Wilson High School – An International Baccalaureate World School

Wilson High Wilson High School –School –

An International An International BaccalaureateBaccalaureateWorld SchoolWorld School

Presented byPresented byUrsula Rosin,Ursula Rosin,

Principal Principal

Wilson’s Mission & VisionWilson’s Mission & Vision

Our mission is to empower students with the Our mission is to empower students with the skills and knowledge to become skills and knowledge to become compassionate, inquisitive, principled young compassionate, inquisitive, principled young people who create a more peaceful world people who create a more peaceful world through global awareness, critical thinking, through global awareness, critical thinking, and a commitment to action and service.and a commitment to action and service.

Our vision is to create an academically Our vision is to create an academically rigorous school of international merit where rigorous school of international merit where all stakeholders function as a cohesive and all stakeholders function as a cohesive and collaborative learning community to ensure collaborative learning community to ensure that all students succeed as knowledgeable, that all students succeed as knowledgeable, ethical and caring citizens of the world. ethical and caring citizens of the world.

PSC 3.0 Curriculum & PSC 3.0 Curriculum & Instruction: Instruction:

Instructional Plan Instructional PlanPhilosophy, Theory, & Philosophy, Theory, &

FrameworkFramework Philosophy, Theory, & FrameworkPhilosophy, Theory, & Framework IB’s umbrella philosophyIB’s umbrella philosophy

International mindednessInternational mindedness Thematic, interdisciplinary – addressing local/global issuesThematic, interdisciplinary – addressing local/global issues Inquiry based/Project based-learningInquiry based/Project based-learning Real-world applicationReal-world application IB Learner ProfileIB Learner Profile Areas of InteractionAreas of Interaction

SLCs as a driving mechanism for personalization SLCs as a driving mechanism for personalization Student choiceStudent choice Small school theme: college and career pathwaysSmall school theme: college and career pathways Community partnerships and service – addressing local Community partnerships and service – addressing local

issuesissues Family Advocacy SystemFamily Advocacy System

Focusing on college and career goals with studentsFocusing on college and career goals with students Communicating with familiesCommunicating with families Facilitating social/emotional developmentFacilitating social/emotional development

IB Learner ProfileIB Learner Profile

InquirersInquirers Knowledgeable Knowledgeable ThinkersThinkers CommunicatorsCommunicators PrincipledPrincipled

Open-mindedOpen-minded CaringCaring Risk-takersRisk-takers BalancedBalanced ReflectiveReflective

Pedagogy: Research-based Pedagogy: Research-based StrategiesStrategies

Pedagogy: Research-based Strategies Pedagogy: Research-based Strategies Addressing the literacy and numeracy needs of Addressing the literacy and numeracy needs of

students functioning below grade level: (Place students functioning below grade level: (Place statistics here)statistics here)

Students functioning below grade-level in literacy Students functioning below grade-level in literacy and numeracy need additional support in developing and numeracy need additional support in developing habits of mind for success, higher-level critical habits of mind for success, higher-level critical thinking skills, and foundational knowledge and thinking skills, and foundational knowledge and skills upon which to build grade-level achievement skills upon which to build grade-level achievement and beyondand beyond

Effective research-based strategies to address these Effective research-based strategies to address these needs (Marzano’s Research):needs (Marzano’s Research): Identifying Similarities and Differences:Identifying Similarities and Differences:

Thinking MapsThinking Maps Essay prompts across the curriculumEssay prompts across the curriculum


Marzano research-based strategiesMarzano research-based strategies Summarizing and note-takingSummarizing and note-taking

Cornell NotesCornell Notes Marking up textMarking up text Reciprocal TeachingReciprocal Teaching

Reinforcing Effort and Providing RecognitionReinforcing Effort and Providing Recognition SLC Recognition AssembliesSLC Recognition Assemblies MULES PAC 5 TicketsMULES PAC 5 Tickets Displayed/published student workDisplayed/published student work Community presentationsCommunity presentations

