International Baccalaureate Grades 9-10

Key Concepts

There are sixteen key concepts to ignite the process of inquiry. These universal concepts drive the IB MYP units of study, but they also have relevance within and across all subject areas (transdisciplinary).
The 16 concepts are:

• Aesthetics
• Change
• Communication
• Communities
• Connection
• Creativity
• Culture
• Development
• Form
• Global Interactions
• Identity
• Logic
• Perspective
• Relationships
• Time, place & space
• Systems

Global Contexts

The IB MYP creates teaching and learning communities and opportunities that help students increase their understanding of language and culture, and become more globally engaged. This relies on the development of learning environments that value the world as the broadest context for learning. Students learn about the world from the curriculum and their interaction with other people via six global contexts:

• Identities and Relationships
• Orientation in Space and Time
• Personal and Cultural Expression
• Scientific and Technical Innovation
• Globalization and Sustainability
• Fairness and Development

Approaches to Learning

There are five Approaches to Learning categories acquired in the process of structured inquiry.
These are:

• Thinking
• Communication
• Social
• Research
• Self‐Management
   

Service as Action

Action (learning by doing and experiencing) is a key component in constructivist models of education, including the kind of teaching and learning common to all IB programmes. Service, as a subset of action, has always been a shared value of the IB community. IB learners strive to be caring members of the community who demonstrate a personal commitment to service and act to make a positive difference to the lives of others and to the environment. IB World Schools value service to others as an important way to engage in principled action across a range of overlapping local and global communities. Through responsible action, tightly connected with sustained inquiry and critical reflection, young people and adults can develop the kinds of attributes described by the learner profile that are essential for success in future academic pursuits and for adult life. We encourage the use of the Managebac system for students to log their service learning experiences.

Related Concepts

Related concepts promote depth of learning and add coherence to the understanding of academic subjects and disciplines. Each subject area focuses on different related concepts, as illustrated below.

Language & Literature
Audience Imperatives - Character - Context - Genres - Intertextuality - Point of View - Purpose - Self-expression - Setting - Structure - Style - Theme

Language Acquisition, Phase 1 & 2
Accent - Audience - Context - Conventions - Form - Function - Meaning - Message - Patterns - Purpose - Structure - Word Choice

Language Acquisition, Phase 3 & 4
Audience - Context - Conventions - Empathy - Function - Idiom - Meaning - Message - Point of View - Purpose - Structure - Word Choice

Geography
Causality (cause and consequence) - Civilization - Conflict - Cooperation - Culture - Governance - Identity - Ideology - Innovation and revolution - Interdependence - Perspective - Significance

History
Causality (cause and consequence) - Culture - Disparity and equity - Diversity - Globalization - Mgmt and intervention - Networks - Patterns and trends - Power - Processes - Scale - Sustainability

Integrated Humanities (drawn from economics, geography and history)
Causality (cause and consequence) - Choice - Culture - Equity - Globalization - Identity - Innovation and revolution - Perspective - Power - Processes - Resources - Sustainability

Biology
Balance - Consequences - Energy - Environment - Evidence - Form - Function - Interaction - Models - Movement - Patterns - Transformation

Chemistry
Balance - Conditions - Consequences - Energy - Evidence - Form - Function - Interaction - Models - Movement - Patterns - Transformation

Physics
Consequences - Development - Energy - Environment - Evidence - Form - Function - Interaction - Models - Movement - Patterns - Transformation

Math
Change - Equivalence - Generalization - Justification - Measurement - Model - Pattern - Quantity - Representation - Simplification - Space - System

Visual Arts
Audience - Boundaries - Composition - Expression - Genre - Innovation - Interpretation - Narrative - Presentation - Representation - Style - Visual Culture

Performing Arts
Audience - Boundaries - Composition - Expression - Genre - Innovation - Interpretation - Narrative - Play - Presentation - Role - Structure

Physical and Health Education
Adaptation - Balance - Choice - Energy - Environment - Function - Interaction - Movement - Perspectives - Refinement - Space - Systems

Design
Adaptation - Collaboration - Ergonomics - Evaluation - Form - Function - Innovation - Invention - Markets and trends - Perspective - Resources -Sustainability

 

What is Criterion Based Grading (CBG)?

