a PDF - SHHS IB Program

Self-study

The subsequent questionnaire follows the structure of the Programme standards and practices , with programme requirements for the Diploma Programme.

Section A: Philosophy

Standard A

The school’s 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

DP Program Students/Staff

Sunny Hills Stake Holders

Andy Colomac

Robert Bradburn

Scott Rosenkranz

Dawn Bova

William Fritz

David Wolf

Kari Kooker

IB Chemistry Instructor/Dept

Chair

Position

IB Economics Instructor/Dept

Chair

IB English Instructor/TOK

Instructor/Dept Chair

Math Dept Chair

IB French Instructor

IB English Instructor

IB Math Instructor

Role in the completion of this part of the questionnaire

(eg leader, contributors)

Completed Survey

Completed Survey

Completed Questionnaire, participated in data analysis and completion of section questions and conclusions







1

Programme evaluation guide and self-study questionnaire: Diploma Programme

Name or group

Brian Wall

Dr. Judy Fancher

DP Coordinator/IB Art

Instructor/Art Dept Chair

Principal

Position Role in the completion of this part of the questionnaire




2. Transcribe the school’s mission statement.

The mission of Sunny Hills High School is to provide the best educational and growth experiences for all the students. The school believes in the potential of all students to learn and to succeed. The sc hool’s policies and practices promote within each student academic competence, complex thinking, quality work, and social responsibility.

Expected Schoolwide Learning Results

 a competent learner who exercises the skills for future success.

 a complex thinker who employs a variety of analytic skills.

 a quality worker who sets and achieves goals individually and in groups.

 a socially responsible citizen who participates in society to promote public good.

 an effective communicator who practices literacy skills for academic and career success.

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 misson statement and ESLR’s were recently reviewed during WASC accreditation and it was decided they are still relevant as written and will remain.

4. What strategies has the school implemented to encourage a higher degree of student participation in the Diploma Programme?

5 years ago we eliminated a cap that had previously existed on acceptance to the program. A process was developed to analyse the results of students that based on their qualification measures were just below the threshold of acceptance. Using multiple measures and the participation of the

IB Math, English, Head Counselor, Principal, and DP Coordinator each borderline student reviewed and many more students now get the opportunity to pursue the DP. We have also made available pathways for students that may not have qualified as freshmen, but have been successful in the freshmen and sophomore year and wish to pursue the DP. We have also made efforts to improve our educational materials, website, presentations and exposure in the community to inform about

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the unique advantages of the DP.

5. 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.

Our parent community recognizes the quality and rigor of the DP and generally support the underlying philosophy of the IB Learner Profile. A majority are very concerned with admission to e lite colleges. While most recognize that the DP can be a distinguishing part of a student’s academic program there is concern that the DP’s scope, rigor, and significant additional requirements could potentially harm a student’s grade point average if the student is not able to perform at the highest levels while pursing the program. As a public high school students are required to meet local, state and national requirements. When this is combined with the DP requirements, a student’s day can become quite full. Many focus on the extrinsic returns—‘what will completing the program get me’ and some believe that the payoff is not worth the cost.

Parents that have experienced the program through their children tend to become strong advocates.

6. 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 graduates if the school has had the opportunity of involving them in the process.

Both current students and alumni share their positive feelings for the DP focus on writing, process, global approach, concurrency of learning, the close knit friendships developed, preparation for college level work, creative problem solving, and reflection.

7. Complete the chart below with the results of the self-study process.

Practice

1.

The school’s 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).

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.

Level of implementation

Low High

X

X

X

X

X

X

3


Practice

7. The school places importance on language learning, including mother tongue, host country language and other languages.

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 provides for the full Diploma Programme and requires some of its student body to attempt the full diploma and not only individual subject certificates. b. The school promotes access to the diploma and certificates for all students who can benefit from the educational experience they provide. c. The school has strategies in place to encourage students to attempt the full diploma.

8. Conclusions on the standard a. Complete the table. (Indicate with X.)


Low High

X

X

X

X

X

X

Standard A Requires significant attention

Shows satisfactory development

The school’s educational beliefs and values reflect IB philosophy.

X b. Describe any major achievement(s) related to this standard during the period under review.

In the last 5 years, we have expanded access to the IB program on 3 fronts: Development of a review process for students that take our IB entrance exam. We query our exam results for students that are close to the threshold of admission and a committee comprised of representatives of the departments and administration look at multiple measures and discuss the eligibility of each candidate. Typically over 100 students are admitted that in prior years would have been turned away. We have also changed our policy for students that did not qualify or didn’t take the entrance exam. Prior to this change only students that took and passed the entrance exam could pursue the IB Diploma. Now students can become eligible by junior year based on grades and teacher recommendation. Our program is more flexible because of new subject/exam offerings that allow students to meet the DP requirements with many more exam patterns than were previously available. c. Describe the progress made with regard to any IB recommendations for this standard from the previous evaluation process or from authorization.

