idyllwilde pyp application for authorization--04.16.2020-sb

INTERNATIONAL BACCALAUREATE PRIMARY YEARS PROGRAMME

APPLICATION FOR AUTHORIZATION

Name of the School:

Idyllwilde Elementary School Future Ready Academy

IB School Code: 060834

1

Profile Review

Please review your profile information and make any necessary changes before proceeding.

School information

School name

Legal registered name of school

Idyllwilde Elementary School

Preferred name of school

Idyllwilde Elementary Future Ready Academy

School website

http://http://www.idyllwilde.scps.k12.fl.us/Home.aspx

Phone

Main telephone number of the school

(407) 320-3750

Main fax number of the school

(407) 320-3799

Date school was founded

1970

Academic year dates

Month when the students start school year

August

Month when the students end school year

May

Languages

Language of communication with the IB

English

Legal Status

State

2

School and Community Description

In order to effectively support and guide the school through the authorization

process, it is important that the IB understand the school's history, attributes,

context, and student and staff populations. The following questions are intended to

start the process of building that understanding.

Provide a brief summary of the school's history and the characteristics of the

school, which make it attractive to students and parents.

Please indicate the characteristics of the community in which the school is located.

Which of the following best describes your school’s community setting?

Suburb

How many residents are in the surrounding community?

40,001–60,000

Building upon the selections you've made above, provide a brief summary of the

cultural aspects of the school's surrounding community.

Include a description of the student body including their national, cultural and linguistic backgrounds.

Idyllwilde Elementary School had 795 students enrolled in kindergarten through fifth grade in

February 2020. The demographic make-up of these students was 41.64% Black, 27.67%

Hispanic, 21.51% White 5.53% Multiracial, and 3.65% Asian. Out of the 795 students at

Idyllwilde Elementary Future Ready Academy, 641, or 80.63%, of students qualified to receive

free or reduced price reduced lunch. Sixty-five, or 8.18%, of students at Idyllwilde Elementary

qualify for English Language Services.

Include a description of the staff including their national, cultural and linguistic backgrounds.

Idyllwilde Elementary has a diverse staff with teachers and administrators representing many

racial and ethnic backgrounds. In February 2020, 60.8% of staff are White, 19.6% of staff are

Black, 17.5% of staff are Hispanic, and 2% of staff is Asian. As of February 2020, 42% of the

faculty hold a Master’s degree or higher. On average, teachers and administrators have at least

10 years of educational experience. Idyllwilde Elementary Future Ready Academy has a number of

teachers and staff members on campus who speak at least one language in addition to English.

This linguistic diversity allows for more effective communication with a diverse set of students

and families.

Indicate the percentage of students whose most proficient language is different from the school's language

of instruction.

8.18%

3

Indicate the percentage of students whose mother tongue is different from the school's language of

instruction.

8.18%

Does the staff share a common language?

Yes

Briefly describe the contribution that the implementation of the PYP is expected to make to the school.

The focus of Idyllwilde Elementary Future Ready Academy is on the early preparation of students to

become engaged, productive and contributing citizens in our diverse global community. Founded in the

SCPS vision for multiple pathways for all learners, the school district has adopted a model to ensure that

all students are prepared for life after high school graduation. This may be in a career or in college. This

model has been termed ePathways Skills for Future Ready Graduates and focuses on the development of

skills, to include both educational and non-cognitive skills that will be vital in student success in the

workforce following high school graduation. These skills are innovation and imagination, problem

solving, information and digital literacy, communication, collaboration, interpersonal skills, engaged

citizenship, international outlook, personal and social responsibility, self-awareness, adaptability, and

perseverance.

Idyllwilde Elementary Future Ready Academy’s goal is for this model to be integrated into teaching and

learning across disciplines and grade levels. At the core of this vision, and the magnet theme for

Idyllwilde Elementary Future Ready Academy, is a transdisciplinary approach to inquiry-based learning

in accordance with the framework of IB PYP to ensure students practice each of these skills from an early

age. Through this learning structure, students will master the Florida Standards through active

participation in problem-solving and complex thinking activities that link to the program of inquiry. Text

selections will support the daily work of students on these learning activities along with lessons that

satisfy the need direct instruction of certain content (i.e. methods for dividing mixed fractions). All

lessons will link back to the broader learning activities through application and action.

4

Programme Information

Please provide the legal entity/registered name of the school as licensed by the educational authority.

Idyllwilde Elementary School

Student Gender

Coeducational

Boarding

Day

Will IB students pay additional tuition fees?

No

Maximum PYP Class Size

25

Languages

First Language of Instruction

English

Second Language of Instruction

Spanish

Multi Campus Information

Campus Location

Main - 430 Vihlen Road / Sanford / FL / 32771

Additional Programme Location

None

Do you plan to seek authorization to teach the programme at multiple campuses of your school?

No

5

Please provide the following information on the students to whom the PYP will be

offered.

Student Age Name of grades /

years as identified

in the school

Section Number of

Classes

Total number of

students in each

PYP year

5-6 Years Kindergarten Lower 8 150

6-7 Years First Grade Lower 7 133

7-8 Years Second Grade Lower 6 117

8-9 Years Third Grade Lower 7 153

9-10 Years Fourth Grade Lower 6 133

10-11 Years Fifth Grade Lower 5 109

Total Number of PYP Students

795

6

Standard A: Philosophy

The schools educational beliefs and values reflect IB philosophy

Practice A1: The schools published statements of mission and philosophy align

with those of the IB

1. Please provide the schools current mission statement

We Believe... All children have genius. All children are in charge of their learning. All children can take

action to create change. All children will contribute to their community. We believe in developing global

leaders.

2. To what extent does the schools mission statement currently align with the IB mission?

Completely

3. In the period since the submission of the Application for Candidacy, has the school made changes

to the mission statement to align it with the IB Mission statement?

Yes

a. If so, how did the process of refinement take place and who was involved?

The school completely changed its mission statement to align with the IB. Feedback was solicited from

the staff as a whole. A committee of diverse educators from the school drafted the mission statement with

the feedback from the staff in mind. Once the draft was complete, the whole staff voted to adopt the

mission statement.

4. To what extent does your schools educational philosophy align with that of the IB?

Completely

5. In the period since the submission of the Application for Candidacy, has the school made any

changes to its educational philosophy?

Yes

a. If so, how did the process take place and who was involved?

The process took place over 2 years. The process began by revising Idyllwilde Elementary Future Ready

Academy’s mission statement to more closely reflect the vision of the school’s magnet program. A shift

in educational practices in the classroom has been taking place beginning with the incorporation of

inquiry into everyday lessons, learning across and beyond the disciplines, the infusion of the Learner

Profile, and the utilization of the Key Concepts to drive student questioning. The pedagogical leadership

7

team of Idyllwilde Elementary Future Ready Academy continues to support teachers in the IB

Approaches to Learning and the IB Approaches to Teaching.

Please indicate your current assessment of your school meets this practice.

In place

Practice A2: The governing body, administrative and pedagogical leadership and

staff demonstrate understanding of IB

IB will evaluate this practice by reviewing information gathered under practice A3, the action plan and

during the verification visit.

Please indicate your current assessment of how your school meets this practice.

In place

8

Practice A3: The school community demonstrates an understanding of, and

commitment to, the programme.

During the candidacy phase, the school will have continued efforts to inform it’s community about the

programme and gain the support of key stakeholders.

1. Please use the chart below to provide information on the efforts the school has made during

candidacy and the outcomes of those efforts.

Group Actions taken by the school Major outcomes

Governing body -The governing body wrote the

Magnet Schools Assistance

Program grant that allowed

Idyllwilde Elementary to implement

the IB Primary Year’s Programme.

-The implementation of the

programme is fully supported by the

governing body.

Local educational authorities (if

applicable)

-The Local Educational Authorities,

the department of Student

Assignment and Program Access,

have participated in IB training in order to best understand the

standards and practices of the IB

and better assist with the

programme implementation at the

school.

-The Local Educational Authorities

conduct fidelity checks and provide

feedback to the pedagogical

leadership team on the

implementation of the programme.


hired Global Education Advisors consulting to support the



understand and support Idyllwilde

Elementary’s implementation of the

IB Primary Years Programme.

-Support the school for

sustainability and growth.

-The school has the needed support

to make changes and shift to the IB

Primary Years Programme.

Pedagogical leadership team -All Members of the Pedagogical

Leadership Team attended IB

Category 1 training.

-Six out of eight members of the

Pedagogical Leadership Team have

attended IB Category 2 training.

-Three out of eight members of the pedagogical leadership team have

attended Category 3 IB training.

-The pedagogical leadership team

participates in instructional rounds,

which look specifically at the


These rounds have been entitled

-The pedagogical leadership team

disseminates information that aligns

with the standards and practices of

the IB.

-Feedback provided by the

pedagogical leadership team to

teachers is consistently aligned with the standards and practices of the

IB.

9

“PYP Walks” and serve the dual

purpose of normalizing the

expectations of IB PYP

implementation as well as providing

feedback to teachers. -The pedagogical leadership team

participates in professional learning

communities focused on inquiry-

based learning and concept-based

curriculum.

Teachers and other members of

staff who are involved in the

implementation of the programme

Teachers participated in weekly

professional learning communities

that are focused on inquiry-based

learning and concept-based

curriculum. -Teachers are provided ample time

to develop, refine, and reflect on

units of inquiry.

-Teachers worked over the summer

to create a school-wide programme

of inquiry, which ensures that

students actions are different in

various grade levels.

-Teachers are demonstrating a

deeper understanding of the

standards and practices of the IB.

-The programme of inquiry is

aligned throughout the various levels of the school to ensure that

student actions are different at

different levels. -Teachers have a

better understanding of concept-

based curriculum, which is assisting

them in writing their units of

inquiry.

Parents -Creation of a Magnet Advisory Committee (MAC).

- Idyllwilde Elementary School has

a School Advisory Council (SAC)

-Idyllwilde Elementary School holds bimonthly, Coffee, Tea and

IB

-Idyllwilde Elementary School

parent surveys

MAC- Parents help Idyllwilde Elementary School share the

message and mission of the IB

programme. Parents offer

suggestions for community

connections to enhance student

learning.

-The school district provides the

SAC with a budget to support the

school. SAC decides how the funds

will be spent in the best interest of

the students and learning community.

-Coffee, Tea and IB provides

Idyllwilde Elementary School the

opportunity to share the how and

the why of the IB programme with

parents.

-Surveys are sent out to parents 3

times a year to gather information,

which helps us support the home school relationship.

Others

(identify, adding rows as necessary)

10

2. Provide any additional information on the schools effort to inform its community and gain

support for the programme.

Idyllwilde Elementary Future Ready Academy has employed several strategies to inform the

community about the programme and increase support. First, Idyllwilde Elementary Future

Ready Academy has formed a Magnet Advisory Council, which consists of parents and

community members. This council helps to make decisions about the message the school sends

to the community about the programme. Second, Idyllwilde Elementary Future Ready Academy

holds bi-monthly meetings entitled Coffee, Tea, and IB in which parents are invited into the

school to experience the programme and learn how it affects their children. Third, the Idyllwilde

Magnet Marketing Team attends community events to inform the community about the

programme at Idyllwilde Elementary Future Ready Academy and the opportunities that are

offered to students. Last, Idyllwilde Elementary Future Ready Academy invites all members of

the community into the school for Magnet Night where current families, prospective families,

and community members can tour the school and learn about the programme.

Please indicate your current assessment of how your school meets this practice

In progress

Requirement A3.a: The values of the PYP as indicated in the curriculum

documents have an explicit impact on decision-making and functioning of the

school.

