1. St. James Catholic Global Learning Centre
IB-MYP Info night
St. James Catholic Global Learning Centre

2. IB-MYP Programme Belief:
“The programme was devised to help students develop the knowledge, attitudes and skills they need to participate actively and responsibly 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 behaviours. 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.”
History of the Middle Years Document; pgs

3. PYP – MYP: Similarities:
Virtues
Learner Profile
Monthly focus
Monthly focus
Report Card Focus
Programmes felt disjointed – looked for a common thread between them all starting in the late 90’s but not actualized until 2005 with the intro of the Learner Profile Attributes Which leads us to PYP – MYP what’s the same and what’s different

4. PYP – MYP: Similarities:
PYP Action Cycle
MYP Action Cycle
Inquiry model moves to a more sophisticated approach. The pic on MYP side is a sample – not a definite process that must be followed.

5. PYP – MYP: Differences:
Six Transdisciplinary Themes
One Homeroom Teacher
Individual Subjects Influence Themes
Not based on set themes
Six Global Contexts
Specialized Teachers

6. PYP – MYP: Differences:
Transdisciplinary Skills
Approaches to Learning

7. PYP – MYP: Differences:
Global Contexts
Statement of Inquiry
Key Concepts (16 - subject dependent)
Related Concepts (subject dependent)
Inquiry Questions
Objectives (4 + more)
Approaches to Learning (144)
Grades renamed: Year 1, 2, 3
Transdisciplinary Themes
Central Idea
Key Concepts (8)
Lines of Inquiry
Transdisciplinary Skills (5)

8. Making it all Happen: Mr. Stesky – Mathematics, Music, Dance
Ms. Maier – Social & Environmental Studies (Yr. 1), Geography (Yr. 2 & 3), History (Yr. 2 & 3), Visual Arts, Drama, Religious Education and Family Life
Ms. Marchesan – Language and Literature, Physical Education (all) & Health (Yr. 2)
Ms. Martins – French as a Second Language, Science and Technology, Design, Health (Yr. 3)
Mr. Kelenc – Program Coordinator, Yr. 3 Project Lead, Health (Yr. 1)

9. Making it all Happen: Rotary Program: Day divided into:
Three 80 minute blocks + one 40 minute block for FSL
MYP students will see each teacher every day
Homeroom assignments:
Year 1: Ms. Marchesan
Year 2: Ms. Maier
Year 3: Mr. Stesky

10. Assessment & Evaluation Practices:
“The assessment criteria are challenging and more aligned to activities will have to employ in their future careers. Not many jobs entail passing exams on a regular basis. However, they do require people to put together reports, presentations, and 3D designs and collaborate with others. These are the skills the MYP assesses.”
History of the Middle Years Document; Pg Quote: Webster: 2008:5

11. Assessment & Evaluation Practices:
Ontario Achievement Level
International Baccalaureate Achievement
Letter Grade Equivalence
Percent Grade Equivalence 4+ 8 A+
95 – 100 % 4 7 A
90 – 94 % 6
85 – 89 % 4- 5 A-
80 – 84 % 3+ B+
77 – 79 % 3 B
73 – 76 % 3- B-
70 – 72 % 2+ C+
67 – 69 % 2 C
63 – 66 %
2 - C-
60 – 62 % 1+ D+
57 – 59 % 1 D
53 – 56 % 1- D-
50 – 52 % R
< 50 %
The IB scale for reporting purposes is an 8 point scale
ROUGH equivalency chart:

12. Assessment & Evaluation Practices:
IB Level 7 - 8
High quality work
Innovative
Extensive understanding of concepts
Consistently
Demonstrates sophisticated critical thinking
Creative
Independent
Transfers knowledge and skills
IB Level 5 – 6
Generally high-quality work
Some innovation
Confident
Good to excellent understanding of concepts
Shows critical thinking
Creative
Uses knowledge and skills
Frequently
Independent

