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Freeport School District

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Freeport School District

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    1. Freeport School District Magnet School Concept International Baccalaureate Primary Years (PYP) Nurturing Future Global Citizens June 2009 I am very pleased to be able to share the IB program with you today as a possible magnet school concept to be initiated at the start of the 2010-2011 school year. The purpose of the IB program is to help students from 3-19 to learn the skills to live, learn and work in a rapidly globalizing world. When you think about it, we are already connected or connectable with anyone in the world through our cell phones or the internet at a pretty reasonable cost. Our world is shrinking and our youth already have access to many parts of not only the planet, but the universe that we adults as youngsters may have only read about in National Geographic or heard about from missionaries or just dreamed about. It is only appropriate that we as a community prepare our students for the world of today and more so for the opportunities and challenges of our children’s world of tomorrow. The International Baccalaureate Primary Year Program offers those learning experiences starting at the kindergarten level. The focus of PYP is to nurture and educate our youth to become successful future global citizens. I am very pleased to be able to share the IB program with you today as a possible magnet school concept to be initiated at the start of the 2010-2011 school year. The purpose of the IB program is to help students from 3-19 to learn the skills to live, learn and work in a rapidly globalizing world. When you think about it, we are already connected or connectable with anyone in the world through our cell phones or the internet at a pretty reasonable cost. Our world is shrinking and our youth already have access to many parts of not only the planet, but the universe that we adults as youngsters may have only read about in National Geographic or heard about from missionaries or just dreamed about. It is only appropriate that we as a community prepare our students for the world of today and more so for the opportunities and challenges of our children’s world of tomorrow. The International Baccalaureate Primary Year Program offers those learning experiences starting at the kindergarten level. The focus of PYP is to nurture and educate our youth to become successful future global citizens.

    2. Students are taught to be … Thoughtful inquirers Knowledgeable risk takers Reflective thinkers Open-minded communicators Caring, principled individuals

    3. IB Schools Worldwide: 136 countries United States: 1,007 IB Schools 170 IB PYP Schools 296 IB Middle Level Schools 670 Diploma Programme Schools Illinois: 33 IB Schools Started in 1968 for DP 1997 for the PYP programmes Illinois: Three primary programmes; majority of the IB programmes in Illinois are at the middle levelStarted in 1968 for DP 1997 for the PYP programmes Illinois: Three primary programmes; majority of the IB programmes in Illinois are at the middle level

    4. Illinois PYP Schools Wildwood Elementary K-8 (355 students) Demographics White 46% Hispanics 27% African American 9% Multi-racial 11% LI 27% 2008 ISAT Results ISAT Grade 3: Reading 93% Math 96% ISAT Grade 4: Reading 75% Math 90% Freeport Grade 3 totals Reading 78 Math 88 Grade 4 totals Reading 75 Math 81 Freeport Grade 3 totals Reading 78 Math 88 Grade 4 totals Reading 75 Math 81

    5. Illinois PYP Schools Coretta Scott King K-8 (411 students) Demographics White 29% Hispanics 6% African American 64% Multi-racial 2% LI 43% 2008 ISAT Results Grade 3: Reading AA 72% W 87% Math AA 89% W 94% Grade 4: Reading AA 80% W 77% Math AA 88% W 100% Freeport Grade 3 Reading B-52; W 89 Math B-74 W-96; Grade 4 Reading B-61 W-81 Math B-65 W-88 Freeport Grade 3 Reading B-52; W 89 Math B-74 W-96; Grade 4 Reading B-61 W-81 Math B-65 W-88

    6. IB PYP Student Selection Students: Kindergarten –Grade 4 Accepts all students

    7. Traditional Disciplines Language Mathematics Science Social Studies Arts Health and Physical Education The curriculum at the elemetnary level is based on the Illinois Learning Standards and are teacher developed. IB requires that the units of instruction are written in a specific format to ensure that students learn the necessary skills to become articulate in their thinking and master specific reading, math, writing and communication skills to be successful in any learning or work environment. The traditional subjectct areas are taught---The curriculum at the elemetnary level is based on the Illinois Learning Standards and are teacher developed. IB requires that the units of instruction are written in a specific format to ensure that students learn the necessary skills to become articulate in their thinking and master specific reading, math, writing and communication skills to be successful in any learning or work environment. The traditional subjectct areas are taught---

