Other+supporting+documentation

School presentation

 * [|SAS Organizational Chart.pdf]
 * SAS School Board Members, 2010-2011:
 * David Liu, Chair
 * Greg Germain, Vice Chair
 * Mery Montgomery, Secretary
 * John Wilde, Treasurer
 * Stella Chan
 * Cindy Qiu
 * Robert Song
 * Sean Yin
 * Keenton Chiang (appointed by US Consul General)
 * Aside from Mr. Chiang, all other Board members are elected in a vote of all SAS parents.


 * [|SAS Pudong map.pdf]
 * [|SAS Pudong HS class and office map.pdf]
 * The following page of the school website contains a general description of the facilities -- please see the section related to the Pudong (East) Campus -- [|SAS One School, Two Campuses]


 * Information concerning the process for completing the self-study, and the response to the recommendations from our authorization visit can be found as separate pages in the wiki.
 * Program Review information and surveys
 * Authorization

Section A -- Philosophy

 * [|SAS Core Values and Mission]
 * Adopted 29 March 2011 -- A description of the process used for its review, and how it is promoted within the school, can be found in Section A.


 * [|SAS Pudong HS Profile 2010-11.pdf]

Section B -- Organization

 * [|SAS Organizational Chart.pdf] (same as above, under supporting documents for School Presentation)
 * [|SAS IB coordinator job desc.pdf]


 * Timetable -- we run an 8-block schedule, on an 8-day rotation, with each class meeting for 80 minutes every other day.


 * ** PUDONG HIGH SCHOOL DAILY SCHEDULE ** ||
 * ** Time/Day ** || ** Day 1A ** || ** Day 1B ** || ** Day 2A ** || ** Day 2B ** || ** Day 3A ** || ** Day 3B ** || ** Day 4A ** || ** Day 4B ** ||
 * ** 08:00 ** |||||||||||||||| W A R N I N G B E L L ||
 * ** 08:05 - 08:15 ** |||||||||||||||| H O M E R O O M ||
 * ** 08:20 - 09:40 ** || ** 1A ** || ** 1B ** || ** 2A ** || ** 2B ** || ** 3A ** || ** 3B ** || ** 4A ** || ** 4B ** ||
 * ** 9:40 - 10:00 ** |||||||||||||||| B R E A K ||
 * ** 10:00 - 11:20 ** || ** 2A ** || ** 2B ** || ** 3A ** || ** 3B ** || ** 4A ** || ** 4B ** || ** 1A ** || ** 1B ** ||
 * ** 11:25 - 12:45 ** || ** 3A ** || ** 3B ** || ** 4A ** || ** 4B ** || ** 1A ** || ** 1B ** || ** 2A ** || ** 2B ** ||
 * ** 12:45 - 1:35 ** |||||||||||||||| L U N C H ||
 * ** 1:30 ** |||||||||||||||| W A R N I N G B E L L ||
 * ** 1:35 - 2:55 ** || ** 4A ** || ** 4B ** || ** 1A ** || ** 1B ** || ** 2A ** || ** 2B ** || ** 3A ** || ** 3B ** ||
 * One of the 8 blocks, currently block 2B, is designated as IB Flex. During this block, IB courses meet according to a rotating schedule to provide extra time for HL courses. Some IB Flex blocks are also used for IB Core-related activities, i.e. CAS or EE (generally not TOK). The IB Flex block provides 11 extra 80 minute periods per course in Year 1, and 10 extra periods in Year 2.


