IB MYP Self-Study Summary of Findings

IB MYP Self-Study Summary of Findings
Cajon High School and Cesar Chavez Middle School as jointly authorized MYP
schools serve a combined total of 2,788 students in grades 6 through 10. Of these
students, 2086 are taking one or more MYP classes. The student body is
predominantly Hispanic with significant populations of White non-Hispanic and
African American students.
In comparing the program to the MYP criteria, the following important observations
were made:
Criterion A: Philosophy
While all students at Cesar Chavez Middle School take at least on MYP class, only
slightly less than half of the 9th and 10th grade students at Cajon High School are
enrolled in any MYP classes. Several factors contribute to students not taking MYP
classes. Scheduling limitations block some students from classes they might
otherwise choose, the level of rigor demanded of students is beyond some student's
abilities, and a significant number of students simply will not complete the work
demanded of an MYP. Finally the resources necessary to support greater expansion
of the program are not available from the district.
About two thirds of parents feel adequately informed about the program. Though it
is discouraging that not 100% of parents feel informed, there has been some
improvement.
Most parents are satisfied with the quality of education their students are receiving,
satisfied with the type and quality of assignments and the level of rigor. There is
some dissatisfaction with the amount of homework required, though the feedback is
contradictory.
Student perceptions are very similar to those of their parents.
One disturbing finding is that only about 50% of students and a similar percentage
of parents believe the entire staff at Cajon High School encourages students to take
MYP classes.
The criterion summary concluded that the program shows satisfactory
development.
Criterion B1: Leadership and Structure
The MYP is open to all students with a very limited list of prerequisites for some of
the later year classes.
Since authorization, language, assessment, and special needs policies have been
updated to conform with IB expectations. All three are consistent with district
expectations and generally were developed from district policies with additions
related to IB expectations. In addition the academic honesty policy has been
modified to reflect a more consistent consequence for academic malpractice.
The criterion summary concluded that the program shows satisfactory
development.
Criterion B2: Resources and Support
Staff changes have been relatively limited at Cajon high School since MYP
authorization whereas they have been significant at Cesar Chavez Middle School.
This has had an impact on keeping staff thoroughly trained in IB philosophy,
methodology, rigor and assessment. Staff changes have also had a deleterious
impact on collaboration as a result of continuity breakdowns at both the
administrative and teaching level.
Concerns over the level of funding for the program in terms of resources led to
rather poor evaluations against IB criteria. Resource limitations manifest
themselves in inadequate teacher training, time for collaboration, inadequate access
to necessary equipment, inadequate or overloaded facilities, limited research
opportunities for students, limited connection with global issues, inadequate
counseling and guidance, and poor use of the greater community as a resource.
The criterion summary concluded that the program requires significant attention.
Identified areas in need of further development include: access to a dedicated
budget (at both schools), greater access to collaboration time, increased
professional development, interschool collaboration, and appropriate training of
school counselors in IB MYP.
Criterion C1: Collaborative Planning
Clearly there has been inadequate joint vertical collaboration, but even horizontal
collaboration has been limited. At Cesar Chavez Middle School, sixth grade teaming
has facilitated better horizontal collaboration efforts, and common prep periods for
core subject areas have allowed for better collaborative planning, but overall
program-wide more must be done.
The criterion summary concluded that the program requires significant attention.
Identified areas in need of further development include: dedicated time allocated for
inter and intra school collaboration, development of cross curricular units, time
allocated to the development of unit plans compatible with MYP the Next Chapter
and Common Core standards.
Criterion C2: Written Curriculum
Generally the self-study concluded that the written curriculum is aligned to IB MYP
expectations with a few notable exceptions. "Areas of Interaction", and "Approaches
to Learning" are not well integrated into planning documentation. Nor is there a
systematic review of units of instruction. These are items that will need to be
addressed, but with transition to "Next Chapter" planning, and significant attention
devoted to assessment (see criterion C4) the expectation is that they will be.
The criterion summary concluded that the program shows satisfactory
development.
Criterion C3: Teaching and Learning
Among the C criteria, this area was judged to be the strongest on the two campuses.
One area deemed to be in need of greater clarity for students is the community
service component. Lacking specific IB requirement guidelines similar to the DP CAS
component, both schools have service requirements but they lack clear definition.
The criterion summary concluded that the program shows satisfactory
development.
Criterion C4: Assessment
An acceptable, comprehensive, MYP assessment program is clearly not established.
