COMMITTEE OF THE WHOLE (Public) 19 January 2016 Report No. …colonelby.com/IBProgramAPCourses.pdf · Report 16-014 Secondary School Review: International Baccalaureate Program/ Page

Report 16-014 Secondary School Review: International Baccalaureate Program/ Page 1 Advanced Placement Courses

COMMITTEE OF THE WHOLE (Public) 19 January 2016 Report No. 16-014

Secondary School Review: International Baccalaureate Program/ Advanced Placement Courses

Key Contact: Peter Gamwell, Superintendent of Instruction, 613-596-8211, ext. 8391

PURPOSE:

1. To present for information and discussion the results of the International Baccalaureate Program/Advanced Placement Working Group.

CONTEXT:

2. The OCDSB’s “Changes to Programs and Program Delivery Structures at Secondary Schools” (Policy P.105 CUR) was developed in 2002 to guide the provision of secondary school programming in the District. In 2008, the policy was updated to include the OCDSB Secondary School Program Framework (SSPF). The intent of the framework was to provide a structural model for secondary school programs in the OCDSB. The policy speaks to how changes to programs and program delivery structures at the OCDSB should be managed to meet the need of students. While the framework reflected the strategic thinking of the District at its time of implementation, it does not directly address or incorporate the District’s current strategic goals; namely, improving equity of access and opportunity for all students. Subsequent to this policy revision, the Board approved the establishment of a secondary school review process. This review was established to provide an opportunity and a structure for the District to look at decisions with respect to secondary schools as a collective, rather than as individual entities. The intent was to build a broader understanding of our secondary schools, and for the resulting decisions to be well-aligned, positioning our students for even greater success as 21st century learners. Each defined area of focus within the decision-making framework was a review unto itself, interconnected to the other areas of focus under the larger auspices of the secondary school review. While a number of guiding principles were adopted, two specific questions were used to frame the work:

1) How will the OCDSB ensure equity of access to core services and programs for all secondary school students?


2) How will the OCDSB offer a full breadth of programs to all secondary school students?

To investigate the nature of program delivery and instruction in secondary schools, six working groups were established in the following areas of programming and services:

International Baccalaureate Program (IB) /Advanced Placement Courses (AP)

Specialist High Skills Major (SHSM);

Digital Learning;

French as a Second Language (Secondary);

School Configurations; and

Community Hubs

During the 2014-2015 school year, staff was directed to study the Canterbury Arts program within the context of the Secondary School Review. This direction came as a result of discussion regarding potential boundary changes to the Hillcrest High School catchment area. Questions arose concerning whether or not the Canterbury Arts Program could be viable as a “stand alone” site. The Director made the commitment that staff would review that issue within the context of the Secondary School Review. To that end, a seventh working group was established with the same working mandate as the other six groups. It was also tasked with reviewing the ‘arts only high school” question. In most cases, the working groups’ investigations have spanned a four-year timeframe (2011-2015) and have contemplated the nature/number of programs that the District would need and will make recommendations based on their research about the ‘go forward’ plan. Each Secondary School Review Working Group will present a final report. These reports will vary in nature; some will be for discussion only and others will require formal Board approval where changes to the Secondary School Program Framework are recommended. Each report will also document an additional set of observations entitled “Future Considerations for Program Enhancement”. These additional considerations are intended to document the thinking of each working group. They may include suggested areas for further study, ideas to consider at a later point in time, best practices, and/or suggestions for implementation. It is expected that the final reports from all working groups will be brought forward during the 2015-2016 school year. While the Secondary School Review mandate identified six specific areas of investigation, the larger discussion of a comprehensive plan to address long term enrolment issues and the needs of students and the community is timely. The findings of each working group shall form one small piece of a larger, holistic picture of how to plan secondary schools for the future.


KEY CONSIDERATIONS: 3. The IB/AP Working Group’s original mandate was to examine the IB program in

relation to other enhanced programming offered at the secondary school level. It was tasked with reviewing the number and location of the IB program and its relationship to Advanced Placement and secondary gifted programs in the District. The group limited its work to an analysis of the IB and AP since Learning Support Services had identified a review of gifted programming as part of its 2015-2016 work plan. The results of the gifted review will also inform the comprehensive analysis of all secondary programming at the end of the secondary school review reporting processes. The issue of whether or not the IB program could stand on its own without being co-located with a regular composite program was also contemplated as part of the working group’s review. The working group focused on two essential questions relating to their review:

Do the current delivery models for these programs meet the District’s commitment to offering equitable access to learning opportunities for all students?

Do the current delivery models of these programs improve educational pathways for students?

FINDINGS:

A. International Baccalaureate (IB) Program

Equity of access and opportunity The District is committed to reducing barriers to learning and improving the equity of access and opportunity for students’ educational pathways. While the District’s guiding principle for secondary school program planning is the community school, it is recognized that District programs may be offered where the special talents or interests of students may not be met in the community school (as articulated in the Secondary School Program Framework). The goal of equity of opportunity in schools that provide enhanced programming for students is different than equity of program opportunity to core educational programs. The issue becomes equity of access for those students who exercise their choice to apply for these optional programs.

Where the District offers specialty programming, is there a reasonable plan for the location of the program(s) in order that students who choose to attend can do so?

Are there an adequate number of student spaces offered for subscription?

Are there financial barriers to students attending the program?

What is the obligation of the District to provide equitable access for programs that go beyond the Ministry mandated core programming for secondary school?


