Matters+to+be+addressed

__**Matter #1**__: The partnership assessment policy does not reflect MYP assessment, including modified criteria aligned with interim objectives to be used in years 1-4 of the programme and shared with the entire school community. To be addressed: The school must recreate and submit an assessment policy using guidance for //Principles into practice, pp. 59 &100// and state how the policy will be communicated to the school community. >>>> Teachers: we need to make sure that teachers have support with MYP rubrics as they are ready. >>>> Parents: Utilize councilors at each school to see how I can best communicate with parents in a face to face manner. (Parent Network meetings, PTO, etc) The idea of an IB Newsletter to not only focus on Assessment but all aspects of the programme, including the IB continuum.
 * __//Ideas on how to address://__
 * I will look at all three assessment policies that were submitted with Application B.
 * Focus on how we are currently communicating IB grades which is primarily through the rubrics that should be being used.
 * We will need clearly communicate this to teachers, students and parents.
 * Create an action plan for how we will work to further become in line with the giving and reporting of IB grades:
 * ManageBac?
 * Continue to send teachers to training to become more proficient in IB assessment

__**Matter #2:**__ The partnership does not have a clear system to articulate the understanding of programme philosophy and development to the governing body (school board and associate superintendent), district administrative staff, pedagogical leadership team and staff. To be addressed: The partnership must submit an action plan clearly showing how regular communication with the governing board (school board and associate superintendent), district administrative staff, pedagogical leadership team and staff will convey an understanding of MYP philosophy and how MYP implementation will be integrated with 21st Century learning skills.
 * __//Ideas on how to address://__
 * Clearly articulate PDPT (Professional Dev. Planning Team) creation.
 * Plan to consistently update the Board
 * Creation of IB Newsletter
 * Describe the work done with Teacher Leaders and 21C coaches during Early Release time and other PD
 * Need to have new Administration trained
 * Commitment to continually train teachers at official IB trainings.
 * Liaison at each school
 * Clear and direct crosswalk between UA's 21C skills and IB's ATL's.

__**Matter #3:**__ Teachers and students do not demonstrate an understanding of the areas of interaction (context for learning which will soon become global context). To be addressed: The partnership must submit an action plan clearly stating how both schools will assure that teachers in the writing of unit plans incorporate the areas of interaction (global context) as a context for learning and how this context for learning is communicated to all students across the partnership.
 * __//Ideas on how to address://__
 * We need to have time (Faculty meeting(s), Early Release, series of videos, . . .?) to clearly address the topic of the Areas of Interaction and how they are changing to global contexts in 2014.
 * Topic to be included in the optional summer Unit Writing workshop
 * Online unit planner can initially help
 * Optional PD for teacher throughout the year.
 * Training of new teachers. Working with Erin M to create PD for this group which will focus AoI's.
 * Continue sending teachers to official IB training.


 * __Matter #4:__** The partnership has a personal project narrative but it does not show an ongoing process for implementation at the end of year 5 of the MYP. To be addressed: The partnership must create and submit a plan showing responsibilities and the timeline for the implementation of the personal project including introductions in years 1-4 and implementation in year 5 of the programme.
 * __//Ideas on how to address://__
 * Timeline (proposed):
 * 2012-2013: Committee will work to produce a student/parent and teacher handbook for the expectations of the personal project.
 * 2013-2014: Begin implementation (make any adjustments based on new PP guide - Nov. 2013), Pilot
 * Ideas on the Pilot: Although the actual PP can't be part of the class. Could we pilot this in a class(s)? Find a group of teachers who would be willing to make the PP part of what they do so that this is not an addition for some students and not others. It would simply be what they are doing in a given class.)
 * 2014-2015: Semester 1: Formal Roll out to teachers (Teachers need to be trained on how to assess, etc), Semester 2: Roll out to Freshman
 * 2015-2016: First Personal Projects completed
 * Clearly need to define staff that is involved