Wilson High School – An International Baccalaureate World School

1
Wilson High School An International
BaccalaureateWorld School

• Presented by
• Ursula Rosin,
• Principal

2
Wilsons Mission Vision

• Our mission is to empower students with the
  skills and knowledge to become compassionate,
  inquisitive, principled young people who create a
  more peaceful world through global awareness,
  critical thinking, and a commitment to action and
  service.
• Our vision is to create an academically rigorous
  school of international merit where all
  stakeholders function as a cohesive and
  collaborative learning community to ensure that
  all students succeed as knowledgeable, ethical
  and caring citizens of the world.

3
PSC 3.0 Curriculum Instruction Instructional
PlanPhilosophy, Theory, Framework

• Philosophy, Theory, Framework
• IBs umbrella philosophy
• International mindedness
• Thematic, interdisciplinary addressing
  local/global issues
• Inquiry based/Project based-learning
• Real-world application
• IB Learner Profile
• Areas of Interaction
• SLCs as a driving mechanism for personalization
• Student choice
• Small school theme college and career pathways
• Community partnerships and service addressing
  local issues
• Family Advocacy System
• Focusing on college and career goals with
  students
• Communicating with families
• Facilitating social/emotional development

4
IB Learner Profile

• Open-minded
•  Caring
• Risk-takers
• Balanced
• Reflective
•  

• Inquirers
•  Knowledgeable
•  Thinkers
• Communicators
•  Principled
•  

5
Pedagogy Research-based Strategies

• Pedagogy Research-based Strategies
• Addressing the literacy and numeracy needs of
  students functioning below grade level (Place
  statistics here)
• Students functioning below grade-level in
  literacy and numeracy need additional support in
  developing habits of mind for success,
  higher-level critical thinking skills, and
  foundational knowledge and skills upon which to
  build grade-level achievement and beyond
• Effective research-based strategies to address
  these needs (Marzanos Research)
• Identifying Similarities and Differences
• Thinking Maps
• Essay prompts across the curriculum

6
Pedagogy Research-based Strategies

• Marzano research-based strategies
• Summarizing and note-taking
• Cornell Notes
• Marking up text
• Reciprocal Teaching
• Reinforcing Effort and Providing Recognition
• SLC Recognition Assemblies
• MULES PAC 5 Tickets
• Displayed/published student work
• Community presentations
• Homework and Practice
• Identified and Articulated Department Practices
• Relevant and appropriate feedback
• Refining and Extending Knowledge

7
Pedagogy Research-based Strategies

• Non-linguistic Representation
• Thinking Maps
• Physical models (Project-based learning)
• Visualizations/Guided Imagery
• Kinesthetic activities
• Cooperative Learning
• Socratic Seminars
• Reciprocal Teaching
• Literature Circles
• Think/Pair/Share
• Save the Last Word
• Six Hats
• Dice Toss
• Jigsaw
• Quiz Quiz Trade

8
Pedagogy Research-based Strategies

• Setting Objectives and Providing Feedback
• Personalized goals and contracts
• Criterion-Referenced Feedback (IB and Dept.
  standard-based rubrics)
• Student-led feedback
• Checking for Understanding
• Generating and Testing Hypothesis
• Inquiry-based research
• Historical investigation
• Problem-solving
• Invention
• Experimental inquiry
• Decision-making

9
Pedagogy Research-based Strategies

• Questions, Cues, and Advanced Organizers
• Thinking Maps
• Higher-level Questioning
• Questioning the Author
• Student-generated questions

10
Differentiated Techniques

• Differentiated Techniques to Support Student
  Learning
• Addressing Diverse Learning Styles
• Mastery
• Understanding
• Interpersonal
• Self-Expressive
• Addressing Multiple Intelligences
• Verbal linguistic
• Logical Mathematical
• Spatial Intelligence
• Musical Intelligence
• Bodily Kinesthetic
• Interpersonal Intelligence
• Intrapersonal Intelligence
• Naturalist Intelligence

11
Differentiated Techniques

• Use of Task Rotation (Strong, Silver, Perini)
• Four tasks are centered around a topic, one in
  each learning style
• Students may choose to complete some tasks, or
  they may be required to complete all four.
• Tasks may follow in order or may be done at
  random.
• Use of Task Rotation (Strong, Silver, Perini)
• Culturally Responsive Teaching is a pedagogy that
  recognizes the importance of including students'
  cultural references in all aspects of learning
  (Ladson-Billings,1994).
• Positive perspectives on parents and families
• Communication of high expectations
• Learning within the context of culture
• Student-centered learning
• Culturally mediated instruction
• Reshaping the curriculum
• Teacher as facilitator

12
Differentiated Techniques IB Approaches to
Learning

• Organization
• Time management
• Self-management
• Collaboration
• Working in groups
• Accepting others
• Personal challenges
• Communication
• Literacy
• Being informed
• Informing others
• Information Literacy
• Accessing information
• Selecting and organizing information
• Referencing

