Vis Completed Self-Study Questionnaire

Vilnius1
Primary Years Programme
Programme evaluation guide and

self-study questionnaire:
1
A teacher
support material:
Example interim
Language
International
Baccalaureate
Organization
2010objectives

Programme evaluation guide and self-study questionnaire: Primary Years Programme
Published November 2010
International Baccalaureate
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International Baccalaureate Organization 2010
The International Baccalaureate (IB) offers three high quality and challenging educational
programmes for a worldwide community of schools, aiming to create a better, more peaceful world.
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Guide to programme evaluation
Aims of the programme evaluation process

Programme evaluation is both a requirement and a service provided by the IB Organization to IB World
Schools. The aim is for the IB to ensure on a regular basis that the standards and practices of the
programmes are being maintained.
The Programme standards and practices is the foundational document used by schools and the IB to
ensure quality and fidelity in the implementation of its programmes in IB World Schools. The IB is aware
that for each school the implementation of an IB programme is a journey and that the school will meet these
standards and practices to varying degrees along the way. However, it is expected that the school makes a
commitment towards meeting all the standards, practices and programme requirements.
This process allows the IB to work closely with schools in their ongoing development of the programmes. It
does not seek to appraise or assess individual teachers or students. It is a process of formal reflection
involving all stakeholders within the school community.
Schools have found this process to be the source of new dynamism and momentum within the school and
have incorporated it as a natural dimension of the school life, implemented continuously beyond the IBspecific requirement. It provides an opportunity to pause and reflect honestly on achievements and new
initiatives in order to enhance the implementation of the IB programme. It has also proved to be an
opportunity for increased communication within the school.
Within this process, there are certain expectations for the school and for the IB, which are described below:
The school is expected:
to determine its own assessment of the implementation of the programme, according to the
Programme standards and practices and programme requirements
to identify major achievements during the period under review and to identify practices that need
further development.
The IB is expected:
to analyse and evaluate the schools implementation of the programme, according to the Programme
standards and practices and programme requirements
to commend schools on practices that address the Programme standards and practices in ways that
solve challenges faced by the school and/or show outstanding implementation
to provide guidance on enhancing the implementation of the programme in the school
to point out areas within a schools practice that, if not addressed immediately, will jeopardize the
integrity of the programme and thus the schools entitlement to be considered an IB World School.
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Overview of the evaluation process

Schools should consider programme evaluation as an ongoing process of action and reflection that aims to
enhance the implementation of the programme. This process is supported by the schools ongoing action
plan, which is based on the Programme standards and practices. The IB evaluation process should be
considered as a verification of this ongoing process in the school. This is shown in the diagram below.
* If the report includes matters to be addressed, the school will be asked to respond to these matters as mentioned below.
The role of the schools action plan

Whilst completing the applications for candidacy and authorization, the school was asked to submit an
action plan based on objectives drawn from the Programme standards and practices. Once the school is
authorized, the IB expects the school to continue developing the programme at the school, refining and
further developing its practices in order to achieve the standards, in accordance with the Programme
standards and practices. To this end, the school is expected to continue updating the action plan in line with
the priorities set out by the school, which should include the IB recommendations from previous evaluation
or authorization processes.
At the time of evaluation, the school is expected to incorporate the results of its self study into the action
plan. This plan is submitted as part of the supporting documentation.
After evaluation, the school is expected to incorporate the IB recommendations from the evaluation report
into the action plan for the new five-year cycle. However, responses to matters to be addressed will be
required within a time frame set by the relevant IB office. This will be separate from the action plan.
The action plan will help the school to define its objectives and to monitor its progress towards achieving
these. It will also help to ensure that a culture of ongoing reflection and improvement permeates the school.
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Frequency
The evaluation process occurs four years after authorization and every five years thereafter.
The relevant IB office provides information about timelines and procedures for submission of the self-study
questionnaire and supporting documents, as well as date of the evaluation visit.
Professional development requirements at

evaluation
Over the period under review, the school must have a plan that will ensure its compliance with the following
requirement related to IB-recognized professional development: all heads (or designees) and teachers hired
during the period under review are required to participate in IB category 1 or category 2 workshops, as
applicable.
In addition to the above-mentioned requirement, the IB expects the school to provide further opportunities
for staff to attend IB-recognized professional development activities as evidence of its ongoing commitment
to professional development and in support of the continuing implementation of the programme.
Steps of the programme evaluation process
Planning the self study

The self-study process is the most important aspect of the entire process of programme evaluation.
When planning the self study, consider what the school should do in order to successfully comply with this
requirement. Specifically, the school should take the following steps.
Consider that the self study will take place over at least 12 months because all those involved in the
organization and implementation of the programme should contribute to this process: members of the
governing body, administrators, teaching and non-teaching staff, students and parents. It involves
looking at all aspects of school life that are affected by the programme.
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Identify who will be responsible for organizing the process. Normally, the IB programme coordinator
fulfills this role in close collaboration with the pedagogical leadership team.
Ensure that the leader in charge of organizing the process has the time and resources necessary to
organize and coordinate the activities that the process entails.
Determine who will be responsible for the completion of each section of the self-study questionnaire
and the gathering of required documentation.
Define the support that the teams will receive in order to carry out the activities (financial resources,
clerical/technical support, and so on).
Define descriptors for levels of implementation of practices.
Determine the means by which feedback of stakeholders will be gathered (for example, surveys, faceto-face meetings). Define objectives and contents.
Reserve significant formal meeting time to carry out this process. Meetings need to be carefully
organized, allowing time for reflection, discussion and collating of evidence, if applicable.
Further clarify aspects of the process to those who will be contributing to the study, including:
overview of the aims of the process
importance of understanding the Programme standards and practices
explanation of the descriptors to be applied when deciding on levels of implementation of

practices to ensure consistency
importance of identifying and analysing school evidence to justify levels of implementation
importance of presenting evidence in order to verify conclusions
need for reflection on the gathered evidence in order to decide whether a standard shows
satisfactory development or needs significant attention
guidelines and timelines for the completion of the sections of the questionnaire.
Inform the wider school community about the process in order to gain their support.
Analyse all the findings and discuss outcomes with those involved in the process, as appropriate.
Finalize the self-study questionnaire and action plan for submission.
Verify the collection of supporting documents.
Submit the questionnaire and supporting documents electronically to the IB by the specified date,
signed and agreed by the head of school.
Gathering evidence
The self study should be evidence based, drawing on existing school documentation and reflecting actual
practice in the school during the period under reviewnormally five years.
Documents related to the self-study questionnaireincluding surveys and reflectionsthat are not explicitly
required as part of this process by the IB should be kept at the school in case they are needed to inform
aspects of what was submitted.
As part of the self study, the school is required to include a response to the IB recommendations from the
previous evaluation or authorization report.
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Deciding on the levels of implementation of each practice

When completing the self-study questionnaire, the school should indicate the level of implementation of
each practice described in the document.
The self-study questionnaire section of this document contains tables that outline the PYP standards and
practices. Indicate the level of implementation in the four columns to the right of each practice. The school
must develop descriptors showing gradation from low level of implementation to high level of
implementation. In order to ensure consistency it is essential that all participants in this process have a
common understanding of these descriptors.
Meeting the standards

After carefully analysing the practices currently in place at the school and the evidence that was gathered to
show their implementation, the school must carry out a reflective process to decide whether it is meeting the
standards and how it will plan the next five-year period based on the outcomes of the evaluation process
that has taken place.
Submission of the self-study questionnaire and supporting documents

The relevant IB office will provide schools with details on how to submit the self-study questionnaire and
supporting documents electronically.
The evaluation visit

Upon submission of the self-study questionnaire, a visit to the school will be carried out to verify the
schools assessment of its implementation of the programme.
The purpose of the visit is to verify this assessment in order to ensure that the standards and practices on
which the IB programme is founded are maintained and furthered. A description of the visit can be found in
the following pages of this document.
The findings of the visit will inform the final evaluation report sent to the school.
The evaluation report

After analysis of the self-study questionnaire, the supporting documents and the findings of the school visit,
the IB will send a final report to the head of school, which will reflect on the self study submitted by the
school, including the process and the conclusions that the school reached. It is the heads responsibility to
share the findings of this report with the school community.
The report may include:
Commendations: These relate to school practices that address the Programme standards and
practices in ways that solve challenges faced by the school and/or outstanding implementation.
Recommendations: These provide guidance for the school on further developing the programme.
Matters to be addressed: These are areas within a schools practice that, if not addressed
immediately, will jeopardize the integrity of the programme and thus the schools entitlement to be
considered an IB World School.
Response to matters to be addressed

If the report includes matters to be addressed, the relevant IB office will prescribe a deadline by which the
school is required to submit a response to these. The response will include evidence that the matters have
been addressed or that an acceptable plan has been made for their accomplishment, as applicable. The
pertinent articles from the Rules for IB World Schools: Primary Years Programme will apply when schools
do not fulfill these requirements.
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The evaluation visit

Once the school has submitted the self-study questionnaire and its supporting documents, an IB visiting
team will conduct a visit to the school.
Aims of the visit

The visit will verify the schools self assessment as reflected in the self-study questionnaire.
For this purpose, the visiting team will:
gather evidence and describe findings with regard to the progress of the implementation of the
programme in relation to the Programme standards and practices since the last evaluation process or
since authorization
identify practices that are beyond the requirements and those whose further development will
contribute to the effective implementation of the programme.
The aim of the visit is not to appraise or assess individual teachers or school administrators. It is an aspect
of the evaluation process that seeks to ascertain the effectiveness of the programme implemented in the
school as described in the schools self study.
Description of the visit

When and how long?
The IB will arrange the visit with the school at an appropriate time. Each visit normally lasts two to three
days, but the IB may decide on a greater length depending on the size of the school.
Who is involved?
The IB visiting team
Composition
The IB visiting team normally comprises two to three experienced IB educators who have been duly trained
according to global IB policies to become site visitors. The IB may decide on a greater number according to
the size of the school. The team is selected by the appropriate IB office.
Staff from the school being visited cannot be members of the visiting team. Normally, members of the team
may not visit schools where they have recently taught or with which they otherwise have, or have had, a
close relationship. If it presents a potential conflict of interest, team members should not visit a school in
close proximity to their own.
Responsibilities of the visiting team

Members of the visiting team are aware of the aims of the visit and should follow specific procedures for
conducting the visit. They have read the documents related to the school they visit.
The school community

The visiting team will have meetings with different members of the school community (members of the
governing body, leadership team, IB coordinator, IB teachers, students and parents), will visit the school
facilities and will observe classes.
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How is it organized?
Schools responsibilities
Defining an agenda with the IB.
Funding the visit, according to IB procedures established for this purpose.
Providing the IB with information about nearby hotels to book for site visitors or making hotel
reservations, if applicable.
Providing transportation for site visitors from and to the airport and from and to the school, if
applicable.
Making available, in the school, a room for the use of the team throughout the visit where all
necessary documentation required by the team will be available. As meetings will normally take place
in the allocated room, it is the schools responsibility to see that it is quiet and conducive to private
conversations.
Providing meals during the school day.
Providing the assistance of an external translator if meetings need to be conducted in a language

other than the IB working language identified by the school as its language of communication with the
IB (English, French or Spanish).
IBs responsibilities
Providing the school with dates for the visit, with enough time for the school to organize it.
Appointing the members of the visiting team and informing the school of their names in a timely
manner.
Approving the final agenda, after consultation with the school. This will normally be carried out by the
leader of the visiting team.
The agenda for the visit

