2015%2016’ Academic’ Program’ofStudies’€™Primary’Years’Program’(PYP)’.....’3!...

Revised 8/25/2015 2:13 PM

2015-‐2016 Academic

Program of Studies Secondary School Grades 7 -‐12

Mission Meridian School will provide an invigorating educational environment that develops responsible citizens who can artfully navigate our complex world and enjoy a good life with others. Each student will engage in diverse investigations, disciplined inquiry, and integrated service learning to cultivate intercultural awareness, creativity and mental acuity.

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Table of Contents CURRICULUM OVERVIEW ................................................................................................................ 3

INTERNATIONAL BACCALAUREATE ............................................................................................ 3 IB Primary Years Program (PYP) ........................................................................................................... 3 IB Middle Years Program (MYP) ............................................................................................................. 4 IB Diploma Program (DP) ......................................................................................................................... 7

HONOR CODE .................................................................................................................................... 11 Academic Honesty .................................................................................................................................... 11 Breach of the Honor Code ...................................................................................................................... 11 Academic Consequences ........................................................................................................................ 12

GRADING ............................................................................................................................................ 14 Grade Weighting ....................................................................................................................................... 14 Major Grades and Retesting .................................................................................................................. 14 Credit Recovery ......................................................................................................................................... 14 Late Work .................................................................................................................................................... 15

ABSENCES .......................................................................................................................................... 16 Significant Dates ........................................................................................................................................ 16 Excused Absences ..................................................................................................................................... 16 Unexcused Absences ................................................................................................................................ 17 Texas “90% Attendance Rule” .............................................................................................................. 17

CLASS RANK AND GRADE POINT AVERAGE ............................................................................ 19 Class Rank ................................................................................................................................................... 19 Grade Point Average (GPA) ................................................................................................................... 19

GRADUATION REQUIREMENTS .................................................................................................. 21 State of Texas Graduation Requirements ......................................................................................... 21 Meridian School Course of Study ......................................................................................................... 22

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CURRICULUM OVERVIEW Meridian School integrates teaching of the Texas Essential Knowledge and Skills (TEKS) objectives with the International Baccalaureate (IB) curriculum for the Primary Years Program (PYP) in the Kindergarten through 6th grades, the Middle Years Program (MYP) for the 7th through 10th grades, and the Diploma Program (DP) in the 11th and 12th grades. Meridian School is an authorized IB World School for the PYP (authorized since 2013) and DP (authorized since 2014). Meridian School is currently implementing elements of the IB MYP, and is currently a candidate school, having begun the authorization process in the spring of 2015. Mastery of the TEKS is assessed through the STAAR and EOC exams, and receipt of the IB Diploma is determined through IB Diploma Course exams completed at the end of the 12th grade year. Student progress towards learning objectives is also assessed throughout the year through a wide variety of in-‐school formative assessments, and summative assessments such as tests, projects, papers, and presentations. The invigorating educational environment of Meridian School teaches integrated TEKS and IB course learning objectives. Key elements such as Meridian School service learning, the IB Creativity, Activity, and Service (CAS) program, the IB Learner Profile, class trips, and summative IB program experiences such as the Extended Essay all contribute towards graduate success in life, developing responsible citizens who can artfully navigate our complex world and enjoy a good life with others.

INTERNATIONAL BACCALAUREATE The International Baccalaureate organization (IB) is an independent, nonprofit educational foundation based in Geneva, Switzerland. Key programs it offers to schools are the Primary Years Program (grades K-‐6 at Meridian), Middle Years Program (grades 7-‐10, but not yet an authorized IB program at Meridian), and the Diploma Program (grades 11 and 12 at Meridian). For further information concerning the IB organization and its programs, please visit the IB website at www.ibo.org. IB Primary Years Program (PYP) Meridian School became an authorized PYP school in 2013. The PYP is built upon instruction through inquiry and questioning and the teaching of the whole child through a transdisciplinary (integration of all subjects) approach. Within the PYP it is believed that student learning is best done when it is authentic – relevant to the “real” world – where the learning is not confined within the boundaries of the traditional subject areas but is supported and enriched by them. Much of the teaching in primary grades will be done through the six units of inquiry in each grade level. All fall within the transdisciplinary themes of Who we are; Where we are in place and time; How we express ourselves; How the world works; How we organize ourselves; and Sharing the planet. Students work both independently and in cooperative groups to do research, solve, problems, and present findings. In addition to the attributes of the Learner Profile, the PYP also works to teach students that an internationally minded person should develop personal attitudes toward others, toward learning, toward the environment, etc. These attitudes are strongly encouraged and are the basis of our character education program. They include appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect, and tolerance.

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Key Concepts help drive the curriculum by helping the learner construct meaning through improved critical thinking and increased coherence across the curriculum. These concepts are: form, function, causation, change, connection, perspective, responsibility, and reflection. Transdisciplinary Skills help students conduct purposeful inquiry and be well prepared for lifelong learning. Students are encouraged to master a range of skills beyond those normally referred to as basic. These include thinking skills, social skills, communication skills, research skills, and self-‐management skills. The PYP also believes that education must extend beyond the intellectual to include not only socially responsible attitudes but also thoughtful and appropriate action. Students are encouraged to take opportunities to engage in purposeful and beneficial activities to serve others. The International Baccalaureate PYP serves as an excellent introduction to the Middle Years Program (MYP), but it is not a prerequisite for this or for the Diploma Program (DP). IB Middle Years Program (MYP) Meridian School is currently implementing elements of the IB Middle Years Program (MYP), and is currently a candidate school, having begun the authorization process in the spring of 2015. Global Contexts in the MYP Global Contexts in MYP providing a starting point for inquiry and help students to develop their understanding of international mindedness. The table below shows how MYP Global Contexts build upon the PYP transdisciplinary themes. PYP Transdisciplinary Theme MYP Global Context Who we are Identities and relationships Where we are in place and time Orientation in space and time Forms of expression Personal and cultural expression How the world works Scientific and technical innovation How we organize ourselves Globalization and sustainability Sharing the planet Fairness and development Subject Groups of the MYP While the PYP (grades K-‐6) is transdisciplinary, with all the subjects taught in a single classroom and projects that combine the disciplines of language, math, science, social studies, and fine arts, the MYP (grades 7-‐10) is interdisciplinary. This means that students take separate classes in the academic disciplines (known as “subject groups”), while teachers create links in their teaching units between the different disciplines. Each year in the MYP, students take courses in eight subject groups. The groups are below, with some elaboration of Meridian School course offerings in parentheses. Further details on Meridian School Secondary course offerings can be found in the Course Offerings section of this Program of Studies. Language and Literature (English)

Language Acquisition (French or Spanish)

Individuals and Societies (History and Geography)

Sciences

Mathematics Arts (Theater & Visual Arts)

Physical and Health Education

Design

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Key Concepts of the MYP The MYP Key Concepts serve to engage higher order thinking and provide a focus for making connections across the subject groups. Aesthetics Changes Communication Communities Connections Creativity Culture Development Form Global interactions Identity Logic Perspective Relationships Time, place and space Systems Related Concepts in the MYP While the Key Concepts are used to make connections between subject groups, learning in each subject group is explored more deeply according to Related Concepts. While Related Concepts by definition relate to the Key Concepts and may have parallels in other subject groups, they are designed to promote deeper investigation into a specific discipline, allowing for a more complex and sophisticated understanding of the subject in question. Language and Literature (English) Audience imperatives Character Context Genres Intertextuality Point of view Purpose Self-‐expression Setting Structure Style Theme Language acquisition (French and Spanish)

Phases 1-‐2 Accent Audience Context Conventions Form Function Meaning Message Patterns Purpose Structure Word choice

Phases 3-‐4 Audience Context Conventions Empathy Function Idiom Meaning Message Point of view Purpose Structure Word choice

Phases 5-‐6 Argument Audience Bias Context Empathy Idiom Inference Point of view Purpose Stylistic choices Theme Voice Individuals and societies

Geography Causality (cause and consequence)

Culture Disparity and equity Diversity

Globalization Management and intervention

Networks Patterns and trends

Power Processes Scale Sustainability History

Causality (cause and consequence)

Civilization Conflict Cooperation

Culture Governance Identity Ideology Innovation and revolution

Interdependence Perspective Significance

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Sciences Integrated sciences (drawn from biology, chemistry, and physics)

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

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 Transfer Mathematics Change Equivalence Generalization Justification Measurement Model Pattern Quantity Representation Simplification Space System Arts

Performing arts (Theater) Audience Audience Audience Audience Genre Genre Genre Genre Play Play Play Play

Visual arts Audience Audience Audience Audience Genre Genre Genre Genre Presentation Presentation Presentation Presentation 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 Subject Group Objectives in the MYP In the MYP, students are taught and assessed according to four categories (A, B, C, and D) of learning objectives in each subject. A B C D Language and literature

Analyzing Organizing Producing text Using language

Language acquisition

Comprehending spoken and visual text

Comprehending written and visual text

Communicating Using language

Individuals and societies

Knowing and understanding

Investigating Communicating Thinking critically

Sciences Knowing and understanding

Inquiring and designing

Processing and evaluating

Reflecting on the impacts of science

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A B C D Mathematics Knowing and

understanding Investigating patterns

Communicating Applying mathematics in real world contexts

Arts Knowing and understanding

Developing skills Thinking creatively Responding

Physical and health education

Knowing and understanding

Planning for performance

Applying and performing

Reflecting and improving performance

Design Inquiring and analyzing

Developing ideas Creating the solution

Evaluating

Personal Project Investigating Planning Taking action Reflecting Approaches to Learning (ATL) in the MYP In the MYP, students develop their communication, social, self-‐management, research, and thinking skills through Approaches to Learning (ATL). These five skill categories are further divided into skill clusters.

Skill Categories Skill Clusters in MYP Communication Communication Social Collaboration Self management Organization

Affective Reflection

Research Information literacy Media literacy

Thinking Critical thinking Creative thinking Transfer

IB Diploma Program (DP) In March 2014, Meridian School received authorization from the International Baccalaureate (IB) to offer the Diploma Program curriculum (DP). This enables students to pursue the IB Diploma in addition to a Meridian School Diploma. In order to receive the IB Diploma, students must complete a two year course in each of six different subject groups. In addition they must take a Theory of Knowledge (TOK) course both the junior and senior years; complete the Creativity, Activity, and Service (CAS) program; and an Extended Essay (EE). Whether or not students are awarded the IB Diploma is based upon satisfactory completion of the above elements, as well as receiving an average passing score of 4 out of a possible 7 points on exams in their six IBDP subject group courses that are completed in May of the senior year. Students at Meridian School are not required to pursue the IB Diploma. All students will complete CAS and an Extended Essay, but if they are not pursuing the IB Diploma these results will not be sent to IB. Subject group courses will cover IB curriculum elements, but students who choose to take these courses at the IB level will be graded more rigorously and the courses will be listed as “IB” courses on these students’ transcripts. College admissions officers look more favorably upon courses that are taken at the “IB” level, and especially like it when it is indicated that a student is pursuing the IB Diploma. For this reason, and

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especially the educational benefits that accompany the IB Diploma, all Meridian students are encouraged to pursue the IB Diploma. Fees for IB Diploma Coursework The International Baccalaureate charges fees for IB exams, and Meridian students taking courses at the “IB” level will need to pay the costs of these exam fees. There is a one-‐time candidate fee, plus a fee for each of the six subject courses in which an exam is taken. For the Meridian graduating class of 2016, the fee for all of the coursework involved in pursuing the IB Diploma will be $880 (approximately $150 per IB course exam). This is payable in three installments, the first $290 due in January 2014, the next $290 due in May 2015, and the final installment of $300 due in September of 2015. These fees will be paid to IB in the fall of 2015. If for some reason a student is unable to take an IB course exam and this decision is made prior to the fall of 2015, all IB exam fees paid to Meridian up to that point will be refunded in full. Exam fees for the IB Diploma class of 2017 total $895, with the first installment of $180 being due in September 2015, and the remaining installments due in November 2015, March 2016, September 2016, and November 2016. Financial hardship should not stand in the way of a student being able to pursue the IB Diploma. If a family is unable to pay IB exam fees due to financial hardship, they should contact the Meridian School business office to pursue a scholarship. Course Selection Students in the 11th and 12th grades at Meridian School will register for courses in seven different areas, which are required to pursue the IB Diploma. IB DP courses in groups 1 through 6 are all two years in length. They begin the junior year and are completed the senior year. Courses in groups 1 through 6 are taken at either Higher Level (HL) or Standard Level (SL). Students pursuing the IB Diploma take three or four courses at Higher Level, and three or two courses at Standard Level. Both Higher and Standard Level courses are advanced courses, but HL courses cover more topics than SL. In addition to taking courses in groups 1 through 6, students also take a Theory of Knowledge (TOK) course for a semester in both the junior and senior years. Group 1—Language and Literature IB DP English Literature HL Group 2—Language Acquisition IB DP Spanish SL or HL IB DP French ab initio (available to class of 2017 and later) IB DP French SL or HL (available to class of 2018 and later) Group 3—Individuals and Society IB DP History HL, Americas and 20th Century World Topics

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Group 4—Sciences IB DP Biology SL or HL, or IB DP Chemistry SL or HL Group 5—Mathematics IB DP Mathematical Studies SL, or IB DP Mathematics SL Group 6—Fine Arts and Electives IB DP Theater SL or HL, or IB DP Visual Arts SL or HL, or An additional course in Group 4 Theory of Knowledge IB DP Theory of Knowledge (spring of junior year and fall of senior year) In addition to the IB DP Theory of Knowledge course, students will take a state-‐required US Government course in the fall of the junior year and state-‐required Economics in the spring of the senior year. IB Diploma Program Exams Students pursuing the IB Diploma will take IB exams for each of the IB DP courses in which they are enrolled. The majority of these exams are composed of tests, known as “Papers” (Paper 1, Paper 2, etc.) taken in May of the senior year. A portion of the exam in each IB course is composed of “Internal Assessments” which take a different form in each course, such as an oral presentation in English, a research paper in History, experiments in the Sciences, a project in Math, and a research workbook in Visual Art. These Internal Assessments are marked by the teacher and marked samples are sent to an IB moderator to verify that the marks are in accordance with the IB standard. Based upon student achievement on the Papers and the Internal Assessments, IB will award students a grade in each course ranging from 1 (lowest) to 7 (highest). IB awards these grades in July after the students have completed their senior year. Many colleges will award college credit for IB courses based upon the scores achieved on IB exams. Whether or not students are awarded the IB Diploma depends upon several factors, including:

• Taking six appropriate IB DP courses and earning an average exam score of 4 overall, • Taking and earning a passing score in Theory of Knowledge (TOK), • Completing the Extended Essay (EE) and earning a passing score, and • Fulfilling the requirements of Creativity, Action, and Service (CAS).

Extended Essay (EE) The Extended Essay is a piece of research writing up to 4,000 words in length that students complete over the second half of the junior year and first half of the senior year. Students may choose any subject area in which they are taking an IB course to write their EE. With the assistance of an EE supervisor in that subject, students will craft a question that they wish to answer, research a variety of sources (and if their EE is in the Sciences, design and carry out an experiment), and write an analytical answer to their question. Completing the EE prepares students extremely well for completing similar tasks in college.

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Creativity, Action, and Service (CAS) Creativity, Activity, and Service (CAS) is at the heart of the IB Diploma Program, and involves students in a range of activities alongside their academic studies throughout the Diploma Program. The three strands of CAS, often interwoven in particular activities, are:

• Creativity: arts and other experiences that involve creative thinking, • Activity: physical exertion that contributes to a healthy lifestyle, such as sports and other exercise,

and • Service: an unpaid and voluntary exchange that has a learning benefit for the student.

CAS activities should be:

• Purposeful, with significant outcomes, • Personally challenging, • Undertaken with thoughtful consideration and planning, and • Reflected upon to assure that personal learning outcomes have been achieved.

CAS activities should be ongoing, occurring on a regular basis throughout the junior and senior years. Each student will have a CAS advisor with whom they will meet several times each year, discussing the progress of their CAS activities and reflecting upon the outcomes. Ultimately, CAS helps to ensure that student academic growth is accompanied by fulfilling personal growth.

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HONOR CODE Academic Honesty Meridian School Honor Code is based on the idea that true learning is built on honesty and integrity. As a result, Meridian students are expected to demonstrate honesty, integrity, and individual responsibility, both personally and academically, in order to maintain an ethical environment centered on learning. Students who commit themselves to upholding the Meridian School Honor Code will learn principles that will last beyond their high school years. Breach of the Honor Code The following actions represent a breach of the Meridian Honor Code and are subject to disciplinary action: Plagiarism Plagiarism is a form of dishonesty where a student presents the work of another as his or her own. It is important to acknowledge that plagiarism is not only the theft of words but also of ideas. Plagiarism includes, but is not limited to:

• Copying information word for word and turning it in as one’s own work from books, magazines, essays, the Internet, peers’ work, or other sources

• Rewording or rewriting text and information from documents not originally written by the student and turning it in as one’s own work without proper citation

• Paraphrasing with minimal word changes (citing the source or not) • Borrowing ideas and patterns of thought without proper citation • Printing an essay from the Internet and turning it in as one’s own work • Presentation of the same work for different assessment components in the same or different

classes • Collaboration on independent homework/assignments (tests, essays, projects, etc.) without

permission from the teacher allowing for cooperative or group work. (Students are permitted to receive assistance or guidance from others, but the entirety of the work itself and the content must always be the student’s own.)

• Allowing another student to copy one’s work, quiz, test, or submit one’s work, quiz, or test Cheating Cheating is defined by Webster’s dictionary as “dealing with dishonesty for one’s own gain.” Dishonesty promotes bad character and prevents students from gaining a full grasp of information presented to them. Cheating also prevents teachers from fully evaluating the progress of students and is a form of theft. Cheating includes, but is not limited to:

• Using a “cheat sheet” or other unauthorized notes or sources during a test or quiz • Looking at someone else’s paper for an answer on a test or quiz and changing an answer • Having someone else do all or part of a student’s homework or assignment for the student • Failing to mark an answer wrong when self-‐grading • Telling others or asking others the content of an exam or quiz • Giving another student an old test or using an old test without a teacher’s permission • Looking at an exam prior to taking it without a teacher’s permission • Copying someone else’s homework or other assignment

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• Splitting an assignment into parts and doing a section, sharing it with others, and copying the rest from another student without a teacher’s permission

• Collaborating on any assignment unless the teacher has specifically designated it as a collaborative assignment

• Using old assignments written by the student or someone else instead of creating original work • Using an online translator or other translation in place of your one’s own work without the

permission of the teacher • Copying material during an examination or quiz. • Using unauthorized notes, smart phones, tablets, computers, or any other electronic device • Submitting falsified information for grading purposes • Obtaining a copy of and/or information about an examination or quiz without the knowledge and

consent of the teacher • Impersonating a student to assist the student academically • Stealing or accepting stolen copies of tests or answer keys • Altering a teacher’s grade book • Falsifying information for applications (e.g., college scholarships) • Using professional help such as an author, expert, or purchased service in violation of guidelines

established by the teacher • Unlawfully copying computer software or data created by others • Any other violation intended to obtain credit for work which is not one’s own

Academic Consequences If a student plagiarizes, cheats, or commits any other act of academic dishonesty, the following procedure will be followed:

• The student’s exam, test, or quiz, or assignment will be confiscated by the teacher, and student will be required to redo the assignment for a grade no higher than a 70%.

• The student will be required to meet with the teacher and an administrator for review of the student’s work and behavior. An administrator may impose disciplinary consequences in accordance with the Meridian School Student Code of Conduct.

The following general procedures shall be applied: First, minor offense In general, consequences for a first offense may include, but not limited to, the following: 1. Meeting with the parent(s) followed by written notification to the parent of the academic integrity policy 2. Saturday Detention Repeated or more serious offenses Additional or more serious incidents of academic dishonesty or plagiarism shall be dealt with more severely. Consequences for any offense beyond the first or a more serious initial offense may include: 1. Meeting with the parent(s) 2. One to three days of out-‐of-‐school suspension 3. Exclusion from extracurricular activities or school-‐sponsored social events 4. Notification to the student’s post-‐high school counselor and any faculty members writing a college/university letter of recommendation 5. No public recognition of the student at any honors function

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6. No distinguished academic or extracurricular recognition (if applicable) Recommendation for Expulsion from Meridian School Students who commit one or more of the following offenses in violation of the Meridian Code of Conduct may be recommended for expulsion: 1. Theft, sales or distribution of any materials including, but not limited to examinations and/or quizzes 2. Breaking into and/or examining a teacher’s personal possessions (e.g., desk, files, cabinet, etc.) to obtain or view evaluation instruments 3. Changing and/or falsifying a grade in a teacher’s grade book, on the computer or through other school devices used to record student grades 4. Possession of a stolen evaluation instrument

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GRADING

Grade Weighting Subject departments may have differences in how the various grade categories are weighted, but major grades (such as tests, major papers and projects) will be weighted no more than 60% of the grade for a quarter grading period, and there must be at least two major grades in each grading period. No single assessment can count for more than 30% of the grade for the quarter. Semester grades will be determined by averaging the two quarter grades with the semester exam grade, with each quarter weighted at 42.5% and the semester exam at 15% (42.5% + 42.5% + 15% = 100%). Course grades for the year will be the average of the two semester grades. If this average is passing (69.5% or higher), then credit for the course will be earned, even if an individual semester grade is below passing. Major Grades and Retesting If students score below a 70 on a major grade, they will have an opportunity to retest or redo major grades for up to a 70. Students must work with the teacher to relearn the material or master the necessary skills before they retest or redo the assignment or test. Students must notify the teacher within one class of receiving a failing grade on a major assessment that they wish to retest (i.e. they must tell the teacher by the next class and begin making plans as to what they are required to do first and when the retest will be). Teachers have the discretion to determine if they wish to allow students to retest for a grade higher than 70. Students are limited to one retest per major assessment. For example, if a student does not pass the Unit 1 test, the student can retest once. If the student fails the Unit 1 retest, there will not be a second retest for the Unit 1 test. If the student does not pass the Unit 2 test, however, that test can be retested once as well, etc. All retests must take place prior to the end of the quarter grading period in which the major grade was assigned, with the exception of major grades that originally are scheduled in the final week of the first or third quarter.

Credit Recovery If a student fails the fall semester exam and fails the entire semester, he or she may have an opportunity to work with the individual teacher to demonstrate mastery and to make up that credit for up to a 70 by completing a customized plan. This plan is arranged with the teacher to achieve necessary skills of the curriculum in order to retake the mid-‐term and pass the course. If, however, the student fails the entire course for the year, the student will be responsible for obtaining the credit through summer school at their local ISD campus or doing some form of an online class through an approved institution. Parents should coordinate with the principal or counselor in order to be sure that necessary steps are taken to earn credit for the course.

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Late Work For graded work turned in late, 10 points will be deducted from the assignment per school day1. Work that is five or more school days late cannot receive higher than a 50. Required Saturday School attendance may be assigned for chronic late work. Note that work turned in late due to an unexcused absence is subject to the penalty above. Late work will not be accepted for a grade after the end of the quarter. Assignments that are based on class participation or completion may not be accepted late.

1 For 7th grade only, the deduction for late work during the first semester will be -5 points per school day late. The purpose of this exception is to help 7th grade students adjust to the transition between primary and secondary school. In the spring semester the late deduction increases to -10 points per day late.

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ABSENCES Meridian School has an academic calendar with 175 days of instruction. Instructional days have been organized so that, in addition to the standard two week winter break and one week spring break, there is a full holiday week for Thanksgiving in November, and an additional week-‐long break in October. The intent is to provide families with many opportunities for vacation and relaxation during the year, so that as much as possible during the 175 instructional days of the school year all students are present. This is important not only because Meridian receives funding for every day a student is present (and conversely loses funding for every day a student is absent), but we believe as well that students benefit individually from every day of instruction, and it can be disruptive to the class as a whole when individual students miss instruction. Significant Dates Please note the following dates of which families should be especially aware when making plans that might result in student absences. October Break Monday, October 5 through Friday, October 9 Thanksgiving Break Monday, November 23 through Friday, November 27 Winter Break Friday, December 18 through Friday, January 1 Spring Break Monday, March 14 through Friday, March 18 Fall Semester Exams Tuesday, December 14 through Thursday, December 17 Spring Semester Exams Friday, May 20 through Wednesday, May 25 Note that all students in grades 7 through 12 take semester exams. These exams count for 15% of the overall semester grade in each class and cannot be taken prior to the semester exam week. Planned absences during semester exam week should be avoided. If a prolonged absence cannot be avoided, but there is some flexibility in planning dates, note that an absence prior to a break is likely to have more serious academic consequences than an absence after a break. This is because it is more likely that a student will have tests and other major assessments immediately prior to a break. Tests and semester exams may not be administered prior to a planned absence, and will need to be made up after the absence. If the absence is unexcused, late penalties will apply. Excused Absences Absences may be excused for reasons such as illness, emergency doctor’s visits, religious observance bereavement, or other necessary and justifiable absences approved by the principal. Three or more days of absence due to illness will require a doctor’s note to be excused, and absences due to doctor visits require a doctor’s note as well. More information on excused absences can be found in the Parent-‐Student Handbook.

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Please contact the attendance office ([email protected]) for an absence to be excused. If the absence is planned, the attendance office should be contacted well in advance of the time of absence. Students with excused absences will have one class day to make up the work for each day of a particular class that they were absent. Unexcused Absences Any graded assignment missed or not turned in by the deadline due to unexcused absences will be treated as late (see Late Work section above). At the teacher’s discretion, students may turn in assignments in advance of a planned unexcused absence, and if they do so there will be no late penalty. Giving work in advance may not always be feasible for a teacher, however. Due to reasons of testing security, it is particularly unlikely that a student will be permitted to take a test or semester exam in advance of the regularly scheduled date. Work missed due to an unexcused absence may not be made up after the end of the quarter or semester grading period in which it was due. An exception exists for major assessments such as tests and semester exams that occur at the end of the grading period. If an end of grading period major assessment, such as a test or semester exam, is missed due to an unexcused absence, it may be made up after the end of the grading period for a maximum grade of 70. A date by which the assessment must be made up will be arranged between the administration and the student. The student will receive a grade of Incomplete for the grading period until the date that the assessment is scheduled to be made up. If the assessment is not made up by this date, a grade of 0 will be assigned for the assessment, and this 0 will be part of the calculation of the student’s average grade for the grading period in question. Please contact the attendance office well in advance of any planned absences to assure that the absences will be considered excused. Texas “90% Attendance Rule” According to the Texas Education Code, students must be present at least 90% of the school days, unless otherwise exempted by the administrators. Because of the rigor of the IB curriculum and the limited public funding sources for charter school, Meridian School has a standard of 95% attendance. Nine (9) absences is considered a serious discipline offense, and if this occurs the School has the right to send the student back to his/her home campus. When a student reaches five (5) total absences within a six-‐month period, a letter will be sent home to parents/guardians indicating that continued absences may materially affect the student’s progress and enrollment at Meridian School. Nine absences for students may necessitate a meeting with the school’s attendance committee and possibly result in dismissal of a student to his/her home campus.

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As the Secondary School has several different classes that meet in one day, in addition to the whole day attendance described above, attendance per class is tracked as well. If a student misses 5 or more meetings of an individual class in a single semester (regardless of whether the absences are excused or unexcused), a plan will need to be developed by the Secondary Principal or Secondary Attendance Committee to determine what the student will need to do to receive credit for the class. This is required under Texas Educational Code § 25.092, which stipulates that if a student attends less than 90% of the meetings of a class, credit for the class may not be awarded without such a plan. Please be aware of this when planning doctor visits, so that absences due to such appointments do not affect some periods of the day a great deal more than others.

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CLASS RANK AND GRADE POINT AVERAGE Class Rank Texas state law dictates that the top 10% of graduating seniors from each high school are guaranteed admission to any public state university (with the exception of UT Austin, which has the latitude to set their percentage of automatic admissions at a level expected to fill no more than 75% of their entering class each fall). Therefore, the top 10% of the graduating class will be identified for communication to Texas public universities. However, Meridian does not rank the remaining 90% of students, and is considered a non-‐ranking school. This will ensure that college admissions officers judge Meridian students by the quality of the academic program they have pursued. Valedictorian, Salutatorian, and top 10% will be determined by a weighted GPA. In case of a tie, the student with the highest weighted GPA in all IB DP courses taken shall be valedictorian. To be eligible for Valedictorian or Salutatorian, a student must at a minimum be enrolled at Meridian for the entirety of the junior and senior year. Grade Point Average (GPA) The Grade Point Average (GPA) is a cumulative average of semester grades earned in all state-‐approved high school courses completed beginning in 9th grade. Grades transferred from a previous school will be converted to the Meridian GPA policy. Grades earned in the following courses will be excluded from the GPA calculation: courses taken in middle school, summer school courses, correspondence or distance learning courses, credit by examination, credit for acceleration, courses from home school, private or non-‐accredited schools, dual enrollment courses such as at Austin Community College. If an eighth elective course is taken during the junior or senior year, this course will be excluded from GPA calculations as well. Two GPA calculations will be used at Meridian. The unweighted GPA will be reported on the transcript and is commonly used for college admission and scholarship applications. The weighted GPA, for all courses taken in grades 9 through 12, will be used to determine academic honors such as valedictorian, salutatorian, and top 10%. Unweighted GPA The unweighted GPA is based on a 4.0 scale and will be calculated as follows: 90-‐100 = A = 4.0 80-‐89 = B = 3.0 70-‐79 = C = 2.0 0-‐69 = F = 0.0

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Weighted GPA The weighted GPA will be determined by awarding quality points to all IB DP courses or AP courses completed at a previous school in the junior or senior year only, with a 100 calculated as a 6.0 a for IB DP courses and 100 calculated as a 5.0 in all other courses, and descending by 0.1 increments as follows:

IB DP Courses or AP courses

(grades 11 & 12 only)

All Other Courses (taken in grades 9

through 12) 100 6.0 100 5.0 99 5.9 99 4.9 98 5.8 98 4.8 97 5.7 97 4.7 96 5.6 96 4.6 95 5.5 95 4.5 94 5.4 94 4.4 93 5.3 93 4.3 92 5.2 92 4.2 91 5.1 91 4.1 90 5.0 90 4.0 89 4.9 89 3.9 88 4.8 88 3.8 87 4.7 87 3.7 86 4.6 86 3.6 85 4.5 85 3.5 84 4.4 84 3.4 83 4.3 83 3.3 82 4.2 82 3.2 81 4.1 81 3.1 80 4.0 80 3.0 79 3.9 79 2.9 78 3.8 78 2.8 77 3.7 77 2.7 76 3.6 76 2.6 75 3.5 75 2.5 74 3.4 74 2.4 73 3.3 73 2.3 72 3.2 72 2.2 71 3.1 71 2.1 70 3.0 70 2.0 0-‐69 0.0 0-‐69 0.0

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GRADUATION REQUIREMENTS State of Texas Graduation Requirements

Beginning with the school year 2012-‐2013 – subject to state legislative changes

Discipline Distinguished Achievement Program*

Recommended High School Program

English Language Arts 4 4 Languages Other Than English 3 2

Social Studies 4 4 Science 4 4 Math 4 4

Fine Arts 1 1 Physical Education 1 1

Speech ½ ½ Electives 4 ½ 5 ½

Total Credits 26 26 *Four Advanced Measures must also be earned, in any combination from the following options:

1. Original research (students may earn no more than 2 advanced measures for this category) a. Research must be judged by a panel of professionals in the field that is the focus of the

project; or b. Conducted under the direction of mentor(s) and reported to an appropriate audience; and c. Related to the required curriculum set forth by Texas Education Agency

2. Score of 3 or above on a College Board AP exam 3. Score of 4 or above on an IB exam 4. Score on the PSAT that qualifies the student for national recognition

(students may earn only one advanced measure in this category) d. Commended Scholar or higher by National Merit Scholarship Program e. National Hispanic Recognition Program (NHRP) of the College Board f. National Achievement Scholarship Program of the National Merit Scholarship Program

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Meridian School Course of Study The courses below reflect those currently offered. Additional course offerings are possible in the future. Subject Group

Grade 7 Grade 8 Grade 9 Grade 10 Grade 112 Grade 12

1 Language Arts 7 Language Arts 8 English 1 English 2 IB DP English Year 1

IB DP English Year 2

2 French 1a or Spanish 1a

French 1b or Spanish 1b

French 2 or Spanish 2

(or Fr / Sp 1)

French 3 or Spanish 3

(or Fr / Sp 2)

IB DP French 3 or

IB DP Spanish Year 1

IB DP French or

IB DP Spanish Year 1

3 Texas History US History to 1877

World Geography

World History

IB DP History of the Americas Year 1

(United States History from 1877)

IB DP History of the Americas

Year 2

(20th Century Topics)

4 Science 7 Science 8 Biology Chemistry I IB DP Biology -‐or-‐ IB DP Chemistry

Year 1

IB DP Biology -‐or-‐ IB DP

Chemistry Year 2

5 Pre-‐Algebra Algebra 1 Geometry

Algebra II IB DP Math SL (Precalculus)

or-‐ IB DP Math Studies

(Statistics) Year 1

IB DP Math SL (Calculus)

or-‐ IB DP Math Studies

(Statistics) Year 2

6 Theater 7 Art 8 Visual Arts 1 or

Theater 1

Visual Arts 2 or

Theater 2

IB DP Art, or IB DP Theatre, or IB DP Bio, or IB DP Chem Year 1

IB DP Art, or IB DP Theatre,

or IB DP Bio, or IB DP Chem Year 2

-‐ Physical Education

Physical Education

and Health

Foundations of Personal Fitness

Study Hall

Or

Computer Science 1

Fall: US Government

Spring: IB Theory of Knowledge

(TOK)

Fall: IB Theory of Knowledge

(TOK)

Spring: Economics

-‐ Design Tech 7 Design Tech 8 Design Tech 9

College Readiness

Comp. Sci. 1 or Physics or Study Hall

Comp. Sci. 1 or Physics or Study Hall

2 Most Meridian School students pursue the full IB Diploma Program in 11th and 12th grade. With approval from a placement committee, however, individual students who are not pursuing the IB Diploma may be placed in the closest equivalent alternate level course in the same subject. 3 IB DP French ab initio is available for the class of 2017. IB DP French SL or HL will first be available for the class of 2018.

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