I. B. World School

International Baccalaureate Mission Statement
The International Baccalaureate 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 organization 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.
Dr. Pablo Perez IB World School Mission Statement

Dr. Pablo Perez Elementary strives to make a difference in the world by utilizing strong academic standards to create a community of learners who draw on critical thinking and curiosity to meet their potential in leadership skills and global mindedness.
What is the Primary Years Programme (PYP)?
The International Baccalaureate Primary Years Programme (PYP) is a transdisciplinary programme of international education designed to foster the development of the whole child. It is for students aged 3 to 12. The PYP focuses on the total growth of the developing child, touching hearts as well as minds. In addition to academic development the PYP encompasses social, physical, emotional and cultural needs of individuals and groups. 
The PYP draws on research and best practice from a range of national systems to create a relevant, engaging, challenging and significant educational framework for all children. 
Only IB World Schools (schools authorized by the IB) and candidate schools can offer the Primary Years Programme (PYP), the Middle Years Programme (MYP) or the Diploma Program.
*Information from: http://www.ibo.org/pyp
The Learner Profile
The International Baccalaureate Primary Years Programme (IB-PYP)

The philosophy of the Primary Years Programme is expressed in a series of desired traits that characterize learners with an international perspective. They create a profile of a PYP student, and at Dr. Pablo Perez IB World School we intend to teach and model these traits so that every student grows toward this profile:

Their natural curiosity has been nurtured. They have skills necessary to conduct purposeful research. They enjoy learning and will for life.

They set out to apply thinking skills critically and creatively to make sound decisions and solve complex problems.

They receive and express ideas and information confidently in more than one language, including the language of mathematical symbols.

They approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas, and strategies. They are courageous and well-spoken in defending those things in which they believe.

In school they have explored themes that are globally important and have acquired a great deal of significant knowledge.

They have a strong understanding of moral reasoning, integrity, honesty, fairness and justice.

They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service.

They respect the views, values and traditions of other people and cultures and are always willing to consider a range of points of view.

They understand the importance of physical and mental balance and personal well-being.

They give thoughtful consideration to their own learning and analyze their personal strengths and weaknesses in a constructive manner.

*The above information is excerpted in a condensed form from the IBO's "School's Guide to The Primary Years Programme" document.
Academic Honesty Policy
The mission of Dr. Pablo Perez Elementary is to strive to make a difference in the world by utilizing strong academic standards to create a community of learners who draw on critical thinking and curiosity to meet their potential in developing leadership skills and global mindedness.

The purpose of this Academic Honesty Policy is to:
1. define academic honesty.
2. report the roles and responsibilities.
3. outline the consequences that may be associated with academic dishonesty.
I. Definitions
A. Academic Honesty

1. Academic honesty is a “set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. It is influenced and shaped by a variety of factors including peer pressure, culture, parental expectations, role modeling and taught skills.”[1]

2. Academic honesty is the production of an original piece of work (thoughts, ideas and words) which may have other people’s ideas and work used or mentioned, as long as they are fully acknowledged or cited.

B. Malpractice
1. Malpractice is defined as a behavior that results in one person gaining an unfair advantage over another person. It includes but is not limited to:

a. Plagiarism – Using someone else’s thoughts, written words, pictures, or ideas and claiming them as your own (i.e., not citing your sources).
b. Collusion – Working with another person (student) and claiming the entire work as their own, or having another person do all of the work and claiming it as your own. (Note: This is not to be confused with collaboration where two or more students work on a project and all students’ names are included on the project or paper.)
c. Duplication –
1) Copying work from another student.
2) Using a piece of work or part of a piece of work over and over each time representing it as a new project.
II. Roles and Responsibilities
A. Principal knows what constitutes academic honesty and actively encourages academic honesty among the school administration, staff members and students.
B. Teachers model academic honesty and promote its use through the IB learner profile. Teachers model and teach research skills while providing students with examples of proper citation of sources using the Modern Language Association (MLA) format.
C. Librarian provides available resources to students and teachers.
D. Parent provides support and promotes Perez Elementary Academic Honesty Policy with their child(ren) by monitoring their assignments.
E. Students– are responsible for following the Academic Honesty Policy at all times.