The OCDSB’s IB program, located at Colonel By SS, was instituted 20 years ago and over the years its subscription has increased. The program has always been situated within a composite school model where students from the designated boundary area attend for regular secondary school courses.

The OCDSB IB program has established its renown and success in IB World Schools (Appendix A) as well as with students and parents, with the result that applications for available seats have risen significantly over the years. As outlined in the group’s final report, significant numbers of students do not have the opportunity to take part in the IB program (pre-IB) each year. In 2015-2016, 66% of all eligible grade 9 applicants were declined, due in large part, to the lack of available spaces, this signals a very real issue concerning access to the program. Colonel By SS has limited capacity to increase its intake at the grade 9 level due to its physical plant. While it would be able to accommodate one more grade 9 class, this would only mean an additional 28 students every year. The current location of the IB program is in the east end of the District; students who live in the western areas of the District may face a total commuting time of over two hours each day. Not only does this situation result in excessive travel time to attend the day program, but it also prevents many IB students from participating fully in extra-curricular or co-curricular activities before and after school. It should be noted that a large percentage of the students attending IB travel from the west of the District relative to Colonel By SS attendance boundary (Appendix A.1 and A.2 in Appendix A, final report). There is a need to address the issue of equity of access to the IB program (for students who apply and meet the entrance requirements) that arises due to the current lack of student spaces and geographic location.

Learning opportunities The District is committed to providing personalized learning opportunities to meet the individual needs of students. The IB program offers a very particular type of external certification that differs from a secondary gifted program and advanced placement opportunities (Appendix A, final report). However, it is also interesting to note that the attributes identified in the “IB Learner Profile” (Appendix A.4) reflect the same characteristics and skills as the OCDSB Exit Outcomes, articulated in the 2015-2019 Strategic Plan: goal-oriented, innovative/creative, collaborative, globally aware, resilient, ethical, digitally fluent, academically diverse, effective communicators and critical thinkers. As these are the identified goals for all of our OCDSB graduates, it is important to note that the International Baccalaureate program diploma represents an additional level of formal certification.


Stand Alone or Composite School The choice to place the IB program within a composite school environment is one aspect that is viewed to be critical to the success of the program. Courses in the IB program are based on core Ontario curriculum and are also modified to meet the International Baccalaureate Program requirements for an IB diploma. Grade 9 and 10 IB courses are developed as 'pre IB courses' to position students for success in the grade 11 and 12 courses. At the same time, regular core Ontario curriculum courses are offered. Where IB is co-located within a composite school setting, if a student is not successful in an IB course, he/she still retains access to core Ontario curriculum courses in English, Geography, History and all Math and Sciences. The current Secondary School Program Framework’s definition of District programming does not contemplate the definitions of where programs need to be co-located with regular composite programs. This is a need to be incorporated in a future amendment to the Framework.

The IB Working Group provided Director’s Executive Council with the following options for consideration: 1. Allow an increased intake of eligible IB students in grade 9 at the site in the

east over the next 4 years. The current school’s capacity would allow for an additional 28 students per cohort;

2. Establish an additional IB diploma school. As the current site exists east of the centre a school in the west end of the city should be considered to balance access and reduce transportation time for students. In order to do so, the OCDSB would have to identify an appropriate school site through an area review process and follow the IB school authorization process as outlined in Appendix A.2.

An increase to the cohort at Colonel By SS for September 2016 or 2017 by 28 students at the grade 9 level would proceed. Once an additional site in the west has been operating for a period of time, the long term impact on enrollment demands at Colonel By SS can be assessed. Even with an additional site, enrolment demand at Colonel By may still increase and if so, would precipitate a future review vis-à-vis colocation at a larger site or trigger a boundary review.

The addition of a new IB site would allow for wider accessibility for a program in demand by students who are seeking this particular educational pathway. A new program (co-located with a composite program at the new site) could have the potential of growing up to 400 students within a four to five year time period. These students would not be wholly new OCDSB enrolment (although there exists the possibility of new students coming from other school boards/jurisdictions in the west) but rather students who would choose to leave their home school to attend the new IB program located in the west. Currently over 50% OCDSB of the enrolment in the IB program at Colonel By SS has its home school designation west of the Rideau River (Appendices A and A.1). This could have an impact on


the future enrolment at Colonel By SS; the numbers of students living in the east who may have been declined admission in the past (due to lack of available spaces) may mitigate this impact significantly. The numbers of eligible students decline a seat have not been tracked by designated home school in the past. The potential addition of an IB program in the west aligns with the goal of locating specialty programs within geographic areas. This goal is also in keeping with the original mandate and goal of the Secondary School Review. The choice of a new potential site is always contingent on the accreditation process (Appendix A.2). The normal accreditation process could take up to two years to complete but the OCDSB may qualify for an expedited process. This accelerated process is based on a school district’s history with an IB program. The IB program at Colonel By SS has been identified by the IB Organization as in the top 5% of IB schools in North America, based on the size and success of the examining cohort. The program is currently being reviewed (5 year review cycle). The results of the review and its international standing may support an application for an expedited process for a second location. The application for expedited accreditation would need to be submitted by 1 April annually.

Presently the Secondary School Program Framework defines the only IB program in the District as being located at Colonel By SS. The framework would need to be amended to include the language that allows for an IB program in the east and the west of the District. What would be different? There would be increased access to student places in the IB program in the OCDSB first by allowing an increase in intake at the IB site in the east and secondly by investigating a new site in the west. Program boundaries would be set for each program site which may allow for efficient and effective transportation to be available for students enrolled in the program. A plan would also need to be developed to address the issue of financial hardship for those students who wish to attend the program but do not have the resources to pay the fees associated with the program. The IB Working Group has also provided a number of observations for enhanced programming.

