ib final presentation - webinfo.uscsd.k12.pa.us · instructional practices. usc ib classes often...
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IntroductionEloise Stoehr
MissionWinifred Feise
Mission Central – USC & IBOUSC Mission StatementDeveloping learned and responsible citizens for a global society is the mission of the nationally recognized Upper St. Clair School District, which is served by a responsive and innovative staff who, in partnership with the community, provides learning experiences that nurture the uniqueness of each child and promote happiness and success.
IBO Mission StatementThe International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the IBO works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Survey Methodology and Results Siddharth Chandra, PhD
Surveys
• Students• Teachers:
– Elementary– Middle school plus grade 9 and 10– High school teachers of IB and/or AP courses
• Guidance counselors• Admissions offices of universities/colleges• USCSD IB and/or AP alumni• Current parents• USC residents• High schools offering IB and/or AP
Types of surveys
• Entire population: USC students (grades 11 and 12), teachers, counselors, alumni
• Targeted surveys: admissions offices, high schools
• Random sample: current parents, USC residents
Random Sampling
• Parent population: 2,513 addresses• Resident population: 7,348 addresses• 1,000 surveys mailed to randomly selected
addresses in each population– Addresses numbered alphabetically– 1,000 mutually exclusive random numbers
generated for each range of address numbers– Selected addresses received surveys
• High response rate: 25-30%
Parent Survey Results IAre there steps that the USC school district should take to
improve understanding of the IB programs among parents? (n=210)
No25%
Yes75%
Parent Survey Results IIDid your child benefit in a unique way from the IB Primary
Years Program?(n=63)
Yes86%
No14%
Parent Survey Results IIIDid your child benefit in a unique way from the IB Middle Years
Program?(n=107)
No14%
Yes86%
Parent Survey Results IVDid your child benefit in a unique way from the IB Diploma
Program and/or Certificate Course(s)?(n=46)
No9%
Yes91%
Resident Survey Results IIf No Tax Savings from IB, Would You Support Elimination?
All Residents (n=307)Recent Residents (post-2000, n=68)
Very Recent Residents (post-2003, n=37)
8.11%14
.71%
29.64
%
60.26
%77
.94%
91.89
%
0.00%7.3
5%10.10
%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Residents Recent Residents(2000 and after)
Very Recent Residents(2003 and after)
Yes
No
NA
Resident Survey Results IIDoes the Cost of the IB Justify the Expenditure?
All Residents (n=307)Recent Home Buyers (post-2000, n=68)
Very Recent Home Buyers (post-2003, n=37)
86.49
%
53.42
%
75.00
%
8.11%16
.18%
34.85
%
11.73
%
8.82%
5.41%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Residents Recent Home Buyers(post-2000)
Very Recent HomeBuyers (post-2003)
Yes
No
NA
Resident Survey Results IIIKeep, Modify, Eliminate the IB?
All Residents(n=307, 54 other responses blank or 'NA')
Eliminate36% Keep As Is
42%
Keep and Modify22%
Keep and/or Modify64%
Resident Survey Results IVKeep, Modify, Eliminate the IB?Recent Home Buyers (post-2000)
(n=68, 13 other responses blank or 'NA')
Eliminate18%
Keep As Is58%
Keep and Modify24%
Keep and/or Modify82%
Resident Survey Results VKeep, Modify, Eliminate the IB?Recent Home Buyers (post-2003)
(n=37, 7 other responses blank or 'NA')
Keep As Is73%
Eliminate7%
Keep and Modify20%
Keep and/or Modify93%
Resident Survey Results VI
Keep, Modify, Eliminate the IB?All Parents
(n=128, 13 other responses blank or 'NA')
Eliminate26%
Keep As Is43%
Keep and Modify31%
Keep and/or Modify74%
Resident Survey Results VII
Keep, Modify, Eliminate the IB?Recent Home Buyer Parents (post-2000)(n=40, 4 other responses blank or 'NA')
Eliminate19%
Keep As Is50%
Keep and Modify31%
Keep and/or Modify81%
Resident Survey Results VIIIKeep, Modify, Eliminate the IB?