The visiting team leader decides which visiting team members and representatives of the school should
attend which meetings.
The agenda will be drafted to ensure that the different stakeholders will be able to attend at specific times.
Decisions about school staff attending meetings outside normal school hours are left to the school: the IB
cannot insist that the staff attend.
Any visits to classes will be carried out with the consent of the teacher(s) concerned.
Agenda items
The agenda for the visit will normally include the following items:
Formal interviews with the school administration, governors/board members (if applicable), the IB
programme coordinator, the school pedagogical leadership team, teachers, librarians, groups of
students, parents and others who are involved in the programme. These interviews will be individual
and in groups, as decided by the visiting team leader, and will adhere to the local legal framework.
Informal dialogues with teachers, students, administrators and other staff members who are involved
in the programme.
Observation of classes.
Tour of school facilities emphasizing the areas that support the implementation of the programme
(library and so on).
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Details of the agenda are determined and confirmed before the visit. The precise agenda will depend on
factors such as the size of the school and the information provided by the school prior to the visit. Sample
agendas are available electronically.
The visiting team leader may revise the agenda slightly on site if the need arises and if the school is able to
accommodate the request.
Exit interview
At the end of the visit, the visiting team will conduct an exit interview with members of the school
administration. Based on the visit and school documentation submitted for the evaluation process, the team
will orally communicate the observations made during the visit. The team will take this opportunity to check
their facts and to ensure that the subsequent report that they have to write and submit to the IB relevant
office accurately depicts the findings.
At this time the visiting team will not provide the school with a response regarding the evaluation, as the
visit is but one part of a larger process, the outcome of which will be notified to the school by the IB.
The visiting team will continue discussions among themselves after the visit, and adjustments to their oral
report may be made. The visiting team will then complete a written report to be submitted to the relevant IB
office.
SUBMIT TO THE IB THE FOLLOWING SECTIONS ONLY

Note to the user
This questionnaire and supporting documentation must be submitted in one of the IB working languages: English, French
or Spanish. Translations of official documents should be duly certified.
The self-study questionnaire should be completed electronically and submitted along with supporting documentation
following the guidelines and deadlines provided by the relevant IB office.
Insert your responses in the boxes provided for each question. The boxes will expand as you type your responses. Add
rows as necessary.
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Self-study questionnaire
School presentation
1.
Update of school information
1. CONTACT DETAILS
Name of school
IB school code
Vilnius International School
4570
Legal registered name of school (if different from above)
Vsj Vilnaus tarptautine mokykla
Postal address (include city, state, country and postal or zip code)
Rusu g. 3 Vilnius, Lithuania 01125
Street address (if different from above) (include city, state, country and postal or zip code)
Telephone
+370 5 276 1564
(include country and area
codes)
Fax
+370 5 276 1572
(include country and area
codes)
Title
(Mr,
Mrs,
Ms)
Name
Position (2)
Email address
Head of school (1)
Ms.
Rebecca Juras
Director
director@vischool.lt
Head of section where

the PYP is implemented
(if different from above)
Mr.
Colin Powell
Asst. Principal
cpowell.vis@gmail.
com
PYP coordinator
Mr.
Colin Powell
PYP Coordinator
cpowell.vis@gmail.
com
School public website
www.vischool.lt
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1.
Head of school (director/principal in some systems) is the person who leads and supervises the daily operations of
the school, ensuring that the policies of the governing body are put into practice.
2.
Position: Name of the post of employment at the school

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2. SCHOOL INFORMATION
Date school founded or opened
May
2004
month
year
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Legal status of the school

Note:
A government/state/publicly funded school is a government or national school where the employees are paid by
the state either at a local or national level; usually there are no tuition fees (as distinct from examination or other fees).
A private school is an independent (not-for-profit or for-profit) institution whose main revenue comes from tuition
fees; they may or may not have government subsidies but these are only part of their income.
Government/state/publicly
funded
Private
Yes
Indicate whether the school is

recognized as such by the local
educational system.
Other
(specify)
No
Include schools accreditation status with other organizations, if any (eg CIS, WASC).
CIS member - Accreditation visit scheduled for May 2016
Does the school belong to a group of schools gathered in a foundation, district or common project in relation to the IB? If this
is so, identify the group/project.
Type of school
Boys
Girls
Coeducational
Additional information (eg coeducational in primary, boys and girls in secondary)
Boarding only
Day only
Boarding and day
Academic year dates (indicate month only)
Starts
September
Ends
June
Age range of students across the whole school
From
years
old
To
16
years
old
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Name the grades or years that comprise the different sections of the school and indicate the total number of
students in each.
Name of the section in the school
(eg kindergarten, primary)
PYP Early Childhood
Grades/years
as identified in
the school
Age range of students
Total number
of students in
each section
Kangaroos (Pre-K 1)
3-6
68
6-11
142
12-16
110
Pandas (Pre-K 2)
Turtles (KG 1)
Dolphins (KG 2)
PYP Primary
MYP Middle school
1st-5th
P
6th-10th
P
Total number of students in the whole school
320
What other IB programmes does the school currently implement or plan to implement?
MYP
Candidate school
IB World School authorized to offer

the programme
(add IB school code if you know it)
(add IB school code)
4570
DP
Candidate school
IB World School authorized to offer

the programme
(add IB school code if you know it)
(add IB school code)
What educational programmes are currently taught in each section of the school? (eg national syllabus, AP)
Name of the section
Educational programme
Early childhood (EC)
PYP
Primary School
PYP and national curriculum standards
Middle School
MYP and national curriculum standards
Name of qualification(s) or credential(s) a student can gain

upon graduation from the school
Grade 10 Leaving Certificate issued by Lithuanian

State
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Language(s) of instruction at the school (language through which the curriculum is taught at the school)
English
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2.
Write brief paragraphs that describe the following aspects of the school and its community, and
highlight any changes that have taken place during the period under review:
a.
The major characteristics of the school that make it attractive for students and parents
VIS is perceived as promoting healthy relationships between students and teachers, and
between students with one another. This marks a fundamental difference between VIS and the
local Lithuanian schools and foreign public schools from which our expat students begin their
education. Parents and students generally seek the school out for the values we promote in
addition to English language instruction. The existence of the PYP and MYP programmes is
slowly becoming a draw for families new to Vilnius.
b.
The context in which the school is located: socio-economic and cultural aspects of the
surrounding community, interactions of the school with it
VIS attracts local families who represent the professional upper-middle class demographic,
most of whom have attended institutions of higher education abroad. Diplomatic families hail
from China, Turkey, former Soviet and East European countries and Finland. With the
exception of the latter, many of the other embassies have restrictions on funds available for
schooling. The affordable tuition at VIS makes Vilnius an attractive destination for diplomatic
families from the aforementioned countries. VIS prides itself in attracting this demographic as
it reflects cultures that highly value education and respect the relationships fostered between
all stakeholders.
This demographic stands in contrast to other private and international schools in Vilnius who
cater to the entrepreneurial elite and West European and North American embassy families.
c.
Student body and staff, including their national, cultural and linguistic backgrounds
The staff is comprised of 12 nationalities speaking 14 languages. The student body is
comprised of 40 nationalities. Approximately 40% or expatriates, 30% are mixed nationality
with one parent being a Lithuanian citizen but and the other an expat, 30% are Lithuanian
nationals who speak Lithuanian in the home.
In the period under review, student enrolment has grown substantially. Four and a half years
ago student enrolment was approximately half of what it is now.
3.
Identify any changes to the school legal entity that occurred in the period under review.
None.
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Self-study
The subsequent questionnaire follows the structure of the Programme standards and practices, with
programme requirements for the PYP.
Section A: Philosophy
Standard A
The schools educational beliefs and values reflect IB philosophy.
1.
Identify who was involved in the completion of this part of the questionnaire.
Add rows as necessary.
Name or group
Position
Role in the completion of

this part of the questionnaire
(eg leader, contributors)
2.
Rebecca Juras
Director
Contributor
Colin Powell
PYP Coordinator/Asst.
Principal
Contributor
Parent focus group
Parent stakeholders
Contributors
Grade 9 students
Student stakeholders
Contributors
Transcribe the schools mission statement.

Cultivating learners with the agility of mind and confidence of spirit to become culturally proficient
human beings.
3.
Has the school revised its philosophy/mission statement since authorization/the last evaluation? If yes,
describe the process by which this was done and who was involved.
The schools guiding statements have been reviewed and they align with the IB mission statement.
Through this process the school developed two new guiding statements. Work began with Grade
four and nine student groups where ideas were collected on what attributes best represent the
school. A parent focus group added to the conversation outlining what attributes VIS is known for
and which attributes stakeholders would like to develop further.
A committee (comprising of a representative from most stakeholder groups one EC teacher, two
primary teachers, two MYP teachers, one parent and the director) reviewed the existing documents,
definitions provided by the accrediting agencies, exemplars from other schools and key attributes or
values that the school would like to promote. The mission and vision were then revised and
consolidated into a mission statement and a tagline. The tagline is: Learning for Challenge and
Change. In the process, feedback was solicited from representatives from all stakeholder groups
(board members, council members, students, parents and teachers). Cultural proficiency was
adopted as our new understanding and approach to international mindedness and interculturalism.
It was then included in the mission statement. The mission statement combines with the IB Learner
Profile and the values associated with developing the whole child.
The committee is now in the midst of outlining a system to realize the mission statement for all VIS
stakeholders. In addition, the committee is tasked with the question of impact and deciphering
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measures of success.
4.
Include a brief summary of the perceptions of the parent community regarding the implementation of
the programme at the school and its impact on their children.
VIS has recently completed the Endicott Survey in preparation for the upcoming CIS accreditation
visit. The following data serve to affirm the positive alignment between parent expectations and
their personal perceptions of their childs experience as members of the school community.
Endicott Survey Results
PARENTS - I know and understand the mission or philosophy of my childs school. 95%
PARENTS - Students at all levels are experiencing internationalism and interculturalism through the
formal curriculum and activities offered at the school. 95%
PARENTS - The schools curriculum and programs reflect what the mission or philosophy says the
school is trying to do. 95%
PARENTS - I believe the curriculum meets my childs needs. 84%
PARENTS - My child seems appropriately challenged. 88%
PARENTS - I believe my child is developing critical thinking and problem solving skills. 95%
Parent testimonial: I think VIS is on the right way for teaching students and for the IB principles
such as "risk taker, open-minded, knowledgeable, and others" that are the core of learning. I have
missed just some things in learning process the right feedback. All the teachers wrote what was
wrong in the paper work (or presentation, essay and etc.), but they didn't strictly require the
students to improve or correct them. As I can see now from my childs opinion and our earlier
conversations, VIS teachers must from early grades explain individually, structure requirements of
tasks and then give oral feedback on what was perfect and what was not. Students must be
expected to correct the work until it is finished correctly. As I can see from my childrens learning
process, sometimes they did the work but not very well. When I proposed to them to correct it they
didn't and of course they didn't read the teachers feedback. They did not learn from their
mistakes. I would like to say thank you that you always want to hear opinions and want to improve
the curriculum and the learning process at VIS.
5.
Include a brief summary of the perception of the students regarding the implementation of the
programme and its impact on them. Include the perceptions of students who have completed the
programme if the school has had the opportunity of involving them in the process.
Student perspective: I feel like nothing can really prepare you for IB, because the work load is
unimaginable. The best thing that can prepare you is teaching the structure of work that has to be
handed in and the way to answer to the twisted test questions that the IB comes up with. That is
what Vilnius International School has done well. The style of lessons is interesting and informative
at the same time and the care that teachers put into creating strong bonds with the students and
helping them is extraordinary. I am really thankful that I had the opportunity to go to such an
amazing school.
Student perspective: VIS has helped me build a range of skills and develop in many ways. It has
helped me better understand myself as an individual and the world around me. It has also taught
me how to question critically, be a risk taker, thinker, communicator, but most importantly VIS,
through the wonderful teachers and great community, has taught me to be caring and openminded. VIS gave me the confidence and independence that allowed me to do well in my new
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school and has helped me to better understand the IB curriculum and its requirements.
Furthermore, VIS familiarised me with the IB learner-profile and encouraged me to look back at it
and reflect on what areas of growth I need to improve on. Over all, VIS was one of the best schools
I have ever been to and what I loved about it was that, it not only concentrated on the education, but
they also cared about your personal development.
6.
Complete the chart below with the results of the self-study process.
Practice
Level of implementation
Low
High
1.
The schools published statements of mission and

philosophy align with those of the IB.
2.
The governing body, administrative and pedagogical

leadership and staff demonstrate understanding of IB
philosophy.
3.
The school community demonstrates an understanding of,

and commitment to, the programmes(s).
a.
The values of the Primary Years Programme as

indicated in the curriculum documents have an explicit
impact on the decision making and functioning of the
school.
b.
The school as a community of learners is committed to

a collaborative approach to curriculum development.
c.
The school is committed to a constructivist, inquirybased approach to teaching and learning that
promotes inquiry and the development of criticalthinking skills.
d.
The school is committed to the Primary Years

Programme as the framework for all planning,
teaching and learning across the curriculum.
e.
The school demonstrates a commitment to

transdisciplinary learning.
4.
The school develops and promotes internationalmindedness and all attributes of the IB learner profile
across the school community.
5.
The school promotes responsible action within and beyond

the school community.
6.
The school promotes open communication based on

understanding and respect.
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Practice
Low
7.
7.
The school places importance on language learning,

including mother tongue, host country language and other
languages.
a.
The school makes provision for students to learn a

language, in addition to the language of instruction, at
least from the age of seven. Schools with two
languages of instruction are not required to offer an
additional language.
b.
The school supports mother tongue and host country

language learning.
High
X
8.
The school participates in the IB world community
9.
The school supports access for students to the IB

programme(s) and philosophy.
a.
The school implements the Primary Years Programme

as an inclusive programme for all students.
Conclusions on the standard

a.
Complete the table. (Indicate with X.)