III. Prevention

Dr. Pablo Perez Elementary strives to develop a common understanding of academic honesty and apply this understanding to all aspects of learning. This is accomplished by bringing awareness to the school community through parent meetings, conferences and as part of the instructional day. Students will develop intrinsic values that will follow them throughout their lives.
IV. Disciplinary Actions
Disciplinary actions shall be assessed in accordance with McAllen Independent School District Board Policy Manual (EIA LOCAL) which states as follows:
“Students found to have engaged in academic dishonesty shall be subject to grade penalties on assignments or tests and disciplinary penalties in accordance with the Student Code of Conduct. Academic dishonesty includes cheating or copying the work of another student, plagiarism, and unauthorized communication between students during an examination. The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or another supervising professional employee, taking into consideration written materials, observation, or information from students.”[2]

Adopted: 04-2013 

“Academic Achievement Grading Reports to Parents.” McAllen Independent School District, 2012. Web. 8 April 2013. 

“Academic Honesty.” International Baccalaureate Organization, 2007. Web. 8 April 2013. http://occ.ibo.org/ibis/documents/general/specific_interest/malpractice/g_0_malpr_sup_0707_1_e.pdf

“Dr. Pablo Perez IB World School Mission Statement.” Perez Elementary School. 2007. Web. 8 April 2013. 

[1]“Academic Honesty.” International Baccalaureate Organization, 2007.Web. 8 April 2013.

[2]“Academic Achievement Grading Reports to Parents.” McAllen Independent School District, 2012. Web. 8 April 2013.
Assessment Policy
At Dr. Pablo Perez Elementary, assessment is a continuous process that drives instruction and informs learning. The staff at Perez Elementary believes that, through various methods of assessment, we can strengthen our teaching and guide our instruction to provide students the optimal opportunity to be successful learners. Assessment and reflection are an integral part for the continuous improvement of our program.

Through assessment we are able to identify where students are in the learning process. By understanding our learners, we can adapt and adjust our instruction to help students reach expectations. Assessment guides teachers as they collect data that informs instruction, understand learners, strengthen the learning process, identify students’ strengths and weaknesses, individualize instruction as needed, track progress towards growth, and evaluate teaching and student inquiry.

Types of Assessment:
Formative assessment is connected to instruction and learning to provide immediate and frequent feedback throughout the learning process. This type of assessment can be in the form of, but is not limited to: anecdotal records, student reflections, student/teacher feedback, peer evaluations, student conversation, observations, classroom participation, individual or group progress, and/or skill development. Such assessment tasks are included within the teachers’ PYP planners for each of the six units of inquiry.

Summative assessment provides the opportunity for the learner to show what they have learned at the culmination of the teaching/learning process. Expectations for summative assessments are clearly aligned to instruction and defined by the teacher and students. This type of assessment can be in the form of, but is not limited to: presentations, tests, individual or group projects, reports, and/or models with explanations. Various types of summative assessments are offered so that students demonstrate their knowledge and understanding.
Assessment tasks are included within the teachers’ PYP planners for each of the six units of inquiry.

Assessments required by the state, district, or school include:
· Accelerated Reader Tests
· STAR Tests for reading
· District Benchmarks for reading, writing, math, and science
· Gifted and Talented Testing (qualified students only)
· Center for Improving Readiness of Children for Learning and Education – C.I.R.C.L.E. Testing (PK)
· Texas Primary Reading Inventory – TPRI (K – 3rd grade)
· State of Texas Assessment of Academic Readiness – STAAR, STAAR-alternate., STAAR-modified (3rd – 5th grades)
· Texas English Language Proficiency Assessment System – TELPAS (K – 5th grades LEP students)
· Language Assessment Skills – LAS/LAS Links (identified LEP students and new students to the campus with a home language other than English identified on the home language survey)

Understanding of Effective Assessments:
Effective assessments should:
· be consistent with the school’s philosophy.
· serve a worthwhile purpose.
· help develop our understanding of the whole child.
· drive instruction.
· be authentic.
· evaluate knowledge, content, and method as well as presentation and accuracy.
· be aligned on what the child has studied.
· be directly related to the learning outcomes.
· be built into learning activities.
· be continuous throughout the learning process.
· be planned at the start of each unit.

Effective assessment should allow teachers to:
· modify plans and instruction to meet student needs.
· develop a clear picture of students’ strengths and needs.
· continue improvement of the program.
· monitor growth and progress.
· assess their teaching methods and strategies.

Effective assessment should allow students to:
· be aware of the criteria for assessment to know what is expected.
· feel encouraged by their success.
· demonstrate what they have learned and understand.
· reflect and take action on their learning.

Effective assessment should allow parents to:
· understand student learning.
· celebrate learning and student accomplishments.
· observe and track student growth.
· provide support outside of the school.

