Programme evaluation
self-study questionnaire
IB Diploma Programme
Programme evaluation self-study questionnaire
Published September 2005
International Baccalaureate Organization
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United Kingdom
Phone: + 44 29 2054 7777
Fax: + 44 29 2054 7778
Web site: www.ibo.org
© International Baccalaureate Organization 2005
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Contents
Introduction
The self-study questionnaire
School presentation
Section A: philosophy
Section B: organization
Section C: curriculum
Section D: the student
Summary of main conclusions
Diploma Programme appendices
Appendix 1: current and proposed Diploma Programme
budget
Appendix 2: subjects offered in the Diploma Programme
Appendix 3: attendance at IB workshops and conferences
(completed or scheduled)
Appendix 4: Diploma Programme examination results over
the last five years
Introduction
The information contained in this questionnaire represents the results of the self-study, which
can be considered the most important part of the programme evaluation process in terms of the
time and collective effort involved, and in the value to be gained by the whole school from the
process.
The self-study questionnaire is to be used for the evaluation of each of the three IB
programmes—the Primary Years Programme (PYP), the Middle Years Programme (MYP) and
the Diploma Programme— and for joint programme evaluations when requested.
This questionnaire contains a general section about the school and the programmes it offers,
and the following specific sections:
•
A: philosophy
•
B: organization
•
C: curriculum
•
D: the student.
It also includes the school’s summary of main conclusions, to be signed by the head of school
and/or the school principal, and by the programme coordinator.
Each section provides a set of criteria against which both the school and the IBO can measure
the school’s progress towards achieving the required standards and practices in its
implementation of the programme. The school must make a commitment to work towards
meeting each standard and practice. The IBO is aware that implementing an IB programme is a
journey, and that the school will meet the programme standards and practices to varying
degrees along the way. Nevertheless, there is a need for the IBO to ensure quality in the
implementation of its programmes.
This self-study questionnaire replaces all previous versions.
© International Baccalaureate Organization 2005
1
Guidelines for use by the school
In completing this self-study questionnaire schools should use the following guidelines.
1.
All members of the administration and teaching staff involved in the organization and
implementation of the programme in the school, as well as students and parents, should
contribute to the self-study. The information in the completed questionnaire should reflect
a broad view of the programme within the school.
2.
The self-study questionnaire must be completed in one of the IBO working languages—
English, French, Spanish or Chinese (for the MYP only). The questionnaire is available
as a Word document and should be completed electronically. The boxes will expand to
accommodate longer responses, and additional rows can be added to tables as required.
3.
It is important to address each area of the self-study questionnaire carefully. The
questions that come before the standard and practices in each section require detailed,
descriptive answers, and are designed to ensure careful reflection on the standard before
evaluating the level of practice.
4.
Please provide further information if necessary, referring to the specific standard and
number of each question (for example “Standard A1, Question 4”). Please ensure that
any additional information provided is clearly referenced.
5.
The standards and practices required for implementation of the three IB programmes
form the basis of this self-study questionnaire. The practices below each standard identify
the critical elements in moving towards successful achievement of the standard. The
school must rate its performance in terms of each practice by indicating a degree of
implementation on a continuum from low to high.
6.
The school will need to document the degree to which it meets a particular standard by
arriving at a judgment based on the analysis of the pattern of responses to the practices.
7.
The pattern of responses will assist the school in completing “The statement of
conclusions” that closes each section. Entries in “The statement of conclusions” should
be prioritized and numbered according to those issues considered to have the most
impact on success in the implementation of the programme. “Proposals for improvement”
should correspond directly to those in “Practices in need of strengthening”, ie any
perceived weakness should be followed by a related proposal designed to address that
weakness.
8.
Diploma Programme only: Section C: curriculum. Seven groups of teachers, each group
representing one of the six subject groups and theory of knowledge (TOK), must grade
the standards and practices in this section (standards C1 to C4) and complete the
statement of conclusions for each standard. Following this, a group representing all
subject groups in the programme, and including the programme coordinator, must also
grade the standards and practices and complete the statement of conclusions for each
standard. In addition, the cross-subject group must answer the question in the section
headed “The school” as a summary of curriculum implementation for the programme as a
whole. (The school will therefore submit 7 + 1 responses to Section C.) All subject group
responses to section C must be sent to the regional office.
9.
The self-study questionnaire is completed by formulating the “Summary of main
conclusions”. In this final part, the school should identify those issues prioritized in
previous sections and considered to be of the utmost importance.
10.
The school must complete all the programme-specific appendices to the self-study
questionnaire.
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The self-study questionnaire
School presentation
General information
1.
Name of school:
Metro Academic and Classical High School
School code:
1323
Postal address:
4015 McPherson Avenue, St. Louis, MO 63108-3117
Telephone (including country and area codes):
01-314-534-3894
Fax:
01-314-531-4894
E-mail:
Wilfred.Moore@slps.org
Judith.Gainer@slps.org
2.
Name of the head of school:
3.
Legal status of school:
Dr. Wilfred D. Moore
X
Government/state school
Do IB students pay tuition fees?
© International Baccalaureate Organization 2005
Yes
No
X
3
School presentation
4.
Organization:
Coeducational
X
Day school
X
X
5.
IB programmes offered in the school:
Diploma Programme
6.
Age range of students in the whole school:
From
7.
Total number of students in the whole school:
304
8.
Number of teaching days per school year:
176
13
to
18
years
Programme-specific information
This section needs to be completed for each programme to be evaluated.
Please select one box, as applicable.
X
11.
Diploma Programme
Name of the school principal (if different from the head of school):
Head of School and Principal: Dr. Wilfred D. Moore
12.
Name of the appointed programme coordinator:
Dr. Judith Gainer
13.
Total number of students involved in the programme:
118
14.
Age range of students involved in the programme:
From 16
15.
Within this age range, are all the students in the school involved in the programme?
to 18
years
Yes
No
If no, specify how many students in this age range are not involved in the
programme.
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X
40
4
School presentation
16.
Specify any national/state/local curriculum requirements the school must meet.
Missouri State Curriculum Standards;
North Central Association
Commission on Accreditation and School Improvement
17.
Specify any other academic programmes taught.
Advance Placement
18.
Is there entry selection to the programme?
Yes
X
No
If yes, provide information on selection criteria.
The selection criteria are designed to assess students holistically. We begin by asking
students to secure recommendations from two teachers, one of whom is, or was, their
Language Arts teacher. We then involve the IB teachers in reviewing academic and
behavioural records, looking for evidence of consistent achievement and integrity. The
next step is a meeting with students and their families to be sure they understand and
are willing to commit to the rigors of the programme.
19.
Nationalities/ethnicities of students:
List of nationalities/ethnicities
Approximate number of students
Albanian -2
Bosian - 2
Chinese 2
Croatian - 1
Hispanic - 4
Indian - 2
Nepalese/Korean – 1
Vietnamese - 2
20.
What is the language of instruction in the programme? (If more than one, please explain how
they are used.)
English is the language of instruction.
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School presentation
21.
Teachers employed to teach the programme:
Number of teachers teaching full time in the programme
Number of
programme
22.
teachers
teaching
part
time
in
None teach
programme.
full
time
in
the
the Eleven teach part time in the
programme.
Nationalities/ethnicities of teaching staff:
List of nationalities/ethnicities
Number of staff
One teacher is from Nigeria; the others are 22 teachers, 1 librarian, 2 counselors, 1 social
all American nationals.
worker, 1 nurse, 2 clerical staff, 1 book clerk
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The Survey
Explanation of the Survey Tabulation
The survey was initially conducted in the spring of 2008 by the previous coordinator. Teachers were
instructed to assign a numerical value to their responses using a 1,2, 3 scale in which “3” indicated
almost always, “2”indicated sometimes, and “1” indicated not at all. The number of respondents
choosing 1, 2 or 3 is indicated on the table, with the far right column reflecting the average for each
standard.
During the 2008-9 school year, with a new coordinator, the staff asked to revisit the survey, and felt
that open discussion would yield greater understanding. The “Xs” in the boxes reflect the consensus
assessment from these discussions. The statements of strengths, weaknesses and
recommendations are the product of those discussions.
Section A: philosophy
The school
1.
What processes are in place to revise the school’s philosophy/mission statement? How do
you ensure it is aligned with the IBO mission statement?
Time was set aside during scheduled Professional Development meetings to assess
school-wide implementation of the IBO mission statement. Additionally, the
coordinator held initiated a series of meetings with IB staff, students and parents.
2.
By what means is the school philosophy/mission statement and the IBO’s mission statement
promoted to the whole school community?
Brochures, banners, program materials and presentations proclaim commitment to
the joint mission. Efforts are underway to more explicitly define and nurture a school
culture that embodies and enables the joint mission.
3.
By what means does the school promote international-mindedness throughout the school
community?
The promotion of international-mindedness was identified as an area of weakness by
faculty, students and parents. There are several initiatives planned for next year to
address this area.
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Section A: philosophy
The standards and practices
Please select the appropriate box.
Standard A1
Requires
significant
attention
X ->
There is close alignment between the educational beliefs
and values of the school and those of the programme.
Practices
Degree of implementation

