The School S Educational Beliefs and Values Reflect IB Philosophy

Self-study

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

Section A: Philosophy

Standard A

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

1. Identify who was involved in the completion of this part of the questionnaire.

Add rows as necessary.

Name or group / Position / Role in the completion of this part of the questionnaire
(eg leader, contributors) /
DP Program Students/Staff / Completed Survey
Sunny Hills Stake Holders / Completed Survey
Andy Colomac / IB Chemistry Instructor/Dept Chair / Completed Questionnaire, participated in data analysis and completion of section questions and conclusions
Robert Bradburn / IB Economics Instructor/Dept Chair / Completed Questionnaire, participated in data analysis and completion of section questions and conclusions
Scott Rosenkranz / IB English Instructor/TOK Instructor/Dept Chair / Completed Questionnaire, participated in data analysis and completion of section questions and conclusions
Dawn Bova / Math Dept Chair / Completed Questionnaire, participated in data analysis and completion of section questions and conclusions
William Fritz / IB French Instructor / Completed Questionnaire, participated in data analysis and completion of section questions and conclusions
David Wolf / IB English Instructor / Completed Questionnaire, participated in data analysis and completion of section questions and conclusions
Kari Kooker / IB Math Instructor / Completed Questionnaire, participated in data analysis and completion of section questions and conclusions
Brian Wall / DP Coordinator/IB Art Instructor/Art Dept Chair / Completed Questionnaire, participated in data analysis and completion of section questions and conclusions
Dr. Judy Fancher / Principal / Completed Questionnaire, participated in data analysis and completion of section questions and conclusions

2. Transcribe the school’s mission statement.

The mission of Sunny Hills High School is to provide the best educational and growth experiences for all the students. The school believes in the potential of all students to learn and to succeed. The school’s policies and practices promote within each student academic competence, complex thinking, quality work, and social responsibility.
Expected Schoolwide Learning Results
· a competent learner who exercises the skills for future success.
· a complex thinker who employs a variety of analytic skills.
· a quality worker who sets and achieves goals individually and in groups.
· a socially responsible citizen who participates in society to promote public good.
· an effective communicator who practices literacy skills for academic and career success.

3. Has the school revised its philosophy/mission statement since authorization/the last evaluation? If yes, describe the process by which this was done and who was involved.

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

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

5 years ago we eliminated a cap that had previously existed on acceptance to the program. A process was developed to analyse the results of students that based on their qualification measures were just below the threshold of acceptance. Using multiple measures and the participation of the IB Math, English, Head Counselor, Principal, and DP Coordinator each borderline student reviewed and many more students now get the opportunity to pursue the DP. We have also made available pathways for students that may not have qualified as freshmen, but have been successful in the freshmen and sophomore year and wish to pursue the DP. We have also made efforts to improve our educational materials, website, presentations and exposure in the community to inform about the unique advantages of the DP.

5. Include a brief summary of the perceptions of the parent community regarding the implementation of the programme at the school and its impact on their children.

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

6. Include a brief summary of the perception of the students regarding the implementation of the programme and its impact on them. Include the perceptions of graduates if the school has had the opportunity of involving them in the process.

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

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

Practice / Level of implementation /
Low / / High /
1. / The school’s published statements of mission and philosophy align with those of the IB. / X
2. / The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy. / X
3. / The school community demonstrates an understanding of, and commitment to, the programmes(s). / X
4. / The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community. / X
5. / The school promotes responsible action within and beyond the school community. / X
6. / The school promotes open communication based on understanding and respect. / X
7. / The school places importance on language learning, including mother tongue, host country language and other languages. / X
8. / The school participates in the IB world community. / X
9. / The school supports access for students to the IB programme(s) and philosophy. / X
a. The school provides for the full Diploma Programme and requires some of its student body to attempt the full diploma and not only individual subject certificates. / X
b. The school promotes access to the diploma and certificates for all students who can benefit from the educational experience they provide. / X
c. The school has strategies in place to encourage students to attempt the full diploma. / X

8. Conclusions on the standard

a. Complete the table. (Indicate with X.)

