# data[].attributes.body
6-8 performing Arts -- MUSIC   Wedgewood Park
Milwaukee Public Schools
muelleml@milwaukee.k12.wi.us

I've been teaching in the IB program for 4 years and teaching overall 29 years. Looking forward to creating new experiences for my students

# data[].attributes.body
PYP Performing Arts
Hammond Eastside Magnet IB World School
Hammond, Louisiana
margaret.rownd@tangischools.org
Next school year, I'll be working to join the MYP faculty to integrate more dance into our program. Looking forward to the weekend!

# data[].attributes.body
6th Grade Mathematics,
Wedgewood Park International School, Milwaukee Public Schools
parkerfa@milwaukee.k12.wi.us
I've been teaching in the IB program for 4 years and looking forward to learning more!

# data[].attributes.body
Carl Hankey K-8
Mission Viejo, California
I look forward to working collaboratively to learn more about writing interdisciplinary units.

# data[].attributes.body
School Code:  000044
Username:  LosAngeles2101
Password: 75096

# data[].attributes.body
https://ws.onehub.com/files/5aat7zaa

# data[].attributes.headline
Hi from Scottsdale, AZ! We look forward to meeting you next weekend.

# data[].attributes.subject
Hi from Scottsdale, AZ! We look forward to meeting you next weekend.

# data[].attributes.headline
Hello and Happy New Year. I am from Walton Middle School in Compton, CA. I look forward to meeting all of you next weekend

# data[].attributes.subject
Hello and Happy New Year. I am from Walton Middle School in Compton, CA. I look forward to meeting all of you next weekend

# data[].attributes.body
-->What's working well now at my school? What are our strengths?
-->What specific areas are we successful in?
-->What would our students say is the main goal of our school?
-->What would our teachers say is the main goal of our school?
-->What would our parents say is the main goal of our school?
-->What, specifically, can we do more of, do better, or do differently to move toward our common goals?

# data[].attributes.body
Looking forward to meeting you

# data[].attributes.body
I'm Johna Stienstra, IB PYP & MYP Coordinator from Maxwell School in sunny (not-at-all-at-the-moment!) Duarte in Southern California.  (626) 599-5309
jstienstra@duarteusd.org

# data[].attributes.headline
Jeff Pierson- Standley Lake HS- Excited to learn about MYP

# data[].attributes.subject
Jeff Pierson- Standley Lake HS- Excited to learn about MYP

# data[].attributes.headline
I am happy to learn about this platform.  Thank you! :)

# data[].attributes.subject
I am happy to learn about this platform.  Thank you! :)

# data[].attributes.body
http://www.ibo.org/digital-toolkit/videos/

# data[].attributes.body
I found the link for the videos to share with your schools

# data[].attributes.body
Based on balance that promotes:

•learning in concurrent subject groups to ensure that students acquire the knowledge and skills necessary to prepare them for the future

•understanding about how subject groups are linked to each other and to global challenges through concepts and contexts

•development of the whole person—affective, cognitive, creative and physical.

# data[].attributes.body
•MYP expects that all students in a school are a part of the programme

•A school is defined as any legal entity with a head of school

•Should a school choose to offer consecutive IB programmes, the programmes must be continuous, with students moving from one programme to the next without any gapyears.

•All subject groups mustmeet the minimum 50 hour subject group requirement over the course of the year, each year of the programme to maintain concurrency of learning requirements.

•Action and service stem from constructivist, inquiry-based learning in each year of the programme (no service hours “requirement”)

# data[].attributes.body
•Years 1-3 of the programme must offer all eight subject groups with the option of two subject groups that could be semesterized.  Language acquisition is not one of the semesterized options and must be taught throughout the year.

•Years 4 & 5 of the programme may elect to have all students choose 6 of the 8 subject groups where they must take: Language and literature, Language acquisition, Individuals and societies, Sciences, Mathematics and one or more of the following: Arts, PHE, Design.

# data[].attributes.headline
Learner profile and the Optimum Learning Environment

# data[].attributes.subject
Learner profile and the Optimum Learning Environment

# data[].attributes.body
What does the optimum learning environment look like for students? What does it feel/sound like?