Low
1.
2.
3.
4.
5.
6.
7.
8.
The school is committed to the principles defined in the
IBO mission statement.
1=0
The school is committed to developing in students the
qualities, attitudes and characteristics described in the IB
learner profile.
1=1
There are clear and close connections between the
school’s published statements of mission and philosophy,
and the beliefs and values of the programme.
0=1
2=6
1=1
<- x
1=1
2=1
High
3=24
2.96
3=22
2.84
3=17
2.56
2=11
3=13
2.44
3=19
2.60
3=19
2.76
X
2=2
x
The beliefs and values that drive the programme are
shared by all sections of the school community (including
students, teachers, administrators, members of the
governing body and others, as appropriate).
XX
The school is committed to continuous improvement.
0=1
2=5
1=1
x
The school promotes student inquiry and the development
of critical-thinking skills.
1=0
2=6
The school provides a climate that encourages positive
innovation in implementing the philosophy of the
programme.
1=1
The school promotes concurrency of learning for each
student.
0=3
© International Baccalaureate Organization 2005
Shows
satisfactory
development
x
2=6
3=18
2.68
3=14
2.32
x ->
2=8
x
8
Section A: philosophy
The statement of conclusions
Strengths:
Parents felt strongly that the school does a good job in creating a climate that promotes
learning. Students agree that the culture of the school encourages students to apply
themselves. Teachers felt that there is a strong commitment to always look for ways to
improve what we do—that teachers take their work seriously.
Practices in need of strengthening:
A recurring theme in the discussions, whether with teachers, students or parents, is that
while those involved in the IB programme share a defined set of beliefs and values, the
school as a whole does not seem to share the concern articulated in the IB mission for
emphasizing the process of learning nor does it emphasize the development of world
citizens.
Proposals for improvement:
In general, it is the consensus that the IB programme ought to have a stronger presence at
Metro. Our first effort in this regard was the IB Conference in April, in which IB students
presented their work—extended essays, projects, or papers—to the entire student body and
to invited parents and guests in a conference format that provided everyone with a greater
understanding of the kind of work the IB students do, and the range of topics they study. A
follow-up survey suggested that the 9th and 10 graders were especially excited by what they
observed and eager to participate in the IB programme.
We will make the conference an annual affair. We also plan to sponsor a monthly speakers
series. The sessions will include talks by those of our parents who for many different
reasons came to this country from all reaches of the world. It will also include adults from all
walks of life who are contributing in a variety of ways to making our world a better place,
people who are examples of the kind of person described in the IB learner profile.
We want the IB students to take a more explicit leadership role in fostering awareness of the
program and its values. This would take the form of frequent segments in the school’s
Morning Announcements relating to world events and issues.
We also plan to have our IB teachers outline and discuss the curriculum of the IB courses in
general staff meetings, and to explore making the 9 th and 10th grade classes more explicitly
pre-IB courses. Above all, we want the learner profile to guide the work of all of the teachers.
International Baccalaureate Organization 2005
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Section A: philosophy
Standard A2
Requires
significant
attention
X
The school promotes international-mindedness on the part
of the adults and the students in the school community.
Practices
Degree of implementation

Low
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The school values and makes productive use of the
diversity of cultures and perspectives that exist in the
school and in the local, national and global communities to
enhance learning.
1=1
The school expects and promotes a commitment to
international understanding and responsible citizenship on
the part of the adults in the school community.
0=1
2=10
1=1
x
1-1
The school encourages learning that fosters responsible
citizenship and international-mindedness.
2=8
2.45
3=13
2.37
2=6
3=18
2.66
2=8
3=15
2.42
3=17
2.54
3=21
2.79
x
x
1=2
The school provides students with opportunities for
learning about issues that have local, national and global
significance, leading to an understanding of human
commonalities.
0=1
2=6
1=1
<- x
1=1
2=3
The school provides resources that offer access to
different cultures, perspectives and languages.
The school provides a safe, secure and stimulating
environment based on understanding and respect.
x
x
1=1
2=9
3=15
2.54
3=17
2.62
x
1=1
2=7
x
The school attaches importance to language learning
through the development of each student’s mother tongue
and the acquisition of other languages, including the host
country language.
0-1
2=2
5=1
x ->
The school supports members of its community for whom
the school’s language of instruction is not their mother
0=1
2=9
© International Baccalaureate Organization 2005
High
3=16
The school encourages student learning that strengthens
the student’s own cultural identity, and celebrates and
fosters understanding of different cultures.
The school develops a climate of open communication
and careful expression of ideas, attitudes and feelings.
Shows
satisfactory
development
3=17
2.41
3=10
2.0
10
Section A: philosophy
Practices
Degree of implementation

