COMMACK MIDDLE SCHOOL

MIDDLE YEARS PROGRAM (MYP) AT CMS

The IB Middle Years Program (MYP) provides a framework of academic challenge that allows students to connect what they learn in school to the outside world, thereby producing a culture of global-minded learners. The MYP is focused on encouraging students to become critical and reflective thinkers.

The Middle Years Program, as distinct from the high school Diploma Program, involves ALL our students, ALL our teachers, and ALL our courses. It is inclusive and focused on every child. Our students are in a crucial period of personal, social, physical, and intellectual development. The MYP is designed to help them find a sense of belonging in this ever-changing and increasingly interrelated world and to foster their positive attitude toward learning.

The IBO 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 programs of international education and rigorous assessment.

These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

A motivational quote painted on a tiled wall: "If you do not believe in yourself, no one will do it for you."

Students at Commack Middle School participated in a collaborative community service project under the direction of Mrs. Natalie Duplessis with funding provided by the CMS PTA Arts in Education. Students painted messages of kindness and inspiration on the walls of our bathrooms. The messages embody the philosophy of the IB Middle Years Program which aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

All students at Commack Middle School learn through the MYP. The program is focused on encouraging students to become critical and reflective thinkers and is comprised of 8 subject areas: Language and Literature (English), Language Acquisition (World Languages), Individual and Societies (Social Studies), Sciences, Math, Arts (Visual and Performing) Design (Technology and Family and Consumer Sciences) and Physical and Health Education.

The MYP expects that teachers will continue to follow the state-mandated or district-approved curriculum, therefore the MYP does not change what is learned, just how it is learned. The MYP framework allows teachers to select a global context which serves as a “theme” that permeates one’s teaching of any topic and encourages students to make connections between subjects, to link what they learn to the real world and to global issues, and to reflect and act on their learning.
Purpose of Assessment

We believe that assessment supports and encourages student learning and understanding, and to that end we believe formative assessments should be utilized throughout each grade level and subject area. These formative assessments are frequent and varied and designed to check for knowledge and understanding. We use formative assessments to guide decisions and facilitate instruction, to help students meet the required state and MYP objectives.

Additionally, upon completion of units of study, summative assessments are used to determine the level of achievement. Through a combination of learning opportunities and evaluative tools, we aim to sustain effective teaching and learning. Assessments should promote critical-thinking skills and provide final objectives that embrace these skills. In addition, teachers should provide timely feedback to both students and parents with regard to the students’ progress in meeting the final objectives.

Students should:
- have a clear idea of the concepts, content, enduring understandings and skills that are being assessed, and the criteria on which they are being assessed.
- have a clear understanding that they will be assessed in a variety of ways that will contribute to their overall evaluation.
- receive clear and timely feedback regarding assessment outcomes.
- be given clear notification of assessments for which preparation is needed.
- engage in self-reflection to identify challenging goals for their own learning.
- monitor their progress, performance, and learning goals with the use of a daily planner.

Global contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, MYP students can develop meaningful explorations of:

Global Context	Examples
Identity and relationships	Examine the question, "How does poetry influence me?"
Orientation in space and time	Explore the development of technology since the invention of the computer.
Personal and cultural expression	Perform a song for peers and have a question-and-answer session
Scientific and technical innovation	Design a 3D model of a solar device with instructions for construction
Fairness and Development	Investigate how, in history, different cultures have made use of energy for different needs
Globalization and Sustainability	Evaluate the costs and benefits of bringing clean drinking water to underdeveloped nations.

Our teachers are also engaged in other aspects of MYP lessons, such as designing “inquiry questions” to enhance student learning. Years ago we might have asked the question, “Who was the first person to circumnavigate the globe?” When we hoped to develop students’ higher-level thinking skills, we asked “What influence did Magellan’s sailing around the world have on his culture?” and “Did the American culture change in similar ways as a result of John Glenn’s traveling to the moon?” Using the MYP frameworks, we would ask a question that might be phrased like this: “Why do people explore?” and “What values or elements are typically a part of a culture that encourages adventure and discovery?” On another topic, in addition to asking, “What were the causes of the Spanish-American War?” we would go on to ask the question “Why do nations go to war?”

There are a number of aspects of the MYP, including the design of assignments and assessments, all in our effort to provide the BEST education we can for our students, your children.

Middle Years Program

Prior to MYP

With MYP

Classes focused on teacher-directed instruction and students were receivers of information.

Ex. Math students wrote down information presented by the teacher and then followed along as the teacher completed the exercise.

Classes emphasize student engagement in their learning in order for them to explore and discover not only what they are learning, but whythey are learning it.

Ex. After material has been modeled by the Math teacher, students work cooperatively on exercises that reflect real-life situations. Instruction is broken down for students to understand concepts in greater depth.

Subject areas often taught in isolation.

Ex: Science students read an article about the environment and answered questions. Art students painted a mural.

The teaching of similar concepts in different classes is designed to connect learning across all subject areas.

Ex: In Science and Art classes, students studied the concept of environmental conservation. They connected their consumption of natural resources to the products that they purchase and their effects on our environment through the creation of a bottle cap mural entitled “Waves of Change.”

Limited student exploration of their work

Ex: In English classes, there was a reflection on only the final draft of writing pieces.

Students reflect on their learning to understand why their learning is important and meaningful.

Ex: Students have a better understand of why they are learning/practicing writing and interpretation skills, and why writing is an important form of communication. There is more opportunity to write for an authentic purpose.

Emphasis only on the “finished product”

Ex: Art students were graded on the result of their art-making only.

Emphasis on both the product AND the process for which learning occurs

Ex: Students are now assessed on their process journal which is a place for them to develop and explore ideas, and reflect on their artwork.

Students completed pen and paper exams to measure their knowledge and understanding.

Ex: Social Studies students took multiple choice tests and wrote essays to recite historical facts memorized.

Assessments offer more choice which enable all students’ social, emotional and academic needs to be met.

Ex: Students are given choices to demonstrate their understanding of historical concepts by creating multimedia presentations, organizing formal debates and role playing.

Narrow study of topic based on the content that is required to be taught.

Ex: World Language students studied grammatical concepts and vocabulary in isolation.

Students develop into creative, critical and reflective thinkers who understand global challenges and their responsibilities as citizens.

Ex: Assessments are differentiated and students are given a choice in the way they demonstrate their understanding of the concepts presented. To better communicate in the target language, grammar and vocabulary are presented in context through the concept being studied.

Students participated in various community service activities

Ex: Students collected money to donate to the local food pantry.

Students are involved in service learning that extends their participation in community-based activities through meaningful planning and reflection.

Ex: Students learned about Soles4Souls in their English and Global Citizens classes. They collected new and gently used shoes to donate to people in need, both in the U.S. and overseas. The donation of these shoes enables the recipients to go to school, work and avoid disease where they live.