Section+C+curriculum+(Group+5)

The numbers 1 to 4 (1=low degree of implementation & 4=high degree of implementation) were used to ease conversation amongst departments. Numbers displayed below are not a numerical average but rather a representation of consensus reached after department discussion. **
 * PLEASE NOTE:

Standard C1 **
 * A comprehensive, coherent, written curriculum, based on the requirements of the programme and developed by the school, is available to all sections of the school community **. Shows satisfactory development

evidence: Syllabus given to students at the beginning of the course || evidence: math flow chart || see syllabus in C1-1 || evidence: see course catalogue || e vidence: Minutes from math curricular review meeting The purchase of new textbook series is also tied to the curriculum review cycle. || evidence: student success symposium || see course catalogue || see course catalogue || see course catalogue || Evidence: see Manabac site for insight into our program || evidence: see description of counseling services ||
 * ** Practice ** ||= ** Degree of Implementation ** || ** Evidence ** ||
 * 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). ||= 4 || provided by IB documents
 * 2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs. ||= 4 || we have 4 different levels in the math dept.
 * 3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time. ||= 4 || provided by IB documents
 * 4. The curriculum places appropriate demands on students according to their age and stage of development, and incorporates issues that are relevant to them. ||= 4 || course variety
 * 5. The curriculum encourages students to become aware of individual, local, national and global issues. ||= 1 || area of improvement ||
 * 6. The curriculum promotes all the attributes of the IB learner profile. ||= 4 || IB learner profile is similar to our EAGLES philosophy, posted in each room ||
 * 7. The curriculum encourages students to develop strategies for their own learning and assessment, and to assume increasing levels of responsibility in this respect. ||= 4 || there is a CD for students to use for studying, more examples, animated examples, CD test bank ||
 * 8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas. ||= 4 || classroom informal presentations such as factoring by solving assignment & math portfolio project ||
 * 9. The curriculum provides opportunities for students to work both independently and collaboratively. ||= 3.5 || would like to do more projects although there is much opportunity in class for students to work together (HW, quizzes, tests), students work collaboratively with portfolio projects ||
 * 10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences. ||= 1 ||  ||
 * 11. The curriculum is regularly reviewed in the light of programme developments. ||= 4 || IB requires this every 5 years though we review every 4 years - teachers evaluate how courses are taught each year and discuss with other teachers. SAS has a curricular review cycle
 * 12. The school takes advantage of local community organizations and the expertise of other adults to foster learning within the scope of the curriculum. ||= 4 || career day is a day when parents/teachers speak of various careers to students, a few other experts but we need to improve in this area
 * 13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc. ||= 2 ||  ||
 * 14. The school actively supports the development of the mother-tongue language of all students. ||= 2 || there are teachers available for students but the school does not pay for this ||
 * 15. The school provides opportunities for students to learn at least one language in addition to their mother tongue. ||= 4 || there is an ESOL program, courses are taught in English, there is a strong Chinese program, Spanish, French
 * 16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses. ||= 4 || parent night, parent coffee with the principal, 1st year IB meeting with parents, counselor/parent/student meeting, study hall meetings, college interviews, etc. ||
 * 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. ||= 4 || many variety of IB classes for all subjects
 * 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. ||= 4 || there is a TOK class built into class schedule
 * 19. There is an appropriate and varied CAS programme. ||= 4 || we use Managbac software, home rooms are dedicated for CAS advisors/advisees, many meetings throughout the year for their two years
 * 20. The school provides guidance to students on progression to higher education and other career opportunities. ||= 4 || counselors meet with students many times in groups and individually

**Practices in need of strengthening:**
1) The curriculum. does not address local, natl, global issues as well as cultural, gender, linguistic ethnic, and religious differences though we, as teachers, may address this. 2) Our school does not financially support tutors for the development of the mother-tongue language for all students.

**Proposals for improvement:**
1) If IB is serious about local, natl, global, etc. issues, we feel IB should be specific about the resources we should use and/or endorse a book that addresses these issues. 2) The school should investigate the need for more mother tongue language offerings

The school has implemented a system through which all teachers plan and reflect in collaborative teams. ** Shows satisfactory development **
 * Standard C2 **

evidence: folder on shared drive all IB teachers to access In addition all IB teachers are given the SAS created IB teachers handbook || evidence: SAS math department philosophy || evidence: schedule for PD note half day on assessment || project 1, project 2 ||
 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. All teachers are provided with the appropriate documentation, including relevant IBO publications, in preparation for all planning activities. ||= 4 || provided by IB, syllabus, syllabus details, teacher support guide
 * 2. Planning at the school takes place collaboratively. ||= 3 || informal collaboration takes place among teachers during department meetings (another example of a department meeting) ||
 * 3. Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ||= 2 || At the end of year all IB teachers meet to look at students' development, now we also have Powerschool to see students' grades in other classes ||
 * 4. Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ||= 4 || IB syllabus is consistent and IB student learning profile
 * 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ||= 3 || 3 levels of math allows teachers to plan accordingly to the students enrolled in each thus we differentiate our teaching ||
 * 6. Planning at the school addresses assessment issues throughout the planning process. ||= 2 || we, as a school, have made assessment a priority this year - teachers meet informally about assessment.
 * 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. ||= 3 || teachers stress appropriate math language in written and oral communication (example: math SL portfolio ) ||
 * 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. ||= 4 || Evidence: Many smaller projects are assigned in preparation for math portfolio projects

** Strengths: **
we adhere to the IB guidelines and plan accordingly we are aware of changes through our IB coordinator we work together informally during common preps and formally in our Wednesday department meetings to discuss teaching strategies.

