My role at Birney Elementary:

To what extent does our school provide guidance and support that help students succeed in the PYP and plan for educational and career-related experiences? (0202-04)

We implement and review systems and processes to provide experiences to students that give them insight into future careers and education choices such learning about the IB Middle Years Programme.

To what extent do we build relationships with the wider community that are a source of wisdom and expertise to strengthen our PYP? (0202-05)

We identify and use a variety of human, virtual, and physical resources in the wider community that aid and extend student learning.

We provide meaningful oppportunities for legal guardians to contribute to the development and support of our PYP.

To what extent do we provide access to an IB education for the broadest possible range of students? (0301-01)

We implement and review an admissions/enrollment policy.

We provide relevant support materials, resources and structures to promote access to our program for as many students as possible.

We provide the PYP across all grade levels at the school.

To what extent do we provide access to an IB education for the broadest possible range of students? (0301-01)

We implement and review an admissions/enrollment policy.

We provide relevant support materials, resources and structures to promote access to our program for as many students as possible.

We provide the PYP across all grade levels at the school.

To what extent do we ensure that leadership and teachers participate in appropriate and timely professional learning to inform their practice? (0203-02)

We comply with IB-mandated professional development requirements, as outlined in IB documentation.

To what extent do we provide time and other resources for teacher to collaborate effectively in the implementation of our PYP? (0203-03)

We allocate dedicated and schedule time for teachers' collaborative planning and reflection.

To what extent do we ensure that we are providing access to and enrolling the broadest range of students? (0301-01)

We implement and review our admissions/enrollment policy that clearly describes the conditions for enrollment in our school and IB Primary Years Program.

We provide relevant support materials, resources and structures to promote access to the program for all students regardless of learner skills and knowledge.

To what extent do implement and regulary review our Inclusion Policy that creates cultures and support all students to reach their full potential? (0301-02)

Our policy meets IB guidelines.

We identify in our Inclusion Policy all of our legal requirements, outline our structures and processes for compliance, and describe rights and responsibilites of all members of the school community.

Inclusion policy clearly states the school's vision for implementing an inclusive program.

To what extent do implement, communicate, and regulary review our Academic Integrity Policy that creates a culture of ethical academic practice? (0301-03)

Our policy makes our school's philosophy clear and it is aligned with IB guidelines.

We clearly describe the rights and responsibilities of all members what constitutes good practice and misconduct, and the actions that are to be taken if there are transgressions.

We articulate responsibilities for teaching a variety of practices related to academic integrity

What we model and teach and reflect on the five fundamentals of academic integrity, honesty, trust, fairness, respect, and responsibility.

We ensure that the policy is followed and implemented by both teachers and students.

The school monitors and evaluates the impact of the policy so that it regularly informs learning and teaching across the curriculum and school procedures are transparent, fair, and consistent.

To what extent do implement, communicate, and regulary review our Language Policy so that it is aligned with IB guidlines and creates that helps foster intercultural understanding through communicating in a variety of ways in more than one language? (0301-04)

We describe the way that we recognize multilingualism as a fact, a right, and a resource for learning.

Our language policies identifies a variety of physical and virtual resources used to facilitate language development.

We describe within our policy the rights and responsibilities of all members of the school community and what constitutes good practice.

We teach a language in addition to instruction to all students (at least from the age of seven years of age).

To what extent do implement, communicate, and regularly review our Assessment Policy so that it is aligned with IB guidelines and creates a culture of continuous learning and growth? (0301-05)

Our policy makes our philosophy clear and it is aligned with the IB concerning learning and assessment.

We identify all necessary local and IB requirements, and outline how the school is adhering to these assessment requirements.

We describe within our policy the rights and responsibilities of all members of the school community and what constitutes good practice and the value of assessment for continuous learning and growth.

To what extent do we implement, communicate, and regularly review IB mandated policies to ensure they are cohesive and reflect IB philosophy? (0301-06)

All of our processes align with our policies.

All our policies are communicated and available to the school community.

The school consider the Learner Profile and international-mindedness in all of its IB-mandated policies.

The ILT uses the school's policies in decision-making and curriculum development.

To what extent does the school plan and implement a coherent curriculum that organizes learning and teaching within and across the years of its IB program? (standard: 0401-01)

We design our curriculum in accordance with program documentation.

We articulate our curriculum horizontally and vertically.

We demonstrate that all applicable IB curriculum frameworks are fully integrated with the requirements for school, local, state or provincial and national education authorities.