Standard A
Requires significant
attention
The schools educational beliefs and

values reflect IB philosophy.
69T
b.
Shows satisfactory
development
X
69T
Describe any major achievement(s) related to this standard during the period under review.
The school has solicited parent feedback for the last four years. Last academic year the
Endicott survey was used for the first time. Before that the school administered a survey
written by staff at the school. Reflections on the parent feedback collected show that parents
continue to choose VIS because of the values and the IB approach to teaching and learning.
VIS is now in the position of sustaining and maintaining this parent support. Specifically,
anecdotes show that parents choose the school because of the programme and its
philosophy. As demonstrated during the 2014/15 academic year, annual revision of the
guiding statements with all stakeholders ensures that all stakeholders are guided by and
aspire to agreed upon values. Further achievements include:
The school has a new mission statement and it is aligned with the IB mission statement.
The school has a new tagline.
The strategic plan (balanced score card), which is aligned with the IB philosophy has
been implemented.
The communitys understanding of the PYP is growing by offering parent information
sessions. We have offered 21st Century Learning and the PYP. We intend to offer
several more this academic year including Assessment in the PYP and Play in the
P
17
PYP.
Professional development is varied, continuous and targets understanding the
programme better.
A thorough review of the programme of inquiry was conducted in 2014/15. Through
consultation between teachers and the PYP Coordinator many adjustments were
made. This academic year we will continue this work.
The school participates in the IB World community by sending the Director to the IB
regional conference.
c.
Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
Recommendation: The staff ensures that the development of the Learner Profile and
attitudes permeates and supports all aspects of school life.
Progress: The Learner Profiles attributes and the attitudes are posted in each classroom.
Specific ones are selected to focus on during Units of Inquiry. Teachers use the Units of
Inquiry to authentically develop student understanding of the attributes or the attitudes.
Students also self-assess themselves based on the Learner Profile attributes. As part of the
VIS report card, students assess and reflect on their learning strengths and areas for growth. It
is noted in the teacher handbook that the Learner Profile attributes and other applicable unit
vocabulary are part of the displays in each classroom.
Recommendation: The school further promote student inquiry and the development of critical
thinking skills across all classes and subject areas.
Progress: Student initiated inquiry is noted in the PYP planners. The use of wonder walls in
each classroom demonstrates commitment to making Units of Inquiry student-centred and
more student-driven. One PYP professional development session was dedicated to how to
use wall space to facilitate student learning and make student thinking visible. The Making
thinking visible resource was purchased with specific teachers experimenting with routines.
The PYP Coordinator/Asst. Principal and the Gr. 4 teacher will attend Making thinking Visible
facilitated by Mark Church in August 2015.
Recommendation: The IB mission statement to be made available to the wider community
through school handbooks, displays and communications.
Progress: The IB mission is posted/published where applicable e.g. school website.
Recommendation: The school continues to find ways to make visible the diversity of cultures
and perspectives of all constituents in the school.
Progress: Planned school events continue to promote a diversity of cultures and
perspectives. The new guiding statement underscores the commitment to understanding
diversity better and realizing it in the school. Reinstating PYP assemblies will encourage more
student voices to be heard and promote a balance of student perspectives.
Recommendation: The school ensure that information on the school website in regard to the
curriculum, and program overall, is accurate.
Progress: All information on the schools website is accurate.
d.
As a result of this self study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
With the development of a new mission and a new tagline it is important that the school
continue the practices that will develop VIS as a mission-driven school. Furthermore, it will be
a priority to determine measures of success within how we come to realize our new mission.
This process will outline what the new mission means for each stakeholder group. Specially,
18
focus will be made on working with students to construct their understanding of the mission
language. The non-academic staff should also be invited to understand and embrace the new
mission. This is important given the nature of their work.
Furthermore, the pedagogical leadership team needs to align the implementation of the
curriculum and various associated activities with the schools mission.
Additionally, annual review and analysis of parent survey results will provide another avenue
to reflect on learning at VIS.
Section B: Organization
Standard B1: Leadership and structure
The schools leadership and administrative structures ensure the implementation of the Primary
Years Programme.
1.
Name or group
Position

2.
Rebecca Juras
Director
Contributor
Deirdre Jennings
MYP Coordinator/Asst.
Principal
Contributor
Colin Powell
Principal
Contributor
Ausra Maggiar
Learning Resource and

Assessment Coordinator
Contributor
Jurga Dzikaite
Head of Languages
Contributor
Update the following information.

a.
Number of students in the programme

Student age
Name of
grades/years as
identified in the
school
Name of school
section to which
each grade/year
belongs
Number of
classes
Total number
of students
in each PYP
year
34 years
Pre-K 1
Early childhood
15
45 years
Pre-K 2
Early childhood
18
56 years
Kindergarten 1
Early childhood
18
67 years
Kindergarten 2
Early childhood
22
78 years
Grade 1
Primary
36
19
Student age
Name of
grades/years as
identified in the
school
Name of school
section to which
each grade/year
belongs
Number of
classes
Total number
of students
in each PYP
year
89 years
Grade 2
Primary
36
910 years
Grade 3
Primary
24
1011 years
Grade 4
Primary
21
1112 years *
Grade 5
Primary
20
Total number of PYP students
210
* Include this year when it belongs to the school primary section.
b.
Do IB students have to fulfill other mandated requirements

(for example, national, local requirements)?
Yes
No
If the answer is yes, provide the following information:

i.
Specify what type of requirements and in which year(s) of the PYP they need to be fulfilled.
Lithuanian national curriculum is referenced and adapted in the Language and
Mathematics scope and sequences.
ii.
If the requirements were introduced or changed in the period under review, how did the
school address them in order to comply with them and with the IB requirements?
The integrity and rigour of the IB scope and sequences was maintained. While merging
national standards into the IB scope and sequence documents a focus on conceptual
learning was emphasized.
c.
Do students have to meet admissions or selection

criteria to be enrolled in the school?
i.
Yes
No
If the answer is yes, describe the policy that the school applies.
Students are generally selected on a first come first served basis. However, English
language skills are evaluated to determine whether or not EAL support planned for that
particular class is sufficient to accommodate the student and the class as a whole.
Although we do not limit the percentage of any population, we may leave places
available in classes with a highly dense local demographic to accommodate expat
families who apply during the summer. The rationale for this is to promote cultural
diversity at VIS. We do our best to accommodate families who share our values.
20
ii.
Are the current criteria for enrollment of students in the school a result of a change of policy
in the period under review? If this is so, explain the reasons for the change.
VIS has become increasingly aware of the growing number of students with undiagnosed
learning needs. Although we aim to be an inclusive school and we have increased the
resources available to learners with diverse needs, we have increasingly found ourselves
needing to consider how admissions and learning support are connected. Recently, the
school experienced rapid growth and this has warranted changing the policy. Four years
ago the school was half the size of what we are now. With better structures in place we
are better able to identify and individualize our programme to suit the needs of learners
with diverse needs. We continue to work to formalize our support structures.
3.
Governance
a.
Briefly describe the governance structure at the school and highlight any changes that have been
made to it during the period under review.
Meeting of Stakeholders
There are three levels of school governance. The school is governed by the Meeting of
Stakeholders (founders) whose authority is outlined in the school by-laws. The by-laws reflect
the standard Lithuanian governance relationship of non-profit public institutions.
The Meeting of Stakeholders is responsible for changing the by-laws of the school, hiring and
dismissing the Director, electing and recalling the School Council, approving annual financial
reports of the school, setting the school fee guidelines, approving information made available
to the public and reorganisation or liquidation of the school.
The Meeting of Stakeholders also considers the annual budget of the school, audit and
selection of auditor and other questions pertaining to the competence of the Stakeholders
Meeting.
The Meeting of Stakeholders must take place once a year no later than 4 months after the end
of financial year, but can also meet more often, on an as needed basis, stakeholders of the
school are involved significantly more than the minimum prescribed by the by-laws. The
Stakeholders typically meet formally every two months and informally on a more regular basis.
School Council
The by-laws also provide for a five member advisory School Council who serve a two year
term. The role of the School Council includes community oversight of the School, long-term
development responsibilities, analysing school financial reports, and providing strategic
recommendations for the upcoming period of activity to the Director.
Any member of the school community is eligible to become a member of the School Council
through election/approval by the Meeting of Stakeholders. The Council must meet at least
once a quarter.
Director
The director is the operational head of the school. The director is responsible for organising
activities of the school, hiring, dismissing and supervising of all staff, issuing and approving
procedures, regulations and orders, entering into transactions on behalf of the school,
safeguarding assets of the school, representing the public interest of the school, fulfilling
reporting obligations in accordance with Lithuanian law, and providing information on school
activities to the public (additional duties are described in the Director Job Description).
Parent Teacher Association
The school has a formal organisation called the Parent Teacher Association, or PTA, which is
comprised of a group of active parents. The PTA serves a public relations and outreach
function by helping organize school, parent community outreach, charitable and other similar
21
activities.
b.
Describe how the governing body (or the educational authorities) is kept informed about the
implementation of the PYP.
The first School Council Meeting serves as both a review of the state of the school and a
general introduction to roles and responsibilities for new Council members. One-on-one
sessions are scheduled between the Director and each new School Council member to
respond to individual questions, review policies and update them on current activities that
impact the strategic direction of the school. Additional sessions may be required to clarify
school policies and educational practices, particularly with regard to the implementation of the
PYP and MYP if these programmes are new to them.
The second meeting typically includes reporting on strategic initiatives and alignment with
strategic plans and priorities. The third and fourth meetings include updates on policies and
issues relevant to that school at that particular point in time. The Council of International
Schools accreditation and the IB PYP evaluation process are key issues for the 2014-2016
duration.
4.
Pedagogical leadership
Describe any changes in the structure and responsibilities of the pedagogical leadership team in
charge of the implementation of the PYP that have occurred during the period under review and why
they were implemented.
The pedagogical leadership team consists of both the PYP and MYP Coordinators and in many
instances, includes the Head of Languages and the Learning Resource and Assessment
Coordinator. The PYP and MYP Coordinators are charged with leading curriculum development and
implementation and all four individuals hold some degree of responsibility for instructional
support/coaching. In addition, the role of Early Childhood Coordinator was also added. Other staff
members take on leadership roles for short-term projects such as implementation of specific
programmes or projects.
5.
Policies
Describe the process of revising the language, assessment and special educational needs policies at
the school, including who was involved. Indicate when they were last revised.
a.
Language policy
School policies are an essential part of all learning decisions made at this school. School
policies inform team meetings at every level of teaching and learning at the school. The
pedagogical leadership team works with a variety of focus groups to revise school policies on
a needs basis. This is done to take account of the specific student demographic, their learning
needs and the staffing available to facilitate student learning. This is set in the specific
historical and cultural framework of the host country. Taking account of the student
demographic, their learning needs, the available staffing and the historical/cultural context
means that a 'needs approach' makes school policy review purposeful and a significant part of
learning at our school.
Most recently, members of the leadership team (Head of Languages, the MYP Coordinator
22
and the Director) formed a committee to revise the Language policy. Certain other staff
members also contributed. The PYP Coordinator shared language policy elements to inform
the process of revising the document. The Language policy was revised in February 2014.
b.
Assessment policy
Most recently, the pedagogical leadership team revised the Assessment policy. The Director,
the MYP Coordinator and the PYP Coordinator were involved. A formal PYP section was
drafted including the need to assess the essential elements, the portfolio agreement and the
updated reporting system among other things. The document was reviewed in July 2015.
c.
Special educational needs policy

Most recently, a committee including the Learning Resource and Assessment Coordinator, the
Director and a teacher collaborated to review the document. External input informed the
process of reviewing the document. The Learning Resource and Assessment Coordinator
attended a Next Frontier Inclusion (NFI) event. The Director attended an IB inclusion event.
Committee members consulted, gave feedback and revised the policy. The document was
updated in November 2012.
6.
Practice
Low
High
1.
The school has developed systems to keep the governing

body informed about the ongoing implementation and
development of the programme(s).
2.
The school has developed a governance and leadership

structure that supports the implementation of the programme(s).
a.
The responsibility for pedagogical leadership within the

school is a shared responsibility, including at least the
Primary Years Programme coordinator and the primary
school principal.
b.
The governing body places the responsibility for the

implementation of the Primary Years Programme on the
pedagogical leadership team.
3.
The head of school/school principal and programme

coordinator demonstrate pedagogical leadership aligned with
the philosophy of the programme(s).
4.
The school has appointed a programme coordinator with a

job description, release time, support and resources to carry
out the responsibilities of the position.
23
Practice
Low
5.
7.
High
The school develops and implements policies and

procedures that support the programme(s).
a.
The school has developed and implements a language

policy that is consistent with IB expectations.
b.
The school has developed and implements an

assessment policy that is consistent with IB expectations.
6.
The school has systems in place for the continuity and

ongoing development of the programme(s).
7.
The school carries out programme evaluation involving all

stakeholders.

a.