What conclusions can we draw from our findings?

As leaders of our schools, how can we ensure this environment will exist for our students?

# data[].attributes.body
On YouTube:

Sophia Robot: Hot Robot At SXSW Says She Wants To Destroy Humans | The Pulse | CNBC

Local motors 3d printed car: This drivable car was 3D printed in 44 hours

Edutopia: Solving Real-World Problems: Bringing Authentic Context to Learning

Jubilee Project: World without Teachers

# data[].attributes.body
•DEFINITION:

•Concepts bring focus & depth to study & lead students to enduring understanding.

•“A concept serves as an integrating lens” and encourages the transfer of ideas within and across the disciplines “as students search for patterns and connections in the creation of new knowledge.”   (Erickson 2008)
•CHARACTERISTICS:

•Timeless, Universal, Abstract

•Represented by one or two words, or a short phrase

•Specific examples of the concept reflect common attributes
•SUBJECT-SPECIFIC EXAMPLES:

•Aesthetics, Change, Communication, Communities, Connections, Culture, Creativity, Development, Form, Perspective, Global Interactions, Identity, Logic, Relationships, Time/Space/Place, Systems
•CONCEPTS ARE:

•Not skills

•Not topics

# data[].attributes.body
"International" refers to the perspective of the world's constituent parts, nation states and their relationships with each other.

"Global" refers to the perspective of the planet as a whole.

# data[].attributes.headline
Science Individuals and Societies Global Context Resource

# data[].attributes.subject
Science Individuals and Societies Global Context Resource

# data[].attributes.body
We taught "Health and Well-being" using an INTERACT simulation called Code Blue.

http://www.interact-simulations.com/c/product.web?nocache@3+s@.4uH1YtG_MLAg+record@TF41034+Title@CODE%20BLUE+ISBN@9781573363938

# data[].attributes.attachment_link.title
Command terms + Blooms - active + passive skills

# data[].attributes.attachment_link.title
Value_ARTS  Criterion D  YR 2,3 IB_Task Specific Rubric Template

# data[].attributes.headline
Oh man...  I can add something here.  Cool!

# data[].attributes.subject
Oh man...  I can add something here.  Cool!

# data[].attributes.body
“…Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The task are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field.” - Grant Wiggins (Wiggins, G. P., & McTighe, J. (2006). Examining the teaching life. Educational Leadership, 63, 26-29.)

# data[].attributes.body
Goal: Your goal is to be a principled communicator by expressing your point of view responsibly in order to influence human behavior.

Role: You are a social media specialist.

Audience: Your target audience is secondary students who live between Lafayette, LA and the Gulf of Mexico.

Situation: The situation you find yourself in is that you have been hired to entice people to adopt new behaviors regarding the Louisiana Wetlands. You only know the following: wetlands are losing 75 square kilometers annnually. This may have been a result of natural evolutionary processes, human activities such as dredging wetlands for canals, draining and filling for agriculture, grazing, and development may also share a large part of the responsibility for marsh habitat alteration and destruction.

Product: You will use social media to mount a 3-week campaign that both informs students about local environmental issues and encourages them to put their learning into action regarding  the Lousiana wetlands and the animals who live there.
Standards for Success:Your work will be judged by:

Criterion A: Analyzing

- justify opinions and ideas,

using examples, explanations and terminology

Criterion B: Organizing

- use referencing and

formatting tools to create

a presentation style

suitable to the context and

intention.

Criterion D: Using language

- write and speak in a register and style that serve the context and intention

- use correct grammar, syntax and punctuation

# data[].attributes.body
Goal: Your goal is to demonstrate how innovativerelationshipsfounded in   pattern define the artistryof a culture.

Role:  You are a playground architect specialist.

Audience: Your target audience is children up to the age of 8 years old and the school planning committee.

Situation:  The context that you find yourself in is that there is a pre-existing space and the current playground equipment is all very old.

Product:  As a class, you will plan a completely new playground space. Each student will then design the footprint of one piece of equipment that will fit in the space. The playground must reflect the culture of your local environment and must also include a special entrance that is defined by pattern.

