IB Final Presentation - webinfo.uscsd.k12.pa.us · instructional practices. USC IB classes often...

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%


Resident Survey Results VKeep, Modify, Eliminate the IB?Recent Home Buyers (post-2003)


Keep As Is73%

Eliminate7%

Keep and Modify20%


Resident Survey Results VI

Keep, Modify, Eliminate the IB?All Parents


Eliminate26%

Keep As Is43%

Keep and Modify31%


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%


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%


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

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IB High

Estim

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IB Lo

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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

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all

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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

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irls

Swim

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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

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Volleyb

all Boy

s

Lacro

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ball

Baseb

all

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Field H

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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.

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