Homework and PracticeHomework and Practice Identified and Articulated Department PracticesIdentified and Articulated Department Practices Relevant and appropriate feedbackRelevant and appropriate feedback Refining and Extending KnowledgeRefining and Extending Knowledge


Non-linguistic RepresentationNon-linguistic Representation Thinking MapsThinking Maps Physical models (Project-based learning)Physical models (Project-based learning) Visualizations/Guided ImageryVisualizations/Guided Imagery Kinesthetic activitiesKinesthetic activities

Cooperative LearningCooperative Learning Socratic SeminarsSocratic Seminars Reciprocal TeachingReciprocal Teaching Literature CirclesLiterature Circles Think/Pair/ShareThink/Pair/Share Save the Last WordSave the Last Word Six HatsSix Hats Dice TossDice Toss JigsawJigsaw Quiz Quiz TradeQuiz Quiz Trade


Setting Objectives and Providing FeedbackSetting Objectives and Providing Feedback Personalized goals and contractsPersonalized goals and contracts Criterion-Referenced Feedback (IB and Dept. Criterion-Referenced Feedback (IB and Dept.

standard-based rubrics)standard-based rubrics) Student-led feedbackStudent-led feedback Checking for UnderstandingChecking for Understanding

Generating and Testing HypothesisGenerating and Testing Hypothesis Inquiry-based researchInquiry-based research Historical investigationHistorical investigation Problem-solvingProblem-solving InventionInvention Experimental inquiryExperimental inquiry Decision-makingDecision-making


Questions, Cues, and Advanced OrganizersQuestions, Cues, and Advanced Organizers Thinking MapsThinking Maps Higher-level QuestioningHigher-level Questioning Questioning the AuthorQuestioning the Author Student-generated questionsStudent-generated questions

Differentiated TechniquesDifferentiated Techniques

Differentiated Techniques to Support Student Differentiated Techniques to Support Student LearningLearning Addressing Diverse Learning Styles:Addressing Diverse Learning Styles:

MasteryMastery UnderstandingUnderstanding InterpersonalInterpersonal Self-ExpressiveSelf-Expressive

Addressing Multiple Intelligences:Addressing Multiple Intelligences: Verbal linguisticVerbal linguistic Logical MathematicalLogical Mathematical Spatial IntelligenceSpatial Intelligence Musical IntelligenceMusical Intelligence Bodily KinestheticBodily Kinesthetic Interpersonal IntelligenceInterpersonal Intelligence Intrapersonal IntelligenceIntrapersonal Intelligence Naturalist IntelligenceNaturalist Intelligence

Differentiated TechniquesDifferentiated Techniques Use of Task Rotation (Strong, Silver, & Perini)Use of Task Rotation (Strong, Silver, & Perini)

Four tasks are centered around a topic, one in each learning Four tasks are centered around a topic, one in each learning stylestyle

Students may choose to complete some tasks, or they may be Students may choose to complete some tasks, or they may be required to complete all four. required to complete all four.

Tasks may follow in order or may be done at random.Tasks may follow in order or may be done at random. Use of Task Rotation (Strong, Silver, & Perini)Use of Task Rotation (Strong, Silver, & Perini)

CulturallyCulturally Responsive Teaching is a pedagogy that Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural recognizes the importance of including students' cultural references in all aspects of learning (references in all aspects of learning (Ladson-Billings,1994).). Positive perspectives on parents and familiesPositive perspectives on parents and families Communication of high expectationsCommunication of high expectations Learning within the context of cultureLearning within the context of culture Student-centered learningStudent-centered learning Culturally mediated instructionCulturally mediated instruction Reshaping the curriculumReshaping the curriculum Teacher as facilitatorTeacher as facilitator

http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml%23refladson94

Differentiated Techniques –Differentiated Techniques –IB Approaches to LearningIB Approaches to Learning

Differentiated TechniquesDifferentiated TechniquesIB Approaches to Leaning IB Approaches to Leaning

cont.cont. ReflectionReflection

Self-awarenessSelf-awareness Self-evaluationSelf-evaluation

ThinkingThinking Generating ideasGenerating ideas PlanningPlanning InquiringInquiring Applying knowledge and conceptsApplying knowledge and concepts Identifying problemsIdentifying problems Creating novel solutionsCreating novel solutions

TransferTransfer Making ConnectionsMaking Connections Inquiring in different contextsInquiring in different contexts

Differentiated TechniquesDifferentiated TechniquesIB Areas of InteractionIB Areas of Interaction

Areas of InteractionAreas of Interaction Community and ServiceCommunity and Service

How a student engages with his or her immediate How a student engages with his or her immediate family, classmates and friends in the outside world family, classmates and friends in the outside world as a member of these communities.as a member of these communities.