Low
11.
12.
tongue.
1=3
x
Where possible, the school ensures access to global
information and recognizes the potential for wider
communication through the availability and use of
appropriate information and communication technologies
(ICT).
1=3
2=8
The school takes advantage of the international network
of IB schools teaching the same programme through email or personal exchanges and attendance at
conferences and workshops.
0=2
High
3=14
2.41
3=13
2.08
<- x
2=6
1=4
x
The statement of conclusions
Strengths:
Metro is an urban high school and there is considerable racial, ethnic and economic
diversity. It is, however, a remarkably harmonious, lively and welcoming place,
Practices in need of strengthening:
We want to strengthen the perception, among teachers, students, parents and the district
level administration, that we are, indeed, an IB world school, and that our efforts seek to
shape a mindset of world citizenship. We want to increase our connections to others in the
international network of IB schools and to offer our students more opportunity to use the
second language that they are learning to communicate with native speakers of those
languages.
Proposals for improvement:
Until now, there has been no effort to celebrate the international diversity of our parent
group. We believe a structured assembly series through which we invite parents to share
their experiences of growing up in other cultures and moving to this country should increase
awareness of the richness within our own community. We hope it will also change
perceptions of how we fit into the larger world.
We also plan to take advantage of our emerging debate team and new staff in the social
studies department to hold periodic school assemblies in which students debate
contemporary issues.
We have invested in large computer monitors with built-in webcams and have been
experimenting using Skype software to hold video conferences. The French and Spanish
teachers have committed to establishing connections to other IB schools where French and
Spanish are the native language so that our students can use their knowledge of another
language to develop relationships with students in other countries.
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Section A: philosophy
We also plan to work with one of our graduates who is studying filmmaking to begin a
documentary project focusing on the large refugee communities in St. Louis. Next year’s
diploma candidates will coordinate the project, which seeks to give voice to the adults who
have had to leave their homes, and to their children who often must serve as a bridge
between their families and their new society. We hope to engage the entire school in the
effort.
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Section B: organization
The school
1.
How have organizational structures/systems developed in order to better support the
implementation of the programme?
The systems that have developed over this initial five-year period have focused
primarily on meeting deadlines for assessments and encouraging individual teachers
to reflect on their students and their pedagogy.
2.
What processes are in place for the review and development of the curriculum?
During the first five years, the emphasis has been on understanding the curriculum
and on facilitating the scheduling of the basic course offerings.
The standards and practices
Please select the appropriate box.
Standard B1
Requires
significant
attention
Shows
satisfactory
development
The school demonstrates ongoing commitment to, and provides
support for, the programme through appropriate administrative
structures and systems, staffing and resources.
Practices
Degree of implementation

Low
1.
2.
3.
The governing body is explicitly supportive of the
programme, and has allocated sufficient funding for the
effective implementation and ongoing development of the
programme.
Senior management regularly informs the governing body
about the ongoing implementation and development of the
programme.
The school has systems for implementing and monitoring
the programme with input from all constituencies,
including students.
© International Baccalaureate Organization 2005
0=1
High
2=10
3=6
2.23
0=1
2=4
3=8
1.94
1=4
x
0=3
2=5
3=9
2.17
x
x
13
Section C: curriculum
Practices
Degree of implementation

Low
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The school’s goals, strategies, time lines and
accountabilities are available in written form to all
members of the school community.
1=0
The school builds an understanding of, and support for,
the programme throughout the school community.
1=0
The head of school/the school principal, programme
coordinator, teaching staff and non-teaching professionals
demonstrate an understanding of, and commitment to, the
programme.
0=1
2=3
1=2
x
The school has appointed a programme coordinator with
sufficient support and resources to carry out the
responsibilities of the position.
0=1
2=3
1=2
x
The head of school/the school principal and programme
coordinator have a good understanding of the principles of
the programme and demonstrate pedagogical leadership.
0=1
2=4
There is a process for monitoring the work of the
programme coordinator in accordance with the
programme coordinator’s job description.
0=1
2=5
1=4
<- x
The programme coordinator ensures that questionnaires
and other requests for information sought by IB working
groups and committees are completed by the appropriate
members of staff.
0=1
2=4
The school provides staff who are appropriately qualified
and trained to teach the programme.
0=1
2=4
1=0
x
The school contributes to the ongoing development of the
programme by encouraging teachers to participate in
appropriate IB activities (for example, applying to be
members of IB working groups/committees, responding to
requests for samples of student work).
0=1
Time for collaborative planning and reflection is built into
all teachers’ schedules.
1=7
The school has systems in place to ensure the continuity
of the programme; this includes an induction system for
new staff and ongoing staff professional development.
© International Baccalaureate Organization 2005
2=4
High
3=13
2.76
3=10
2.58
3=11
2.41
3=11
2.41
3=11
2.47
x
2=7
x
x
1=1
3=7
1.88
3=11
2.58
x
1=0
3=12
2.58
2=5
3=8
2.11
2=8
3=1
1.70
0=1
2=8
3=7
2.23
1=1
<- x
1=2
x
x
14
Section C: curriculum
Practices
Degree of implementation