Strategies for Effective Assessments:

· Observations
· Performance Assessments
· Process-focused Assessments
· Selected Responses
· Open-ended Tasks
· Presentations
· Group Work
· Reflections
· Teacher Modeling

Tools for Effective Assessment:

· Anecdotal Records
· Classroom Observations
· Rubrics
· Checklists
· Rating Scales
· Peer/Teacher Reviews
· Discussions
· Conferences
· Journals
· Transdisciplinary Skills

Portfolios provide a continuum to track students’ learning process and define their growth as a learner. Portfolios also provide data to parents, teachers, and students on progress for individual reflection, student-led conferences, parent-teacher conferences, and teacher reflection/data collection.

Essential agreements for portfolios:
Ø Each current grade level teacher is responsible for maintaining and storing student PYP portfolios.
Ø Each classroom teacher is responsible for acquiring the portfolios for their class at the beginning of each academic year.
Ø Portfolios will be easily accessible for teachers and students.
Ø Each student portfolio will include:
§ Colored paper separators for each transdisciplinary theme.
§ Title of unit, central idea, and date on each colored separator.
§ One student chosen work for each unit of inquiry per grade.
§ One teacher chosen work for each unit of inquiry per grade.
§ The summative assessment for each unit of inquiry per grade.
§ One reflection for each unit of inquiry per grade including:
ü Unit Name
ü Central Idea
ü What the student liked the most, interested them the most, or their favorite activity
ü What the student would like to learn more about – what they are still wondering about
ü What action did they take or could they take after studying the unit
ü Optional: One student chosen piece from outside the classroom (music, PE, an award, etc.)
Ø Pre-kindergarten and new students to the campus are required to bring a 2” white binder (with clear plastic pocket on the front).
Ø Binders will move up with the students each year.


Teacher-student conferences will be held on a continuous basis throughout the school year. This is an ongoing process that should happen regularly. These may be formal (held as needed) or informal (as part of every day best teaching practices.)

Student-led conferences are an opportunity for the students to lead the conference with their parents to communicate their learning and progress throughout the year. During this conference the students highlight what they feel is important and share their strengths and weaknesses as they see fit.
Essential Agreements for student-led conferences:
Ø Student-led conferences will be held once per academic year in the spring.
The students will:
Ø lead their own conference with their parent(s) to discuss their learning and progress during the year.
Ø share a self-reflection of the Learner Profile with their parents.
Ø plan their own presentation with teacher modeling and practice beforehand.
The teachers will:
Ø be responsible for submitting a sign-in sheet for student-led conference.
Ø serve as facilitators during the student-led conferences.

· Report Cards (6 week grading periods)
· Portfolios
· Progress Reports (3 weeks between report cards)
· Learner Profile Reflection Sheet (each semester)
· Student-led conference

Assessment Reviews:
As a staff, we will review the assessment policy annually.

Adopted: 2009
Reviewed: April, 2012
Reviewed: April, 2013
Language Policy

Language is essential to inquiry and central to children’s intellectual, social, and emotional development. Through language, Dr. Pablo Perez Elementary students acquire the ability to think, learn, develop social skills and values, and acquire knowledge. At Dr. Pablo Perez Elementary, the staff believes that all teachers are language teachers and that language is essential to all learning. Language enhances intellectual growth while fostering communication. Language instruction is differentiated to meet the needs of all learners and occurs with the understanding that students bring unique cultural experiences to every situation. We believe that recognizing and supporting our students’ mother tongue language is crucial to their development. Opportunities are provided for our students to exemplify as communicators, so that they understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. Language provides the tools for students to interpret the world around them.

Students are expected to:
· communicate effectively through speaking, reading, and writing.
· access information from various sources through reading and listening.
· appreciate cultural diversities through exploration of different languages.

Teachers are expected to:
· provide a learning community that promotes and supports language diversity.
· use active learning strategies appropriate for linguistically diverse students.
· model and support the development and use of language.

The learning community is expected to:
· actively promote the development of mother tongue languages.
· encourage a second language acquisition.
· model and encourage the effective use of language.
· encourage exploration of languages.
· collaborate with vertical team.

Language of Instruction
Instruction is conducted in English and Spanish through best practices including but not limited to: differentiated instruction, small group and individual instruction, opportunities for authentic language use, vocabulary, and application of language objectives for each unit of inquiry. Teachers create print-rich learning environments to teach and model effective language and stimulate further inquiry for all students.

