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 9 a.m. and afternoon exams begin at 1 p.m. Be on time. Students should arrive at least 10 minutes before the start of the test.. We won’t wait for you. 

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 2024, this event will be held on Wednesday, April 24.

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.”

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 Integrity Policy

Philosophy

Academic integrity is highly valued in Robbinsdale Area Schools (RAS), and is the foundation of all aspects of teaching, learning and assessment. Academic integrity 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 integrity 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 integrity 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 acknowledged.

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.

Misconduct is any action that may result in creating an unfair academic advantage for the student or an unfair academic advantage or disadvantage for any other member of the academic community. This includes a wide variety of behaviors such as cheating, plagiarism, altering academic documents or transcripts, gaining access to academic materials before they are intended to be available, and helping a friend to gain 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 citation tools such Easybib and NoodleTools and Google Doc citations
• consistent expectations for citing sources
• continual conversations about academic integrity 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

Media specialists and teachers will instruct students in conventions for proper citation. In most cases, students will follow the Modern Language Association (MLA) style guidelines. 

Consequences for Academic Dishonesty

All three schools promote a positive school culture through building-wide behavior expectations. At LVE the R.O.C.K expectations (Respect/Responsible, Open-Minded, Caring and Knowledgeable); RMS the C.A.R.E expectations (Courteous & Respectful, Accepting, Responsible, and Excited for learning) and at CHS the HAWK expectations (Honesty, Accountability, Work Ethic and Kindness) 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, shared with 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:

• Conference with the student
• Verbal correction
• Reteaching behavioral expectations
• Parent/guardian notification 
• Conference with the parent/guardian
• Academic alternatives 
• Restorative practices
• Reflective activity
• 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 during the 5 year evaluation cycle by the IB faculty, coordinators and administration. 

Revised February 2023

Assessment Policy

Philosophy

In the Robbinsdale Area Schools (RAS), 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. We also believe that assessment is essential to teaching and learning in our schools. Assessments are an ongoing process used to inform instruction and communicate student learning. 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?

All staff at Lakeview Elementary (LVE), Robbinsdale Middle School (RMS) and 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 learning goals, targets and/or rubrics
  • Using the prescribed MYP objectives and criteria.
  • Using the prescribed DP objectives and criteria
• Provide opportunities for students to apply their understanding of the state standards and MYP criteria in familiar and unfamiliar situations.
• Provide timely feedback and data for students, teachers and families.
• For students to become self-regulated lifelong learners.
• 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.
• Provide reflection opportunities via self-assessment and peer assessment.
• 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, Seesaw and/or 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:

• 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.

Programme-specifics Expectations:

Teacher are responsible for: 

• Knowing and understanding the learning outcomes including
  • both the PYP success criteria outlined in the Programme of Inquiry and Minnesota State Standards
  • both the MYP objectives and criteria descriptors and Minnesota State Standards.
  • both the DP assessment objectives and descriptors and Minnesota State Standards
• Ensuring that each MYP assessment criteria in the subject is assessed at least twice a year.
• Providing clear expectations through the use of the PYP, MYP and DP rubrics.

Assessment Strategies

Suitable and appropriate assessment tasks are specific to the 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 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 

• Design folders

• Literary analyses

• Arts process journals

• Personal Project: In the final year of the MYP (grade 10), students have the opportunity to complete a personal project, a significant piece of work that is the product of their own initiative and involves planning, research and time management skills. Personal projects are internally standardized and moderated each year. 

IB MYP Assessment Criteria

The following practices are used across the MYP:

• Students are assessed, both formatively and summatively, using the MYP assessment criteria for their grade level or phases (in the language acquisition courses).

• Criteria from all eight subject groups are assessed multiple times throughout the year.

• Student achievement is measured against the four criteria identified in each subject group. The four criteria are of equal importance in determining student achievement. An achievement of 0 - 8 is awarded for each of the criteria in all subject groups. Student grades are determined based on the most recent and consistent performance in each of the criteria.