Low
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
The
school
provides
professional
development
opportunities for the head/principal, programme
coordinator and teaching staff, including attendance at
appropriate IB conferences, meetings and/or workshops,
and access to the online curriculum centre (OCC).
0=1
The school provides learning environments and
opportunities for learning that support the pedagogy of the
programme.
1=1
The school allocates appropriate print and electronic
resources to support the teaching of the programme.
1=1
The school recognizes and promotes the role of the
library/media centre in the implementation of the
programme.
0=1
2=6
1=2
x
The school provides specialist equipment (for example,
scientific, technological) where needed to implement the
programme safely and effectively.
0=1
2=8
1=3
x
The school has a written language policy (including its
provision for second-language teaching and mothertongue language support) that meets the needs of the
students and reflects the principles of the programme.
0=1
2=4
1=3
x
The school provides effective support for students with
learning and/or physical disabilities, as well as support for
the professional development of their teachers.
0=2
2=7
The school has systems in place to guide and counsel
students whenever the need arises.
0=1
The school provides an appropriate number of hours for
all higher level (HL) courses, standard level (SL) courses
and the theory of knowledge (TOK) course.
0=2
The school provides appropriate resources and staff to
support the delivery of creativity, action, service (CAS).
0=1
2=5
1=2
x
The school provides appropriate and adequate space,
supervision and security arrangements for examinations.
0=1
2=2
International Baccalaureate Organization 2005
High
2=3
3=11
2.35
2=6
3=10
2.52
3=9
2.47
1=2
x
x
2=7
x
3=6
2.05
3=4
1.76
3=6
1.76
3=8
2.23
3=10
2.35
x
2=4
x
1=2
2=2
3=13
2.52
x
1=1
3=8
2.11
3=13
2.58
x
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Section C: curriculum
The statement of conclusions
Strengths:
Metro is a school of approximately 300 students with only 22 teachers and an ambitious
agenda to offer at least a small number of AP courses to satisfy the general district push to
increase AP participation, to offer the complete IB diploma programme, and to offer the
course requirements set by the state of Missouri. Creating a master schedule that provides
all of this is a major challenge, and yet we have managed to get everything in. Additionally,
the staff is stretched in that everyone has at least three different course preparations, and
some do as many as five. Most of the teachers also serve as club sponsors and athletic
coaches, adding a significant time commitment for them. In spite of these pressures , there
is a general sense of being part of something very important and very special, and a
prevailing sense of camaraderie.
A specific strength is the counseling department. Our senior counselor is an experienced
and seasoned college admissions counselor who is able to draw on relationships with
representatives of major universities throughout the country to advocate for our students.
This year our graduating class of 79 was offered over $19,000,000 in scholarships and
grants, and many of our minority students (all of them at least IB certificate students) have
been awarded a “full ride”—tuition, room and board, plus a stipend--to schools like
Vanderbilt, Northwestern, Tufts, Colgate, and the University of Chicago. With the addition of
a second counselor last year, our ability to provide academic counseling, to monitor student
progress, and to provide individual counseling has improved significantly.
Practices in need of strengthening:
We need resources for training. CAS needs both coordination and staff involvement.
Proposals for improvement:
1. The context within which we address the need for additional training involves chronic
budgetary issues in the school district. The budget situation has worsened this year, and an
additional 16 schools will be closed. In spite of these issues, the district has been able to
maintain at least basic funding for the IB programme. We plan to present a funding request
in June that includes an additional four thousand dollars for training.
Up to this time there has been no external funding for the IB program. However, our
Parent/Teacher organization is very supportive of the IB program and is willing to help us
launch a fund raising campaign to support additional training.
Working with teachers, we will develop a training schedule. The criteria will include exam
results, changes in either curriculum or assessment from the IB, the expansion of our IB
course offerings, and teacher requests.
Our training plan will also include attendance at teacher roundtables organized by the
Midwest International Baccalaureate Schools, and held in October, January and April in
Kansas City.
There is no charge for participation and travel charges can be kept low
through carpooling.
2. A more formal structure will be created to support the CAS projects. The coordinator will
have responsibility for CAS and will assist students in identifying, organizing and
implementing projects. We want to use the structure of CAS to initiate and implement wholeschool efforts to contribute to the community.
© International Baccalaureate Organization 2005
16
Section C: curriculum
Section C: curriculum
Note: Since we have only 11 teachers in the IB program, what follows is the product of
the completion of the survey last spring by the IB teachers, followed more recently by a
series of meetings of those teachers with the new IB coordinator.
The school
Diploma Programme
The following questions must be answered by a group representing all subject groups
in the programme, and including the programme coordinator.
1.
How does the support system (pastoral care/homeroom/advisory) for Diploma
Programme students integrate with and complement the delivery of the Diploma
Programme?
While IB students are scheduled into multi-age advisory groups that meet each
Friday, no special attention is given to their IB status or to the IB programme.
2.
Describe the system in place for the induction of students into the Diploma
Programme, and how each student’s programme of study is put together.
At the orientation meeting for incoming 9th graders and their parents, the IB
coordinator introduces the IB program. Following the orientation, the counselor
for the lower grades meets with each student and his/her parents to develop a
four-year course of study and those interested in IB are scheduled so that all
state requirements for graduation are met during the first two years. In late
March, all students attend sessions where IB students present their projects
and papers. In early April, the IB coordinator and current diploma candidates
conduct an information meeting with all 10th graders. Students who are
interested in the full diploma are informed about the application process and
are provided with the appropriate forms. The counselor assists with this
process and includes IB course choices in the students’ schedules.
Applications are due to the coordinator by the end of April, and these, along
with grades and standardized test scores, are then reviewed by the coordinator
and IB staff.
Meetings are scheduled with applicants and parents during the
month of May and students are informed of acceptance by the end of the month.
The standards and practices
Standard C1
Requires
significant
attention
Shows
satisfactory
development
A comprehensive, coherent, written curriculum, based on the
requirements of the programme and developed by the school, is
available to all sections of the school community.
International Baccalaureate Organization 2005
17
Section C: curriculum
Practices
Degree of implementation

Low
1. A comprehensive, coherent curriculum is available in written
form to all sections of the school community (including
students, teachers, parents, administrators and members of
the governing body).
2=2
2. The curriculum is developed with consideration for students’
previous learning experiences and future educational needs.
2=1
3. The curriculum clearly identifies the skills, concepts,
knowledge and attitudes to be taught over time.
2=2
4. The curriculum places appropriate demands on students
according to their age and stage of development, and
incorporates issues that are relevant to them.
2=2
5. The curriculum encourages students to become aware of
individual, local, national and global issues.
2=5
6. The curriculum promotes all the attributes of the IB learner
profile.
2=3
7. The curriculum encourages students to develop strategies
for their own learning and assessment, and to assume
increasing levels of responsibility in this respect.
2=5
8. The curriculum provides ample opportunity for student
inquiry and the presentation of ideas.
2=1
9. The curriculum provides opportunities for students to work
both independently and collaboratively.
2=3
10. The curriculum is sensitive to cultural, gender, linguistic,
ethnic and religious differences.
2=4
x
3=10
x
3=9
x
3=9
x
3=6
x
3=8
x
AV
2.81
AV
2.54
AV
2.72
AV
2.90
3=8
AV
2.72
3=7
AV
2.63
2=3
3=7
AV
2.54
2=4
3=6
AV
2.45
x
1=1
AV
2.81
3=10
x
12. The school takes advantage of local community
organizations and the expertise of other adults to foster
learning within the scope of the curriculum.
AV
2.90
AV
2.54
x
0=1
AV
2.81
3=6
x ->
11. The curriculum is regularly reviewed in the light of
programme developments.
© International Baccalaureate Organization 2005
3=9
High
x
x
18
Section C: curriculum
Practices
Degree of implementation