Future Considerations for IB Program Improvement/Enhancement

That Colonel By SS administration and the OCDSB IB coordinator would continue to be widely available to provide presentations and information sessions to improve understanding of the IB learning experience for all stakeholders.


Advanced Placement (AP) Courses Advanced Placement is another delivery model of course enhancement that supports a segment of learners at the secondary level. These courses allow students to pursue enhancement according to their strengths and interests in their own community school. This helps to keep students engaged and interested as well as potentially reducing their workload in their first year of university or college since they may receive "placement" going into a post-secondary institution; meaning they do not have to take a first year post-secondary course in the subject. Equity of access and opportunity The District is committed to reducing barriers to learning and improving equity of access and opportunity for all students across the District. While the AP delivery model supports the community school principle, the AP Working Group identified a number of different delivery models for AP courses that are being currently used across the District. These can be characterized under three headings: course format (scheduled as a class), extracurricular activity (before or after school as other extra-curriculars) and independent study (undertaken by a student on his/her own with some advice from staff). While there is acknowledgement that these different delivery models have evolved based on local expertise and circumstances, there is an inequity of the type of support that is offered from school to school. Advanced Placement opportunities currently are not available in all OCDSB secondary schools. In the 2015-2016 school year, twelve (12) secondary schools offered an AP opportunity. While the number of schools has not increased dramatically, there has been a steady increase in the number of students who are enrolled in an AP course (Appendix A, final report). The variation in the delivery model of AP courses in the District is a reflection of the local situation in a school. Where a school has enough demand from the student body for a particular AP course, it can be offered as a timetabled section and staffed as part of the normal staffing component. In other schools where demand does not warrant a discrete staffing allocation, the AP course materials are delivered through teacher-led extracurricular activities, and/or through student independent study with school support for AP exam delivery. Based on its findings, the working group recommends that there be coordination of Advanced Placement opportunities in order to increase equity of access and greater delivery model throughout the District. What would be different? In the short term, a staff committee would be established to examine how best to manage the delivery of AP courses across the District. Due to the variance and complexity in delivery models, more study on how to meet student needs for this educational enhancement is needed with more direct involvement and input from secondary school principals/vice-principals, teachers, students and parents. The goal of this committee would be to develop a plan that would provide wider accessibility for students to take advantage of the AP opportunity across the District.


The nature of the delivery models, types of courses and number of courses offered throughout the District and communication with students and parents during course selection process could form part of the committee’s work. More investigation is needed.

Future Considerations for AP Program Improvement/Enhancement

i. Given the range of the site-based approaches to the delivery model for AP, a greater understanding of the value of challenging the exam needs to be examined and shared.

ii. To support greater engagement of schools and students in completing the AP exams for external moderation, exam coordination should be explored.

iii. The design of an AP Learner Profile should be established reinforcing the characteristics and skills deemed important as identified with the exit outcomes of the OCDSB for all students.

iv. Better systemic coordination occurs concerning the acquisition of resources and the provision of professional development is required for the accreditation process.

v. A communications mechanism should be established to facilitate site based AP coordinators and the AP subject council to share ideas.

RESOURCE IMPLICATIONS:

4. Staffing International Baccalaureate Program Staff in an IB program must attend an IB diploma workshop to learn about specialized instruction and to attain certification. Where new staff is needed to support a larger or new program enrolment, there would be a requirement to attend to the certification process. This is a voluntary process and an implementation plan would need to take into account the time and finances required for this training to take place. It is anticipated that if a second site was opened, the staffing practices currently in place for Colonel By SS IB program would be the accepted process.

Advanced Placement While teacher training is available for Advanced Placement (AP) courses, the majority of AP courses are currently delivered by teachers who volunteer their time (if offered as an extra-curricular activity) or by a staffing assignment (course delivery). Both of these situations would continue to apply. It should be noted that schools rely on the good will and passion of interested teachers who are prepared to support this enhanced learning opportunity for students.


Financial International Baccalaureate Currently the operational costs of the program, excluding the IB Coordinator’s position, are covered by the student fees charged for the program. Students’ annual fees are $300 per year. There is a separate charge levied by the IB Organization for its examinations; this can range from $800 to $1200 (depending on the number of examinations written over the grade 11 and 12 years). The school’s annual budget goal for the fee structure is to be cost neutral. Transportation costs for the existing IB program can be estimated in the $550,000 - $650,000 range. This estimate is based on the type of transportation for which IB students are eligible. Incremental (or decreased) costs of a second site in the west would need to be analyzed based on the location of the new site and how that changes the school location (distance) of the newly enrolled students. Applicants from the coterminous and independent school boards who are accepted into the program average 35-40 per year (47 in 2015-2016). 40 new students new to the Board would generate revenues of approximately $500K annually. There would be incremental costs tied to these new enrolments; namely, staffing costs. In considering any new site, the District would need to understand that there would be initial implementation costs; these would mostly be tied to accreditation and teacher certification. The application process would be a ‘one-time-‘ cost in the range of $14,000. Annual membership fees are $7,000 (which have been covered by the student fees). The cost of teacher certification is difficult to estimate as it would be dependent on the available location of the certification programs at the time. The decision on how to meet the IB Organization’s requirement for an IB coordinator would need to be evaluated based on the number of students enrolled in the new program and the new location.