In response to Matter 1: The school is using the term pre-IB for preparatory courses.

We no longer use that terminology when referring to student status prior to junior year. Students are

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now referred to as Sunny Hills Pre-IB in all literature and correspondence.

In response to Matter 2: HL Biology taught in 1 year. We were not able to find a way to make the course work with other scheduling and course requirements. Biology is no longer offered.

Recommendations: SL languages, Chemistry and Physics offered only in the first year of the program . All of our language offerings are available and are often taken year 1 and 2.

Students that enter the program at an advanced level may still test in the junior year.

Regarding Chemistry and Physics. Our student’s preference, particularly those pursuing science/med majors in college is to have 3-4 different science courses completed by the end of high school. Also, a consequence of meeting the IB requirements and the school/state/national requirements is there is little to no room left in the student schedule for elective courses or extending Chemistry or Physics to a 2 year track. Many potential DP students are choosing not to pursue the DP because there is no room in their schedules to complete electives they desire and DP requirements. 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.



Improve education of non-IB teaching staff about the program



Explore ways to become more involved in the IB World community



Educate the students that initially did not pass the entrance exam about the benefits of the DP and the alternative avenues for entry into the program

Section B: Organization

Standard B1: Leadership and structure

The school’s leadership and administrative structures ensure the implementation of the Diploma

Programme.



Name or group



Andy Colomac

Robert Bradburn

Scott Rosenkranz


Chair

Position


Chair





Completed Survey

Completed Survey



Completed Questionnaire, participated in data analysis and completion of section

5


Name or group

Dawn Bova

William Fritz

David Wolf

Position

Math Dept Chair



Kari Kooker

Brian Wall

IB Math Instructor





Dr. Judy Fancher Principal Completed Questionnaire, participated in data analysis and completion of section questions and conclusions

2. Update the following information. a. Number of students currently enrolled at school in the two years in which the Diploma

Programme is implemented

Diploma Programme year 1

Diploma Programme year 2

1 Number of Diploma Programme certificate candidates

2 Number of full Diploma

Programme candidates

4

22

14

30

3 Number of non-Diploma

Programme students

TOTAL (1 + 2 + 3)

(Total number of students in the year of

Diploma Programme implementation)

632

606


(eg leader, contributors) questions and conclusions




597

553

6


b. Do IB students have to fulfill other mandated requirements

(for example, national, local requirements)?

Yes X

If the answer is yes, provide the following information:

No i. Specify what type of requirements and in which year(s) of the Diploma programme they need to be fulfilled.

California State Teaching Standards, Federal No Child Left Behind, California High

School Exit Exam, California State Testing, District Unit and Subject requirements for graduation--

Required courses in: Health, Computer Literacy, Government, US History, Physical

Education, Fine Art and 65 units of elective credit must be completed by end of 2 nd year of program. 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?

No changes c. Do students have to meet admissions or selection criteria to be enrolled in the IB programme?

Yes i. If the answer is yes, describe the policy that the school applies.

X No

Students take an entrance exam as 8th graders prior to their freshman year. The exam consists of reading comprehension, writing, vocabulary and math. They also submit their scores from the California Standards Test and recent grades.

Prior to becoming a Full Diploma Candidate the student must have finished year 2 of secondary with at least grades of B in math and English. If not, they can still qualify with teacher/department recommendation as an exception to policy. ii. Are the current criteria for enrollment of students in the IB programme a result of a change of policy in the period under review? If this is so, explain the reasons for the change.

Yes. Before last review, there was no mechanism for exceptions. There has been a decline in our enrollment to the DP. In surveying the population to ascertain the causes, it became clear that there were eligible students, that with support, could be successful.

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.

SHHS Governing Body

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Dr. Judy A. Fancher

Mr. Chad Freeman

Mr. Steve Zamora

Mr. Lance Bletscher

Mrs. Kimberly Corbin

Principal

Assistant Principal, Instruction & Pupil Services

Assistant Principal, Instruction & Operations

Dean of Academic Services

Assistant Principal, Instruction & Student Affairs

The structure has remained the same, though personnel is different from last review b. Describe how the governing body (or the educational authorities) is kept informed about the implementation of the Diploma Programme.

The principal of instruction and pupil services acts as liaison to the program and attends all IB staff meetings and events and generally keeps the governing body informed. The DP coordinator regularly meets with the principal to discuss the program. There is also a strong practice of disseminating information electronically within the program.

4. Pedagogical leadership a. Describe any changes in the structure and responsibilities of the pedagogical leadership team in charge of the implementation of the Diploma Programme that have occurred during the period under review and why they were implemented.