The IB will evaluate this requirement by reviewing the school brochure and the school website and during

the verification visit.

Please indicate your current assessment of how your school meets this requirement.

In place

11

Requirement A3.b: The school community of learners is committed to the

collaborative approach to the curriculum development

The IB will evaluate this requirement during the verification visit.


In place

Requirement A3.c: The school is committed to the constructivist, inquiry-based

approach to teaching and learning that promotes inquiry and development of

critical-thinking skills.



In place

Requirement A3.d: The school is committed to PYP as the framework for all

planning, teaching and learning across the curriculum.

The IB will evaluate this requirement by reviewing unit planners the programme of inquiry and during the

verification visit.


In progress

Requirement A3.e: The school demonstrates a commitment to transdisciplinary

learning

The IB will evaluate this requirement by reviewing unit planners the programme of inquiry and during the

verification visit.


In progress

12

Practice A4: The school develops and promotes international-mindedness and all

attributes of the IB learner profile across the school community.

The IB will evaluate this practice by reviewing the school brochure and school website, the PYP planner

and during the verification visit.


In progress

Practice A5: The school promotes responsible action within and beyond the school

community

1. Indicate interactions the school and its students currently have with the surrounding community.

Idyllwilde Elementary Future Ready Academy has partnered with local businesses to help support the

school programme. Some partners choose to provide only financial support. Other partners have worked

directly with our teachers and students to enhance the school programme and help make ties between

learning and real world application. For example, a botanist from the University of Florida partnered with

our science resource teacher to help the students build hydroponic growing systems.

Other times, students initiated action with the community through their units. In first grade,

during the Who We Are unit, students asked how they could help the communities in the Bahamas that

were affected by Hurricane Dorian. The students took donations of clothing and toiletries to help those in

need.

School wide, students collect box tops to generate funds for the Idyllwilde Elementary Future

Ready Academy’s Parent Teacher Association. These funds are used to support student learning.

Additionally, students collect pop tops which are donated to the Ronald McDonald house to support

families of children with illnesses.

The IB will evaluate this requirement by reviewing the unit planners and during the verification visit.


In place

13

Practice A6: The school promotes open communication based on understanding

and respect.

The IB will evaluate this practice by reviewing the information gathered under practices A3 and B2.4, and


Practice A7: The school places importance on language learning, including mother

tongue, host country language and other languages

The IB will evaluate this practice by reviewing the information gathered under requirements A7.a and

A7.b.


In place

Requirement A7.a: The school makes provisions for students to learn a language,

in addition to the language of instruction, at least from the age of seven. Schools

with two languages of instruction are not required to offer an additional language.

1. What languages are taught in school?

English and Spanish are taught to students at Idyllwilde Elementary Future Ready Academy. English is

the language of instruction as the majority of students who attend Idyllwilde Elementary Future Ready

Academy are native English Speakers. Spanish is introduced to students beginning at the age of five.

Spanish instruction continues through the end of fifth grade.

2. Identify at what age languages are introduced to students.

Idyllwilde Elementary Future Ready Academy begins language instruction at the age of five.


In place

14

Requirement A7.b: The school supports mother tongue and host country language

learning.

The IB will evaluate this requirement by reviewing the information gathered under the requirement B1.5

a, the language policy and during the verification visit.


In place

Practice A8: The school participates in the IB world community.

1. To what extent do the staff use the IB online curriculum resources?

The staff at Idyllwilde Elementary Future Ready Academy uses the IB PYP online curriculum resources

to gain a better understanding of the Primary Years Programme. Additionally, the PYP Coordinator refers

to and creates professional development for the staff using the appropriate documentation.


In place

Practice A9: The school supports access for students to the IB programme and

philosophy?

The IB will evaluate this practice by reviewing information gathered in the PYP structure chart,

requirement A9.a and during the verification visit.


In place

15

Requirement A9.a: The school implements the PYP an inclusive programme for all

students

The PYP is an inclusive programme for all students. Students aged 3-12 years old in all grades/years in

the school should be engaged in the PYP.

1. Will students have to meet admissions or selection criteria to be enrolled in the school?

No

a. If so, describe the admission /selection policy that will determine enrollment in the school.

N/A

The IB will also review the information provided in the Programme information section.


In place

16

Standard B: Organization

Standard B1: Leadership and Structure

The school’s leadership and administrative structures ensure the implementation of the IB programme.

Practice B1.1: The school has developed systems to keep the governing body

informed about the ongoing implementation and development of the programme.

1. Please explain how new members of the governing body have been informed about the

programme.

Members of the local educational authority have attended IB category 1, 2, and 3 training to remain well

informed about the IB standards and practices. The local educational authority reports to the governing

body. The PYP Coordinator, Julie Biggs and Head of Faculty, Keith Erickson, submit monthly reports to

inform the local educational authority on the progress made towards programme implementation.


In place

Practice B1.2. The school has developed a governance and leadership

structure that supports the implementation and development of the

programme.

In the period since the submission of the Application of candidacy, have there been changes in the

membership, nature of responsibilities of the schools governing body?

Yes

If so, the following questions will be asked to allow the school to update the information it has provided

on its governing body.

1. What type of governance body or educational authority has oversight for the school?

School board/ board of education/local education agency

2. Briefly describe the school’s governance body or educational authority.

a. How is the school’s governing body or educational authority formed?

Appointed by elected official/body.

17

b. Briefly explain the areas over which the governing body or educational authority has

direct authority at the school?

The governing body has final say over programme implementation and budgetary

decisions.

3. Describe how the pedagogical leadership team will work together to lead the implementation of

the programme.

The Idyllwilde Elementary Future Ready Academy pedagogical leadership team meets weekly to discuss

barriers to programme implementation and discuss solutions to these barriers. Additionally, the

pedagogical leadership team conducts monthly classroom visits as a team to improve inter-rater reliability

and ensure greater homogeneity of feedback on classroom implementation of the programme from

different members of the pedagogical leadership team.

4. Who will be responsible for recruiting programme staff at the school?

Mrs. Lenore Logsdon, Principal, Head of School

5. Briefly describe any challenges the school faces in recruiting and retaining staff, including the plans in

place to address these challenges.

While turnover has decreased over the last three years at Idyllwilde Elementary Future Ready Academy,

retaining staff remains a challenge. In the past, staff were provided a recruitment or retention bonus. The

funding for these bonuses were awarded to the Seminole County School District by Florida Department

of Education grants. These grants have ended posing new challenges for recruitment and retention.

In 2020, the administration of Idyllwilde Elementary Future Ready Academy will be attending job fairs at

the University of Central Florida, and two job fairs being hosted by Seminole County School District to

help recruit teachers. Additionally, as a member of the Florida Association of IB World Schools (FLIBS),

Idyllwilde Elementary Future Ready Academy posts jobs to the FLIBS job board. This job board also

allows educators to post their interest in working for IB schools. The administrators of Idyllwilde

Elementary Future Ready Academy have reached out to educators on this job board in hopes of recruiting

them to work at the school.

Please indicate your current assessment of how your school meets this requirement

In place

18

Requirement B1.2.a: The responsibility for pedagogical leadership with the school

is a shared responsibility, including at least the PYP coordinator and the primary

school principal.

The IB will evaluate this requirement by reviewing information gathered under practices B1.2 the job

descriptions of the PYP coordinator and primary school principal, the school organization chart and



In place

Requirement B1.2.b: The governing body places the responsibility for the

implementation of the PYP on the pedagogical leadership team.

The IB will evaluate this requirement by reviewing the information gathered under practice B1.2, the job

descriptions of the PYP coordinator and during the verification visit.


In place

19

Practice B1.3: The head of school/principal and programme coordinator

demonstrate pedagogical leadership aligned with the philosophy of the

programme.

The IB will evaluate this practice by reviewing information gathered under practice B1.2, the job

description of the programme coordinator, the organization chart and during the verification visit.

1. If the information provided about the school staff indicated that there is an absence of a common

language among staff, the following questions will be asked: How will the pedagogical leadership

team ensure consistent implementation and development of the programme?

N/A

2. If the information provided about the school indicated that at least one of the languages of

instruction in the school is different from the IB working languages, the following question will

be asked: How will the pedagogical leadership team ensure consistent implementation and

development of the programme?

N/A


In place

20

Practice B1.4: The school has appointed a programme coordinator with a job

description, release time, support and resources to carry out the responsibilities of

the position.

Please update the information you provided in the Application for Candidacy.

1. What percentage of the programme coordinators weekly schedule will be devoted to the IB

coordinator responsibilities?

At Idyllwilde Elementary Future Ready Academy we have a full time PYP coordinator.

2. Programme Coordinator time allocation

Duty % of weekly time

Documentation 10%

Communication 10%

Collaboration 80%


In place

Practice B1.5: The school develops and implements policies and procedures that

supports the programme

The IB will evaluate this practice by reviewing information gathered under the requirements B1.5.a and

B1.5.b


In place

21

Requirement B1.5.a: The school has developed and implements a language policy

consistent with IB expectations

1. Describe the process by which the schools language policy was or will be developed,

implemented and revised.

A committee of diverse educators developed the Idyllwilde Elementary Future Ready Academy

Language Policy. The committee consisted of English language teachers from kindergarten

through 5th grade, teachers who specialize in English language acquisition by students whose

first language is not English, and Spanish language teachers. The policy was presented to the staff

of Idyllwilde Elementary Future Ready Academy. The staff provided feedback on the policy, and

the committee used that feedback to create the final draft of the policy.

2. Describe the support the school will provide to students whose most proficient language is not the

school’s language of instruction.

All teachers at Idyllwilde Elementary Future Ready Academy have a teaching endorsement for

English for Speakers of Other Languages (ESOL) or are completing course work to earn their

ESOL endorsement. Additionally, Idyllwilde Elementary Future Ready Academy has three full-

time ESOL teachers who support students whose first language is not English.

3. Indicate the provisions the school had or will have to support students’ mother tongues, if

different from the languages of instruction of the school. Indicate whether this support will take

place during school time.

Idyllwilde Elementary Future Ready Academy is working to create processes to support students’

mother tongues. Each year, a portion of the school’s budget is allocated to the procurement of

books that reflect the mother tongues of the students in the school.


In place

22

Requirement B1.5.b: The school has developed and implements an assessment

policy that is consistent with IB expectations.

1. Describe the process by which the school’s assessment policy was developed or revised and

implemented.

To write the Idyllwilde Elementary Future Ready Academy assessment policy, a committee was

formed. The assessment policy committee solicited feedback from the staff about the assessment

practices that take place in the classrooms of Idyllwilde Elementary Future Ready Academy. This

feedback was recorded and used to create a draft assessment policy. This draft policy was

presented to the faculty of Idyllwilde Elementary Future Ready Academy. The faculty voted to

accept the assessment policy without changes.


In place

Practice B1.6: The school has systems in place for the continuity and ongoing

development of the programme.

The IB will consult the action plan to confirm that the school has developed clear plans, accountabilities

and timelines regarding the ongoing development of the programme.


In place

Practice B1.7: The school carries out programme evaluation involving all

stakeholders.

As this practice does not need to be in place progress at authorization, we have no specific questions at

this time.

23

Standard B2: Resources and Support

The school’s resources and support structures ensure the implementation

of the IB programme.

Practice B2.1: The governing body allocates funding for the implementation and

ongoing development of the programme.

The IB will evaluate this practice by reviewing the budget chart.


In place

Practice B2.2: The school provides qualified staff to implement the programme.

A summary of the schools teaching and administrative staff information will be provided. You may

choose to update it in the school staff section in My School.

1. Number of full-time teachers

73

2. Number of part-time teachers

1

3. Do all teachers who will be involved in the programme meet the applicable local/regional

national standards for instructional staff?