Feedback from IB Moderators, related to samples submitted, indicate that there is
wide disparity in quality, rigor and marking of assessment tasks. Many of the
assessment tasks were deemed inadequate, not allowing students to demonstrate
abilities at the higher mark bands. Some of the assessment tasks submitted for
moderation were adjudged to simply be inappropriate for the criterion. Since the
samples were only from year five (10th grade) assessment tasks, it is clear that
development of progressively comprehensive summative assessments for all subject
areas must be a key action item for the MYP staffs.
The criterion summary concluded that the program requires significant attention.
Identified areas in need of further development include: training in assessment
development and the use of rubrics for scoring, collaboration and sharing of
assessment tasks and student work for continuity in scoring.
Action Plan
Objective
A: Philosophy
Keep all stakeholders informed about the IB MYP
Program
Actions
Summary reports will be provided to parent
organizations: SSC, ELAC & APAC.
Changes to the program will be communicated to
the counselling staff in a timely fashion.
Information about the program will be regularly
included in school newsletters.
Increase program understanding for all staff.
B1: Leadership and Structure
The counselling staff will fully understand the IB
philosophy and structure.
Students will be appropriately placed in MYP
classes.
The administration will ensure comprehensive
program support.
B2: Resources and Support
Have identified stipulated resources including a
budget, dedicated staff development time and
appropriate facilities and resources.
C1: Collaborative Planning
Establish regular collaborative planning time.
Develop vertical planning clearly identifying
ATL, skills and concepts to be developed over the
five years of the MYP.
Develop horizontal planning clearly identifying
ATL, skills and concepts to be developed across
the MYP.
C2: Written Curriculum
Have all MYP units in the new MYP unit planning
format.
Institute a review mechanism for all MYP Units
C3: Teaching and Learning
Regularize the community service requirement.
Use Professional Development time to explain
the program to non-participating staff members.
Offer training to a wider group of staff members.
Counsellors attend IB training.
Communicate requirements of the MYP and
correct placement sequencing and procedures to
the counselling staff.
Continue to identify and communicate the needs
of the program in specific detail requesting
district support and funding in order to maintain
a true MYP.
Continue to identify and communicate the needs
of the program in specific detail requesting
district support and funding in order to maintain
a true MYP.
Determine available dates within the
professional development calendars at Cesar
Chavez MS and Cajon HS in order to have regular
collaborative planning time.
Bring all subject teachers together to build and
refine the content of subjects (within district and
state constraints) to support a cohesive
instructional program.
Bring all grade level subject teachers together to
share content and determine commonalities that
will facilitate cross curricular instruction
Write/rewrite all unit plans for all courses to
conform to MYP requirements for the "Next
Chapter" and "Common Core".
Determine the best method for reviewing MYP
Unit plans
Develop a procedure for review and process for
feedback on unit plans
Review all MYP units providing feedback to
teachers.
Determine a satisfactory community service
requirement.
Develop policy and procedures for student
satisfaction of the community service
requirement.
Development and implementation of crosscurricular MYP Instructional units.
C4: Assessment
All subject areas will have appropriate
assessment tasks that adequately measure
student achievement of MYP criteria.
Teachers will be normed in regard to MYP
assessment task scoring.
Implement a system for monitoring and
documenting student achievement of MYP
criteria.
Identify curricular links for key concepts and
global context.
Dedicate PD Time for the development of crosscurricular MYP units
Develop cross-curricular assessment tasks that
measure attainment of MYP criteria.
Peer evaluate assessment tasks for adequacy and
appropriateness.
Make necessary modifications to assessment
tasks.
Review subject assessment tasks for
comprehensive coverage of criteria and
appropriate growth progression from years one
to five.
Subject group teachers share samples of assessed
student work. Teachers evaluate using MYP
rubrics. Consensus is reached regarding
appropriate scoring of student work according to
MYP mark bands and interim objectives.
Determine a reasonable representative sampling
method for monitoring student achievement.
Implement a digital portfolio storage system to
archive adequate samples of student assessment.
Ensure a smooth transition of digital work and
assessment data from Cesar Chavez MS. to Cajon
HS.
ResumendeloshallazgosdelautoestudiodelMYPdelIB
CajonHighSchoolyCesarChavezMiddleSchoolcomocolegiosdelProgramadeAños
Intermedios(MYP)conjuntamenteautorizadosbrindanserviciosauntotalcombinado
de2.788alumnosenlosgrados6ºhastael10º.Deestosalumnos,2086estántomando
unaclasedeMYPomás.Elcuerpoestudiantilespredominantehispanocon
poblacionessignificativasdealumnosblancosnohispanosyafroamericanos.