None b. If the Diploma Programme coordinator has other responsibilities besides the Diploma

Programme coordination, indicate: i. additional responsibilities

Art Instructor, Director of Conservatory of Fine Arts, CAS Coordinator ii. percentage of his/her weekly schedule that is devoted to complying with his/her IB responsibilities as coordinator. (Indicate the whole weekly schedule of the coordinator at school, for example Mondays to Fridays from 9 am to 3.30 pm.)

M-F 7:40a-12:00p Teach 4 periods of Art, 12:35p-4:30p IB Coordination/CAS

Coordination. Sat-Sun hours as needed.

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c. If the school offers online Diploma Programme courses, describe the role of the site-based coordinator. Indicate what other responsibilities he/she has at the school.

Not offered

5. Policies

Describe the process of revising the language, assessment, academic honesty and special educational needs policies at the school, including who was involved. Indicate when they were last revised. a. Language policy

The language policy was created 5 years ago during the previous self-study. After review during this cycle, there were no necessary revisions. b. Assessment policy

The assessment policy was created 5 years ago during the previous self-study. After review during this cycle, there were no necessary revisions. c. Academic honesty policy

Reviewed annually by entire staff with suggestions solicited. Next, a small committee develops proposals/changes which are shared with the staff. After feedback, the changes are adopted and then published/shared to the community. d. Special educational needs policy

We didn’t have a formal policy for IB. The policy included here was created by the admin team and the coordinator and closely parallels the state and federal law governing public schools and special needs students that already existed.


Practice Level of implementation

Low High

X 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).

X

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Practice

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.

5. The school develops and implements policies and procedures that support the programme(s).


Low High

X

X

X a. The school has an admissions policy that clarifies conditions for admission to the school and the Diploma

Programme. b. The school develops and implements a language policy that is consistent with IB expectations. c. The school develops and implements a special educational needs policy that is consistent with IB expectations and with the school’s admissions policy. d. The school develops and implements an assessment policy that is consistent with IB expectations.

X

X

X

X e. The school has developed and implements an academic honesty policy that is consistent with IB expectations. f. The school complies with the IB regulations and procedures related to the conduct of all forms of assessment for the Diploma Programme.

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.


X

X

X

X

Standard B1: Leadership and structure Requires significant attention


The school’s leadership and administrative structures ensure the implementation of the

Diploma Programme.

X

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b. Describe any major achievement(s) related to this standard during the period under review.

While we have always offered support for special education students, we have not had a formal policy in relation to the IB program. A policy was developed for this cycle and will be shared with our community. c. Describe the progress made with regard to any IB recommendations for this standard from the previous evaluation process or from authorization.

None given 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.

The provision for focused meeting/collaboration time as an IB faculty to reflect on practice and develop cross curricular and TOK connections with in subject areas.

Standard B2: Resources and support

The school’s resources and support structures ensure the implementation of the Diploma Programme.



Name or group



Andy Colomac

Robert Bradburn

Scott Rosenkranz

Dawn Bova


Chair

Position


Chair



Math Dept Chair



Completed Survey

Completed Survey




Completed Questionnaire, participated in data analysis

11


Name or group

William Fritz

Position



(eg leader, contributors) and completion of section questions and conclusions


David Wolf

Kari Kooker


IB Math Instructor



Brian Wall DP Coordinator/IB Art




2. Teachers and other staff who are involved in the implementation of the Diploma Programme

Update the following information: a. Number of full-time teachers who are responsible for Diploma Programme courses

0 b. Number of part-time teachers who are responsible for Diploma Programme courses

20

37 students c. Maximum Diploma Programme class size d. Describe the turnover of the staff involved in the implementation of the Diploma Programme in the period under review and how the school addressed any challenges in this area.

We have experienced significant turnover (9 staff members no longer teaching IB) and have been fortunate to find quality replacements who have either come with IB background, or have been trained.

3. Collaborative planning and reflection

Identify the types and objectives of meetings that support the Diploma Programme implementation.

Identify participants (for example, Diploma Programme subject teachers per subject group, all Diploma

12


Programme subject and TOK teachers and CAS coordinators, Diploma Programme leadership team) and frequency. Use the table below.

Name of meeting Who attends

Coordinator (CAS and

DP), Administrator, all program subject teachers, TOK teacher

Frequency of meeting

3-4 times per school year

Objectives

IB Staff meetings

Subject Area Meetings Subject area teachers 1-2 times per month

Reflection on practice/sharing, review of assessment results, coordination of internal deadlines, goal setting, logistical needs.

Vertical and horizontal planning, Data analysis, and curriculum development

IB Parent meetings IB Staff,

Administration, parents and students

4 times per year Program education, deadlines, Question and answer, Student panel discussion

IB/Admin meetings IB Coordinator,

Administrator-

Principal, assistant principal

4-5 times per year Reflect on strengths and areas for improvement, staffing issues, logistical challenges

4. Administration of exams

Describe where the school stores examination papers and examination stationery in each examination session and who has access to these.