Standard B1: Leadership and structure
attention
Shows satisfactory
development
The schools leadership and administrative

structures ensure the implementation of the
Primary Years Programme.
b.
VIS has made several significant changes in the organizational structure to support and
extend the objectives of the PYP and MYP programmes.
The position of PYP Coordinator/Asst. Principal was redefined to allow for a greater role
as an instructional coach and pedagogical leader rather than classroom teacher. We
were also able to reduce contact hours to 10.
The position of Head of Languages was further developed.
The positions of Learning Resource and Assessment Coordinator and Early Childhood
Coordinator were created.
Additional hours were also identified for Service Learning Coordinators (PYP and MYP).
The Language policy was reviewed in 2014.
The Assessment policy was reviewed in 2015.
The Special Education policy was reviewed in 2012.
The Endicott survey was introduced to solicit better quality parent feedback.
All staff has undergone or is registered to undergo IB training to teach the programme.
24
c.
VIS continues to review and improve policies in order that they reflect the way things are
done around here. VIS does not wait for a review cycle to inform us of the need to revisit
policies and procedures. This mode of operation has come to fore thanks to a concerted effort
on the part of the pedagogical leadership team to better understand good practice and to
willingly recognize when a policy or procedure is no longer relevant or helpful in achieving our
goals and objectives. This lies in stark contrast to where we were at the time of our initial
authorization visit at which time policies were created for their own sake.
Recommendation: The board ensure that the Stakeholders Rights and Obligations ,
according to Lithuanian law.
Progress: Completed.
d.
The school has identified the following practices that are in need of further development:
The role of the governing body to be developed. The governance entities will undergo training
in autumn of 2015. Other improvements to have been made will include a process of selfevaluation and further development of the Board Policy Manual.
Strategic goals were identified by means of a process that included the 2013-2014
pedagogical leadership team with input from the Meeting of Stakeholders and the School
Council. Significant progress has been made to date. A new long-term strategic plan will be
developed at the end of the CIS self-study process in 2016. This will include any
recommendations put forward by the 2015 PYP evaluation.
Standard B2: Resources and support

The schools resources and support structures ensure the implementation of the Primary Years
Programme.
1.
Name or group
Position

Rebecca Juras
Director
Contributor
Deirdre Jennings
MYP Coordinator/Asst.
Principal
Contributor
Colin Powell
Principal
Contributor
Ausra Maggiar
Learning Resource and

Assessment Coordinator
Contributor
Jurga Dzikaite
Head of Languages
Contributor
25
2.
Teachers and other staff who are involved in the implementation of the PYP
Update the following information:
a.
Number of staff
Note: When completing the chart, use the following definitions:
classroom teacher: teachers who take responsibility at least for the language of instruction, mathematics,
social studies and science (to support the PYP model of transdisciplinary teaching and learning)
teaching assistants: teaching staff who assist in the classroom teaching and learning process
single-subject teachers: teachers with subject-specific expertise or credentials who focus on the teaching
and learning process in their specific subject areas (for example, physical education, music)
other staff involved in the PYP teaching and learning process: practitioners who fulfill roles related to special
educational needs, counselling, and so on (it does not include clerical/administrative support).
Full-time Part-time
b.
Number of classroom teachers
15
Number of teaching assistants
Number of single-subject teachers
Number of other staff involved in the PYP teaching and learning process
Indicate the subjects taught by the single-subject teachers.

Lithuanian language A and B
Art
Music
Information Technology
Physical Education
c.
Indicate the main roles of other staff members who are involved in the PYP, included in the chart
above (for example, counsellors).
The Learning Resource and Assessment Coordinator, the PYP Coordinator, Early Childhood
Coordinator, two learning support teachers, one special education teacher
d.
Maximum PYP class size
18-22
students
26
e.
Describe the turnover of the staff involved in the implementation of the PYP in the period under
review and how the school addressed any challenges in this area.
The initial strategy of the school was to hire teachers eager to make their move into
international teaching. These were primarily teachers new to the profession or those in the
twilight of their profession who were interested in working aboard. Now that the school has
had several successful years, the strategy has changed. VIS now seeks greater diversity
among staff members.
Furthermore, VIS aims to increase teacher retention and has included an annual flight home
every year after the second year of service, an increase in shipping allowance, and minor
increases in salaries and housing allowances. These changes in addition to our growing
reputation in the region have contributed to greater numbers of teachers signing on for three
rather than two years. Local-hire staff has much lower rates of turnover and highly value their
professional development opportunities with very few exceptions.
3.
Collaborative planning and reflection

Identify types and objectives of pedagogical team leadership meetings, giving details of participants
and frequency. Indicate the time scheduled for teachers to meet for collaborative curricular planning
purposes. Use the table below.
Name of meeting
Who attends
Pedagogical
leadership team
meeting
Director, MYP
Coordinator & PYP
Coordinator
PYP professional
development meeting
All Gr. 1-5 and half of

early childhood
teachers
Learning Support team

meeting
Learning Resource
and Assessment
Coordinator and
learning support
teachers
Frequency of meeting
Objectives
Once a week
This is an open
meeting where we
discuss progress on
school goals and plan
for weekly professional
development
meetings.
Once a week
School goals,
professional
development and
curriculum
development
Once a week
Identify students with

diverse learning
needs, track progress
and support teachers
Early Childhood
meeting
All early childhood

teachers
Once a week
School goals,
professional
development and
curriculum
development
PYP/Early childhood
Coordinator meeting
PYP Coordinator and

Early childhood
Coordinator
Once a week
Vertical alignment of
school goals
27
Name of meeting
Who attends
Frequency of meeting
Twice monthly
collaborative planning
with the PYP
Coordinator
The PYP Coordinator

plans with every PYP
teacher (homeroom
and single subject)
once every two weeks.
Once every two weeks
Unit development or
unit links to single
subjects
Grade-level
collaborative planning
Homeroom teachers
and single-subject
teachers
At least once a week
Unit planning and

determining unit links
with single subjects
Open-floor
transdisciplinary
planning
Increasingly all
teachers
Six times a year
Single-subject
integration in the Unit
of Inquiry
When needed
Policy update,
curriculum
development,
reporting system
review, school events
Committees
4.
By volunteers
Objectives
Teaching time
Have there been any changes in the students weekly schedule
during the period under review?
Yes
No
If the answer is yes, explain its impact on the implementation of the PYP.
Revisions to early childhood timetables have allowed for longer sustained play. No chess class
offered.
5.
Practice
Low
High
1.
The governing body allocates funding for the implementation

and ongoing development of the programme(s).
2.
The school provides qualified staff to implement the

programme(s).
3.
The school ensures that teachers and administrators receive

IB-recognized professional development.
a.
4.
The school complies with the IB professional

development requirement for the Primary Years
Programme at authorization and at evaluation.
The school provides dedicated time for teachers

collaborative planning and reflection.
28
Practice
Low
6.
High
5.
The physical and virtual learning environments, facilities,

resources and specialized equipment support the
implementation of the programme(s).
6.
The library/multimedia/resources play a central role in the

implementation of the programme(s).
7.
The school ensures access to information on global issues

and diverse perspectives.
8.
The school provides support for its students with learning

and/or special educational needs and support for their
teachers.
9.
The school has systems in place to guide and counsel

students through the programme(s).
10.
The student schedule or timetable allows for the

requirements of the programme(s) to be met.
a.
The schedule allows for in-depth inquiry into the

transdisciplinary and disciplinary dimensions of the
curriculum.
11.
The school utilizes the resources and expertise of the

community to enhance learning within the programme(s).
12.
The school allocates resources to implement the Primary

Years Programme exhibition, the Middle Years Programme
personal project and the Diploma Programme extended
essay for all students, depending on the programme(s)
offered.

a.

Standard B2: Resources and support
attention
The schools resources and support

structures ensure the implementation of the
Primary Years Programme.
b.
Shows satisfactory
development
X
The MYP section of the school has moved into new 900 sqm premises allowing for the
expansion of the PYP in the main building. PYP students are invited to use the MYP
facilities such as the gallery and the stage in the Loft.
Improvements have been made to the playground by installing a gated train playground
for early childhood students.
29
Additional equipment has been installed in the gym including a soft-impact floor.
The library collection has grown to 9,000 books. We have decided to change our
management system to Destiny Follett. We will begin using this system in September
2015.
A purpose built Discovery room was constructed for use by the early childhood grades.
The following technology equipment was added: tablet computers (approximately 40 for
PYP), two Smartboards, three document cameras, mounted projectors in most rooms,
two mobile projectors with laptops and 23 laptops in the computer lab.
Everyday Mathematics was purchased to begin in September 2015.
c.
Recommendation: The school continues to make it a priority to acquire resources that offer
access to a variety of cultures, perspectives and languages.
Progress: Many library books have been purchased recently (all orders coming from
teachers). In most cases, teachers have specifically ordered to support units of inquiry.
Recommendation: The school strengthen the pedagogical leadership team by clearly
delineating the roles, responsibilities and accountabilities in the coordination
and development of the PYP for:
a) the director
b) the newly appointed PYP coordinator
c) the subject coordinators
and ensure that the roles and responsibilities for programme implementation
and development are assigned with the overall aim of enhancing the coherence and cohesion
of teaching and learning across the curriculum.
Progress: The new PYP Coordinator has been appointed with a clear job description and
release hours. The pedagogical leadership team works together to implement the programme.
Recommendation: The school ensure that the newly appointed PYP coordinator will have
sufficient support and resources to carry out the responsibilities of this position as pedagogical
leader, and that the scope of this responsibility is recognized, as described in Pedagogical
Leadership in a PYP School .
Progress: The new PYP Coordinator has been appointed with a clear job description and
release hours. The pedagogical leadership team works together to implement the programme.
Recommendation: The school ensure it meets the PYP training requirement prior to
authorization, that all teachers, full- and part-time, working with PYP students participate in
PYP regional and/or in-school workshops, organized by the regional office.
Progress: List of staff/IB PYP training compiled. Staff identified who need IB training. All
teachers have completed, are enrolled or are registered for IB training as of September 2015.
Recommendation: The school continues to support and promote the central role of the library
in the implementation of the programme.
Progress: Full-time librarian hired. Books purchased. Multimedia equipment installed in
library. Destiny Follett purchased. Catalogue is currently being transferred to new
management system.
Recommendation: The school continues to develop the range of resources available to
students and teachers in support of an inquiry-based curriculum.
Progress: Inquiry in-service held for all teachers during staff retreat in August 2014. The
school continues to identify and purchase teacher resources focused on developing inquiry in
each classroom.
Recommendation: The school further revise its language policy using the IB guidelines to
ensure that it provides a commonly understood framework for, and establishes agreements
30
on, teaching about, teaching for, and teaching through language in a transdisciplinary
program.
Progress: The language policy was most recently updated in 2012. Revisions were made in
consultation with the PYP Coordinator to ensure adherence to IB guidelines.
Recommendation: The school ensure that the special needs of all students enrolled are
identified and met in a systematic manner.
Progress: Referral form and process introduced in October 2014.
Note: There is a local limitation with regard to 'identification' of special needs the school
cannot go ahead with formal evaluation without explicit parent permission - therefore we have
put systems in place to support where we see there is a need.
Professional development sessions with the Learning Resource and Assessment Coordinator
for PYP and MYP teachers focusing on specific special needs and what teachers can do to
support learners.
Recommendation: The school ensure that class schedules clearly reflect the
schoolscommitment to :
a. the PYP curriculum framework
b. inquiry-based learning which needs blocks of uninterrupted time
c. a balance between transdisciplinary and single subject provision
d. the effective use of instructional time for implementing the PYP in grade 1.
Progress: Early childhood schedules were changed so as to allow for longer sustained play.
Beginning in 2014/15 teachers have been encouraged see scheduled time as transdisciplinary
time. The shift has started to outline a clearer reflection of the PYP curriculum framework.
d.
The Llibrary and its role in teaching and learning should be developed. This entails both
a focus on ordering/organizing books and resources as well as a focus on developing
the role of the librarian.
Since authorization, the school has acquired various technologies. This includes lap top
computers (computer lab), smart boards, multimedia projectors, document cameras,
electronic portfolios, tablet computers etc. The school is at a pivotal point where time
should be spent on how the different technology supports student learning and aligns
with the programme philosophy.
We need to continue to develop the systems and structures in place to track and support
students with diverse learning needs.
We need to continue to look for ways to offer and promote mother tongue language
learning.
Section C: Curriculum
Identify who was involved in the completion of this part of the questionnaire (C1, C2, C3 and C4).
Name or group
Position
Role in the completion of this