Yes


In place

24

Practice B2.3: The school ensures that teachers and administrators receive IB-

recognized professional development.

The IB will evaluate this practice by reviewing information gathered under practice B2.2, requirement

and B2.3.a, the action plan and budget plan.


In place

Requirement B2.3.a: The school complies with the IB professional development

requirements for the PYP at authorization and at evaluation.

A summary of information the school provides regarding IB professional development for teaching and

administrative staff will be provided. If you have not entered professional development information

regarding your teachers and administrative staff, you will be asked to update it in the school staff section.

1. Briefly describe the schools plans to induct and provide training for new programme staff hired

after authorization.

Idyllwilde Elementary Future Ready Academy has developed a new employee induction course

that will provide new staff with the foundations of the IB Primary Years Programme. Funding has

been set aside to provide official IB training to new staff as they are hired. Currently, funding for

training is being provided by the Magnet Schools Assistance Program (MSAP) grant. After the

MSAP grant cycle has ended, funding will be provided by the governing body through a process

called the Magnet School Innovation Cycle.


In place

25

Practice B2.4: The school provides dedicated time for teachers' collaborative

planning and reflection.

1. Please describe the school’s current collaborative planning practice.

Teachers at Idyllwilde Elementary Future Ready Academy currently plan collaboratively three

days a week with a member of the pedagogical leadership team. Additionally, teachers are

provided with four hours per month of extended contract to continue to plan collaboratively.

Often, these extended contract times include a member of the pedagogical leadership team. No

less than one two-hour block per month is dedicated to the whole staff coming together for

reflection and planning of programme implementation. Teachers also have 40 minutes of

planning time at the beginning of each day and they often choose to collaboratively plan during

that time.

The information that the school provided regarding meetings to support programme implementation,

including participants and meeting types, objectives and frequency, will be provided. Schools will have

the opportunity to update this information


In place

Practice B2.5: The physical and virtual learning environments, facilities. Resources

and specialized equipment support the implementation of the programme.

Please describe the information technology facilities PYP students and teachers will have access to and

indicate where they are located.

1. Which of the following characteristics describe your school’s current approach to the use of

technology for learning?

One to One laptop devices for students

Shared laptop computers in the library for student use

50 Computers

Interactive smart boards in all classrooms and in the main building for small group work.

Interactive projector displays in all classrooms throughout the school

Shared Ipads in the main building for small group work.

118 iPads

2. Does the school have consistent access to the internet?

Yes

26

3. Does the school have WiFi?

Yes

4. Please describe any restrictions the school places on students for staff access to WiFi or the

internet?

A certified WiFi network is available to all staff of the Seminole County Public School District.

A username and password is required to log in to the certified WiFi network. There is a public

WiFi network that is available to anyone who is not an employee of the Seminole County Public

School District. Filtering software is applied to the WiFi service by the governing body to block

access to any website that may be harmful or distracting to the learning environment.

5. Please provide or update information on the school facilities and resources that support the

implementation of the programme

Facility or resources Description of

facility/resource

How this facility

supports

programme

implementation.

Plans for further

development, if any

Physical

education/athletics

facilities

Covered pavilion

Sports Fields

Students can explore

the learner profile

through play

N/A

Science Lab Classroom dedicated

to science instruction

Students visit the

science lab weekly to

explore science concepts and engage

in inquiries into the

world around them.

N/A

Visual Art Studio Classroom Dedicated

to the visual arts

Students visit the art

lab weekly to explore

the learner profile and examine art from

other cultures as well

as the art all around

them.


In place

27

Practice B2.6: The library/multimedia/resources play a central role in the


1. Can students access the library independently?

Yes

2. Can students freely browse and borrow library resources?

Yes

3. During what hours can students access the library?

Students are able to access the school library from 8:45-3:15. Additionally, students with internet

access can utilize the Seminole County Public Schools digital library, which contains thousands

of eBooks for students of all levels.

4. Does the library have space for students to study independently?

Yes

5. Is the library designed specifically for the age group of the programme?

Yes

a. If not, who else uses the library?

N/A

6. Please describe the print, electronic and multimedia resources that PYP students will be able to

access, including the total number of each type of resources and the languages in which each type

of resource is available.

Resource Type

Engli

sh

Span

ish

Fre

nch

Chin

ese

Ger

man

Ital

ian

Vie

tnam

ese

Kore

an

Ara

bic

Guja

rati

Russ

ian

Som

ali

Tam

il

Turk

ish

Punja

bi

Urd

u

Total number of general reference books (per

language)

9 7 2 0 2 1 0 0 1 0 1 0 0 0 0 0

Total number of non-fiction books (per language)

6607 86 12 8 0 0 2 1 8 4 11 0 0 0 0 0

Total number of print periodicals (per language)

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total number of online

general reference subscriptions (per language)

1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0

28

Additional print, electronic or multimedia resources.

5267 124 2 4 0 0 6 0 6 5 0 3 2 3 3 1

7. How is the library being used as a support for whole class learning?

Teachers and students use the resources from the library to support research skills.

8. Describe how the library /multimedia center is managed (including responsibilities of the person

who is in charge of the library/multimedia center, and agreements with other libraries, if

applicable).

• Plan, organize, and maintain the media center program, collection, and resources.

• Direct the activities of student assistants, and volunteers.

• Establish and maintain an accurate circulation system for media resources.

• Communicate with other district-based school library personnel for the purposes of collaboration

and interlibrary loans.

• Schedule the use of equipment, materials, and space of the media center.

• Maintain and upgrade written goals, objectives, policies, and procedures supporting the educational objectives of the total school program, considering the School Improvement Plan and

the school’s technology goals.

• Provide, in collaboration, support for the application of technology to meet instructional and

administrative needs.

• Promote literacy and the enjoyment of reading, viewing, and listening.

• Keep current with the changes in Information Literacy and curriculum as they relate to an effective media program.

• Evaluate and select a variety of resources that support the curriculum and reflect the needs and

interests of the students and staff.

• Maintain accurate inventories of the library media center's collection of materials and equipment.

• Involve students, staff, and school community personnel in planning, implementing, and

evaluating the library media program.

• Assist with the implementation of the library media center budget.

• Provide an environment conducive to inquiry, research, and study by students and staff.

• Implement requirements of state law and district policies including the District Acceptable Use

Policy, the District Technology Plan, copyright laws, and technology guidelines.

9. Do the classrooms have libraries/resource centers?

Yes


In place

29

Practice B2.7: The school ensures access to information on global issues and

diverse perspectives.

IB will evaluate this practice by reviewing information gathered under the practices B2.5 and B2.6, and

the action plan.


In progress

Practice B2.8: The school provides support for its students with learning and or

special educational needs and support for their teachers.

The IB will evaluate this practice by reviewing information gathered under Practice B2.1 and during the

authorization visit.


In place

Practice B2.9: The school has a system in place to guide and counsel students

through the programme.

The IB will evaluate this practice by reviewing the information gathered under practice B2.2 during the

verification visit.


In progress

30

Practice B2.10: the student schedule or timetable allows for the requirements of the

programme.

The IB will evaluate this practice by examining the information gathered under the requirement B2.10.a


In place

Practice B2.10a The schedule or timetable allows for in-depth inquiry into the

transdisciplinary and disciplinary dimensions of the curriculum.

1. Complete or update the organization of teaching time chart

Year/Grade Years 1 through 6

Total teaching in hours per week/cycle 27.33

Length of week/cycle 5 days

Length of teaching time with classroom teacher 5 hours

Percentage of teaching time with single subject

teachers

11.58%

Percentage of teaching time spent on other

activities (e.g. assemblies and special events)

<1%

2. Has the school made adjustments to the students weekly schedule to ensure that it provides

adequate time for in-depth study of each unit of inquiry?

Yes


In progress

31

Practice B2.12: The school allocates resources to implement the PYP exhibition,

the MYP personal project (or community project for programmes that end in MYP

year 3 or 4), the DP extended essay and the CP reflective project for all students,

depending on the programme offered.

This practice is not required to be in place or in progress at authorization and we do not have any

questions at this time.

32

Standard C: Curriculum

Standard C1: Collaborative planning

Collaborative planning and reflection supports the implementation of the IB

programme.

Practice C1.1: Collaborative planning and reflection addresses the requirements of

the programme.

IB will evaluate this practice by reviewing information gathered under practice B2.4 and during the

verification visit.


In place

Requirement C1.1a: The programme of inquiry and all corresponding unit planners

are the product of sustained collaborative work involving all the appropriate staff

The IB will evaluate this requirement by reviewing information provided under practice B2.2 and B2.4

and during the verification visit.


In place

33

Requirement C1.1.b: planning at the school makes use of the PYP planner and

planning process across the curriculum

1. The PYP Planner is the tool that is to be used by all teachers (as appropriate) as part of their

collaborative planning and reflection process. Indicate how the PYP Planner is used by teachers

to document their teaching outside the programme of inquiry.

Currently, teachers are working towards implementing the planners for the Units of Inquiry. During the

2020-2021 school year, teachers will begin using the planners to document all lessons taught outside of

the units of inquiry.

The IB will evaluate this requirement by reviewing the information provided under practices B2.2 and

B2.4 and during the verification visit.


In progress

Requirements C1.1.c: Planning at the school addresses all the essential elements to

strengthen the transdisciplinary nature of the program.

Professional development has been presented with a focus on transdisciplinary learning. This is also

addressed during team collaboration at planning sessions.

The IB will evaluate this requirement by the action plan and during the verification visit.


In progress

34

Practice C1.2: Collaborative planning and reflection takes place regularly and

systematically.

Planning takes place weekly and for four additional hours a month. Teachers work together to create units

based on the program requirements. Reflections on unit happen after each unit during professional

learning communities (PLC) so that the PYP coordinator can support documentation.

The IB will evaluate this practice by reviewing the information provided under B2.4 and during the

verification visit.


In place

Practice C1.3: Collaborative planning and reflection addresses vertical and

horizontal articulation.

Collaborative planning school wide happens in the summers. As a staff we address and reflect on the

vertical and horizontal articulation of the school wide POI.

The IB will evaluate this practice by reviewing the information provided under B2.4 and during the

verification visit.


In place

Requirements C1.3.a: There is a systematic approach to integration of the subject-

specific scope and sequence and the programme of inquiry.



In progress

35

Requirements C1.3.b: The school ensures balance and articulation between the

transdisciplinary programme of inquiry and any additional single- subjects

teaching.



In progress

Practice C1.4: Collaborative planning and reflection ensures that all teachers have

an overview of students' learning experiences.



In progress

Requirement C1.4.a: The school provides for easy access to completed PYP

planners.



In place

Requirement C1.4.b: The school ensures that PYP planners are coherent records



In place

36

Practice C 1.5: Collaborative planning and reflection is based on agreed

expectations for students learning.



In progress

Practice C1.6: Collaborative planning and reflection incorporates differentiation

for students’ learning needs and styles.



In place

Practice C1.7: Collaborative planning and reflection is informed by assessment of

student work and learning



In progress

Practice: C1.8: Collaborative planning and reflection recognizes that all teachers

are responsible for language development of students.



In progress

37

Practice C1.9: Collaborative planning and reflection addresses the IB Learner

Profile attributes.



In progress

38

C2: Written curriculum

The school’s written curriculum reflects IB philosophy

Practice C2.1: The written curriculum is comprehensive and aligns with the

requirements of the programme.

1. Will students enrolled in the programme have to fulfill other mandated requirements?

Yes

a. If so, indicate which requirements must be fulfilled in each year of the programme.

