teacher

Grade/year Age of students Class name Number of students

Shelbie Harvey

Kindergarten 5–6 years Class A 24

Davia Laswell

Kindergarten 5–6 years Class B 24

Shawn Schlepp

Kindergarten 5–6 years Class C 23

Jodi Miller Kindergarten Alternate Days

5–6 years Class D 24

Jodi Miller Kindergarten Alternate Days

5–6 years Class E 23

Bethany Ashabraner

First Grade 6-7 years Class A 26

Stacie Hamilton

First Grade 6-7 years Class B 25

Paige Sowders

First Grade 6-7 years Class C 24

Kathy Sullivan

First Grade 6-7 years Class D 26

Jim Thomason

First Grade 6-7 years Class E 25

Cali Ahern

Second Grade 7-8 years Class A 21

Sally Ball

Second Grade 7-8 years Class B 17

Margaret Bock Second Grade 7-8 years Class C 19

Julie Campbell Second Grade 7-8 years Class D 21

Phil Hon Second Grade 7-8 years Class E 18

Kathy Hogan Third Grade 8-9 Class A 23

Jill Maniakas Third Grade 8-9 Class B 28

Sara Moore Third Grade 8-9 Class C 27

Jean Morris Third Grade 8-9 Class C 24

Ellen Trenum Third Grade 8-9 Class E 25

Patrice Laura Fourth Grade 9-10 Class A 28

Carol Sundheimer Fourth Grade 9-10 Class B 27

Johnna Mishelow Fourth Grade 9-10 Class C 25

Rebecca Schultz Fourth Grade 9-10 Class D 28

Mike Benson Fifth Grade 10-11 Class A 27

Janet Bracher Fifth Grade 10-11 Class B 29

Cassandra Coles Fifth Grade 10-11 Class C 29

Grant Gaunt Fifth Grade 10-11 Class D 26


Appendix 2 Organization of teaching time

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

% of teaching time with classroom/ homeroom teacher

% of teaching time with single-subject teachers

Other (assemblies, special events)

3–4 years - - - -

4–5 years - - - -

5–6 years 27.5 88% 12% 0

6–7 years 27.5 88% 12% 0

7–8 years 27.5 88% 12% 0

8–9 years 27.5 88% 12% 0

9–10 years 27.5 88% 12% 0

10–11 years 27.5 88% 12% 0

11–12 years - - - -

* Please indicate length of cycle: One week


Appendix 3 PYP staff training

Please indicate what IBO-approved PYP professional development and training your teaching staff have received. We are also interested in which teachers, if any, have visited IB World Schools authorized to offer the PYP. Please indicate this below.