part of the questionnaire
Jelena Chatiuina
Pre-K 1 teacher (Kangaroos)
Contributor
31
Name or group
Position
Role in the completion of this

part of the questionnaire
Aist Dubinskien
Pre-K 1 teacher (Kangaroos)
Contributor
Jasper Mehagnoul
Pre-K 2 teacher (Pandas)/PE

teacher/Service Learning
Coordinator
Contributor
Violeta Pundien
Pre-K 2 teacher (Pandas)
Contributor
Jennifer Wong-Powell
Kindergarten 1 teacher
Contributor
Agn Vilit
Contributor
Dalia Krupaviciene
Timekeeper, contributor
Jekaterina Budic
Contributor
Giedr Juodyt
Early childhood Coordinator/art

teacher
Contributor
Laura Laniauskait
Gr. 1 teacher
Scribe, contributor
Tatjana Neifach
Gr. 1 teacher
Contributor
Lisa Berman
Gr. 2 teacher
Contributor
Marie Donke
Gr. 2 teacher
Contributor
Jessica McColly
Gr. 3 teacher
Chairperson 1
Lezlie Faber
Gr. 4 teacher
Scribe, contributor
Katherine Lum
Gr. 5 teacher
Contributor
Deirdre Jennings
MYP Coordinator/Asst. Principal
Contributor
Diana Titarenko
Art teacher
Timekeeper, contributor
Ricardo Martinez Mozos
PE teacher
Contributor
Colin Powell
PYP Coordinator/Asst. Principal
Chairperson 2
Ruta Postic
Librarian
Contributor
Viktorija Barkauskaite
Music teacher
Contributor
Justinas Lapatinskas
Music teacher (no longer with

VIS)
Contributor
Agn Strolyt
Lithuanian teacher
Contributor
32
Standard C1: Collaborative planning

Collaborative planning and reflection supports the implementation of the Primary Years Programme.
1.
Describe the process for reviewing the programme of inquiry.

A review of the programme of inquiry was completed during the 2014/15 academic year. While
changes to the programme of inquiry have been made over the last four years, this was the first
attempt at a programme of inquiry review since authorization. The review took the duration of the
academic year to complete.
1. PYP Coordinator and all teachers took inventory of units (homeroom units of inquiry and
single-subject units).
2. Units of inquiry were modified to be more developmentally appropriate.
3. Kindergarten 1 and 2 used to share units of inquiry. They split their units necessitating the
development of new units at each grade level. Kindergarten 1 came up with two new units.
Kindergarten 2 came up with three new units.
4. An inventory of Learner Profile attributes, attitudes and transdisciplinary skills was
completed for each grade.
5. In consultation with Grade 1 and Kindergarten 2 teachers, two units were switched and
modified based on integrated math concepts being more developmentally appropriate in
Grade 1.
6. Further adjustments to units were made through consultation between teachers and the
PYP Coordinator.
7. The school submitted six units for IB review through the pilot programme, Building Quality
Curriculum. Upon return of PYP planner feedback, teachers worked with the PYP
Coordinator to further change the programme of inquiry as well as individual planners.
8. An inventory of science strands was completed. All strands are represented. Living things
tends to be over represented. The vertical sequencing (Grade 3, 4 & 5) of some force and
energy units need changing.
9. An inventory of social studies units was completed. All strands are represented. Social
organization and culture is over represented.
10. Six standalone art units were developed.
11. Five standalone PE units were developed.
12. It was outlined where Information Technology is integrated in the unit of inquiry or is taught
as a standalone.
13. All grades reviewed their units for PSPE integration.
14. Consultation between homeroom teachers and single-subject teachers facilitated a resequencing of all units.
2.
Describe the role of single-subject teachers in the development of the units of inquiry.
The role of single-subject teachers is to support units of inquiry where and when authentic, relevant
and applicable.
Open-floor transdisciplinary planning meetings held every six weeks (at the beginning of
each unit) where single-subject and homeroom teachers develop units together.
Single-subjects seek to support the central idea and link with at least one unit of inquiry per
grade per year. Many other non-conceptual links are made as well. Single-subject teachers
are in a preliminary stage of documenting unit of inquiry collaboration on PYP homeroom
planners.
In addition, single-subject teachers support with informal conversations, adding pictures to
portfolios, demonstrating care for students and sharing social and emotional issues with
homeroom teachers.
33
3.
Practice
Low
1.
High
Collaborative planning and reflection addresses the

requirements of the programme(s).
a.
The programme of inquiry and all corresponding unit

planners are the product of sustained collaborative
work involving all the appropriate staff.
b.
Planning at the school makes use of the Primary

Years Programme planner and planning process
across the curriculum and by all teachers.
c.
Planning at the school addresses all the essential

elements to strengthen the transdisciplinary nature of
the programme.
2.
Collaborative planning and reflection takes place regularly

and systematically.
3.
Collaborative planning and reflection addresses vertical and

horizontal articulation.
a.
There is a systematic approach to integration of the

subject-specific scope and sequences and the
programme of inquiry.
b.
The school ensures balance and articulation between

the transdisciplinary programme of inquiry and any
additional single-subject teaching.
4.
Collaborative planning and reflection ensures that all

teachers have an overview of students learning experiences.
a.
The school provides for easy access to completed

Primary Years Programme planners.
b.
The school ensures that Primary Years Programme

planners are coherent records of student learning.
5.
Collaborative planning and reflection is based on agreed

expectations for student learning.
6.
Collaborative planning and reflection incorporates

differentiation for students learning needs and styles.
7.
Collaborative planning and reflection is informed by

assessment of student work and learning.
8.
Collaborative planning and reflection recognizes that all

teachers are responsible for language development of
students.
9.
Collaborative planning and reflection addresses the IB

learner profile attributes.
34
4.
Indicate the practice(s) that produced more diverse answers in the group. In one or two paragraphs,
identify the differing views and how the consensus was reached.
The following practices produced diverse answers:
There is a systematic approach to integration of the subject-specific scope and sequences

and the programme of inquiry.
We have varying degrees of integration. However, the evidence of this on ManageBac is developing
and needs continued work. We have established the aim of using single-subjects (specialist
classes) to support the central idea in at least one unit of inquiry per grade per year. Many other
non-concept based links are also made. It is expected that Mathematics and Language are
integrated into the units of inquiry as much as possible. The Language scope and sequence has
been mapped in every unit of inquiry and at every grade-level. Mathematics has not been mapped
consistently. With the adoption of Everyday Mathematics, mapping Mathematics needs to be a
focus for 2016/17.
Further, questions arose as to the level of linking between Information Technology, Library and
units of inquiry. Currently, where/how Information Technology supports units of inquiry is outlined on
a Unit Sequence spreadsheet. Library has no documented links with units of inquiry. This is a
necessary action and is planned for the 2015/16 year.
Finally, when we have open-floor transdisciplinary planning meetings, not all teachers are there or
able to come. Scheduling is an issue for early childhood teachers as they continue to care for
children between 2:45 and 4:00 pm. While there are informal meetings between single-subject
teachers and homeroom teachers, the attempt at a systematic approach is still perceived as
developing.
The school ensures that Primary Years Programme planners are coherent records of
student learning.
Not all PYP planners are complete. ManageBac was adopted two years ago. During the 2014/15
school year there was effort to develop units and establish a coherent record of student learning.
However, teachers disagreed on this practice because we are in a transition period. As a school, we
have been developing units of inquiry for about five years. Single-subject teachers did not develop
standalone units before 2014/15. However, the use of ManageBac is relatively new. Evidence of
coherent records of student learning on ManageBac is inconsistent. More training on how to use the
planner to support transdisciplinary learning will benefit all teachers. In addition, essential
agreements on the planning process will be beneficial.
Collaborative planning and reflection recognizes that all teachers are responsible for
language development of students.
The discussion surrounding this practice centred on if and how single-subject (specialist) classes
develop language. Some teachers argued that using key vocabulary and oral activities counted as
language development. Other teachers argued that it is not purposeful language development. Two
issues surfaced at the centre of the debate. First was a lack of a definition of language
development and second was questioning whether specialist teachers (single-subject) are
responsible for language development. This requires further understanding of the role of singlesubject teachers in the PYP and how language development is the responsibility of all teachers.
35
5.

a.

Standard C1: Collaborative planning
attention
Shows satisfactory
development
Collaborative planning and reflection supports

the implementation of the Primary Years
Programme.
b.
The major achievements are listed below. Generally, the consistent use of ManageBac
combined with scheduled planning meetings has had a positive impact on teaching and
learning.
All PYP teachers collaboratively plan with the PYP Coordinator twice monthly.
On Tuesday there is a scheduled PYP teacher professional development meeting

including all Grade 1-5 teachers and half of early childhood teachers. On Friday there
is a scheduled early childhood meeting.
All single-subject teachers collaborative plan.
Single-subject teachers meet as teams with the PYP Coordinator
The programme of inquiry underwent a significant review during the 2014/15 school
year. This was a collaborative effort at many different points during the school year
and involving all PYP teachers.
ManageBac access and authorship (editing rights) have been provided to all PYP
teachers for all of the applicable units. The new expectation is that all teachers will
contribute to updating the applicable planners.
New curriculum for PE, Art and Music are being developed. This involves
collaboration between the single-subject teachers and the PYP Coordinator.
All grades collaboratively plan.
Collaborative planning has led to a consistent way to write rubrics.
The PYP Coordinator and the MYP Coordinator have met a number of times during
the 2014/15 school year to discuss the vertical alignment between PYP and MYP
regarding Science.
The PYP Coordinator and the Service Learning Coordinators (PYP and MYP) have
met a number of times during the 2014/15 school year to integrate service learning
into the curriculum.
Each grade-level has integrated service into unit learning.
Six PYP planners were submitted to the IB for review (Building Quality Curriculum).
Through consultation with the PYP Coordinator, social studies and science related
concepts were added to all units of inquiry. Prior to 2014/15 related concepts were not
36
consistent.
c.
Recommendation: The pedagogical leadership team ensures that there is a systematic
approach to the integration of subject-specific scope and sequences within the units of inquiry.
Progress: Grade-level collaborative planning meetings as well as open-floor transdisciplinary
planning meetings with the PYP Coordinator facilitate the integration of subject-specific scope
and sequences. Work on this recommendation continues.
Recommendation: All teachers work together to further develop their understanding of the
difference between a thematic and transdisciplinary program, with a view to
strengthening the transdisciplinary nature of the Programme of Inquiry.
Progress: Collaborative planning and open-floor transdisciplinary planning ensure
collaboration. Several professional development meetings were dedicated to conceptual
learning (concept based learning outcomes) during 2014/15.
Recommendation: The pedagogical leadership team ensures that all teachers continue to
deepen their understanding of the planning process and the effective and systematic use of
the PYP planning tools.
Progress: We are moving to a more complete use of ManageBac. We have sought and
received IB feedback on six of our unit planners. More work on the PYP planning process will
continue next during 2015/16.
d.
The following practices have been identified for further development:
Develop a shared responsibility for language development by understanding the role of

single-subject teachers better.
Ensure scheduled time for early childhood teachers to have professional development
meetings.
Make collaboration and reflection time between homeroom and single-subject teachers more
available.
Continued development of the Library as a learning space.