    8. Interdisciplinary Themes The major difference in the primary IB program compared to the traditional curriculum is that all subject curriculum areas are organized under six themes …., requiring students to use their own daily living experiences to expand their knowledge and skills beyond the classroom. The major difference in the primary IB program compared to the traditional curriculum is that all subject curriculum areas are organized under six themes …., requiring students to use their own daily living experiences to expand their knowledge and skills beyond the classroom.

    9. Sharing The Planet “Finite Resources-Infinite Demands” Our Planet has limited resources that are unevenly distributed To give you an idea of an interdisciplinary theme might look like for an 8 or 9 year old.. In Sharing the Planet Theme: 1e pl;aner has limited resources which are unevenly distributed *where water comes from, how different people and countries use water, how much water do we use, what happens after we have used it, and the distribution of usable water around the world, how human activity has affected the availability of water, and our responsibility for water conservation. High Power concepts… Students would be required to use knowledge and skills from science and social studies in their research- while learning critical skills of thinking, communication and time management. To give you an idea of an interdisciplinary theme might look like for an 8 or 9 year old.. In Sharing the Planet Theme: 1e pl;aner has limited resources which are unevenly distributed *where water comes from, how different people and countries use water, how much water do we use, what happens after we have used it, and the distribution of usable water around the world, how human activity has affected the availability of water, and our responsibility for water conservation. High Power concepts… Students would be required to use knowledge and skills from science and social studies in their research- while learning critical skills of thinking, communication and time management.

    10. Finite Resource Concepts Where water comes from How different people and countries use water How much water do we use What happens after we have used it Distribution of usable water around the world How human activity has affected the availability of water Our responsibility for water conservation. High Power concepts… Students would be required to use knowledge and skills from science and social studies in their research- while learning critical skills of thinking, communication and time management. High Power concepts… Students would be required to use knowledge and skills from science and social studies in their research- while learning critical skills of thinking, communication and time management.

    11. Who Are We? “Family and Friends” People Need Families and Friends For a kindergarten student, when participating in the Who We Are Theme, students would talk about Family and Friends. Students would research how families are similar and different across cultures, how we make and keep friends, why we need families and friends, and families and friends through literature and the arts. The social studies and the arts curriculum would provide a basis for this theme. Students would also learn life long skills of decision-making, listening, collecting data and working cooperatively. For a kindergarten student, when participating in the Who We Are Theme, students would talk about Family and Friends. Students would research how families are similar and different across cultures, how we make and keep friends, why we need families and friends, and families and friends through literature and the arts. The social studies and the arts curriculum would provide a basis for this theme. Students would also learn life long skills of decision-making, listening, collecting data and working cooperatively.

    12. Family and Friend Concepts How families are similar and different across cultures How we make and keep friends Why we need families and friends Literature, social studies and the arts curriculum would provide a basis for this theme. Students would also learn life long skills of decision-making, listening, collecting data and working cooperatively. Students would research how families are similar and different across cultures, how we make and keep friends, why we need families and friends, and families and friends through literature and the arts. The social studies and the arts curriculum would provide a basis for this theme. Students would also learn life long skills of decision-making, listening, collecting data and working cooperatively. Literature, social studies and the arts curriculum would provide a basis for this theme. Students would also learn life long skills of decision-making, listening, collecting data and working cooperatively. Students would research how families are similar and different across cultures, how we make and keep friends, why we need families and friends, and families and friends through literature and the arts. The social studies and the arts curriculum would provide a basis for this theme. Students would also learn life long skills of decision-making, listening, collecting data and working cooperatively.

    13. The Language Continuum Build and empower native language Learn a Second language Estar un personne del munda, es muy importante entender, saber, y hablar otro idiome. Estar un personne del munda, es muy importante entender, saber, y hablar otro idiome.

