Unpacking

Unpacking the
the IBO
IBO
Programme
Programme Standards
Standards
David Ogden
Amsterdam, Netherlands
dogden@alumni.princeton.edu
Purpose:
Learn about the IBO Programme
Standards and Practices and
how they can move your school
community towards higher levels
of practice.

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November 2006
Aims/Objectives
• Review why we have standards and how
they are frequently measured.
• Become more familiar with the structure
of the IBO Programme Standards and
Practices.
• Learn, or review, how to unpack a standard.
• Make connections between standards-
based practice and facilitating change at
your school.

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Warm-up and introductions:
What I know about the IBO
Programme Standards and Practices.
IBO Programme Standards self-evaluation:
Knowledge level Skilled practice
(4) High (4) High
(3) Medium (3) Medium
(2) Low (2) Low
(1) New to me (1) No idea
Share your personal ratings with any two
other people and add your three scores
(scoring range: 6 – 24).
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Why have standards?

• Health/Safety
• Ensure uniformity/level of quality
• Improve communication
• Allow separate things to work together
• Set minimum requirements
• Level the playing field
• Other . . .

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Why have standards?

• Standards reflect what professionals or

communities think is “right” about
certain practices.
• Sometimes they are explicit, sometimes
they are not.
Moment of reflection: To what degree does a knowledge of
“unwritten standards” reflect “international mindedness”?

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How we know when we
have met a standard.
• External: tests, documents, peers, authority
figure (coaches, parent, religious leader, boss).

• Internal: “Gut feeling,” sense of personal

satisfaction.

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 How do we measure
standards in education?
Assessment tools (for individuals):
• tests or exams, percentages/cut scores, criteria,
individual practice (a.k.a. “trial by fire”), projects,
interviews, peer observations
Evaluation tools (for organizations):
• projects, criteria, interviews, observations, surveys or
questionnaires, focus groups, self-evaluation or self-
study

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How do we measure
standards in education?
Formative and Summative measures:

Assessment / evaluation FOR learning

vs.
Assessment / evaluation OF learning

- Richard Stiggins (and others)

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How do we measure
standards in education?
Formative and Summative measures:
gathering, analyzing, sharing
information about student / school performance
along the way versus at the end

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How standards help
improve learning.
Standards provide a structure and direction for
learning.

Individuals learn more when feedback is:

Specific.
Connected to evidence (i.e., fact-based).
Provides direction.
Connected to interest.

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The connection between
standards and practice.
Practice converts standards into reality. It
creates evidence of the degree to which a
standard has been achieved.
Practice and standards come together through
the following verbs:
• Tried • Reached
• Missed • Refined
• Improved • Others . . .

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The connection between
standards and change.

Schools are never in a static state.

Implementing standards in schools will

always require change.

If changes are not occurring, individuals are

not learning.

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The connection between
standards and change.

Effective change requires both the

“right” knowledge and the “right”
attitude (a.k.a. the will and the skill).

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Why does the IBO have
programme standards?

Think: Think about the answer on your own.

Pair: Turn to friendly neighbor.

Share: Share your answer with a neighbor.

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Why does the IBO have
programme standards?
• “The IBO is aware that for each school, the
implementation of an IB programme is a
journey, and that the school will meet these
standards and practices to varying degrees
along the way. Nevertheless, there is a need
for the IBO to ensure quality in the
implementation of its programmes.”
(IBO Programme Standards and Practices . 2005.)

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Why does the IBO have
programme standards?

The IBO Programme Standards and

Practice document was created by
your colleagues/peers not by divine
inspiration.

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THE NEED
The number of IB World Schools is growing rapidly Common IBO
Common IBO
Programme
Programme
Standards
Standards
Growth in one
Number of authorized IB schools Growth in one
year exceeds the
year exceeds the
1981 - 2005 1987 total
1987 total
2500

2000
Number of programmes

Added
Added
Added Primary Years
1500 Added Primary Years
Middle Programme
Middle Programme
Years
Years
Programme
Programme
1000

500

0
81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05
Year

Source: IBO

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 THE CHALLENGE
The proportion of students participating in an IB programme
(of the appropriate age-range) in IB World Schools is bi-modal

DP, MYP & PYP

50% 50% In 37% of all
programmes in 40% schools less
all IBO regions 30% than half of
23%
students
20%
14%
participate
10%
6% 8%
0%
1-25% 26-50% 51-75% 76-99% 100%

50% In 48% of DP
DP programme in 40% schools less
all IBO regions 36% than half of
30% 31%
students
20%
17% participate
10% 10%
6%
0% Source: IBO
1-25% 26-50% 51-75% 76-99% 100%

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The good news about the
IBO standards and practices
• They are achievable.
• They correlate with research-proven
best practice for improving learning.
• You are already doing many of them.
• You can apply them to your whole
school.