Exam materials are stored in the IB coordinator’s office (locked) in a locked file cabinet

5. Teaching time a. Number of weeks of instruction in the school year b. Number of instructional periods students receive in a week c. Length (in minutes) of each instructional period d. During the period under review, did the school make any adjustments in the student’s weekly schedule to ensure that the recommended teaching hours for standard and higher level subjects and TOK are included and allow for concurrency of learning?

Yes

36

6-8

52

No X

13


If the answer is yes, explain the changes that were implemented.


Practice

1. The governing body allocates funding for the implementation and ongoing development of the programme(s). a. The allocation of funds includes adequate resources and supervision for the creativity, action, service (CAS) programme and the appointment of a CAS coordinator.


Low High

X

X

X b. The allocation of funds includes adequate resources to implement the theory of knowledge course over two years.

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. The school complies with the IB professional development requirement for the Diploma Programme at authorization and at evaluation.

4. The school provides dedicated time for teachers’ collaborative planning and reflection.

X

X

X

X

5. The physical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the programme(s). a. The laboratories and studios needed for group 4 and group 6 subjects provide safe and effective learning environments. b. There are appropriate information technology facilities to support the implementation of the programme. c. The school provides a secure location for the storage of examination papers and examination stationery with controlled access restricted to senior staff.

6. The library/multimedia/resources play a central role in the implementation of the programme(s). a. The library/media centre has enough appropriate materials to support the implementation of the

Diploma Programme.

X

X

X

X

X

X

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Practice

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). a. The school provides guidance to students on postsecondary educational options.

10. The student schedule or timetable allows for the requirements of the programme(s) to be met. a. The schedule provides for the recommended hours for each standard and higher level subject. b. The schedule provides for the development of the theory of knowledge course over two years. c. The schedule respects concurrency of learning in the

Diploma Programme.

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.



Low High

X

X

X

X

X

X

X

X

X

X

Standard B2: Resources and support Requires significant attention


The school’s resources and support structures ensure the implementation of the

Diploma Programme.



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c. Describe the progress made with regard to any IB recommendations for this standard from the previous evaluation process or from authorization.

While we have had few choose to serve as examiners and/or workshop leaders, a concerted effort has been made to regularly share information and invite staff to serve. 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.

While some hours of TOK instruction take place toward the end of year 1, a means needs to be developed to offer the course more fully across the 2 years. Surveying students already in the program and those entering the program, the response has been that they would choose not to pursue the DP if an additional hour per day of TOK instruction were to be added to year

1 because they are already taking DP/District/State/National required classes making for a 6-8 period day schedule. Presently, adding an additional course to year one will make pursuing the DP and meeting all requirements impossible. What is needed is a creative solution that can meet the students and the DP program’s requirements.

Section C: Curriculum

How to complete this section:

1. The teachers of each Diploma Programme subject group must meet and, after reaching a consensus, must complete the whole of Section C: Curriculum, which includes standards C1, C2, C3 and C4 for each subject group. If there is only one teacher from a subject group, he/she will complete the whole of Section C for that subject group.

2. Teachers responsible for TOK and CAS will follow the same procedure as described in 1 above.

3. When the first two steps have been completed, a group formed by one representative of each subject group, one representative from TOK and one from CAS must meet with the Diploma Programme coordinator and complete the whole of Section C, which will be included in the self-study questionnaire to be sent to the IB.

4. The documents completed by the subject group and TOK teachers and CAS coordinator, as described in 1 and 2 above, must be kept by the school because they may be requested by the IB as further evidence of the process. The overview of the achievement of the standards, as identified by each of these groups, should be provided in Chart 5.

1. Identify who was involved in the completion of this part of the questionnaire (C1, C2, C3 and C4).


Name or group



Andy Colomac

Robert Bradburn


Chair

Position


Chair



Completed Survey

Completed Survey



16


Name or group

Scott Rosenkranz

Dawn Bova

William Fritz

David Wolf

Position



Math Dept Chair









Kari Kooker

Brian Wall

IB Math Instructor






2. Describe the system that is in place for the induction of students into the Diploma Progamme and how each student’s programme of study is put together.

A 4 year plan is developed for all eligible students prior to year 1 of high school. This plan is reviewed with the students assigned counselor in year 1 and 2. This plan consists of pre-requisite coursework to be eligible to pursue the program in year 3 (year 1 of DP program) and graduation requirements. In year 2, sophomore year, the student’s transcripts are reviewed for continued eligibility. Each student meets with the coordinator in the early spring to plan year 1 and 2 of the DP, choose their courses and exams, review CAS and EE requirements, and ensure that all other requirements for graduation will be met. A new development this year is an actual induction ceremony where students are welcomed into the Full DP program and assigned a mentor. The current DP year 1 students will act as mentors to them in the coming year .

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Standard C1: Collaborative planning

Collaborative planning and reflection supports the implementation of the Diploma Programme.



