IBO general info

INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM AND GRAND CANYON SCHOOLS

THE BEGINNING

As the only K-12 school located within a national park in the US, Grand Canyon has had its fair share of challenges. The distance to the nearest town is 80 miles, and networking as well as collaboration has been difficult for educational leaders and faculty. It can be very isolating. Administration turnover the past ten years has been frequent and damaging to a long-term shared vision of excellence. It was determined that a commitment to an enduring framework and philosophy of quality education was a priority, a comprehensive and quality curriculum was a necessity and a network of top-notch educators, institutions and practices that transcend local, state and national politics was required.

WHY THE MYP?

The International Baccalaureate - Middle Years Program (MYP) aims to develop internationally minded, independent learners. MYP students are at an important age of transition, of personal, social, physical and intellectual development of uncertainty and questioning, of searching for relevance and meaning, Emerging adolescents, influenced by their years of primary schooling, are entering a phase where their social and cultural experiences in and outside school have a determining impact on the perception of themselves, their self-esteem, their sense of identity and their capacity to relate to others. The program is devised to help students develop the knowledge, attitudes and skills they need to participate actively in a changing and increasingly interrelated world. This implies a "living curriculum" one that calls for more than "knowing"; it involves reflective thinking, both critical and creative, about ideas and behaviors. It includes problem solving and analysis , clarification and discussion of personal beliefs and standards on which decisions are made. It also leads to critical thinking and action

Our MYP consultant wrote, "The school is small (340 in grades K-12) by some standards yet large by the area that it serves. The school is situated in a beautiful location and has access to some of the most breath-taking landscapes in the world."

Grand Canyon School is the heart of this community, and our journey to a decision over these past three years has required the adults in our society do what MYP would requires of the students. That is, to be internationally minded, independent learners utilizing the knowledge, attitudes and skills needed to participate actively in a changing and increasingly interrelated world. It involved reflective thinking, both critical and creative, about ideas and behaviors. We had to do much problem solving and analysis, as well as clarification and discussion of the personal beliefs and standards on which this decision was made. Critical thinking and action were required.

WHAT IS THE IBMYP?

The International Baccalaureate Middle Years Program sets an international standard by which to judge our progress. Recognized throughout the world as a highly selective and respected organization, only the very best schools in the world are authorized to present the program. It is important to note that the MYP does not mandate any curriculum. MYP schools maintain total local control of their programs. Rather, there are international standards and guides for the instruction of each subject area, to ensure academic and effective teaching practice. It is the responsibility of this district to determine how to achieve these standards. The IBMYP guides, standards, and ideals are all research-based and designed specifically to meet the very unique needs of adolescent learners, ages 11-16. Teaching practices, learning activities and expectations are geared to this age group. Special concerns of adolescents, such as social development and peer interaction, are addressed. It is a program to create an exemplary environment for students in this age group.

THE BASICSÖAND MORE

THE IBO MISSION STATEMENT

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. THE IB LEARNER PROFILE The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective

WHAT IS THE IB PHILOSOPHY?

The IB philosophy is to foster tolerance and intercultural understanding among young people through a specific method of teaching. This method of teaching, also known as a "Curricular framework", incorporates critical thinking, problem solving, and exposure to a variety of viewpoints. The IB philosophy emphasizes:

-Awareness of the similarities and differences among many cultures, understanding issues on an international scale, and responsible citizenship

-The interrelatedness of various disciplines and issues

-A "Socratic" (question-and-answer form of achieving knowledge in the classroom) format

-Student-centered inquiry and communication

WHAT ARE THE FUNDAMENTAL CONCEPTS OF THE MYP?

Intercultural Awareness

This concept is concerned with developing students' attitudes, knowledge and skills as they learn about their own and others' social and national cultures. It not only fosters tolerance and respect, but also leads to empathy and understanding.

This is a central idea in all IBO programmes. MYP schools include a range of schools, some with many nationalities within the student population and the teaching staff, and others with a more homogeneous clientele. Every MYP school should be concerned with developing intercultural awareness. This involves examining its organizational structure, the climate within the school, the relations developed with the community outside, and the content of the curriculum taught through the subjects and interdisciplinary activities.