Low
High
13. Where appropriate, the curriculum provides for learning
experiences to be made visible to others through displays,
posters, public performances etc.
1=1
2=2
3=8
AV
2.63
14. The school actively supports the development of the mothertongue language of all students.
1=1
2=2
3=8
AV
2.63
x
15. The school provides opportunities for students to learn at
least one language in addition to their mother tongue.
2=2
3=9
x
16. The school provides appropriate information about the
programme to potential students and advises them in their
choice of courses.
3=11
x
17. There is a balance of subjects on offer in the school as well
as an appropriate student schedule that provides for student
access to the full diploma.
0=1
18. The school supports the central role of TOK by assigning
adequate staffing and time for student learning and
assessment, and establishing links to other subjects.
0=1
2=4
1=1
x
19. There is an appropriate and varied CAS programme.
0=2
2=1
2=5
AV
2.5
3=5
AV
2.6
3=8
AV2.3
6
3=8
AV
2.63
x
1=1
2=2
AV
3.0
3=6
x
20. The school provides guidance to students on progression to
higher education and other career opportunities.
AV
2.81
x
The statement of conclusions:
Strengths:
The basic structure to support the IB programme is in place and appropriate attention is
given to making sure all requirements for graduation—IB, district and state—are met.
Incoming 9th graders who show interest and potential for the programme are carefully guided
to meet pre-requisites.
The counseling department is especially strong and has done a fine job of counseling
students into the programme, and making sure schedules are in order. Senior diploma
candidates are provided with expert guidance and support through the college admissions
process.
International Baccalaureate Organization 2005
19
Section C: curriculum
Practices in need of strengthening:
1. We need a more structured process to review curriculum. We need to expand the course
offerings and to make the programme more responsive to individual student interests. As
implemented in the past, unless students were able to complete either our single IB math
course, IB Math Studies SL, or the IB second language assessments in 11 th grade, their entire
program was proscribed and they were unable to take any electives. And because we offer
only one course in areas 3 and 4 and very few other electives for non-IB students, these
courses are heavily subscribed by students who do not really want the courses but have few
other options. In summary, we feel the need to provide more course options.
2. Another area that needs attention is the CAS programme. As implemented in the past,
CAS has emphasized individual projects. We want to promote group leadership by the
diploma candidates for school-wide projects.
Proposals for improvement:
1. Our current TOK teacher has new district-wide responsibilities, so we will be selecting and
training a new teacher for this position. This transition allows a redefinition of TOK which
emphasizes the central role the class plays in tying the IB experience together for the
students. Currently TOK is programmed as a full class in both 11 th and 12th grade; we plan to
open up an opportunity for an additional elective in the 12 th grade by scheduling TOK for a
one-hour weekly seminar, replacing the general Friday student advisory.
2. For several years our students have done poorly on the Biology HL assessments. We plan
to offer both HL and SL biology next year in the hope that the more motivated students in HL
will move at a more challenging pace. And we plan to invest in new textbooks to strengthen
the focus within the classroom.
In another strategy to open up the senior year to permit an additional elective, Visual Arts
Option A will be a one-year rather than a two-year course, with a prerequisite that students
will have taken an introductory art class.
We are working with staff to add additional courses. We are considering changing the
current AP World and European History to IB courses. Similarly, we are considering making
psychology, physics, and calculus, offered now as 11 th/12th grade electives, IB courses.
Parents have requested that we offer a course in cultural geography, so we are reviewing the
IB geography curriculum. Additionally, there is general interest in providing Metro’s wouldbe engineers with advanced coursework in technology and we are looking at IB curriculum in
this area. All of these decisions require that we review curriculum, and staff expertise and
availability, as well as funding from the district. We hope that by February 2010 we will have
courses and staff selected.
3. The current 11th grade diploma candidates are enthusiastic about spearheading two
school-wide projects: one is designing and building a new playground area for a nearby
elementary school; the other is the project to document the refugee experience in St. Louis.
© International Baccalaureate Organization 2005
20
Section C: curriculum
Standard C2
Requires
significant
attention
Shows
satisfactory
development
The school has implemented a system through which all
teachers plan and reflect in collaborative teams.
Practices
Degree of implementation

Low
1.
2.
All teachers are provided with the appropriate
documentation, including relevant IBO publications, in
preparation for all planning activities.
1=2
2=2
3=7
AV
2.45
3=9
AV
2.81
3=8
AV
2.72
3=7
AV
2.63
3=7
AV
2.63
3=7
AV
2.54
3=6
AV
2.27
x
Planning at the school takes place collaboratively.
2=2
x
3.
4.
5.
6.
7.
8.
Planning at the school enables all teachers to gain an
overview of the students’ whole learning experience.
2=3
Planning at the school is based on agreed expectations
for student learning and in the context of a coherent
programme.
2=4
x
x
Planning at the school accommodates a range of learning
needs and styles, as well as varying levels of
competencies.
2=4
x
Planning at the school addresses assessment issues
throughout the planning process.
1=1
Planning at the school recognizes that, in practice, all
teachers are language teachers and consequently
appropriate consideration is given to their responsibility in
facilitating communication.
1=1
Planning at the school includes the discussion and use of
teaching and learning strategies appropriate to the
objectives of the separate components of the Diploma
Programme.
1=1
2=3
x
2=4
x
2=2
x
High
3=8
AV
2.63
The statement of conclusions
Strengths:
The emphasis on all teachers being language teachers is consistent with the district-level
commitment to foster literacy across the curriculum. Much of the district-level professional
International Baccalaureate Organization 2005
21
Section C: curriculum
development has been devoted to this topic.
Teachers feel that they have been given appropriate documentation and publications needed
to plan instruction.
Practices in need of strengthening:
Teachers consistently voice frustration that they do not have common planning periods and
that collaborative planning is difficult. Additionally, the IB teachers express an awareness
that the population of students choosing IB courses is changing and that there will be need
for greater awareness of teaching to a range of learning needs and styles, and varying levels
of competencies.
Proposals for improvement:
1. Structuring more time for collaborative planning in the school schedule will require
commitment and creativity. The school district has reduced the number of days allocated to
professional development. Two days are allocated at the start of the school year to
“classroom preparation” and one day is allocated for whatever professional development
purpose the principals choose. We plan to schedule one hour on each of these days for IB
planning. During the school year, the professional development days have been reduced to
two, and generally the district mandates a good portion of that time. Here again, we will
schedule at least one hour on each of those days for IB planning and for coordinating IB
curriculum with the rest of the teachers. We plan to once again attempt to create a master
schedule that allows common planning time. We have a new data specialist this year and are
hopeful that he can create magic where others have failed.
2. We want to change the perception that the IB programme is only for the top students.
Metro is an urban school and many of our students are from the first generation in their
family to attend college. St. Louis has a history of racial segregation and while enormous
progress has been made in desegregating the community, many of our students come from
racially segregated and economically disadvantaged neighborhoods. Introducing those
students to the learning approach articulated by the learner profile can, we think, have a
major impact on how students from disadvantaged backgrounds see themselves in the
world. To ensure that the IB experience of such students is positive and expanding, we will
need to pay much closer attention to their progress.
Teachers all have the same lunch period at Metro, so the IB teachers plan to meet on the first
and third Thursday of each month during lunch. On one of these days, we will address
curriculum issues; on the other we will look for ways to support students who are having
difficulties. We will address maintenance issues, such as deadlines, etc. via email.
3. While formal structures to support collaborative planning have been lacking, individual
teachers and departments have been working together on an ad hoc basis. General staff
teachers have requested that we schedule meetings in which we define a set of skills that we
want to shape independent of content. We have already begun discussions of how the
learner profile should under gird all of our efforts. The general staff has also asked that the
IB teachers formally present their curriculum so that 9 th and 10th grade classes provide
adequate preparation. The portions of professional development time that we are able to
secure will be used to address these issues.
© International Baccalaureate Organization 2005
22
Section C: curriculum
Standard C3
Requires
significant
attention
Shows
satisfactory
development
Teaching and learning at the school empowers and encourages
students to become lifelong learners, to be responsible towards
themselves, their learning, other people and the environment, and
to take appropriate action.
Practices
Degree of implementation

Low
High
Common:
1. Teaching and learning at the school builds on what
students know and can do.
2=3
2. Teaching at the school allows students to become
actively responsible for their own learning.
2=9
x
2=3
4. Teaching and learning at the school recognizes and
reflects multiple perspectives.
2=3
5. Teaching and learning at the school addresses the needs
of students who have reached different stages in their
development and those who have different learning
styles.
2=6
AV
2.72
3=8
2=2
1=2
x
8. Teaching and learning at the school encourages students
to take appropriate action in response to their own needs
and the needs of others.
2=4
AV
2.45
3=6
AV
2.09
3=9
AV
2.81
x
3=7
x
0=1
2=4
AV
2.72
3=5
x
2=2
International Baccalaureate Organization 2005
3=8
x
7. Teaching at the school engages students as critical
thinkers with developing views of their own.
9. Teaching at the school meets the needs of students who
are not proficient in the language(s) of instruction.
AV
2.81
x
0=1
AV
2.72
3=9
x
3. Teaching at the school uses a range and balance of
teaching strategies to meet the objectives of the
programme.
6. Teaching and learning at the school is supported by a
range of appropriate resources, including ICT.
3=8
3=7
x
AV
2.63
AV
2.36
23
Section C: curriculum
Practices
Degree of implementation