Health and Social EducationHealth and Social Education Encompasses a range of human issues that exists in Encompasses a range of human issues that exists in

human societies, such as social structures, human societies, such as social structures, relationships, and health.relationships, and health.

EnvironmentsEnvironments Considers how human interact with the world and Considers how human interact with the world and

the parts we play in the environment.the parts we play in the environment. Human IngenuityHuman Ingenuity

Examines the way we think, interact with each Examines the way we think, interact with each other, create, find solutions to problems, and other, create, find solutions to problems, and transform ideas and rationalize thought.transform ideas and rationalize thought.

Equity & Access in a Equity & Access in a Pluralistic SocietyPluralistic Society

Equity and Access to a Pluralistic SocietyEquity and Access to a Pluralistic Society International –mindednessInternational –mindedness

Considering Issues from multiple perspectivesConsidering Issues from multiple perspectives Opportunities to develop students’ attitudes, Opportunities to develop students’ attitudes,

knowledge, concepts and skills as they learn knowledge, concepts and skills as they learn about own and others social, national, and about own and others social, national, and ethnic culturesethnic cultures

SLC mentorshipsSLC mentorships


The Cultural Proficiency Toolkit (Lindsey, Nuri The Cultural Proficiency Toolkit (Lindsey, Nuri Robins & Terrell, 2009)Robins & Terrell, 2009) Cultural proficiency comprises an interrelated set Cultural proficiency comprises an interrelated set

of tools that pose significant questions to prompt of tools that pose significant questions to prompt reflection and the opportunity to improve our reflection and the opportunity to improve our leadership practice in service of others:leadership practice in service of others: Are we who we say we are?Are we who we say we are? How do we assess who we are?How do we assess who we are? Do our actions align with who we say we are?Do our actions align with who we say we are? What gets in our way of being who we say we are?What gets in our way of being who we say we are?

The 4 tools provide us with the means by which to The 4 tools provide us with the means by which to lead our personal lives and perform our lead our personal lives and perform our professional responsibilities in a culturally professional responsibilities in a culturally proficient manner. proficient manner.


Cultural proficiency represents a leadership paradigmCultural proficiency represents a leadership paradigm Cultural proficiency is a mindset for how we interact Cultural proficiency is a mindset for how we interact

with all people, irrespective of their cultural with all people, irrespective of their cultural memberships. Cultural proficiency is a worldview that memberships. Cultural proficiency is a worldview that carries explicit values, language and standards for carries explicit values, language and standards for effective personal interactions and professional effective personal interactions and professional practices. Cultural proficiency is a 24/7 approach to our practices. Cultural proficiency is a 24/7 approach to our personal and professional lives. Most importantly, personal and professional lives. Most importantly, cultural proficiency is not a set of independent cultural proficiency is not a set of independent activities or strategies that we learn to use with others activities or strategies that we learn to use with others – our students, colleagues or community members. – our students, colleagues or community members.

Educators who commit to culturally proficient practices Educators who commit to culturally proficient practices represent a paradigmatic shift from the too prevalent represent a paradigmatic shift from the too prevalent view of regarding “underperforming” cultural view of regarding “underperforming” cultural demographic groups of students as problematic to the demographic groups of students as problematic to the empowering view of what needs to be done differently empowering view of what needs to be done differently in order to educate students.in order to educate students.

