IB Parent Reflection 2010-2011- FMS

Please take a few minutes to respond to the FMS IB Parent Reflection survey. The survey focuses on the three tenants of IB: Communication, Holistic Learning, and Intecultural Awareness in relation to the IB program at FMS.
Name: 


  1. Communication: The IB Staff provided opportunities for all students to further written and oral language skills. (Ex. debate, public speaking, persuasive writing, etc.)
      1 2 3 4 5     N/A
    Excellent   Poor  


  1. Communication: The IB staff repsonded promptly (within 24 hours) to parent and student questions whether written or oral.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The IB staff provided and elaborated upon assessment rubrics for each criterion referenced assessment.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The IB staff encouraged student advocacy for assignments by providing easily accessible classwork, homework, and project guidelines.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The IB staff provided resources (digital, tutoring, homework help, etc.) for students to succeed in the program.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The IB staff promote communication with students and parents through a variety of resources.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The teachers encourage students to value their learning and take responsibility for it by becoming independent, autonomous learners.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The teachers make learning goals explicit and the learning process transparent to students by providing rubrics, guidelines and resources.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The teachers are committed to the principles of the program and collaborate with each other to provide interdisciplinary experiences for students.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The teachers encourage students to inquire into subject content and interact with their environment in a variety of ways, including physically, socially, and intellectually.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The assessments are based on assessment criteria directly related to the objectives of each subject group.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The assessments are a balance between formative and summative, using a range of activities within units to allow students to practice and demonstrate a full range of skills.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The assessments combine different strategies including teacher-led, group and/or peer evaluation and student self-assessment.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The assessments promote the development of higher-order cognitive skills by providing rigorous final objectives that value these skills.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The school provides students with feedback to inform and improve their learning experiences.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The school uses a range of strategies to assess student learning.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The school communicates its program philosophy, policies and procedures to the school community.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The school utilizes volunteers, guest speakers, and programs from the community to enhance learning.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The school utilizes volunteers, guest speakers, programs and resources from the community to enhance learning. (Field trips would be included here)
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The school provides curriculum through school visits, newsletters, school website or teacher website (school space).
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The school incorporates a range of building resources including information technology, library media center, internet in teaching and learning experiences.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The school engages student's by reflecting on what, why and how they are learning.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The family understands teh IB program our child attends.
      1 2 3 4 5  
    Excellent   Poor


  1. Communication: The family is committed to the IB program philosophy at our student's school.
      1 2 3 4 5  
    Excellent   Poor


  1. Holistic Learning: The teachers use the areas of interaction within and across the academic disciplines with the result that the students come to see learning as an interrlated whole.
      1 2 3 4 5  
    Excellent   Poor


  1. Holisitc Learning: The teachers use the areas of interaction to foster disciplinary and interdisciplinary links through considering the diverse needs (physical, social, intellectual, aesthetic, cultural) of the whole person.
      1 2 3 4 5  
    Excellent   Poor


  1. Holisitc Learning: The teachers support the holistic nature of the program by including principles that take account of the development of the whole child (Learner Profile Traits).
      1 2 3 4 5  
    Excellent   Poor


  1. Holistic Learning: The teachers involve students in actively and enthusiastically thinking, questioning, and invstigating as part of the learning process.
      1 2 3 4 5  
    Excellent   Poor


  1. Holistic Learning: The teachers encourage students to become increasingly aware of the connections between their learning and the real world.
      1 2 3 4 5  
    Excellent   Poor


  1. Intercultural Awareness: The program curriculum draws from a variety of cultural, social, religious and national perspectives.
      1 2 3 4 5  
    Excellent   Poor


  1. Intercultural Awareness: The program implements activities and practices that celebrate a range of cultural identities.
      1 2 3 4 5  
    Excellent   Poor


  1. Intercultural Awareness: The program considers different perspectives so students develop an understanding of what commonalities and differences exist.
      1 2 3 4 5  
    Excellent   Poor


  1. Intercultural Awareness: The program incorporates teaching skills and knowledge necessary to appreciate different points of view.
      1 2 3 4 5  
    Excellent   Poor


  1. Intercultural Awareness: The program allows development of students own cultural identity and understand it in relation to their present environment.
      1 2 3 4 5  
    Excellent   Poor


  1. Intercultural Awareness: The program encourages an awareness of diversity and multiple perspectives.
      1 2 3 4 5  
    Excellent   Poor


  1. Intercultural Awareness: The program fosters a stimulating learning environment based on understanding and respect.
      1 2 3 4 5  
    Excellent   Poor


  1. What suggestions do you have in relation to the class instruction next year?


  1. What suggestions do you have in relation to the IB program next year?


  1. What suggestions do you have in relation to the teachers next year?


  1. What suggestions do you have in relation to the general school format for next year?





Mrs. K. Hill
Cumberland Middle School
Cumberland, VA