The issue of financial subsidy for potential students would need further study.

The commitment to open a new District program site brings with it a commitment to allocate the resources needed to make it a successful program choice for students. Advanced Placement The AP organization levies an examination fee of $125 per course, which is paid by the student. At the present time, other operational costs for the courses (learning materials, teacher professional development) are being covered by the school.

COMMUNICATION/CONSULTATION:

5. The IB/AP working group consulted with principals and staff at the schools where these programs/courses are offered to elicit observations and advice on program issues.


A series of joint senior staff and secondary principal planning sessions have been held tied directly to the issues of the Secondary School Review. These sessions were developed to get the very best feedback from the field on the development of potential recommendations.

Staff is anticipated to present its recommendations to Committee of the Whole on 16 February 2016. At that time a formal consultation plan that is tied to all proposed changes to the Secondary School Program Framework will be presented.

STRATEGIC LINKS: 6. The District is committed to its strategic plan to reduce barriers to learning to

improve equity of access and opportunity for all students, and to improve and increase access to the educational pathways for every student.

GUIDING QUESTIONS:

How can the District best meet the needs of students who are looking to use the International Baccalaureate Program as a program pathway?

Do the present delivery models of Advanced Placement offer the most equitable access for students looking for this educational opportunity?

How do we understand District wide specialty programs in the context of our commitment to equity?

Peter Gamwell Superintendent of Instruction (ext.8210)

Jennifer Adams Director of Education and Secretary of the Board

APPENDIX Appendix A – Final Report: International Baccalaureate Program /Advanced Placement

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Report No. 16-014 – Appendix A

STUDENT LEARNING-

ACCOMMODATION PLANNING

SECONDARY SCHOOL REVIEW:

International Baccalaureate (IB) Program

Advanced Placement (AP) Courses

FINAL REPORT

January 2016

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STUDENT LEARNING – ACCOMMODATION PLANNING


International Baccalaureate (IB) Program

Advance Placement (AP) Courses

SECTION 1. Background: Current Status in District Description of Program/Service The International Baccalaureate (IB) diploma program is a two-year course of study available to students in grades 11 and 12. As the IB diploma program exists in the OCDSB today, grades 9 serve as foundation years to prepare students for the rigours of the IB diploma program in grades 11 and 12.

The aim of all IB programs is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. Informed by these values, an IB education:

• centres on learners; • develops effective approaches to teaching and learning; • works within global contexts; and • explores significant content.

Working together, these four characteristics define an IB education.1 The IB diploma program model shows the emphasis of well-roundedness in the IB philosophy of learning.

Delivery Model Currently, students apply to enter the IB in the Ottawa-Carleton District School Board (OCDSB) at Colonel By Secondary School (SS) while in grade 8, with 168 spaces available. Applicants to IB come from a wide variety of schools from within and outside Ottawa. The chart “IB Applicants to Colonel By SS” represents the variety and volume of applicants over the past several years.

1 From “What is an IB Education?”, pg 1 (http://www.ibo.org/globalassets/digital-tookit/brochures/what-is-an-ib-

education-en.pdf)

http://www.ibo.org/globalassets/digital-tookit/brochures/what-is-an-ib-education-en.pdf

http://www.ibo.org/globalassets/digital-tookit/brochures/what-is-an-ib-education-en.pdf

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The IB diploma program at Colonel By SS is a designated District program in the OCDSB meaning that students can reside outside of the school boundary and attend the school for the IB diploma program providing they meet entrance requirements and there is available space. The school also attempts to accommodate students transferring from other IB World Schools, both locally and internationally, into grades 10, 11, and 12. OCENET also works with Colonel By SS to offer IB students living abroad an exchange opportunity in Ottawa. A student taking the IB diploma from grade 9 at Colonel By SS will complete a series of preparatory classes in grades 9 and 10 which helps to better position them for success in grades 11 and 12. Applicant Data Each year the IB program at Colonel By SS receives far more applications than it has program spaces. Over the last two years, two-thirds of eligible applicants have not been accepted into the IB program. This amounts to a total of 325 applicants in 2015-2016, 345 applicants in 2014-2015, and 335 in 2013-2014 who have applied and have not been accepted into the IB program.

2015-2016 2014-2015 2013-2014

Percentage (%) of Applicants NOT Accepted 66 67

62

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Retention rates in the IB diploma program at Colonel By SS have improved significantly over the past three years which has resulted in the current retention rate in the IB diploma program currently being in the 80 percent range. All students who complete the requirements of the IB diploma also complete and receive the Ontario Secondary School Diploma (OSSD). Number of Programs Colonel By SS is the only school in the OCDSB offering the IB diploma program and currently offers the following IB diploma courses for students: English A; French B; French ab initio; Spanish B; History; Geography; Information Technology in a Global Society; Chemistry; Biology; Physics; Sports, Exercise and Health Science; Mathematics; Visual Arts; Music; Film; Theory of Knowledge. Other schools in Ottawa offering the IB diploma include: Ashbury; Elmwood; Collège catholique Franco-Ouest; École secondaire publique Gisèle-Lalonde; and École secondaire publique Deslauriers. Schools in Ottawa offering either the Primary Years Program (PYP) or the Middle Years Program (MYP) include: Elmwood (PYP and MYP); Académie de la Capitale (PYP); Collège catholique Franco-Ouest (MYP); École secondaire publique Deslauriers (MYP); École secondaire publique Gisèle-Lalonde (MYP); École élémentaire publique L’Odyssée (PYP); and École élémentaire publique Michaelle-Jean (PYP). Staffing The IB diploma program at Colonel By SS is staffed from the base staff entitlement (BSE) of the school. Teachers instruct a balance of IB diploma courses (grades 11 and 12), pre-diploma courses (grades 9 and 10), and OSSD courses (grades 9 -12). The IB diploma coordinator position is centrally supported through a 1.0 FTE overlay and is supported through the Curriculum Services department. The IB coordinator is a member of the school’s leadership team and reports to the principal of Colonel By SS. This position is a two year renewable position. Any teacher instructing an IB diploma course must attend an IB diploma workshop for specialized instruction and certification. It is also required that the principal, or a designate, attend a specialized workshop for administrators. Re-training is required upon a change in curriculum with all subjects on a seven year curriculum review cycle. Additionally, separate workshops are encouraged for key support staff within the school including guidance counsellors, librarian, and special education. Funding Within Ontario, funding structures for IB programs vary from board to board and school to school. The OCDSB provides funding in the form of a staffing overlay for the IB coordinator role in addition to providing student transportation.