Developing intercultural awareness concerns everyone within the school. Schools constantly need to evaluate and improve upon policies and practices which facilitate the involvement of students, teachers, administrators and parents in practical activities.

Holistic Education

The MYP requires an approach to teaching and learning which includes and extends traditional school subjects. The areas of interaction provide the MYP's main focus for developing links between the disciplines, so that students will learn to see knowledge as an interrelated whole. Interdisciplinary teaching is an important component in the delivery of holistic education.

Communication

The MYP stresses the central importance of communication, verbal and non-verbal, as a vehicle to realize the aims of the programme. A good command of expression in all of its forms is fundamental to learning. Communication is a key objective and assessment criterion in most MYP subject groups, as it supports understanding and allows student reflection and expression.

Particular emphasis is placed on language acquisition, which does more than promote cognitive growth: it is crucial for maintaining cultural identity, personal development and intercultural understanding. Students are required to develop at least two languages within the MYP, normally their best language and a learned language.

WHAT ARE THE EIGHT MYP SUBJECT GROUPS?

The eight MYP Subject Groups embrace and transcend the traditional middle school and high school curriculum.

-Language A (English): Includes classical and contemporary literature, learning to write in a variety of forms, and developing a well-founded knowledge of grammar. Includes expectations of competency in literature, writing and knowledge of grammar

-Language B (Modern Foreign Language): At Grand Canyon this language is Spanish

-Physical Education/Health: Includes physical and cardiovascular fitness, creative expression, motor and social skills, flexibility and general health education for living a healthy lifestyle

-Sciences: Includes Integrated Science in the Middle School and Earth Science and Biology at the High School

-Arts: Includes Visual Art and Performing Art (Concert Band and Drama)

-Mathematics: Includes Math Fundamentals, Pre-Algebra, Algebra I, Geometry and Algebra II

-Technology: Includes Design and Computer Technologies

-Humanities: Includes History, Civics and Geography; covers the relationship between world cultures and geography.

WHAT ARE THE AREAS OF INTERACTION?

The MYP includes five lenses, which, coupled with world-class curriculum standards, provide an enriched, relevant and challenging school experience for our students. These Areas of Interactions create thematic links across and among the subject areas, and, in the case of Approaches to Learning, provide structured program of study skills. The areas of Interaction are:

APPROACHES TO LEARNING (ATL)

ATL is a structured study skills curriculum designed to better prepare all students, at every ability level and every grade. There will be different expectations and activities for each grade (horizontal alignment). All activities are designed on site by the teaching teams and are based on the needs of our students. Teachers from all grades 6-10 meet regularly to discuss study skills, which will benefit students at the different grades. In Approaches to Learning the students learn to:

Work Well; organize, manage, attend, approach tasks and present work
Collaborate; accept others, help others, face challenges and work in groups.
Communicate; be literate, learn with others, use media, be informed and inform others
Use Information; access information, select and organize information and be honest
Reflect; be self aware and improve ideas and work
Think; apply prior knowledge, generate ideas, organize ideas, inquire and pose problems
Connect ideas; make connection, connect the Areas of Interaction and appreciate culture.

Through processing and narrative students will themselves consider:

-How did I show that I can do work step-by-step, methodically?
-How did I show my pride in this project?
-How did I demonstrate self-discipline through this activity?
-How did I show that I care that I do a job well?
-How did I demonstrate quality language arts skills?
-Was my audience able to understand my thoughts and expressions easily? Why or why not.
-How did my work show that I worked by myself (or did my fair share), used my ingenuity (creativeness) and was responsible for the assignment?
-How can I use the methods that I used to complete this project in my everyday life?
-How did I solve problems that arose?
-What did I learn about studying and being an exceptional student through this project?
-What was easy and hard about doing this project?
-What would I do differently on a similar project?
-What were the strengths and weaknesses of my project at different stages?
-What new questions do I have after doing this work?
-Did I set and reach goals in this project - How was it shown.

