International Baccalaureate Grades 11-12

How to Prepare

• Take advantage of the exam review sessions teachers offer. Check with individual teachers for the schedule.
• Don’t listen to those people who say, “Oh you can’t study for that. If you don’t know it now, you never will.”  Not true! You can familiarize yourself with terms, concepts, methods, strategies, patterns, plots, characters and – yes – facts. Having all this fresh in your mind will help you do better.
   

Where to Go and When

• Exam times have been posted and made available since early fall. All exams take place at House of Hope Church, 4800 Boone Avenue N., within walking distance of Cooper, unless otherwise noted. It’s the same place as the Wish 'em Well breakfast, which precedes the start of exams. The breakfast is only open to juniors and seniors who are taking IB exams and their parents/guardians.
• You will receive a packet in April with your own exam schedule, an invitation to the breakfast for you and your family, and other material related to exam protocol.
• Morning exams begin at 7:30 a.m. and afternoon exams begin at 12:30 p.m. Be on time. Students should arrive 10 minutes. We won’t wait for you. You are excused from school for 15 minutes before the exam until 15 minutes after the exam.
   

Testing Protocol

• Instructions will be given before you enter the testing room. The coordinator will let you know where to store your backpack and other materials. Make sure your cell phone is turned off and with your backpack. Enter the room in silence and find your designated place quietly. Do not for a moment consider taking any notes to your table.
   

Testing Strategies

• Many exams give you choices of questions to answer. You will be given a 5-minute reading time (with the exception of paper 1 sciences). Use it to think about what you can answer best. There’s no writing during this time.
• In many exams, you have time to write a rough draft and then copy it in ink onto the test pages. Manage this time wisely.
• Read the question carefully and answer it directly. The examiners know padding when they see it, and they don’t like it. Don’t compensate for what you don’t know with extraneous stuff.
• Look at the weights given for each answer. Don’t waste time on 1-pointers if you can answer the 5-pointer with the same amount of time.
• Use all the time you are given. Re-reading once you are done almost always shows you that a pronoun’s antecedent is unclear or that you have chosen the wrong word or that your sentence is run-on or not complete. Give the examiner the chance to give you the benefit of the doubt by polishing and being precise. A higher score will help you more. One extra point may get you out of a whole class in college. Certainly putting in the extra time at these exams is worth it.
• Don’t panic. You’ve been well taught, and you are smart. If you’ve prepared well, YOU’LL ROCK!
   

What to Bring and What NOT to Bring

• Bring a black pen and a pencil to every exam. When needed, make sure to bring the appropriate calculator and make sure your calculator’s batteries are fresh. Ask your math teacher which calculator you can use. You may want a ruler or straight-edge for science and math exams. We don’t supply these things. If you want to bring a lucky pen or charm, pillows to sit on, kleenex, cough drops or water--feel free. There is no food or other kind of drink allowed in the exam room, including hats.
• Dress in layers. The temperature of the exam room varies a lot during May. Some testers even bring fleece blankets!
   

Miscellaneous

• Afternoon exams usually run later than the school day. You will have to make arrangements for transportation home.
   

2022-22 IB Exam Schedule

Wish 'Em Well Breakfast

The Wish ‘Em Well breakfast is held just prior to the May exams, and is hosted by parents and IB staff. Parents of all testing students are also invited to this event. In 2022, this event will be held on Friday, April 29.

Following the breakfast, students are initiated into the ritual of receiving extra luck on exams, and enjoy entertainment by fellow students.

Invitations to the event are supplied to students in early to mid-April.
 

Registration & Payment Details

Juniors and seniors register for exams in October following an in-class presentation on what options they have and what is involved. The cost is $50 per exam, with scholarship help available just by noting it on the registration form.

It’s important to note that the $50 fee does not fully cover the cost of the exam. A single exam costs approximately $250; the excess fee is paid for by the State of Minnesota and Robbinsdale Area Schools. Therefore, a student who signs up for an exam but does not complete one or more components (consisting of in-class assignments and the May tests) will not receive an IB score and consequently will be charged a $80 penalty fee, whether or not the test fee was paid by a scholarship. The fee is not refunded by IB if a student defaults. Students must be fully committed to seeing the whole process through when they register. Both the parent and student must sign that they understand this commitment.

Higher Level (HL) exams cover material that spans a two-year course schedule; thus, these tests can only be taken by seniors. Standard Level (SL) exams cover material that spans a one-year course schedule and may be taken by seniors or juniors. 
 

Testing Details Specific to Full Diploma Candidates

Diploma candidates will have met with the IB Coordinator their sophomore year to develop a 2-year testing plan. IB requires a combination of 3 HL and 3 SL tests, or 4 HL and 2 SL tests.

Candidates may take more tests than this, if they wish. For example, a student may take the Chemistry SL test their junior year to meet one of their SL testing requirements. If enrolled in the class their senior year, they may take the Chemistry HL test. This test should be marked as an “extra” on their registration sheet as IB will not allow you to test more than once in the same subject to meet Diploma requirements. However, colleges may give additional college credit for a specific score on an HL test - so it may be to the advantage of the student to still test in the HL course, even if it does not count towards earning the IB Diploma. 
 