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All operational costs for the IB program are covered by: • an annual fee of $300 in each of grades 9, 10, 11 and 12. • IB diploma examination fees, which occur in grades 11 and 12. Examination fees are

charged by the International Baccalaureate Organization (IBO), and Colonel By SS operates on a cost-recovery model for all examination fees. A student who has completed all four years at Colonel By SS and challenged for an IB diploma will have paid exam fees ranging between $800 and $1200.2

Reporting Structures As part of its agreement with the IBO, Colonel By SS participates in a five year self-evaluation of its IB diploma program. Successful completion of this process every five years is required for any IB school to retain its authorization from the IBO to offer the diploma program. The self-study includes consultation and feedback components from all stakeholder groups – students, families, staff, and the community – which aligns with the OCDSB strategic goal of engagement. Colonel By SS is the OCDSBs only non-semestered secondary school program. Academic reporting structures for the OSSD follow Ministry of Education guidelines in addition to compliance with IB reporting periods.

Community Partners As an IB World School, Colonel By SS fosters relationships with schools around the world. The school is seen as a leader in the Americas for the program that it offers and is regularly visited each year by other schools. Colonel By SS belongs to several IB communities, all of which operate under the umbrella of the IBO. Please see the graphic that illustrates the IB community relationships. Locally, Colonel By SS relies on its parent volunteers to help with key tasks associated with running the program. Parents assist in each of the two major information sessions for the programme, help with collecting applications, and serve as proctors under the supervision of the IB coordinator during IB examinations in May.

2 All examination fees are charged by IBO in USD. Over Grades 11 and 12 all students must take a minimum of six subject

examinations although some will opt to take more. This accounts for the range of examination fees.

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SECTION 2. What the Research Says Internal Research – The IB program at Colonel By SS, relative to other IB World Schools Colonel By SS is provided annual research data from the IBO on student performance in IB examinations. Whereas the average IB diploma score in the world is 29 points, Colonel By SS students consistently perform above the average at 35 points.3 Furthermore, Colonel By SS has one of the largest diploma schools in the world. In the May 2014 examination session, Colonel By SS had 210 candidates registered for exams, and 271 candidates in the May 2015 session.

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The following additional data was provided by Quality Assurance based on information from Trillium in December 2014. What is the breakdown of identified student groups in the OCDSB grade 12 IB enrolment?

Of the students enrolled in the IB program, 40% were male and 60% were female, representing a decrease in enrolment for male students and an increase for female students (5%) compared to the average of the previous 4 years.

8% of the students enrolled in the IB program were English language learners (ELLs), representing an increase in enrolment (2%) compared to the average of the previous 4 years.

32% of the students enrolled in the IB program were identified as gifted, representing an increase in enrolment (5%) compared to the average of the previous 4 years.

4% of the students enrolled in the IB program were identified as having a special education need (excluding gifted), representing an increase in enrolment (1.5%) compared to the average of the previous 4 years.

None of the students enrolled in the IB program self-identified as FNMI, representing a decrease in enrolment (1%) compared to the average of the previous 4 years.

3 The maximum score on an IB diploma is 45 points. 7 points are awarded for each of 6 subject areas and there are an

additional 3 points awarded combining results in the Extended Essay and Theory of Knowledge. 4 Taken from the May 2014 IB Statistical Bulletin

(http://www.ibo.org/contentassets/bc850970f4e54b87828f83c7976a4db6/may-2014-stats-bulletin.pdf)

http://www.ibo.org/contentassets/bc850970f4e54b87828f83c7976a4db6/may-2014-stats-bulletin.pdf

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External Research – As conducted by the IB Organization

In a study examining the impact of the extended essay (required IB diploma program component) on student university success in Canada, in comparison with former non-IB students, former IB diploma program students indicated higher ratings of aspects of inquiry learning that represent self-regulation of the inquiry process. Additionally, IB students were less likely to view learning as primarily memorization of information (Aulls and Lemay 2013).5 Other research on IB programs is available on request from the working group. SECTION 3. What Did We Learn? Benefit to Students IB diploma program students show considerable development in many areas. Because the IB diploma curriculum aims to promote a wide variety of skills and characteristics in students, students who take part in the IB program make the transition to university and college fairly seamlessly. The characteristics and skills developed in the IB program very closely align with the exit outcomes identified by the OCDSB as important for all students.6 They are: Resiliency: IB program students regularly face high expectations in their courses. Adaptability: Life-long learning is something that is embedded into the IB mission statement. IB program students are regularly required to reflect on their learning inside and outside the classroom to better understand their own strengths and areas for improvement. Global Awareness: Each subject of the IB program has a global awareness component allowing students to gain an awareness of different cultures and practices around the world. Collaboration: Students in the IB program quickly discover that success is often a collective and collaborative process. Innovation/Creativity: IB program students are regularly asked to be innovative and creative in their studies. With an emphasis on enquiry in the classroom, students develop their own voices and thoughts. Critical Thinking: Theory of Knowledge is one of the core components of the IB program. It is a required course for all IB program students, but the tenants of the program are embedded in all IB courses. Students are regularly challenged to think about “how they know what they know” in every discipline. Effective Communication: The IB curriculum is driven by an enquiry-based approach. The IB program requires students to acquire an understanding of a second language.