COMMUNITY AND SERVICE

Community and Service at Grand Canyon is geared toward helping youth and adults look outward, beyond only themselves, toward their family members, peers , and local, national and global communities. Community and service will be embedded within the subject areas, but outside the regular curriculum is an opportunity to create an individual or group project. Service learning is encouraged and nurtured. To earn an MYP certificate, the community and service requirements must be met at each grade level. See the Community and Service workbook to get a more complete idea of the unique approach Grand Canyon is using to link our community with our students.

Through processing and narrative students answer:

-What did I do?

-Who did this benefit and what were their reactions?

-What did I hope to accomplish?

-How successful was I in achieving my goals?

-What difficulties did I encounter?

-What would I do differently next time to improve?

-What did I learn about myself?

-What abilities, attitudes and values have I developed?

-How can I apply what I have learned to other life situations?

-How did I feel after performing this service?

ENVIRONMENT

Understanding environmental issues is an interwoven theme throughout the subject areas. Students are encouraged to see all sides of the complex economic and social aspects of environmental problems and policies. They are encouraged to debate points of view, think critically, and research to backup their arguments. Our goal is for students to see environmental issues as complex global problems with social, economic and ecological ramifications. They will be encouraged to become active participants in future decision making as voters and policy makers. Students living at the Grand Canyon have unique opportunities to evaluate the environment.

In their process journals students will consider:

-What did I learn about the interdependence of humans and other life through this project?

-What did I learn about the consequences of human manipulation of the environment through this activity?

-How did my work show that there is a link between health and changes in the environment, between pollution and population growth and how man changes his environment?

-What did I learn about individual, local, regional, national and international responsibilities in connection to the environment?

-What did I learn about my school and my education through this project?

HOMO FABER

Homo faber (Latin for "Man the maker") is the IBMYP phrase to describe the inventive and creative nature of mankind. Homo faber is interwoven through every subject area, wherever creative thinking, artistic expression, or innovation is evident. Homo faber is not "taught". It is highlighted and pointed out to students that throughout the ages man has invented (or created). Students will evaluate through processing and narrative:

-How did my work show that I have an understanding and appreciation for the human capacity to invent, create, transform and improve the quality of life on this planet?

-In my work, how did I show the relationships between science, art, technology and human values?

-What did I learn about the human ability to change through this work?

-What do I now know of the great moments in history from this project?

-What did I learn about the differences and similarities of humans in the ways they live?

-What do I now know about the great scientific discoveries of people after doing this assignment?

-How did I show my own ingenuity and creativeness through this project?

-What can I now explain about the impacts on the world of men and women's creativeness?

HEALTH AND SOCIAL EDUCATION

Health and Social Education is the Area of Interaction which recognizes that students aged 11-16 are very involved in learning to make healthy lifelong decision. This area is integrated across the curriculum. The student will use verbal or written discourse to consider:

-What did I learn about my physical and mental self through this project?

-What emotions did this project bring out in me?

-What social/legal issues did I learn/discuss in my project?

-What did I learn about respect for myself and others through this activity?

-What peer/family/societal influences did I experience through this project?

-What did I learn about working as a group through this activity?

-What did I learn about my school and my education through this project?

The Areas of Interaction are the glue that connects the subjects and makes a strong fabric of learning and understanding for students.

The Areas of Interaction are not:

-Extra subjects added to those shown on the outside of the Curriculum Model diagram

-Extra topics artificially added to the curriculum or extra material to be "covered" by teachers

-Only linked to special interdisciplinary projects or topic weeks

-Paper exercises naming only superficial links, with no real impact on the nature of teaching and learning in and out of the classroom

-Artificial or contrived links between disparate subjects

-Static entities

WHAT IS THE PERSONAL PROJECT?

The Personal Project is an independent research project that a student produces in the 10^th grade. It is a creative endeavor of the student's choosing that demonstrates the skills the student has learned in Approaches to Learning. Assessment of the Personal Project is based on a set of 8 specific criteria that are normalized to a scale of 1-7. The Personal Project is designed to demonstrate the student's ability to organize, create and complete a significant body of work.

Personal Projects may take many forms, such as, but not limited to:

-An original work of art (visual, dramatic, performance, etc.)