Day of Test Details

There is much protocol surrounding the exams so that they are given uniformly around the world. These protocols, and other testing information, are sent to all exam-sitters in April, posted in school and at the exam site.
 
Students are given a place to sit, away from any of their belongings, and are expected to observe all protocols. All IB exams except for Paper 1 in the sciences are given a 5-minute reading period, during which students cannot write anything, while they decide which prompts they will choose to follow. Individual exams (papers) vary in length from 45 minutes to 2 1/2 hours.
 

IB Test Scores

When the IB scores are released online in July following the exams, the scores reflect the work done on both the May tests and the internal assessments (performance on papers and work done in class which was sent to IB during the school year). Students may find out from the coordinator in the following fall how they did on each of the components.

The day of the test, students are given login information so they can access these scores as soon as they are posted. Be sure to keep this login information in a safe place, so you can access your scores in a timely manner.
 

Common Application

The Common Application is a single electronic application form used by more than 390 U.S. universities. It collects a wide range of information: personal data, educational data, standardized test scores, family information, academic honors, extracurricular activities, work experience, a personal essay, and criminal history.
 
Essay categories typically change every other year and are posted in January on the Common Application website. The Common Application site also gives tips on completing the application.

How Do Universities View The IB Diploma Programme?

The IB Diploma Programme is recognized, both nationally and internationally, as a program that excels in preparing students for the collegiate years and beyond. Below you will find a sampling of research and opinions on how the IB DP is viewed by some of the most prestigious universities in Michigan and in the nation.

What Admissions Directors are saying
University of Michigan, Cliff Sjogren, former Director of Admissions “A transcript that reveals a student’s enrollment in International Baccalaureate courses serves notice to the admissions officer that the applicant is someone who accepts rather than avoids educational challenges. Further, a successful IB student will enroll at Michigan with some advantages over students who have taken less intensive programs...Unquestionably, a school that graduates each year a number of students with IB diplomas has demonstrated its commitment to high educational standards and that commitment will serve to influence admissions decisions at the University of Michigan.”

University of Michigan , Joseph Gore, Admissions Counselor “We definitely take note of the IB Diploma in the admissions process at Michigan! Feel free to quote me on that!”

Michigan State University, Pamela Horne, Assistant to the Provost for Enrollment and Director of Admissions, “My eyes light up when I see ‘International Baccalaureate Diploma Programme’ on a transcript. Students who apply to Michigan State University with IB credentials are assumed to be mature, curious, and creative. They have proven to be successful in a rigorous program that is both broad and deep in its content and intellectual challenge. On campus, IB graduates move with ease in a diverse and global university that demands intercultural skill and adaptability. The challenge of completing an IB diploma means that a student has engaged in the kind of rigorous work that is likely to help them become not just an outstanding college student and citizen of the world, but an exceptional one.”

Oakland University Oakland University values the International Baccalaureate Diploma Programme and its engaging and challenging curriculum that encourages critical thinking, intercultural understanding and respect.

Harvard University, Marilyn McGrath Lewis, Asst. Dean of Admissions “Success in an IB program correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma Program on the transcript.” GPA is not nearly as important a factor in university admission as the IB Diploma. If a student has to choose, choose the Diploma over protecting the GPA.”

Duke University, Christoph Guttentag, Director of Undergraduate Admissions "One of the advantages of an IB curriculum is its structure and quality. It is a coordinated program, well established, well known and well respected. We know the quality of IB courses, and we think the IB curriculum is terrific."

Brown University, Panetha Ott, Admissions Officer “I don’t think there is anyone who does not respect the I.B.” Virginia Tech, Dr. Eugene Carson “. . . IB students who attended that university (Virginia Tech) as freshmen significantly outperformed all other freshmen, including students who had taken Advanced Placement courses.”
 

Summary Charts for Universities and Colleges

Below you will find links to specific university recognition policies for the IB Diploma Programme. Please keep in mind that the IB attempts to keep these policies up to date as much as possible. The policies evolve quickly, and consistently more favorably to the DP, so it is best to contact each university of interest directly for the most current policies.

• The policies of 727 colleges and universities (PDF) - summary charts for universities and colleges within a specific state. These are updated annually. Due to this time lag the actual policies are typically more favorable to the IB DP than the chart indicates.
• A searchable database for specific universities published polices and contact information to seek further and more current information:
• University of Michigan’s published IB DP policy guidelines
• Michigan State University published IB DP policy guidelines
• Oakland University published IB DP policy guidelines. Note: OU admits IB Diploma holders into the university at second year status and gives entry to the honors college.

Important Note: As evidenced by the admissions directors quotes at the beginning of this document, even if no credit is given, there is always inherent value in taking IB courses and completing the required assessments. Universities are becoming increasingly aware of the knowledge and skills IB students bring with them to college classes. In addition, many students receive credit for SL (standard level) classes even though the published recognition policy was to recognize only HL (higher level) courses. College Admissions of IB Candidate applications compared to the General population of applicants: Data provided by US News and World Report Institution Total Population Acceptance IB Diploma Candidate Acceptance Michigan State University 67%

How to write a resume for college applications

Don't hide your light under a bushel. This is not the time to be shy or modest!

