Troy School District

IB in Our DistrictBaker Middle School – MYP

Morse Elementary - PYP

International Baccalaureate Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IB works with schools, governments and the international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people with their differences, can also be right.

IB Learner Profile

Baker Middle School Mission Statement

At Baker Middle School, our purpose is to ensure relevant, holistic learning and

international mindedness for all.

Baker Middle School Mission Statement

Middle Years Programme Curriculum Model

Morse Elementary Mission Statement

The purpose of Morse Elementary is to ensure the development of Internationally

Minded Learners

Primary Years Programme Curriculum Model

Our IB Journey

Risk-taker

Caring

Knowledgeable

Thinker

Inquirer

Balanced

In 2005 we began the consideration phase for IB

A core group of teachers and administrators were sent to training.

IB Learner Profile Traits

Teachers began to immerse themselves in the IB philosophy and began writing units

Numerous teachers attended IB workshops to grow in their understanding of IB teaching and learning

During the 2007/2008 school year an application was submitted for our full authorization

During the 2008/2009 we became an authorized IB World Schools and hosted authorization visits

Putting The Puzzle Together

Communicator-Implemented collaboration time throughout the school year for teachers to meet for creation, review and reflection of units

Reflective-As content expectations, learning styles and needs have grown and changed, so too have MYP and PYP units

Principled-Careful consideration and inclusion of community service action has been an evolving aspect of both programs

Open-minded-Troy IB teachers have become innovative and experimental with their teaching by including expanded use of technology, real-world experiences and professional connectedness

Collaboration is the heart of teacher and student success

7 Early Release Days-

Take place on Fridays, and are a ½ day of collaborative planning time. Detailed agendas and logs provide direction as well as evidence of tasks accomplished.

Grade Level Planning Days (GLPs- Morse)

There are 6- ½ day planning days that take place throughout the school year allowing grade level teams to meet for planning and reflection of PYP units , as well as to integrate MTSS into IB.

Subject Area Planning Days (Baker)

Each of the 8 MYP subject areas has 2 full planning days during the school year, 1 in the fall, and 1 in the spring. This time is for collaborative work on MYP unit planning and reflection, as well as assessment creation, planning and reflection.

A Continuum of Effective Instruction

Community and Service

IB Learner Profile

Early Release

Days

Early Release - Friday February 8Both Baker and Morse staffs met together at the TSD services building. This was an opportunity to blend staffs in groups comprised of lower-el, upper-el, 6th, 7th, and 8th grade teacher representation. The IB Learner Profile -

The 10 character traits of the Leaner Profile are a continuum among all 3 IB programmes- PYP-MYP-DP. These traits help to cultivate strong, open-minded, holistic learners in all students.

Community and Service -The backbone to IB is the promotion of action, or community and service among all programmes.

International Mindedness

Communication

Holistic Learning

Parent Interview - Ellen Preblich

1. What are your thoughts about the IB Middle Years Program at Baker?Overall, the IB Middle Years Program has been a positive experience for my daughter, Katie. She has adjusted well to the block scheduling and has enjoyed the additional class options offered as part of this program, including choir and foreign languages. I am still somewhat confused about the true grading scale of the IB program, but I like how the system shows how the students knowledge hasprogressed and grown throughout the learning process. Specifically at Baker, I think the students would benefit from more learning opportunities in the form of field trips outside of the school (we had none in 6th or 7th grade).

2. What growth have you observed with your child regarding their learning?I feel like the IB program has given my daughter the opportunity to be a more creative learner. I think that the reflections allow her to think about what she has learned in class, expand on those basic ideas and apply what she has learned to future projects. I like the global aspect of the program and how it takes them outside of their "Troy, Michigan Oakland County Somerset Collection" lives. I believe that participating in the IB program has made my daughter a more open minded thinker and given her the confidence to take some risks and be a leader, not a follower.

3. How do you feel the IB will prepare your child for future endeavors?As Katie plans to attend "traditional" High School at Athens, I am interested to see how the IB program prepares her for this next level of her education as compared to students who attended "traditional" middle school. I am also wondering if she will have difficulty adjusting back to a standard class schedule. I like the capstone concept and how the students can track their learning and the interview process that they go through in 8th grade will help with future employment interviews. I think that the independent learning style of many of the projects she has worked on has encouraged her to be organized and detail oriented, which are important skills that will serve her well in the future (in both her education and career).

Parent Interview- Video

Ms. Sarah Siterlet

Parent Interview- Video

Ms. Jacqueline McCollum

International Baccalaureate Where We Are Now?