AlcompararelprogramaconloscriteriosdelMYP,sehicieronlassiguientes
observacionesimportantes:
CriterioA:Filosofía
MientrastodoslosalumnosenCesarChavezMiddleSchooltomanporlomenosuna
clasedelMYP,solounpocomenosdelamitaddelosalumnosdel9ºy10ºgradosen
CajonHighSchoolestáninscritosenalgunaclasedelMYP.Variosfactorescontribuyen
aquelosalumnosnotomenclasesdelMYP.Laslimitacionesenlaprogramaciónde
clasesnopermitenquealgunosalumnostomenclasesquequizáspuedanelegirdeotra
manera,elniveldelrigorrequeridodelosalumnosessuperioralascapacidadesde
algunosalumnos,yunnúmerosignificativodealumnossimplementenofinalizaráel
trabajorequeridodeunMYP.Finalmentelosrecursosnecesariosparaapoyarla
expansiónmayordelprogramanoestándisponiblesdeldistrito.
Alrededordedosterceraspartesdelospadressesienteninformadosadecuadamente
sobreelprograma.Aunqueesdesalentadorquenotodoslospadressesienten
informados,hahabidoalgúnmejoramiento.
Lamayoríadelospadresestánsatisfechosconlacalidaddeeducaciónquesushijos
estánrecibiendo,satisfechosconeltipoylacalidaddelostrabajosyelnivelderigor.
Hayalgunainsatisfacciónconlacantidaddetareaescolarrequerida,aunquealgunos
comentarioscríticossoncontradictorios.
Laspercepcionesdelosalumnossonmuyparecidasalasdesuspadres.
Unhallazgoalarmanteesquesoloalrededordel50%delosalumnosyunporcentaje
similardepadrescreenqueelenteropersonalenCajonHighSchoolanimaalos
alumnosatomarclasesdelMYP.
Elresumendelcriterioconcluyóqueelprogramamuestraunprogresosatisfactorio.
CriterioB1:Liderazgoyestructura
ElMYPestáabiertoatodoslosalumnosconunalistamuylimitadadeprerrequisitos
paraalgunasdelasclasesdelosañosposteriores.
Desdelaautorización,sehanactualizadolaspolíticasdelasnecesidadesespeciales,la
autorización,ellenguaje,laevaluaciónparacumplirconlasexpectativasdelIB.Lastres
estánenconcordanciaconlasexpectativasdeldistritoygeneralmentesedesarrollaron
delosreglamentosdeldistritoconagregacionesrelacionadasalasexpectativasdelIB.
Además,lapolíticadelaprobidadacadémicasehamodificadoparareflejaruna
consecuenciamásconsistenteporlamalaprácticaacadémica.
Elresumendelcriterioconcluyóqueelprogramamuestraprogresosatisfactorio.
CriterioB2:Recursosyapoyo
LoscambiosenelpersonalhansidorelativamentelimitadosenCajonHighSchool
desdelaautorizacióndelMYPmientrasquehansidosignificativosenCesarChavez
MiddleSchool.Estohaafectadoenmanteneralpersonalbiencapacitadoenlafilosofía,
metodología,rigoryevaluacióndelIB.Loscambiosenelpersonaltambiénhantenido
unefectoperjudicialenlacolaboraciónaconsecuenciadeladescomposturadela
continuidadenlosnivelesadministrativosydocentes.
Lasinquietudesrespectoalniveldefinanciamientoparaelprogramaentérminosde
recursoscondujeronaevaluacionesbastantemalasencontradeloscriteriosdelIB.Las
limitacionesderecursossemanifiestanenlainadecuadacapacitacióndelosmaestros,
tiempoparalacolaboración,accesoinadecuadoalequiponecesario,instalaciones
inadecuadasosobrecargadas,limitadasoportunidadesparalainvestigaciónparalos
alumnos,limitadaconexiónconasuntosglobales,asesoramientoyorientación
inadecuadosymalusodelacomunidadenteracomounrecurso.
Elresumendelcriterioconcluyóqueelprogramarequierebastanteatención.
Lasidentificadasáreasnecesitandomásdesarrolloincluyen:accesoaunpresupuesto
dedicado(enambasescuelas),mayoraccesoaltiempodecolaboración,más
capacitaciónprofesional,colaboraciónentrelasescuelasycapacitaciónapropiadade
losconsejerosescolaresenelMYPdelIB.
CriterioC1:Planificacióncolaborativa
Claramentehahabidocolaboracióncolectivaverticalinadecuada,perohastala
colaboraciónhorizontalhaestadolimitada.EnCesarChavezMiddleSchool,eltrabajo
enequipodelsextogradohafacilitadomejoresempeñosdecolaboraciónhorizontales,
yperiodosdepreparacióncomunesparalasmateriasrequeridashanpermitidomejor
planificacióncolaborativa,peroentotalporelenteroprogramamássedebehacer.