Make sure your resume includes the following:

• Your official name. You can put your nickname down (in parentheses) if people will be using that name in describing you.
• Address, phone, email and website address. Consider creating an email just for receiving and sending college information, and make the email address professional.
• Schools attended during high school
• Academic honors. List every scholarship, academic letter, department prize, state/local contest prize received, etc.

Courses taken and currently taking, as well as GPA. Be sure to include International Baccalaureate courses with level (IBMYP, SL, HL) and AP courses.

• If you are a Diploma Candidate, give your EE title and category.
• Exam scores. Highlight these if they are 4 or above for IB exams; 3 or above for AP; PSAT/SAT/ACT scores if you are proud of them.
• Extracurricular activities. Divide these into athletic and non-athletic and put year involved. If you are captain, officer, chair, etc., be sure to add that information. Special accomplishments such as championships and special distinctions of your group should also be noted.
• Volunteer work. List activities going back to 9th grade. Note approximate hours per week/year, and describe briefly the nature of what you did.
• Summer jobs, internships, programs. Did you do something of note during your summer breaks, such as an EE workshop or internship? Try to think of everything!
• Proofread! It is crucial that this resume be free of spelling and grammar errors! If you would like a second set of eyes to review this document, you may contact the IB office.

The Princeton Review offers additional insight on completing a resume.

Academic Honesty Policy

Philosophy

Academic honesty is highly valued in Robbinsdale Area Schools (RAS), and is the foundation of all aspects of teaching, learning and assessment. Academic honesty is expected of all students. Teachers promote personal integrity by clearly stating expectations for and examples of academic honesty and by serving as role models. The IB learner profile attributes support academic honesty by encouraging students to be:

• Inquirers. Conducting research that leads to independent learning.
• Knowledgeable. Acquiring knowledge and understanding of ideas and issues that have local and global significance.
• Thinkers. Applying critical thinking skills to problems in order to make ethical decisions.
• Communicators. Expressing ideas confidently and working collaboratively with others, while honoring multiple perspectives.
• Principled. Acting with honesty and integrity while taking responsibility for one’s own actions.
   

Definitions

Academic honesty is a set of values and skills that promotes personal integrity and good practice in teaching, learning and assessment.

Authentic work is based on a student’s individual and original ideas with the ideas and work of others fully knowledged.

Collaboration is defined as working together on a common aim with shared information, in an open and cooperative environment that does not result in collusion.

Collusion is defined as supporting malpractice by another student including allowing one’s work to be copied or submitted by another.

Duplication of work is defined as the presentation of the same work for different assignments,  projects, or assessments.

Intellectual property includes property rights such as patents, registered designs and trademarks, moral rights and copyrights, music and video downloads, photos and images and file sharing.

Malpractice is behavior that results in a student gaining an unfair advantage over others. Malpractice includes plagiarism, collusion, duplication of work, fabrication of data, accessing unauthorized material during examinations or tests, or any other behavior that results in an unfair academic advantage.

Plagiarism is the representation of the ideas or work of another person as the student’s own, including copying text or works of art without proper acknowledgement. 
 

Roles and Responsibilities

Robbinsdale Area Schools
It is the responsibility of the school district, school administration and IB coordinators to ensure that students understand the academic honesty policy and the consequences of malpractice. It is the responsibility of the school district to support the IB programmes fully in the prevention, detection, investigation and reporting of malpractice.
 

Teachers
It is the responsibility of teachers to offer guidance in the prevention of malpractice and provide conventions for acknowledging the work and ideas of others. It is the responsibility of teachers to confirm the authenticity of student work and report possible malpractice to the appropriate IB programme coordinator and/or head of school. Specific examples of guidance include:

• classroom lessons on plagiarism
• demonstrations of how to use Easybib and NoodleTools
• consistent expectations for citing sources
• continual conversations about academic honesty and authentic writing 
• support from Media Center staff
   

Students:

• It is the responsibility of students to ensure the authenticity of their work and to correctly acknowledge the ideas and intellectual property of others.
• It is the responsibility of students to say “no” to other students who ask to copy their work.
• It is the responsibility of the students to know and understand teacher expectations regarding individual and group work.
• It is the responsibility of students to use technology and media resources appropriately.
• It is the responsibility of students to be honest in presenting their ideas by using language that reflects their own voice. 
• It is the responsibility of students to understand what constitutes academic malpractice and to follow the rules of academic honesty at all times.
• It is the responsibility of students to seek guidance from teachers and staff when they are unsure.
   

Conventions for Citations

Teachers will instruct students in conventions for proper citation. In most cases, students will follow the Modern Language Association (MLA) style guidelines. Studetns will have access to NoodleTools.
 