Choice and Transfer option: Morse: 5 StudentsBaker: 0 Students

Superintendent's Drop Out ChallengeMorse: 5th grade with transition planningBaker: Identify and pair targeted 8th graders with a caring adult

Focus school Plan for ImprovementMulti Tiered System of Support ( RTI) •AIMS Web•Intervention for at-risk students•Differentiation for all students

Baker Middle School

Morse Elementary SchoolFOCUS SCHOOL STATUS

Baker Middle School Mission Statement

Baker’s Evaluation Visit- October 25-26, 2012

• Matter to be AddressedA revised language policy showing the inclusion of the aspects mentioned into the policy and description of the collaborative process leading to the revisions. Description of actions taken by the school to implement the language policy.

• CommendationsConversations with parents, students and other members of the school community demonstrate a thorough understanding of the programme and its implications for the school. The staff is passionate, motivated and dedicated. Students express their enjoyment and excitement in their school and parents strongly support the Middle Years Programme on this campus.

Baker IB Evaluation Exit Visit

Morse IB Evaluation Exit Visit

Morse’s Evaluation Visit- May 31-June 1, 2012

Matters to be Addressed• Actions must be taken in order to strengthen the entire school’s commitment to a

collaborative approach to curriculum development

• The PYP is implemented in an inclusive manner, so that all students in all the grade/year levels in the school, or in the primary section of a school, are engaged with the PYP to the fullest extent possible.

• The library is equipped to support the programme, and there is a plan to keep improving its resources

• All PYP teachers are involved in the development of the programme of inquiry and that unit planners are a product of a sustained collaborative effort.

Commendations• Since including more global awareness into the curriculum was a recommendation

from the prior visit, the school and its leadership has been mindful and proactive in providing opportunities for the students to experience opportunities to promote global awareness for the students through school wide assemblies, book studies and community involvement.

• Key matters to be addressed

• Positive highlights

Morse IB Evaluation Visit Report IB Research Update

A fully constructed Middle Years Programme (MYP) to DP pipeline in US Title I schools showed a pattern of increased diplomas

As a whole, PYP and MYP students outperformed peers on the International Schools Assessment (ISA) in reading, math and writing in a majority of grades.

A higher percentage of students in MYP schools achieved a proficient or advanced performance level on mathematics and science assessments than counterparts in comparison schools.

In implementing the Primary Years Programme(PYP), critical elements were whole-school immersion, collaborative planning, continuous training, availability of resources, community involvement and school leadership support.

In US Title 1 schools, MYP to DP pipeline schools show a pattern of increased diplomas! This is astonishing

data. We need to share this with the others!

Measuring Our Success

A 20 Mile Radius Demographic Comparison

Using the K-12 search and comparison tool www.schooldigger.com, we conducted a 20 mile radius comparison of MEAP proficiency scores with schools that have similar free and reduced lunch sizes to our schools.

Our school comparison sample consists of 10 schools at the elementary level and 10 school at the middle school level. Schools were selected by their enrollment and free and reduced lunch sizes.

This data provides a pure comparison of Baker Middle School and Morse Elementary with schools that have similar student populations and changing demographics.

Baker Middle School Mission StatementBaker Demographic Comparison

18.00%

20.00%

22.00%

24.00%

26.00%

28.00%

30.00%

Free & Reduced School Location Free & Reduced

Baker MS Troy 29.86%

Orchard Lake MSWest

Bloomfield 25.80%

Oxford Area MS Oxford 25.30%

Oakview MS Oakland 24.70%

Romeo MS Romeo 24.40%

Abbott MS Orchard Lake 24.20%

Bemis JHSSterling Heights 23.40%

Anderson MS Berkley 23%

Iroquois MS Macomb 21.20%

Sashabaw MS Clarkston 19.50%

Baker Middle School Mission StatementBaker Demographic Comparison

Baker Middle School Comparison2011 – 2012 MEAP Proficiency Scores

School Location Free & Reduced 6th Math6th

Reading6th Soc.