Low High

X 1. Collaborative planning and reflection addresses the requirements of the programme(s). a. Collaborative planning and reflection includes the integration of theory of knowledge in each subject. b. Collaborative planning and reflection explores connections and relations between subjects and reinforces knowledge, understanding and skills shared by the different disciplines.

2. Collaborative planning and reflection takes place regularly and systematically.

3. Collaborative planning and reflection addresses vertical and horizontal articulation.

4. Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences.

5. Collaborative planning and reflection is based on agreed expectations for student learning.

X

X

X

X

X

X

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.

X

X

X

9. Collaborative planning and reflection addresses the IB learner profile attributes.

X

2. 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.

When responding to the learner profile, members of the team wondered what concrete connections would look like as practice in the classroom. A review of the learner profile was needed, after which consensus was reached on areas where satisfactory and deficient progress was being made.

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Standard C1: Collaborative planning Requires significant attention


Collaborative planning and reflection supports the implementation of the Diploma

Programme.


IB Staff meeting time

—our administration has set aside time throughout the year for IB staff to meet. These meeting times are now regular practice and have gone a long way to IB staff being informed and collaborating. c. Describe the progress made with regard to any IB recommendations for this standard from the previous evaluation process or from authorization.

Previous to last self study IB staff did not meet. All communication came through the coordinator. There is now a schedule of meetings for IB staff. 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.

While we now meet regularly we need to establish a plan, possibly meeting time, specifically focused on more fully integrating TOK into the subjects and drawing connections across subject areas. It is proposed that during our subject area meetings, time could be designated to have the TOK instructor meet with a subject area to collaborate on curriculum development.

A subject area teacher could visit another subject areas meeting to develop cross curricular materials and experiences.

Standard C2: Written curriculum

The school’s written curriculum reflects IB philosophy.

1. Indicate what subjects or levels were added to or removed from the offer to students and indicate the reasons for these decisions. If the school does not offer a subject from the group 6: the arts, explain why.

Subjects/options added since last self-study: Dance SL/HL, Design Tech SL/HL, Physics HL, Math

HL, Chinese SL, and Theater SL/HL

Biology HL dropped. It was being taught the suggested amount of hours, but was being taught only in year 2. Students already take Biology in the freshman year, so this would lead to 3 years of

Biology in a student’s schedule. Year 1 of the IB program is already full so the addition of another course in year 1 would have been the difference between pursuing the IB Program and not. This was borne out by meetings with pre-year 1 students. Students also indicated they wanted a variety

19


of sciences on their transcript upon graduation.


Practice

1. The written curriculum is comprehensive and aligns with the requirements of the programme(s). a. The curriculum fulfills the aims and objectives of each subject group and the core.


Low High

X

X

X

X b. The curriculum facilitates concurrency of learning. c. The curriculum is balanced so that students are provided with a reasonable choice of subjects. d. The school develops its own courses of study for each subject on offer and for theory of knowledge.

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.

X

X

X

X

5. The written curriculum allows for meaningful student action in response to student’s own needs and the needs of others.

6. The written curriculum incorporates relevant experiences for students.

7.

The written curriculum promotes students’ awareness of individual, local, national and world issues.

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).

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.

X

X

X

X

X

X

X

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The general consensus of the group was that this is an area we do well in. There were not any particular practices that elicited diverse responses.


Standard C2: Written curriculum Requires significant attention


The school’s written curriculum reflects IB philosophy.


The addition of 6 new subjects/options since last self-study c. Describe the progress made with regard to any IB recommendations for this standard from the previous evaluation process or from authorization.

Biology HL was identified as a matter to be addressed. The course is no longer offered. We also have made an effort to open the program to non-DP candidates that would like to take the course (certificate) pathway and have seen our numbers increase 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.

For C2 none have been identified

Standard C3: Teaching and learning

Teaching and learning reflects IB philosophy.


Practice

1. Teaching and learning aligns with the requirements of the programme(s). a. Teaching and learning at the school addresses all of the aims and objectives of each subject.


Low High

X

X

21



Low High

X 2. Teaching and learning engages students as inquirers and thinkers.

3. Teaching and learning builds on what students know and can do.

4. Teaching and learning promotes the understanding and practice of academic honesty.

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.

X

X

X

X

X

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.

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.

X

X

X

X

X

X

14. Teaching and learning fosters a stimulating learning environment based on understanding and respect.

15. Teaching and learning encourages students to demonstrate their learning in a variety of ways.

X

X

16. Teaching and learning develops the IB learner profile attributes.

X


Practice 10-discussion was made on the improvement in accommodating students that in the past would have been deemed unsuitable for the IB Program.

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Standard C3: Teaching and learning Requires significant attention


Teaching and learning reflects IB philosophy.


