From closure to community: Our journey into the PYP

By Kelly Cordero, PYP Coordinator, Caleb Greenwood School, Sacramento, California, US.

When I look back on our school’s journey, it’s striking to see how much has changed. In 2012, we were not planning a new direction; we were working to keep our school open. The district convened a Design Team made up of parents, teachers, and community members to reimagine what our neighbourhood school could become. That process became a turning point.

As we visited schools and discussed our hopes for students, one idea continued to surface: we wanted a programme that supported the whole child. Not only academics or test scores, but inquiry, reflection, international-mindedness, and learning that felt relevant and meaningful. It was during this process that the IB Primary Years Programme (PYP) came into focus. It aligned with our values, our intentions, and the kind of school our community envisioned.

Because the decision to pursue the PYP was rooted in community voice, there was a strong sense of shared ownership from the beginning. Families, educators, and neighbours came together around a common purpose: creating a student-centred, inclusive learning environment grounded in agency and collaboration. That purpose continues to guide our work today.

Facing challenges and finding clarity

Transitioning from a school facing closure to an IB World School was not easy. We were rebuilding trust while learning a new educational framework at the same time. Questions around resources, expectations, and capacity were very real. Each challenge required us to communicate more intentionally, collaborate more thoughtfully, and remain focused on our shared vision.
An early and important decision was to honour adult agency. Teachers were given the option to opt into the PYP or pursue a different placement. While not easy, this choice ensured that those who stayed—and those who joined later—were genuinely committed to inquiry, reflection, and collaboration. That collective commitment became the foundation of our programme.

Growing inclusion, agency, and community

The PYP has provided us with a shared language for inclusion and differentiation. It encourages teachers to design learning with multiple entry points, to honour students’ strengths and identities, and to embed voice and choice into everyday practice. Over time, student agency has deepened. What began as classroom-level choices has grown into students asking their own questions, setting goals, reflecting on learning, and taking meaningful action.

This is visible across the school: students co-creating expectations, explaining their thinking, planning schoolwide events, leading assemblies, organizing service projects, producing learner profile videos, and creating the yearbook. Agency is not an add-on; it is embedded in who we are as a school community.

Sustaining the work

Ongoing professional learning has been essential to sustaining our growth. The PYP is not a programme that is ever “finished”; it is a living practice. Continued collaboration supports our ongoing interpretation of the Standards and Practices in ways that are responsive to our school, district, and community context.

We have also developed an integrated Action Plan that aligns PYP requirements with our district’s School Plan for Student Achievement. This alignment supports coherence and focus, while honouring both our IB identity and district priorities.
Equally important are our partnerships with families. Through clear communication and authentic engagement—such as exhibitions, student-led conferences, PYP-focused events, and action projects—we have strengthened relationships and built trust.

Transformation

Over time, we have seen enrollment increase, student outcomes improve, and community perception evolve. Families recognize the value of the learning that takes place each day, and students leave our school demonstrating the learner profile: caring, knowledgeable, open-minded, reflective, balanced, and increasingly internationally minded. Some of the most powerful evidence comes directly from students—the way they articulate their thinking, make connections across disciplines, demonstrate empathy, and take action that is meaningful to them. These moments reflect the true impact of the PYP.

We are proud of our journey and grateful for the support and opportunities that have shaped it. We also recognize that meaningful work is happening across our district in all our schools every day. Our hope is to contribute to ongoing conversations about what is possible when communities unite around a shared vision, and to continue advocating for access to programmes like the PYP for all students, in every school and every district.

Takeaways

1. Our PYP journey began with community voices who wanted a school that nurtured the whole child.
2. Teacher agency was foundational, creating a committed, collaborative culture from day one.
3. The PYP strengthened inclusion and differentiation, ensuring learning is accessible and meaningful for all students.
4. Student agency now thrives schoolwide, from daily classroom inquiry to student-led action teams.
5. Sustained professional learning and strong family partnerships have helped us align IB philosophy with district goals and maintain lasting success.

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