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Programme evaluation self-study questionnaire

IB Diploma Programme

Programme evaluation self-study questionnaire

Published September 2005

International Baccalaureate OrganizationPeterson House, Malthouse Avenue, Cardiff Gate

Cardiff, Wales GB CF23 8GLUnited Kingdom

Phone: + 44 29 2054 7777Fax: + 44 29 2054 7778Web site: www.ibo.org

© International Baccalaureate Organization 2005

The International Baccalaureate Organization (IBO) was established in 1968 and is a non-profit, international educational foundation registered in Switzerland.

The IBO is grateful for permission to reproduce and/or translate any copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IBO will

be pleased to rectify any errors or omissions at the earliest opportunity.

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shortcuts menu. General ordering queries should be directed to the sales and marketing department in Cardiff.

Phone: +44 29 2054 7746Fax: +44 29 2054 7779E-mail: [email protected]

http://www.ibo.org/

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.


The self-study questionnaire

School presentation

General information


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School presentation

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: [email protected]

[email protected]

2. Name of the head of school: Dr. Wilfred D. Moore

3. Legal status of school: Government/state school

Do IB students pay tuition fees? Yes No

4. Organization: Coeducational

Day school

5. IB programmes offered in the school: Diploma Programme

6. Age range of students in the whole school: From 13 to 18 years

7. Total number of students in the whole school: 304

8. Number of teaching days per school year: 176

Programme-specific information

This section needs to be completed for each programme to be evaluated.

Please select one box, as applicable.

Diploma Programme

11. Name of the school principal (if different from the head of school):


X

X

X

X

X

X

mailto:[email protected]

School presentation

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 to 18 years

15. Within this age range, are all the students in the school involved in the programme?

Yes

No

If no, specify how many students in this age range are not involved in the programme.

40

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

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

International Baccalaureate Organization 2005 5

X

X

6

School presentation

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.

21. Teachers employed to teach the programme:

Number of teachers teaching full time in the programme None teach full time in the programme.

Number of teachers teaching part time in the programme Eleven teach part time in the programme.

22. Nationalities/ethnicities of teaching staff:

List of nationalities/ethnicities Number of staff

One teacher is from Nigeria; the others are all American nationals.

22 teachers, 1 librarian, 2 counselors, 1 social worker, 1 nurse, 2 clerical staff, 1 book clerk


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.


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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The standards and practicesPlease select the appropriate box.

Standard A1 Requires significant attention

Shows satisfactory development

There is close alignment between the educational beliefs and values of the school and those of the programme.

X ->

Practices Degree of implementation

Low High

1. The school is committed to the principles defined in the IBO mission statement.

1=0 2=1

X

3=24 2.96

2. The school is committed to developing in students the qualities, attitudes and characteristics described in the IB learner profile.

1=1 2=2

x3=22 2.84

3. 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

1=1

2=6

<- x3=17 2.56

4. 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).

1=1

XX

2=11 3=13 2.44

5. The school is committed to continuous improvement. 0=1

1=1

2=5

x3=19 2.60

6. The school promotes student inquiry and the development of critical-thinking skills.

1=0 2=6 3=19

x2.76

7. The school provides a climate that encourages positive innovation in implementing the philosophy of the programme.

1=1 2=6

x ->3=18 2.68

8. The school promotes concurrency of learning for each student.

0=3 2=8

x3=14 2.32



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 9th 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.


10


Standard A2 Requires significant attention


The school promotes international-mindedness on the part of the adults and the students in the school community.

X


Low High

1. 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 2=8

x3=16 2.45

2. 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

1=1

2=10

x3=13 2.37

3. The school encourages learning that fosters responsible citizenship and international-mindedness.

1-1

x2=6 3=18 2.66

4. The school encourages student learning that strengthens the student’s own cultural identity, and celebrates and fosters understanding of different cultures.

1=2 2=8

x3=15 2.42

5. 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

1=1

2=6

<- x3=17 2.54

6. The school develops a climate of open communication and careful expression of ideas, attitudes and feelings.

1=1 2=3 3=21

x2.79

7. The school provides resources that offer access to different cultures, perspectives and languages.

1=1 2=9

x3=15 2.54

8. The school provides a safe, secure and stimulating environment based on understanding and respect.

1=1 2=7 3=17

x2.62

9. 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

5=1

2=2

x ->3=17 2.41

10. The school supports members of its community for whom the school’s language of instruction is not their mother

0=1 2=9 3=10 2.0




Low High

tongue. 1=3 x

11. 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

<- x3=14 2.41

12. The school takes advantage of the international network of IB schools teaching the same programme through e-mail or personal exchanges and attendance at conferences and workshops.