Requirement name Exam

PYP year Year 4

Year 5

Year 6

Additional Comments:

The Florida Department of Education mandates that all students in grades three, four, and five take the

Florida standards assessment. In grade three, students who score a level one out of five must be retained

unless other criteria for promotion have been met (portfolio, proficient i-Ready scale score, 45th percentile

on the Stanford Achievement Test; 10th ed., previous retention(s), ESE designation, and/or ELL

designation).

b. If so, please identify programme implementation challenges resulting from these requirements

and explain how to school will address those challenges.

Due to the state requirements of the Florida Standards Assessment, the faculty of Idyllwilde

Elementary Future Ready Academy must ensure that the Florida Standards are integrated into

their units of inquiry. To ensure that standards are being met, academic coaches planned Units of

Inquiry along with teachers.


In place

39

Requirement C2.1.a: The programme of inquiry consists of six units of inquiry -

one for each transdisciplinary theme - at each year/grade level, with the exception

of students who are 3-5 years, where the requirement is at least four units at each

year/grade level, two of which must be under “Who we are” and “How we express

ourselves.”

The IB will evaluate this requirement by reviewing the programme of inquiry and during the verification

visit.


In place

Requirement C2.1.b: The school ensures that there is a coherent, horizontally and

vertically articulated programme of inquiry.

The programme of inquiry is reviewed yearly by the staff of Idyllwilde Elementary Future Ready

Academy to ensure a coherent vertical and horizontal alignment.

The IB will evaluate this requirement by reviewing the programme of inquiry and during the verification

visit.


In progress

Requirement C2.1.c: The PYP exhibition is one of the six transdisciplinary units of

inquiry in the final year of the programme.

As this requirement does not need to be in place or in progress at authorization, we have no specific

questions on it at this time.

40

Requirement C2.1.d: There is documented evidence that the curriculum developed

addresses the five essential elements of the PYP.

The IB will evaluate this requirement by reviewing the programme of inquiry, unit planners, and during



In progress

Practice C2.2: The written curriculum is available to the school community.

The POI and IB PYP standards and practices are published on the schools website.

The IB will evaluate this requirement by reviewing school publications and the school website, and



In progress

Practice C2.3: The written curriculum builds on students’ previous learning

experiences.

The IB will evaluate this practice during the verification visit.


In progress

Practice C2.4: The written curriculum identifies the knowledge concepts, skills,

and attitudes to be developed over time.

The IB will evaluate this practice by reviewing the programme of inquiry, unit planners, and during the

verification visit.


In progress

41

Requirement C2.4.a: The school has scope and sequence documents that indicate

the development of conceptual understanding, knowledge and skills for each PYP

Subject area.

1. Which scope and sequence documents are being used? (Choose all that apply)

Local/National

PYP

Other


In progress

Requirement C2.4.b: The overall expectations of student achievement in the

school’s scope and sequence documents are aligned with those expressed in the

PYP scope and sequence documents.



In progress

Practice C2.5: The Written curriculum allows for meaningful student action in

response to students’ own needs and the needs of others.

The IB will evaluate this practice by reviewing the unit planners and during the verification visit.


In progress

Practice C2.6: The written curriculum incorporates relevant experiences for

students.



In progress

42

Requirement C2.6.a: The written curriculum provides opportunities for student

learning that is significant, relevant, engaging, and challenging.




In progress

Practice C2.7: The written curriculum promotes students’ awareness of individual,

local, national, and world issues.




In progress

Requirement C2.7.a: The programme of inquiry includes the study of host or home

country, the culture of individual students, and the culture of others, including their

belief systems.




In progress

Practice C2.8: The written curriculum provides for reflection on human

commonality, diversity, and multiple perspectives.

The IB will evaluate this practice by reviewing the programme of inquiry, unit planners, and during the

verification visit.


In progress

43

Practice C2.9: The written curriculum is informed by current IB publications and is

reviewed regularly to incorporate developments in the programme.

The IB will evaluate this practice by reviewing the programme of inquiry, unit planners, information

gathered under practice A8, and during the verification visit.


In progress

Requirement C2.9.a: There is a system for regular review and refinement of the

programme of inquiry, Individual units of inquiry, and the subject-specific scope

and sequences.

The IB will evaluate this requirement by reviewing information gathered under practice B2.4 and during



In progress

Practice C2.10: The written curriculum integrates the policies developed by the

school to support the programme.

The IB will evaluate this practice by reviewing the information gathered under practice B1.5 and during



In progress

Practice C2.11: The written curriculum fosters development of the IB learner

profile attributes.



In progress

44

Standard C3: Teaching and Learning

Teaching and Learning reflects the IB philosophy.

Practice C3.1: Teaching and learning aligns with the requirements of the

programme.

1. What changes to planning for teaching and learning in the school has the implementation

of the PYP entailed?

Idyllwilde Elementary Future Ready Academy has provided teachers with 40 minutes per

week to meet with the PYP Coordinator as a team to discuss the implementation of the

programme. Additionally, teachers have been given four hours per month of extended

contract to work on unit development with members of the pedagogical leadership team.


In place

Requirement C3.1.a: The school ensures that students experience coherence in

their learning supported by the five essential elements of the programme regardless

of which teacher has responsibility for them at any point in time.



In place

Requirements of C3.1.b: The classroom teacher takes responsibility as least for the

language of instruction, mathematics, social studies and science, to support the

PYP model of transdisciplinary teaching and learning.

The IB will evaluate this requirement by reviewing information gathered under requirements A3.e

practice B1.2, sample class schedules and during the verification visit.


In place

45

Requirement C 3.1.c: The school ensures that personal and social education is the

responsibility of all teachers.

The IB will evaluate requirements during the verification visit.


In place

Practice C3.2: Teaching and learning engages students as inquirers and thinkers



In place

Practice C3.2.a: The school ensures that that inquiry is used across the curriculum

and by teachers.

The IB will evaluate this practice by reviewing the unit planners and during the verification visit


In progress

Practice C3.3: Teaching and learning builds on what students know and can do.



In place

46

Practice 3.3.a: Teaching and Learning addresses the competencies, experiences,

learning needs and styles of students.



In place

Practice C3.4: Teaching and learning promotes the understanding and practice of

academic honesty.



In place

Practice C3.5: Teaching and learning supports students to become actively

responsible for their own learning



In progress

Practice C3.6: Teaching and learning addresses human commonality, diversity and

multiple perspectives.



In place

47

Practice C3.7: Teaching and Learning addresses the diversity of student language

needs, including those for students learning in languages other than mother tongue.

The IB will evaluate this practice by reviewing the information gathered under requirement B1.5.a,

language policy and information gathered during the verification visit.


In progress

Practice C3.8: Teaching and learning demonstrates that all teachers are responsible

for language development of students.

The IB will evaluate this practice by reviewing the information gathered under requirement B1.5.a,

language policy, unit planners and information gathered during the verification visit.


In progress

Practice C3.9: Teaching and Learning uses a wide range and variety of strategies



In place

Practice: C3.10: Teaching and learning differentiates instruction to meet students'

learning needs and styles.



In place

48

Requirement C3.10.a: The school provides for grouping and regrouping of students

for a variety of learning purposes.



In progress

Practice C3.11: Teaching and learning incorporates a range of resources, including

information technologies.

The IB will evaluate this practice by reviewing the unit planners and during the verification visit .


In progress

Practice C3.12: Teaching and learning develops students’ attitudes and skills that

allow for meaningful student action in response to students' own needs and the

needs of others.

The IB will evaluate this practice during the verification visit.


In progress

Practice C3.13: Teaching and learning engages students in reflecting on how, what

and why they are learning.



In progress

49

Practice C3.14: Teaching and learning fosters a stimulating learning environment

based on understanding and respect. The IB will evaluate this practice by reviewing the unit planners and during the verification visit.


In progress

Requirements C3.14.a: The school provides environments in which students work

both independently and collaboratively.

The IB will evaluate this practice by reviewing information gathered under practice B2.5 and B2.6 and



In progress

Requirement C3.14.b: Teaching and learning empowers students to take self-

initiated action as a result of the learning.



In progress

Practice C3.15: Teaching and learning encourages students to demonstrate their

learning in a variety of ways.



In progress

50

Practice C3.16: Teaching and learning develops the IB learner profile attributes.



In progress

51

Standard C4: Assessment

Assessment at the school reflects IB assessment philosophy.

Practice C4.1: Assessment at the school aligns with the requirements of the

programme.

The IB will evaluate this practice by reviewing samples of completed report cards and during the

verification visit.


In progress

Requirement C4.1.a: Assessment at the school is integral with planning, teaching,

and learning.



In progress

Requirement C4.1.b: Assessment addresses all the essential elements of the

programme.

1. Describe how the school currently formatively and summatively assesses student learning and

indicate any changes that will need to occur in order to meet PYP assessment principles and

practices.

Idyllwilde Elementary Future Ready Academy is currently only using state and district

assessments. In order to meet the PYP assessment principles and practices Idyllwilde Elementary

Future Ready Academy must fully implement the assessment policy and create assessments for

units of inquiry that can be graded and entered into the gradebook.


In progress

52

Requirement C4.1.c: The school provides evidence of student learning over time

across the curriculum.



In progress

Practice C4.2: The school communicates its assessment philosophy, policy, and

procedures to the school community.

The IB will evaluate this practice by reviewing the assessment policy and during the verification visit.


In progress

Practice C4.3: The school uses a range of strategies and tools to assess student

learning.

The IB will evaluate this practice by reviewing the assessment policy, unit planners, and during the

verification visit.


In progress

Practice C4.4: The school provides students with feedback to inform and improve

their learning.

The IB will evaluate this practice by reviewing the assessment policy, unit planners and during the

verification visit.


In progress

53

Practice C4.5: The school has systems for recording student progress aligned with

the assessment philosophy of the programme.

Idyllwilde Elementary Future Ready Academy currently records student progress using our district

grading portal. Assessments will be set up to reflect student growth through the units of inquiry.

The IB will evaluate this practice by reviewing the assessment policy, report cards, and information

gathered under C4.6.


In progress

Practice C4.6: The school has systems for reporting student progress aligned with

the assessment philosophy of the programmes.

1. Describe how the school currently reports student achievement to parents and indicate any

changes that will need to occur in order to meet PYP reporting requirements.

The school currently reports student achievement through our district progress reports and report

cards along with both parent-teacher and student-led conferences. In order to better align with the

PYP reporting requirements, the school will review the assessment policy as needed to ensure

coherence and achievements through the units of inquiry.

The IB will also evaluate this practice by reviewing the assessment policy, report cards, and during the

verification visit.


In progress

54

Requirement C4.6.a: Student learning and development related to all attributes of

the IB learner profile are assessed and reported.

1. Describe how the school reports to parents on the IB learner profile.

At this time, Idyllwilde Elementary Future Ready Academy uses student-led conferences and

leadership notebooks to report the IB learner profile to parents. Staff assesses the IB learner

profile attributes through a checklist.

The IB will also evaluate this requirement by reviewing the information gathered under practice C4.6 and



In progress

Practice C4.7: The School analyzes assessment data to inform teaching and

learning.

The faculty of Idyllwilde Elementary Future Ready Academy meets with the pedagogical leadership team

weekly to discuss student data to help inform teaching and learning.



In progress

Requirement C4.7.a: The school ensures that students’ knowledge and

understanding are assessed prior to new learning.



In progress

55

Practice C4.8: The school provides opportunities for students to participate in, and

reflect on, the assessment of their work.



In progress

Practice C4.9: The school has systems in place to ensure that all students can

demonstrate a consolidation of their learning through the completion of the PYP

exhibition, the PYP personal project (or community project for programmes that

end in MYP year 3 or 4), the DP extended essay and the CP reflective project,

depending on the programme(s) offered.