Elresumendelcriterioconcluyóqueelprogramarequierebastanteatención.
Lasidentificadasáreasnecesitandomásdesarrolloincluyen:tiempodedicadoasignado
paralacolaboraciónenyentrelasescuelas,desarrollodelasunidades
intercurriculares,tiempoasignadoaldesarrollodelosplanesdeunidadescompatibles
conelSiguienteCapítulodelMYPylosEstándaresEstatalesComunes.
CriterioC2:Currículoescrito
Generalmenteelautoestudioconcluyóqueelcurrículoescritoestáenconcordanciacon
lasexpectativasdelMYPdelIBconunascuantasnotablesexcepciones.“Áreasde
interacción”,y“Aprenderaaprender”noestánbienintegradosaladocumentaciónde
planificación.Nihayunarevisiónsistemáticadelasunidadesdeinstrucción.Estosson
puntosquenecesitarántratarse,peroconlatransiciónalaplanificacióndel“Siguiente
capítulo”,ybastanteatencióndedicadaalaevaluación(véasecriterioC4)laexpectativa
esdequesihabrá.
Elresumendelcriterioconcluyóqueelprogramamuestraprogresosatisfactorio.
CriterioC3:Enseñanzayaprendizaje
EntreloscriteriosC,estaáreafuedeterminadaserlamásfuerteenlosdosplanteles
escolares.Unáreaconsideradadenecesitarmayorclaridadparalosalumnosesel
componentedeserviciocomunitario.AlfaltarlesdirectricesespecíficasdelrequisitoIB
similaresalcomponentedeCreatividad,acciónyservicio(CAS)delProgramadel
Diploma(DP),ambasescuelastienenrequisitosdeservicioperonecesitanuna
definiciónclara.
Elresumendelcriterioconcluyóqueelprogramamuestraprogresosatisfactorio.
CriterioC4:Evaluación
NoestáestablecidoclaramenteunprogramadeevaluacióndelMYPexhaustivoy
aceptable.LoscomentarioscríticosdelosmoderadoresdelIB,relacionadosalas
muestraspresentadas,indicanquehayunagrandisparidadenlacalidad,elrigoryla
marcacióndelostrabajosdeevaluación.Muchosdelostrabajosdeevaluaciónse
consideraroninadecuados,nopermitiendoalosalumnosdemostrarcapacidadesenlos
nivelessuperioresparalacalificación.Algunosdelostrabajosdeevaluación
presentadosparamoderaciónfuerondeclaradosdesersimplementeinapropiadospara
elcriterio.Yaquelasmuestrassoloerandelostrabajosdeevaluacióndelañocinco
(10ºgrado),estáclaroqueeldesarrollodeevaluacionessumativasprogresivamente
exhaustivasparatodaslasmateriasdebeserunpuntodeacciónclaveparaelpersonal
delMYP.
Elresumendelcriterioconcluyóqueelprogramarequierebastanteatención.
Lasáreasidentificadasnecesitandomásdesarrolloincluyen:capacitaciónenel
desarrollodeevaluacionesyelusoderubricasparacalificación,colaboraciónyel
compartirlostrabajosdeevaluaciónyeltrabajoestudiantilparacontinuidaden
calificar.
PlandeAcción
Objetivo
A: Filosofía
Acciones
Manteneratodaslaspartesinteresadasinformadas
sobreelProgramadelMYPdelIB
Informesderesumensebrindaránalas
organizacionesdepadres:SSC,ELACyAPAC.
Secomunicaránloscambiosalprogramaal
personaldeasesoramientosindemora.
Seincluiráconregularidadinformaciónsobreel
programaenlosboletinesescolares.
Acrecentarelentendimientodelprogramapara
todoelpersonal.
Usartiempodecapacitaciónprofesionalpara
explicarelprogramaamiembrosdelpersonalno
participantes.
Ofrecercapacitaciónaungrupomásampliode
miembrosdelpersonal.
B1: Liderazgo y estructura
Elpersonaldeasesoramientocompletamente
entenderálafilosofíayestructuradelIB.
Secolocaránapropiadamentealosalumnosen
clasesdelMYP.
LosconsejerosasistiránalacapacitacióndelIB.
Laadministracióngarantizaráapoyoexhaustivoal
programa.
ComunicarrequisitosdelMYPyprocedimientosy
secuenciadecolocacióncorrectosalpersonalde
asesoramiento.
