Abstract
Ten years ago, Sunnydale High School leaders worked with teachers and community members to create an international baccalaureate (IB)-for-all model to prevent racially and socioeconomically identifiable class levels. For nearly a decade, the program has been successful with stakeholders largely supporting the model. Following pandemic-related school building closures, faculty at Sunnydale High School are having trouble continuing to support students who had vastly different online school experiences. Some faculty and community members have asked the leadership to reconsider the model because they feel some students need additional support that cannot be provided in pre-IB or IB classes while maintaining high expectations for other students. The author offers learning activities through the lens of social justice leadership.
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