Oxford’s MYP Programme Parent Night

Three Fundamental Concepts: Communication Holistic Learning Intercultural Awareness MYP Programme Model

 The Primary Years Programme (PYP) for pupils aged 3 to 12 focuses on the development of the whole child in the classroom and in the world outside.  The Middle Years Programme (MYP) for students aged 11 to 16 provides a framework of academic challenge and life skills through embracing and transcending traditional school subjects.  The Diploma Programme (DP) for students aged 16 to 19 is a demanding two-year curriculum that meets the needs of highly motivated students, and leads to a qualification that is recognized by leading universities around the world. IB at a Glance

The school curriculum:  State and National Curriculum depending on subject area  Common Core (English, Math, Science, Social Studies)  Smarter Balanced Assessment, yearly standard test beginning  Previously released sample items match the standards and practices of MYP nicely What will my child be learning?

 Emphasis on international and cultural perspectives  Holistic learning and assessing  Focus on communication (writing, speaking, listening, reading)  All 8 subject areas are equal Unique to MYP

 Learner Profile (development of the child)  Community Service (opportunities to act, think, and reflect)  Areas of Interaction (teaching subjects through contexts/focus on attitudes, values, and skills)  Approaches to Learning (subject-specific skills) Unique to MYP

 Acquisition of a second language supported by 3 fundamental concepts: Communication, Holistic Learning, Intercultural Awareness).  Supports Oxford’s commitment to a 5 th Core Students will study the same language for the five-year programme. Goals 1. Gain competence in a language other than mother tongue 2. Develop a respect for- and understanding of- diverse linguistic and cultural heritages 3. Become equipped with a skills base to facilitate further language learning. Language B Language B is a student’s secondary language that is studied in each year of the programme, grades 6-10.

 Is a process: formative and summative  Supports and encourages learning  Enhances the teaching process  Uses real-world application of problems  Develops higher-order cognitive skills  Supports holistic learning  Uses reflection Assessment

Is a process: formative and summative assessment Formative  the gathering and analysis of information about student performance  provide timely feedback to students on their performance  adjust instruction according to the results Summative  to identify what students know, understand, can do and feel at different stages in the learning process  end-of-unit of evaluations  what the student has learned overall and how well he can apply that learning

 Is a process: formative and summative  Supports and encourages learning  Enhances the teaching process  Uses real-world application of problems  Develops higher-order cognitive skills  Supports holistic learning  Uses reflection Assessment

Students are part of the process:  Recognize and understand strengths and weaknesses  Learn how to work on or within weaknesses  Continue to build on strengths  Understand what is expected of them from the beginning  Reflect on learning Supports and encourages learning

 Is a process: formative and summative  Supports and encourages learning  Enhances the teaching process  Uses real-world application of problems  Develops higher-order cognitive skills  Supports holistic learning  Uses reflection Assessment

 Uses Best Practices as a guide to teaching  Teacher Collaboration throughout the assessment process  Before the Unit: determining essential standards and linking them to summative assessments, creating formative assessments  During the unit: creating activities and tweaking them, discuss readdressing material as needed  End of Unit (grading): determining consistent grading standards  Reflection upon unit for next year Enhances the teaching process

 Is a process: formative and summative  Supports and encourages learning  Enhances the teaching process  Uses real-world application of problems  Develops higher-order cognitive skills  Supports holistic learning  Uses reflection Assessment

Assignments are set up using the GRASPS model:  Goal  Role  Audience  Situation  Product  Standards (you will be measured on) We have selected the GRASPS model because it is recommended by IB and mirrors the format of questions on the Smarter-Balanced Assessment. Uses real-world application of problems

GRASPS at a Glance Goal: Your task is... The goal is to... The problem or challenge is... The obstacles to overcome are... Role: You are.... You have been asked to... Your job is... Audience: Your clients are... The target audience is... You need to convince... Situation: The context you find yourself in is... The challenge involves dealing with... Product, Performance, Purpose: You will create a... in order to... You need to develop... So that... Standards and Criteria for Success: Your performance needs to... Your work will be judged by... Your product must meet the following standards....

 Is a process: formative and summative  Supports and encourages learning  Enhances the teaching process  Uses real-world application of problems  Develops higher-order cognitive skills  Supports holistic learning  Uses reflection Assessment

Develops higher-order cognitive skills

 Is a process: formative and summative  Supports and encourages learning  Enhances the teaching process  Uses real-world application of problems  Develops higher-order cognitive skills  Supports holistic learning  Uses reflection Assessment

Supports the development of the whole child  Standards measure assessment  Approaches to Learning builds on skills (beyond the content)  Community Service and Approaches to Learning develops awareness and understanding within the communities we live and beyond  Learner Profile develops a sense of self Supports holistic learning

What does holistic learning look like?  Cross-Curricular lessons and units  8 Equal Subject-Areas  Writing across the curriculum  Transfer of ideas/skills from one subject to the next  Holistic assessment (IB rubrics)  Reflection Supports holistic learning

 Is a process: formative and summative  Supports and encourages learning  Enhances the teaching process  Uses real-world application of problems  Develops higher-order cognitive skills  Supports holistic learning  Uses reflection Assessment

Uses Reflection Student Reflection  Within the formative assessment process  To self-assess summative units  End of units  After Community Service Teacher Reflection  Within the Formative assessment process  End of units  With colleagues  As individuals

Questions on Assessment?

Programme Policies  Academic Honesty Policy  Assessment Policy  Language Policy  Special Needs Policy **All policies can be found on the District Website under the International Baccalaureate tab on the Middle School or High School page The Process of Creation  Created by OHS/OMS staff members  Reviewed MYP and current District Standards and Practices  Read articles relating to Best Practice  Used a drafting and revision cycle

 States the practicing philosophy for teachers and students regarding academic work  Defines Academic Dishonesty:  Plagiarism  Collusion  Duplication  Manipulation  Gives the penalties for Academic Dishonesty: Student given opportunity to resubmit / Code of Conduct still applies Academic Honesty Policy

 Explains the definition of assessment and its purposes  Defines the expectation of the parent, student, and teacher in assessment/academic work  Defines the different types of assessment strategies  States the MYP subject-area assessment requirements (prescribed minimum tasks) Assessment Policy

 States the Language Philosophy (all teachers are language teachers)  Identifies Oxford Language Profile (Mother Tongue and Second Language Acquisition)  Describes how support is given  Identifies the goals for teaching and learning of primary and secondary languages Language Policy

 Lists the goals of the Special Needs policy  Defines the expectations of all stakeholders (parents, students, administration, MYP staff)  Describes the population of Special Needs students (Conditions, disorders, and barriers)  Explains how we identify and service these students Special Needs Policy

Questions on Policy?

Look for Information on... Community Service  Currently, as students participate in Community Service, we ask them to reflect upon the experience (guided reflection)  Look for the Community Service guide in June 2013 Personal Project  First class to complete Personal Project: Class of 2018 (current 7 th graders)  Look for guide June 2014  Students must complete PP in 10 th grade to receive MYP Certificate

 Students may elect to continue on through the Diploma Programme in their final two years or select another route offered at OHS.  Students interested in continuing on with IB should contact Mr. Nuss or Mr. Eldridge. What happens after 10 th grade?

Questions? Mrs. Darnell Ext 4181