Standard A / Requires significant attention / Shows satisfactory development
The school’s educational beliefs and values reflect IB philosophy. / X

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

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

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

In response to Matter 1: The school is using the term pre-IB for preparatory courses. We no longer use that terminology when referring to student status prior to junior year. Students are now referred to as Sunny Hills Pre-IB in all literature and correspondence.
In response to Matter 2: HL Biology taught in 1 year. We were not able to find a way to make the course work with other scheduling and course requirements. Biology is no longer offered.
Recommendations: SL languages, Chemistry and Physics offered only in the first year of the program. All of our language offerings are available and are often taken year 1 and 2. Students that enter the program at an advanced level may still test in the junior year. Regarding Chemistry and Physics. Our student’s preference, particularly those pursuing science/med majors in college is to have 3-4 different science courses completed by the end of high school. Also, a consequence of meeting the IB requirements and the school/state/national requirements is there is little to no room left in the student schedule for elective courses or extending Chemistry or Physics to a 2 year track. Many potential DP students are choosing not to pursue the DP because there is no room in their schedules to complete electives they desire and DP requirements.

d. As a result of this self study, describe the current school practice(s) that has/have been identified as in need of further development or improvement.

· Improve education of non-IB teaching staff about the program
· Explore ways to become more involved in the IB World community
· Educate the students that initially did not pass the entrance exam about the benefits of the DP and the alternative avenues for entry into the program

Section B: Organization

Standard B1: Leadership and structure

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

1. Identify who was involved in the completion of this part of the questionnaire.

Add rows as necessary.

2. Update the following information.

a. Number of students currently enrolled at school in the two years in which the Diploma Programme is implemented

Diploma Programme year 1 / Diploma Programme year 2
1 / Number of Diploma Programme certificate candidates / 4 / 14
2 / Number of full Diploma Programme candidates / 22 / 30
3 / Number of non-Diploma Programme students / 632 / 597
TOTAL (1 + 2 + 3)
(Total number of students in the year of Diploma Programme implementation) / 606 / 553
b. Do IB students have to fulfill other mandated requirements
(for example, national, local requirements)? / Yes / X / No

If the answer is yes, provide the following information:

i. Specify what type of requirements and in which year(s) of the Diploma programme they need to be fulfilled.

California State Teaching Standards, Federal No Child Left Behind, California High School Exit Exam, California State Testing, District Unit and Subject requirements for graduation--
Required courses in: Health, Computer Literacy, Government, US History, Physical Education, Fine Art and 65 units of elective credit must be completed by end of 2nd year of program.

ii. If the requirements were introduced or changed in the period under review, how did the school address them in order to comply with them and with the IB requirements?

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

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

Students take an entrance exam as 8th graders prior to their freshman year. The exam consists of reading comprehension, writing, vocabulary and math. They also submit their scores from the California Standards Test and recent grades.
Prior to becoming a Full Diploma Candidate the student must have finished year 2 of secondary with at least grades of B in math and English. If not, they can still qualify with teacher/department recommendation as an exception to policy.

ii. Are the current criteria for enrollment of students in the IB programme a result of a change of policy in the period under review? If this is so, explain the reasons for the change.

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

3. Governance

a. Briefly describe the governance structure at the school and highlight any changes that have been made to it during the period under review.

SHHS Governing Body
Dr. Judy A. Fancher / Principal
Mr. Chad Freeman / Assistant Principal, Instruction & Pupil Services
Mr. Steve Zamora / Assistant Principal, Instruction & Operations
Mr. Lance Bletscher / Dean of Academic Services
Mrs. Kimberly Corbin / Assistant Principal, Instruction & Student Affairs
The structure has remained the same, though personnel is different from last review

b. Describe how the governing body (or the educational authorities) is kept informed about the implementation of the Diploma Programme.