Consequences for Academic Dishonesty

The school promotes a positive school culture through building-wide behavior expectations. Our HAWK (Honesty, Accountability, Work Ethic and Kindness) expectations support academic honesty and the development of the learner profile attributes. 

Expectations for academic honesty, definitions of dishonesty, and consequences for plagiarism, cheating and collusion are clearly communicated in the Student Behavior Handbook: Rights and Responsibilities, sent to students and families each fall and presented to all students in advisory lessons. 

Academic dishonesty is classified as a Level 2 infraction and consequences may include:

• Parent/guardian notification 
• Conference with the student
• Conference with the parent/guardian
• Academic alternatives 
• Other, as approved by school administration

A severe occurrence or repeated instance of any violation may be treated as a violation at a higher level. Academic dishonesty by students enrolled in IB Diploma-level courses shall be reported to and investigated by the International Baccalaureate with cooperation from the head of school, the IB coordinator, the teacher(s) and the student(s) involved. 
 

Policy Review Process

This policy is a living document. It has been created using IB support materials, RAS district data and input from stakeholders in the IB learning community.  It is an ongoing process that will be systematically reviewed, evaluated and modified as needed by the IB faculty, coordinators and administration. 
 

Revised 10.03.18
 

Assessment Policy

Philosophy

In the Robbinsdale Area Schools (RAS) International Baccalaureate Diploma Programme (IB DP), we strongly believe that learners are inquisitive and proactive, and as such, they seek new knowledge and apply it to both familiar and unfamiliar situations. Teachers create meaningful learning experiences and assessment tasks, both formative and summative, that support this belief. 

While planning units of study, teachers consider the following four questions:

• What do we want our students to learn? 
• How will they learn best? 
• How will we know that they have learned? 
• How will we respond when they have or have not learned?

The DP staff at Cooper High School (CHS) expect students to be accountable for their learning. Engaged learners are considerate of others, willing to challenge themselves, and advocate for their well-being. Students are encouraged to engage in their learning by being on time, using time efficiently, being active listeners and participants, asking questions, and always trying their best.

Ongoing assessment is integral to guiding students through the learning process. We believe that assessment should inform instruction. Information about student progress and understanding is gathered from formative and summative assessment tasks. The results identify what students know, understand, and can do at different stages in the learning process. All stakeholders, including teachers, students, and parents/guardians, are responsible for having a clear understanding of the reasons for assessment, what is being assessed and how, and the criteria for success.
 

Purpose

The purpose of assessments is to:

• Provide clear expectations using the prescribed assessment objectives and criteria.
• Provide timely feedback for students and teachers. 
• Develop global thinkers via assessments set in a variety of cultural and linguistic contexts.
• Encourage students to reflect on their learning.
• Determine the level of understanding using both formative and summative assessment tools.
• Evaluate learners’ ability to construct knowledge and demonstrate skills in authentic, real-world tasks.
   

Student Responsibilities

Students are responsible for:

• Striving to be critical and creative thinkers.
• Assessing and reflecting on their progress on both formative and summative assessment tasks.
• Seeking help when they need to better understand a concept or skill.
• Being organized with materials and assignments for class.
• Using an organizational tool such as an assignment calendar or planner.
• Submitting work on time according to course deadlines.
• Demonstrating a positive attitude, focusing and staying on task in class.
• Endeavoring to put forth their best effort. 
• Continuing to grow in the IB learner profile attributes. 
   

Family Responsibilities

Parent(s)/Guardian(s) are responsible for:

• Working as partners with students, teachers and support staff to communicate learning successes and concerns.
• Recognizing their student’s learning strengths and areas for growth.
• Regularly monitoring their student’s academic growth and progress in Schoology and Infinite Campus.
• Participating in the learning process by providing an appropriate learning environment and support at home.
• Modeling the IB learner profile attributes.
   

Teach Responsibilities

Teachers are responsible for:

• Knowing and understanding the learning outcomes, including both the MYP objectives and criteria descriptors and Minnesota State Standards.
• Providing clear expectations through the use of the DP assessment rubrics.
• Providing opportunities for students to self-assess and reflect on their learning.
• Using formative assessment data to modify teaching and summative assessments to evaluate individual student progress.
• Maintaining open lines of communication with students and parents/guardians.
• Analyzing assessment data to identify patterns of individual student performance and needs.
• Working in collaborative teams to design and evaluate common assessments.
• Comparing common assessment data to evaluate where student learning has been strong and where it needs improvement.
• Recognizing diverse learning styles by using a variety of teaching and assessment strategies.
• Providing timely feedback on student performance.
• Communicating with case managers of students with Individualized Education Plans to ensure appropriate modifications and/or accommodations occur. 
• Keeping samples of student work.
• Modeling the IB learner profile attributes.
   