We provide collaborative planning time for teachers to incorporate IB philosophy into the curriculum.

We articulate our schedule and curriculum to make it possible for students to make connections across their learning.

We design a POI that consists of six unit or inquiry - one for each transdisciplinary theme - at each year or grade level, with the exception of students who are 3-6 years where the requirement is at least four units at each year or grade level, with two being "Who we are" and "How we express ourselves".

We demonstrate that our curriculum is influenced by an understanding of students' prior knowledge, identities, backgrounds, needs and contexts.

To what extent do our teachers design, plan, and deliver our PYP? (standard: 0401-02)

Teachers collaborate to plan and design units that meet program requirements and are in accordance with program documentation.

Teachers use the PYP planner template or otherwise document that way that they use the PYP planning process to collaboratively design, plan, and deliver the PYP.

We demonstrate a commitment to transdisciplinary learning by ensuring that the POI is collaborative designed, planned and facilitated between the classroom teacher and specialist teachers to deliver the subjects included in each unit of inquiry.

Teachers plan and reflect collaboratively to consider connections and relationship between different areas, and reinforce shared concepts (change, form, etc), content and ATL skills.

Teachers use human, physical and virtual resources to aid and extend their collaboration.

Teachers use collaborative planning and reflection to address all the elements of an IB education.

To what extent does our school develop, regularly review and share its curriculum in ways that explicitly engage the school community? (standard: 0401-03)

We inform the school community of ongoing developments in the program and incorporate these into curriculum development.

We ensure that all teachers and ILT have access to relevant communities that support the development of the program.

We review IB requirements for learning, teaching and assessment, and communicate them to the school community.

We regularly review required and supporting IB content.

We ensure our curriculum is up to date and clearly communicated to the school community.

Optional Comments: Describe any major achievements or challenges related to this standard over the last 5 years

Standard 0401: Learning in our IB World School is based on a coherent curriculum.

To what extent do out students develop thinking, research, communication, social and self-management skills? (standard: 0402-01)

We implement and review the devleopment of the IB's approaches to learning.

We implement and review processes that actively engage students in their own learning.

To what extent do our students demonstate and reflect on their continued development of the IB learner profile attributes? (standard: 0402-02)

Students understand the learner profile adn can reflect on it effectively.

Teachers provide students with opportunities in the curriculum to reflect on the growth and demonstration of their IB learner profile attributes.

Students understand the connections between the IB learner profile and international-mindedness.

To what extent do our students identify and foster healthy relationships, an understanding of shared responsibility, and the ability to collaborate effectively?? (standard: 0402-03)

Students and teachers engage in learning experiences that are design to include opportunities for students to collaborate.

We demonstrate that collaboration and effective relationship building are featured explicity with in the curriculum.

Our pedagogical leaders provide opportunities for student voice to be represented in the school.

To what extent do our students growth their ability to make informed, reasoned, ethical judgments? (standard: 0402-04)

Students and teachers acknowledge the intellectual property of others when producing work.

The school provides support and guidance for students on acknowledging the work of others, including guidance on citation and referencing.

Teachers discuss with students the significance and importance of producing authentic and original work.

To what extent do our students exercise the flexibility, perseverance and confidence they need to bring about positive change in the wider community and beyond? (standard: 0402-05)

We provide opportunities for students to directly apply their learning by taking action.

Students demonstrate a commitment to service with and for the community throughout their learning, in accordance with program documentation.

To what extent do our students take ownership of their learning by setting challenging goals and pursuing personal inquiries? (standard: 0402-06)

Student take opportunities to develop personal goals.

Students take opportunities to ask questions and pursue personal inquiries and actions.

To what extent do our students pursue opportunities to explore and develop their own personal and cultural identities? (standard: 0402-07)
The school provides opportunities for students to explore and develop personal and cultural identities.

We affirm individual student identity through learning and teaching.

Student take opportunities to develop their language profiles.

To what extent do our teachers use inquiry, action and reflection to develop natural curiosity in students? (standard: 0403-01)

Teachers use inquiry-based teaching strategies and learning engagements.

We monitor and evaulate inquiry-based teaching strategies and learning engagements.

We provide opportunities for students to actively engage in interactive and exploratory learning environments and/or play in accordance with PYP documentation.

Teachers encourage student choice in appropriate places in the curriculum.

Teachers facilitate student exploration of their personal interests and ideas.