5 Key findings from global research on the impact of IB programs (http://www.ibo.org/globalassets/publications/become-

an-ib-school/globalkeyfindings.pdf) 6 In IB students are encouraged to see themselves through the Learner Profile as seen in Appendix D

http://www.ibo.org/globalassets/publications/become-an-ib-school/globalkeyfindings.pdf

http://www.ibo.org/globalassets/publications/become-an-ib-school/globalkeyfindings.pdf

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Academic Diversity: In order to achieve an IB diploma, students must complete a diverse set of examinations in multiple disciplines including the study of language and literature, language acquisition, individuals and societies, sciences, mathematics, and the arts. This commitment to well-roundedness is a defining characteristic of IB program students. Digital Fluency: IB program students develop digital fluency skills that position them well in our global, digital world. University Preparedness Universities offer excellent recognition of the IB diploma program and nearly all offer advanced standing for students in one or more of the following ways: university credits, promotion to the sophomore year, or scholarships directly targeted towards IB diploma graduates. Challenges There is currently greater demand for the IB diploma program than can be accommodated through the number of spaces available to students at Colonel By SS, creating an issue of access. Hundreds of applicants do not have the opportunity to take part in the IB program (pre-IB and diploma program) each year. Transportation times for students in the IB diploma program range, but some students face a total commuting time of over two hours each day. This is a significant amount of time for students to spend travelling between home and school. There is a need to clarify required non course-bound elements of the IB diploma program such as the extended essay and CAS (Community, Activity, Service) which currently involve teaching staff within the school, but fall outside of staff’s teaching assignments. The linking of the IB coordinator to a teaching position creates challenges in the day-to-day operation of the program. Suggested duties of the coordinator provided by IBO do not align with regular teaching duties.7 The length of the position’s term, currently two years with an extension of one year, is too brief. There is a general lack of understanding of the IB program at a variety of levels. This suggests that there is an opportunity to increase understanding and awareness for all stakeholders through increased access to program presentations and information. SECTION 4. Future Directions The IB diploma program at Colonel By SS currently receives far more applications than it can accommodate, limiting access. As Colonel By SS can accept no more than168 students into the grade 9 IB program, it is recommended that the OCDSB consider the following scenarios.

7 IBO gives the following information about the role of the Coordinator:

https://ibpublishing.ibo.org/server3/apps/handbook/pdf.html?doc=d_0_dpyyy_vmx_1409_1_e&part=4

https://ibpublishing.ibo.org/server3/apps/handbook/pdf.html?doc=d_0_dpyyy_vmx_1409_1_e&part=4

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Potential Options

a) Review the current cap on student enrolment for grade 9 and subsequent years to accommodate additional applicants for a trial period of 4 years (one full diploma cohort and up to four total cohorts).

b) Open an additional IB diploma school. As Colonel By SS currently sits in the eastern area of the District, a site in the western area would be optimal. In order to do so, the OCDSB would have to identify an appropriate school site and follow the IB school authorization process as outlined in Appendix C.

c) Move the existing IB diploma program from Colonel By SS to the centre of the city as an IB-only school, increasing spaces available in the school to improve access. Centralizing the program to the city’s transitway could reduce travel time for students. In order to do so, the OCDSB would have to apply to the IBO for program relocation and meet the requirements of relocation.

Additional Considerations for Program Enhancement The principal/vice-principal at Colonel By SS and the IB coordinator are available to provide presentations and information sessions to improve understanding of the IB learning experience for all stakeholders. There should be dialogue that seeks clarification on the curriculum-related aspects of additional programming in the IB diploma program.

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STUDENT LEARNING – ACCOMMODATION PLANNING


Advanced Placement: Final Report

SECTION 1. Background: Current Status in District The mandate of the International Baccalaureate/Advanced Placement working group as delineated in the Secondary School Review (June 2011) was to: gather information about the state of the International Baccalaureate (IB) program and the Advanced Placement (AP) offerings from 2010-2011 to the academic year of 2014-2015 in the Ottawa-Carleton District School Board (OCDSB).