This practice is not required to be in place or in progress at authorization and we do not have any

questions at this time.

56

Implementation Budget

See Appendix A

Documents

Below you will find a list of some of the documents you submitted with your Application for candidacy

as well as both required and optional documents to be submitted with your Application for authorization.

Documents submitted with the Application for candidacy

If there has been a change in the content of any of the documents listed below that were submitted with

your Application for candidacy, please submit an updated version here. If there has been no change, there

is no need to resubmit these documents.

1. Legal status documentation

Documentary confirmation of the legal status of the school and confirmation from the

local/provincial/state authorities that the school is recognized as an educational institution with

certified translation into English, French, or Spanish if written in any other Language.

Translations of official documents should be duly certified. (See Appendix B)

2. Organization chart

School organization chart showing the pedagogical leadership team and reporting lines. (See

Appendix C)

Required documents to be submitted with the Application for authorization

The following documents must be uploaded and submitted with your Application for authorization. Your

application will not move forward in the authorization process without these documents.

1. School brochure and promotional literature produced by the school concerning the

implementation of the PYP. (See Appendix D)

2. Programme coordinator job description. (See Appendix E)

3. Job description of the primary school principal. (See Appendix F)

4. Assessment policy consistent with IB expectations. (See Appendix G)

5. Language policy consistent with IB expectations. (See Appendix H)

6. Sample class schedules. (See Appendix I)

7. PYP Programme of Inquiry. (See Appendix J)

8. Three Completed planners for each year/grade level. (See Appendix K)

9. Examples of school reports to parents from three different grade levels. (See Appendix L)

57

Please be aware that in addition to the documents listed above, the following items should be made

available at the time of the verification visit:

● Samples of work completed by students

● A current version of the school’s programme of inquiry

● Updated and newly developed transdisciplinary units of inquiry for each year/grade level

● Unit planners for each year/grade level from outside the programme of inquiry

● Subject-specific scope and sequence documents

● Samples of completed report cards from each grade/year level

● Any policies/essential agreements regarding the implementation of the programme that the school

may have adopted or developed, if appropriate.

Agreement

Before the school can complete the Application for authorization, the appropriate authorities will need to

review and electronically sign the following agreement.

Request to the IB Organization for authorization to offer the Primary Years Programme.

On behalf of the above-named school, we request official authorization to offer the Primary Years

Programme (PYP) of the IB Organization. Information about the school is supplied on the accompanying

application form and documents.

We understand that if, after careful review of this application and the accompanying documentation, the

appropriate IB office accepts it, a verification visit to the school will be arranged before a final decision

on the authorization process is reached by the Director General.

58

We confirm again that:

a. We have read the following documents published on the IB website or purchased from the IB

store, made them available to the relevant constituencies of the school and agree to abide by the

regulations therein:

○ Programme standards and practices

○ Making the PYP happen: A curriculum framework for international primary education

○ Making the PYP happen: Pedagogical leadership in a PYP school

○ Rules for candidate schools

○ Rules for IB World Schools: Primary Years Programme

○ General regulations: Primary Years Programme

○ Guide to school authorization: Primary Years Programme

○ Rules and policy for the use of IB intellectual property

b. The School has prepared itself to meet the authorization requirements following the current IB

documents published for the purpose of implementing the programme.

c. The appropriate financial authorities of the school/public school district know of the schedule of

Primary Years Programme fees and currency as assigned by the IB and have agreed to their

timely payment.

d. The school will not advertise or otherwise imply that it is authorize to offer the Primary Years

Programme. The final decision on the application for authorization is reached by the Director

General of the IB Organization after acceptance of the Application for authorization: Primary

Years Programme and after a verification visit to the school by an IB team has taken place.

e. The school will only use the IB World School logo if and when the school is authorized to offer

the IB Primary Years Programme. No IB logo is available to candidate schools.

f. We have uploaded the supporting documents as requested in this application.

g. We agree that this electronic application form, whether signed electronically or not, will be

understood by the IB Organization to have been read and endorsed by the head of school, the

superintendent of the school (if applicable) and the chair of the governing body (if applicable),

without a signed hard copy being necessary.

h. We understand and accept that any dispute arising from, or in connection with, the Application

for candidacy; Primary Years Programme, the Application for authorization: Primary Years

Programme, or any other document relating to the authorization process, shall be finally settled

by arbitration, taking place in and in accordance with the rules applicable in Geneva, Switzerland.

The proceedings shall be confidential and the language of the arbitration shall be English.

59

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

Name and title of head of school/principal

Signature of head of school/principal

Date

Name and title of superintendent of school/executive head (if applicable)

Signature of superintendent of school/executive head

Date

Name and title of chair of the governing body

Signature of chair of the governing body

Date

60

APPENDIX A

IMPLEMENTATION BUDGET

61

Idyllwilde Elementary - Future Ready Academy: School-Level Project Budget

Year 1 Year 2 Year 3 Year 4 Year 5

PERSONNEL

Full-time, Salaried Personnel

Assistant Principal for Magnet Coordination (1.0 FTE, 11 mth position) to facilitate and monitor all magnet activities at the site, to include serving as the IB Coordinator at the school, management of curriculum/instructional plan development, organization of staff training opportunities, coordination and implementation of the information and recruiting plan for the school, and implementation of the course of instruction and special programs designed to improve student achievement. $65,000 annually. This position will begin January 2018; therefore, the Year 1 allocation includes salary for January - September 2018 only. [3% cost-of-living increase included; applicable only if approved by School Board each year]

$48,750.00 $66,950.00 $68,959.00 $71,028.00 $73,159.00

Instructional Coach (1.0 FTE, 10 mth position) to serve as content and pedagogy expert for the delivery of academic instruction within the school. This position will provide in-classroom modeling and peer coaching, as well as deliver whole school professional development activities specifically targeted to school needs in core content areas. $55,000 annually. Note: This position will begin in Year 1 to support curriculum transition and staff training initiatives. This position will begin January 2018; therefore, the Year 1 allocation includes salary for January - September 2018 only. [3% cost-of-living increase included; applicable only if approved by School Board each year]

$41,250.00 $56,650.00 $58,350.00 $60,101.00 $61,905.00

62

Teacher, World Language (1.0 FTE, 10 mth position) to provide direct foreign language instruction to students, as required by the IB PYP curriculum framework. $45,000 annually. This position will begin August 2018; therefore, the Year 1 allocation includes salary for August - September 2018 only. [3% cost-of-living increase included; applicable only if approved by the School Board each year.]

$9,000.00 $46,350.00 $47,741.00 $49,174.00 $50,650.00

PC Field Service Technician (1.0 FTE at 25%, 12 mth position) to provide support for technology implementation at the school level. $40,000 annually. This position will begin March 2018; therefore, the Year 1 allocation includes salary for March - September 2018 only. [3% cost-of-living increase included; applicable only if approved by the School Board each year.]

$5,000.00 $10,300.00 $10,609.00 $10,928.00 $11,256.00

Extended Contract, Professional Development Participation and/or Facilitation

Extended Contract for Assistant Principal for Magnet Coordination to facilitate and monitor of all magnet activities at the site during the portion of the summer not on contract. Years 1-5: 112 hrs x $40/hr = $4,480

$4,480.00 $4,480.00 $4,480.00 $4,480.00 $4,480.00

Extended Contract for teachers to participate in professional development opportunities outside of regularly contracted hours (Summer Institute: IB PYP / Leader in Me). Years 1-5: 60 teachers x 30 hrs x $35/hr (est) = $63,000 11 paraprofessionals x 30 hrs x $15/hr (est) = $4,950 2 school administrators (off-contract time) x 30 hrs x $40 (est) = $2,400

$70,350.00 $70,350.00 $70,350.00 $70,350.00 $70,350.00

Facilitators (internal, school district staff) to conduct IB action plan development and curriculum/instructional plan writing sessions with classroom teachers to integrate magnet theme into instruction. Years 1-5: 2 staff x 60 hrs x $45/hr (est) = $5,400

$5,400.00 $5,400.00 $5,400.00 $5,400.00 $5,400.00

63

Facilitators (internal, school district staff) to conduct Parent Workshops.Years 1-5: 4 workshops per year x 2 facilitators x $40/hr x 2 hrs = $640

$640.00 $640.00 $640.00 $640.00 $640.00

Extended Contract for school faculty and staff to participate in Open House/Orientation events at the school, outside of regularly contracted hours. Years 1-5: 60 teachers x 6 hrs x $35/hr (est) = $12,600 11 paraprofessionals x 6 hrs x $15/hr (est) = $990 2 school administrators (off-contract time) x 6 hrs x $40 (est) = $480

$14,070.00 $14,070.00 $14,070.00 $14,070.00 $14,070.00

Substitute Teachers

Substitute teachers to cover classrooms during professional development opportunities, such as the International Baccalaureate Primary Years Programme on-site workshops. Year 2: 42 teachers x 2 days x $80/day = $6,720 Year 3: 42 teachers x 2 days x $80/day = $6,720

$0.00 $6,720.00 $6,720.00 $0.00 $0.00

Substitute teachers to cover classrooms during magnet school visitations. Year 1: 2 teachers x 4 days x $80/day = $640

$640.00 $0.00 $0.00 $0.00 $0.00

Personnel Total $199,580.00 $281,910.00

$287,319.00

$286,171.00

$291,910.00

BENEFITS

Full-Time Salaried, 16.77% plus $8,910 insurance

$33,591.00 $59,186.00 $60,093.00 $61,027.00 $61,990.00

Extended Contract - Teachers/PD Facilitators, 16.77%

$15,922.00 $15,922.00 $15,922.00 $15,922.00 $15,922.00

Substitutes, 8.16% $53.00 $549.00 $549.00 $0.00 $0.00

Stipends, Teachers - 8.16% $1,592.00 $2,179.00 $2,179.00 $2,179.00 $2,179.00

Benefits Total $51,158.00 $77,836.00 $78,743.00 $79,128.00 $80,091.00

STIPENDS

64

Stipends (at union negotiated contract rate) for teachers to participate in IB action plan development and curriculum/instructional plan writing to integrate magnet theme into instruction. Years 1-5: 60 hrs per year x 13 teachers/instructional coach x $25/hr = $19,500

$19,500.00 $19,500.00 $19,500.00 $19,500.00 $19,500.00

Stipends for teachers to serve as advisors to after-school theme-based clubs. Years 2-5: $1,800 per teacher x 4 teachers = $7,200

$0.00 $7,200.00 $7,200.00 $7,200.00 $7,200.00

Stipends Total $19,500.00 $26,700.00 $26,700.00 $26,700.00 $26,700.00

TRAVEL

Travel to engage in visitations of Magnet IB World School(s) by school staff: AP for Magnet Coordination, 1 Instructional Coach, 1 Primary Teacher, and 1 Intermediate Teacher.

$4,000.00 $0.00 $0.00 $0.00 $0.00

Travel by school staff members to the Magnet School Conferences and travel by school staff members to the annual Project Directors' Meeting in Washington DC, to include airfare, lodging, meals and incidentals.

$4,000.00 $4,000.00 $4,000.00 $4,000.00 $4,000.00

Travel by school teachers and program administrators for magnet theme-related professional development activities (i.e. IB PYP conferences, curriculum-related training follow-up workshops such as IB PYP Category 1, 2 & 3 trainings at one teacher per grade level, years 2-4)

$5,000.00 $20,000.00 $20,000.00 $20,000.00 $5,000.00

Transportation for students, staff and chaperones to attend field trips and career exploration visits (i.e. industry sites and local businesses) related to the magnet theme.

$0.00 $0.00 $0.00 $3,000.00 $3,000.00

Travel Total $13,000.00 $24,000.00 $24,000.00 $27,000.00 $12,000.00

SUPPLIES [Note: Year 1 cost for August 2018 implementation.]