Assessment Strategies

Suitable and appropriate assessment tasks are specific to the DP units of work and are used to evaluate student learning. Performance-based assessment tasks best allow students to reach the highest achievement level on the DP assessment rubrics. Possible examples of assessment strategies and tasks include:

• Constructed-response
• Essays 
• Investigations
• Labs 
• Research papers
• Oral assessments 
• Performance assessments 
• Selected-response 
• Self-assessments 
• Student portfolios 
• Written assessments 
• Comparative Studies
• Literary analyses
• Arts process journals
• Research reports
• Portfolio
   

Description of Assessed Components

Group I – English - Literature HL
Paper 1 = 20%; Paper 2 = 25%; Orals = 15% each; Written Assignment =25%

• Paper 1 – Commentary on either a poem or a piece of prose – 2 hours
• Paper 2 – Essay discussing 2-3 works read based on a prompt focused on prose text - 2 hours
• Individual Oral Commentary – Explicate a text chosen at random; respond to questions posed by teacher about various works studied  -- 15-25 minutes
• Individual Oral Presentation – Present a creative skit/lecture/exercise based on characters/ symbols/themes/plot from one or more works studied
• Written Assignment – Creative/comparative/detailed paper based on works studied –one paper of 1000-1500 words required, done in junior year and revised senior year
   

Group 1 - English - Language and Literature SL
Paper 1 = 25%; Paper 2 = 25%; Written Task = 20%; Orals = 15% each

• Paper 1 – Analysis on 1 of 2 unseen texts – 1 ½ hours
• Paper 2 – Essay discussing literary texts, based on 1 of 6 provided questions - 1 ½ hours
• Individual Oral Commentary – Commend on an extract from a text -  15 minutes
• Further Oral Activity – Complete at least two further oral activities  

Group II – Acquired language - French and Spanish SL & HL        
Paper 1 = 25%; Paper 2 = 50%; Oral activities = 25%

• Paper 1 – Writing – 250 words for SL; 400 words for HL – based on a prompt from the themes and text types studied – 1.25 hours
• Paper 2 – Listening and Reading – Comprehension and language structure questions based on  listening passages and articles drawn from the media; 1.75 hours
• Oral – Respond to a visual prompt related to themes studied
• Classroom activities – Three oral activities assessed by teacher
   

Group III – Individuals and Societies – History SL & HL      
Paper 1= 20%; Paper 2 = 25%; Paper 3 = 35%; IA = 20%

• Paper 1 – Document-based questions – 1 hour
• Paper 2 – Two questions from different topics relating to 20th Century – 1.5 hours
• Paper 3 (HL only)  – Three questions from different topics relating to the regions studied – 2.5 hours
• Historical Investigation– Define processes involved in writing a scholarly work in history  -- 2000 words
   

Group III – Individuals and Societies – Business SL     
 Paper 1 – 35%; Paper 2 = 40%;  IA = 25%

• Paper 1 – Three multi-part questions relating to previously released business case study 
• 1.25 hours
• Paper 2 – Three questions based on various business scenarios – 1.75 hours
• Research paper – Written commentary based on 3-5 supporting documents about an issue facing an organization – 1500 words            

                                    
Group III - Individuals and Societies - Psychology SL
Paper 1 = 50%; Paper 2 = 25%; IA = 25%

• Paper 1 - Three short-answer questions on the core approaches to psychology
• Paper 2 - One question from a choice of three under one option
• IA - A report on an experimental study undertaken by the student
   

Group IV - Experimental sciences       
SL:  P1 = 20%; P2 = 40%; P3 = 20%; IA = 20%
HL:  P1 = 20%; P2 = 36%; P3 = 24%; IA = 20%            

• Paper 1 – Multiple choice questions on core material. No calculators are allowed. – 1 hour HL; .75 hour SL
• Paper 2 – Short answer and extended response questions on core material. Calculator is allowed – 2.25 hours HL, 1.25 hours SL
• Paper 3 – Part A: Data based questions on experimental work. Part B: Option topic– short answer and extended response on one option topic studied during the course. Calculator is allowed.  - 1.25 hours HL; 1 hour SL
• Group IV Project – Planning, action, and evaluation of a topic in collaboration with students across other IB science subjects
• IA – 10 hour individual investigation where students research, design, carry out and evaluate an experiment of their choosing. A formal technical document is written as evidence.
   

Group V – Mathematics  
 Paper 1 = 40%; Paper 2 = 40%; IA = 20%

• HL:  Paper 1  --  Short and extended problems without a calculator – 2 hours
• HL:  Paper  2 – Short and extended problems with a calculator – 2 hours
• HL:  Paper 3 – Problems based on particular option chosen – 1 hour
• HL:  IA --Two extended investigations of a complex problem; one investigation is open-ended
   
• Studies SL:  Paper 1 – 15 compulsory short responses based on whole syllabus
• Studies SL:  Paper 2 – 6 compulsory extended responses based on whole syllabus
• Studies SL:  IA -- Individual pieces of work involving collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements
   
• SL:  Paper 1 – Short and extended responses on the whole syllabus without a calculator
• SL:  Paper 2 – Short and extended responses on the whole syllabus with a calculator
• SL:  IA – Two pieces of work assigned by the teacher. 1)  Mathematical investigation;  2) Mathematical modeling
   

Group 6 - The Arts - Visual Arts SL
Comparative Study = 20%; Process Portfolio = 40%; IA = 40%