Description of Program/Service Advanced Placement Preparation (prep) courses are college- and university-level courses that can be taken in OCDSB secondary schools. AP courses can be taught along with regular course curriculum; however, AP exams are not considered in a student's overall mark and there is no AP diploma associated with this opportunity. Students who take AP courses may receive placement (and/or credit) in college and university, meaning they do not have to take a first year course. This determination is dependent upon each individual post-secondary institution’s entrance requirements. Students are not required to take the AP course in order to challenge the exam. (Students can challenge an exam for a course no matter what school they attend). Note: AP courses are available internationally but organized through the College Board located in the United States. All exams are designed and delivered through the College Board (www.collegeboard.org). Delivery Model Courses are traditionally offered at grades 11 and 12. AP courses cover the Ontario curriculum but add additional, enriched materials in order to help students prepare for the AP exam. However students have been accessing AP opportunities in at least two other ways: through teacher-led extra-curricular activities, and through student independent study with school support for AP exam delivery. The following provides the percentage of course delivery models by course areas in the OCDSB:

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AP Course Area Course Format Extra-Curricular Activity Independent Arts 50% 50% 0% English 60% 30% 10% History & Social Sciences 33% 67% 0% Math & Computer Science 67% 0% 33% Sciences 67% 27% 7% World Languages & Cultures 25% 25% 50% Exams for AP courses are offered during the first week of May. For this reason, most AP courses are offered during the first semester so that the course is finished prior to the exam. Students then have the option of meeting with teachers and peers on their own during the second semester for tutoring before the AP exam. Students enrolled in AP courses have the choice to write or not to write the AP exam. Number of Programs More than 500 schools in Canada administered AP exams in 2013. Within Ontario, 215 schools offered 8233 exams for 5307 students. Organized through the College Board, there are over 30 AP courses available to choose from in a wide variety of subject areas. The following are enrolment statistics for the delivery of AP courses in the OCDSB:

In 2014-2015, almost 1,500 OCDSB students were enrolled in AP courses, representing a 13% increase in enrolment over the average of the previous four years.

Students were enrolled in AP courses across 13 secondary schools, with 80% of enrolment concentrated at 5 schools (Cairine Wilson, Earl of March, Nepean, Lisgar and John McCrae).

In 2014-2015, AP courses in Mathematics were most in demand, followed by Science and English.

Over the past five years, enrolment has steadily increased in AP Mathematics and AP World Languages (i.e., French as a Second Language) courses and has decreased in AP Arts and AP History and Social Sciences.

In 2014-2015, over half of the students enrolled in AP (65%) took 1 AP course, 27% of students took 2 AP courses, and just under 20% of students took 3 or more AP courses.

Staffing The majority of schools (11) indicated that student interest (82%) and having a qualified teacher who was interested and willing to provide AP opportunity (73%) were the factors that drove the decision to offer AP opportunities at their school. Of those schools that offer AP opportunities, very few (23%) indicated that their teachers had completed training through the College Board (United States). The majority of schools (85%) indicated that they had a designated AP coordinator to manage this opportunity. The AP coordinator’s position is one

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that is a school designation. While there is an accreditation process available for this position through the international AP organization, it is not mandatory that the coordinator have that certification to coordinate the AP offerings in the school. There is no additional staffing provided to schools offering AP. Funding There is no fee for students to take an AP course; however, the average cost of an AP exam for students is $125. Schools receive no special funding and some of the drawbacks or challenges of offering AP opportunities is the expense for teacher training (i.e., conference fees, travel, accommodation). Training is offered through the College Board (USA) or through the Canadian Branch of the College Board. As well, there is an associated cost for schools with textbooks specific to certain AP courses. Reporting Structures AP scores show how well students did on the AP exam and also demonstrate a measure of achievement in a college-level course. This score can be used by colleges and universities to determine if they will grant credit for what has been learned. A scale of 1 (no recommendation) to 5 (extremely well qualified) is used with many colleges and universities granting credit and placement for scores of 3 (qualified), 4 (well qualified) or 5; however, each college decides which score it will accept. Schools and students receive these results in July, and students have the option to have their marks sent directly to specific colleges or universities. Although it is not a requirement, AP schools may go through a process of accreditation to offer AP courses or to facilitate students to challenge the exam. Even if not accredited, schools are required to send in AP course curriculum/teacher syllabus to be approved if offering AP. The benefits of accreditation include access to professional resources, membership rates on conferences professional development, and an opportunity to be involved in governance of the College Board. SECTION 2. What the Research Says The following additional data was provided by Quality Assurance based on information available in Trillium and by an online survey conducted with schools in 2015.

What is the breakdown of identified student groups in the OCDSB grade 12 AP course enrolment?

Of the students enrolled in grade 12 AP courses, 52% were male and 48% were

female, representing a decrease for male students and an increase for female students

(3%) compared to the average of the previous 4 years.

9% of the students enrolled in grade 12 AP courses were English language learners

(ELLs), representing an increase in enrolment (4%) compared to the average of the

previous 4 years.

27% of the students enrolled in grade 12 AP courses were identified as gifted,

representing a decrease in enrolment (1%) compared to the average of the previous 4

years.

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8% of the students enrolled in grade 12 AP courses were identified as having a special

education need (excluding gifted), representing an increase in enrolment (3%)

compared to the average of the previous 4 years.

1% of the students enrolled in grade 12 AP courses self-identified as FNMI,

representing a decrease in enrolment (2%) compared to the average of the previous 4

years.

What are some of the factors (negative and positive) impacting the delivery of OCDSB AP courses?

The decision to offer AP opportunities in OCDSB schools was most frequently driven

by student interest and the presence of willing and qualified teaching staff.

Very few schools (15%) were working together to deliver AP opportunities.

The majority of schools (85%) had a designated AP coordinator.

Some schools expressed interest in a more formal way for AP coordinators to connect,

share information, and learn from each other’s experiences.

Few schools (23%) indicated that their teachers had completed workshops or training

through the College Board.

The expenses for teacher training (e.g., conference fees, travel, accommodation) were

cited by some schools as one of the challenges of offering AP opportunities.

The majority of schools (82%) indicated that AP opportunities were open to all

students.