***ALL REGIONAL WORKSHOPS WERE HELD IN MSD WASHINGTON TOWNSHIP

Name Regional workshops: place/date/ number of days

District or In-school workshops: date/number of days

IB World School visits: place/date

Head of school/ primary school principal

Suzanne Zybert IB Level 1 5/29-30/2009

Inquiry in PYP 11/2/2010

IB: Teaching and Learning in PYP

8/8-9/2011

IB Unit Planning 9/22/2009

Hoosier IB Symposium 2/23/2010

Atlas Curriculum Software 10/7/2010

Coordinator/ Media Specialist

Alice Winslow IB Level 1 5/29-30/2009

Level 3, Inquiry 8/8-9/2011


Elementary Media Specialists IB Planning

1/29/2010 Hoosier IB Symposium

2/23/2010 PYP Unit Planner

Reflection 4/7/2010

PYP Media Specialists Planning

4/19/2010 PYP Unit Planners

5/27-28/2010 Atlas Curriculum Software

10/7/2010 PYP Special Area

Planning 3/22/2011

PYP POI Revisions 5/12/2011

IPS #84, CFI 4/22/2010

IPS #84, CFI

1/12/2011

Year/grade 3–4 years

------ ------ ------ ------

------ ------ ------ ------



------ ------ ------ ------

------ ------ ------ ------


Shelbie Harvey

Davia Laswell Intro to PYP 5/27-28/2010



IPS #84, CFI 9/14/2011

Jodi Miller Intro to PYP 5/27-28/2010

IB: Teaching and Learning in PYP

8/8-9/2011

Shawn Schlepp Making PYP Happen, 10/16/2009





PYP Unit Planners 4/28/2010


PYP POI Revisions K-3 1/6/2011



Bethany Ashabraner Making PYP Happen, 10/16/2009

IB Unit Planning 8/31/2009 PYP Unit

Planner Reflection 2/18/2010

Atlas Curriculum Software 10/7/2010 PYP POI



IPS #84, CFI 9/7/2011

Stacie Hamilton Intro to PYP 5/27-28/2010

Level 2, Assessment 8/8-9/2011

Paige Sowders Making PYP Happen, 10/16/2009

Level 2, Teaching & Learning 8/8-9/2011

Kathy Sullivan Intro to PYP 5/27-28/2010

Jim Thomason Making PYP Happen, 10/16/2009



Cali Ahern Intro to PYP, Gr 1 9/22/2010


IPS #84, CFI 9/14/2011

Sally Ball IB Level 1 5/29-30/2009




PYP Unit Planner Reflection

2/25/2010 PYP Unit Planners

5/27-28/2010 Atlas Curriculum Software

10/4/2010 PYP POI Revisions K-3

1/6/2011 PYP POI Revisions

5/12/2011

Margaret Bock Making PYP Happen, 10/16/2009


Julie Campbell Making PYP Happen, 10/16/2009


Phil Hon Intro to PYP 5/27-28/2010


Kathy Hogan IB Level 1 5/29-30/2009

Jill Maniakas IB Level 1 5/29-30/2009

IB Science Inquiry Instruction & PYP

Collaboration 8/3/2011

Sara Moore Intro to PYP 5/27-28/2010

IPS #84, CFI 9/8/2011

Jean Morris IB Level 1 5/29-30/2009




PYP Unit Planner Relfection 3/24/2010

PYP Unit Planners 5/27-28/2010






IPS #84, CFI 9/8/2011


Ellen Trenum Making PYP Happen, 10/16/2009








Student teacher at IB World School,

IPS #84, CFI 2007


Patrice Laura IB Level 1 5/29-30/2009


PYP Unit Planner Reflection 2/18/2010





Johnna Mishelow IB Level 1 5/29-3020/09



IPS #84, CFI 9/7/2011

Rebecca Schultz Making PYP Happen, 10/16/2009

Carol Sundheimer IPS #84, CFI 9/7/2011


Michael Benson Making PYP Happen, 10/16/2009


Janet Bracher Making PYP Happen, 10/16/2009


IB Teaching & Learning in PYP

8/8-9-2011


Cassandra Coles Making PYP Happen, 10/16/2009



Grant Gaunt Intro to PYP 5/27-28/2010


Atlas Curriculum Software



5/9/2011


------ ------ ------ ------

------ ------ ------ ------

Arts (please specify)

Lacey Kilbarger (Hall) Art

Making PYP Happen, 10/16/2009


PYP Special Area Planning

3/22/2011

IPS #84, CFI 9/14/2011

Gay Talbert Music

Intro to PYP 5/27-28/2010


3/22/2011

IPS #84, CFI 9/14/2011

Physical education

Bud Bernhardt Intro to PYP 5/27-28/2010


3/22/2011

IPS #84, CFI 9/7/2011

Spanish Language

Emily Spring World Language Curriculum Mapping:

Literacy 9/12-13/2011

Library/resource centre staff

Same person as IB Coordinator

Others (administrators, counsellors, etc.)