0=2

1=4

x

2=6 3=13 2.08


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,


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.


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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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.


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.


Standard B1 Requires significant attention


The school demonstrates ongoing commitment to, and provides support for, the programme through appropriate administrative structures and systems, staffing and resources.


Low High

1. The governing body is explicitly supportive of the programme, and has allocated sufficient funding for the effective implementation and ongoing development of the programme.

0=1

x2=10 3=6 2.23

2. Senior management regularly informs the governing body about the ongoing implementation and development of the programme.

0=1

1=4

2=4

x3=8 1.94

3. The school has systems for implementing and monitoring the programme with input from all constituencies, including students.

0=3 2=5

x3=9 2.17


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Low High

4. The school’s goals, strategies, time lines and accountabilities are available in written form to all members of the school community.

1=0 2=4

x3=13 2.76

5. The school builds an understanding of, and support for, the programme throughout the school community.

1=0 2=7

x3=10 2.58

6. 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

1=2

2=3

x3=11 2.41

7. The school has appointed a programme coordinator with sufficient support and resources to carry out the responsibilities of the position.

0=1

1=2

2=3

x3=11 2.41

8. 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

1=1

2=4 3=11

x2.47

9. There is a process for monitoring the work of the programme coordinator in accordance with the programme coordinator’s job description.

0=1

1=4

2=5

<- x3=7 1.88

10. 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

1=0

2=4 3=11

x2.58

11. The school provides staff who are appropriately qualified and trained to teach the programme.

0=1

1=0

2=4

x3=12 2.58

12. 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

1=2

x

2=5 3=8 2.11

13. Time for collaborative planning and reflection is built into all teachers’ schedules.

1=7

x2=8 3=1 1.70

14. 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.

0=1

1=1

2=8

<- x3=7 2.23

15. The school provides professional development opportunities 0=1 2=3 3=11 2.35




Low High

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).

1=2

x

16. The school provides learning environments and opportunities for learning that support the pedagogy of the programme.

1=1 2=6

x3=10 2.52

17. The school allocates appropriate print and electronic resources to support the teaching of the programme.

1=1 2=7 3=9

x2.47

18. The school recognizes and promotes the role of the library/media centre in the implementation of the programme.

0=1

1=2

2=6

x3=6 2.05

19. The school provides specialist equipment (for example, scientific, technological) where needed to implement the programme safely and effectively.

0=1

1=3

2=8

x3=4 1.76

20. The school has a written language policy (including its provision for second-language teaching and mother-tongue language support) that meets the needs of the students and reflects the principles of the programme.

0=1

1=3

2=4

x3=6 1.76

21. 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

x3=8 2.23

22. The school has systems in place to guide and counsel students whenever the need arises.

0=1

1=2

2=4 3=10

x2.35

23. 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 2=2 3=13

x2.52

24. The school provides appropriate resources and staff to support the delivery of creativity, action, service (CAS).

0=1

1=2

2=5

x3=8 2.11

25. The school provides appropriate and adequate space, supervision and security arrangements for examinations.

0=1

1=1

2=2 3=13

x2.58


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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.


We need resources for training. CAS needs both coordination and staff involvement.


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 whole-



school efforts to contribute to the community.


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


A comprehensive, coherent, written curriculum, based on the


18


requirements of the programme and developed by the school, is available to all sections of the school community.


Low High

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 3=9

xAV 2.81

2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs.

2=1 3=10

xAV 2.90

3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time.

2=2 3=9

xAV 2.81

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 3=9

xAV 2.81

5. The curriculum encourages students to become aware of individual, local, national and global issues.

2=5 3=6

xAV 2.54

6. The curriculum promotes all the attributes of the IB learner profile.

2=3 3=8

xAV 2.72

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

x ->3=6 AV

2.54

8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas.

2=1 3=10

xAV 2.90

9. The curriculum provides opportunities for students to work both independently and collaboratively.

2=3 3=8

xAV 2.72

10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences.