    14. IB Begins the FSD Tradition of Rigor and Relevance High Academic Potential Program, Grades 1-4 AVID Program Grade 6-12 Honors/Advanced Placement Classes, Grades 7-12 Dual Enrollment classes Advancement via individual determine Rigor in writing, reading, math Collaboration among students and staff Learn how to ask questions Prepares students for high school and college Advancement via individual determine Rigor in writing, reading, math Collaboration among students and staff Learn how to ask questions Prepares students for high school and college

    15. IB PYP Strengthens FSD High School Curriculum Study of Foreign Languages Prepare student participation in high school field trips Community field trips Overnight field trips that FFA takes, Family Consumer Science, Community field trips Overnight field trips that FFA takes, Family Consumer Science,

    16. IB Budget Years 1-3 Ongoing Application $7000 $5,000 Staff Development $10,000 $5,000 Coordinator $ 20,000 $20,000 F. L. Teacher $40,000 $40,000 $77,000 $70,000

    17. Why IB in FSD? Our Mission in partnership with students, family and community, we educate every student for the challenges of today and the opportunities of tomorrow through the continuous pursuit of excellence. As the world shrinks and becomes more accessible for many people, we no longer can prepare students to live only in Freeport, in Illinois or just in the United States. We need to ensure that our students are ready to be successful to live and earn a living anywhere in the world. As the world shrinks and becomes more accessible for many people, we no longer can prepare students to live only in Freeport, in Illinois or just in the United States. We need to ensure that our students are ready to be successful to live and earn a living anywhere in the world. The “flat world” demands individuals who market innovations to other countries without being perceived arrogant or imperialistic. Need people who can speak other languages, who underside and respect other cultures, and who realize threat \globalization and economic development in other donations do not necessarily mean job losses, lower wages, and trade deficit in the United States. Ned to realize that these development can result in expanded markets for US inventions, a new workforce for US companies, and a safer world for everyone. Dr. Yong Zhao May 2006 ASCD Educational LeadershipAs the world shrinks and becomes more accessible for many people, we no longer can prepare students to live only in Freeport, in Illinois or just in the United States. We need to ensure that our students are ready to be successful to live and earn a living anywhere in the world. As the world shrinks and becomes more accessible for many people, we no longer can prepare students to live only in Freeport, in Illinois or just in the United States. We need to ensure that our students are ready to be successful to live and earn a living anywhere in the world. The “flat world” demands individuals who market innovations to other countries without being perceived arrogant or imperialistic. Need people who can speak other languages, who underside and respect other cultures, and who realize threat \globalization and economic development in other donations do not necessarily mean job losses, lower wages, and trade deficit in the United States. Ned to realize that these development can result in expanded markets for US inventions, a new workforce for US companies, and a safer world for everyone. Dr. Yong Zhao May 2006 ASCD Educational Leadership

    18. IB PYP is for your child!

    19. Concepts Form Function Causation Change Connection Perspective Responsibility Reflection Concept driven curriculum to promote meaning and understanding and challenges students to engage with significant ideas. Supports inquiry and reflection. Form What is it like? Function How does it work? Causation Why is it like it is? Change How is it changing? Connection How is it connected to__? Perspective What are the points of view? Responsibility What is our responsibility? Reflection How do we know? Concept driven curriculum to promote meaning and understanding and challenges students to engage with significant ideas. Supports inquiry and reflection. Form What is it like? Function How does it work? Causation Why is it like it is? Change How is it changing? Connection How is it connected to__? Perspective What are the points of view? Responsibility What is our responsibility? Reflection How do we know?

    21. IB Mission Develop inquiring, knowledgeable and caring young people Who help to create a better and more peaceful world through the intercultural understanding and respect…. Encourages students across the world to become active, compassionate and lifelong learners Who understand that other people, with their differences, can also be right. The universal mission for IB is to develop international mindedness within our children to become the adult citizens of the world.The universal mission for IB is to develop international mindedness within our children to become the adult citizens of the world.