Amber Walters (Krieger)

Asst. Principal

IB MYP, Level 1 5/6/2010


IPS #84, CFI 1/12/2011

Melissa Behny Literacy Specialist

IB Level 1 5/29-30/2009



Jill Kropa Literacy Specialist

IB Level 1 5/29-30/2009

Yvonne Williams Math Specialist


Milena Mileva-AuClair ENL



IPS #2, CFI 9/9/2011

Megan Nichols ENL



Amy Pennant Jones ENL



Cindee Essling SPED


Penny Inskeep SPED



District Head IB Council

Monthly Mtgs 2010-2011 School Year

Atlas Curriculum Software

10/4/2010

Student Taught at IB World School,

IPS #2, CFI, 2008-2009

IPS #2, CFI

9/9/2011

Nichole Purdue SPED


Hilary Roller (Miller) SPED


Katie Vollmer SPED

Chad Wood SPED


Student Teacher at IB World School Renaissance College,

Hong Kong 2010-2011

Lynn Myers Speech Pathologist

Sara Sturm Speech Pathologist

Making PYP Happen Level 1

5/27-28/2010 Inquiry in PYP

9/22/2010


Brittany Heath Counselor

Leah Marone Counselor


Intended professional development over the next year: DISTRICT LEVEL PLANS: School Year 2011-2012

Monthly IB Head Council Meetings (Representatives from every school in the district) Representatives from all elementary schools will meet for full day Curriculum Review (August 2011) World Language Curriculum Mapping Day, Literacy (September 2011) Atlas On Line Curriculum Software Training and OCC Training (November 2011) New Teacher IB Academy, Curriculum Mapping (January 2012) Exhibition…Regional Workshop, school representatives will attend (February 2012) Exhibition…District Workshop (March 2012) Representatives from all elementary schools will meet for full day Curriculum Review (April 2012)

School Year 2012-2013

Monthly IB Head Council Meetings (Representatives from every school in the district) Representatives from all elementary schools will meet for full day Curriculum Review (August 2012) New Teacher IB Academy (September 2012) Atlas On Line Curriculum Software Training and OCC Training (September 2012) Regional IB Workshop (October 2012) Inquiry and Action Workshop (October 2012) Exhibition Workshop (November 2012) Representatives from all elementary schools will meet for full day Curriculum Review (January 2013) Exhibition Workshop (March 2013)

LOCAL LEVEL PLANS: School Year 2011-2012

Monthly IB Core Team Meetings Site visits to local IB World Schools periodically throughout the school year Monthly Staff Meetings always have IB training incorporated Monthly PLC (Professional Learning Community) Monthly Instructional Assistant Meetings include IB training Staff Professional Development Book Club (Book: Making The PYP Happen for new staff and others) Tuesday Afternoon Staff IB PD (August 30, 2011; November 15 and 29, 2011; December 13, 2011; March 20

and 27, 2012; April 17, 2012) School Year 2012-2013

Monthly IB Core Team Meetings Site visits to local IB World Schools periodically throughout school year Monthly Staff Meetings always have IB training incorporated Monthly PLC (Professional Learning Community) Monthly Instructional Assistant Meetings include IB training Staff Professional Development Book Club (Book: Making The PYP Happen for new staff and others) Tuesday Afternoon Staff IB PD (Dates TBD)

Future Long Term Vision

Principal would like to take a cadre of Nora teachers to Costa Rica for a teaching and learning experience


Appendix 4 Trans-disciplinary units of inquiry


Age of students Number and title of units of inquiry taught

Teaching staff involved in planning the units

3–4 years ------ ------

4–5 years ------ ------

5–6 years

Kindergarten 3 Units Taught

2010-2011 School Year:

How We Express Ourselves: Let’s Communicate

How We Organize Ourselves:

Why Work?

Sharing The Planet: Endless Wants and Needs

3 Additional Units to be taught


Who We Are: Getting To Know You

Where We Are In Place And Time:

Which Way Do We Go?

How The World Works: Living Things

Davia Laswell, Jodi Miller, Shawn Schlepp, Shelbie Harvey,

Alice Winslow

6–7 years

1st Grade 4 Units Taught


Who We Are: We All Matter


Past and Present

How The World Works: We Are Connected

Sharing The Planet:

Lean On Me

2 Additional Units to be taught 2011-2012 School Year:

How We Express Ourselves:

Sharing and Caring

How We Organize Ourselves: Communities

Bethany Ashabraner, Stacie Hamilton, Paige Sowders, Kathy Sullivan,

Sara Moore, Jim Thomason


7–8 years

2nd Grade 6 Units of Inquiry Taught 2010-2011 School Year:

How The World Works:

Cotton Candy Clouds with a Chance of Gumdrops


Holidays & Fairy Tales in Gingerbread Land

Sharing The Planet: Creatures From the Licorice Lagoon

Who We Are:

Candy Corn Communities

How We Organize Ourselves: Willy Wonka – King of the Candy Business


Tinkering with Tasty Tools

Cali Ahern, Sally Ball, Margaret Bock, Phil Hon,

Julie Campbell, Megan Nichols

8–9 years

3rd Grade 4 Units Taught


Where We Are In Place And Time: Where In The World Am I?


