International Baccalaureate Primary Years Programme (IB PYP)
The most important 'program' at Alice Birney Academy of International Studies is the one that drives our very identity as an international studies school. We have recently been granted candidacy for the PYP, but we have been living by its ideals and beliefs for about three years now. As we develop this website, we will add much more information about the IB PYP. In the meantime, please visit their website at
ibo.org to learn more
Gifted and Talented Education (GATE)
At Alice Birney Academy of International Studies, we believe that the opportunities provided by the GATE program, which include additional training and certification for teachers as well as special funding for the GATE classrooms, enhance the ability of the classroom teachers to differentiate curriculum in order to best serve the identified students in the classroom. This differentiation actually serves all children because it increases the access that all students have to the core as well as the enriched curriculum. We emphasize the need to differentiate our curriculum in all classes to meet the varied needs of all students. Our curriculum is enriched for all students, including study-related field trips and speakers, assemblies and enrichment classes.
Our goal is to provide a GATE-certified teacher in every 3rd-5th grade classroom. Teachers either have their GATE certification or are in the process of getting it. In addition, every teacher in our school is given the opportunity 1-2 times every year to participate in training offered by the International Baccalaureate Organisation (IBO) for the PYP program. This training addresses many of the same areas of knowledge as the GATE certification process.
To learn more, visit the district's Gifted and Talented Education (GATE page.
English Learner Programs
Structured English Immersion (SEI)
Unless they have been approved for bilingual placement, English Learners with less developed levels of English proficiency are assigned to the SEI program. SEI provides instruction, textbooks, and materials mostly or only in English and includes sequential ELD instruction and access to core curriculum through SDAIE strategies. All district schools provide the SEI program.
Mainstream English Cluster (MEC)
This enriched English program is designed for English Learners who are at higher levels of English language proficiency. English Learners at or above the intermediate level of English language proficiency are assigned to the MEC program, unless they have been approved for bilingual placement. MEC provides instruction, textbooks, and materials in English only. Students are clustered in grade-level classrooms that include native and fluent speakers of English. English Learner students may remain in the program until all criteria have been met for reclassification as "fluent English proficient." All district schools provide the MEC program. Parents may request this program at any time.
Alternative Bilingual
With an approved parental exception waiver, English Learners at any level of English proficiency level may participate in the Alternative Bilingual Program. In this program, some of the instruction, textbooks, and teaching materials are provided in the student's home language. If parents of 20 or more students in the same grade level of the same language group submit a waiver for participation in this program, the site is required to provide this program. If an individual school has approved one or more waivers, but fewer than 20, the school must allow any of the approved English Learners to transfer to another school that provides a bilingual program for that language and grade.
Volunteer-based Academic Programs
In addition to the standard district curriculum, students benefit from additional volunteer-based programs.
Everyone a Reader (EAR) Volunteer Tutor Program
The Everyone A Reader volunteer program was created to fill an important need. Throughout San Diego County, some children experience difficulty learning to read. Often these children need special assistance and additional practice with reading. To meet this need the Everyone A Reader volunteer program was born.
The program trains college students from the University of San Diego, Mesa College, and members of the community with a passion for tutoring. These volunteers work one-on-one with first through third grade children. The children read books at their instructional level while trained tutors listen and assist the child in learning new reading strategies. For example, if the child is unsure what to do when coming across an unknown word, the tutor helps the child learn strategies to decode that word. The extra reading practice and strategies help the child become a better reader.
For more information, call (800) 711-READ or visit the Everyone a Reader Volunteer Tutor Program website.
Push-in Teachers
Technology in the Upper Grades
Reading is Fundamental (RIF)
Reading Is Fundamental, Inc. prepares and motivates children to read by delivering free books and literacy resources to those children and families who need them most. Currently, 64 schools in the San Diego City Schools district participate. To learn more, visit the national Reading is Fundamental website.
Student Study Team
The Student Study Team (SST) is a forum to discuss student learning and achievement, and any factors that might affect the academic, social, emotional growth or physical health of students. It provides an opportunity to brainstorm about issues and potential solutions in an effort to help each student to achieve his/her potential. Although members of the SST may vary, it usually consists of the principal, a parent, nurse, resource specialist, and a district counselor. If there is an expressive/receptive language concern, the English Learner Support Teacher or the Speech/Language Therapist may attend. The school psychologist is usually present to offer suggestions or possible interventions.
At Birney Elementary, the SST meets weekly on Wednesday afternoons. Anyone working with a student may request an SST, including a parent. Parents are valuable members of the team, and can share pertinent history, strengths and concerns about their child.
Possible outcomes of the SST might include:
- Better understanding of the student and his/her needs.
- Implementation of one or more interventions, such as changing seating arrangements in the classroom, modification of assignments, tutoring, or referral to a community agency.
For more information, email Emily Pannel (epannel@sandi.net), Counselor.