Low
10. Teaching and learning at the school promotes the
understanding and practice of academic honesty.
1=1
2=3
x
3=7
High
AV
2.54
The statement of conclusions
Strengths:
Students at Metro are strivers and high achievers and the general culture of the school both
assumes and supports the perception that everyone works hard. Parents expect that their
children are challenged and the teaching staff readily embraces that mission. Scholastic
achievement is celebrated and the school regularly outperforms suburban schools serving
affluent populations on state assessments. Each year Metro has several national merit
scholars and many of our students are accepted at the most prestigious universities and are
offered generous scholarships.
Within this context the teaching staff feels confident in its ability to provide a stimulating and
responsive learning environment, and feels that the instructional support materials are
reasonably adequate.
Practices in need of strengthening:
1. In the last few years, six new LCD projectors, that permit teachers to project images from
their computer screen onto a large screen, have been added, and the media center now has
12 computers available for use by students. In this past year, the IB program has procured
large screen computer monitors with webcams to permit video conferencing with students in
other schools, digital recorders so that oral presentations could be digitally recorded and
CD’s created, and a sufficient number of CD players so that students taking the music
assessment each have the same model of CD player.
However, there are few computers available in classrooms and these are antiquated by
today’s standards, as are those in the one lab in which business education classes are
taught.
2. We are concerned that the pressure for grades has affected the degree to which students
are consciously and actively responsible for their own learning and has led to several
instances of cheating,
Proposals for improvement:
1. Each year a portion of the school budget is set aside to add additional instructional
technology. The business education department plans to add a course in accounting
and by doing so will trigger specialized funding for a new computer lab. The plan is to
disburse the computers in the current lab throughout other classrooms so that
technology can be better integrated into instruction.
2. With regard to students’ attitudes toward learning and pressures that lead to cheating,
© International Baccalaureate Organization 2005
24
Section C: curriculum
we again feel that more explicit effort to use the IB learner profile to define the
instructional culture is the best way to address these issues. Doing so will take several
forms. Using each of the descriptors as the focusing idea at staff meetings and/or
professional development sessions should help to sharpen staff consciousness and
awareness. This should lead not only to more explicit articulation of these values in the
classroom, but to their incorporation into instructional planning. The process of
becoming responsible for one’s own learning needs to be built into what students are
expected and supported to do. Similarly, as a school we need to acknowledge and
celebrate evidence of the development of the characteristics of the profile. This all adds
up to a degree of culture change, but over the past year there have been stirrings among
the faculty to more deliberately shape the school culture, and there seems to be a fairly
easy consensus that the learner profile reflects what we want to do.
With the help of the rest of the faculty, skills that need to be ingrained for students to be
responsible for their own learning will be addressed in the eighth to ninth grade
transition program, as well as ninth and tenth grade level classes.
International Baccalaureate Organization 2005
25
Section C: curriculum
Standard C4
Requires
significant
attention
Shows
satisfactory
development
There is an agreed approach to assessment, and to the
recording and reporting of assessment data, which reflects the
practices and requirements of the programme.
Practices
Degree of implementation

Low
High
Common:
1. There is a written assessment policy in place that is
available to all sections of the school community.
1=2
2=2
x
2. Assessment at the school is viewed as being integral
with planning, teaching and learning.
2=2
3. Learning expectations and integral assessment
strategies are made clear to students and parents.
2=3
4. The school uses a balanced range of strategies for
formative and summative assessment, which are
reviewed regularly.
2=4
5. Learning at the school involves students in both peerand self-assessment.
2=4
3=9
x
3=8
x
3=7
x
3=7
x
6. The levels of students’ current knowledge and
experience are assessed before embarking on new
learning.
1=1
7. Students are provided with regular and prompt feedback
to inform and improve their learning.
1=1
8. Assessment at the school provides students with regular
opportunities for reflection on their own learning.
1=1
9. There are efficient systems for recording data about
student learning, which are in keeping with the
requirements of the programme
1=1
© International Baccalaureate Organization 2005
3=7
2=3
3=7
x
2=4
AV
2.72
AV
2.63
AV
2.63
AV
2.54
AV
2.27
3=8
AV
2.63
x
2=1
AV
2.81
3=6
x
2=2
AV
2.45
3=8
x
AV
2.63
26
Section C: curriculum
Practices
Degree of implementation

Low
10. The assessment process allows for meaningful reporting
to parents about students’ progress.
2=2
3=9
AV
2.81
3=8
AV
2.63
x
11. Assessment data is analysed to provide information
about the individual needs of students.
1=1
12. Assessment data is analysed to inform the evaluation
and subsequent modification of teaching and learning
strategies.
1=1
13. Student learning is regularly assessed against the
objectives and assessment criteria specific to each
subject.
0=1
2=2
x
2=2
High
3=8
2.63
x
2=2
3=8
2.80
x
The statement of conclusions
Strengths:
The St. Louis Public Schools have devoted considerable resources to promoting data driven
assessment and to encouraging formative assessment strategies as well as summative
assessments. Students in core classes take standardized assessments on a quarterly basis,
and results are analyzed by central office; data and analyses are then fed back into the
schools. Although the IB courses are exempt from these standardized assessments, all of
the IB teachers teach other core subjects and therefore have participated in the training and
staff development on this topic.
Practices in need of strengthening:
The attitudes voiced by students and parents who participated in the study sessions are at
odds with the perceptions of the teachers expressed in this survey.
Although
acknowledging a few exceptions, parents and students voiced strident complaints that
expectations are not clear and that feedback from formative assessments often is not
available to them as they prepare for summative assessments.
The general consensus of the parents at the self-study meeting is that the school does not
communicate with them often enough. Although there is a formal system of providing
progress reports every five weeks, the reports generally provide only a letter grade and
sometimes a comment selected from a standardized list of comments. When students are
struggling or falling behind, parents want to be contacted.
At the parents’ self-study meeting, the coordinator verbally reviewed the assessment
requirements for each course and provided an assessment timeline. Parents indicated that
this was the first time they had been given this kind of information.
International Baccalaureate Organization 2005
27
Section C: curriculum
Proposals for improvement:
1. During the back-to-school professional development time, we plan to alert the staff to the
parents’ concerns about expectations and timely feedback. Both the principal and the
instructional coach will stress the importance of making sure students understand
expectations and that papers are marked and returned promptly. Teachers will be
encouraged to develop structures for students to monitor whether they are meeting
expectations, and to incorporate metacognitive strategies into their instructional plans.
Although in this district secondary teachers tend to put much responsibility on the students
to monitor their own performance, teachers at Metro, and especially IB teachers at Metro, will
be asked to contact parents when students are struggling or falling behind. The coordinator
and counselling staff will assist.
2. IB parents in the self-study group requested that there be regularly-scheduled meetings to
inform them about the IB curriculum and the work students are expected to do. The natural
response to address both the concern about feedback from teachers and more general
expectations will be to schedule a meeting of IB teachers and parents early in the fall
semester. Each teacher can provide a brief overview and hand out syllabi and parents can
ask questions and express concerns. Parents also expressed an interest in becoming more
involved with the IB program and this meeting should provide an opportunity to explore how
they might do so.
3. While a series of meetings throughout the year should help with communication and
understanding, structures need to be created to provide two-way communication. An IB list
serve, open to teachers, parents and students, could assist with day to day issues. A
monthly bulletin to parents with updates on coming events, topics of study and/or major
assignments due, reports on CAS projects and notices about the extended essay will
hopefully change the perception voiced by parents that the school does not provide
sufficient communication.
© International Baccalaureate Organization 2005
28
Section D: the student
The school
1.
How do you induct and integrate newly arrived students into the programme at the beginning
of the school year and during the course of the school year?
Metro’s admission policy is that students may not enter after the beginning of the
sophomore year. Entry takes place only at the beginning of the year.
2.
How does the school encourage a climate of service to the community?
Metro requires students complete 300 hours of community service. The CAS project is
incorporated within the general requirement.
The standards and practices
Please select the appropriate box.
Standard D1
Requires
significant
attention
Shows
satisfactory
development
Students learn to choose to act, and to reflect on their actions,
so that they contribute to their own well-being and that of the
community and the environment.
Practices
Degree of implementation