13
Differentiated TechniquesIB Approaches to
Leaning cont.

• Reflection
• Self-awareness
• Self-evaluation
• Thinking
• Generating ideas
• Planning
• Inquiring
• Applying knowledge and concepts
• Identifying problems
• Creating novel solutions
• Transfer
• Making Connections
• Inquiring in different contexts

14
Differentiated TechniquesIB Areas of Interaction

• Areas of Interaction
• Community and Service
• How a student engages with his or her immediate
  family, classmates and friends in the outside
  world as a member of these communities.
• Health and Social Education
• Encompasses a range of human issues that exists
  in human societies, such as social structures,
  relationships, and health.
• Environments
• Considers how human interact with the world and
  the parts we play in the environment.
• Human Ingenuity
• Examines the way we think, interact with each
  other, create, find solutions to problems, and
  transform ideas and rationalize thought.

15
Equity Access in a Pluralistic Society

• Equity and Access to a Pluralistic Society
• International mindedness
• Considering Issues from multiple perspectives
• Opportunities to develop students attitudes,
  knowledge, concepts and skills as they learn
  about own and others social, national, and ethnic
  cultures
• SLC mentorships

16
Equity Access in a Pluralistic Society

• The Cultural Proficiency Toolkit (Lindsey, Nuri
  Robins Terrell, 2009)
• Cultural proficiency comprises an interrelated
  set of tools that pose significant questions to
  prompt reflection and the opportunity to improve
  our leadership practice in service of others
• Are we who we say we are?
• How do we assess who we are?
• Do our actions align with 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
  lead our personal lives and perform our
  professional responsibilities in a culturally
  proficient manner.

17
Equity Access in a Pluralistic Society

• Cultural proficiency represents a leadership
  paradigm
• Cultural proficiency is a mindset for how we
  interact with all people, irrespective of their
  cultural memberships. Cultural proficiency is a
  worldview that carries explicit values, language
  and standards for effective personal interactions
  and professional practices. Cultural proficiency
  is a 24/7 approach to our personal and
  professional lives. Most importantly, cultural
  proficiency is not a set of independent
  activities or strategies that we learn to use
  with others our students, colleagues or
  community members.
• Educators who commit to culturally proficient
  practices represent a paradigmatic shift from the
  too prevalent view of regarding underperforming
  cultural demographic groups of students as
  problematic to the empowering view of what needs
  to be done differently in order to educate
  students.

18
Developing for the 21st Century

• Skills and knowledge for engaging students in
  intellectual work across disciplines and
  preparing them to live in the 21st century global
  economy
• IB mission and vision and IB Learner Profile as
  embedded in the MULES PAC 5.
• SLCs Thematic Electives
• Common strategies across disciplines/Assessments
  within departments
• Common assessments within departments and
  cross-disciplinary culminating tasks
• Integrating technology as a tool within the
  Design Cycle

19
Standards Evidence-based Curricula

• Guided by California State Standards
• CAHSEE and CST alignment
• Department Curriculum Maps and Common Assessments
  aligned to focus Standards
• Rigorous Assessments aligned to focus standards
• Criterion-referenced, standards-aligned rubrics
  and feedback to assess student work
• Beginning integration of the Common Core
  Standards and LAUSDs Teaching and Learning
  Framework based on the research of Charlotte
  Danielson (Our Writing Criteria Charts).

20
Closing the Achievement Gap

• Response to Intervention and Instruction (RTI2)
• Level 1 - Good First Instruction
• Standards-Aligned
• Backward-Mapped
• Culturally Relevant and Responsive
• Integration of Research-based Instructional
  Strategies to accommodate
• Struggling readers
• English Language learners
• SDAIE
• Content
• Comprehensibility
• Connections
• Interactions
• Scaffolding
• Special Education Students
• GATE students

21
Closing the Achievement Gap

• Level 2 - Use of student data to inform
  instruction intervention
• Reteach
• Within specific classroom
• Within subject-level department PLC
• Provide intervention aligned to specific
  instructional needs of students based on
  diagnostics and department formative common
  assessments
• Homework clubs
• Lunch tutoring
• After-school tutoring
• Level 3 - Development of resources to provide for
  Level 3 Response
• Social, psychological, and emotional needs of
  students
• Student Success Teams

22
Engaging and Academically Rigorous Curricula

• IB MYP Unit Planner
• Backward Mapping
• Essential Unit Question
• Unit Concepts
• Culminating Tasks/Projects
• Learner Expectations
• Department Curricular Maps and Common, Formative
  Assessments
• Emphasis on A-G Requirements
• AVID
• FAS College Prep Lessons
• Authentic Tasks/Project-based Learning
  Authentic Literacy
• CRRT AEMP

23
Community Work-based Service Learning
Opportunities within the Curriculum

• IB 10th Grade Personal Project
• SLC Thematic-based Grade Level Projects
• SLC Community Mentorship/Partnerships
• Senior Year Community Service Project