We have experienced a successive improvement in candidate results in the last 5 yearsparticularly in group 4 and 5. This can be attributed in large part to the introduction of new staff which has brought renewed energy and enthusiasm for the program and helping our candidates find success. Also the introduction of the ManageBAC tool has facilitated communication and collaboration between student, staff, and parent c. Describe the progress made with regard to any IB recommendations for this standard from the previous evaluation process or from authorization.

No recommendations suggested from previous self-study 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.

Practice 16-The group suggested that we strengthen the understanding of the Learner Profile among our staff

—both IB and non-IB.

Standard C4: Assessment

Assessment at the school reflects IB assessment philosophy.

1. Include a brief analysis of the examination results within the period under review and any action taken as a consequence (include Diploma Programme subjects, TOK and extended essays).

Please see the additionally attached file: 14 years of IB results. This document offers a comparison year to year and there is some analysis behind successes and areas for improvement. Of note, the afore mentioned marked improvement in groups 4 and 5. Groups 1, 2, 3 and 6 continued with strong results. TOK is an area that we are hoping will show improvement with this year’s year 2 class. We have a new instructor this year who has implemented new curriculum and strategies and was recently trained. We have worked very hard to improve the extended essay scores, but they remain an area of underperformance. To address this we plan to offer more focused training of our

EE supervisors.

23




Low High

X 1. Assessment at the school aligns with the requirements of the programme(s). a. Assessment of student learning is based on the objectives and assessment criteria specific to each subject.

2. The school communicates its assessment philosophy, policy and procedures to the school community.

X

X

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).

7. The school analyses assessment data to inform teaching and learning.

8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work.

X

X

X

X

X

X

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.

X


Each year, new strategies and support systems have been introduced to help our candidates with the extended essay. To our dismay the results remain sub-standard. The discussion led to the conclusion that our next step would be improved support/training of our extended essay supervisors.

24



Standard C4: Assessment Requires significant attention


Assessment at the school reflects IB assessment philosophy.


The major achievement is the improvement of candidate scores. A significant reduction in the number not earning the Diploma because of low scores in group 4 and HL’s in general. This has been attributed in great degree to the new IB staff members that have been introduced in the previous 5 years. c. Describe the progress made with regard to any IB recommendations for this standard from the previous evaluation process or from authorization.

No recommendations offered in previous self-study 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.

Improvement of the quality of the extended essay and the support we give our supervisors.

Conclusions of the self-study process

After analysing the outcomes of the self-study process, the school has established the priorities used to create the school action plan included with this questionnaire (see Chart 7).

We agree that this electronic questionnaire, whether signed electronically or not, and supporting documents will be understood by the IB Organization to have been read and endorsed by the head of school, without a signed hard copy being necessary.

Name and title of head of school

Dr. Judy Fancher, Principal

Signature Date

25


Name of head of section where the Diploma Programme is implemented (if different from head of school)

Signature

Name of Diploma Programme coordinator

Brian Wall

Date

Signature Date

5/13/13

List of supporting documents to attach to this form

Place an X in the box to indicate that you have attached the document to the form.

Self-study process

A description of the self-study process implemented in the school, including

• timeline

• means used to gather feedback from the different stakeholders

• meeting schedule for the self study

• the school-developed descriptors for assessing the practices

Philosophy

School brochure that includes information about the implementation of the Diploma Programme

Organization

School organization chart showing the Diploma Programme pedagogical leadership team situation (including the Diploma Programme coordinator) and reporting lines

Language policy

Assessment policy

Academic honesty policy

Special educational needs policy

Sample of student’s schedule for year 1 and year 2 of the Diploma Programme. If the school offers different combinations of subjects, include more samples of students’ schedules showing

X

X

X

X

X

X

X

X

26


those options. (Identify the Diploma Programme subjects with their IB name and include other subjects that the student will take according to other requirements, if applicable.)

Calendar of school deadlines for student submission of internal and external assessment components: it is expected to reflect different dates from the IB deadlines as they are for internal use of teachers and students.

Description of the process of the supervision of extended essays that includes timelines, how students choose their extended essay supervisors and how many students each supervisor is normally responsible for.

Complete the charts that appear in the following pages.

X

X


27

Chart 1: Update of organization of teaching time

Diploma Programme subjects Subjects completed in one year

Subject

Indicate the name of the subject under each group.

If it is offered online, add “online” next to the name of the subject.

Add rows as necessary.

Subject level and hours of instruction

Indicate the hours of instruction

(1 hour = 60 minutes) allocated to the levels of the subjects the school offers.