Bilingual/ESL Instruction:
Bilingual and ESL teachers provide instruction for all students whose primary language is not English. The district time and treatment of bilingual/ESL services are determined by the students’ needs and abilities. Bilingual/ESL students are monitored every 6 weeks to ensure academic progress.
Language Acquisition (Additional language):
All students, Pre-kindergarten through 5th grade, at Dr. Pablo Perez Elementary receive Spanish and English instruction. Lessons are conducted by all teachers. Instruction includes the development of listening, speaking, reading and writing in an additional language.

Language is assessed according to the campus assessment policy.

Language Policy Review:
As a staff we review the language policy annually.
Learning Diversity Policy
Update: learning diversity/SEN (18/04/2013)
The usage of the term "special education needs" (SEN) which has stayed with the IB for many years has been due for a change. "Inclusive education" and "learning diversity" is our new terminology which indicates and reflects the IB's commitment to inclusive approaches to education. To bridge the gap while we wait for document reviews both terms will be used, reflected in updated documents, Learning diversity in the IB programmes: Special educational needs within the IB programmes

Dr. Pablo Perez Elementary believes that all students, to reach their fullest potential – mentally, physically, emotionally, and socially, should have the necessary support to develop a sound mind and body. Our learning diversity philosophy supports the school mission statement: The mission of Dr. Pablo Perez Elementary is to strive to make a difference in the world by utilizing strong academic standards to create a community of learners who draw on critical thinking and curiosity to meet their potential in developing leadership skills and global mindedness. Check that this statement is correct

Dr. Pablo Perez Elementary’s primary mission is to meet the needs of all students by providing the appropriate support when making educational decisions on individual student response to instruction. Our goal is to create a well-integrated system of instruction and intervention that will provide students with the vehicle to transition successfully from the public school setting to the community.

Dr. Pablo Perez Elementary implements an instructional approach, Response to Intervention (RtI), that applies the Primary Years Programme (PYP) utilizing teaching techniques, which provides all students with the instruction they need for learning success. The goal of RtI is to intervene early – when students begin to struggle with learning – to prevent them from falling behind and developing learning difficulties. Teachers design the optimal learning experiences for students, including all those who have special educational needs, so that the PYP framework is experienced by all students. Differentiated instruction shapes the curriculum and instruction to maximize learning potential for all students in different ways.

Our RtI is a framework for providing high-quality instruction built on these essential components with fidelity and in a rigorous manner:

· High-quality, scientifically based classroom instruction: All students receive high-quality, research-based instruction in the classroom.

· Ongoing student assessment: All students’ progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum.

· Tiered instruction: A multi-tiered approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to the individual student needs. Our school response to RtI is a multi-tiered approach that creates a well-balanced system of support for diverse student learners.

Ø Tier 1: High-quality classroom instruction, screening and group interventions
Within Tier 1, all students receive high quality, scientifically based instruction by highly qualified personnel to ensure their difficulties are not due to inadequate instruction or curriculum. All students are screened on a periodic basis to establish both academic and behavioral baselines and to identify struggling learners.

Ø Tier 2: Targeted interventions
Students not making adequate progress in the classroom are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention.

Ø Tier 3: Intensive interventions
At this level, students receive individualized interventions that target the student’s skill deficits. Intensive, individualized interventions through Tier 3 are usually implemented for a period of approximately 9 weeks with evidence of regularly scheduled curriculum based monitoring.

Ø Tier 4: Special education
At any point in the RtI process, to meet the needs of students with disabilities, a federal law, Individuals with Disabilities Act (IDEA), is designed to protect the rights of students with disabilities and to provide a Free Appropriate Public Education (FAPE). State and federal laws must be adhered to and the appropriate accommodations must be made. The United States government guarantees each preschool and school age child an education in the least restrictive environment, which aligns to the IB philosophy. Special education services address the individual needs of students with disabilities that may include individual or small group instruction, curriculum or teaching modifications/accommodations, and physical/occupational/speech therapy, regular classroom, instruction through special teaching, or instruction through approved contracts. Instruction shall be supplemented by the provision of related services when appropriate. Education Code 29.003(a)

· Parent Involvement: Information about their child’s progress, the instruction, and interventions used is provided to parents.

We, the staff at Dr. Pablo Perez Elementary, believe in the philosophy and tenets of the International Baccalaureate Programme. We provide for differentiated instruction and learning environments to provide an inclusive experience for students.