Identifying Challenges and Leverage Points

Consider the challenges or obstacles that stand in the way to improving programme implementation and performance in the Middle Years Programme and the Diploma Programme. Identify the key challenges and pay particular attention to areas which can be addressed, and specify who can address them. The following areas are important, but not exhaustive. Consider other areas that are relevant to your planning.

Challenges / Possible leverage points or actions
Policy and Practice: What school and district policies and practices impact the achievement of IB standards?
(Examples: student recruitment, application policies, student guidance, state testing requirements, other programs in the school, etc.)
1.  Inconsistent leadership at the highest level of district (CEO) who lack knowledge about advantages/requirements of IB Programmes.
2.  Uninformed decision making by district leaders regarding student recruitment, application policies, and district wide test requirements
(ie: unrelated CPS offices making major decisions with no knowledge of how seriously these uniformed decisions affect IB students/programs city wide) / 1.  Sara Leven/Meg Venckus are excellent administrators who are very knowledgeable about IB policies and issues affecting our programmes. They take every opportunity to inform higher ups about these issues and propose SMART ways to resolve them.
2.  Communication from IB Coordinators and CPS IB Administrators city wide to make higher ups aware of issues and keep them informed (with data) of success of IB Programmes. IB Coordinators and CPS IB Administrators can also keep public aware of IB Programme success via newspapers, etc.
Teaching and learning: What are key issues related to teaching and learning that impact IB participation and performance?
(Examples: teacher turnover, teachers’ knowledge and preparation, incoming students’ acquired knowledge and skills, culture at the school, student/teacher ratio, etc.)
1.  City wide policies regarding class size, graduation requirements, too frequent “area initiatives” to “improve teaching”
2.  Teacher turnover / 1.  School culture is positively affected by IB policies and student participation. IB teachers usually teach only one or two IB courses, but their IB training and knowledge helps them to improve their teaching skills and methodology to effectively challenge students in their non IB classes.
2.  Teacher turnover can be reduced by providing additional IB support (ie: best practices workshops).
External factors: What community and family challenges impact IB participation and performance?
(Examples: first generation college bound, need to work after school, no home support, parents’ understanding/lack of understanding of the programme, etc.)
1.  First generation college bound students
2.  Students need to work after school to contribute to family.
3. Students have little home support. / 1.  IB DP Coordinator provides university information, FAFSA workshops (for parents/students), university recruiter visits, former graduate advice, etc. Sara Leven plans annual IBSCA workshop for rising IBDP seniors to provide tools for IB students to prepare for college application process.
2.  Curie IB Coordinators/teaching team work together to provide academic and emotional support to all students in need. DP Coordinator/teaching team carefully plan IA calendar to stagger IA due dates to minimize stress on DP students.
3.  Curie IB Coordinators plan regular IB Parent meetings to provide parents with information, due dates for required IB work, explain assessments, workload and requirements.
Other Challenges:

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