Wilson High School – An International Baccalaureate World School

1. Wilson High School –An International BaccalaureateWorld School Presented by Ursula Rosin, Principal

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

3. PSC 3.0 Curriculum & Instruction: Instructional PlanPhilosophy, Theory, & Framework • Philosophy, Theory, & Framework • IB’s umbrella philosophy • International mindedness • Thematic, interdisciplinary – addressing local/global issues • Inquiry based/Project based-learning • Real-world application • IB Learner Profile • Areas of Interaction • SLCs as a driving mechanism for personalization • Student choice • Small school theme: college and career pathways • Community partnerships and service – addressing local issues • Family Advocacy System • Focusing on college and career goals with students • Communicating with families • Facilitating social/emotional development

4. IB Learner Profile • Open-minded •  Caring • Risk-takers • Balanced • Reflective • Inquirers •  Knowledgeable •  Thinkers • Communicators •  Principled

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

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

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

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

9. Pedagogy: Research-based Strategies • Questions, Cues, and Advanced Organizers • Thinking Maps • Higher-level Questioning • Questioning the Author • Student-generated questions

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

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

12. Differentiated Techniques –IB Approaches to Learning • Organization • Time management • Self-management • Collaboration • Working in groups • Accepting others • Personal challenges • Communication • Literacy • Being informed • Informing others • Information Literacy • Accessing information • Selecting and organizing information • Referencing

13. Differentiated TechniquesIB Approaches to Leaning cont. • Reflection • Self-awareness • Self-evaluation • Thinking • Generating ideas • Planning • Inquiring • Applying knowledge and concepts • Identifying problems • Creating novel solutions • Transfer • Making Connections • Inquiring in different contexts

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

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

16. Equity & Access in a Pluralistic Society • The Cultural Proficiency Toolkit (Lindsey, Nuri Robins & Terrell, 2009) • Cultural proficiency comprises an interrelated set of tools that pose significant questions to prompt reflection and the opportunity to improve our leadership practice in service of others: • Are we who we say we are? • How do we assess who we are? • Do our actions align with who we say we are? • What gets in our way of being who we say we are? • The 4 tools provide us with the means by which to lead our personal lives and perform our professional responsibilities in a culturally proficient manner.

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

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

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

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

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

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

23. Community Work-based Service Learning Opportunities within the Curriculum • IB 10th Grade Personal Project • SLC Thematic-based Grade Level Projects • SLC Community Mentorship/Partnerships • Senior Year Community Service Project

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

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

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

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

28. IB Site Visit Team ReportCommendations (continued) • The IB commends: • The school for viewing assessment as being integral with planning, teaching and learning. • The school for supporting students in learning how to reflect on their experiences and make more informed, independent choices.

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

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

33. WASC Revisit – March 18th & 19thSchoolwide Areas of Strength • A sense of pride, identity and belonging is evident among the staff, students and parents of WHS. • The SLC are seen as the catalyst, the vehicle and the structure for WHS to ensure that every student has the opportunity to have a personalized educational experience. • The Leadership Team at WHS is to be commended as they guide the implementation of the change process and its positive impact on student achievement. • The staff at WHS is to be commended for instilling a culture that values collaboration amongst all stakeholders. • The WHS community is commended for establishing and maintaining a safe, clean and orderly learning environment. • WHS offers a wide variety of support programs geared to meet the diverse needs of students, parents and staff. • WHS promotes an environment where students feel positive about themselves, believe they can achieve and draw connections to their community and its resources.

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