• Comparative Study: Students analyse and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts
• Process Portfolio: Students submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course.
• Exhibition: Students submit for assessment a selection of resolved artworks from their exhibition. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication
   

Group 6 - The Arts - Music SL
Listening Paper = 30%; Musical Links Investigation = 20%; IA = 50%

• Listening Paper: Students answer 2 of the 4 provided questions
• Musical Links Investigation: A written media script of no more than 2,000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures
• IA: Students choose either Creating, Solo Performing or Group Performing.
  • Creating: Two pieces of coursework, with recordings and written work.
  • Solo Performing: A recording selected from pieces presented during one or more public
  • performance(s), 15 minutes
  • Group Performing: A recording selected from pieces presented during two or more public performances,
  • 20–30 minutes
     

Group 6 - The Arts - Theatre SL
Director’s Notebook = 35%; Research Presentation = 30%; IA = 35%

• Director’s Notebook: Students at choose a published play text they have not previously studied and develop ideas regarding how the entire play could be staged for an audience.
• Research Presentation: Students plan and deliver an individual presentation (15 minutes maximum) to their peers in which they present and physically demonstrate their research into a convention of a theatre tradition they have not previously studied.
• IA: Students collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice
   

Theory of Knowledge (TOK)      
External Assessment = 66.7%; Internal Assessment = 33.4%

• No exams in TOK
• External Assessment – Essay on one of six prescribed titles – 1200-1600 words 
• Internal Assessment – Presentation on a knowledge issue – 10 minutes
   

Recording Student Progress 

To determine the final course grade at the end of each marking period, teachers use a traditional grading scale (90-80-70-60), which is translated into letter grades in the student management system and on student transcripts. When determining predicted grades, teachers use the grade descriptors provided by the IB. When assessing the internal assessments, teachers use the IB rubrics provided in their subject guides.

Reporting Student Progress

Teachers record formative and summative assessments scores in their Schoology gradebook. Teachers record letter grades in Infinite Campus at the end of the marking periods. Conferences are held regularly throughout the school year to give parents/guardians opportunities to discuss their student’s progress in the Diploma-level courses.
 

Standardization

When teachers teach the same course, they meet regularly as a Professional Learning Community to standardize their scores on summative assessments. The process of standardization is ongoing in the programme.
 

Policy Review Process

This policy is a living document. It has been created using IB documents and support materials, as well as RAS district data and input from stakeholders in the IB learning community. It is an ongoing process that will be systematically reviewed, evaluated and modified as needed by the IB faculty, coordinators and administrators.
 

Revised 10.31.18
 

Inclusion Policy

Philosophy

In Robbinsdale Area Schools (RAS), we recognize and appreciate that no two students are the same. Each student is an individual with unique personal and educational needs. In addition, we acknowledge that some students are incapable of fully participating in the International Baccalaureate Diploma Programme (IB DP). Though the curriculum might be too rigorous for those students, they will still be aware of the IB philosophy and principles and encouraged to embody the IB learner profile in every way possible at their particular learner level. All classrooms are implementing learner profile attributes throughout the curriculum and school culture.
 

Purpose

The inclusion policy of RAS:

• Offers free and appropriate education to all students in our school system.
• Provides all children access to curriculum through creative and differentiated teaching methods, accommodations and modifications. 
• Fosters compassion and caring in staff and students to create a safe learning environment.
• Develops stronger partnerships between general education and special education teachers to increase the success of students in all subject areas.
• Supports our students as risk-takers by knowing their unique needs and scaffolding their learning experiences. 
• Guides all students to reach their unique intellectual, emotional and social capacities. 
• Encourages all students to be internationally minded.
• Strengthens lines of communication with Individualized Education Programming (IEP) team members about student progress, growth, and changing needs.
• Actively plans for and supports the transition goals of students to be successful contributing citizens in a global society. 
   

Disabilities

Minnesota Department of Education has 12 categorical disabilities applicable to middle years students: 

• Specific Learning Disabilities (SLD)
• Emotional and Behavioral Disorders (EBD)
• Speech Language Impairment (SLI)
• Physically Impaired (PI)
• Deaf/Hard of Hearing (DHH)
• Visually Impaired (VI)
• Deaf/Blind (DB)
• Traumatic Brain Injury (TBI)
• Severely Multiply Impaired (SMI)
• Other Health Disabilities (OHD)
• Developmental Cognitive Disability (DCD)
• Autism Spectrum Disorders (ASD)
   

Identifying and assessing students with special education needs

RAS engages in the Child Find process. Students can be referred to the Multi-Tiered Support Services Team (MTSS) for interventions and monitoring. RAS engages in Response to Intervention (RTI) and Positive Behavior Interventions and Support (PBIS) through the Multi-Tiered Support Services process. If students do not respond to interventions, they are referred to the Child Study team for special education evaluation. Special education due process is followed at this point in accordance with federal and state rules and regulations.
 

