Section+D+The+Student

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 group discussion. ** **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?**
 * PLEASE NOTE:
 * Section D: the student**

In August of the students’ first year in the IB diploma (grade 11), the IB coordinator in partnership with the CAS coordinator, run a junior IB retreat during 2 flex classes. This time together is used to build a sense of community, introduce students to the IB philosophy via the IB learner profile, introduce the CAS program and allow students to set goals as to what they hope to get out of their IB diploma experience. IB students continue to be supported through out the year by their CAS advisor who sees them every morning for 10 minutes.

The full IB diploma class is brought together several times over the course of their program. Although there is an agenda set for each of these meetings there is also always an opportunity for students to raise any concerns and a chance to continue to build community for new students and old students alike.

In August of the students’ second year in the IB program (grade 12) the IB coordinator, in partnership with the CAS coordinator, conducts a half-day retreat off campus with the IB diploma group. Again this is an opportunity for community building for all students, including transfer students if there are any.

**2. How does the school encourage a climate of service to the community?** SAS has a very strong community service culture. This is evident in the fact that participation in service involves the whole community (students, parents & teachers) We have very strong parent support through our booster club as well as whole community services events.

Teachers at SAS are positive role models for service through their extra-curricular commitments as well as devoting classroom time to discussing current affairs.

As an organization SAS provides the venues, time, and teacher support for service activities. The School pays stipend for teacher advisors of service clubs as well as the cost for chaperones on service trips (Habitat for Humanity, tree planting, etc) One of the high school’s largest and most popular annual events is the 24 hour Relay For Life which raises funds for cancer research.

**3. How do current practices ensure students fulfill the aims of the extended essay?**

SAS provides strong support for our students with regard to the extended essay. The extended essay is introduced to students by the IB coordinator in November of their grade 11 year. They are given the December holiday to decide on their subject and select an EE supervisor. Each student is assigned a teacher supervisor and to ensure quality supervision teachers are limited to supervising 4 EE students.

There is a very clear deadline structure provided to the students. This provides a learning pathway for the students. There are several check-in points requiring their supervisor’s signature along the way. The IB coordinator, in partnership with the EE supervisor, monitors the students’ progress through the deadlines and follows up with the student, teacher and if necessary parents if there is a problem. The use of Managbac to monitor the students has become a wonderful tool to facilitate communication between the student & their supervisor and between the student & the IB coordinator.

In addition our HS librarian is very involved in the extended essay process. In addition to providing formal lessons on research skills and the resources available at SAS, he is available to students as a consultant through out the process.

Each year the IB coordinator meets with EE supervisors to ensure they understand the EE philosophy, their role and our SAS internal deadline schedule. In addition, if we receive unexpectedly unsatisfactory EE results, an EUR is requested to help the teacher better understand the grading process.


 * The standards and practices**


 * Standard D1 **
 * 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.**

there is a student council 9-12, student by-laws in handbook written by student government homework policy open enrollment in all classes with a student waiver system || counselors talk with students about their involvement evidence: list of HS clubs and after school activities || Career planning inventory published homework load in course catelogue so students can reflect on course choices junior interview strengths inventory letter of recommendation form || extended essay is an extension of curriculum ||
 * **Practice** || **Degree of Implementation** || **Evidence** ||
 * 1. The school provides a climate in which students learn to respect and value self-initiated action. || 3 || Students are invited to propose clubs & activities
 * 2. Opportunities are provided for students to develop the skills and attitudes that lead to taking action. || 4 || Students can join clubs to take action
 * 3. The school supports students in learning how to reflect on their experiences and make more informed, independent choices. || 3 || CAS program encourages reflection
 * 4. The school provides opportunities for student action to be an integral part of the curriculum and/or an extension of the curriculum. || 1 || Environmental science field study
 * 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. || 4 || list of CAS activities at SAS ||
 * The statement of conclusions**

CAS advisors structure homeroom structure Managbac software system helps communication Offer a wide variety of school sponsored activities (community service club, Habitats, sports program, etc)
 * Strengths:**

Encourage during a Teachers Teaching Teachers a workshop on Socratic seminars || Investigate the possibility of a "group" field trip day. (eg group 3 subjects one day, group 2 another, etc) || Monitor workload of CAS reflections ||
 * ** Practices in need of strengthening ** || ** Proposals for improvement ** ||
 * 1) Do teachers know how to "coach" leadership skills in their clubs and activities || investigate the possibility of a structured leadership training program ||
 * 2) Could teachers do more in classroom concerning reflection? || encourage teachers to promote discussion in their classroom
 * 3) Could teachers do more with actions related to their curriculum? (field trips? stock exchange, cultural) || Encourage teachers to use the community resources in Shanghai for field trips if appropriate (eg: language classes are out)
 * 4) Continue to monitor workload generated for CAS students || Investigate best practices regarding CAS programs


 * Standard D2 **
 * In the final year of the programme, all students complete a programme-specific project that allows them to demonstrate a consolidation of their learning, in the case of the PYP and MYP, and to demonstrate the extension and development of their learning in the Diploma Programme.**

evidence: email to student || evidence: powerpoint from parent evening In addition the IB coordinator communicates via email to parents regarding the EE process. || evidence: A large number of teachers volunteer to be EE supervisors May 2011 list of EE supervisors || IB regulations, grading criteria, SAS supervisor choices, details about April presentation || evidence: powerpoint from EE trainng session ||
 * **Practice** || **Degree of Implementation** || **Evidence** ||
 * 1. Teachers/supervisors understand the requirements of the exhibition/personal project/extended essay and how to assess it. || 2 || Despite teacher training, some teachers report inconsistency in grading of EEs which causes them to lose confidence in their ability to guide students. ||
 * 2. Teachers/supervisors guide students through each phase of the process. || 3 || IB coordinator monitors that students meet the deadlines in the EE learning pathway.
 * 3. Students are provided with formative feedback throughout the process. || 3 || Evidence: See timeline of meetings with supervisor ||
 * 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. || 3 || IB coordinator describes the extended essay at parent coffees as well as at more formal IB parent evening.
 * 5. The school promotes the value of the extended essay as a research exercise. || 2 || Understanding is limited to the IB diploma students ||
 * 6. Appropriate provision is made for the supervision of the extended essay. || 3 || Teachers are limited to supervising a maximum of 4 extended essay students. There is a rare exception of teacher request for more.
 * 7. Students are fully briefed on the nature, objectives and assessment criteria of the extended essay. || 4 || Students receive an EE packet during the November introductory session. This packet includes:
 * 8. Students have access to adequate resources in the school and community. || 4 || We have a very well equipped library with access to many journals ||
 * 9. All supervisors are fully briefed about the nature of their responsibilities and the work expected from the students. || 4 || All EE supervisors are trained by the IB coordinator and briefed on the location of SAS resources & EE exemplars
 * The statement of conclusions**
 * Strengths:**
 * Good ratio of student to supervisor
 * Offer EE advising in many subjects
 * Our EE process has them start early, emphasis deadlines, hold them accountable
 * We have good resources & on-line subscriptions


 * ** Practices in need of strengthening **1) Continue to develop expertise in the extended essay || ** Proposals for improvemen **
 * continue training for EE supervisors
 * survey EE supervisors as to their needs
 * ensure that EE supervisors understand their responsibility
 * request feedback from IB when results are not satisfactory ||
 * 2) Value of research skills could be better promoted || * teachers could discuss the value of research skills in their discipline
 * IB seniors could present to IB juniors in May ||

**Supporting documentation for the evaluation of the Diploma program** 1. A description of how the extended essay is organized and managed.