Standards for Success:  Your work will be judged byCriterion A & B & D in Math. You will also present your piece of equipment to the local school planning committee for review.  They will be checking for mathematical accuracy and mathematical/cultural use of pattern on the entrance to the playground.

# data[].attributes.body
From Principles into Practice

# data[].attributes.body
Annotated Unit Planner

# data[].attributes.attachment_link.title
Working through an Example MYP Unit Planner

# data[].attributes.body
Erin McCoy Williams
International Baccalaureate Educator Network Associate
Hawaii Association of International Baccalaureate World Schools MYP Representative
International Baccalaureate Middle Years Programme Coordinator
Niu Valley Middle School
An International Baccalaureate World School
310 Halemau’mau Street
Honolulu, Hawai’i 96821 USA
(808) 377-2440 ext. 311
“What you do makes a difference, and you have to decide what kind of difference
you want to make. “- Jane Goodall

# data[].attributes.attachment_link.title
MYP Assessment 2017 Handbook of Procedures

# data[].attributes.headline
Erin's School's: Applying the “Best-fit Approach”

# data[].attributes.subject
Erin's School's: Applying the “Best-fit Approach”

# data[].attributes.body
Pages 91-92 of MYP - From Principles into Practice (2014) inform practitioners about using professional judgment to determine a final grade. Ultimately, the final judgment comes down to a teacher’s professional judgment through employment of a best-fit approach. The best-fit approach is where teachers apply a final judgment from the MYP criteria. Teachers should consult data from formative assessment (often kept separate), summative assessment grade book (example below), and also factor in the following: Changing patterns of performance (such as increasing success), consistency of results and mitigating factors.

At my school, to determine an HIDOE quarter grade, a teacher looks at the IB rubrics and student scores to apply the best fit approach. In addition to the summative scores above, a teacher also consults formative assessment data and patterns of achievement (improvement and consistency) and mitigating factors unique to student circumstance. Here are some best fit approach example scenarios and judgments:

Student A is a student who consistently performed well in all criteria. She showed significant improvement in Criterion A throughout the term. After consulting the rubric, the teacher was satisfied that Level 7 was the best fit for describing Student A’s ability in that domain.

Student B had a family emergency at the time of his Essay. A conscientious student, he submitted a paper that was below his normal standard. Formative assessments (work done in class) leading up to, and as part of the essay show that he has excellent knowledge and understanding. The teacher was satisfied that Student B’s emergency was a mitigating factor and the rubric described his overall ability in those domains. The teacher could easily justify that Student B was a level  7 student overall.

Student C started the term well but her interest in school and the quality of work has been declining. By applying the best-fit approach, the teacher could not confidently justify the descriptions in the higher levels, and so lower levels were awarded in most cases.

Student D was a new student to the MYP. Her earlier work was weak but she has shown significant improvement in all areas. The teacher was confident that Student D has learned the material and therefore chose to focus on descriptors that reflected Student D’s  more recent performance.

Student E had a mix of good grades and weak ones. Her group project 1 and essay were of high quality but the test and presentation were of poor quality. Student E was asked some questions about her essay which she struggled to answer. The best-fit approach led the teacher to the conclusion that the scores on the test and presentation were more accurate descriptors of Student E’s abilities.

# data[].attributes.body
The best-fit approach relies on teachers using criterion-related assessment practices effectively. When assessing a student’s work, teachers should assess each descriptor strand individually (starting with level 0) until they reach a descriptor that describes an achievement level that the work being assessed has not attained. The work is therefore best described by the preceding descriptor. Once this has been completed for each descriptor strand being assessed, an overall picture of the student’s achievement will emerge.

Where it is not clearly evident which overall level descriptor should be awarded, teachers must use their judgment to select the level descriptor that best matches the student’s work overall. The “best-fit” approach allows teachers to select the achievement level that best describes the piece of work being assessed. It is important to remember when doing so that a student does not have to achieve against all of the individual descriptor strands in a band level to be awarded an overall level in that band.