• The prescribed MYP rubrics are made task-specific. Students are given the appropriate rubric at the beginning of the unit so that they know and understand where they are going in the learning process. When the assessment is returned to the students, they receive feedback from the teacher regarding their progress against the criteria.

Description of Assessed Components

Group 1 - English - Literature HL
Paper 1 = 35%; Paper 2 = 25%; HL Essay = 20%, Individual Oral = 20% each

• Paper 1 – Guided literary analysis, 2h15m

• Paper 2 – Comparative essay, 1h45m

• HL Essay - based on one work studied, 1200 - 1500 words

• Individual Oral – based on two extracts -  15 minutes

Group I – English - Language and Literature SL
Paper 1 = 35%; Paper 2 = 35%; Oral = 30% 

• Paper 1 – Guided textual analysis,  1h15m

• Paper 2 – Comparative essay, 1h45m

• Individual Oral – based on two extracts, 15 minutes

Group II – Acquired language - French and Spanish SL & HL        
Ab initio: Paper 1 = 25%; Paper 2 (listening and reading) = 25% and 25%; Individual oral = 25%

• Paper 1 – Productive skills (writing), two written tasks of 70 - 150 words each from a choice of three tasks and text types, 1h

• Paper 2 - Receptive skills - Listening (45m; 3 audio passages; 25%) and Reading (1h; 3 written texts; 25%); audio passages and written texts are drawn from all five themes 

• Individual oral - A conversation with the teacher, based on a visual stimulus and at least one additional course theme.

Standard Level: Paper 1 = 25%; Paper 2 (listening and reading) = 25% and 25%; Individual oral = 25%

• Paper 1 – Productive skills (writing), a writing task of 250 - 400 words from a choice of three, each from a different theme, choosing a text type from among those listed in the exam instructions, 1h15m

• Paper 2 – Receptive skills - Listening (45m; 3 audio passages; 25%) and Reading (1h; 3 written texts; 25%); audio passages and written texts are drawn from all five themes

• Individual Oral – A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme, 12 - 15m

Higher Level: Paper 1 = 25%; Paper 2 (listening and reading) = 25% and 25%; Individual oral = 25%

• Paper 1 – Productive skills (writing), one writing task of 450 - 600 words from a choice of three, each from a different theme, choosing a text type from among those listed in the exam instructions, 1h30m

• Paper 2 – Receptive skills - Listening (1h; 3 audio passages; 25%) and Reading (1h; 3 written texts; 25%); audio passages and written texts are drawn from all five themes 

• Individual Oral – A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by discussion focused on one or more of the themes from the syllabus; 12 - 15m

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

Higher Level: Paper 1 = 20%; Paper 2 = 25%; Paper 3 = 35%; IA = 20%

• Paper 1 – Source-based paper based on the five prescribed subjects. Choose one prescribed subject, and answer four structured questions, 1h

• Paper 2 – Essay paper based on the 12 world history topics. Answer two essay questions on two different topics, 1h30m

• Paper 3 (HL only) - Separate papers for each of the four regional options. For the selected region, answer three essay questions, 2h30m

• Historical Investigation– Students complete a historical investigation into a topic of their choice, 2200 words

Group III – Individuals and Societies – Business SL     
Paper 1 – 30%; Paper 2 = 45%;  IA = 25%

• Paper 1 – questions relating to previously released case study, plus one additional question, 1h15m

• Paper 2 – one of two structured questions based on stimulus material with a quantitative focus; one of three structured questions based on stimulus material; one of three extended response questions primarily based on two concepts that underpin the course, 1h45m

• 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 - Section A: Three short-answer questions on the core approaches to psychology; Section B: One essay from a choice of three on the biological, cognitive and sociocultural approaches to behaviour, 2h

• Paper 2 - One question from a choice of three under one option, 1h

• IA - A report on an experimental study undertaken by the student

Group IV - Experimental sciences - Chemistry and Physics SL & HL 
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; calculators not allowed; 1h HL; 45m SL