Color The World

Who We Are: Do The Right Thing

How We Organize Ourselves:

Who’s In Charge?


Sharing The Planet:

Heal The World

How The World Works: Make It Work

Kathy Hogan, Jill Maniakas, Jean Morris, Megan Nichols, Ellen Trenum, Sara Moore

9–10 years

4th Grade 4 Units Taught


Sharing The Planet: It’s A Small World After All

Where We Are in Place and Time:

We Like To Move It, Move It!

Patrice Laura, Carol Sundheimer, Johnna Mishelow, Rebecca Schultz,

Jim Thomason, Alice Winslow


Who We Are:

We Are The World

How We Organize Ourselves: Money, Money, Money, Money

2 Additional Units to be taught


How We Express Ourselves: This Land Is Your Land!

How The World Works:

The World Goes Around And Around

10–11 years

5th Grade 4 Units Taught


Who We Are: Culture Counts


Colonial Currency

Sharing The Planet Times Are A’ Changing

How We Organize Ourselves

No Man Is An Island


Who We Are: Culture Counts


Curious Conquests

Michael Benson, Janet Bracher, Cassandra Coles, Grant Gaunt

11–12 years ----- ------


Appendix 5 PYP teaching staff and qualifications

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

Qualifications Teaching experience (number of years in total)

Number of years at this school

Full-time/ part-time

Ahern Cali 7-8 yrs, Gr. 2 Bachelor 3 2 Full Time Ashabraner Bethany 6-7 yrs, Gr. 1 Bachelor 7 3 Full Time Ball Sally 7-8 yrs, Gr. 2 Masters 13 12 Full Time

Behny Melissa

5-11 yrs, Gr. K-5 Literacy Specialist Masters 20 5 Full Time

Benson Michael 9-11 yrs, Gr 5 Bachelor 7 7 Full Time

Bernhardt Bud

5-11yrs, Gr. K-5 Gym Masters 36 26 Full Time

Bock Margaret 7-8 yrs, Gr. 2 Bachelor 16 16 Full Time

Bracher Janet 10-11 yrs, Gr.5 Bachelor 18 11 Full Time

Campbell Julia 7-8 yrs, Gr. 2 Masters 33 28 Full Time

Coles Cassandra 10-11 yrs, Gr.5 Bachelor 9 9 Full Time

Essling Cindee

5-8 yrs, Gr. K-2 Lifeskills/SPED Masters 23 18 Full Time

Gaunt Grant 10-11 yrs, Gr.5 Masters 7 4 Full Time

Hamilton Stacie 6-7 yrs, Gr.1 Bachelor 18 7.5 Full Time

Harvey Shelbie 5-6 yrs Kinder Bachelor 1 1 Part Time

Hogan Kathy 8-9 yrs, Gr. 3 Masters (2) 17 7 Full Time Hon Phil 7-8 yrs, Gr. 2 Bachelor 13 13 Full Time

Inskeep Penny

6-11 yrs, Gr. 1,3,4,5 Resource/SPED Bachelor 3 3 Full Time

Kilbarger Lacey

5-11 yrs, Gr. K-5 Art Bachelor 4 4 Full Time

Kropa Jill

5-11 yrs, Gr. K-5 Literacy Specialist Masters 12 4 Full Time

Laswell Davia 5-6 yrs Kinder Masters 12 7 Full Time

Laura Patrice 9-10 yrs, Gr.4 Masters 8 8 Full Time Maniakas Jill 8-9 yrs, Gr. 3 Masters 38 28 Full Time