Supplies and educational resources (i.e. theme-based literacy materials; world languages curriculum and licenses) to support magnet implementation.

$134,000.00 $52,000.00 $52,000.00 $51,000.00 $51,000.00

65

Theme-based reading materials for classroom libraries; includes Years 1 development and Years 2-5 refresh of materials.

$50,000.00 $3,500.00 $3,500.00 $3,500.00 $3,500.00

Interest surveys and/or skill assessments for students related to college and career exploration activities.

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

Supplies and materials to support Leader in Me implementation (curriculum sets - i.e. student, teacher and principal resources, actvity guides, supplemental books, posters, banners, student planners)

$7,477.00 $1,500.00 $1,500.00 $1,500.00 $1,500.00

Professional resources to support ongoing IB PYP professional development and curriculum integration.

$2,400.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00

Professional resources to support Leader in Me professional development and curriculum integration. Participant kits/field guides for professional development - 7 Habits Signature, Launching Leadership, Creating Culture, Aligning Academics, and Empowering Instruction.

$16,500.00 $2,335.00 $2,335.00 $0.00 $0.00

Supplies and materials to support implementation of after-school, magnet-themed programming.

$4,000.00 $4,000.00 $4,000.00 $4,000.00 $4,000.00

Supplies Total $216,377.00 $67,335.00 $67,335.00 $64,000.00 $64,000.00

EQUIPMENT / FURNITURE

Educational equipment to support magnet implementation, to include laptops (20 per primary classroom; 25 per secondary classroom, plus teacher device and docking station), charging cabinets, and presentation monitor for classroom flexibility. $18,900 per primary classroom x 33 classrooms = $623,700 + $21,300 per intermediate classroom x 16 classrooms = $340,000; annual budget includes partial refresh in Year 4

$963,700.00 $0.00 $0.00 $40,000.00 $0.00

Equipment and furniture to develop a world languages lab.

$25,000.00 $0.00 $0.00 $0.00 $0.00

66

Classroom / lab specialized furniture needs, to include modern tables and chairs for collaboration, a set of mobile, fixed and individual student white boards, and ceiling-mounted electric power reels for classroom flexibility; $5,500 per classroom x 49 classrooms = $269,500

$269,500.00 $0.00 $0.00 $0.00 $0.00

Front office updates to align with magnet theme; reception desk, office chairs, visitor seating = $15,000 / monitor for front office to display magnet activities/program announcements, $1,000

$16,000.00 $0.00 $0.00 $0.00 $0.00

Global communications equipment $50,000.00 $0.00 $0.00 $0.00 $0.00

Laptop/Docking Stations (2) for Assistant Principal and Instructional Coach. Year 1: $1,375 per unit x 2 units = $2,750

$2,750.00 $0.00 $0.00 $0.00 $0.00

Printers (2) for Assistant Principal and Instructional Coach. Year 1: $200 per unit x 2 units = $400

$400.00 $0.00 $0.00 $0.00 $0.00

Equipment Total $1,327,350.00

$0.00 $0.00 $40,000.00 $0.00

CONTRACTED SERVICES

International Baccalaureate Organization Authorization Fees: Year 1, Application for Candidacy Fee (April) and Candidacy Fee (September); Years 2-3, Annual School Fee (September)

$14,240.00 $10,000.00 $10,000.00 $10,000.00 $10,000.00

International Baccalaureate Primary Years Programme Professional Development for Teachers (2-day on-site workshop) Years 2-3.

$0.00 $35,750.00 $35,750.00 $0.00 $0.00

International Baccalaureate Organization Evaluation Fee, Year 3

$0.00 $0.00 $3,890.00 $0.00 $0.00

Leader in Me School Annual Membership fees, Years 1-5

$10,350.00 $10,350.00 $10,350.00 $7,500.00 $7,500.00

67

Leader in Me Professional Development for school faculty and staff: Year 1: 7 Habits Signature = $6,700 Launching Leadership = $3,350 Creating Culture = $3,350 Year 2: Aligning Academics, $3,350 Year 3: Empowering Instruction, $3,350

$13,400.00 $3,350.00 $3,350.00 $0.00 $0.00

Contracted services for painting (branding of school) and installation for equipment/furniture.

$1,000.00 $0.00 $0.00 $0.00 $0.00

Contracted Services Total $38,990.00 $59,450.00 $63,340.00 $17,500.00 $17,500.00

OTHER

Printing of school-level magnet communications (i.e. letters, flyers) to parents and the community to announce program accolades and school events

$2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00

Printing (duplication) of instructional materials for classroom use by students in the magnet school.

$5,748.00 $6,636.00 $6,746.00 $6,400.00 $6,526.00

Admission fees and/or contracted service fees for students, staff and chaperones to attend off-site field trips or participate in on-site field trips related to the magnet theme.

$0.00 $0.00 $0.00 $6,000.00 $6,000.00

Registration for school staff members to attend Magnet Conferences ($750 ea)

$1,500.00 $1,500.00 $1,500.00 $1,500.00 $1,500.00

68

Registrations for school teachers and program administrators to attend magnet themed-related professional development activities. Year 1: IB Category 1 Workshop, Principal and Assistant Principal (IB Program Coordinator), $600 per participant, plus IB Conference annually, $1,675 per participant Years 2-3: Additional professional development needed as a result of IB action plan developed during Year 1 (i.e. curriculum mapping, inquiry-based learning, inclusion), $550 per teacher off-site; on-site training, and IB Conference annually for school leaders, $1,675 per participant Years 4-5: Professional development needed for staff new to the school; plus IB Conference annually for school leaders, $1,675 per participant

$4,550.00 $41,300.00 $41,300.00 $41,300.00 $8,850.00

Registrations to support implementation of after-school, magnet-themed programming for students (i.e. competition registrations for school teams).

$1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00

Other Total $15,298.00 $52,936.00 $53,046.00 $58,700.00 $26,376.00

Grand Total $1,881,253.00

$590,167.00

$600,483.00

$599,199.00

$518,577.00

School-level

Budget, Project

Total:

$4,189,679.00

69

APPENDIX B

LEGAL STATUS DOCUMENTATION

74

APPENDIX C

SCHOOL ORGANIZATION CHART

1

APPENDIX D

SCHOOL BROCHURE

1

APPENDIX E

PROGRAMME COORDINATOR JOB DESCRIPTION

2

PYP Coordinator Job Description Idyllwilde Elementary Future Ready Academy

The PYP Coordinator should have proven teaching ability and be able to act as a

pedagogical leader of the programme in the school. A commitment to collaborative planning is

central to the philosophy of the PYP. The PYP Coordinator has a pivotal role in this process and

must ensure that the standards for implementation are understood, and that the programme is

planned, taught and assessed collaboratively. Together with other members of the school’s

pedagogical leadership team, the PYP Coordinator is responsible for the development of the

programme and the whole school implementation. Besides communicating with the school

administrator(s), the PYP Coordinator should work collaboratively with all members of the

teaching team and be involved in whole-school planning, as well as in-school and out-of-school

professional development. The PYP Coordinator is responsible for the communication with the

relevant IB office.

Idyllwilde Elementary Future Ready Academy primary years programme (PYP) coordinator:

Job Description, Specific PYP Coordinator Responsibilities

PYP coordinator's responsibilities

Documentation

• Ensure that copies of IBO publications pertaining to the PYP section of the school are available to all staff members.

• Establish and maintain a record of completed planners.

• Publish the school's programme of inquiry.

• Lead the school's process of developing and reviewing scope and sequence documents in

alignment with national and state standards and district and IB guidelines.

• Ensure that agreements are formulated for assessment and for teaching and learning language.

• Participate in the formation of the district's strategic development plan and the school's

action plans.

• Ensure that the document entitled General regulations: Primary Years Programme is supplied to parents.

• Ensure that Rules for authorized schools: Primary Years Programme is shared with relevant

staff (available on the IBO public web site, IBIS, IB resource center).

• Professional development

• Ensure that staff members are made aware of professional development opportunities.

• Make recommendations regarding professional development opportunities.

3

• Keep a record of workshop attendance and school visits to ensure equality of opportunity

and identify ongoing needs.

• Assist teams or individuals in developing and documenting student inquiries.

• Support the teachers responsible for, and the students involved in, the PYP exhibition in the

final year of the programme.

• Lead professional development opportunities as needed.

• Resource management

• Make recommendations for the purchase of suitable resources to support the implementation of the program.

• Be responsible for the establishment of an inventory of resources to facilitate efficient

management.

Communication

• Provide tours for interested parents and members of the community.

• Set up systems for communication and collaboration among all staff members involved in implementing the program.

• Conduct parent information sessions.

• Publish articles pertaining to the program.

• Circulate all relevant information received from The IB.

• Prepare and submit any documentation required for authorization and evaluation.

• Ensure the school adheres to The IB's Standards and Practices.

• Respond to requests for information from The IB.

• Provide a liaison between the school and The IB.

• Participate in the wider PYP community through IBO discussion forums, e-mail, Florida Association of IB World Schools, and school visits.

• Promote the use of the IBO within the school community.

• Alert The IB of any staffing changes.

Collaboration

• Attend weekly grade planning meetings.

• Arrange and lead workshops with colleagues on a regular basis.

• Lend support to individual teachers in their classrooms on a weekly basis

• Attend regional workshops that have been organized by the IBO, and encourage colleagues to attend regional IB PYP workshops

4

APPENDIX F

JOB DESCRIPTION OF PRIMARY SCHOOL PRINCIPAL

9

APPENDIX G

ASSESSMENT POLICY

10


Assessment Policy

Purpose of Assessment

The purpose of this document is to support student learning, provide feedback to families, drive

instructional practices, and communicate to all stakeholders in our IB community why we assess,

what we assess, and how we assess learning. This policy will ensure programmatic expectations

for assessment for all learners as required by the International Baccalaureate Organization (IBO)

and provide the instructional staff at Idyllwilde Elementary Future Ready Academy with a

system for effective assessment practices. This document covers five essential components: the

acquisition of knowledge, the understanding of concepts, mastering of skills, the development of

attitudes and the learner profile, and the decision to take action. The five components in this

policy outline and explain Idyllwilde Elementary Future Ready Academy’s approach to each of

these components.

Philosophy

School Mission Statement

We believe…

All children have genius.

All children are in charge of their learning.

All children can take action to create change.

All children contribute to their community.

We believe in developing global leaders.

Idyllwilde Elementary Future Ready Academy believes that assessment is a tool for learning that

is ongoing, measures student growth, and takes place over time. The assessment cycle includes

pre-assessment, formative assessment, summative assessment, and standardized evaluations.

Reflection of learning by students, teachers, administrators, and parents is an essential part of the

assessment cycle. Providing students with time to engage in self-reflection and self-evaluation of

academic progress and growth in the PYP is also part of assessment policy at Idyllwilde

Elementary Future Ready Academy.

Just as Idyllwilde Elementary Future Ready Academy believes that students should reflect on

themselves, the school will also take the time to reflect on its assessment practices. Idyllwilde

Elementary Future Ready Academy will engage in a self-study of assessment policies every

three years, at a minimum, to ensure that the policies and beliefs of IBO are reflected in the

assessment policy of Idyllwilde Elementary Future Ready Academy.

11

Criteria for Success

Assessment aims to benefit students, teachers, and parents. We apply the following criteria for

effective assessments to both formative and summative assessment (Making the PYP happen: A

curriculum framework for international primary education, 2009).

Effective assessments allow students to:

● Be at the center of their learning.

● Share their learning and understanding with others.

● Demonstrate a range of knowledge, conceptual understanding, skills, and standards.

