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.