Recent Home Buyer Parents (post-2003)(n=17, 2 other responses blank or 'NA')
Eliminate0%
Keep As Is67%
Keep and Modify33%
Keep and/or Modify100%
Resident Survey Results IXDid You Hear About the IB Before or After You Moved to USC?
All Residents (n=307)Recent Residents (post-2000, n=68)
Very Recent Residents (post-2003, n=37)
35.14
%41.18
%
15.31
%
47.06
%
68.73
%
51.35
%
13.51
%15
.96%
11.76
%
0%
10%
20%
30%
40%
50%
60%
70%
80%
All Residents Recent Residents(2000 and after)
Very RecentResidents (2003 and
after)
Before
After
NA
Resident Survey Results XDoes the Cost of the IB Justify the Expenditure?
Parents (n=128)Recent Home Buyer Parents (post-2000, n=40)
Very Recent Home Buyer Parents (post-2003, n=17)
64.06
% 72.50
% 82.35
%
11.76
%28
.13%
22.50
%
5.88%
5.00%7.8
1%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
All Parents Recent Home BuyerParents (post-2000)
Very Recent HomeBuyer Parents (post-
2003)
Yes
No
NA
Cost Research Results IPer Participant Cost of Various Programs in the Upper Saint
Clair School District
$698
$633
$579
$550
$507
$459
$452
$429
$418
$403
$399
$335
$287
$278
$276
$230
$215
$143
$130
$98
$0
$100
$200
$300
$400
$500
$600
$700
$800
Footb
all
Wrestlin
g
Tenn
is Boy
sGolf
All
Base
ball
Socce
r All
Rifle
Baske
tball G
irls
Baske
tball B
oys
Tenn
is Girls
Softba
ll
Volley
ball B
oys
Lacro
sse G
irls
Swim
ming
Field H
ocke
y
IB High
Estim
ate
Volley
ball G
irls Track
Cross C
ountr
y
IB Lo
w Estim
ate
Cost Research Results IINumber of Participants in Various Programs in the Upper Saint Clair
School District
762
300
210
145
120
110
105
94 92 65 55 52 50 50 45 45 42 28 25 23 18 16 100
100
200
300
400
500
600
700
800
900
IB
Track
Footb
all
Baske
tball B
oys
Baske
tball G
irls
Socce
r All
Volley
ball G
irls
Swimming
Cross C
ountr
y
Socce
r Boy
s
Wrestlin
g
Volleyb
all Boy
s
Lacro
sse G
irlsSoft
ball
Baseb
all
Socce
r Girls
Field H
ocke
yGolf
All Rifle
Tenn
is Girls
Golf Bo
ys
Tenn
is Boy
s
Golf Girls
The IB program: common misconceptions versus the facts
Martha Clister
Popularity of the IB program
Misconception: IB is not a popular or widely accepted program
The facts:Ø IB program is experiencing an explosive growth, in North America and
worldwide:
Growth of IB programs in the world Growth in North America and the Caribbean
Ø About 20% of USC students currently participate in the IB program. Ø The number of all participants has grown from 550 in 2003-2004 to 762 in
2006-2007; the number of PYP students has increased from 99 to 212.
Cost of the IB program
Misconception: IB program is too expensive
The facts:
Ø For 2005-06, the cost of the program was between $79,000 and $175,000 (source: Frosina Cordisco, USCSD Finance Director).
Ø The total cost of the program represents at most 1/3 of 1% of the total 2006-2007 budget of $51.6M. The per household tax savings are estimated to be between $4.00 and $5.00.
Ø This represents a lower per-student cost than fifteen out of eighteen athletic programs.
Ø In 2006 State of the Union address, President Bush proposed training 70,000 additional teachers in IB and AP math and science courses as a way to make our students more competitive in the global economy.
Ideology
Misconception: IB program is un-American, socialist and anti-Judeo-Christian
The facts:
Ø According to IBO, “IB programs do not advocate a single religion, or a political or economic system. Many private schools with religious affiliations offer IB programs, but also many denominational universities offer college credit for IB coursework.”
Ø Survey of USC IB teachers at all levels showed unanimous agreement that the program gives a balanced and neutral view of the world and contains no anti-Judeo-Christian or socialist bias.