• Paper 2 – Short answer and extended response questions on core material. Calculators are allowed, 2h15m HL; 1h15m SL

• Paper 3 – Part A: One data-based question on experimental work. Part B: Option topic– short answer and extended responses on one option topic studied during the course. Calculators are allowed, 1h15m hours HL; 1h SL

• Group IV Project – The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared 

• 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  
Applications and Interpretation SL (Paper 1 = 40%; Paper 2 = 40%; IA = 20%)

• Paper 1 - Short-response questions based on the syllabus; calculator needed, 1h30m

• Paper 2 – Extended-response questions based on the syllabus; calculators are allowed; 1h30m

• IA - An individual exploration that is a piece of written work that involves investigating an area of mathematics

Analysis and Approaches SL (Paper 1 = 40%; Paper 2 = 40%; IA = 20%)

• Paper 1 - Section A: short-response questions based on the syllabus; Section B: extended-response questions based on the syllabus; calculators not allowed, 1h30m

• Paper 2 – Section A: short-response questions based on the syllabus; Section B: extended-response questions based on the syllabus; calculators needed, 1h30m

•  IA - An individual exploration that is a piece of written work that involves investigating an area of mathematics

Analysis and Approaches HL ( Paper 1 = 30%; Paper 2 = 30%; Paper 3 = 20%; IA = 20%)

• Paper 1 – Section A: short-response questions based on the syllabus; Section B: extended-response questions based on the syllabus; calculators not allowed, 2h

• Paper 2 – Section A: short-response questions based on the syllabus; Section B: extended-response questions based on the syllabus; calculator needed, 2h

• Paper 3 - Two compulsory extended response problem-solving questions; calculator needed, 1h

• IA – An individual exploration that is a piece of written work that involves investigating an area of mathematics

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

• Comparative Study (EA): 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 (EA): 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 (IA): 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

• Exploring music in context (EA): Students select samples of their work for a portfolio submission (maximum 2,400 words), to include written work demonstrating engagement with, and understanding of, diverse musical material, as well as practical exercises - one creating exercise and one performed adaptation of music from a local or global context for the student’s own instrument (2 minutes maximum)

• Presenting music (EA): Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry. The submission contains: presenting as a researcher (programme notes - 600 words); presenting as a creator (composition and/or improvisation - maximum 6 minutes); presenting as a performer - solo and/or ensemble (maximum 12 minutes) and excerpts, where applicable (maximum 2 minutes)

• IA - Experimenting with music: Students submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry in a local and/or global context. The report provides a rationale and commentary for each process. Students submit a written experimentation report that supports the experimentation (maximum 1,500 words) and practical musical evidence of the experimentation process - to include three related excerpts of creating 

(maximum 5 minutes) and three related excerpts of performing (maximum 5 minutes)

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

• Director’s Notebook: Students 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

Group 6 - The Arts - Dance SL
Composition and Analysis = 40%; Dance Investigation = 20%; IA = 40%

• Composition and Analysis: Two dance works composed by the student; total presentation of 6–10 minutes,

• Dance Investigation: A formal written report, no more than 1,500 words, analyzing the similarities and differences between two dance styles drawn from different dance cultures and/or traditions, one of which is familiar to the student and one unfamiliar

• IA - Performance: One or two dances (solo/duet/group but at least one must be a solo or a duet) in any style or styles, performed by the student to show proficiency and expressive ability appropriate to the dance, presented at an open showing; total presentation of 3–6 minutes

Theory of Knowledge (TOK)      

External Assessment = 66.7%; Internal Assessment = 33.4%

• External Assessment – Essay on one of six prescribed titles – 1200-1600 words 

• Internal Assessment – Exhibition on a knowledge issue - 950 words

In determining the final grade at the end of each marking period, the achievement levels of each criterion are added together and aligned with the final IB grade boundaries. The score of a 1-7 is assigned a letter grade.  