Developing for the 21Developing for the 21stst CenturyCentury

Skills and knowledge for engaging students in Skills and knowledge for engaging students in intellectual work across disciplines and intellectual work across disciplines and preparing them to live in the 21preparing them to live in the 21stst century global century global economyeconomy IB mission and vision and IB Learner Profile as IB mission and vision and IB Learner Profile as

embedded in the MULES PAC 5.embedded in the MULES PAC 5. SLCs Thematic ElectivesSLCs Thematic Electives Common strategies across Common strategies across

disciplines/Assessments within departmentsdisciplines/Assessments within departments Common assessments within departments and Common assessments within departments and

cross-disciplinary culminating taskscross-disciplinary culminating tasks Integrating technology as a tool within the Design Integrating technology as a tool within the Design

CycleCycle

Standards & Evidence-based Standards & Evidence-based CurriculaCurricula

Guided by California State StandardsGuided by California State Standards CAHSEE and CST alignmentCAHSEE and CST alignment Department Curriculum Maps and Common Department Curriculum Maps and Common

Assessments aligned to focus StandardsAssessments aligned to focus Standards Rigorous Assessments aligned to focus standardsRigorous Assessments aligned to focus standards Criterion-referenced, standards-aligned rubrics Criterion-referenced, standards-aligned rubrics

and feedback to assess student workand feedback to assess student work

Beginning integration of the Common Core Beginning integration of the Common Core Standards and LAUSD’s Teaching and Learning Standards and LAUSD’s Teaching and Learning Framework based on the research of Charlotte Framework based on the research of Charlotte Danielson (Our Writing Criteria Charts).Danielson (Our Writing Criteria Charts).

Closing the Achievement Closing the Achievement GapGap

Closing the Achievement Closing the Achievement GapGap

Level 2 - Use of student data to inform instruction Level 2 - Use of student data to inform instruction & intervention& intervention ReteachReteach

Within specific classroomWithin specific classroom Within subject-level department PLCWithin subject-level department PLC

Provide intervention aligned to specific instructional Provide intervention aligned to specific instructional needs of students based on diagnostics and needs of students based on diagnostics and department formative common assessmentsdepartment formative common assessments Homework clubsHomework clubs Lunch tutoringLunch tutoring After-school tutoringAfter-school tutoring

Level 3 - Development of resources to provide for Level 3 - Development of resources to provide for Level 3 Response:Level 3 Response: Social, psychological, and emotional needs of Social, psychological, and emotional needs of

studentsstudents Student Success TeamsStudent Success Teams

Engaging and Engaging and Academically Rigorous Academically Rigorous

CurriculaCurricula IB MYP Unit PlannerIB MYP Unit Planner

Backward MappingBackward Mapping Essential Unit QuestionEssential Unit Question Unit ConceptsUnit Concepts Culminating Tasks/ProjectsCulminating Tasks/Projects Learner ExpectationsLearner Expectations

Department Curricular Maps and Common, Formative Department Curricular Maps and Common, Formative AssessmentsAssessments

Emphasis on A-G RequirementsEmphasis on A-G Requirements AVIDAVID FAS College Prep LessonsFAS College Prep Lessons Authentic Tasks/Project-based Learning & Authentic Authentic Tasks/Project-based Learning & Authentic

LiteracyLiteracy CRRT & AEMPCRRT & AEMP

Community Work-based Community Work-based Service Learning Service Learning Opportunities Opportunities

within the Curriculumwithin the Curriculum IB 10IB 10thth Grade Personal Project Grade Personal Project SLC Thematic-based Grade Level ProjectsSLC Thematic-based Grade Level Projects SLC Community Mentorship/PartnershipsSLC Community Mentorship/Partnerships Senior Year Community Service ProjectSenior Year Community Service Project

Autonomy & InnovationAutonomy & Innovation

Joining and fully capitalizing on an Joining and fully capitalizing on an international school community:international school community: 900,000 students/140 countries900,000 students/140 countries Internationally recognized academic program Internationally recognized academic program

& diploma& diploma Global opportunities for partnerships and Global opportunities for partnerships and

professional developmentprofessional development Engaging in a unique and local K-12 IB Engaging in a unique and local K-12 IB

program articulation:program articulation: Farmdale Elementary PYPFarmdale Elementary PYP El Sereno Middle School MYPEl Sereno Middle School MYP Wilson High School MYP & DPWilson High School MYP & DP

Community Outreach and PartnershipsCommunity Outreach and Partnerships

New Curriculum to Develop New Curriculum to Develop and Refineand Refine

Interdisciplinary SLC UnitsInterdisciplinary SLC Units FAS Grade-level CurriculumFAS Grade-level Curriculum

Social/emotional curriculum (MULES PAC, Social/emotional curriculum (MULES PAC, Progressive Discipline, Anti-Bullying, Cultural Progressive Discipline, Anti-Bullying, Cultural Proficiency, IB Learner Profile, High Proficiency, IB Learner Profile, High Expectations)Expectations)

College preparatory curriculum (AVIDIZATION)College preparatory curriculum (AVIDIZATION) SLC themed lessons, events, and celebrationsSLC themed lessons, events, and celebrations

Department Curriculum Maps and Common Department Curriculum Maps and Common AssessmentsAssessments

IB Site Visit Team ReportIB Site Visit Team ReportCommendationsCommendations

The IB commends:The IB commends: The school for having the beliefs and values that drive The school for having the beliefs and values that drive

the program and are shared by all sections of the school the program and are shared by all sections of the school community (including students, teachers, community (including students, teachers, administrators, members of the governing body and administrators, members of the governing body and others, as appropriate)others, as appropriate)

The school for providing a climate that encourages The school for providing a climate that encourages positive innovation in implementing the philosophy of positive innovation in implementing the philosophy of the programthe program

The school for building an understanding of, and support The school for building an understanding of, and support for, the program throughout the school communityfor, the program throughout the school community

The school principal, program coordinator, teaching staff The school principal, program coordinator, teaching staff and nonteaching professionals for demonstrating an and nonteaching professionals for demonstrating an understanding of, and commitment to the programunderstanding of, and commitment to the program

The school’s curriculum for promoting all the attributes The school’s curriculum for promoting all the attributes of the IB learner profileof the IB learner profile

IB Site Visit Team ReportIB Site Visit Team ReportCommendations (continued)Commendations (continued)

The IB commends:The IB commends: The school’s curriculum for encouraging students to The school’s curriculum for encouraging students to

develop strategies for their own learning and develop strategies for their own learning and assessment, and to assume increasing levels of assessment, and to assume increasing levels of responsibility in this respectresponsibility in this respect

The school for making curriculum learning The school for making curriculum learning experiences visible to others through displays, experiences visible to others through displays, posters, public performances, etc.posters, public performances, etc.

The school for ensuring collaborative planning time The school for ensuring collaborative planning time takes place regularly.takes place regularly.

The school for providing planning that recognizes The school for providing planning that recognizes that, in practice, all teachers are language teachers that, in practice, all teachers are language teachers and consequently appropriate consideration is given and consequently appropriate consideration is given to their responsibility in facilitating communication.to their responsibility in facilitating communication.

IB Site Visit Team ReportIB Site Visit Team ReportCommendations (continued)Commendations (continued)

The IB commends:The IB commends: The school for viewing assessment as being The school for viewing assessment as being

integral with planning, teaching and learning.integral with planning, teaching and learning. The school for supporting students in learning The school for supporting students in learning

how to reflect on their experiences and make how to reflect on their experiences and make more informed, independent choices.more informed, independent choices.

IB Site Visit Team ReportIB Site Visit Team ReportRecommendationsRecommendations

The IB recommends that:The IB recommends that: The school contribute to the ongoing development of The school contribute to the ongoing development of

the program by encouraging teachers to participate the program by encouraging teachers to participate in appropriate IB activities (for exp., applying to be in appropriate IB activities (for exp., applying to be members of the IB working groups/committees, members of the IB working groups/committees, responding to requests for samples of student work).responding to requests for samples of student work).

The partnership ensure each area of interaction The partnership ensure each area of interaction involves all subject teachers in raising awareness involves all subject teachers in raising awareness and providing appropriate learning experiences.and providing appropriate learning experiences.

The teacher ensure that teaching and learning builds The teacher ensure that teaching and learning builds on what students know and can do.on what students know and can do.

The schools used a balanced range of strategies for The schools used a balanced range of strategies for formative and summative assessment, which are formative and summative assessment, which are reviewed regularly.reviewed regularly.

IB Site Visit Team ReportIB Site Visit Team ReportRecommendations Recommendations

(continued)(continued) The IB recommends that:The IB recommends that:

The schools analyze assessment data to inform The schools analyze assessment data to inform the evaluation and subsequent modification of the evaluation and subsequent modification of teaching and learning strategies.teaching and learning strategies.

The schools coordinate community and service The schools coordinate community and service through every year of the program to ensure through every year of the program to ensure progression of learning.progression of learning.

IB Director, Jeffrey BeardIB Director, Jeffrey BeardIB Americas Regional Director, Drew DeutschIB Americas Regional Director, Drew Deutsch

WASC Revisit – March 18WASC Revisit – March 18thth & & 1919thth

Schoolwide Areas of StrengthSchoolwide Areas of Strength A sense of pride, identity and belonging is evident among the staff, A sense of pride, identity and belonging is evident among the staff,

students and parents of WHS.students and parents of WHS. The SLC are seen as the catalyst, the vehicle and the structure for The SLC are seen as the catalyst, the vehicle and the structure for

WHS to ensure that every student has the opportunity to have a WHS to ensure that every student has the opportunity to have a personalized educational experience.personalized educational experience.

The Leadership Team at WHS is to be commended as they guide the The Leadership Team at WHS is to be commended as they guide the implementation of the change process and its positive impact on implementation of the change process and its positive impact on student achievement.student achievement.

The staff at WHS is to be commended for instilling a culture that The staff at WHS is to be commended for instilling a culture that values collaboration amongst all stakeholders.values collaboration amongst all stakeholders.

The WHS community is commended for establishing and The WHS community is commended for establishing and maintaining a safe, clean and orderly learning environment.maintaining a safe, clean and orderly learning environment.

WHS offers a wide variety of support programs geared to meet the WHS offers a wide variety of support programs geared to meet the diverse needs of students, parents and staff.diverse needs of students, parents and staff.

WHS promotes an environment where students feel positive about WHS promotes an environment where students feel positive about themselves, believe they can achieve and draw connections to their themselves, believe they can achieve and draw connections to their community and its resources.community and its resources.

WASC RevisitWASC RevisitCritical Areas for Follow-UpCritical Areas for Follow-Up

The administration must continue to recruit a highly qualified The administration must continue to recruit a highly qualified teaching staff and provide high quality staff development and teaching staff and provide high quality staff development and support to retain staff.support to retain staff.

The Leadership Team should continue a formalized process to gather The Leadership Team should continue a formalized process to gather and evaluate data to verify the effectiveness of the instructional and evaluate data to verify the effectiveness of the instructional program, including SLCs and support programs, and make program, including SLCs and support programs, and make appropriate revisions as necessary.appropriate revisions as necessary.

The administration and staff should continue to strengthen the The administration and staff should continue to strengthen the outreach to parents and community and increase stakeholders’ outreach to parents and community and increase stakeholders’ involvement and participation.involvement and participation.

The Leadership Team should continue to strengthen collaboration The Leadership Team should continue to strengthen collaboration time in order to maintain and enhance effective instruction and time in order to maintain and enhance effective instruction and further develop the SLCs, the IB program, and the common further develop the SLCs, the IB program, and the common assessments.assessments.

The administration and staff should ensure that high academic rigor The administration and staff should ensure that high academic rigor is consistently applied across the full spectrum of the curriculum. is consistently applied across the full spectrum of the curriculum.

The administration and staff should take the necessary steps to raise The administration and staff should take the necessary steps to raise student achievement as measured by a variety of state and local student achievement as measured by a variety of state and local indicators. indicators.

Documents

Wilson High School – An International Baccalaureate World School