Criterion Based Grading is a rigorous system of measuring student achievement in the International Baccalaureate Middle Years Program (IB MYP). It measures student achievement based off of IB MYP Criteria and national, state, and local education standards - or in other words, it will measure how well your student understands the material in class. In each unit of study, teachers will identify and communicate the specific goals and objectives based on these standards and criteria as well as what evidence is needed to reach the proficient level or beyond. During the unit, the student is assessed to see if they know the material and to what level through use of a variety of assessments - such as traditional paper and pencil tests, projects, discussions, or reports. The course grade will be based on all of the evidence the teacher collects demonstrating mastery of the set objectives.

Criterion Based Grading uses a rubric scale from 0 - 8 for all assessments (see rubric at the end of this document). It does not separate out tests, homework, class work, etc. All work is used to assess a student’s achievement level on the objectives. The scores are are based off of the IB MYP Criteria using descriptor bands of 1 - 2, 3 - 4, 5 - 6, and 7 - 8 at each grade level in each MYP course, along with the national, state and local standards, which give the student, parent/guardian and teacher a detailed picture of what the student has mastered and achieved. The influence of positive and consistent work habits on student learning is reported separately from academics, using Criterion E.

In CBG the student’s grade more accurately represents the progress towards proficiency of the IB MYP objectives and national, state, or local standards.
 

What are the advantages of Criterion Based Grading?

Learning outcomes are clearly articulated to the students throughout instruction. Families and students can see which learning outcomes students have mastered and which ones need reteaching or relearning. CBG can change the complexion of at-home conversations between the student and the parent/guardian from, “Why didn’t you finish your work?” “Did you make up that quiz you missed?” and “Have you finished your project?” to “”Tell me your understanding of this standard,” “How does your teacher connect your in-class work to the unit’s objectives?” or “What more do you need to do to achieve this benchmark?” Some students struggle at the beginning of units, fail assessments and give up; with CBG, the door remains open to achieving standards.
 

What is the difference between a formative and a summative assessment...and why does it matter?

During a unit of study, students may have of a wide range of understanding. Formative assessments are done as students are “forming” their understanding of the concepts and skills being taught. This informs both the student and the teacher regarding the level of understanding and is used to help teachers guide instruction. Formative assessments are not intended to penalize a student’s misunderstanding or hold back a student who may already understand the concepts or skills. Summative assessments are given at the end of the unit of study. This assessment shows what level of achievement a student is at after all material has been taught and learned.
 

Will students have the opportunities to “redo” an assessment?

Yes. Teachers strongly encourage students to “re do” assessments, especially assessments that are summative in nature. Students may also advocate for themselves (and are encouraged to do so) to retake or redo an assessment whether they scored below or at proficiency. 
 

What will I see in the grade book?

Teachers will record both formative and summative assessments. You will be able to see your student’s in-progress level of achievement during the unit. You will see scores for formative assessments which will show as an in-progress grade. Summative assessments are used to assess the learning that has occurred after the teaching and learning has taken place. At the end of a grading term, teachers will determine a final grade based on the trending level of achievement in summative assessments, (i.e. where the student is at the end rather than the average level of achievement throughout a marking period).
 

Why aren’t grades just averaged?

The purpose of Criterion-based grading is to report what students know and are able to do. Averaging does not represent an accurate picture of where a student is in his/her learning. A student who struggles at the beginning of a grading period and receives poor grades, but who keeps working and by the end of the grading period can clearly demonstrate competence in the material, should receive a grade that reflects that competence. 
 

What about students who want to move beyond the standards?

The IB MYP provides for just that. In the IB MYP, teachers must provide opportunities for students to reach the highest level band descriptor (7-8). This allows the student to strive to move beyond the proficient and consistent level of the objectives and standards to the exceptional and extended level.
 

Does each assessment explain how the student did or did not meet the standard/criterion being addressed?

Yes. Teachers will provide feedback in a variety of ways: oral, written comments, rubrics, etc. We want to shift from discussing how many points something is worth to how a student can reach the next level of achievement. In addition, students will take the time for academic goal setting in each course at the mid-point and end-point of each academic quarter of school.
 

How will each teacher determine what is a 1-2, 3-4, 5-6, or 7-8?