-Creative writing

-An original science experiment

-An invention

-A presentation of a developed business or organizational plan

To fulfill the Personal Project requirements, the student must:

-Select a mentor who supervises the Personal Project

-Record process and progress in a Personal Project Journal

-Incorporate Areas of Interaction in the project, with one area being Approaches to Learning

The Personal Project includes a write-up which contains:

-The Guiding Question (Introduction)

-The student's Process (as extracted from the journal)

-The student's Personal Statement (How do the Areas of Interaction relate to this project?

-The Conclusion (What answers to the Guiding Question did the student find?)

Using internationally consistent IB standards of assessment, a panel of teachers evaluates the Personal Project. A successful Personal Project is one that receives an evaluation of 3 or higher (on a scale of 1-7). After evaluation by the panel, each Personal Project will be presented at a public celebration.

The Personal Project is a requirement for the MYP Certificate, but not for graduation from Grand Canyon High School. So...

Why Should I Encourage My Student to do a Personal Project?

The Personal Project offers students an opportunity to create something unique and their own. The process of investigating, planning, creating, and evaluating a Personal Project encourages students to embark on a voyage of discovery, uncovering what they think is important, and exploring what they might want to do with their lives. By completing the Personal Project, each student:

-Benefits from the rewards of the mentoring process

-Develops creativity

-Creates a unique and tangible product to show a potential employer or college admissions office

A PROGRAM FOR ALL STUDENTS

The Middle Years Program at Grand Canyon Middle and High School reaches all students. It is not selective or elitist in nature; rather it is a framework for best practices which we provide for all students. Because the MYP emphasizes high standards of teaching and instruction as well as concentration on study skills and connections between subjects, average or below average students benefit as much, or maybe more, as accelerated learners from these best practices.

We are so diverse. Some students will find their niche in the school community through their gift in music or art. PE and athletics will be the area where other's connect and excel. Technology may become the vehicle for success for many. The MYP provides curriculum for these students. Some will ultimately chose to join the military or go directly into the workforce upon graduation from high school. Scholars will want to prepare academically for the rigors of admission to a highly selective university and take the most difficult course offerings available. Most will need merit scholarships to defray the costs of their education. The MYP will provide curriculum and opportunities currently not available at Grand Canyon for these students.

We will strive to give students the opportunity to maximize their options. Beyond that, providing real choices for all families and respecting those choices will be a formidable challenge, as each cohort group in our school differs significantly from the others. Some will want to pursue an MYP certificate, others will not. The purpose of a whole school approach to MYP at Grand Canyon is to give all students access to excellent teaching strategies and implementation, not to force the rigors of an MYP certificate on all students.

HOW WILL THE MYP BE IMPLEMENTED AT GRAND CANYON?

Grand Canyon is an Applicant IB MYP school, not an authorized IB MYP School. In May 0f 2006 Application B was submitted to International Baccalaureate North America, and in July of 2006 we were notified that our request for Applicant Status had been granted. More materials will be submitted to IBNA by 1 December 2006. To complete the authorization process, a team from the IBO will visit our school on March 12-13, 2007. The school will be notified of the outcome of the visit in July of 2007.

During the 2006-2007 school year Grand Canyon will fully implement the MYP guidelines in the 6^th grade (MYP Level I). Students in grades 7 and 8 (MYP Level I and II) will also be taught according to the MYP guidelines, though they have not had exposure to a full implementation in prior years.

Teachers in grade 9 and 10 will continue to structure their lessons according to the MYP framework, and all subject areas will be taught at all levels.

WHAT IS AN IB MYP RUBRIC?

An IB MYP rubric is a set of evaluation criteria that measures the growth of a student's knowledge and skills. For instance, a rubric for an essay assignment may look like this:

My essay demonstrates a perceptive understanding of the topic, has a clear thesis, and a variety of supporting details. My voice reflects a passion for the topic and an original viewpoint.	9 - 10 points
My essay demonstrates a good understanding of the topic, has a clear thesis, and supporting details. My voice comes through clearly but is somewhat clinical or dull.	7 - 8 points
My essay demonstrates a clear thesis but lacks sufficient supporting details . The voice I use is inappropriate for a formal paper.	5-6 points

Using rubrics eliminates the guesswork for students by clarifying the objective of the assignment and the evaluation standards. Students are aware of the criteria against which they are assessed and are provided with clear markers of expected achievement.