IB Grading Scale & Grade letter equivalent	Grade Boundary	Descriptor
1 = N/C	1-5	Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
2 = N/C	6-9	Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
3 = D	10-14	Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
4 = C	15-18	Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
5 = B	19-23	Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
6 = A	24-27	Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.
7 = A	28-32	Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

Recording Student Progress - DP: 

To determine the final course grade at the end of each marking period in the MYP and DP, teachers use a traditional grading scale (90-80-70-60), which is translated into letter grades in our 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

In the PYP teachers use formative and summative assessments to reflect the student grade. Teachers record final grades using the S+ (exceeds standard) S (meets standard) S- (Performance  approaching, but not meeting) and N (show limited progress to meeting benchmark) in Infinite Campus. Teachers record formative and summative assessments scores, using the 1 - 8 rubrics, in the Schoology gradebook. Using the grade conversion chart, 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 MYP.

Standardization - MYP

When teachers teach the same course, they meet regularly as a Professional Learning Community to standardize MYP scores on summative assessments. The process of standardization is ongoing in the programme. In addition to the six subject groups, Personal Project supervisors standardize their project marks, typically in late February or early March each year.

Standardization - DP

In each DP subject group, teachers are given a specific list of criteria to assess and guidelines about how to mark each criterion for internal assessments. To determine a mark, the teacher chooses the level of achievement that best matches the work being marked. The criteria for achievement are clearly communicated to students well in advance of the internal assessments. Teachers also share the assessment criteria for external assessments with students. IB assessments are graded on a scale of 1 (low) to 7 (high). Whenever possible, students are exposed to questions from previous IB assessments, and to the markschemes used to evaluate those questions, so that students will be prepared for the level of rigor they will face when they complete their external assessments. New teachers are given the opportunity to work with the IB coordinator to ensure a solid understanding of IB assessment practices.

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 12.14.22
 

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 our International Baccalaureate Programmes. Though the curriculum might be too rigorous for some students, they will still be aware of the IB philosophy and principles and encouraged to embody the IB learner profile and the approaches to learning skills in every way possible at their particular learning level. All classrooms are implementing learner profile attributes and the approaches to learning skills 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 including students with 504 plans.

• 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 13 categorical disabilities applicable to students of various ages: 

• Specific Learning Disabilities (SLD)

• Emotional and Behavioral Disorders (EBD)

• Speech Language Impairment (SLI)

• Developmental Delay (DD)

• Physically Impaired (PI)

• Deaf/Hard of Hearing (DHH)

• Blind/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 beginning with preschool screening. 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 identified 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 our instructional framework. 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, support staff and/or case managers to discuss progress and future planning related to needs. If special needs are identified, the appropriate staff member will make referrals and connections to resources to address the needs. The support staff at each school works closely with one another 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

• personal learning coaches

• 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 or support staff 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 students with issues that demand immediate attention. In addition, support staff generates a list of at-risk students. They discuss what might be hindering their academic success and devise plans to overcome these obstacles.

District MTSS Tiers Handbook

All tiers include both academic and SEL supports for students that are achieving on, above or below grade level expectations. As students move through the continuum of tiers, it is essential that they still receive high-quality, evidence-based core instruction at each level. 

Classroom support

The IB programmes in RAS are intended to be inclusive for all students. The approaches to learning 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 of study, 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. For classroom and school community expectations, teachers use the CHAMPS model, along with PBIS and each school’s expectations framework (ROCK at Lakeview, CARE at Robbinsdale Middle School and HAWK at Cooper High School).

Inclusion 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 during the 5 year evaluation cycle by the IB faculty, coordinators and administration. 

Revised 11.22.22

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. It is through language that students learn about the world around them, develop relationships, share information and communicate thoughts and ideas. 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 school environment, but they also become a cultural asset in the classroom and school community. We believe that recognizing and supporting the mother tongue of the student is as important as the language of instruction at the school. 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 our students’ mother tongues.