Teachers are working together to be as consistent as possible in determining scoring for practice,assignments, and assessments. Common assessments and MYP task specific rubrics are developed when units are planned. Teachers first determine what evidence will demonstrate proficiency of learning for a specific standard or several standards within an MYP subject specific criterion. From there, they determine what evidence is needed to reach or exceed proficiency.
 

Will students have to be perfect to score in the 7-8 band?

No. Students do not have to be perfect. In order to score in the 7-8 band descriptor, a student has to show learning that goes above and beyond the learning objective at the end of the unit of study as assessed in the summative assessment. It would reflect in-depth understanding of concepts and skills to include higher processing and application skills and analytical thinking. 
 

How will non-academic factors such as effort, attitude, participation, and behavior be communicated and/or assessed?

While these factors have always been and will continue to be an important part of your student’s success, in CBG these factors will be communicated separately from your student’s academic grade, using Criterion E. We believe receiving feedback on these type of behaviors for families and students will be helpful for understanding your student’s full learning experiences and how it can relate to his/her success.
 

IB MYP Rubrics

What do these scores mean anyway? Where am I trending? (Subject specific rubrics can be found in each course.)

MYP Score	Description
7-8	Best of the best - you've got this!
5-6	You're proficient and doing well.
3-4	You're approaching proficiency. Keep it up.
1-2	You need to ask for help.
0	No work submitted. Did not do what was required.

 

What is “Criterion Based Grading”?

It is a way of reporting what students know and how they demonstrate learning of content standards using the IB MYP rubrics. Each class uses rubrics for each of the criteria areas. Every assessment allows students to demonstrate their skills in different areas. A student’s grade is based on all of the evidence demonstrated.
 

How is it different from traditional grading?

Traditional grading compared each student to other students and often used subjective measures, such as participation and effort to determine a final grade. Criterion-based grading compares each student’s performance to a clearly stated performance standard.
 

How often am I informed about my student’s progress?

Each quarter, your student receives a “grade in progress”.  Parents who are registered with Parent Portal (an online access to student information such as grades, attendance, discipline, etc) do not  receive quarterly report cards. Only those parents not registered receive a quarterly report card. In addition, students who are earning a D or an NC in a class receive a printed report in the mail.
 

How do I register for a Parent Portal account?

• Register online at the Technology / Devices / Parent Portals page

• Scroll to the bottom of the page and expand the "Register for a Parent Portal Account"
   

What terminology will be helpful for me when viewing my student’s grades?

 

• Formatives: a “forming” of the understanding of concepts and skills taught during a unit.
• Summative: a final demonstration of a students’ learning throughout the unit; it’s the “summation” of the learning.
• “I” or Incomplete: not enough summatives were turned in before the deadline to earn a grade for credit. Students may turn in work 7 weeks beyond the end of semester one only. No “I”s given for semester two.
• “0”: the student took the assessment but didn’t earn a high enough score to earn a grade.
• “M” or Missing: work was never turned in.
• “NM”or No mark: There is not yet enough evidence gathered to determine a grade.
   

What happens if my student receives an NC?

Generally, students need to make up this missing credit in an after school credit recovery program or summer school. The student needs to make an appointment with the grade level counselor to register for either option.
 

How do I know when to worry and when to be proud?

You can loosely translate assignment scores from 0-8 to the following traditional scale:
7 or 8= A range
6 or 7= B range
4 or 5= C range
2 or 3= student is not demonstrating the skill and is in danger of not passing
0 or 1= student is not demonstrating the skill and is in danger of not passing
 

If my student is not making adequate progress, what are the steps I should take to make sure he/she will improve?

The first step is to discuss the class with your student. Next, contact the teacher via email or phone. It is each teacher’s goal to respond 24 hours after an initial contact. After that, you may want to contact your student’s Dean or Assistant Principal.
 

If my student misses an assignment or test because of being absent from school, what should my student do?

Each teacher establishes days of the week and times that students can make up formatives and/or summatives. Students should speak with the teacher in person to arrange for a time that works best for teacher and student.
 

When does a final grade go on the transcript?

Final grades are established at the end of each semester. Semester one ends in the middle of January and semester two ends at the beginning of June.
 

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