 * Tables showing administration and faculty years in current post and years in similar positions at other schools, with information on teachers who are examiners, moderators or have participated in IB curriculum development
 * [|Staff experience w examiner info.pdf]


 * [|Google calendar for Y2 IA and other major assessments]

Section C -- Curriculum

 * Descriptions of various forms of student support are given elsewhere in the document. In particular:
 * Counseling support -- B1.22 (Pastoral care) and C1.20 (College and career counseling)
 * Academic support and special educational needs -- B1.21 and C2.5
 * Language support -- A2.10, C2.7, C3.9
 * [|SAS Assessment Policy (draft).pdf]
 * As noted, we do not have a school language policy as a single document -- the planned timeline for the formulation of a draft is given here -- [|SAS Language Policy Writing Proposal.pdf]
 * Information about curriculum is provided in various forms:
 * [|SAS-PDHS-Course-Catalogue-2011-2012.pdf]
 * [|SAS Pudong HS Blogs Main Page] with links to each teacher's page
 * Similarly, information about the Diploma Program is provided with many school publications
 * [|IB AP information from course catalog.pdf]
 * [|IB information from student handbook.pdf]
 * [|SAS Pudong HS Profile 2010-11.pdf]
 * [|IB and AP information on the school website]
 * Immediately upon the issue of results in July, the DP Coordinator sends each IB teacher the results for his/her class(es) and sends the complete set of results to administration and counselors. Analysis of the results begins with discussions to determine what Enquiries Upon Results we will request.
 * We file a Category 3 EUR for every Internal Assessment component for which we can. In May 2010, we had only 4 subjects in this category.
 * Category 2 EURs may be filed after discussion between the DP Coordinator and the teacher. In May 2010, we filed 2 Category 2 EURs.
 * With the change in 2009 in Category 1 EURs, so that grades may be raised or lowered, in general we do not use Category 1 EURs to gain information about our program and teaching.
 * At the start of school, the DP Coordinator presents the overall results to the whole HS Faculty -- [|Faculty Orientation 2010.pdf] As a matter of practice, the subject-by-subject grade distributions and averages are only shared with administration and counselors. We believe that this supports our goal of keeping our program open to all students, by reducing any temptation to discourage weaker students from enrolling for the sake of stronger results. (As a consequence, this wiki, which has been published to the school since February has been made private as of late April 2011 with the addition of the detailed results.)
 * Also around the start of school, the DP Coordinator meets individually with the HS Principal to review the results in detail to determine if any follow-up is needed. The DP Coordinator has no supervisory role here, but can offer various kinds of support to teachers, from a recommendation for more deliberate collaboration with a colleague to a follow-up formal IB training workshop.
 * Our analysis of results also includes a comparison between the predicted and actual grades. This data is given here -- [|PG vs actual grades.pdf] For May 2010, even though 90% of predicted grades were within +/-1 of the actual grade awarded, we detected a bias towards conservative prediction that was greater than in the past, and teachers were asked to try to consider this potential bias when submitting predicted grades this year.

Section D -- The Student
Presentations to students and parents regarding the Extended Essay emphasize two main objectives:


 * To help students develop research and communication skills
 * To allow students to perform an in-depth investigation of a topic of significant interest

The formal introduction to the EE by the DP Coordinator takes place in January of the students’ first year in the Diploma Program. Students may arrange for their EE supervisor on their own, or request help from the DP Coordinator in doing so. There is a recommended maximum of three students per year per EE supervisor, and an absolute maximum of five.

Students are strongly recommended to write the EE's in one of their 6 IB subjects. However, we do also want to allow some degree of flexibility for students who have demonstrated a strong interest and background in a different subject. To balance these needs, we require a brief application from students who wish to write their EE in a subject which is not one of the subjects studied for the Diploma.

A formal timeline is used to provide structure for the 13-month task. We use our IB Flex blocks for additional sessions concerning different stages of the research process, and there are periodic deadlines the various stages of the work and for meetings between the student and the supervisor. The IB coordinator, in partnership with the EE supervisor, monitors the students’ progress and follows up with the student, teacher and if necessary, the parents.

Each year the IB coordinator provides students and EE supervisors with the general and subject-specific EE guidelines, and meets individually with any teachers who are supervising an EE for the first time.

In addition, please see the evidence given with Standard D2.