2=4

x3=7 AV

2.63

11. The curriculum is regularly reviewed in the light of programme developments.

0=1

x2=3 3=7 AV

2.54




Low High

12. The school takes advantage of local community organizations and the expertise of other adults to foster learning within the scope of the curriculum.

1=1 2=4

x3=6 AV

2.45

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 mother-tongue language of all students.

1=1 2=2 3=8

xAV 2.63

15. The school provides opportunities for students to learn at least one language in addition to their mother tongue.

2=2 3=9

xAV 2.81

16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses.

3=11

xAV 3.0

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 2=5

x3=6 AV

2.5

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

1=1

2=4

x3=5 AV

2.6

19. There is an appropriate and varied CAS programme. 0=2 2=1

x3=8 AV2.3

6

20. The school provides guidance to students on progression to higher education and other career opportunities.

1=1 2=2 3=8

xAV 2.63

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.


20



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.




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 11th 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 11th/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 would-be 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.


Shows satisfactory

development

The school has implemented a system through which all teachers plan and reflect in collaborative teams.


Low High

1. All teachers are provided with the appropriate documentation, including relevant IBO publications, in preparation for all planning activities.

1=2 2=2

x3=7 AV

2.45

2. Planning at the school takes place collaboratively. 2=2

x3=9 AV

2.81

3. Planning at the school enables all teachers to gain an overview of the students’ whole learning experience.

2=3 3=8 AV


22



Low High

x 2.72

4. Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme.

2=4

x3=7 AV

2.63

5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies.

2=4

x3=7 AV

2.63

6. Planning at the school addresses assessment issues throughout the planning process.

1=1 2=3

x3=7 AV

2.54

7. 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 2=4 3=6

xAV 2.27

8. 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=2

x3=8 AV

2.63


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 development has been devoted to this topic.

Teachers feel that they have been given appropriate documentation and publications needed to plan instruction.


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.


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.


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.


Low High

Common:

1. Teaching and learning at the school builds on what 2=3 3=8 AV


24



Low High

students know and can do.

x2.72

2. Teaching at the school allows students to become actively responsible for their own learning.

2=9

x3=9 AV

2.81

3. Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme.

2=3 3=8

xAV 2.72

4. Teaching and learning at the school recognizes and reflects multiple perspectives.

2=3 3=8

xAV 2.72

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

x3=5 AV

2.45

6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT.

0=1

1=2

2=2

x3=6 AV

2.09

7. Teaching at the school engages students as critical thinkers with developing views of their own.

2=2 3=9

xAV 2.81

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 3=7

xAV 2.63

9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction.

0=1 2=4 3=7

xAV 2.36

10. Teaching and learning at the school promotes the understanding and practice of academic honesty.

1=1 2=3

x3=7 AV

2.54


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.


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,



26


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, 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.


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.


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 3=7

xAV 2.45

2. Assessment at the school is viewed as being integral with planning, teaching and learning.

2=2 3=9

xAV 2.81

3. Learning expectations and integral assessment strategies are made clear to students and parents.

2=3 3=8

xAV 2.72




Low High

4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly.

2=4 3=7

xAV 2.63

5. Learning at the school involves students in both peer- and self-assessment.

2=4 3=7

xAV 2.63

6. The levels of students’ current knowledge and experience are assessed before embarking on new learning.

1=1 2=3 3=7

xAV 2.54

7. Students are provided with regular and prompt feedback to inform and improve their learning.

1=1 2=4

x3=6 AV

2.27

8. Assessment at the school provides students with regular opportunities for reflection on their own learning.

1=1 2=2 3=8

xAV 2.63

9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme

1=1 2=1 3=8

xAV 2.63

10. The assessment process allows for meaningful reporting to parents about students’ progress.

2=2

x3=9 AV

2.81

11. Assessment data is analysed to provide information about the individual needs of students.

1=1 2=2 3=8

xAV 2.63

12. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies.

1=1 2=2 3=8

x2.63

13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject.

0=1 2=2 3=8

x2.80


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


28


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.


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.


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.



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.


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.


Low High

1. The school provides a climate in which students learn to respect and value self-initiated action.

2=7

x3=4 AV

2.36

2. Opportunities are provided for students to develop the skills and attitudes that lead to taking action.

2=5

x3=6 AV

2.54

3. The school supports students in learning how to reflect on their experiences and make more informed, independent choices.