● Use a variety of learning styles and abilities to express their understanding.

● Know and understand, in advance, the criteria for producing a quality product or

performance.

● Participate in reflection and self- and peer-assessment.

● Analyze their learning and understand what needs to be improved.

Effective assessments allow teachers to:

● Inform every stage of the teaching and learning process.

● Plan in response to student inquiries.

● Develop criteria for producing a quality product or performance.

● Gather evidence from which conclusions can be drawn.

● Provide evidence that can be effectively reported and understood by the whole school

community.

● Collaboratively review and reflect on student performance and progress.

● Take into account a variety of learning styles and abilities.

● Make modifications and accommodations. Each teacher follows all modifications and

accommodations outlined in a student’s Individualized Education Plan (IEP) and/or 504

plan, as well as recommended English Language Learner accommodations.

Effective assessments allow parents to:

● See evidence of student learning and development.

● Develop an understanding of the student’s progress.

● Provide opportunities to support and celebrate student learning.

Planning for Assessment

Idyllwilde Elementary Future Ready Academy believes that assessing students’ prior knowledge,

as well as progress monitoring their achievements throughout the learning process enables,

teachers to plan and refine their teaching accordingly.

12

Why assess

● Gather and interpret data

● Improve instructional practices

● Determine differentiated instruction

● Ensure mastery of skills

● Provide feedback for all students and stakeholders

● Reflect, set goals, and plan for student growth

● Focus on closing the achievement gap among subgroups of students

● Celebrate student successes

● Determine appropriate accommodations and modifications (ELL, IEP, 504) What to assess

● Background and prior knowledge

● Understanding of concepts across transdisciplinary units of inquiry

● Progress and performance in all subject areas

● The ability to develop, understand, and apply the IB Learner Profile attributes

● The mastery of the IB Approaches to Learning

Assessing, Recording, and Evaluation

At Idyllwilde Elementary Future Ready Academy, a wide range of assessment tools are used to

provide a comprehensive view of student achievement and help teachers record data related to

student knowledge and understanding.

Types of Assessments:

Pre-assessment allows teachers to gather prior knowledge and what students can do and is used to guide

instruction.

● “What I know”

● “What I notice”

● KWHLAQ

● Written pre-test

● Entrance ticket

● Daily review questions

Formative assessment is ongoing, or as needed, and is interwoven into the daily learning process

in order to guide and plan the next stage of learning. Formative assessment is used to promote

learning by giving regular and frequent feedback.

● Check for understanding

● Oral responses

● Journals

● Bell Ringers

● Exit tickets

● Quizzes

13

● Observations

● Group work and collaboration

● Self, peer, and group reflections

Summative assessment occurs at the end of a learning cycle in order to give students the

opportunity to demonstrate what they have learned. It can assess several elements

simultaneously; it measures understanding of the central idea and prompts students towards

action.

● Projects/tasks

● Presentations

● Formal written tests

● Exhibition (grade 5) State and District Assessments:

● FLKRS (beginning of the year)

● DRA (3 times a year)

● FSA (end of the year)

● ORF (3 times a year)

● ACCESS (K-5), W-APT (K), WIDA Screener (1-5)(ESOL) (one time per year)

● PASI (as needed)

● PSI (as needed)

● FPMA (3 times a year)

● I-Ready Diagnostic Assessment (3 times a year)

Recording and Data Collection- How we choose to collect and analyze data

Assessment tools are chosen and developed by collaborative teacher teams to gather essential

information about student learning and achievement based on the units of inquiry, the Florida

State Standards, and the Next Generation Sunshine State Standards. These tools guide teachers

and students for future lessons. Data is used to develop strategies for intervention and monitor

effectiveness of various interventions throughout the MTSS process.

Grading Tools:

● Rubrics

● Checklists

● Anecdotal notes/observational notes

● Continuums

● Standards-based grading

● Work samples

● Running Records

● MTSS progress/graphs

● Individualized Education Plan (IEP) and Education Plan (EP) progress toward goals

14

Student and Peer Assessment

Student input is encouraged when creating expectations, rubrics, and assessment formats.

Student self and peer assessments are used to encourage reflection and agency over learning.

These assessment tools show ways that all the PYP Essential Elements are assessed throughout

the school year.

Leadership Binders

Students collect and store work in leadership binders to document and assess progress and

achievements throughout each year. These portfolios enable students to reflect with teachers,

parents, and peers in order to identify their strengths, growth, and areas for improvement. We use

these portfolios to set individual goals and inform instruction.

Idyllwilde Elementary Future Ready Academy Students:

• Participate in selecting evidence of learning for their leadership binders

• Include reflections, self-assessments, assessment tools and/or teacher comments with

each selection

• Ensure that their portfolios include examples of learning from each unit of inquiry,

reading, writing, math and specials

• Store their work in their leadership binders

• Use their leadership binders to set personal and academic goals and reflect on growth

throughout the year

• Share their leadership binders at student-led conferences

• Own their leadership binders and take them home at the end of each academic year due to

a high turnover rate at this time

Reporting

How we choose to communicate information

We believe data collection and reporting should be comprehensive and accurate in order for

assessment to support student learning. It is essential that we provide feedback to students and

families. Reporting on assessment at Idyllwilde Elementary Future Ready Academy takes the

form of written reports and conferences.

Parent/ Teacher Conferences

Conferences are scheduled at the end of the first and third quarters to share information between

teachers and parents. Additional conferences are scheduled as needed to support student learning

and foster a school to home partnership.

15

Student-Led Conferences

Student-led conferences involve the student and the parent. The students are responsible for

leading the conference and also take responsibility for their learning by sharing the process with

their parents. There may be several conferences taking place simultaneously.

The conference will involve the students discussing and reflecting upon samples of work that

they have previously chosen to share with their parents. These samples have been selected with

guidance and support from the teacher and could be from the student’s leadership binder. The

student identifies strengths and areas for improvement. Parents are able to gain a clear insight

into the kind of work their child is doing and an opportunity to discuss the work with their child.

The conferences must be carefully prepared, and time must be set aside for the students to

practice their presentations. The format of this conference will depend on the age of the student.

The Written Report (report cards, mid-quarter progress reports, and MTSS progress reports)

Idyllwilde Elementary Future Ready Academy students receive a formal Seminole County

Public Schools written report card at the end of each quarter, as well as a progress report in the

middle of each quarter. These reports include grades for all classes, including special subjects.

Access to Assessment Information

Information about assessment is available in the unit planners and can be found on the school

website. In the Seminole County School District, parents have access to their child’s grades by

utilizing the Skyward Family Access portal. The results of all summative assessments which

receive a grade are located in this portal.

16

APPENDIX H

LANGUAGE POLICY

17


Language Policy

Philosophy

Idyllwilde Elementary Future Ready Academy views language as an important part of

student growth as a means to develop strong communication skills and assist students

in acquiring and refining the linguistic skills necessary to succeed as future leaders. This

goal is achieved by employing the IB Language, objectives, and state mandated

standards to our instructional practices.

Students are encouraged to use written language in authentic contexts as a means for

expressing themselves while reflecting on their learning, as well as connecting with the

world. All International Baccalaureate students are encouraged to embody the Learner

Profile to become lifelong learners who realize that they have a role in creating a better

and more peaceful world. In all classes, students read, speak, write, listen, and view

authentic materials in a variety of ways and for a number of purposes. Utilizing the

inquiry based approach of the IB curriculum framework, students explore language and

become communicators in a multilingual world.

Beliefs and Practices

Instruction and Assessment in Language and Literature

By participating in language instruction, students explore the fundamental concepts of

analyzing, organizing, and producing text, as well as using language with the purpose of

communicating, learning holistically, and promoting intercultural awareness.

Within the IB Programme, students will read a variety of narrative, informational, and

persuasive texts. Through literacy based inquiry methods, students will locate, evaluate,

and synthesize information in order to create new knowledge. Another critical aspect of

language instruction at Idyllwilde Elementary Future Ready Academy is the acquisition

and application of listening and speaking skills in order to enhance comprehension and

communication.

In order to provide students with an authentic and diverse language and literature

learning experience, teachers will:

● Use the PYP goals and objectives as best practices.

● Instruct with reading and writing methodologies in the content areas where

appropriate.

● Facilitate reading in all subject areas.

● Provide cross-curricular connections between texts when available.

18

● Utilize a variety of texts and media including global works and perspectives.

● Group students based on interest, ability, and data.

● Use formative and summative assessments to drive instruction.

● Design reading and writing instruction with authentic summative assessments.

● Provide opportunities for students to take action within the larger community.

● Focus on multiple learning experiences.

● Provide opportunities to increase intercultural awareness through language

instruction.

School Language Profiles

Language of Instruction

The primary language of instruction for Idyllwilde Elementary Future Ready Academy is

English. Through schoolwide direct instruction, students develop the fluency and literacy

skills necessary to ensure their ability to communicate effectively. As required by the

State of Florida, the Florida Standards and the Next Generation Sunshine State

Standards are implemented in all grade levels.

Language and the Program of Inquiry

Language is integrated throughout the Program of Inquiry. Higher level thinking, key

concept questions, and extended research all lend themselves to having a strong

vocabulary and language presence within the units. Oral, visual, and written language

are all present within unit activities. Literature selections both in read-alouds and guided

reading are chosen to build an understanding of the concepts within the units.

Identification of Language Needs

As required by federal and state guidelines, all students enrolled in Idyllwilde

Elementary Future Ready Academy must complete a Home Language Survey

indicating the language most often spoken in the home, as well as additional languages

spoken. For any student who is not from a home in which English is the listed primary

language, testing must occur to determine the level of ability in English. This information

determines whether or not the student is classified as a student for which English is the

second language, and informs the school of the primary language. Any student who is

determined to be in need to English as a second language (ESOL) services is placed

with a teacher who is certified in ESOL instruction or is satisfactorily earning credits

towards ESOL certification through the Florida Department of Education. Students who

are not fluent in English are also given a yearly exam, ACCESS, an online state test

which determines their progress in the acquisition of the English language.

Additional Languages

19

Idyllwilde Elementary Future Ready Academy offers instruction in Spanish on a weekly

rotation for 40 minutes. Students are offered the opportunity to receive an additional day

of Spanish instruction weekly for 40 minutes.

Support for Mother Tongue

At Idyllwilde Elementary Future Ready Academy, we support our families whose native

language is not English. We encourage our parents and students to speak and develop

their mother tongue at home. This strengthens the child’s language skills while instilling

a sense of importance about his/her culture.

Furthermore, we support students and families in the maintenance and development of

both mother tongue language and literacy skills. The library of Idyllwilde Elementary

Future Ready Academy contains a section of books dedicated to the languages of the

mother tongue of the students in which we serve. Students are encouraged to read

books from this section to maintain their mother tongue and practice literacy skills in

multiple languages.

Language Resources to Support Teachers and Students

Since Idyllwilde Elementary Future Ready Academy began the IB journey to becoming

an IB World School, our goal has been to increase language resources. We have built

and continue to add to an extensive literacy library of leveled books that support our IB

planners. The library has an array of fiction and nonfiction books, and a collection of

books in other languages. In addition, we have a variety of online resources to support

student learning and research. The school has also purchased online programs to

support students who are struggling with reading.

All educators at Idyllwilde Elementary Future Ready Academy are responsible for the

development of student language. Therefore, teachers, administrators, and support staff

will engage in ongoing professional development to continue to improve literacy

instruction. Teachers are required to have 40 hours of reading training every five years

and meet state requirements to teach students English to speakers of other languages

(ESOL).