Information Technology and Library need further integration in units of inquiry.
Ensure completion of planners for all teachers.
37
Standard C2: Written curriculum

The schools written curriculum reflects IB philosophy
1.
Practice
Low
1.
The written curriculum is comprehensive and aligns with the

requirements of the programme(s).
a.
The programme of inquiry consists of six units of

inquiryone for each transdisciplinary themeat each
year/grade level, with the exception of students who
are 35 years, where the requirement is at least four
units at each year/grade level, two of which must be
under Who we are and How we express ourselves.
b.
The school ensures that there is a coherent, horizontally

and vertically articulated programme of inquiry.
c.
The Primary Years Programme exhibition is one of the

six transdisciplinary units of inquiry in the final year of
the programme.
d.
There is documented evidence that the curriculum

developed addresses the five essential elements of
the Primary Years Programme.
High
X
2.
The written curriculum is available to the school community.
3.
The written curriculum builds on students previous learning

experiences.
4.
The written curriculum identifies the knowledge, concepts,

skills and attitudes to be developed over time.
a.
The school has scope and sequence documents that

indicate the development of conceptual understanding,
knowledge and skills for each Primary Years
Programme subject area.
b.
The overall expectations of student achievement in

the schools scope and sequence documents are
aligned with those expressed in the Primary Years
Programme scope and sequence documents.
5.
The written curriculum allows for meaningful student action

in response to students own needs and the needs of
others.
6.
The written curriculum incorporates relevant experiences

for students.
a.
The written curriculum provides opportunities for

student learning that is significant, relevant, engaging
and challenging.
38
Practice
Low
7.
2.
High
The written curriculum promotes students awareness of

individual, local, national and world issues.
a.
The programme of inquiry includes the study of host

or home country, the culture of individual students and
the culture of others, including their belief systems.
8.
The written curriculum provides opportunities for reflection

on human commonality, diversity and multiple perspectives.
9.
The written curriculum is informed by current IB

publications and is reviewed regularly to incorporate
developments in the programme(s).
a.
There is a system for regular review and refinement of

the programme of inquiry, individual units of inquiry
and the subject-specific scope and sequences.
10.
The written curriculum integrates the policies developed by

the school to support the programme(s).
11.
The written curriculum fosters development of the IB

learner profile attributes.
The following practices produced diverse answers:
The written curriculum provides opportunities for student learning that is significant,
relevant, engaging and challenging.
Here the questions of the degree of challenge and the integration of service learning were raised.
Some teachers stated that they would like to see more challenge opportunities for higher achieving
students. Other teachers stated that they would like service learning to develop further in its
integration and hopefully create more student initiated service.
There is a system for regular review and refinement of the programme of inquiry, individual
units of inquiry and the subject-specific scope and sequences.
The part of this practice that produced diverse responses was in regards to Mathematics. Prior to
2015/16, the school used the IB PYP Mathematics scope and sequence to integrate Mathematics
learning into units of inquiry where and when authentic and appropriate. The Director and the PYP
Coordinator worked in consultation with teachers to determine that high teacher turnover and a lack
of common vocabulary or understanding of concept based math is producing inconsistencies. After
research into inquiry and concept based Mathematics programmes feedback was sought on the
benefits and limitations of adopting Everyday Mathematics or Investigations. Further research and
feedback from teachers rendered the choice to adopt Everyday Mathematics. 2015/16 will be the
first year that we offer Everyday Mathematics.
39
3.

a.

Standard C2: Written curriculum
attention
Shows satisfactory
development
The schools written curriculum reflects IB

philosophy.
b.
The major achievements are listed below.
First programme of inquiry review since authorization.
Six standalone unit planners being developed on ManageBac for Music.
Six standalone unit planners being developed on ManageBac for Art.
Five standalone unit planners being developed on Managebac for Physical Education.
Unit of inquiry integration for Information Technology is outlined on spreadsheet.
Kindergarten 1 and 2 used to have the same units. These were separated and now
each grade-level has its own units of inquiry.
We participated in Building Quality Curriculum, a pilot IB programme.
PSPE integrated into units of inquiry where authentic, relevant and appropriate.
All units re-sequenced based on homeroom teacher consultation with single-subject

teachers.
The 6+1 Traits of Writing and CAF adopted to support teaching literacy.
The development of the Service Learning Coordinators role and the integration of
service into at least one unit of inquiry per grade per year.
Science and social studies strand inventory completed.
Vertical inventory of concepts, transdisciplinary skills and Learner Profile attributes.
Developed early childhood Mathematics and Language scope and sequences.
A list of field trips/guest speakers compiled.
Managebac access to planners provided to all teachers for applicable units.
MYP and PYP Coordinators working on alignment between PYP and MYP science.
A review of each subject area has been done. The following scope and sequence
documents are in use:
o From IBO, PYP: Science, Social Studies, PSPE, The Arts
o The following scope and sequence documents have been developed in-house
40
adapted from the IBO, PYP scope and sequence documents: Early
Childhood Mathematics and Language scope and sequences.
o The following scope and sequence documents include Lithuanian National

standards: Language and Mathematics.
c.
Recommendation: The pedagogical leadership team and teachers deepen their
understanding of the PYP as a concept-driven curricular framework and reflect this in the
scope and sequence documents and unit planners.
Progress: At the start of the 2014/15 year there was a 2-day, whole-school retreat on concept
based learning, teaching thinking and inquiry. Later that year we dedicated five professional
development meetings to developing our understanding of a concept-driven learning.
Recommendation: The teachers re-evaluate the Program of Inquiry for the age
appropriateness of units, as well as for the relevance of the central ideas to the
transdisciplinary themes.
Progress: This is ongoing. During the 2014/15 academic year teachers in consultation with
the PYP Coordinator focused on the age appropriateness/ relevance of units of inquiry.
Changes were made. In addition, feedback from Building Quality Curriculum suggested
changes to make units more age appropriate and relevant. Further reflection and discussion
may well necessitate further adjustments.
Recommendation: The pedagogical leadership team ensures that there is a shared
responsibility for the review of the Programme of Inquiry, and corresponding units, with all
teachers.
Progress: In trimester 1, 2014 the review of the programme of inquiry started with the new
PYP Coordinator. The PYP Coordinator attends all collaborative planning meetings and openfloor trandisciplinary planning time. Teachers are responsible for curriculum mapping and unit
development. The PYP Coodinator is responsible for the horizontal and vertical articulation.
Recommendation: The teachers ensure greater focus on the essential elements of concepts
and action during their planning.
Progress: All essential elements are represented in the units of inquiry planners. Continued
work on single-subject planners will focus on essential elements. Student action featured
prominently in the planning for the PYP Exhibition.
Recommendation: The teachers come to a common understanding the action component of
the PYP.
Progress: We have a developing understanding of the action component. However, this will
be our goal for 2105/16.
Recommendation: The school create opportunities for service learning within the school and
local community.
Progress: Service learning has been integrated into at least one unit of inquiry per grade per
year. Service Learning is overseen by the Service Learning Coordinators.
d.
Continue mapping the curriculum in ManageBac across all subject areas.
41
Determine a way to map and integrate Everyday Mathematics into our units of inquiry.
Continue to make sure schedules allow for collaborative planning.
PSPE and early childhood are developing scope and sequences. PSPE is
considering a document that outlines a continuum from Pre-school to Grade 10. Early
childhood have developed and mapped Mathematics and Language scope and
sequences.
All teachers need further training in how to use ManageBac.
Explore a way to make service learning more authentic and relevant within the
context of each unit of inquiry.
Standard C3: Teaching and learning

Teaching and learning reflects IB philosophy.
1.
Practice
Low
1.
2.
3.
4.
High
Teaching and learning aligns with the requirements of the

programme(s).
a.
The school ensures that students experience

coherence in their learning supported by the five
essential elements of the programme regardless of
which teacher has responsibility for them at any point
in time.
b.
The classroom teacher takes responsibility at least for

the language of instruction, mathematics, social
studies and science, to support the Primary Years
Programme model of transdisciplinary teaching and
learning.
c.
The school ensures that personal and social

education is the responsibility of all teachers.
Teaching and learning engages students as inquirers and

thinkers.
a.
The school ensures that inquiry is used across the

curriculum and by all teachers.
Teaching and learning builds on what students know and

can do.
a.
Teaching and learning addresses the competencies,

experiences, learning needs and styles of students.
Teaching and learning promotes the understanding and

practice of academic honesty.
42
Practice
Low
2.
High
5.
Teaching and learning supports students to become

actively responsible for their own learning.
6.
Teaching and learning addresses human commonality,

diversity and multiple perspectives.
7.
Teaching and learning addresses the diversity of student

language needs, including those for students learning in a
language(s) other than mother tongue.
8.
Teaching and learning demonstrates that all teachers are

responsible for language development of students.
9.
Teaching and learning uses a range and variety of

strategies.
10.
Teaching and learning differentiates instruction to meet

students learning needs and styles.
a.
The school provides for grouping and regrouping of

students for a variety of learning purposes.
11
Teaching and learning incorporates a range of resources,

including information technologies.
12.
Teaching and learning develops student attitudes and skills

that allow for meaningful student action in response to
students own needs and needs of others.
13.
Teaching and learning engages students in reflecting on

how, what and why they are learning.
14.
Teaching and learning fosters a stimulating learning

environment based on understanding and respect.
a.
The school provides environments in which students

work both independently and collaboratively.
b.
Teaching and learning empowers students to take

self-initiated action as a result of the learning.
15.
Teaching and learning encourages students to demonstrate

their learning in a variety of ways.
16.
Teaching and learning develops the IB learner profile

attributes.
Teaching and learning incorporates a range of resources, including information

technologies.
The debate here specifically focused on technology issues and a perceived lack of PE equipment
43
and outdoor equipment. Teachers argued that technology equipment and the internet network
within the PYP building require an upgrade. This was compounded by PE teachers calling for more
physical education equipment. Ongoing work has been done to upgrade the technology equipment
and the internet network in the PYP building. The issue may well be that we lack an onsite resource
to troubleshoot small difficulties.
3.

a.

Standard C3: Teaching and learning
attention
Shows satisfactory
development
Teaching and learning reflects IB philosophy.
b.
The major achievements are listed below.
The year-long early childhood focus on understanding play. This was a collaborative
inquiry into facilitative roles that teachers can take to support and intervene in
childrens play.
All homeroom teachers have reviewed their units of inquiry for the purpose of
integrating PSPE.
The essential elements are represented in all homeroom planners.
Whole-staff in-service on inquiry learning in August 2014.
Whole-staff professional development workshop in August 2015 facilitated by the

Powells - Making Inclusion Happen: Differentiation
39T
39T
Development of the Learning Resource and Assessment Coordinator role, additional

learning support teachers hired (including EAL) and the creation/implementation of
the referral process for learning support.
All teachers understand that they are responsible for language development.
Development of the Service Learning Coordinator roles, service written into the
curriculum and purposeful service occurring in the community.
The new mission statement necessitates working with students to construct a better
and revised understanding of human commonality, diverse and multiple perspectives.
The acquisition of new technology equipment (tablet computers, Smartboards,

document cameras, projectors, laptops) has facilitated all students from Grade 1 5
to move to electronic portfolios.
Single-subjects (Lithuanian A, Art, PE, Music) are developing standalone units.