• 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 profiles of Lakeview Elementary School (LVE), Robbinsdale Middle School (RMS) and Cooper High School (CHS) show similarities in language usage and densities. Between the three schools, there are almost 40 home languages documented. English, Spanish, Hmong and Creolized English are the largest language groups at all three schools. Vietnamese, Somali and Swahili are also represented at both schools.

Mother tongue support

Mother tongue is defined as the native language spoken in the student’s home. Whenever possible, interpreters are used to facilitate oral communication between home and school, and translations are available for written communication going out to families.  The district also has a language line that staff can access when calling or receiving calls from families. Access translations and accessibility options on school and district sites. In all three media centers and classrooms, there are books available in various languages. 

At Lakeview, we host a cultural festival highlighting our different cultures. Students and staff also share knowledge of different cultures through our units of inquiry. Newsletters are sent out in English, Spanish and Somali. 

Spanish for Native Speakers courses are taught at both RMS and CHS (Spanish for Heritage Speakers at RMS; Spanish for Native Speakers and Spanish Immersion at CHS). 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.

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 (https://www.wida.us/standards/eld.aspx). 

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, students can be assessed using the FAST Bridge diagnostic. 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.

Lakeview Elementary School - EL Support:

• Students who qualify are given English Language (EL) services based on their needs and abilities.

• EL instruction is provided in a pull-out or push in setting.

• Classroom curriculum is supported through EL instruction. 

• The EL teacher serves as an advocate, providing the bridge between families and school.

Robbinsdale Middle School - EL Support:

• Students who qualify are given English Language (EL) services based on their needs and abilities.
  • The EL Department at RMS has five levels, from recent arrivals to our country (Newcomers) to advanced students transitioning into mainstream classes.  We offer co-taught Language and Literature and Science courses that are supported by EL teachers for these students. 
  • Students who need more language support are provided with an EL Beginner course in the place of a traditional reading course.
• EL teachers serve as an advocate providing the bridge between families and school.

Cooper High School - EL Support:

• 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 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 Science.

Language and literature 

The primary language of instruction in RAS is English. The district scope and sequence aligns and supports the Minnesota State Standards, as well as the aims and objectives of the MYP and DP Language and Literature subject guides.

Language and Literature 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.

• Helping students to improve their comprehension skills in order to apply the knowledge in their learning community and beyond. 

• 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.

• Utilizing materials, resources and research-based practices meet the individualized needs of students and to align with the units of inquiry.

Language Acquisition 

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 programmes. Incorporating content from various disciplines is a key component of instruction. 

At Lakeview Elementary, students in grades K-5 receive Spanish language instruction weekly. RAS requires that students elect French or Spanish in grades 6-10.

Our MYP at RMS and CHS promotes the development of language acquisition via the three levels of language learning (emergent, capable and proficient), with each level offering an increasing level of language proficiency in reading, writing, speaking and listening. This support continues in the DP where teachers support students’ language development via Standard Level (SL) and Higher Level (HL) courses in both French and Spanish.

Our language acquisition courses seek to:

• Support the units of inquiry in the PYP, in addition to single-subject units of inquiry

• Encourage the appreciation of other cultures through academic and extracurricular experiences to help students develop multiple perspectives and the traits of the IB learner profile.

• 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.

• Promote language acquisition development outside the classroom through participation in language clubs, national language honor societies and other international groups and organizations, international travel, 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 Lakeview, we support all students through our MTSS process, providing differentiated instruction in the classroom and providing additional support through WIN and other interventions. At RMS, all students have a year-long reading class each year. At CHS, students are supported in a couple of ways - co-taught classes with an EL teacher supporting the general education teacher and co-taught classes with a special education teacher supporting the general education teachers. Additionally, at CHS and RMS most classroom teachers have been trained in 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, 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 during the 5 year evaluation cycle by the IB faculty, coordinators and administration. 