Ø The committee reviewed History of Americas textbooks and found that there was no un-American or socialist bias.
Local Control
Misconception: IB programs eliminates local control
The facts:Ø USC maintains complete control of PYP and MYP curriculum, which is the
same as in the traditional classes and meets the state standards. IBO provides the framework for learning methodology and does not require any specific textbooks or learning materials.
Ø Survey of USC IB diploma teachers indicated unanimous agreement that teachers have complete control of textbooks, learning materials and instructional practices. USC IB classes often use the same textbooks as AP and Honors classes.
Ø 20-35% of the final IB score is based on the internal assessment (laboratory work, research investigations, written papers and oral presentation) graded by the teachers, who thus provide a significant local input into a student’s final score. AP teachers have no such input into the final AP score.
Program access
Misconception: IB program is elitist; IB students are isolated
The facts:
Ø The IB program in USC is open to all students.
Ø 20% of USC students in gr. 1 -12 participate in the program.Ø This includes students with learning disabilities, gifted students and the so-
called “average” students.Ø IB students are very involved in community service and actively participate
in various all-school activities.Ø Due to the growing demand, there are now several IB classes at all levels.
Hence an IB student will have the opportunity to mix with several other students as they move through their school years. At the high school level, IB students take different classes, including the ones outside the IB program.
Math and science: IB versus AP
Misconception: IB diploma program is weak in math and science
The facts:Ø The second year of Higher Level IB Math course covers advanced
mathematics topics that are not taught in any AP course. This is the highest level math class offered by USCSD.
Ø National Research Council (NRC) Panel found the IB biology courses to be far superior to AP. It praised the inquiry-based laboratory work and interdisciplinary connections emphasized in all IB science courses.
Ø According to the NRC Panel report, two-year Higher Level IB courses cover more topics than their AP counterparts at a more reasonable pace. The panel also found IB science curriculum to be more flexible.
Ø Many other schools that have IB program offer two Higher Level science courses. USC offers only two IB science courses at the diploma level: Standard Level Chemistry (combined with AP) and Higher Level Physics.
College recognition: IB versus APMisconception: colleges admissions do not have a particular
preference for IB diploma over AP coursework
The facts:
Ø 12 out of 39 respondents to our survey of college admission officers indicated a preference for students that complete an IB diploma if available at the school. Noneof the survey respondents preferred AP over IB.
“We do recognize the merits of having completed the IB diploma and offer student scholarships especially for having achieved diploma status. The IB program offers an experience that better prepares them for the open curriculum that Rochester offers undergrads. IB encourages thinking, not just preparing for and passing the exam as AP can trap kids into. Students who take Theory of Knowledge as part of the IB program seem to have even greater prep. for the level of work at Rochester.” (University of Rochester)
“We value both Advanced Placement courses and International Baccalaureate courses as evidence of rigorous academic challenge…However, the full International Baccalaureate Diploma is generally considered stronger than either AP or IB coursework alone. The requirements of the Diploma are very similar to our general requirements in our College of Arts and Sciences--in depth research, coursework in sciences, math, languages, literature and the arts.” (Duke University)
“With the offerings you describe, we would like to see students pursuing the full IB curriculum, or at least a sizable number of AP/IB courses. We've seen great results from candidates that come to us with an IB diploma, so we do have a slight preference for that option compared to the other that options St. Clair offers.” (Cornell University)
Opportunity costs
Misconceptions:• because of IB, USC offers fewer advanced courses than other
neighboring districts, e.g. Mt. Lebanon and Peters Township• offering IB creates scheduling problems at the high school
The facts:
Ø Both AP and IB classes are recognized as rigorous courses that may lead to earning college credit. The 18 AP classes taught this year are similar to that of Mt. Lebanon and Peters Township. When combined with IB classes USC offers 35 courses with the potential for students to receive advanced standing or credit with colleges and universities.
Ø According to Dr. Rullo, Head of the Guidance Department, scheduling any classes that are offered only once during the school day, is difficult. Overall, 86 singleton classes (classes offered one time per day) are offered at the high school; most are not IB classes.