If the work is a strong example of achievement in a band, the teacher should give it the higher achievement level in the band. If the work is a weak example of achievement in that band, the teacher should give it the lower achievement level in the band.
(From: From principles into practice 2014

# data[].attributes.body
PYP-MYP Coordinator from Kabbalah Children's Academy in Beverly Hills

# data[].attributes.body
Hello all, here's my contact info:
Name: Travis Franklin
School: Spokane International Academy
School Phone: (509) 209-8730
Email: franklin@spokaneintlacademy.org

# data[].attributes.body
Principal, Mandalay Middle
Jefferson County, CO
jschalk@jeffco.k12.co.us
Enjoyed the training and meeting everyone!!

# data[].attributes.body
Mountainside Middle School- Scottsdale, AZ
6-7-8 Principal
tkellen@susd.org
480-484-5510

# data[].attributes.body
Standley Lake HS- Denver Co
303-982-3186
jepierso@jeffco.k12.co.us
9300 W 104th Ave.
Westminster Co 80021
IB Diploma Program-

# data[].attributes.body
Principal in San Jose, CA (Andrew P Hill High School- (408) 347-4110
Hernandezjo@esuhsd.org

# data[].attributes.body
Principal in Denver
jessica_long@dpsk12.org
(720)423-6555

# data[].attributes.body
Counselor Mountainside Middle School
Scottsdale, AZ
6,7,8
jsawyer@susd.org
480-484-5507

# data[].attributes.body
bwalker@compton.k12.ca.us
Principal, Walton Middle School
Compton USD
Compton, CA 90221
(310) 898-6060

# data[].attributes.body
Hello everyone. I am principal at Compton High School in Compton, CA. rroman@compton.k12.ca.us

(310) 635-3881

# data[].attributes.body
IB Coordinator
Frazier International Magnet School
Chicago, IL
Lmcbride3@cps.edu

# data[].attributes.body
Executive Director of Secondary Schools
Scottsdale Unified School District
mvongnechten@susd.org

# data[].attributes.body
Academic Coach/IB Coord. Walter Colton Middle School, Monterey, CA
adavis@mpusd.k12.ca.us
(Candidacy Phase)

# data[].attributes.body
Principal
Prepa Tec Los Angeles High School
j.salas.hs@prepatec.org

# data[].attributes.body
Kaichi Nihonbashi Gakuen
Tokyo, Japan

# data[].attributes.body
Instructional Coach
Henry Foss IB World School
2112 South Tyler
Tacoma, WA 98405
mgross@tacoma.k12.wa.us

# data[].attributes.body
Valley Preparatory School - Redlands, CA
dschutz@vpredlands.org

# data[].attributes.body
genovj@nv.ccsd.net
MYP Coordinator
Valley High School
Las Vegas, NV
http://www.valleyhs.vegas
It's been a pleasure and a privilege attending these sessions with all of you!

# data[].attributes.body
Principal at Desert Mountain High School in Scottsdale, AZ
Nwilfert@susd.org

# data[].attributes.body
IB DP Coordinator
Standley Lake High School
Westminster, CO
bethomps@jeffco.k12.co.us
303-982-3241

# data[].attributes.body
Alameda International Jr/Sr High School
Lakewood, CO 80232
svanscoy@jeffco.k12.co.us
303-982-8160

Thank you all for a wonderful workshop!
Enjoy your IB journey!

# data[].attributes.body
email address:  taylorml@atlanta.k12.ga.us

# data[].attributes.body
Assistant Principal, Cajon Valley Union School District
Montgomery Middle School
longde@cajonvalley.net

# data[].attributes.headline
Aloha kakou (greetings everyone)!'O Erin Williams ko u inoa (my name is Erin Williams). I am an International Baccalaureate Educator Network associate; Middle Years Representative for the Hawai'i Association of International Baccalaureate World Schools; MYP coordinator at my school; and, a 34-year veteran Language and literature teacher. I look forward to meeting you in Los Angeles.

# data[].attributes.subject
Aloha kakou (greetings everyone)!'O Erin Williams ko u inoa (my name is Erin Williams). I am an International Baccalaureate Educator Network associate; Middle Years Representative for the Hawai'i Association of International Baccalaureate World Schools; MYP coordinator at my school; and, a 34-year veteran Language and literature teacher. I look forward to meeting you in Los Angeles.