13. Assessment & Evaluation Practices:
IB Level 3 - 4
Acceptable to good quality
Basic understanding of concepts
Few misunderstandings
Some critical or creative thinking
Some flexibility
Requires some support
IB Level 1 – 2
Limited quality
Lacks understanding of most concepts
Rarely/infrequently demonstrates critical thinking
Rarely/infrequently demonstrates creative thinking
Inflexible
Rarely/infrequently applies knowledge and skills

14. Assessment & Evaluation Practices:

15. LEVELS OF ACHIEVEMENT
TASK SPECIFIC / GUIDING QUESTIONS / SUCCESS CRITERIA
CRITERION
COMMAND TERM

17. Command Terms – Science: Year 3
Criterion A: Knowing and Understanding
The student is able to ___________ scientific knowledge.
7 – 8: Describe: Give a detailed account or picture of a situation, event, pattern or process.
5 – 6: Outline: Give a brief account or summary.
3 – 4: State: Give a specific name, value or other brief answer without explanation or calculation.
1 – 2: Recall: Remember or recognize from prior learning experiences.

18. Assessment in Ontario and the MYP
Use learning goals and success criteria to assess student work
Assess using a 4 level of achievement system
Use professional judgement to determine the most appropriate level of student achievement
Determine a holistic final grade using achievement chart categories based on most consistent demonstration of ability with consideration for more recent evidence
Use aims, objectives and assessment criteria to assess student work
Assess using an 8 level system of achievement (broken into 4 groups)
Use professional judgement to determine the “best fit” for a level of student achievement
Determine a holistic final grade using assessment criteria based on most consistent demonstration of ability with consideration for more recent evidence

19. Evaluation (reporting) Practices:
Subject areas with connections to IB:
Reporting box will be formatted as such:
IB Statement of Inquiry
Ministry based curriculum comments and qualifier tied to achievement
Examples of task / learning experience
IB Criterion Achievement, which will read:
IB Achievement by Criterion: A – *; B – *; C - *; D - * 
* will be replaced by the Criterion Grade

20. Evaluation (reporting) Practices:
Sample report card comment for Science and Technology:
SOI: Innovations provide opportunities to explore functions and relationships. With a high degree of effectiveness, NAME can assess the impact of cell biology on individuals, society, and the environment, as evidenced through his/her virus project on Small Pox. IB Achievement by Criterion: A 5; B 6; C 4; D 5 

21. MYP Portfolio: Every student will be provided with a binder and tabs
- Maintained over all three years of the programme
Every student will be provided with a binder and tabs
Time will be provided on a bi-monthly basis to update and reflect
Five Sections:
Section 1: Subject Reflections
Section 2: Skill Reflection – Learning Skills, Attributes, Virtues, Catholic Graduate Expectations
Section 3: Co-curricular Log
Section 4: Community, Family, Action
Section 5: PYP Highlights
See website for details.
Will be shared at Student-Led Conferences during reporting periods.

22. Road to Authorization:
Timeline:
Present: We are in the CANDIDACY phase
2017 – 2018: School was assigned a consultant to work with staff
Summer 2018: Application for AUTHORIZATION was received
2018 – 2019: Verification visit at the school level has been organized and a decision regarding authorization will occur thereafter
Why so much longer than PYP? PYP was a three year process, and this is essentially the same. The issue is that we did not have a full staff or student breakdown over the past two years as we explored the MYP. That said, the principles of the program were still explored and implemented. We essentially benefited, having greater time to refine our practice and gather a deeper understanding of the MYP prior to applying for candidacy. Many schools go forward with requests for candidacy right away but then sit in the candidate phase for multiple years.

23. Road to Authorization cont’d:
Important information to note:
Staff + Training:
Demands of specialized training + requirements for authorization
Post Authorization:
MYP Certificates at Graduation: School based vs. IB based
In order to receive an MYP Completion of Programme Certificate for the IBO students must complete the e-assessment that occurs in Year 5. Since we are only a Year 1-3 MYP program our students will not be able to complete that assessment and are therefore ineligible to receive that status certificate.
The MYP program can run as a 2 year (generally only year 4 & 5), 3, 4 or 5 year program – what we have here is recognized by the IBO but not in manner in which deems receipt of the certificate. Students will instead be issued one based from the school level.

24. Questions for the Team