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What are the IBO
programme standards?

Nine statements & four sections

• Section A: philosophy (2 standards)
• Section B: organization (1 standard)
• Section C: curriculum (4 standards)
• Section D: the student (2 standards)
Those who rated their knowledge of the
standards as 4 or “high” already knew this.
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What are the IBO
programme standards?
Each standard statement is accompanied
by a list of practices associated with
each standard.
Most of the practices are common for all
three programmes.
Some practices are specific to an
individual programme.

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 Standard A1
There is close alignment between the educational beliefs and values of the school and those of the programme.

Practices

Common:

1. The school is committed to the principles defined in the IBO mission statement.

2. The school is committed to developing in students the qualities, attitudes and characteristics described in the IB learner profile.

3. There are clear and close connections between the school’s published statements of mission and philosophy, and the beliefs and values of the programme.

4. The beliefs and values that drive the programme are shared by all sections of the school community (including students, teachers, administrators, members
of the governing body and others, as appropriate).

5. The school is committed to continuous improvement.

6. The school promotes student inquiry and the development of critical-thinking skills.

7. The school provides a climate that encourages positive innovation in implementing the philosophy of the programme.

MYP:

8. The school works to strengthen holistic learning, communication and intercultural awareness within the programme.

9. The school ensures that teachers coordinate the curriculum to develop the areas of interaction, within and across subject groups, so that students acquire
an understanding of each.

10. The school ensures concurrency of learning for each student across all subject groups.

Diploma Programme:

11. The school promotes concurrency of learning for each student.

Learning to unpack standards:
Who does it (why should I be interested)?

• Educators involved in standards-based

instruction.

• Teachers concerned with improving student

learning.

• Individuals and groups but it works better

when shared with others.

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Learning to unpack standards:
Where does it come from?
• Understanding by Design. (1998) by Wiggins
& McTighe.
• “Beginning with the end in mind.” (a.k.a.
Backwards Design or Backwards Mapping.)
• “Unpacking a standard is the process of
identifying what students will know and be
able to do when they have mastered the
standard.” (Source: Bering Strait School
District Wiki)

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Learning to unpack standards:
What does it mean?
Unpacking is the first of three stages in the
backwards mapping process which provides:
• A method of better understanding or
clarifying what a particular standard means.
• A way to pull out what practices will create
evidence of a particular standard.
• A means to identify what resources or
support will be needed to help individuals
reach a particular standard.

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Learning to unpack standards:
What’s it mean for IB Schools?
You can use the unpacking standards and
backwards mapping process to:
• Better understand or clarify what the IBO
Programme Standards mean.
• Pull out what practices at your school will create
evidence of a particular standard for evaluation
purposes (formative or summative).
• Identify what resources or support you or your
school will need to reach a particular standard.

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Learning to unpack standards:
How do you do it?
• There are essentially 3 stages. The work
can be non-linear. You can work on any
stage at any time but in the end need to be
sure that the stages are complete, connect
and align one to another.

Stage 1
Stage 1 Stage 3

Stage 3 Stage 2
Stage 2

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Learning to unpack standards:
How do you do it?
Stage 1:
Unpack the standard to identify the desired
results. (a close reading of the standard)
• Look at the action verbs.
What levels of knowledge and skill are
needed (Bloom’s taxonomy).

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Learning to unpack standards:
What’s Bloom’s Taxonomy?
Bloom’s Taxonomy of the Cognitive Domain
• Involves knowledge and the development of
intellectual skills.
• Six major categories starting from the simplest
behavior to the most complex.