Language Policy Plan and Review

Idyllwilde Elementary Future Ready Academy Language Policy is intended to be an

accessible and fluid document to all stakeholders. This will be reviewed and updated

annually by Idyllwilde Elementary Future Ready Academy stakeholders.

20

APPENDIX I

SAMPLE CLASS SCHEDULES

1

APPENDIX J

PROGRAMME OF INQUIRY

1

K

I

N

D

E

R

G

A

R

T

E

N

Who We Are

An inquiry into the nature

of the self; beliefs and

values; personal,

physical, mental, social

and spiritual health;

human relationships

including families,

friends, communities,

and cultures; rights and

responsibilities; what it

means to be human.

Where We Are in

Place and Time An inquiry into orientation in

place and time; personal

histories, homes and

journeys; the discoveries,

explorations and migrations

of humankind; the

relationships between and

the interconnectedness of

individuals and civilizations

from local and global

perspectives.

How We Express

Ourselves An inquiry into the ways

in which we discover and

express ideas, feelings,

nature, culture, beliefs

and values; the ways in

which we reflect on,

extend and enjoy our

creativity; our

appreciation of the

aesthetic.

How the World

Works An inquiry into the natural

world and its laws; the

interaction between the

natural world (physical and

biological) and human

societies; how humans use

their understanding of

scientific principles; the

impact of scientific and

technological advances on

society

How We Organize

Ourselves An inquiry into the

interconnectedness of

human-made systems and

communities; the structure

and function of

organizations; societal

decision-making; economic

activities and their impact

on humankind and the

environment.

Sharing the Planet

An inquiry into rights and

responsibilities in the

struggle to share finite

resources with other

people and with other

living things; communities

and the relationships

within and between them;

access to equal

opportunities; peace and

conflict resolution.

Central Idea: Central Idea: Central Idea: Central Idea: Central Idea: Central Idea:

Personal habits influence

relationships.

Traditions may connect

individuals through values

and history.

Expressing ideas may

influence our ability to

communicate.

Exploring patterns

provides information

about our world.

The structure of

communities assist by

providing for the needs

of its people.

Earth's resources are

shared and support

the needs of living

things.

Key Concepts: Key Concepts: Key Concepts: Key Concepts: Key Concepts: Key Concepts:

Connections, Causation,

Form

Connection, Perspective,

Responsibility

Form, Function,

Perspective

Form, Change,

Responsibility

Perspective,

connection, function

Form, change,

causation

Lines Of Inquiry: Lines Of Inquiry: Lines Of Inquiry: Lines Of Inquiry: Lines Of Inquiry: Lines Of Inquiry:

● How personal habits

foster relationships

(connections)

● How decisions impact

relationships

(causation)

● Characteristics of

citizenship (form)

● Characteristics of

friendship

(- accepting ourselves

and others and

recognizing

differences in

friendships) -

● Historical figures

(connection)

● Changes over time

● National holidays and

traditions (Perspective)

● Different ways to

express ideas

(form)

● Functions of signs

and symbols

(function)

● Different

perspective in

stories

● How we

communicate with

others (function) -

Interpersonal skills

● Patterns in nature

(form)

How to show

patterns in different

ways (form)

● How living things

change over their

lifetime. (form)

● Natural cycles

(change)

● The actions living

things take in

response to the

earth’s natural cycle.

(responsibility)

● -How places in the

community help

provide for our

needs and wants.

● -Roles and

responsibilities in a

community.

● -How workers

benefit a

community.

● Earth’s resources

● How we share

Earth’s resources.

● Our role in

preserving

resources.

2

Characteristics of

citizenship (form)

F

I

R

S

T

G

R

A

D

E

Who We Are An inquiry into the nature


values; personal,



human relationships

including families,




means to be human.

Where We Are in






of humankind; the





perspectives.

How We Express








creativity; our

appreciation of the

aesthetic.

How the World











society

How We Organize





and function of





environment.

Sharing the Planet An inquiry into rights and








access to equal




Individual choices and

actions may influence

change

Past and present roles

contribute to change.

Through symbols and

artifacts individuals

can understand their

culture and where they

came from.

Exploring innovations

and how they create

change.

Economic activity is

interconnected with

needs and wants of the

consumer.

Communities can work

together to establish

routines that will help

sustain the Earth and

its resources.


• Responsibility

• Causation

• Function

• Connection

• Change

• Causation

• Function

• Perspective

• Connection

• Causation

• Form

• Function

• Connection

• Function

• Causation

• Responsibility

• Responsibility

• Form

• Reflection


3

● Responsibilities and

roles within the

communities

● Choices influence

community and

environment

● The impact of

personal choices,

actions and

contributions

● Developing positive

traits and habits

● Understanding past

and present

● Connecting past,

present, and future

● How people and

events make change.

● The history of

symbols, and

artifacts

● The history of

symbols, and

artifacts

● Beliefs and values

represented by

symbols

● The consequences

of past and present

innovations

● Systems of the

natural world

● Understand the

connection in the

natural world

(heredity,

living/nonliving

● Understanding our

economic system

● The connection

between needs and

wants and goods

and services

● The relationship

between consumers

and producers

● Our responsibility as

consumers

● Role of global

resources

● Individual choices

that help sustain

the environment

● The impact of

individual choices

in our community

S

E

C

O

N

D

G

R

A

D

E



values; personal,



human relationships

including families,




means to be human.

Where We Are in






of humankind; the





perspectives.

How We Express








creativity; our

appreciation of the

aesthetic.

How the World











society

How We Organize





and function of





environment.









access to equal




Understanding ourselves

and others influences our

perspectives and

interactions.

People move from place to

place for different reasons.

Cultures and identities

are expressed in

diverse ways.

Materials react in

different ways which

determines how people

use them.

People create structures

to maintain order and

balance.

Human choices impact

other living things.


Responsibility,

Perspective, Function

Causation, Perspective Form, Function,

Connection

Change, Form,

Causation

Responsibility, Function,

Connection

Responsibility,

Causation


4

● Understanding

ourselves

(responsibility)

● Sharing and

communicating

perspectives

(perspective)

● Body systems and

how they work

(function)

● Impacts of migration

(causation)

● Reasons for

immigration (perspectiv

e)

● Impacts of natural

disasters (causation)

● Creative

Expressions &

Celebrations

● Cultural

Appreciation

● Influences of

Culture &

Heritage

● Forces in nature

(Change)

● Properties and

changes of matter

(Form)

● Economic

relationships

(causation)

● Civic engagement

(Responsibility)

● Why we have rules

and laws (Function)

● Human Rights

(connection)

● Balance between

the rights and

responsibilities

when interacting

with natural

habitats

(responsibility)

● Human impacts on

natural habitats

(Causation)

● Basic Needs /Living

things

T

H

I

R

D

G

R

A

D

E



values; personal,



human relationships

including families,




means to be human.

Where We Are in






of humankind; the





perspectives.

How We Express








creativity; our

appreciation of the

aesthetic.

How the World











society

How We Organize





and function of





environment.









access to equal




Understanding ourselves

and others influences the

way we interact.

Understanding and

exploring our place in

the world leads to

discovery of ourselves

and others.

Culture influences the

expression of ideas, beliefs

and feelings.

Energy exists in many

forms and has the

ability to do work or

cause change

Systems are used as a

way to organize.

Living things are

interdependent and

interact with the

environment.


Form, Responsibility,

Causation

Connection,

Perspective

Connection, Perspective Form, Change,

Responsibility

Form, Function,

Responsibility

Causation, Connection

5


● Well-being, culture

and relationships.

(form)

● How our actions

influence personal

and social

interactions and how

we learn.

(responsibility)

● Connection between

the learner profile,

approaches to

learning and

relationships.

(causation)

● Relationship of our

location to other

parts of the world

(connection)

● Geographic location

influences personal

journeys.

(causation)

● Tools and

strategies used to

navigate the world.

(connection)

● Self-expression with

multiple

perspectives(perspectiv

es)

● Contributions of various

ethnic

groups.(perspective)

● How energy is

used and

transformed

(change)

● Energy use

impacts the

environment

(causation OR

responsibility)

● How government

systems function

(function)

● Civic and political

participation

(responsibility)

● Environmental

influences on

living things.

(causation)

● Factors affect the

environment.

(connection)

F

O

U

R

T

H

G

R

A

D

E



values; personal,



human relationships

including families,




means to be human.

Where We Are in






of humankind; the





perspectives.

How We Express








creativity; our

appreciation of the

aesthetic.

How the World











society

How We Organize





and function of





environment.









access to equal




Civic responsibilities and

rights vary in different

societies.

Discovery and

exploration influence

change

People communicate

and reflect their ideas,

feelings and beliefs

through language and

creative expression.

Understandings and

interactions of the

natural world influence

societies.

Economic and human

factors impact how

people organize

themselves.

Finding resolutions to

conflicts may lead to a

better quality of life.


6

Responsibility, Change,

Perspective

Causation, Perspective,

Change, Connection

Perspective,

Connection, Function

Function, Connection,

Change

Function, Connection Causation, Connection,

Form


● Impact of civic

responsibility

(Responsibility)

● Citizens influence

change. (Change)

● Perspectives on

public issues.

(Perspective)

● Different

perspectives lead to

different

understandings

(Perspective)

● Impact of

exploration and

colonization

(Causation)

● The purpose of

migration and its

outcomes

(Perspective)

● Process of

discovery and

exploration

(Change)

● Our place within the

Universe affects our

lives (Connection)

● Diversity influences

the world

(Perspective)

● Aesthetic

expression and the

influence of culture;

Creativity fosters

diverse

interpretation

(Connection)

● Language as a form

of connection;

diversity in

language; The

beauty of language

(Function)

● Verbal and non-

verbal

communication(Fun

ction)

● Societies are

interdependent on

the cycles of nature

(Connection)

● Advancements in

society lead to

changes in quality of

life (change)

● Human-made

systems have an

impact on society

and the environment

(Function)

● Financial literacy

impacts socio-

economic class

(Function)

● Relationships

between society and

economics. (Conne

ction)

● Influences of

relationships

(Causation)

● Challenges lead to

decision making

(Responsibility)

● Necessity is the

mother of innovation

(Function)

F

I

F

T

H

G

R

A

D

E



values; personal,



human relationships

including families,




means to be human.

Where We Are in






of humankind; the





perspectives.

How We Express








creativity; our

appreciation of the

aesthetic.

How the World











society

How We Organize





and function of





environment.









access to equal




Living things evolve and

are influenced by

Relationships and

interconnectedness

Perspective and

communication may

Orientation and

interaction influence the

Organized systems are

made up of different

structures.

Adaptations and

compromises are a

7

experiences and

surroundings.

influence change and

movement.

lead to understanding

of the world.

understanding of the

world.

part of survival in

response to changes.


Form, Change Form, Change Function, Perspective,

Connection

Form, Causation,

Responsibility

Function, Change,

Connection

Change, responsibility,


● Similarities and

differences between

living things.

● The structure of past

and present cultures

● People and cultures

evolve

● Humans study the

world around them

with each new

experience

● The world

continuously evolves

(change)

● New discoveries and

advancements

impact the world

● Space exploration

leads to new

inventions

(function)

● Individuality opens

the opportunity for

different

perspectives

(perspective)

● Communication is

essential

(Connection)

● Making sense of the

world.(Causation)

● Patterns exist

among us.(Form)

● We all play a role in

making the world a

better place

(Responsibility)

● Structures all

around us

● Importance and

individuality of

smaller parts of a

system

● Parts working

together as a whole

● Changes are

happening all

around us

● We all have

responsibilities

● Survival is

dependent on

ability to adapt

1

APPENDIX K

UNIT PLANNERS

1

APPENDIX L

SCHOOL REPORTS FROM THREE GRADE LEVELS