Mileva-Auclair Milena

5-6 yrs, Gr. K 9-11 yrs, Gr.4-5 Masters 9 9 Full Time


ENL

Miller Jodi 5-6 yrs, Kinder Bachelor 15 6 Full Time

Mishelow Johnna 9-10 yrs, Gr.4 Masters 9 8 Full Time Moore Sara 8-9 yrs, Gr. 3 Bachelor 5 5 Full Time Morris Jean 8-9 yrs, Gr. 3 Masters 35 35 Full Time

Myers C. Lynn

5-11 yrs, Gr. K-5 Speech Pathologist Masters 5 5 Full Time

Nichols Megan

7-9 yrs Gr. 2-3 ENL Bachelor 4 4 Full Time

Pennant Jones Amy

5-7 yrs, Gr. K-1 ENL Bachelor 7 3 Full Time

Purdue Nichole

5-11 yrs, Gr. K, 2-5 Lifeskills/SPED Masters 8 8 Full Time

Roller Hilary

5-11 yrs, Gr. K, 2-5 Resource/SPED Bachelor 4 4 Full Time

Schultz Rebecca 9-10 yrs, Gr.4 Bachelor 5.5 4 Full Time

Schlepp Shawn 5-6 yrs, Kinder Bachelor 4 4 Full Time

Sowders Paige 6-7 yrs, Gr. 1 Masters 5 5 Full Time

Spring Emily

5-11 yrs, Gr. K-5 Spanish Bachelor 5 1 Part Time

Sturm Sara

5-11 yrs, Gr. K-5 Speech Pathologist Masters 4 1 Full Time

Sullivan, Kathy 6-7 yrs, Gr. 1 Bachelor 23 23 Full Time Sundheimer, Carol 9-10 yrs, Gr.4 Bachelor 6 2 Full Time

Talbert, Gay

5-11 yrs, Gr. K-5 Music Masters 25 11 Full Time

Thomason, James 6-7 yrs, Gr. 1 Bachelor 5 5 Full Time Trenum, Ellen 8-9 yrs, Gr. 3 Bachelor 3 3 Full Time

Vollmer, Katie 6-11 yrs, Lifeskills Bachelor 1 1 Full Time

Williams, Yvonne

5-11 yrs, Gr. K-5 Math Specialist Masters 14 4 Full Time

Winslow, Alice

5-11 yrs, Gr. K-5 Media Specialist Masters 11 11 Full Time

Wood, Chad 6-10 yrs, Resource/SPED

Bachelor 1 1 Full Time


Appendix 6 Proposed PYP implementation budget

Consideration phase

Candidate phase (at least one year)

Post-authorization year 1



Application fee $9,500.00 $9,500.00 $3,500.00

Annual fee $7,450.00 $7,450.00 $7,450.00

Resources: Library/ resource centre

$20,000.00 $8,400.00 $8,400.00 $8,400.00 $8,400.00

Classrooms: PTO Yearly Teacher allottment $100/ teacher X 44 teachers District Supply Money Given at Local Level (Grade Levels & Teams ) $500/year/team X 10 teams

$4,400.00 $5,000.00

$4,400.00 $5,000.00

$4,400.00 $5,000.00

$4,400.00 $5,000.00

$4,400.00 $5,000.00

Other teaching facilities

Professional development: Regional workshops

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

In-school workshops

$15,000.00 $8,000.00

Visits to IB World Schools

Visit local schools at no/minimal cost to the school





Teacher Planning

$5,000.00 $6,045.00 $7,920.00 $7,920.00 $7,920.00

Other expenses Atlas Curriculum Mapping

$2,800.00 $2,800.00 $2,800.00 $2,800.00 $2,800.00

TOTAL $61,700.00 $46,145.00 $37,970.00 $37,970.00 $41,470.00


Appendix 7 Action plan for implementing the PYP

** See attached separate Action Plan **

Documents

PYP Application Form Part B - Home - · PDF fileThis PYP application form part B should be ... PYP coordinator 8. Finance and planning ... the PYP . 4. This . PYP application form