Hours of instruction at Higher level

Hours of instruction at Standard level

Language(s) of instruction

Year 1 Year 2 Year 1 Year 2 Year 1

Current number of students

Higher

Year 2

Standard

Year 1 Year 2

Add an X in the appropriate column if any of the situations allowed by the IB

(as described below the chart)

apply in the school. *

Standard level subject(s) completed in year 1

Standard level subject completed in year 2

Group 1: studies in language and literature

(indicate the language: eg English A: literature)

English HL A1 167 167 English 30 20

Group 2: language acquisition

(indicate the language: eg English B)

Spanish 167

Chinese

French

German

167

167

167

167

167

167

167

167

167

167

167

167

167

Spanish

Chinese

French

German

0

0

0

1

0

1

2

3

9

1

X

X

X

X

X

X

X

X

Korean

Latin

167 167 167

167

167 Korean

English/Latin

4 2 9

4

X

X

X

There are occasions depending on the student where they will complete SL language over the course of 2 years. For example 2 of the 3 German students completed the course and tested in year

2 this year.

28


Diploma Programme subjects Subjects completed in one year

Subject

Indicate the name of the subject under each group.

If it is offered online, add “online” next to the name of the subject.


Subject level and hours of instruction

Indicate the hours of instruction

(1 hour = 60 minutes) allocated to the levels of the subjects the school offers.

Hours of instruction at Higher level

Hours of instruction at Standard level


Year 1 Year 2 Year 1 Year 2 Year 1

Current number of students

Higher

Year 2

Standard

Year 1 Year 2

Add an X in the appropriate column if any of the situations allowed by the IB

(as described below the chart)

apply in the school. *

Standard level subject(s) completed in year 1

Standard level subject completed in year 2

Group 3: individuals and societies

Economics HL

History of the Americas

Group 4: experimental sciences

167

167

167

167

English

English

25

30

19

21

Chemistry

Physics

Design Tech 167

Group 5: mathematics and computer sciences

Math

Group 6: the arts

Visual Arts

Dance

Theater

167

167

167

167

167

167

167

167

167

167

167

167

167

167

167

167

English

English

English

English

English

English

English

4

5

5

0

0

0

2

7

0

0

11

5

11

2

11

2

X

X

X

X

X

X

29


* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme .

TOK

Number of hours instruction in year 1

Number of hours instruction in year 2


Number of students in year 1

Number of students in year 2

10 84 English 36 30

30


•

•

Chart 2: Update of Diploma Programme 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

For IB online workshops use “Online”.

“IS”.

Subject/role

Indicate the name of the subject offered under each group.


Subject level

Higher Standard

Teacher’s name

Qualifications of each teacher

(degrees, diplomas)

Number of years at this school

Full/ part-time

(use FT/PT)

IB activities in which teacher is or has been involved in period under review

(eg examiner, moderator, workshop leaders, site visitors)

IB-recognized professional development attended during period under review

Location Date Workshop name and category


(indicate the language: eg English A: literature)

English X Teresa McCarty BA English 9 FT St. Petes,

FL

6/2013 English

Level 1

English X David Wolf 13 FT IS 10/2010 English BA English, MS

English


(indicate the language: eg English B)

Korean B SL and HL X X Joe Ok BA and SS in

Korean

9 FT

Mandarin X Soon-Ya Gordon BA Linguistics and

Chinese MA

TESOL, SS

Mandarin/Chinese

8 FT

UWC,

Montezum a, NM

7/2010

Vancouver

, Canada

2/2008

IB

Language

B Level 1

IB

Language

B Level 1

31


Subject/role



Subject level

Higher Standard





Full/ part-time

(use FT/PT)





Spanish X X Gene Bordy BA English, MS

Education, SA

Spanish

11 FT Examiner

Latin

German X

X

X

Ed Jenkinson

Rick Schuelke

BA English, BA

Classical Studies,

MA Latin, Minor

Greek and Art

History

MS German

8

22

PT

FT

Examiner, Moderator Houston,

TX

10/2008

Victoria,

Canada

11/2001

Classical

Language s

Spanish

French

History of the Americas

X

X

Group 3: individual and societies

Economics X

X

X

X

John Marvin

Will Fritz

Robert Bradburn BA Economics

Craig Weinreich

AA, BA and MA in

Spanish,

BA French

BA History, MS

Educational

Administration

28

1

13

13

FT

FT

FT

FT

Raleigh,

NC

New

Orleans

10/2011

12/2012

Savannah,

GA

11/2007

Savannah,

GA

10/2010

IB

Language

B Level 1

Spanish

Level 2-3

French

Level 1

Economic s Level 2

History HL

Level 2

32


Subject/role



Subject level

Higher Standard





Full/ part-time

(use FT/PT)