Low
1. The school provides a climate in which students learn to
respect and value self-initiated action.
2. Opportunities are provided for students to develop the
skills and attitudes that lead to taking action.
2=7
AV
2.36
3=6
AV
2.54
3=6
AV
2.54
3=3
AV
x
3. The school supports students in learning how to reflect
on their experiences and make more informed,
independent choices.
x
4. The school provides opportunities for student action to
2=8
© International Baccalaureate Organization 2005
3=4
x
2=5
2=5
High
29
Section D: the student
Practices
be an integral part of the curriculum and/or an extension
of the curriculum..
5. The school provides opportunities for students to
choose their own CAS activities and to undertake
activities in a local or international environment as
appropriate.
Degree of implementation
x
2.27
x
The statement of conclusions
Strengths:
The general perception is that students can get things done here at Metro. They initiate clubs
and take on causes. There is definitely a contingent of activists and a cadre of students who
take an active leadership role.
Practices in need of strengthening:
We need as a faculty to work toward these goals more deliberately and to shape their
implementation to reflect the learner profile.
Proposals for improvement:
Incorporate this goal into broader culture change efforts.
© International Baccalaureate Organization 2005
30
Section D: the student
Standard D2
Requires
significant
attention
In the final year of the programme, all students complete a
programme-specific project that allows them to demonstrate a
consolidation of their learning, and to demonstrate the extension
and development of their learning in the Diploma Programme.
2.42
Practices
Degree of implementation

Low
1. Teachers/supervisors understand the requirements of
the exhibition/personal project/extended essay and how
to assess it.
1=2
2. Teachers/supervisors guide students through each
phase of the process.
1=2
3. Students are provided
throughout the process.
1=2
with
formative
feedback
2=4
AV
2.27
3=5
AV
2.27
3=5
AV
2.27
2=4
3=6
2.45
2=5
3=4
AV
2.18
3=5
AV
2.18
3=9
AV
2.81
2=4
x
2=4
x
x
5. The school promotes the value of the extended essay as
a research exercise.
1=2
6. Appropriate provision is made for the supervision of the
extended essay.
1=3
1=1
x
2=3
x
7. Students are fully briefed on the nature, objectives and
assessment criteria of the extended essay.
2=2
8. Students have access to adequate resources in the
school and community.
2=1
9. All supervisors are fully briefed about the nature of their
responsibilities and the work expected from the
students.
High
3=5
x
4. Parents are informed about the nature of the
exhibition/personal project/extended essay, its role in
the programme and the work expected from the
students.
International Baccalaureate Organization 2005
Shows
satisfactory
development
x
3=10
2.9
3=6
AV
2.45
x
1=1
2=4
31
Section D: the student
The statement of conclusions
Strengths:
During the 2008-09 school year, we began to address weaknesses related to the extended
essay.
Practices in need of strengthening:
There was general consensus that guidelines, expectations and supervision of extended
essay needed serious attention.
Proposals for improvement:
1. Set a requirement that diploma candidates must submit a draft of their essay before
beginning their senior year of study.
2. During the first semester of this year the coordinator, who teaches research methods at a
local university, worked on general research design and strategies with current diploma
candidates during the TOK sessions. In following years, as in this year, the coordinator will
spend one hour each week during TOK to help candidates formulate research questions
and develop a plan for their summer research.
3. In May, the coordinator meets with EE supervisors as a group to review responsibilities and
to define the structure for supporting candidates.
4. During the fall of their senior year, candidates read their drafts to a group of four or five
teachers drawn from all disciplines. The teachers make oral comments relating to the rubric
used for scoring the essays.
5. Final drafts of the essays are due to the supervisor and to the coordinator before students
leave for winter break. Upon return to school, students have an opportunity to do a final
polish.
6. The viva voce is scheduled for the end of January and essays are submitted in early
February.
7. At the March IB Conference, students read essays, major papers and present projects in a
conference format, with the entire student body, parents and central office administrators in
attendance.
© International Baccalaureate Organization 2005
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Summary of main conclusions
This section should include a summary of overall conclusions reached at the end of the process
of self-study. This statement should represent a general self-assessment of the delivery of the
programme within the school, and contain comments regarding the following:
•
the principal strengths identified during the self-study
•
the principal areas in need of strengthening
•
the proposals and time line for improvement and development of the programme within the
school.
In the preparation of this summary of main conclusions, each section of the self-study
questionnaire should be considered and the descriptive comments reviewed carefully.
Therefore, this statement should reflect views expressed by a range of people in the school,
including responses to the self-study questionnaire where opinions differ.
Principal strengths:
Our principal strength is the culture of achievement that pervades Metro. Teachers feel
fortunate to be working with motivated students. Students believe that there are real benefits
to applying themselves and working hard and are wonderfully accepting and supportive of
each other. Parents are pleased that the students are challenged; they believe that
graduation from Metro improves their children’s life changes; and they are grateful for the
safe and nurturing environment that Metro provides.
The IB staff enthusiastically support the IB programme, and there is growing interest in the
general staff to embrace the general IB mission.
The counselling staff is committed to supporting the IB programme, and provides a high
degree of essential services—recruiting, programming, monitoring progress, and college
admissions.
Principal practices in need of strengthening:
There is a general sense that now that we have the basic structure for the diploma
programme in place, we need more focused effort to carry out the mission of the IB. To do
this, we need to
Expand opportunities for training.
Review curriculum and expand course offerings
Create structures for collaborative planning
Shape the school culture to more explicitly reflect the IB learner profile, so that
Students engage in learning for its own sake
Teachers engage with students in a reciprocal process of knowledge building
Principal proposals for improvement:
1. To promote international-mindedness and motivate our students to want to create a
© International Baccalaureate Organization 2005
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Diploma Programme appendices
better and more peaceful world, we will

Strengthen the presence of IB program.