2=5

x3=6 AV

2.54

4. The school provides opportunities for student action to 2=8 3=3 AV


30



be an integral part of the curriculum and/or an extension of the curriculum..

x2.27

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.

x


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.


We need as a faculty to work toward these goals more deliberately and to shape their implementation to reflect the learner profile.




Incorporate this goal into broader culture change efforts.

Standard D2 Requires significant attention

Shows satisfactory

development

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


Low High

1. Teachers/supervisors understand the requirements of the exhibition/personal project/extended essay and how to assess it.

1=2 2=4

x3=5 AV

2.27

2. Teachers/supervisors guide students through each phase of the process.

1=2 2=4

x3=5 AV

2.27

3. Students are provided with formative feedback throughout the process.

1=2 2=4

x3=5 AV

2.27

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.

1=1

x2=4 3=6 2.45

5. The school promotes the value of the extended essay as a research exercise.

1=2 2=5

x3=4 AV

2.18

6. Appropriate provision is made for the supervision of the extended essay.

1=3 2=3

x3=5 AV

2.18

7. Students are fully briefed on the nature, objectives and assessment criteria of the extended essay.

2=2 3=9

xAV 2.81

8. Students have access to adequate resources in the school and community.

2=1

x3=10 2.9


32



Low High

9. All supervisors are fully briefed about the nature of their responsibilities and the work expected from the students.

1=1 2=4 3=6 AV 2.45


Strengths:

During the 2008-09 school year, we began to address weaknesses related to the extended essay.


There was general consensus that guidelines, expectations and supervision of extended essay needed serious attention.


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.


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


34


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 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):


Appendix 1: current and proposed Diploma Programme budget


36


Three-year budget Current year:

2008-09

Next year:

2009-10

Following year:

2010-11

IB fees:

Annual subscription 9,150 9,200 9,300

Per capita fees*

Registration fees* 7,095 7,500 8,000

Subject fees* 12,584 13,000 13,500

TOK and the extended essay*

Other:MIBS dues 150 150 150

Other:

Administrative costs:

Staff development

Postage 1,919 2,100 2,200

Printing / office supplies 220. 270. 300.

Curriculum development

Other: MIBS Conference 711. 300 300

Other:

Resource needs:

Instructional materials 4,958 6,800 4,000

Media materials

Technology needs 1,827 600 500

IB publications 150 150

Other:Awards,recognition 1,250 600 600

Other:

Personnel time:(% release time)

DP coordinator 62,000 62,000 62,000

CAS coordinator

Secretarial assistance

Other:

101,864 106,670 105,000

* Only include these fees if your school/school district pays them.



Appendix 2: subjects offered in the Diploma Programme

IB subject group Subjects taught HL hours instruction SL hours instruction

Year 1Year 2 Year 1 Year 2

Group 1: language A1 English A1 – HL 150 150

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

Group 3: individuals and societies

History of the Americas HL in

English

150 150

Group 4: experimental sciences

Biology HL in English

150 150

Group 5: mathematics & computer science

Math Studies SL in English

1 150 150

Group 6: arts Visual Arts Option A S in English

150 150

Music SL in English 150 150

Music Group Performance SL in

English

150 150

TOK TOK 150 150


38


Appendix 3: attendance at IB workshops and conferences (completed or scheduled)

DP Area Teacher name Event/topic Place and date

Group 1: language A1 B. Mackenzie English 1A Las Vegas, MN; Summer 2004

J. Economon English 1A Spokane, WA; Summer 2003

Group 2: language B, A2, ab initio, classical languages (indicate which one)

J. Hembel French B St. Petersburg, FL;

June 2003

F. Schenk Spanish B Las Vegas, NM

Summer 2006

J. Trapp Latin Savannah, GA; Fall 2003

Group 3: individuals and societies

J. Chambers History of the Americas

Salt Lake City, UT;

March 2005

Group 4: experimental sciences

L. Nagy Biology Salt Lake City, UT;

March 2005

Group 5: mathematics & computer science

A. Ekenga Math Studies SL Los Angeles, CA; Fall 2003

Group 6: arts M. Reef Music Montezuma, NM; July 2006

T. Tobias Visual Arts Salt Lake City, UT;

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

CAS coordinator

Counselor D. Thomas Counselor Tampa, FL; Summer 2003



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%


€¦ · web viewthe ib staff enthusiastically support the ib programme, and there is growing...

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