    22. IB Learner Profile Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective The concept of nurtruing international-mindedness in our children, IB focuses in the development of these characteristics – starting at the pre-kindergarten level. . Inquirers-develop a natural curiosity. Acquire the skills to conduct inquiry, research, demonstrate independence in learning, actively enjoy their learning. Principled: act with integrity and honesty, with a strong sense of fairness, just and respect for the dignity of the individual, groups and communities Risk-takers: willingness to approach unfamiliar situations and uncertainty with thoughtfulness,to have an independence independence of spirit to explore new roles, ideas, and strategies. Balanced: Understand the importance intellectual, physical, and emotional balance to achieve personal well being for themselves and others.The concept of nurtruing international-mindedness in our children, IB focuses in the development of these characteristics – starting at the pre-kindergarten level. . Inquirers-develop a natural curiosity. Acquire the skills to conduct inquiry, research, demonstrate independence in learning, actively enjoy their learning. Principled: act with integrity and honesty, with a strong sense of fairness, just and respect for the dignity of the individual, groups and communities Risk-takers: willingness to approach unfamiliar situations and uncertainty with thoughtfulness,to have an independence independence of spirit to explore new roles, ideas, and strategies. Balanced: Understand the importance intellectual, physical, and emotional balance to achieve personal well being for themselves and others.

    23. Six Interdisciplinary Themes The six themes are about issues that have meaning for, and are important to all of us. Each theme is addressed each year by all students, with the exception of students aged 3 to 5, who may engage explicitly with four of the themes each year. The themes provide the opportunity to incorporate local and global issues into the curriculum. The six themes are about issues that have meaning for, and are important to all of us. Each theme is addressed each year by all students, with the exception of students aged 3 to 5, who may engage explicitly with four of the themes each year. The themes provide the opportunity to incorporate local and global issues into the curriculum.

    24. Five Essential Elements Knowledge Concepts Theme Based Instruction Attitudes Action Concept driven curriculum to promote meaning and understanding and challenges students to engage with significant ideas. Supports inquiry and reflection. Form What is it like? Function How does it work? Causation Why is it like it is? Change How is it changing? Connection How is it connected to__? Perspective What are the points of view? Responsibility What is our responsibility? Reflection How do we know? Concept driven curriculum to promote meaning and understanding and challenges students to engage with significant ideas. Supports inquiry and reflection. Form What is it like? Function How does it work? Causation Why is it like it is? Change How is it changing? Connection How is it connected to__? Perspective What are the points of view? Responsibility What is our responsibility? Reflection How do we know? The five essential elements of the written curriculum are emphasized. Attitudes: development of personal attitudes towards people, towards the environment and towards learning, attitudes that contribute to the well being of the individual and of the group: appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect, tolerance. Action: similar to community service. At the PYP level, action may be taken by an individual student or by a group of students working collaboratively. Advocates a cycle of involvement that provides students with opportunities to engage in purposeful and beneficial action (voluntary; observe evidence of results, starts small from genuine concern and commitment, include anticipation of consequences/responsibility; adult support)Concept driven curriculum to promote meaning and understanding and challenges students to engage with significant ideas. Supports inquiry and reflection. Form What is it like? Function How does it work? Causation Why is it like it is? Change How is it changing? Connection How is it connected to__? Perspective What are the points of view? Responsibility What is our responsibility? Reflection How do we know? Concept driven curriculum to promote meaning and understanding and challenges students to engage with significant ideas. Supports inquiry and reflection. Form What is it like? Function How does it work? Causation Why is it like it is? Change How is it changing? Connection How is it connected to__? Perspective What are the points of view? Responsibility What is our responsibility? Reflection How do we know? The five essential elements of the written curriculum are emphasized. Attitudes: development of personal attitudes towards people, towards the environment and towards learning, attitudes that contribute to the well being of the individual and of the group: appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect, tolerance. Action: similar to community service. At the PYP level, action may be taken by an individual student or by a group of students working collaboratively. Advocates a cycle of involvement that provides students with opportunities to engage in purposeful and beneficial action (voluntary; observe evidence of results, starts small from genuine concern and commitment, include anticipation of consequences/responsibility; adult support)

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