Services students with special education needs

Depending on the student’s determined degree of need, there are a variety of services that RAS can offer: 

• Supported Instruction: Education Assistant support within the general education classroom.
• Direct Instruction: Co-taught classes; Resource classes; Center-based classes; Pull-Out (related services); Consultation.
   

Modification - Accommodation - Differentiation 

Each student is assigned a special education case manager. The role of the case manager is to oversee the implementation of services, modifications and accommodations as listed in the IEP and due process. Case managers facilitate communication between all team members and advocate for the best interest of the student. They partner with general education staff to implement accommodations and modifications of the curriculum. Modifications adjust the level and/or make the state standards more accessible for students with special needs. Accommodations do not change the rigor of the general education standards. Differentiated instruction is part of the IB MYP unit planning process. It is not, however, an accommodation or modification. Differentiated teaching uses a variety of instructional strategies to meet the diverse needs of all students. 
 

Support services available 

Every student meets at least once a year with his or her counselor to discuss progress and future planning related to needs. If special needs are identified, the counselor will make referrals and connections to resources to address the needs. The counseling team works closely with other support staff to best serve our students with special needs. They may bring needs to the MTSS team. 

The MTSS team includes the following staff:

• school social worker
• school psychologist
• special education staff
• academic deans
• administration
• counselors
• liaisons
• AVID trained staff
• English learner (EL) staff
• school nurse
• co-located therapists
• regular education teaching staff
• parents/guardians

If the team determines a student qualifies for a 504 plan, counselors will develop and assist with implementation. A 504 plan outlines the modifications and accommodations necessary to provide the student with the same level of access to the curriculum as his/her peers.

When emotional or traumatic experiences occur during the school year, students can access the support of social workers, counselors, therapists, and school psychologists. Support staff welcomes walk-in students with issues that demand immediate attention. In addition, support staff generates a weekly list of at-risk students. They meet with these students to discuss what might be hindering their academic success and devise plans to overcome these obstacles.
 

Classroom support

The approaches to learning (AtL) skills help teachers and students respond in a flexible way to varied learning needs, including special educational needs. The IB approach to assessment recognizes the importance of assessing the processes of learning as well as the product of learning. When designing units, teachers employ techniques for assessing student work that take into account the diverse ways students demonstrate what they know, understand and can do. Without compromising state standards, assessment tasks should accommodate students with special needs and those who are learning in a language other than their mother tongue.
 

Inclusion policy review process

This policy is a living document. It has been created using IB support materials, as well as RAS district data and input from stakeholders in the IB learning community. It is an ongoing process that will be systematically reviewed, evaluated and modified as needed by the IB faculty, coordinators and administrators.
 

Revised 10.03.18

Language Policy

Philosophy

Robbinsdale Area Schools (RAS) believes that language is fundamental to learning, thinking and communicating, and that we as a staff are responsible for ensuring that all students reach their full potential. Students bring a rich diversity of background knowledge and experience to the classroom. Individual linguistic and cultural backgrounds not only support students’ learning in their new environment, but also become a cultural asset in the classroom and school community. RAS believes that language is a tool for both inquiry and communication, and further, that all teachers are language instructors and all students are language learners.  Accordingly, stakeholders in RAS:

• Support the development of student language learning.
• Facilitate proficiency in English and the pursuit of competency in languages other than the mother tongue.
• Create a community that respects all cultures, races, genders, sexual orientations and religions in regard to the power of words and texts.
• Acknowledge that language learning should be developed through reading, writing, speaking and listening.
• Commit to developing academic language in subject-specific areas.
• Hold students responsible for the awareness of various registers and their appropriate uses.
   

Language profile

The school profile of Robbinsdale Cooper High School (CHS) show similarities in language usage and densities. There are almost 40 home languages documented.  English, Spanish, Hmong and Creolized English are the largest language groups. Vietnamese, Somali and Swahili are also represented at the school.
 

Mother tongue support

Two Spanish for Native Speakers courses are taught at CHS. In addition, the school has a Spanish Immersion scope and sequence from kindergarten through 12th grade. These courses provide: 

• A focus on reading and writing in Spanish. 
  • Rather than focusing on pronunciation and listening skills (which native speakers already have), students refine their Spanish reading and writing skills. Research shows that literacy skills will transfer. Students who develop literacy skills in Spanish enhance their English literacy development, thus helping with academic achievement in English and other disciplines.
• Expansion of vocabulary in Spanish and in English beyond the words in the textbook. 
  • Students learn all the words in the regular Spanish class curriculum, but since many of those words are already familiar to them, they learn additional vocabulary that is not present in the regular curriculum. Some additional vocabulary is taken from other core class curricula (i.e. important words that students use throughout the school day in other disciplines).
• Better communication at home about what is occurring in school. 
  • If students speak only Spanish at home, but in school learn new and possibly unusual (subject-specific) English words, they may be unable to communicate to their families what they are learning in school. In this class, students will learn the Spanish vocabulary needed to share topics, concepts and vocabulary they are learning in their other classes. This will help them review, remember and learn the information from all of their classes.
     