** Practices in need of strengthening: **
1) We are aware that assessment needs more attention. Our principal has identified this as an area of need. 2) We need to gain more information about the students' whole learning experience.

** 1) School must establish a task force to investigate this need. **
====** 2) Though we would like to learn about our students' learning experience in all classes, we are concerned about the time needed to do this effectively. Maybe, if we/counselors focus on a few students at a time every few weeks/month. Also, we should communicate with the counselors more when we notice a student is struggling in our classes. **====

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. ** Shows satisfactory development **
 * Standard C3 **

evidence: pretest for math SL Review of previous course material is conducted at the start of math SL course (review 1, review 2) || On line practice sites are encouraged as well as on line quizzes. Evidence: www.classzone.com (image of homepage) used by students as self-study. Also many teachers use practice feature of moodle || evidence: see portfolio attached to C2-7 || evidence: pages from student handbook on academic dishonesty ||
 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. Teaching and learning at the school builds on what students know and can do. ||= 4 || we review basic concepts first, we have 3 levels to accommodate student skills ensuring success
 * 2. Teaching at the school allows students to become actively responsible for their own learning. ||= 3 || for the most, this is happening - we can improve on this
 * 3. Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ||= 4 || we meet the objectives very well - we incorporate technology, use collaborative learning, et al (examples blogs and website ) ||
 * 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ||= ? ||  ||
 * 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. ||= 4 || peer tutors, different levels address the different stages of their development ||
 * 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. ||= 4 || use graphing programs, Geometer's Sketchpad, Fathom, Autograph, TI graphing calc., etc. ||
 * 7. Teaching at the school engages students as critical thinkers with developing views of their own. ||= 4 || TOK addresses this, questions are varied thereby provoking students to think critically as well as apply knowledge
 * 8. Teaching and learning at the school encourages students to take appropriate action in response to their own needs and the needs of others. ||= 4 || students use book CDs, form study groups, peer tutors, ask teachers in/out class, students help each other in/out of class, etc. (example of email dialogue) ||
 * 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. ||= 3 || English writing center is available for all students in need of language support ||
 * 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ||= 4 || we have written consequences for students in student handbooks - students/parents sign a form addressing plagiarism - we use turnitin.com
 * The statement of conclusions**

We are very strong in our teaching and student scores seem to show they are learning according to the IB standards (above the world average every year)
 * Strengths:**

1) students should be more responsible for their learning 2) language development
 * Practices in need of strengthening:**

1) We agree we could do less 'spoon feeding' in class and encourage Independence 2) We can do a better job at language development for our ESOL students.
 * Proposals**

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. ** ** Shows satisfactory development **
 * Standard C4

see student agenda book: Academic policies (page 25-29 || see evidence from C2-6 || See syllabus in C1-1 || (example from Gradebook) || see evidence from C4-6 ||
 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. There is a written assessment policy in place that is available to all sections of the school community. ||= 4 || student agenda, syllabi, calendar, blogs, website
 * 2. Assessment at the school is viewed as being integral with planning, teaching and learning. ||= 4 || ongoing focus for the year
 * 3. Learning expectations and integral assessment strategies are made clear to students and parents. ||= 4 || agenda, planner,
 * 4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly. ||= 2 ||  ||
 * 5. Learning at the school involves students in both peer- and self-assessment. ||= 2.5 ||  ||
 * 6. The levels of students’ current knowledge and experience are assessed before embarking on new learning. ||= 4 || Quizzes, tests, etc are used to assess student knowledge. In addition review of material from previous courses is reviewed at the beginning of the IB courses (see: reviews at C3-1) ||
 * 7. Students are provided with regular and prompt feedback to inform and improve their learning. ||= 4 || evidence: teacher comments on tests ||
 * 8. Assessment at the school provides students with regular opportunities for reflection on their own learning. ||= 3 || students are given the opportunity for test corrections ||
 * 9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme. ||= 4 || The whole school report grades via the program Gradebook (example from Gradebook) ||
 * 10. The assessment process allows for meaningful reporting to parents about students’ progress. ||= 4 || progress reports
 * 11. Assessment data is analysed to provide information about the individual needs of students. ||= 2.5 ||  ||
 * 12. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies. ||= 2 ||  ||
 * 13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject. ||= 4 || quizzes and tests

**Strengths**
We value the importance of assessments and feel strongly that our assessments meet the standards. We also do a good job at providing feedback in a timely manner. This year, our school adopted PowerTeacher so, now, parents and students have online to grades and other student information.

1) We do not provide the opportunity for students to self-assess or peer assess as much as we'd like. If differentiation means changing our teaching strategy to cater to the learning styles of our students, we could do better.
 * Practices in need of strengthening**

1) Based of changes provided by IB, we will discuss and review assessments more often. David Surowski claims he will use Moodle to analyze student assessments which could be used to affect his teaching. We all need to analyze our students' work more to see what concepts need to be re-taught.
 * Proposals for improvement**