WHAT IS THE MYP CERTIFICATE?

The MYP Certificate is a document certifying completion of a rigorous program, awarded at the end of the 10^th grade, or Level V.

Students at Grand Canyon who will be in grade 6 (Level I) during the 2006-2007 will be the first class eligible to be awarded the MYP certificate.

TOWARD EXEMPLARY TEACHING

A successful school requires a dedicated well-trained staff. Therefore, a strong program of staff development and content education is needed, as is time provided for collaborative planning across the curriculum. This is consistent with requirement of the MYP.

OUR JOURNEY TO DATE

JULY 2003, new superintendent and principal were hired.

Year one,Investigation phase.

An IBO Trainer came to Grand Canyon in November 2003 to provide a community information session one evening. The next day he conducted an orientation for all staff members on IB programs.
The governing board voted in February to investigate the feasibility of implementation of the PYP, the MYP and the Diploma Programs at Grand Canyon Schools.
Staff attended IBO Authorized Orientation training in Salt Lake City in March. At least one teacher in each subject area attended sessions in the Primary Years, the Middle Years or the Diploma program. 31/35 staff members attended.
The governing board determined in April to proceed with training and development in PYP and MYP, but not in the Diploma Program.
Application A for the PYP and MYP Programs were submitted by May 1, 2004
Three days of on-site training for all elementary, middle and high school staff on the PYP or MYP was held in June.

JULY 2004

Year 2, Candidate phase

Contracts required that faculty work toward implementation of the program for the 2004-2005 school year.
Four faculty members attended an IBO-Approved training in Denver in October on the PYP, MYP and Diploma program flow (Level III. Language B Spanish, Science, Library and Coordination).
Two more days of on-site training of the MYP was held for all staff in October.
Three staff members received Level II IBO-Approved Training in January in Philadelphia (coordination, mathematics and humanities).
Our two-day consultation visit was held in late January. It was recommended that we do much work before submitting Application B.
Two more staff members received Level II training in Vancouver, BC. (Both were in science).
An all day work session was held on a Friday in April to begin curriculum development.

An application for continuation of candidate status was submitted to IBNA.

JULY 2005

Year 3, Candidate phase

A schedule for on-site training and curriculum development was developed which required twelve full workdays outside of the regular school day. Because Grand Canyon School District is on a four-day school week, ten of these workdays were on a Friday and two were on a Saturday.
Individual work plans for curriculum were jointly developed between each teacher and the MYP Coordinator.
In-house training was held for all new teachers for two days in October.
Areas of Interaction Leaders were appointed and these Leaders received training in the Areas of Interaction in Salt Lake City in November. (Level III from Science, PE, Coordination, Visual Arts and Language A).
These leaders were trainers as well as facilitators of inter-disciplinary vertical alignment of Areas of Interaction, beginning with Approaches to Learning, during our workday mornings.
The afternoon assignment was curriculum development, which consisted of creating course descriptions, course outlines and MYP unit plans aligned with Arizona State Standards and MYP Aims and Objectives for each course in each subject area.
The PTA hosted a Town Hall style meeting in November 2005 to discuss the proposed IB programs at Grand Canyon Schools.
Implementation of the MYP curriculum began in Level I in all subject areas during second semester.
The MYP Coordinator position was approved and filled.
A front-page informational article on PYP and MYP was published in the Grand Canyon News.
A community forum regarding IB was held in February 2006.
The governing board voted to fully commit to pursuing IB PYP and MYP authorization in February 2006.
The consultant returned for a second visit in March, which was very positive. Though there were some recommendations for action it was decided that Grand Canyon Schools would submit their MYP Application B by June 1, 2006.
A faculty member attended MYP Level II training in Language A in Salt Lake City in late March 2006.
A community forum was held in April 2006 for MYP parents and students.
Middle school and high school orientations in April each included presentations on the MYP.
Application B was submitted to IBNA in May of 2006 for the PYP and the MYP.