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Learning to unpack standards:
What’s Bloom’s Taxonomy?
1.Knowledge
2.Comprehension
3.Application
4.Analysis
5.Synthesis
6.Evaluation
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Learning to unpack standards:
How do you do it?
Stage 1 (cont.):
Unpack the standard to identify the desired
results.
• Agree on what the nouns mean, some might
be open to shades of interpretation.
• Think about the prerequisite skills and
knowledge needed.

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Practicing Stage 1: Unpack the
standard to identify the desired results.

IBO Programme Standard A1:

There is close alignment between the
educational beliefs and values of the school
and those of the programme.

UNPACK THE: (1) action verbs (Bloom’s)

(2) nouns (interpretation)
(3) prerequisite skills and
knowledge.
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Stage 1:
action verbs (Bloom’s); nouns
(interpretation); prerequisite
skills and knowledge.
Standard A1: There is close alignment between
the educational beliefs and values of the school
and those of the programme.

Bloom’s Taxonomy: Comprehension & Analysis

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Stage 1:
action verbs (Bloom’s); nouns
(interpretation); prerequisite
skills and knowledge.
Standard A1: There is close alignment between
the educational beliefs and values of the school
and those of the programme.
Interpretation: Do we know our own educational
beliefs and values? Which school & which programme?

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Stage 1:
action verbs (Bloom’s); nouns
(interpretation); prerequisite
skills and knowledge.
Standard A1: There is close alignment between
the educational beliefs and values of the school
and those of the programme.
Prerequisite knowledge
1) current beliefs & values
2) how & where they are expressed

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Stage 2: Determine
acceptable evidence / practice
(The IBO has done this for
you to some extent).
• Think about what this should look like at your
school.
• Think about how to best collect the evidence.
• Talk about what constitutes credible evidence.

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 Practicing Stage 2: What
evidence might exist and how
to collect it.
Standard A1 practice 1: Sources of school evidence:
• There are clear and close • School mission statement in
school publications.
connections between the
• Articles from student
school’s published
publications.
statements of mission and
• Copies of course outlines or unit
philosophy, and the
designs for each grade and
beliefs and values of the course.
programme.

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 Practicing Stage 2: What
evidence might exist and how
to collect it.
Standard A1 practice 6: Sources of school evidence:
• The school promotes • Survey of students and
student inquiry and the parents.
development of critical- • Copies of course outlines or
thinking skills. unit designs for each grade
and course.
• Classroom observations.
• School budget.

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 Practicing Stage 2: What
evidence might exist and how
to collect it.
Standard A1 practices Sources of school evidence:
10 & 11: • Daily school schedule.
• The school promotes • Graduation or promotion
concurrency of learning requirements.
for each student (DP &
• Survey of students and
MYP).
parents.

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Stage 3: Plan learning
experiences and assessments
(i.e., professional development
and accountability).
• Think about the current knowledge and skill
level of your staff.
• Identify how the school can best meet the
differing needs of the school community.
• Follow-through.

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 Practicing Stage 3:
Professional development
needs and accountability.
Standard A1 practice 1: PD / accountability:
• There are clear and close • Discussion of school and
programme missions at parent’s
connections between the nights led by administrators and
school’s published parent council.
statements of mission and • New staff induction programs.
philosophy, and the • Rules for student and staff
beliefs and values of the conduct.
programme.

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 Practicing Stage 3:
Professional development
needs and accountability.
Standard A1 practice 6: PD / accountability:
• The school promotes • Lead teachers regularly
student inquiry and the review units from every
development of critical- teacher in dept. or grade.
thinking skills. • Teachers model instructional
ideas during monthly staff
meeting.
• Peer classroom observations
and structured feedback.

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 Practicing Stage 3:
Professional development
needs and accountability.
Standard A1 practices PD / accountability:
10 & 11: • Teachers collaborate on
• The school promotes cross-disciplinary units.
concurrency of • Resources available for team
learning for each teaching of lessons on regular
student (DP & MYP). basis.
• Follow-up survey of students
and parents.

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Unpacking IBO Programme
Standards: World Cafes
• Practice unpacking additional IBO
Programme Standards.
• Share examples of IBO Programme
Standards and Practice that exist in our
schools.
• Answer questions about the presentation.
• Be amazed at how much the PYP / MYP / DP
have in common.

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Thank
Thank you
you &
&
Tot
Tot ziens!
ziens!
David Ogden
Amsterdam, Netherlands
dogden@alumni.princeton.edu