Lithuanian B is fully integrated into units of inquiry.
Greater focus on assessment promotes students demonstrating their understanding
44
in a variety of ways.
c.
Learner Profile attributes are identified in all units of inquiry.
All teachers use a variety of grouping strategies allowing time for both group work and
independent work.
Recommendation: All teachers provide students with a range of opportunities and contexts
for reflecting on their learning.
Progress: Our portfolio agreement has changed. Portfolios better represent student voice and
reflection. In service learning, students are producing reflections on their service.
Recommendation: All teachers continue to deepen their understanding of inquiry as a
philosophy and as a pedagogy across all subject areas.
Progress: Whole staff in-service on inquiry in August 2014. Early childhood focus on the
complexities of play and our roles in it.
Recommendation: All teachers continue to explore ways to further develop appropriate
learning engagements that promote the development of critical thinking skills.
Progress: Whole school professional development on inquiry and teaching thinking in August
2014. PYP Coordinator and Grade 4 teacher will attend Making thinking Visible facilitated by
Mark Church in August 2015.
Recommendation: The teachers actively engage students in using the think-act- reflect
Action Cycle in order to make informed choices about their actions, both inside and
outside of the classroom.
Progress: Student action featured prominently in the PYP Exhibition where students had to
make ongoing choices about action. However, the development of student action is a goal for
2015/16.
Recommendation: The school continue to look for ways that self-initiated action can be
fostered and promoted, and support students in playing a role in some of the decision-making
processes of the school.
Progress: Student action is recorded on all PYP planners. The PYP Exhibition featured action
prominently.
d.
Teachers will develop a common understanding of action and provide opportunities

for students to demonstrate action.
Continue to promote inquiry as the main pedagogical approach within each subject
area across the school.
The development of the essential elements in single-subject classes.
Continue to develop integration of single-subjects into the units of inquiry with specific
focus on Mathematics and Science. In Mathematics, we are transitioning to the
programme, Everyday Mathematics. Science has been identified to review during the
2015/16 year.
45
Units of inquiry have been reviewed with PSPE integration in mind. Teachers will now
need to determine how to integrate PSPE within specified units of inquiry.
Continue to develop the system for identifying, tracking and supporting students with
diverse learning needs.
More work to be done on supporting student language needs whose mother tongue is
not English or Lithuanian.
Continue to take inventory of our learning resources (Mathematics, technology

equipment, PE equipment etc.) and determine where reasonable additional
purchases can be made to enhance the programme.
Continued focus on how we use technology to support student learning.
Standard C4: Assessment

Assessment at the school reflects IB assessment philosophy.
1.
Practice
Low
1.
Assessment at the school aligns with the requirements of

the programme(s).
a.
Assessment at the school is integral with planning,

teaching and learning.
b.
Assessment addresses all the essential elements of

the programme.
c.
The school provides evidence of student learning over

time across the curriculum.
High
X
2.
The school communicates its assessment philosophy,

policy and procedures to the school community.
3.
The school uses a range of strategies and tools to assess

student learning.
4.
The school provides students with feedback to inform and

improve their learning.
5.
The school has systems for recording student progress

aligned with the assessment philosophy of the programme(s).
6.
The school has systems for reporting student progress

aligned with the assessment philosophy of the programme(s).
a.
Student learning and development related to all

attributes of the IB learner profile are assessed and
reported.
46
Practice
Low
7.
The school analyses assessment data to inform teaching

and learning.
The school ensures that students knowledge and
understanding are assessed prior to new learning.
a.
2.
High
X
8.
The school provides opportunities for students to participate

in, and reflect on, the assessment of their work.
9.
The school has systems in place to ensure that all students

can demonstrate consolidation of their learning through the
completion of the Primary Years Programme exhibition, the
Middle Years Programme personal project and the Diploma
Programme extended essay, depending on the
programme(s) offered.
The issues that caused diverse opinions included:
The differences in assessment practice between early childhood and Grade 1 - 5. There is a
need to use our assessment policy to create common assessment practices. This will
create better consistency in format and expectations and will ensure vertical alignment.
Student readiness for Grade 1. According to the law, Grade 1 starts with seven year olds. As a
school we continue to negotiate between our need for assessed readiness and the
Lithuanian law.
Further work needs to be done on analyzing data at the classroom level to inform instruction. A
system and routine has started to review learning data in order to inform instruction. However,
this needs to be developed.
3.

a.

Standard C4: Assessment
attention
Assessment at the school reflects IB

assessment philosophy.
b.
Shows satisfactory
development
Students continue to self-assess themselves based on the Learner Profile attributes.
The new reporting system will be implemented in 2015/16. This includes revisions to
the report cards and the format of our conferences. Our November parent/teacher
47
conference has been changed to a Three-Way conference. The report card in

trimester 1 will focus on student/teacher goal setting with a follow up during the
Student Led conference in March.
c.
The writing of rubrics follows a consistent format. Criteria are developed according to
our lines of inquiry.
A new portfolio agreement was created emphasizing student voice. Grade 1-5 have
adopted electronic portfolios hosted on the Weebly platform. Early childhood to review
portfolio format during 2015/16.
Continued refinement and use of Fountas & Pinnel and Words Their Way
assessments to inform instruction.
Introduction and continued use of the CAF model for teaching reading.
Continued use of Measure of Academic Progress (MAP) results to track and support
learners.
The PYP Exhibition website documents the process and many student reflections.
The use of ManageBac has become consistent amongst all PYP teachers. Now we
need to develop and document better assessments within ManageBac.
The role of the Learning Resource and Assessment Coordinator was developed.
Support provided with assessments.
Twice a year all grades collect a writing sample from students. This is scored using 6
traits of writing rubrics and then moderated between teachers. Writing conferences
ensure teachers feedback to students on this process.
Year-long collaborative inquiry by early childhood team on understanding play as

pedagogy. This has involved developing an understanding of assessing play.
Recommendation: The teachers with the PYP coordinator, continue to develop formative and
summative assessments that effectively provide evidence of the concepts,
skills, and attitudes learned during the units of inquiry.
Progress: The format for writing unit rubrics has been standardized. Unit rubrics build on the
lines of inquiry as criteria, which are connected to key concepts. Peer- and self-assessment
are used to develop IB attitudes and transdisciplinary skills.
Recommendation: The teachers look for ways to involve students in peer- and selfassessment strategies so that they grow as independent learners.
Progress: Peer and self-assessment are used to develop students as independent learners.
Every grade uses peer and self-assessment strategies. Portfolios and the report card (Grade
1-5) include the use of self-assessment. In addition, peer conferencing is a model frequently
used.
Recommendation: All teachers continue to develop systems for recording and storing
evidence of student learning so that it is accessible, as appropriate, to students, parents, and
teachers.
Progress: PYP planners have been further developed on ManageBac to ensure a coherent
record of student learning. As stipulated in our Portfolio Agreement, evidence of student
learning is collected as early as September. An assessment database has been created by
48
the Learning Resource and Assessment Coordinator. Among others, results for Fountas &
Pinnel, Words Their Way and MAPs tests are recorded.
Recommendation: The pedagogical leadership team and teachers develop a report card that
reflects the principles of the programme and shows progress of student learning.
Progress: A committee of two teachers and the PYP Coordinator was formed to revise the
report card. An updated reporting system was devised that includes a new report card format.
A large part of the new reporting system involves goal setting and reflection. The new report
card reflects the principles of the programme.
d.
Further discussion and moderation of assessments will create vertical consistency of

assessment tools and strategies.
Continue the consistent format of using lines of inquiry to draw up rubrics and ensure
that we are assessing conceptual understanding.
Assessment of the essential elements needs to be more explicit. This will require
discussion on how to assess the different elements appropriately.
Early childhood will determine a format for portfolios that is developmentally

appropriate. Early childhood will also continue to review how we report student
learning progress to parents. Finally, the programme-wide goal for 2015/16 will be on
assessment. Specifically, early childhood will work on developmentally appropriate
and consistent assessment strategies.
Everyday Mathematics has been adopted. It will be import to take inventory of the
assessments and ensure that we are using them in a consistent and helpful manner.
Considering trialing a Mathematics inventory in PYP. MYP has already trialed it. By
using it in both programmes consistency will be enhanced and students transitioning
from PYP to MYP will be supported further.
The practice of having team mentors for the PYP Exhibition was successful. Continue
to have team mentors take on Exhibition groups. In addition, look for other singlesubject teachers to act as experts or consultants.
Develop more teacher and student discussions surrounding learning data and
continue to use data to drive instruction.
49
Organization
School organization chart showing the PYP pedagogical leadership team situation (including the
PYP coordinator) and reporting lines
Job description of the PYP coordinator, including all additional responsibilities besides the PYP
coordination. Indicate the percentage of the coordinators weekly schedule that is devoted to
complying with the coordination responsibilities.
Job description of the primary school principal
N/A
Language policy
Assessment policy
Special educational needs policy
Sample class schedules (include one per year/grade level)
Curriculum
PYP programme of inquiry
Three completed unit planners (stages 19) for each year/grade level
Examples of school reports to parents from three different grade levels
A description of how the exhibition is organized and managed in the school, to include:
the structure in place to ensure coordination of the exhibition
a description of how students and mentors are briefed
the process for assessment
a description of the previous years exhibition, indicating the type of projects involved
Documentation to be available at the school at the time of the

evaluation visit
Samples of work completed by students (this should be student work that indicates the process
of/progress in learning, includes teacher feedback and student reflection and self assessment, and
reflects learning within and outside of the transdisciplinary programme)
A current version of the schools programme of inquiry
Updated and newly developed planners for all transdisciplinary units of inquiry for each year/grade
level, including planners for the current unit of inquiry at each year/grade level
Unit planners for each year/grade level from outside of the programme of inquiry
X
1
Subject-specific scope and sequence documents
Samples of completed report cards from each year/grade level
Any policies/essential agreements regarding the implementation of the programme the school may
have adopted or developed, if appropriate
Samples of exhibition portfolios (four samples is sufficient)
Complete the charts that appear in the following pages.
2
Chart 1: Update of organization of teaching time

Year/grade
Total teaching time in hours

per week/cycle
Percentage of teaching time with

classroom teacher
Percentage of teaching time with

single-subject teachers *
Other
(assemblies, special events)
81T
Length of cycle:
5 days
34 years
28 hrs. 20 min.
90%
8%
2%
45 years
28 hrs. 20 min.
90%
8%
2%
56 years
28 hrs. 20 min.
84%
14%
2%
67 years
28 hrs. 20 min.
84%
14%
2%
78 years
26 hrs. 15 min
68%
30%
2%
89 years
26 hrs. 15 min
68%
30%
2%
910 years
26 hrs. 15 min
67%
31%
2%
1011 years
26 hrs. 15 min
67%
31%
2%
1112 years
26 hrs. 15 min
67%
31%
2%
* This percentage includes teaching time with teachers in charge of specific subjects such as physical education, music or other subjects.
51
Chart 2: Update of PYP teaching staff, qualifications and IB-recognized professional development
IB-recognized professional development is activities as listed on the IB events calendar on the IB public website (http://www.ibo.org) or in-school professional development activities
organized by the relevant IB office.
Location: In the chart below, indicate where the training took place.
For IB regional workshops attended name the city.
For IB workshops organized in the school use IS.
For IB online workshops, use Online.

Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Year/grade
34 years
Jelena Chatiuina
Aist Dubinskien
BA Social Pedagogy
BA Early Childhood
Education
Number of
years at
this
school
MA Educology
Full/
part-time
(use FT/PT)
IB activities in which teacher is

or has been involved in period
under review
(eg workshop leader, site visitor,
contributor to IB curriculum
development)
FT
FT
IB-recognized professional development

attended during the period under review
Location
Date
Workshop
name and
category
Vilnius
March 2011
Making the
PYP Happen
in the
Classroom
(Category 1)
Vilnius
October
2011
Inquiry in the
PYP
(Category 3)
Warwick, UK
February
2012
PYP PlayBased
Learning
(Category 3)
Online
March 2015
Making the
PYP Happen
in the
Classroom
(Category 1)
52
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Year/grade
45 years
Jasper Mehagnoul
BA Social Work
Number of
years at
this
school
Full/
part-time
(use FT/PT)

under review
development)
FT

Location
Date
Workshop
name and
category
Vilnius
March 2011
Making the
PYP Happen
in the
Classroom
(Category 1)
Online
May 2012
Vilnius
October
2011
Teacher qualification
Violeta Pundien
BA Social pedagogy
FT
Online
Year/grade
56 years
May 2014
International
Mindedness
Inquiry in the
PYP
(Category 3)
Assessment
in the early
years
(Category 3)
Natalija Kotine (2015/16)
0
(returning
from
maternity)
FT
Vilnius
October
2011
Inquiry in the
PYP
(Category 3)
Jennifer Wong-Powell
BA Womens Studies
FT
Online
November
2013
Pedagogical
Leadership
in the Early
Years
(Category 3)
October
2011
3-5 Year
Olds in the
PYP
(Category 3)
September
2010
Making the
PYP Happen
(Category 1)
MA Applied Linguistics
Graduate Diploma in
Learning and Teaching
Hong Kong
Singapore
53
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Agn Vilit
BA Philosophy
Number of
years at
this
school
Full/
part-time
(use FT/PT)

under review
development)

Location
Date
FT
Online
May 2014
Symbolic
Learning In
The Early
Years
(Literacy &
Numeracy)
(Category 3)
FT
Online
May 2012
Making the
PYP Happen
(Category 1)
FT
Online
May 2012
Making the
PYP Happen
in the
Classroom
(Category 1)
Teacher certificate
Year/grade
67 years
Dalia Krupaviciene
BA Geography
Teacher certificate
Jekaterina Budic
BA English
Workshop
name and
category
54
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Year/grade
78 years
Laura Laniauskait
BA History
Number of
years at
this
school
11
Full/
part-time
(use FT/PT)

under review
development)
FT

Location
Date
Workshop
name and
category
Vilnius
March 2011
Making the
PYP Happen
in the
Classroom
(Category 1)
Vilnius
October
2011
Tatjana Neifach
BA English Philology
Warwick, UK
February
2012
PYP
Transdiscipli
nary
Learning
(Category 3)
Online
May 2012
Conceptbased
Learning in
the PYP
(Category 3)
FT
Istanbul
June 2014
Encouraging
Children's
Creative
Instincts in
the
Classroom
(Category 3)
FT
Online
September
2013
Making the
PYP Happen
in the
Classroom
(Category 1)
MA Strategic
Management of
Organisations
Year/grade
89 years
Dorothy Broussard
(2015/16)
BA Education
Inquiry in the
PYP
(Category3)
55
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Jody Ubert (2015/16)
BA Recreation
Number of
years at
this
school
Full/
part-time
(use FT/PT)

under review
development)

Location
Date
Workshop
name and
category
FT
Online
July 2015
Making the
PYP Happen
(Category 1)
FT
Accra,
Ghana
February
2013
Transdiscipli
nary
Learning
(Category 3)
Shanghai,
China
December
2011
Making the
PYP Happen
in the
Classroom
(Category 1)
October
2013
Transisciplin
ary Learning
(Category 3)
MA Special Education
Teaching certification
ESL certification
Year/grade
910 years
Jessica McColly
BA Sociology
MA Elementary and
Early Childhood
education
Marisa Villreal (2015/16)
MA Special Education
56
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Year/grade
1011 years
Lezlie Faber
Colin Powell (see below)
BA Elementary
Education
Number of
years at
this
school
Full/
part-time
(use FT/PT)

under review
development)
FT

Location
Singapore
Inquiry and
the Librarian
across the
Three
Programs
October
2011
Promoting
International
Mindedness
(Category 2)
July 2010
The Written
Curriculum
in the PYP
(Category 2)
Lyon,
France
September
2007
Making the
PYP Happen
(Category 1)
Online
September
2013
Making the
PYP Happen
(Category 1)
Copenhagen
, Denmark
Katherine Lum
BA Human
Development
MA Teaching
FT
Workshop
name and
category
January
2013
Dhaka,
Bangladesh
Year/grade
1112 years
Date
Head of section/
principal
57
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
PYP coordinator
Colin Powell
BA Anthropology
Number of
years at
this
school
Full/
part-time
(use FT/PT)

under review
development)
FT

Location
Brussels
MA English Studies
Date
October
2014
PYP + MYP
+ Diploma
Programme
Leadership
for School
Improvement
(Category 3)
October
2011
The PYP
Exhibition
(Category 3)
Graduate Diploma in
Learning and Teaching
Hong Kong
Singapore
Workshop
name and
category
September
2010
Making the
PYP Happen
(Category 1)
58
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Number of
years at
this
school
Full/
part-time
(use FT/PT)

under review
development)

Location
Date
Workshop
name and
category
Others
(physical education,
music, administrators)
Director
Rebecca Juras
BA Biology
11
FT
Brussels
BA Russian Studies
October
2014
MA Education
PYP + MYP
+ Diploma
Programme
Leadership
for School
Improvement
(Category 3)
PYP
Assessment
PYP The
Written
Curriculum
IB
Continuum
Creating
Inclusive
Classrooms
Lithuanian teacher
Agn Strolyt
BA Lithuanian
FT
Online
July 2015
Making the
PYP Happen
in the
classroom
(Category 1)
FT
Online
March 2015
Making the
PYP Happen
in the
classroom
(Category 1)
MA Education
Leadership
Lithuanian teacher
Rita Mikelionyt
BA Lithuanian
MA Lithuanian
59
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Head of
Languages/Lithuania
n teacher
Jurga Dzikait
BA Lithuanian philology
Number of
years at
this
school
Full/
part-time
(use FT/PT)

under review
development)

Location
Date
FT
Budapest,
Hungary
October
2012
Encouraging
children's
creative
instincts in
the
classroom
(Category 3)
FT
London
June 2013
Physical
Education:
Delivering
the Middle
Years
Programme
(Category 2)
PT
Online
June 2013
Making the
PYP Happen
in the
classroom
(Category 1)
MA Lithuanian Philology
MA Education
Leadership
Physical education
teacher
Jasper Mehagnoul (see

above)
Physical education
teacher
Ricardo Martinez Mozos
Visual arts (Art)
Diana Titarenko
BA Business
BA Education
BA Fine Arts
Workshop
name and
category
60
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Early Childhood
Coordinator/Art
teacher
Giedr Juodyt
BA Early Childhood
Number of
years at
this
school
Full/
part-time
(use FT/PT)

under review
development)
FT

Location
Online
MA Education
Vilnius,
Lithuania
Vilnius,
Lithuania
Information
Technology teacher
Jrat Skpien
MA Applied
Mathematics
PhD Informatics
Music teacher
Viktorija Barkauskaite
BA Music
1 (returned
after
maternity
leave)
Education qualification
PT
PT?
Date
September
2010
July 2011
March 2011
Workshop
name and
category
Induction in
the PYP
(Category 1)
Inquiry
(Category 3)
Making the
PYP Happen
in the
Classroom
(Category 2)
Istanbul,
Turkey
June 2014
Vilnius
June 2011
Introducing
the MYP:
Capturing
the Art and
Science of
Teaching
Online
October
2011
An
Introduction
to teaching
MYP
Technology
(Category 1)
Online
March 2015
Making the
PYP Happen
in the
Classroom
(Category 1)
Assessment
in the Early
Years
(Category 3)
61
Teacher/role
Name
Qualifications of
each teacher
(degrees, diplomas)
Learning support
teacher
Zydre Barabanchuk
BA Social Sciences
Number of
years at
this
school
Full/
part-time
(use FT/PT)

under review
development)
FT

Location
Date
Online
July 2015
Making the
PYP Happen
in the
Classroom
(Category 1)
Online
March 2015
Making the
PYP Happen
in the
Classroom
(Category 1)
Online
May 2015
Making the
PYP Happen
in the
Classroom
(Category 1)
Primary school teacher

qualification
English language early
childhood education
teacher professional
qualification
Librarian
Ruta Postic
BA Lithuanian philology
MA Comparative
Literature
Learning Resource
and Assessment
Coordinator
Ausra Maggiar
BA Political Science
Workshop
name and
category
MBA
MA Education in
International Schools
62
Chart 3: Update of school facilities that support the implementation of the PYP
Describe the changes that the school has made, if any, during the period under review, regarding its physical resources (for example, sports fields) to support the
implementation of the PYP. Indicate the areas that are still in the process of improvement. Add rows as necessary.
Resource
Changes since authorization/last evaluation
Library/multimedia centre
Up to 9,000+ volumes.
Arts provision
New gallery space for exhibitions.
Developments under way/future development (if applicable)

Transition collection to Destiny Follett management system, book orders.
Addition of 40 tablets
Two smart boards
Document cameras in most classrooms
Upgraded to laptops in computer lab
Information technology provision
Improved wifi throughout school.

Grade 1-5 have shifted to electronic portfolios
Two mobile projectors with laptops
Ceiling-mounted projectors in most classrooms
Other (identify)
73T
73T8
Gym
Purchase of new equipment including a soft-impact floor
63
Chart 4: Update of implementation budget

Indicate the currency the school uses. If possible, use USD, GBP, CHF or CAD.
1T
1T
USD = US dollars
GBP = Great British pounds
CHF = Swiss francs
USD
CAD = Canadian dollars
IB World School
current year
Year 2 after
evaluation
Year 3 after
evaluation
Year 4 after
evaluation
Year 5 after
evaluation
2015-2016
2016-2017
2017-2018
2018-2019
2019-2020
6,417.31
6,738.17
7,075.07
7,428.82
7,800.26
Total resources
33,984
33,984
33,984
33,984
33,984
Library
11,328
11,328
11,328
11,328
11,328
Furniture/inventory
2,265.60
2,265.60
2,265.60
2,265.60
2,265.60
Teaching supplies
6,796.80
6,796.80
6,796.80
6,796.80
6,796.80
Other
13,593.60
13,593.60
13,593.60
13,593.60
13,593.60
Total PYP staff PD
33,984
36,249.60
39,648
42,480
45,312
Training/conf.
16,992
18,124.80
19,824
21,240
22,646
Trip expenses
16,992
18,124.80
19,824
21,240
22,656
74,385.31
76,971.77
80,707.07
83,892.82
87,096.26
Academic year
Annual school fee
Resources
(specify)
IB professional
development
(specify)
68T
68T
Other
TOTAL
Approved by
Rebecca Juras
Position
Director
64
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Vilnius1

Primary Years Programme

Programme evaluation guide and

Primary Years Programme

International Baccalaureate Organization 2010

IB merchandise and publications can be purchased through the IB store at http://store.ibo.org.

Guide to programme evaluation

Aims of the programme evaluation process

to provide guidance on enhancing the implementation of the programme in the school

Overview of the evaluation process

The role of the schools action plan

Professional development requirements at

Steps of the programme evaluation process

Planning the self study

Define descriptors for levels of implementation of practices.

overview of the aims of the process

importance of understanding the Programme standards and practices

explanation of the descriptors to be applied when deciding on levels of implementation of

importance of identifying and analysing school evidence to justify levels of implementation

importance of presenting evidence in order to verify conclusions

Finalize the self-study questionnaire and action plan for submission.

Verify the collection of supporting documents.

Deciding on the levels of implementation of each practice

Meeting the standards

Submission of the self-study questionnaire and supporting documents

The evaluation visit

The evaluation report

Response to matters to be addressed

The evaluation visit

Aims of the visit

Description of the visit

Responsibilities of the visiting team

The school community

Defining an agenda with the IB.

Funding the visit, according to IB procedures established for this purpose.

Providing meals during the school day.

Providing the assistance of an external translator if meetings need to be conducted in a language

The agenda for the visit

SUBMIT TO THE IB THE FOLLOWING SECTIONS ONLY

Update of school information

Vilnius International School

Legal registered name of school (if different from above)

Vsj Vilnaus tarptautine mokykla

Rusu g. 3 Vilnius, Lithuania 01125

Head of school (1)

Head of section where

School public website

Position: Name of the post of employment at the school

Legal status of the school

Indicate whether the school is

CIS member - Accreditation visit scheduled for May 2016

Additional information (eg coeducational in primary, boys and girls in secondary)

Boarding and day

Academic year dates (indicate month only)

Age range of students across the whole school

PYP Early Childhood

Age range of students

Total number of students in the whole school

IB World School authorized to offer

(add IB school code if you know it)

(add IB school code)

IB World School authorized to offer