English learners (EL)

All parents who enroll students in RAS are required to complete a Home Language Survey. It is designed to determine if the child’s primary language is one other than English and if the dominant language in the child’s home is one other than English. If either response is affirmative, the EL (English Learner) teachers test that new student with a WiDA assessment known as W-APT Screener (see www.wida.us). This brief screener provides an idea of the student’s English language abilities in four categories: reading, writing, speaking and listening. Based on these scores, the student’s previous education, and staff and parent recommendations, the EL staff determines if the student should receive EL support services. 

Students who are identified as Limited English Proficiency, or LEP-Yes, are further identified throughout the year as either Direct Serve or Transitional. Students who receive direct service from the EL Program have access to an EL teacher during one or more of their classes. Transitional students no longer receive EL classes, but are monitored by EL teachers and educational assistants (EA), have access to these staff members and are required to take the state EL ACCESS test in the spring of each year.

The EL Department at CHS has five levels, from recent arrivals to our country (Newcomers) to advanced students transitioning into mainstream classes. There are also sheltered classes where students are taught grade level content by content teachers with a specific focus on language. These courses are often supported by the EL EA. The Sheltered Social Studies, Math, and Science classes are made up of only EL students. Additionally, students can take a class that is co-taught by an EL teacher and a content teacher. These classes are comprised of both EL and mainstream students and assist students in transitioning to mainstream classes. 

The number of EL classes on a student’s schedule is dependent on his/her English language proficiency level and mastery of academic content. Our schools have created graduation pathways for students who arrive in the United States at an older age or have academic/literacy/content gaps (due to limited/interrupted schooling) and may need more time to learn English and become academically proficient. Cooper’s EL model is predominantly based on a model of co-teaching. EL teachers co-teach with content area teachers in Language and Literature, Individuals and Societies and Mathematics. That same model is used at RMS for Language and Literature and Individuals and Societies. 

EL teachers enlist multiple techniques to encourage students to practice the four modalities of language learning: reading, writing, speaking and listening. Academic language and content have equal weight and focus. Teachers differentiate instruction to ensure students achieve mastery. They meet monthly as a team to discuss techniques for supporting the unique needs and experiences of their students. Teachers use the English Language Development standards in conjunction with content standards to support language acquisition.

The State of Minnesota requires that all LEP-Yes students take the WiDA ACCESS for ELLs test in the spring to test their English proficiency. In addition, the Direct Serve students are assessed in reading with the Scholastic Phonics Inventory, Scholastic Reading Inventory and Measures of Academic Progress. They are also assessed with writing rubrics based on the 9th Grade Writing Assessment, the IB MYP writing rubric and other tools developed by their teachers. These measures, as well as a student’s individual grades, teacher recommendations and family concerns, are taken into account for student placement.
 

Language and literature - group 1

The primary language of instruction in RAS is English. The district scope and sequence aligns and supports the Minnesota State Standards and the IB MYP Language and Literature aims and objectives. 

Group 1 teachers are responsible for:

• Using a variety of instructional and assessment strategies. Teachers in all subjects provide numerous opportunities for students to develop skills and knowledge in reading, writing, speaking and listening.
• Providing specific feedback students need in order to further develop and refine their language proficiency. 
• Assigning tasks that promote the development of higher-order thinking skills to enable students to become thoughtful and effective communicators.
• Presenting opportunities for students to interact with multiple perspectives through analysis of a variety of texts. 
• Fostering the development of students’ language skills in order to prepare them to be competent, lifelong learners and informed global citizens.
   

Language Acquisition - group 2

The study of another language provides the student a means to gain understanding of other cultures and show respect for the culture(s) of the language. Language acquisition is a priority of our prograrmme. Incorporating content from various disciplines is a key component of instruction. RAS requires that students elect French or Spanish in grades 6-10. Our IB Middle Years Programme promotes the development of language acquisition via the six phases. Students then advance to our Diploma course, where literature is explored in depth, and assessments align with the Diploma Programme requirements.

Our language acquisition courses seek to:

• Develop the skills to understand and communicate effectively in an additional language, within a variety of situations and through the modalities of reading, writing, speaking and listening.
• Encourage the appreciation of other cultures through both academic and extracurricular experiences to help students develop multiple perspectives and the traits of the IB learner profile.
• Promote language acquisition development outside the classroom through participation in language clubs, national language honor societies and other international groups or organizations, international travel or service-learning, and community arts and cultural experiences.
   

Strategies to support all teachers and their students

RAS provides additional reading support for those students whose standardized test scores show they are not reading at or above grade level. At RMS, all students have a year-long reading class all three years. At CHS, students may be placed in a reading prep class, based on test scores and academic needs. The curriculum is a composite of novels, Newsela, AVID weekly and Reading Plus. Additionally, many classroom teachers have been trained in the AVID Critical Reading (and writing) strategies and regularly use Cornell Notes with their subject content.
 

Language policy review process 

This policy is a living document. It has been created using IB support materials, as well as RAS district data and input from stakeholders in the IB learning community. It is an ongoing process that will be systematically reviewed, evaluated and modified as needed by the IB faculty, coordinators and administration.  
 

Revised 10.03.18