Schedule the Speakers Series

Support CAS projects that are most visible and encourage school-wide
participation
2. To expand opportunities for training, we will

Seek additional funding from the school district

Seek alternative sources of funding

Take advantage of low-cost opportunities such as those offered by MIBS
3. We will continue to review curriculum, assess need and systematically add to the
course offerings.
4. To create a structure for collaborative planning, we will

Set meeting schedule for planning if can’t get common planning into
schedule; use whatever professional development time we can get

As an IB staff, take a stronger leadership role in school-level professional
development.
We agree that this electronic questionnaire, whether signed electronically or not, will be
understood by the IBO to have been read and endorsed by the head of the school, without a
signed hard copy being necessary.
Programme coordinator’s signature:
Judith Gainer, Ed. D.
School principal’s signature:
Wilfred D. Moore, Ph.D.
Summary comments from the head of the school:
In the first few years of the incorporation of the International Baccalaureate Programme until now, I
have seen many changes in Metro Academic and Classical High School. In the first few years
students debated whether to take a risk or challenge themselves by taking IB courses. It was a major
subject of conversation and frustration for many students. More recently, many more students have
accepted the idea to take the risk and a higher percentage of the junior and senior students are
taking IB courses to receive a more rigorous education in the subjects that interest them. There has
been a slight decline in students in the IB Diploma Programme recently, but with a renewed vigour
from the faculty I feel the number of students will increase.
For teachers, in the beginning of the programme there appeared to be a split between teachers who
taught IB courses and those that did not. Over time, this has lessened somewhat as all of the
teachers learned that what happens in the regular School District curriculum has a great influence on
what can happen in the IB courses work. It was necessary for all of the teachers to believe their goal
was to have students learn how to do research, teach themselves by searching for information
beyond the classroom, learn to use critical thinking skills, think about how they think and think about
the nature of the subject matter in a course itself in comparison to other subjects. This direction for
© International Baccalaureate Organization 2005
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Diploma Programme appendices
the student’s education will prepare the students to be able to be successful in the IB Programme.
It is of much importance to add new courses to the Programme to make a more interesting and
flexible schedule for the students. We are in the process of enlisting teachers to be part of the course
offerings, although we are a small school with a faculty of 21 teachers. It is our vision to have each
teacher become an IB teacher. Also, it is important to open the door to the freshmen and
sophomores by making the processes and outcomes of the IB class available to them. We will
continue to have the IB Conference for our students and other members of the school district.
In the past, a few attempts have been made to be more internationally minded. An increase in
technological tools and the easily acquired perspectives of other news reporting groups world-wide
will help in our attempts in the classroom to help broaden the student’s awareness of the rest of the
world. Some of our student activity groups, like Amnesty International, have been helpful in the past
in sharing the world view that a few people in the building have and should continue to do so in the
future. Continuing to direct the focus for the CAS projects toward an international perspective will
help to foster the international-mindedness we wish to develop in our students, I believe.
Head of school’s signature
(if different from school principal):
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Diploma Programme appendices
Diploma Programme appendices
Appendix 1: current and proposed Diploma Programme budget
Three-year budget
Current year:
Next year:
Following year:
2008-09
2009-10
2010-11
9,150
9,200
9,300
Registration fees*
7,095
7,500
8,000
Subject fees*
12,584
13,000
13,500
150
150
150
Postage
1,919
2,100
2,200
Printing / office supplies
220.
270.
300.
711.
300
300
4,958
6,800
4,000
1,827
600
500
150
150
1,250
600
600
62,000
62,000
62,000
101,864
106,670
105,000
IB fees:
Annual subscription
Per capita fees*
TOK and the extended
essay*
Other:MIBS dues
Other:
Administrative costs:
Staff development
Curriculum development
Other: MIBS Conference
Other:
Resource needs:
Instructional materials
Media materials
Technology needs
IB publications
Other:Awards,recognition
Other:
Personnel time:
(% release time)
DP coordinator
CAS coordinator
Secretarial assistance
Other:
* Only include these fees if your school/school district pays them.
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Diploma Programme appendices
Appendix 2: subjects offered in the Diploma Programme
IB subject group
Subjects taught
HL hours instruction
Year 2
SL hours instruction
Year 1
Year 2
Year 1
Group 1: language A1
English A1 – HL
Group 2: language B,
A2, ab initio, classical
languages (indicate
which one)
French B SL
150
150
Spanish B SL
150
150
Latin SL
150
150
150
150
Visual Arts Option A
S in English
150
150
Music SL in English
150
150
Music Group
Performance SL in
English
150
150
TOK
150
150
Group 3: individuals
and societies
Group 4:
experimental
sciences
Group 5:
mathematics &
computer science
Group 6: arts
TOK
150
150
History of the
Americas HL in
English
150
150
Biology HL in
English
150
150
Math Studies SL in
English
1
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Diploma Programme appendices
Appendix 3: attendance at IB workshops and conferences (completed or
scheduled)
DP Area
Group 1: language A1
Group 2: language B,
A2, ab initio, classical
languages (indicate
which one)
Teacher name
Event/topic
Place and date
B. Mackenzie
English 1A
Las Vegas, MN; Summer
2004
J. Economon
English 1A
Spokane, WA; Summer
2003
J. Hembel
French B
St. Petersburg, FL;
June 2003
F. Schenk
Spanish B
Las Vegas, NM
Summer 2006
Group 3: individuals
and societies
J. Trapp
Latin
Savannah, GA; Fall 2003
J. Chambers
History of the
Americas
Salt Lake City, UT;
Biology
Salt Lake City, UT;
March 2005
Group 4: experimental
sciences
L. Nagy
Group 5: mathematics
& computer science
A. Ekenga
Math Studies SL
Los Angeles, CA; Fall 2003
M. Reef
Music
Montezuma, NM; July 2006
T. Tobias
Visual Arts
Salt Lake City, UT;
Group 6: arts
March 2005
March 2005
TOK
P. Lathrop
TOK
Montezuma, NM: Fall 2006
P. Lathrop
TOK
Sacramento,
CA;Summer2004
Head/principal
D. Moore
Head of School
Vancouver, BC; Fall 2003
DP coordinator
J. Gainer
Coordinator
None yet
D. Thomas
Counselor
Tampa, FL; Summer 2003
CAS coordinator
Counselor
© International Baccalaureate Organization 2005
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Diploma Programme appendices
Diploma Programme examination results over the years
Year
Number of
diploma
courses
offered
Total
number of
candidates
examined
Number of
diploma
candidates
Number of
certificate
candidates
Number of
diplomas
awarded
Number of
exams
administered
Number of
exam
scores
between
4–7
2009
8
62
10
47
8
162
93
57%
2008
8
65
9
47
6
167
92
55%
2007
8
53
16
30
15
163
95
58%
2006
8
63
14
37
14
175
123
70%
2005
8
48
11
28
10
110
94
85%
2004
8
44
11
24
10
98
81
82%
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