Seguiridentificandoycomunicandolas
necesidadesdelprogramaendetallesespecíficos
solicitandoapoyoyfinanciamientodeldistritoafin
demantenerunverdaderoMYP.
B2:Recursosyapoyo
Teneridentificadosrecursosestipulados
incluyendounpresupuesto,tiempodedicadoala
capacitacióndelpersonalyapropiadosrecursose
instalaciones.
Seguiridentificandoycomunicandolas
necesidadesdelprogramaendetallesespecíficos
solicitandoapoyoyfinanciamientodeldistritoafin
demantenerunverdaderoMYP.
C1:Planificacióncolaborativa
Establecertiempodeplanificacióncolaborativa
regular.
Determinarfechasdisponiblesdentrodelos
calendariosdelacapacitaciónprofesionalenCesar
ChavezMSyCajonHSafindetenertiempode
planificacióncolaborativaregular.
Reuniratodoslosmaestrosdemateriaspara
construiryrefinarelcontenidodematerias(dentro
delasrestriccionesdeldistritoyestatales)para
apoyarunprogramadeinstruccióncohesivo.
Reuniratodoslosmaestrosdemateriasdenivelde
gradoparacompartirelcontenidoydeterminarlas
cosasencomúnquefacilitaránlainstrucción
intercurricular
Desarrollarplanificaciónverticalidentificando
claramenteATL,destrezasyconceptospara
desarrollarseduranteloscincoañosdelMYP.
Desarrollarplanificaciónhorizontalidentificando
claramenteATL,destrezasyconceptospara
desarrollarseatravésdelMYP.
C2:Currículoescrito
TenertodaslasunidadesdelMYPenelnuevo
formatodeplanificacióndeunidadesdelMYP.
Escribir/escribirdenuevotodoslosplanesde
unidadesparatodosloscursosparacumplirconlos
requisitosdelMYPparael“Siguientecapítulo”y
“EstándaresEstatalesComunes”.
Determinarelmejormétodopararevisarlosplanes
deunidadesdelMYP
Desarrollarunprocedimientoparalarevisiónyel
procesoparacomentarioscríticossobrelosplanes
deunidades
RevisartodaslasunidadesdelMYPybrindar
comentarioscríticosalosmaestros.
Instituirunmecanismoderevisiónparatodaslas
unidadesdelMYP
C3:Enseñanzayaprendizaje
Regularizarelrequisitodeserviciocomunitario.
Determinarunrequisitodeserviciocomunitario
satisfactorio.
Desarrollarunapolíticaylosprocedimientospara
elcumplimientoporelalumnodelrequisitode
serviciocomunitario.
Desarrolloeimplementacióndelasunidades
intercurricularesdeinstruccióndelMYP.
Identificarlosvínculoscurricularesparalos
conceptosclavesyelcontextoglobal.
Dedicartiempoparalacapacitaciónprofesional
paraeldesarrollodelasunidadesintercurriculares
delMYP
Desarrollodelostrabajosdelaevaluación
intercurricularquemidenellogrodeloscriterios
delMYP.
C4:Evaluación
Todaslasmateriastendrántrabajosdeevaluación
apropiadosqueadecuadamentemidenel
rendimientoestudiantildeloscriteriosdelMYP.
Laevaluaciónporcompañerosdelostrabajosde
evaluaciónparaadecuaciónyloapropiado.
Hacerlasmodificacionesnecesariasparalos
trabajosdeevaluación.
Revisarlostrabajosdeevaluacióndemateriaspara
lacoberturaexhaustivadeloscriteriosyprogresión
demejoramientoapropiadodelosañosunoacinco.
Losmaestrosdegruposdemateriascomparten
muestrasdetrabajoestudiantilevaluado.Los
maestrosevalúanusandolasrubricasdelMYP.Se
llegaaconsensorespectoalacalificaciónapropiada
deltrabajoestudiantildeacuerdoalosnivelespara
calificaciónyobjetivosinterinosdelMYP.
Determinarunrazonablemétododemuestras
representativasparadarseguimientoal
rendimientoestudiantil.Implementarunsistema
dealmacenajedecarpetadigitalparaarchivar
muestrasadecuadasdelaevaluaciónestudiantil.
Garantizarunatransiciónsindificultadesdetrabajo
digitalydatosdeevaluacióndeCesarChavezMSa
CajonHS.
Losmaestrosseráncapacitadosenrespectoala
calificacióndeltrabajodeevaluacióndelMYP.
Implementarunsistemadeseguimientoy
documentacióndelrendimientoestudiantildelos
criteriosdelMYP.