Revised November 2022

Admissions Policy

Introduction

Robbinsdale Area Schools (Rdale) has a feeder pattern for International Baccalaureate Programmes. Our Primary Years Programme (PYP) is at Lakeview IB World School (LVE) - grades Pre K - 5. Our Middle Years Programme is a partnership between Robbinsdale Middle School (RMS) - grades 6 - 8 and Robbinsdale Cooper High School (CHS) - grades 9 and 10. At Cooper High School, students can participate in the IB Diploma Programme (DP) in grades 11 and 12; students can opt to take individual DP courses and complete the full IB Diploma.

Rdale is an all-inclusive school district which aims to provide high-quality educational experience through all three of its IB programmes. RAS has a student population that encompasses seven suburban cities. The IB Primary Years Programme, Middle Years Programme, and Diploma Programme are academically challenging and balanced programmes of education. They  have been designed as a coherent and comprehensive curriculum framework that provides academic challenges and develops the life skills of students. RAS’’ admission policy ensures a fair and transparent admission system and avoids unfair discrimination on grounds of disability, gender, religion or belief. 

Enrollment Center

Robbinsdale Area Schools Enrollment Center manages the enrollment process for all new and returning K-12 students, as well as address changes. Our staff are happy to tell families more about our schools and special programs, such as Spanish immersion or dual-language, STEAM, International Baccalaureate (IB) and Advanced Placement (AP) courses. At the Enrollment Center, families can also learn about education benefits such as free and reduced lunch, busing and transportation, discuss health-related concerns and immunizations, as well as language assessment for English Learner Services.

Minnesota Open Enrollment

Statewide enrollment options, informally known as open enrollment, is Minnesota's public school choice option that allows students and parents to have access to schools that are not within their resident district. This program allows student enrollment from one school district into another. State applications are used for any open enrollment situation involving two school districts in Minnesota. Once accepted for open enrollment, the student may attend the nonresident district through high school graduation. Siblings of the open-enrolled student will receive priority consideration to attend the same nonresident district if demand exceeds available spots and a lottery is held. Nonresident districts must receive applications by January 15 for the following fall, with some exceptions. See the Statewide Enrollment Options Instructions for details

Community Schools

	Lakeview IB World School is a community school serving 400 students pre-k through 5th grade. Students within the Lakeview attendance boundary are automatically accepted into their home school. Students out of the attendance boundary may enroll into Lakeview.
	Robbinsdale Middle School is dedicated to providing rigorous and collaborative educational opportunities for all learners and utilizing various strategies that promote respectful, meaningful interactions. The school serves nearly 700 students in grades 6 through 8.
	Robbinsdale Cooper High School serves more than 1,600 students in grades 9-12. We offer a comprehensive curriculum of 150+ courses that includes International Baccalaureate and Advanced Placement, as well as the ability to earn college credit or industry certification in areas such as EMS, EMT, CNA and Business. CHS also hosts the pathway to the Spanish Immersion Program where students can work to earn a bilingual diploma seal. Students within the CHS attendance boundary are automatically accepted into our school. Students outside of our attendance boundary may enroll at Cooper via Minnesota’s open enrollment process.

Moving from the IB Middle Years Programme to the IB Diploma Programme

In 10th grade, students and families at Cooper High School are introduced to the IB Diploma Programme. We do not have an application process for our Diploma Programme. Students can self-select based on their academic goals. There are two routes in the IB Diploma Programme - individual courses and the full IB Diploma Programme. All students at grade-level proficiency in English study either IB Language and Literature at the Standard Level or IB Literature at the Higher Level. Students can then choose to self-select individual courses as they wish. Sophomores interested in pursuing the full IB Diploma meet with the IB coordinator or IB Administrative Assistant to set up a two-year plan of coursework and examinations.

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 during the 5 year evaluation cycle by the IB faculty, coordinators and administration. 

Revised October 2022