24
Autonomy Innovation

• Joining and fully capitalizing on an
  international school community
• 900,000 students/140 countries
• Internationally recognized academic program
  diploma
• Global opportunities for partnerships and
  professional development
• Engaging in a unique and local K-12 IB program
  articulation
• Farmdale Elementary PYP
• El Sereno Middle School MYP
• Wilson High School MYP DP
• Community Outreach and Partnerships

25
New Curriculum to Develop and Refine

• Interdisciplinary SLC Units
• FAS Grade-level Curriculum
• Social/emotional curriculum (MULES PAC,
  Progressive Discipline, Anti-Bullying, Cultural
  Proficiency, IB Learner Profile, High
  Expectations)
• College preparatory curriculum (AVIDIZATION)
• SLC themed lessons, events, and celebrations
• Department Curriculum Maps and Common Assessments

26
IB Site Visit Team ReportCommendations

• The IB commends
• The school for having the beliefs and values that
  drive the program and are shared by all sections
  of the school community (including students,
  teachers, administrators, members of the
  governing body and others, as appropriate)
• The school for providing a climate that
  encourages positive innovation in implementing
  the philosophy of the program
• The school for building an understanding of, and
  support for, the program throughout the school
  community
• The school principal, program coordinator,
  teaching staff and nonteaching professionals for
  demonstrating an understanding of, and commitment
  to the program
• The schools curriculum for promoting all the
  attributes of the IB learner profile

27
IB Site Visit Team ReportCommendations
(continued)

• The IB commends
• The schools curriculum for encouraging students
  to develop strategies for their own learning and
  assessment, and to assume increasing levels of
  responsibility in this respect
• The school for making curriculum learning
  experiences visible to others through displays,
  posters, public performances, etc.
• The school for ensuring collaborative planning
  time takes place regularly.
• The school for providing planning that recognizes
  that, in practice, all teachers are language
  teachers and consequently appropriate
  consideration is given to their responsibility in
  facilitating communication.

28
IB Site Visit Team ReportCommendations
(continued)

• The IB commends
• The school for viewing assessment as being
  integral with planning, teaching and learning.
• The school for supporting students in learning
  how to reflect on their experiences and make more
  informed, independent choices.

29
IB Site Visit Team ReportRecommendations

• The IB recommends that
• The school contribute to the ongoing development
  of the program by encouraging teachers to
  participate in appropriate IB activities (for
  exp., applying to be members of the IB working
  groups/committees, responding to requests for
  samples of student work).
• The partnership ensure each area of interaction
  involves all subject teachers in raising
  awareness and providing appropriate learning
  experiences.
• The teacher ensure that teaching and learning
  builds on what students know and can do.
• The schools used a balanced range of strategies
  for formative and summative assessment, which are
  reviewed regularly.

30
IB Site Visit Team ReportRecommendations
(continued)

• The IB recommends that
• The schools analyze assessment data to inform the
  evaluation and subsequent modification of
  teaching and learning strategies.
• The schools coordinate community and service
  through every year of the program to ensure
  progression of learning.
• IB Director, Jeffrey Beard
• IB Americas Regional Director, Drew Deutsch

31
(No Transcript)
32
(No Transcript)
33
WASC Revisit March 18th 19thSchoolwide Areas
of Strength

• A sense of pride, identity and belonging is
  evident among the staff, students and parents of
  WHS.
• 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
  personalized educational experience.
• The Leadership Team at WHS is to be commended as
  they guide the implementation of the change
  process and its positive impact on student
  achievement.
• The staff at WHS is to be commended for
  instilling a culture that values collaboration
  amongst all stakeholders.
• The WHS community is commended for establishing
  and maintaining a safe, clean and orderly
  learning environment.
• WHS offers a wide variety of support programs
  geared to meet the diverse needs of students,
  parents and staff.
• WHS promotes an environment where students feel
  positive about themselves, believe they can
  achieve and draw connections to their community
  and its resources.

34
WASC RevisitCritical Areas for Follow-Up

• The administration must continue to recruit a
  highly qualified teaching staff and provide high
  quality staff development and support to retain
  staff.
• The Leadership Team should continue a formalized
  process to gather and evaluate data to verify the
  effectiveness of the instructional program,
  including SLCs and support programs, and make
  appropriate revisions as necessary.
• The administration and staff should continue to
  strengthen the outreach to parents and community
  and increase stakeholders involvement and
  participation.
• The Leadership Team should continue to strengthen
  collaboration time in order to maintain and
  enhance effective instruction and further develop
  the SLCs, the IB program, and the common
  assessments.
• The administration and staff should ensure that
  high academic rigor is consistently applied
  across the full spectrum of the curriculum.
• The administration and staff should take the
  necessary steps to raise student achievement as
  measured by a variety of state and local
  indicators.