To what extent do our teachers focus on conceptual understanding to support students in developing their ideas? (standard: 0403-02)

Teachers demonstrate strategies focused on conceptual understanding.

Teachers plan and facilitate learning experiences through which students can develop their own conceptual understandings.

Students take opportunities to explore and develop their own conceptual understanding in appropriate places in the curriculum.

To what extent do our teachers use local and global contexts to establish the relevance of the curriculum? (standard: 0403-03)

Teachers ensure there are clear examples of connections to local and global contexts in the curriculum.

Teachers encourage students to transfer their conceptual understandings to unfamiliar contexts.

To what extent do our teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community? (standard: 0403-04)

Teachers collaborate to ensure a holistic and coherent learning experience for students in accordance with PYP documentation.

Student collaborate with teachers and peers to plan, demonstrate and assess their own learning.

The school provides opportunities for students to collaborate based on their strengths and abilities.

To what extent do our teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals? (standard: 0403-06)

Teachers consider learner variability when planning students' personal learning goals.

Teachers integrate prior knowledge into the curriculum to aid and extend learning for all students.

Teachers use IB-mandated policies to support students.

Teachers support language development with consideration for the language profiles of studnets.

Teachers use multiple technologies to aid and extend learning and teaching.

To what extent do our students and teachers use feedback to improve learning, teaching, and assessment? (standard: 0404-01)

Students and teachers use feedback to support stated outcomes and expectations, in accordance with IB philosophy and assessment documentation.

The school uses specific and constructive school-based reporting to provide students and teachers with information that can be used to improve learning, teaching, and assessment.

To what extent does the school use assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives? (standard: 0404-02)

Teachers use a variety of assessment methods that are connected to stated learning objectives and outcomes.

Teachers document and analyze student learning over time to design learning experiences based on data.

The school demonstrates that assessment practices are formed around conceptual learning.

The school ensures that from the time of enrollment students and legal guardians are aware of and have access to documentation describing the relevant program regulations and requirements regarding assessment.

To what extent does the school administrates assessment consistently, fairly, inclusively and transparently? (standard: 0404-03)

The school implements, communicates and regularly reviews consistent and fair systems and processes for reporting students progress.

To what extent do students take opportunities to consolidate their learning through asessment? (standard: 0404-04)

The school and teachers provide an opportunity to consolidate their learning through a variety of assessments

Certificated: Classroom Teacher

Certificated: Classroom Teacher

tmueller-gibbs@sandi.net

Certificated: Classroom Teacher

ahammondwilliams@sandi.net

Certificated: Classroom Teacher

The interruption of the typical program due to the global pandemic was significant - we tried hard to maintain our IB program while online but it suffered. For example, student-led conferences were held twice a year pkus the yearly Exhibition prior to the pandemic. We did hold an online Exhibition during the pandemic but student-led conferences will not be held more than once this year, I hope.

Certificated: Classroom Teacher

Certificated: Classroom Teacher

Certificated: Classroom Teacher

Certificated: Classroom Teacher

Certificated: Classroom Teacher

Certificated: Classroom Teacher

Certificated: Classroom Teacher

Having a program coordinator present at colabs

Info not shared across grade levels

Certificated: Classroom Teacher

Covid, class size, lack of social and emotional support (counselor)

People havent been able to socialize as much

Collabs are very helpful for reflection and planning

Its nice to review policies

Certificated: Classroom Teacher

Certificated: Classroom Teacher

Certificated: Classroom Teacher

Certificated: Classroom Teacher

Certificated: Classroom Teacher

Students knowing about their role as citizens in government and how to be active citizens.

Weekly Specials meetings are key in the collaboration, creation, and modification of pedagogical methods.

Certificated: Classroom Teacher

Certificated: Classroom Teacher

Certificated: Classroom Teacher

covid-19 and online learning was a big challenge but also brought the school community together

Certificated: Classroom Teacher

This is articulated throughout all classrooms and the culture of our school.

Our collaboration time is weekly and well organized by IB coordinator.

Certificated: Classroom Teacher

Certificated: Classroom Teacher

When Birney received Afghani refugees, students took action to welcome their new friends and were very caring and open minded.

Challenge-COVID protocol, Achievements-Family Friday events, classroom parent presentations

Prior to COVID, opportunities for further IB training, weekly collaboration, trimester check in's with specials teachers

Challenges: Staffing for special ed.

I see we are doing very good.