8 FT Florida 12/2009 Chemistry

Level 1

Chemistry

Physics

Design Tech

X

X

X

X

X

Group 5: mathematics and computer sciences

Math – Probability and

Statistics

X X

Andrew Colomac BS Biology, MS

Education, SS in

Biology and

Chemistry

Doug Havard BS and MS

Aerospace

Engineering, 6 years industry experience

Doug Havard

Kari Kooker

BS and MS

Aerospace

Engineering, 6 years industry experience

BA Mathematics

Math X Nicole Knutson MS Mathematics

2

2

6

7

FT

FT

FT

FT

EE Advisor

Atlanta,

GA

Atlanta,

GA

10/2010

10/2010

Physics

Level 1-2

Physics

Level 1-2

Los

Angeles,

Lake

Tahoe

11/2007,

7/2012

Montezum a, NM

7/2011

Math SL level 1,

Math HL

Level 2

Math SL

Level 1

33


Subject/role



Subject level

Higher Standard





Full/ part-time

(use FT/PT)





Group 6: the arts

Theater X Amanda Gieser BA

– SS English

2 FT Workshop Leader, Moderator Sedona,

AZ

1/2011 Theater

Level 2

Visual Art X X 21 FT

TOK

CAS coordinator

DP coordinator

Head of school

Brian Wall BA Art, MS

Education

Scott Rosenkranz NBCT, BA, MA

English


Education


Education

Dr. Judy Fancher BA, MA, Ed.D.

12

21

21

4

FT

FT

FT

FT

St. Petes,

FL

2/2008

Online Summer

2010

12/2013 New

Orleans,

LA

New York,

NY

7/2009

Visual Art

Level 2

TOK

CAS

Coordinati on

Coordinati on

34


Chart 3: Update of school facilities that support the implementation of the Diploma Programme

Describe the changes that the school has made, if any, during the period under review, regarding its physical resources (for example, library, science laboratories) to support the implementation of the programme. Indicate the areas that are still in the process of improvement.


Developments under way/future development (if applicable) Resource

Library/multimedia centre

Changes since authorization/last evaluation

None

New building including engineering labs Science laboratories

Arts provision None

Facilities to support the examination session

(eg rooms)

None —continue to use Lyceum

Information technology provision

Some tech/computers have been upgraded/Data collection devices purchased for Sciences

Computer labs and teacher stations have been updated

Other (identify)

35


Chart 4: Update of implementation budget

Indicate the currency the school uses. If possible, use USD, GBP, CHF or CAD.

USD = US dollars GBP = Great British pounds CHF = Swiss francs

IB World School current year

Year 2 after evaluation

CAD = Canadian dollars



Academic year

Annual fee

Candidate assessment fees

2014

10400

151 Reg

104 per exam

(approx. 25K)

2015

10800

156 Reg

110 per exam

2016

11300

161 Reg

116 per exam

2017

11800

167 Reg

123 per exam

USD


2018

12400

175 Reg

130 per exam

Other

Mailing

Subs

Resources

(specify)

IB professional development

(specify)

Project 3-4 teachers trained per year

@approx 2200 per training=9000.00





2000

4000

50400

2100

4000

52300

2200

4200

54700

2300

4300

56800

2400

4400

59000 TOTAL

Approved by

Steve Zamora

Position

Assistant Principal

36


•

•

Chart 5: Overview of levels of achievement of the standards in section C

Indicate with X the levels of achievement for the standards as identified by each subject group in the table below.

Include the levels of achievement included in the self study.

C2 C3

Requires significant attention

C1






General

(as declared in the self study to be submitted to the IB)



Group 3: individuals and societies


Group 5: mathematics and computer science

Group 6: the arts

TOK

CAS

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X


C4


X

X

X

X

X

X

X

X

X

37



38

a PDF - SHHS IB Program

Self-study

Section A: Philosophy

Standard A

Section B: Organization

Standard B1: Leadership and structure

Standard B2: Resources and support

Section C: Curriculum

Standard C1: Collaborative planning

Standard C2: Written curriculum

Standard C3: Teaching and learning

Standard C4: Assessment

Conclusions of the self-study process

List of supporting documents to attach to this form

Self-study process

Philosophy

Organization

Complete the charts that appear in the following pages.

Chart 1: Update of organization of teaching time

Chart 2: Update of Diploma Programme teaching staff, qualifications and IB-recognized professional development

Chart 3: Update of school facilities that support the implementation of the Diploma Programme

Chart 4: Update of implementation budget

Chart 5: Overview of levels of achievement of the standards in section C

Related documents

Products

Support

a PDF - SHHS IB Program

Self-study

Section A: Philosophy

Standard A

Section B: Organization

Standard B1: Leadership and structure

Standard B2: Resources and support

Section C: Curriculum

Standard C1: Collaborative planning

Standard C2: Written curriculum

Standard C3: Teaching and learning

Standard C4: Assessment

Conclusions of the self-study process

List of supporting documents to attach to this form

Self-study process

Philosophy

Organization

Complete the charts that appear in the following pages.

Chart 1: Update of organization of teaching time

Chart 2: Update of Diploma Programme teaching staff, qualifications and IB-recognized professional development

Chart 3: Update of school facilities that support the implementation of the Diploma Programme

Chart 4: Update of implementation budget

Chart 5: Overview of levels of achievement of the standards in section C

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