St.7th

Math7th

Reading7th

Writing8th

Math8th

Reading8th

Writing

Baker MS Troy 29.86% 55.3 79.7 47.5 56 75.4 64.5 47.5 75.7 25.9

Orchard Lake MSWest

Bloomfield 25.80% 55.6 79.5 36.5 61.7 74.5 69.7 41.4 68.1 26.4

Oxford Area MS Oxford 25.30% 52.8 80.5 44.8 51.3 72.4 58.9 43.2 78.2 16.4

Oakview MS Oakland 24.70% 71.9 80.8 52.7 55.4 74.7 61.3 53.3 81.5 35.5

Romeo MS Romeo 24.40% 54.7 74.4 26.7 45.7 68 49.7 51.1 69.1 20.7

Abbott MS Orchard Lake 24.20% 66 79.2 35.7 53.9 67.7 62.3 44.3 75.1 28.3

Bemis JHSSterling Heights 23.40% N/A N/A N/A 46.8 63.6 60.1 34.2 69.3 19.4

Anderson MS Berkley 23% 63.4 85.2 47 56.9 65.3 50.3 38.8 70.4 15.5

Iroquois MS Macomb 21.20% 41 78.4 30.8 44.7 61.3 52.8 32 69.4 13.2

Sashabaw MS Clarkston 19.50% 50.2 82.7 37.8 45.3 76.8 62.1 N/A N/A N/AOakland Schools

ISD Oakland N/A 55 75 37 53 68 56 51 69 23

Morse Demographic Comparison

18.00%

20.00%

22.00%

24.00%

26.00%

28.00%

30.00%

Free & ReducedSchool Location

Free & Reduced

Morse Elementary Troy 28.79%Oakbrook

Elementary Sterling Heights 27.30%Graebner

Elementary Sterling Heights 25.20%

Keller Elementary Royal Oak 24.60%Oak Ridge Elemtary Royal Oak 23.90%Hamlin

Elementary Rochester Hills 22.80%Bruce Collins Elementary Sterling Heights 22.00%

Addams Elementary Royal Oak 22%

Isaac MonfortElementary Shelby Twp 21.40%

Morse Demographic Comparison

School LocationFree &

Reduced3rd

Math3rd

Reading4th

Math

4th Readin

g4th

Writing 5th Math

5th Readin

g5th

Science

Morse Elementary Troy 28.79% 47.2 65.6 61.8 76.1 41.8 64.8 76.5 31.5Oakbrook

ElementarySterling Heights 27.30% 30 66.7 56.5 80 67.1 45.1 75.6 15.9

Graebner Elementary

Sterling Heights 25.20% 44.9 73.9 56.9 86.1 62.5 50.6 73.3 13.2

Keller Elementary Royal Oak 24.60% 69.8 88.9 52.6 84.2 56.1 62.5 91.1 26.3Oak Ridge

Elementary Royal Oak 23.90% 36.7 76.6 55.4 90.6 60.9 54.7 87.5 28.1

Hamlin ElementaryRochester

Hills 22.80% 46.2 62 34.1 85.7 66.7 77.5 87.1 25.4Bruce Collins Elementary

Sterling Heights 22% 42.9 61.7 47.6 66.7 52.4 50.9 74.5 16.7

Addams Elementary Royal Oak 21.60% 67.1 87.1 65.7 94.1 73.1 54.3 84.3 25Issac Monfort

Elementary Shelby Twp 21.40% 63.3 62 75.9 85.4 66 51.1 77.7 14.6

Oakland Schools ISD Oakland N/A 49 69 54 75 55 55 78 22

Imbedding the Standards and PracticesOf IB in our Troy Educator Appraisal

Model Rubric

IB and TEAM

• IB Guiding Questions Drive Inquiry

• IB Learner Profile and AOI’s are referenced

• IB Unit Development and Implementation

Domain 1: Planning and Preparation

• Learner Profile, AOI’s, Guiding Questions are visible and referenced

Domain 2: Classroom Environment

• IB Training

• Participation in IB committees and IB unit development and implementation

Domain 4: Professional Responsibilities

IB Assessments & Rubrics

Domain 5: Student Growth

How Do We Demonstrate Understanding?

Traditionally~ letter gradesLetter grades consist of:• homework• extra credit• class participation• tests/quizzes• assignments

How Do We Demonstrate Understanding?

Letter Grades

MYP Grades

MYP Assessment Aims to

Support and encourage student learning by

providing feedback on the learning process

Inform, enhance and improve the teaching

process

Promote positive student attitudestowards learning

Promote a deep understanding of subject

content by supporting students in their

inquiries set in real-world contexts using

the areas of interaction

Promote the development of higher-order cognitive skillsby providing rigorous final objectives that value these skills

Reflect the international-

mindedness of the programme by allowing for assessments to be

set in a variety of cultural and linguistic

contextsSupport the holistic

nature of the program by including in its model principles that take into

account the development of the

whole student

The IB Journey Continues…