Program CostStacie de la Parra, CPA
Does the cost of the program justify the extra expenditures
and resource allocations?
YES…• Total cost of program is < 1/3 of 1% of
total 2006-2007 budget of $51.6M.• Lower cost per student than between 15
and 18 athletic programs• Calculated total savings (per the Study
Committee) is about $7 per household if program is eliminated.
Range of Costs
• IB “Low Estimate” - $79K
• IB “High Estimate” - $175K
For 2006-2007 school year:• Teacher Cost - $74,250• IB Coordinator’s Salary - $49,165• IBO Program Fees - $16,290• Bus Transportation - $11,713• Other - $11,913• Pending invoices* - $11,910
*Portion of exam fees borne by USCSD
Total Cost of $175K.
Teacher Cost - $74,250• Five IB/AP classes with enrollment < 15
(TOK, Chemistry, Psychology, German, Spanish)
• Assumed to be a “cost” of IB• Average Teacher Salary ($55K) plus
benefits ($19K) for one teacherCommittee did not agree.
Savings to the District if program were discontinued?
• IBO Program Fees - $16,290• Bus Transportation - $11,713• Other - $11,913• Exam Fees – $11,910
Total Savings of $51K or $7 per household.
Cost Research Results IPer Participant Cost of Various Programs in the Upper Saint
Clair School District
$698
$633
$579
$550
$507
$459
$452
$429
$418
$403
$399
$335
$287
$278
$276
$230
$215
$143
$130
$98
$0
$100
$200
$300
$400
$500
$600
$700
$800
Footb
all
Wrestlin
g
Tenn
is Boy
sGolf
All
Base
ball
Socce
r All
Rifle
Baske
tball G
irls
Baske
tball B
oys
Tenn
is Girls
Softba
ll
Volley
ball B
oys
Lacro
sse G
irls
Swim
ming
Field H
ocke
y
IB High
Estim
ate
Volley
ball G
irls Track
Cross C
ountr
y
IB Lo
w Estim
ate
Cost Research Results IINumber of Participants in Various Programs in the Upper Saint Clair
School District
762
300
210
145
120
110
105
94 92 65 55 52 50 50 45 45 42 28 25 23 18 16 100
100
200
300
400
500
600
700
800
900
IB
Track
Footb
all
Baske
tball B
oys
Baske
tball G
irls
Socce
r All
Volley
ball G
irls
Swimming
Cross C
ountr
y
Socce
r Boy
s
Wrestlin
g
Volleyb
all Boy
s
Lacro
sse G
irlsSoft
ball
Baseb
all
Socce
r Girls
Field H
ocke
yGolf
All Rifle
Tenn
is Girls
Golf Bo
ys
Tenn
is Boy
s
Golf Girls
Primary Years ProgramMichael Harris
Program MethodologyPrimaryYears
Program
COMMONALITIES OF TRADITIONAL AND PYP
CLASSROOMS• Curriculum (interwoven into IB
Planners)• Math & Balanced Literacy programs• ASSET Science & Social Studies• Core assessments• Specials (art, music, gym, Spanish,
library, computer lab)• Recess, lunch, field trips,
assemblies• State & National standards• Textbooks• Outreach
Curriculum restructured into 6 units of inquiry (Planners) based on PYP’s organizing themes
Vertical, multi-level teacher planning for planner revision and curriculum mapping
Country Research -Each grade level has a different focus
4th level Exhibition –PYP Culminating Project
Monthly get-togethers across grade levels that provide a commonality and connectedness
Additional content criteria assessments based on each planner’s central idea and inquiry
Learner Profile:• Thinkers• Risk-takers• Communicators• Reflective• Knowledgeable• Balanced• Open-minded• Inquires• Principled• Caring
8 Key Questions:(Concepts for Inquiry)
• Form• Function• Causation• Change• Connection• Perspective• Responsibility• Reflection
Action Cycle:• Student-initiated• Big or small• Now that we know
what we know, how can we help?
Global perspective woven into student-led inquiry
The USC IB PYP Wheel
Conclusions and Recommendations
Gary Graminski, Esq.