JULY 2005 Applicant Phase

Grand Canyon Unified School District request for Applicant Status was granted in July 2006.
Three faculty members attended MYP Level II training in Technology, Physical Education and IB Coordination in Austin, Texas in July of 2006.
The IB Coordinator met with each teacher individually during a prep period before September 7, 2006 to develop individual work plans for curriculum implementation.
Two faculty members attended MYP Level II training in Language A and Visual Arts in Los Angeles, California in September 2006.
Training for all staff members was held on September 22, 2006.
A collaborative workday was held on September 23, 2006. Course syllabi, written by teachers who are actually teaching the courses, were submitted by the end of that day.
An Open House was held for middle school students and parents on September 26, 2006. syllabi reflecting MYP Aims and Objectives were distributed and discussed.
A training and collaboration workday was held for all MYP faculty members on October 20, 2006. In the morning training on subject descriptions and articulation within subject areas was held. Horizontal (subject group) alignment of topics and the writing of a subject guide were completed for all eight subjects.
November 2-3, 2006, the coordinator and band teacher visited Lincoln Jr. High in Ft. Collins, Colorado and Mt. Ridge Middle School in Colorado Springs, Colorado.
November 3-5, 2006, the coordinator attended training in Denver on best practices.
November 10-13, 2006, the coordinator and high school science teacher attended a level III assessment training in South Carolina.
Throughout the fall of 2006 the coordinator has conducted community outreach for service learning projects for the Grand Canyon students.
A workday was held on November 17, 2006. In the morning the teachers worked with information regarding the IB Learner Profile, the IBNA Standards (for curriculum) as well as international-mindedness. Final course descriptions were due that afternoon which will be submitted to IBNA as part of Application B clarification documentation.

MYP PLANS FOR THE 2006-2007 SCHOOL YEAR

Creation of a professional development schedule that will prioritize the needs of the school for IBO-Authorized trained teachers. Between one-fourth and one-third of teachers will be sent to these trainings.

MYP curriculum will be fully implemented at Level I this year. Courses for students in Levels II- IV will follow the MYP framework.

All new teachers will receive on site MYP training.

Teachers will have between ten and twelve Friday and Saturday work and training days. Information needed to teach each subject area will be provided, as well as time for teachers to work together to continue their creation of vertical and horizontal alignment of the Areas of Interaction.

Community and Service plan will be implemented at all levels.

… Prepare for and host authorization visit. Becky Crumbo MYP Coordinator November 2006

STAGES OF COMMUNITY

The Handbook for SMART School Teams (Conzemius & O'Neill, 2002) outlines the phase's communities undergo throughout their development: Forming Community, Storming, Norming, Performing and Transforming.

Forming: An orientation period when members of the community are anxious about what the community will be like and a re preoccupied with the question of how and if they will fit into it. This stage is characterized by conflict, avoidance, glossing over differences, and discussion of issues in a general way. This is the "cocktail party" stage where everyone is on their best behavior.

Storming: A period of frustration or disagreement among the community. This involves wrestling with the question of how they will be involved. Conflicts are no longer kept below the surface, people may form cliques, some may retreat, etc. The problem isn't the presence of conflict but rather getting stuck in it.

Norming: This is a period where conflicts are resolved and negotiated. People establish norms that will contribute to a productive community. In this stage, people look for what is best for the whole, are more willing to share their experiences, and speak more personally. This is a time when the community finds a way to channel the conflict into more productive means of problem solving and communication.

Performing: This is a stage where the community gets results. Members of the community are focused on common goals and productivity. There is a spirit of cooperation and conflicts that arise are addressed immediately by the community. In this stage the community becomes efficient, self-confident, and bonded.

Transforming: If a significant change happens to the community, the group will have to address their fundamental expectations and goals. For example, if the community lost or added members, redefined the mission, etc.

According to Conzemius and O'Neill (2002,p.81), "All communities generally go through all stages. The speed at which they do this will vary depending on their size, the complexity of the tasks, the personality of the members, and the circumstances of the situation." If students or parents would like more information about the Middle Years Program, we have many other documents available on request. These include:

-Curriculum plans for all subjects from grades 6 to 10

-International Baccalaureate Organization subject guides for MYP

-The MYP guide to the Areas of Interaction

-The MYP guide to the Personal Project

International Baccalaureate Organisation

Further information about the Middle Years Programme can also be found on the web site of the International Baccalaureate Organisation. The address for this is: