International Baccalaureate Diploma Program

Student Handbook 2018-2019

Saddleback High School2802 S. Flower St.

Santa Ana, CA 92707

Table of Contents

1

Introduction to the International Baccalaureate Program 3

IB Learner Profile 4

IB Diploma Program (Grades 11 and 12) 5-11

SHS Pre-IB Courses (Grades 7-10) 12-13

Academic Honesty Policy 14-16

Assessment Policy 17-18

Language Policy 19-21

Inclusion/Special Needs Policy 22-23

Contacts for the Saddleback IB Program:

Dana Kassaei IB Coordinator Dana.Kassaei@sausd.us

Edward Bustamante Principal Edward.Bustamante@sausd.us

Heather LaBare CAS Coordinator/TOK Heather.LaBare@sausd.us

Jessica Aguirre IB Counselor Jessica.Aguirre@sausd.us

Michael Terich IB Lang & Lit Teacher

Michael.Terich@sausd.us

Camron Conners IB History Teacher Camron.Conners@sausd.us

Lori Wright IB Math Teacher Lori.Wright@sausd.us

Kathryn Cowans IB Biology Teacher Kathryn.Cowans@sausd.us

Elva Vicari IB Spanish Teacher

Elva.Vicari@sausd.us

Sandra Corr IB Dance Teacher Sandra.Corr@sausd.us

Lindsey Barfield IB Art Teacher

Lindsey.Barfield@sausd.us

Tim Titus IB Psychology Teacher

Timothy.Titus@sausd.us

2

Introduction to the International Baccalaureate Diploma Program

Founded in Geneva, Switzerland in 1968, the International Baccalaureate (IB) offers high

quality programs of international education to a worldwide community of schools. The IB aims to

develop inquiring, knowledgeable, and caring young people who help to create a better and more

peaceful world through intercultural understanding and respect. To this end, the IB works with

schools, governments, and international organizations to develop challenging programs of

international education and rigorous assessment. These programs encourage students across the world

to become active, compassionate, and lifelong learners who understand that other people, with their

differences, can also be right.

Saddleback High School is the first school in the Santa Ana Unified School District to offer

the IB Diploma Program for juniors and seniors. This program gives students a unique educational

environment that will allow them to develop academically, socially, and emotionally. With an

emphasis on certain core principles, the IB Diploma Program helps students see their education in the

context of how they live their lives and how they interact with the world around them. Adherence to

these core principles of rigor in the classroom, collaborative and cross-cultural curriculum, and an

internationally-minded approach to understanding course content have helped the International

Baccalaureate Organization become a global leader in education. Students enrolled in the IB Diploma

Program have the opportunity to earn an internationally recognized IB Diploma in addition their Santa

Ana Unified School District diploma.

IB Students Are Given a Unique Education

They will:

• be encouraged to think independently and drive their own learning

• take part in a program of education that can lead them to some of the highest ranking

colleges and universities around the world

• become more culturally aware, through the development of a second or third language

• be able to engage with people in an increasingly globalized, rapidly changing world

• complete required research assignments and community service

• learn advanced study skills, including time management, goal setting, advanced research

skills, test taking, note-taking, and independent study

• be exposed to instructional techniques and strategies to extend depth of knowledge

IB Learner Profile

3

The IB Learner Profile represents ten attributes valued by IB World Schools. We

believe these attributes, and others like them, can help individuals and groups become

responsible members of local, national and global communities. IB learners strive to be:

Inquirers. We nurture our curiosity, developing skills for inquiry and research. We

know how to learn independently and with others. We learn with enthusiasm and sustain our

love of learning throughout life.

Knowledgeable. We develop and use conceptual understanding, exploring knowledge

across a range of disciplines. We engage with issues and ideas that have local and global

significance.

Thinkers. We use critical and creative thinking skills to analyze and take responsible

action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators. We express ourselves confidently and creatively in more than one

language and in many ways. We collaborate effectively, listening carefully to the

perspectives of other individuals and groups.

Principled. We act with integrity and honesty, with a strong sense of fairness and

justice, and with respect for the dignity and rights of people everywhere. We take

responsibility for our actions and their consequences.

Open-minded. We critically appreciate our own cultures and personal histories, as

well as the values and traditions of others. We seek and evaluate a range of points of view,

and we are willing to grow from the experience.

Caring. We show empathy, compassion and respect. We have a commitment to

service, and we act to make a positive difference in the lives of others and in the world

around us.

Risk-takers. We approach uncertainty with forethought and determination; we work

independently and cooperatively to explore new ideas and innovative strategies. We are

resourceful and resilient in the face of challenges and change.

Balanced. We understand the importance of balancing different aspects of our lives

— intellectual, physical, and emotional — to achieve well-being for ourselves and others. We

recognize our interdependence with other people and with the world in which we live.

Reflective. We thoughtfully consider the world and our own ideas and experience.

We work to understand our strengths and weaknesses in order to support our learning and

personal development.

4

IB Diploma Program for Juniors and Seniors

The IB Diploma curriculum consists of six subject groups:

Group 1: Studies in Language and LiteratureGroup 2: Language Acquisition Group 3: Individuals and SocietiesGroup 4: Experimental Sciences Group 5: MathematicsGroup 6: The Arts

The IB Diploma Program also consists of the “core”, comprised of:

● A two-year interdisciplinary course called Theory of Knowledge (TOK), designed to develop a coherent approach to learning that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives.

● Creativity, Activity, and Service (CAS) involves students in a range of activities that take place alongside their academic studies.

● The Extended Essay, an independent, self-directed piece of research, finishing with a 4,000-word paper, which provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor.

5

Through the IB Diploma core, students reflect on the nature of knowledge, complete independent research, and undertake a project that often involves community service.

The IB Diploma and College Admission

The IB Diploma Program is a rigorous and demanding program that provides students with a first-class preparation for their future after Saddleback High School. Students follow a course of study with a global reputation for academic excellence. The IB Diploma Program enjoys a high level of respect and recognition among the world’s higher education institutions.

For students, success in the IB Diploma Program often results in advanced standing, course credit, scholarships, and other admissions related benefits at many colleges and universities. Research suggests that higher rates of IB students go on to higher education study than non-IB students. Recognition comes in many forms, but the most common are:

• Recruitment—colleges and universities actively recruiting IB students.

• Admission—the IB Diploma is fully recognized in the admissions process, addressing IB students specifically in documentation and publications.

• Placement—acknowledging the rigor of IB courses and establishing prerequisites for IB courses that are fair and equitable in comparison with those for similar college prep programs.

• Credit—providing detailed information on the courses for which credit is possible based on IB Diploma exam scores; specifically understanding and recognizing Theory of Knowledge, the Extended Essay and the content of both standard and higher level courses.

• Scholarships—providing scholarships or scholarship opportunities specifically for IB diploma students.

Higher Level vs Standard Level Courses Students take some IB Diploma subjects at higher level (HL) and some at the standard

level (SL). HL and SL courses differ in scope, but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding, and skills at higher level. Each student takes at least three subjects at higher level, and the remaining at standard level. All SL and HL courses are taught over two years.

External Assessment

6

Examinations form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability. They include:

• essays • structured problems • short-response questions • data-response questions • text-response questions • case-study questions • multiple-choice questions – though these are rarely used

Internal Assessment Teacher assessment is also used for most courses. This includes: • oral work in languages • laboratory work in the sciences • investigations in mathematics • artistic performances.

Fulfilling the IB Diploma requirements means a student has done ALL of the following: • Completed and passed all required IB courses as scored by the school • Passed all internal assessments as scored by the school• Successfully completed all required projects and products as scored by the school• Successfully completed the IB core requirements of the Extended Essay, and Creativity, Activity and Service (CAS) as assessed by the school• Completed and passed the final IB examinations in May administered in each of the required subjects.

Required Courses

IB Subject Groups 11th Grade Diploma Courses

12th Grade Diploma Courses

Group 1: Studies in Language and Literature

IB Language A- Language and Literature HL Y1

IB Language A- Language and Literature HL Y2

Group 2: Language Acquisition

IB Language B- Spanish HL Y1

IB Language B- Spanish HL Y2

Group 3: Individuals and Societies

IB History HL Y1 IB History HL Y2

Group 4: Experimental Sciences

IB Biology SL Y1 IB Biology SL Y2

Group 5: Mathematics IB Mathematics SL Y1 IB Mathematics SL Y2

Group 6: The Arts IB Visual Arts SL Y1 or IB Visual Arts SL Y2 or

7

IB Psychology Y1 IB Psychology Y2

Theory of Knowledge (TOK)

TOK Year 1 TOK Year 2

Grading ScaleTeachers will use the 1-7 IB grading scale on some assignments. These 1-7 grades are not recorded in Aeries. Teachers use the SHS grading scale for classroom assessments. The 1-7 grades are important because they are based on the criteria the IB Organization uses to grade IB exams.

IB Diploma Grade SHS Numerical Letter Grade IB Grade Descriptors

7 106-110% A++ Frequently innovative

6 101-105% A+ Occasionally innovative work

5 88-100% A High-quality work

4 70-87% B Good-quality work

3 60-69% C Acceptable quality work

2 50-59% D Limited quality work

1 49% and below F Very limited quality work

Assessment Outline- Higher and Standard Level Courses

Group 1- IB Language A- Language and Literature HL External Assessments IB Exam Paper 1- Literary Commentary (20%) IB Exam Paper 2- Essay (25%) Written Assignment (25%) Internal Assessments Oral Commentary (15%) Oral Presentation (15%)

Group 2- IB Spoken World Languages - Language B: Spanish HL External Assessments

8

IB Exam Paper 1- Receptive Skills (25%) IB Exam Paper 2- Written Productive Skills (25%) Written Assignment (20%) Internal Assessments Individual Oral (20%) Interactive Oral Activity (10%)

Group 3- Individuals and Societies- History HL External Assessments IB Exam Paper 1- Source-based (20%) IB Exam Paper 2- Essays World History (25%) IB Exam Paper 3- Region Essays (35%) Internal Assessment Historical Investigation (20%)

Group 4- Sciences - IB Biology SL External Assessments IB Exam Paper 1- Multiple Choice (20%) IB Exam Paper 2- Data Based (40%) IB Exam Paper 3- Experimental Skills (20%) Internal Assessments Lab Work (20%)

Group 5- Mathematics- IB Mathematics SLExternal Assessments IB Exam Paper 1- Short Responses (40%) IB Exam Paper 2- Extended Responses (40%) Internal Assessment Project (20%)

Group 6- The Arts- IB Visual Arts SL External Assessments Part 1- Comparative Study (20%) Part 2- Process Portfolio (40%) Internal Assessment Exhibition (40%) IB Psychology SLExternal AssessmentsIB Exam Paper 1- Question/Response and Essay (50%)IB Exam Paper 2- Essay Question (25%)Internal AssessmentStudy Report (25%)

Theory of Knowledge (TOK)

9

Theory of Knowledge is a course focused on the question, “How do we know?” Students are taught to seek out knowledge through critical thinking and analysis of the Ways of Knowing: Perception, Emotion, Reason, Imagination, Faith, Intuition, Memory and Language, through the Areas of Knowledge: Mathematics, Natural Sciences, Human Sciences, the Arts, History, Ethics, Religious Knowledge Systems, and Indigenous Knowledge Systems. By the end of the course, students should be proficient in formulating arguments and analyzing knowledge claims. The central features of the Theory of Knowledge course are critical analysis questions called Knowledge Questions.

AssessmentOver the two years of the course, students are officially assessed for their IB Diploma, based solely on two pieces of work:

● The TOK essay on a prescribed title (between 1,200 and 1,600 words). This is supervised by the TOK teacher, and then graded externally by an IB examiner. (67%)

● The TOK presentation (approximately 10 minutes per student). This is supervised and assessed by the TOK teacher. The final grade is then sent to IB. (33%)

Extended Essay The Extended Essay is an in-depth study of a limited topic within a subject. Its purpose is to provide a student with an opportunity to engage in independent research at an introductory level. Emphasis is placed on the process of engaging in personal research, on the communication of ideas and information in a logical and coherent manner, and on the overall presentation of the Extended Essay in compliance with IB guidelines. Students will conduct research and work on their essay once a week during TOK.Subject Choice In choosing a subject, an essential consideration should be the personal interest of the student. The subject should offer the opportunity for in depth research but should also be limited in scope. It should present the candidate with the opportunity to collect or generate information and/or data for analysis and evaluation.

Organization of the Extended Essay The Extended Essay is limited to 4,000 words and should include an abstract, an introduction, a development methodology, a conclusion, a bibliography, and any necessary appendices.

Assessment The Extended Essay is externally examined. Marks are awarded against a set of published criteria (both general and subject-specific). The final Extended Essay grade and the final TOK grade are entered into the Diploma Points Matrix (see below) to award a possible maximum of 3 extra points to be added to a student’s Diploma score. Candidates who fail to submit satisfactory work in either area will fail the Diploma.

Letter grades are awarded for the Extended Essay and Theory of Knowledge course based on achievement against published criteria: A - Work of an excellent standard

10

B - Work of a good standard C - Work of a satisfactory standard D - Work of a mediocre standard E - Work of an elementary standard

The Diploma MatrixExtended Essay (EE) and Theory of Knowledge (TOK) grades are A-E Students may earn up to 3 bonus points based on the following matrix:

TOK = A TOK = B TOK = C TOK = D TOK = E NOT SUBMITTED

EE = A 3 3 2 2 Fail N

EE = B 3 2 2 1 Fail N

EE = C 2 2 1 0 Fail N

EE = D 2 1 0 0 Fail N

EE = E Fail Fail Fail Fail Fail N

NOT SUBMITTED

N N N N N N

The Award of the IB Diploma

The IB Diploma is awarded based on the compilation of points earned on a number of criteria during grades 11 and 12. The maximum score is 45. Every IB subject is graded on a scale of 1 to 7. That score is a composite of the various internal and external assessments. In addition to the possible 42 subject area points (6 courses x 7 points), IB also provides a way to earn up to 3 “Bonus” points using a matrix (see above table) consisting of a student’s grade in the Theory of Knowledge course and the Extended Essay grade. To earn the IB Diploma, a student must earn a total of at least 24 points in all 6 IB subject areas, do well on the Extended Essay and Theory of Knowledge course, and complete all CAS hours and internal/ external assessments. Students who earn 24 points do not automatically receive the IB Diploma. The additional requirements are as follows:

• CAS requirements have been met. • There is no “N” or “Fail” awarded for TOK, the EE or for a contributing subject. • There is no grade E awarded for TOK and/or the EE. • There is no grade 1 awarded in a subject/level. • There are no more than two grade 2s awarded (HL or SL). • There are no more than three grade 3s or below awarded (HL or SL).

11

• The candidate has gained 12 points or more on HL subjects.• The candidate has gained 9 points or more on SL subjects.• The candidate has not received a penalty for academic misconduct from the Final Award Committee.

Students access their IB scores online in July.

Advanced Placement Exams

Many IB Diploma students take AP exams. If an AP and IB exam conflict, the IB Organization WILL NOT change an IB exam date. The College Board will provide alternate AP exam dates.

Creativity, Action and Service (CAS)

What is CAS?

Creativity, Activity, Service (CAS) is at the heart of the Diploma Program. It is one of the three essential elements in every student’s Diploma Program experience. It involves students in a range of activities alongside their academic studies throughout the Diploma Program. The three components of CAS, which are often interwoven with particular activities, are characterized as follows:

● Creativity: Arts, and other experiences that involve creative thinking.

● Activity: Physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Program.

● Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

CAS enables students to enhance their personal and interpersonal development through experiential learning. At the same time, it provides an important counterbalance to the academic pressures of the rest of the Diploma Program. A good CAS experience should be both challenging and enjoyable, a personal journey of self-discovery. Each individual student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life changing.

IB Exams

Registration:The IB Coordinator will register students for exams in the beginning of Senior year.

12

Saddleback High School Pre-IB Courses

Current and incoming Saddleback students must meet certain criteria to be considered for Saddleback Pre-IB courses. Pre-IB courses help students build the research and critical thinking skills needed for the Diploma Programme.

Incoming Freshmen must have completed Algebra I in 8th grade in order to be placed in Geometry. If they have not, they will have to take Geometry summer school before entering 10th grade.

In order to meet graduation requirements and prepare students for the Diploma Program, the SHS Pre-IB class schedule will be as follows (in no particular order):

9th Grade 10th Grade

Honors English 9 Honors English 10

Honors Biology Honors Chemistry

Honors World History AP U.S. History

Spanish/French Spanish/French

PE/Sport PE/Sport

Honors Geometry Honors Algebra II

Students will be required to complete each class with a “C” or better in order to be considered for the Diploma Programme in 11th grade.

Saddleback also features a 7th and 8th grade Pre-IB program for students looking to enter the IB Programme, where they will be given two extra years of skill and language development.

Academic Honesty Policy International Baccalaureate

Saddleback High School The Saddleback High School community values personal and academic integrity in all of our classrooms, programs, and activities. Students are expected to exhibit the highest levels of academic integrity, and the pursuit of education should be conducted in an open, honest, and responsible manner, free from fraud, deception, and academic dishonesty. To that end, we will teach the value of honesty in the context of the International Baccalaureate Learner Profile objective to ensure that all of our students will act in a principled manner. More specifically, we will trust that students will act with integrity and honesty, exhibiting a strong sense of fairness and justice, and showing respect for the dignity and rights of people

13

everywhere. Students will take responsibility for their actions and the consequences of those actions, and will agree to abide by the Saddleback High School IB Academic Policy.

SHS IB Academic Policy:

Plagiarism: To use or pass off the ideas or writings of another as one’s own.Synonyms: piracy, theft, copying, stealing

Saddleback students will refrain from cheating. Cheating violations include, but are not limited to the following:

● Providing or receiving answers on assignments or exams ● Using cheat sheets● Copying assignments● Submitting a former IB student’s work with “modifications” as one’s own work● Plagiarizing, including internet sources

Evidence of plagiarism also includes:● Suspicion raised when the student paraphrases and does not cite works used and/or

attributes, comments or facts to any cited works.● Language used is outside normal usage.● Phrases do not make sense due to cut and paste activities.● Actual sites used can be identified and reproduced.● Classmates or other students’ work can be identified and reproduced.

In addition, IB students will be honor-bound to prevent and/or report violations of this academic policy, should they witness them. Choosing not to act in such circumstances constitutes collusion.

Students who are absent the day of an IB exam or on the due date for an IB assessment (such as a project or paper) may be required to complete additional work at the teacher’s discretion. Each IB staff member reserves the right to determine the extent and nature of additional work, per approval from the IB Diploma Program Coordinator.

Personal integrity and conduct that is consistent with this code will produce the atmosphere of trust necessary for the success of each student in the IB Diploma Programme.

There are occasions when collaboration between candidates is permitted or even actively encouraged. Nevertheless, the final work must be produced independently, despite the fact that it may be based on similar data. This means that the abstract, introduction, content and conclusion, or summary of a piece of work must be written in each candidate's own words and cannot therefore be the same as another candidate's. Special attention must be given to the avoidance of plagiarism of Internet resources. Students must make a point of using these sources appropriately due to the ease of “copy-and-paste” techniques.

14

Roles & Responsibilities in Regards to Academic Honesty Policy

Teacher Responsibilities

● At the beginning of each semester, IB teachers will review, with their students, the Academic Policy.

● Ensure, using judgement, research, resources, internet, etc., that, to the best of his/her knowledge, all work is authentic.

● Understand and implement all school policies related to maintaining academic honesty.

● Purposefully monitor testing environments.● Report and record academic dishonesty to the IB coordinator immediately.

Student Responsibilities

● Read and sign the Academic Honesty Policy● Ensure that all work submitted for assessment is authentic, with the work or

ideas of others fully and correctly acknowledged● Comply with all internal school deadlines● Understand the definitions of what is considered academic dishonesty● Take ownership of learning by asking for clarification of instructions when

necessary and seeking help when needed● Talk to the IB Coordinator or IB Guidance Counselor when feeling

overwhelmed to discuss assignments and time management strategies to reduce the stress

● Understand the proper way of citing or acknowledging original authorship of works or ideas

● Report malpractice and help cultivate a culture of academic honesty at their school● Understand the consequences of academic dishonesty and malpractice

Parent Responsibilities

● Read and sign the Academic Honesty Policy● Encourage their student to practice academic honesty● Encourage their student to help cultivate a culture of academic honesty at their

school

IB Coordinator/Administration Responsibilities

● Ensure that all students, parents, and teachers understand what constitutes academic honesty by providing verbal instruction, printed instruction, and additional resources when needed

● Ensure that all policies are posted on the Saddleback High School IB website● Facilitate the Academic Honesty Committee meetings when needed● Plan and monitor all IB Exam testing sessions● Maintain an account with a plagiarism detection service such as Turnitin.com

15

● Provide teachers with materials and training necessary to guide students in maintaining academic honesty

● Maintain parent contact and participate in the investigation of academic dishonesty and malpractice

● Document and report academic dishonesty and malpractice to IBO when necessary● Provide timely reminders and reviews of the IB Learner Profile

Should the academic policy be violated, the following consequences will be enforced in the Saddleback IB Diploma Programme:

● The first time a student is caught cheating on an IB assignment or assessment,

he/she will receive a zero for that assignment or assessment, and his/her guardian will also be notified. The student will be placed on academic probation for the rest of his/her participation in the Saddleback IB Diploma Program. All IB teachers will be informed that the student is on academic probation.

● If the student is caught cheating again, in any class, before his/her graduation

from the IB Diploma Programme, the student will be removed from the IB Diploma Programme. The student will also receive a zero on the assignment/assessment.

● A separate policy written by the International Baccalaureate Organization is in place

for cases of malpractice on an assessment scheduled to be sent to the IB examiners. This includes both internal and external assessments. If a student is caught cheating during the testing process, or plagiarizing any of his/her assessments, he/she will receive a zero for that assessment leading to a “0” in that subject. There is no warning step in this case.

Saddleback High School Assessment Policy

Philosophy

The teachers and staff at Saddleback High School believe that the primary purpose of assessment is to help support and drive instruction, while improving student learning. We recognize that all students do not learn the same, and have different learning styles and educational needs. Keeping this in mind, we strive to administer various forms of assessment so that students can demonstrate a full range of learning. SHS strives to implement best practices as they apply to all types of assessment across all disciplines and programs.

Purpose of Assessments

Saddleback High School teachers utilize formative and summative assessments for a plethora of reasons:

16

● Feedback● Reflection● Motivation● Curriculum modification● Grade reporting● Class placement

Ultimately, two types assessments are used to support student growth in the academic disciplines and in the development of the IB Learner Profile traits:

Formative and Summative Assessments

Formative assessments are meant to represent the process of analyzing, gathering, interpreting, and using evidence to improve student learning. These assessments do not need to be formal, nor do they all need to be used in determining a student’s grade. Types of formative assessments may include (but are not limited to):

● Homework● Papers● Projects● Quizzes● Discussions● Oral Responses● Peer Assessment● Self-Assessment

Summative assessments are typically given at the end of a learning cycle and used as a final evaluation of student learning, and are an opportunity for students to demonstrate what they have learned by applying their knowledge in new and authentic contexts. Types of summative assessments may include (but are not limited to):

● Final Projects● Portfolios● Papers● Unit exams

IB Specific Assessments

The IBO uses internationally benchmarked assessments to award points, which are accumulated for a student to potentially earn an IB Diploma as set by the IBO grading guidelines. There are two types of assessments which are identical for all IB schools:

17

Internal Assessments - These are assignments that students complete during the IB courses, and are typically graded by the teacher, and then moderated through the IBO. These assignments can vary from oral exams, portfolios, projects, etc. These assessments can all be counted towards a student’s final IB grade.

External Assessments - These are the final exams which occur at the end of each IB course. These exams are not marked by the teacher, rather, they are sent out to the IBO to be graded by IB examiners. These are administered in May of the final year of the IB course.

Recording and Reporting

All SHS teachers record grades through a district wide system called Aeries, which provides daily, online access to not only students, but to parents and teachers as well. Saddleback High School uses a traditional A-F grading system, which will be reflective of the IB grading criteria. Parents receive progress reports every 6 weeks, and report cards are sent out at the end of each semester. Report cards include the overall grade for each class, brief comments from each teacher, and weighted and unweighted GPA. In order to ensure that students are aware of how they will be assessed, when possible, rubrics will be introduced and discussed. The IB criteria will always be provided beforehand, as well. Teachers will also provide feedback on assignments and exams.

Saddleback High SchoolLanguage Policy

Introduction:

This document outlines the philosophy and practice of language instruction at Saddleback

High School and demonstrates how the staff supports students' acquisition of our language

of instruction (English), and our World Language (Spanish). It also shows how Saddleback

High School supports the continued use of a student's mother tongue (the language spoken

at home).

Philosophy:

Through language, our students acquire the ability to think and learn, to develop social skills

and values, and to acquire knowledge. The acquisition of more than one language and

maintenance of the mother tongue enrich personal growth and help facilitate international

understanding. Language acquisition is to be promoted as a partnership between all

18

members of our community including parents, students, teachers, and staff. As language, by

its very nature, is integrated into all areas of the curriculum, every teacher within the school

is considered a language teacher, as learning world languages is an integral part of becoming

a global citizen.

Language Profile:

Saddleback High School is located in the Santa Ana Unified School District (SAUSD), in

Orange County. SAUSD is the largest district in Orange County, and the seventh largest

district in California. It is the most densely populated district in the county, serving

approximately 56,000 students within a 24 square mile boundary. Built in 1967, it is one of

the six comprehensive high schools in the school district, and for the last three years,

Saddleback’s enrollment has been slightly decreasing. There were 2,003 students in 2011-

12; 1,863 students in 2012-13; and 1,810 in 2013-14. Last year, there were 404 students in

grade nine; 476 students in grade ten; 528 students in grade eleven; and 402 students in

grade twelve. Demographic data for the last three years has been stable with Hispanic or

Latino enrollment of 95.87 percent, and the mother tongue of over 90% of students is

Spanish.

Language Acquisition

SAUSD has an extensive ELD program which helps students acquire the English language

to the best of their ability. Extensive CELDT testing and data tracking are used in order to

place students accordingly, and ultimately, to redesignate them as proficient in reading,

writing, listening, and speaking of the English language.

Aims:

19

All Saddleback High School staff work together to:

● Enable students to learn and use language confidently in a variety of contexts

including reading, writing, and comprehension.

● Promote and foster student literacy across ALL curriculums.

● Guide students in exploring different perspectives and point of views through

language and culture.

● Encourage students to express themselves through multiple languages.

● Explore the connections and similarities between their mother tongue, and the English

language.

Support of Mother Tongue Languages

-District bulletins, websites and other publications are available in English and Spanish.

-The school has access via telephone to translators in the languages mentioned above.

-Building communications are translated in-house into Spanish, our most common Mother

Tongue aside from English.

-The library includes materials that support continued use of the mother tongue.

Support of the Language of Instruction

English is the Language of Instruction at Saddleback High School.

Saddleback staff will support students with Limited English Proficiency in language

acquisition in the following ways:

● Supplemental ELD/ELA intervention classes during the regular school day.

● Yearly assessment beginning in Kindergarten using CELDT data to monitor

language development progress.

● Sheltered Instruction in all classes to scaffold acquisition of vocabulary and

concepts central to learning by providing visual cues, collaborative learning

experiences, and consistent assessment of prior knowledge.

● Implementing reading and writing strategies across the curriculum.

● Selecting and providing access to literature from a variety of cultural

backgrounds from all over the world.

● Providing multiple opportunities for teachers to collaborate and foster writing

across the disciplines.

20

● Assessing students formally and informally in the classroom using check-ins,

writing prompts, reading comprehension checks, reading skills assessments,

speeches, and essays.

Ongoing Review of the Language Policy

This policy will be formally reviewed yearly by the Saddleback High School staff and

revised as needed, in order to adapt to changes within the community, and to adhere to best

practices and the needs of our learning community. This policy is available to all

stakeholders and the public on Saddleback High School’s website.

Saddleback High SchoolInclusion/Special Educational Needs (SEN) Policy

The goals of the SEN Policy are:● Adhere to the national, state, and local laws regarding Special Education● Ensure that the special needs of our students are identified early, assessed, and

provided for● Clarify the expectations of all stakeholders● Identify roles and responsibilities of stakeholders● Assist all students in accessing all elements of the IB curriculum and assessments

The administration, faculty, and staff at Saddleback High School acknowledge that:● Our students have different educational and learning needs, abilities, and goals● Students gain knowledge and skills at different rates and through different means● All students are capable of learning and they are unique● Our school welcomes all students

IB INCLUSIVE EDUCATION POLICY AND PROCEDURES PHILOSOPHY

Saddleback High School (SHS) is committed to providing a free, appropriate public education for all students in the least restrictive environment. Placement and services for students with disabilities are assigned in accordance with a student’s Individualized Education Program (IEP) or 504 Plan, which is based on the student’s unique needs.

The faculty and staff of the International Baccalaureate Diploma Programme strive to build a community that is supportive of all students who choose to participate in the program. SHS accommodates students who have assessment access requirements and/or learning support requirements (special needs). Saddleback High School, in accordance with IB policy, “believes that all candidates must be allowed to take their examinations under conditions that

21

are as fair as possible. Where normal examination conditions and assessment procedures would put candidates at a disadvantage and prevent them from being able to demonstrate their skills and knowledge adequately, reasonable forms of accommodation may be authorized” (IBO, 2016, p. 88). These individual needs may include, but are not limited to: learning disabilities. Autism spectrum disorders, and/or physical, sensory, medical, or mental health issues. SHS believes in supporting all students, including those with special needs, to create conditions for the program that are as fair and equitable as possible.

IDENTIFICATION

Students with special educational needs are encouraged to apply for IB courses and are accepted, provided they meet the prerequisite criteria identified for each course. When students are enrolled in the Diploma Programme for the first time, the IB Coordinator generates a roster of students enrolled, and turns it into the SPED Department Chair, who identifies which students have IEPs and 504 plans. Teachers of IB students who have IEPs/504s are given a copy of the plans, and are required to make the adjustments listed. The IB Coordinator works closely with the IB faculty to ensure that all students enrolled in IB courses have full access to the curriculum and are able to demonstrate mastery of the course content.

CLASSROOM INSTRUCTION

Saddleback High School faculty employ inclusive teaching techniques and design learning experiences that allow all students, including those who have special educational needs, to meet the rigorous standards of the IB Diploma Programme. Students are provided with opportunities to achieve these goals by participating in carefully constructed differentiated teaching strategies designed to maximize students’ potential and also allow the student to demonstrate learning in different ways.

PARENT EXPECTATIONS AND COMMUNICATION

Parents of IB students are encouraged to share information regarding any special educational needs on behalf of their child. The expectation of collaboration between parents and IB faculty regarding special educational needs is communicated to parents on the Saddleback High School IB Programme website.

The IB Coordinator will inform the IBO using the appropriate procedures and provide the necessary documentation of the special needs of students requiring assessment adjustments. Once the IB Coordinator learns of the decision of the IBO, the student, parents, and teachers involved will be informed.

22