Students were most commonly made aware of AP opportunities through their

classroom teachers, guidance counsellors, friends/peers, presentations, and

electronic/print advertisements.

SECTION 3. What Did We Learn? Benefit to Students AP provides a structured enrichment opportunity where students are able to pursue enrichment according to their strengths and interests in their own community school. This challenging opportunity helps keep students engaged and interested as well as reducing their workload in their first year of university or college. Students may get "placement" meaning they do not have to take a first year course but do not receive credit for having previously taken an AP course. As well, AP courses reinforce the skills and confidence to be successful at the college or university level. Challenges Different delivery models across the District may pose challenges for students wishing to engage in an AP course. For example, a school may wish to offer the Preliminary SAT (PSAT) assessment in grade 10. Scores on the PSAT give an indication of who will do well on AP courses. Other schools may simply seek input from guidance counsellors and subject teachers to ensure that those students contemplating accessing an AP course be provided

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with guidance and information about the AP expectations and program. Typically, students who take AP courses are students who historically have done well academically and have been encouraged to take advantage of this opportunity. The ability for a student to access an AP course is highly dependent on the school’s delivery model and the communication about the availability of the course. AP courses and expectations increase the workload for students, therefore, the ability of the learner to take on these additional expectations needs to be evaluated carefully. The delivery of the AP material is often linear and test-driven, which is somewhat contrary to an enquiry based learning model. Funding for teacher and administrative training and ongoing professional development is a concern. Exams are written in the first week of May and the coordination and supervision of these exams is a challenge for schools offering AP courses. The role of an AP coordinator can be very time consuming. SECTION 4 Future Directions Future Considerations for Program Improvement The following observations were offered by the working group for consideration:

Convene a meeting with secondary school principals, or a newly formed operational group, to explore alignment across OCDSB schools.

Develop common learning resources (e.g., B & LT Google group) to facilitate communication and the sharing of information between AP coordinators and/or AP subject teachers.

Engage student voice: Elicit feedback from students having experienced the various delivery models.

Engage parent voice: Gather information and feedback from parents regarding their experience and/or awareness with AP in their community school.

Contact post-secondary institutions: Interface and gather information on the value of AP in a post-secondary environment

A central AP exam coordination and location for all students would ease the supervision scheduling for all schools. Student awareness and access varies in each school. The influence of classroom teachers, guidance counsellors, friends and peers, and electronic print media, were the most common ways that students were made aware of AP opportunities at their school. Many guidance counsellors and AP coordinators would like to see this opportunity portrayed on option sheets. A system approach offered at OCDSB schools would be advantageous for communication to all stakeholders SECTION 5. Summary AP courses offer an enhanced learning opportunity for students to explore subjects that interest them more deeply, develop advanced research and critical thinking skills and, in many cases, develop self-directed learning skills.

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Report No. 16-014 Appendix A.1"

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Report No. 16-014 Appendix A.2

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IB Americas: Conditions for the approval of relocation

A school wanting to relocate should submit proof of the following evidence: 1. That the old site will either close down or stop teaching the IB programme. 2. That the new site is ready for teaching at a stipulated date. 3. That the new school facility will come under the same governing body of the old school. If the school comes under a different governing body or district, proof of support will need to be submitted together with budgetary requirements similar to those of the application process. 4. That the current Principal will move to the new facility. If the Principal does not move, submit letter of new Principal showing support to the programme. 5. That the current IB coordinator will move to the new facility. If the IB coordinator does not move, the school must submit proof of IB training for the IB coordinator designate. 6. That the current trained staff will move to the new facility. If not all trained staff moves, the school must submit the percentage of staff that will be relocating. If more than 2/3 of teachers move, the school must submit proof of professional IB training for new teachers. If less than 2/3 teachers move, IB Americas will assess whether a new authorization process will have to take place. 7. That the students will move to the new facility. If not all students move, the school must submit the percentage of students that will be relocating. If more than 2/3 of the students move, the school must submit proof of support of new parents and students to the IB programme. If less than 2/3 students move, IB Americas will assess whether a new authorization process will have to take place. 8. Name of the new school (if different from previous name). At the discretion of the IB Americas office, a site visit to inspect the new facility might take place at the expense of the school. During the visit, an IB Americas representative will inspect the new facility and meet with the Principal, the IB coordinator and a member of the governing body to ensure that the programme is properly implemented. Following the visit and confirmation of the above items, IB Americas will recommend approval of the change to the Director General. Once approved, the IB curriculum and assessment office in Cardiff will be notified of the name and address change. The school will maintain the same IBIS school code. Please submit the above documentation to: Kelsey Day Diploma Programme Associate Manager IB Americas [email protected]

mailto:[email protected]

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IB learner profileIB learner profile IB learner profile

IB learner profileIB learner profile IB learner profile

IB learner profileIB learner profile

IB learner profile IB learner profileIB learner profile

IB learner profile

The IB learner pro�le represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

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We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi�cance.

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

We express ourselves con�dently and creatively in more than one language and in many ways. We collaborate e�ectively, listening carefully to the perspectives of other individuals and groups.

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive di�erence in the lives of others and in the world around us.

We understand the importance of balancing di�erent aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

IB learner profile

IB learner profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

As IB learners we strive to be:

IB learner profile

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Documents

COMMITTEE OF THE WHOLE (Public) 19 January 2016 Report No. …colonelby.com/IBProgramAPCourses.pdf · Report 16-014 Secondary School Review: International Baccalaureate Program/ Page