DP Policy 2014-2015 - Tangipahoa Parish School … & Summative Assessment ! 7! Use of IB Rubrics and...

IB#Programme#Handbook#Diploma#Programme!

The HHMS IB Programme Handbook shall be read and studied by every IB student and his or her parent. Please complete the signature page to acknowledge receipt and comprehension of all policies.

HHMS reserves the right to change and adjust policies based upon local, parish, federal, and global policy changes.

Policy beginning the 2014-2015 school year ! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

IB mission statement !The International Baccalaureate 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 organization works with schools, governments and international organizations to develop

challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong

learners who understand that other people, with their differences, can also be right. !!!© International Baccalaureate Organization 2007

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Hammond High Magnet School aspires to develop internationally minded lifelong learners through

high quality educational programs and rigorous assessment. Through

the embodiment of the learner profile, students are prepared to

successfully function in a global society.

IB#Programme#Handbook#Diploma#Programme! !

IB learner profile! 3! Information for Parents and Students! 4! Curriculum! 5!

Diploma Programme Entrance Criteria! 5! The IB Diploma! 6! Assessment! 7!

Formative & Summative Assessment ! 7! Use of IB Rubrics and Mark Bands ! 7! Louisiana High School Diploma! 8! Formal Assessment! 8! Assessment Standards! 9!

Minimum Requirements for Grading! 9! Senior Testing Schedule - Class of 2015! 10! IB Exam Schedule - Class of 2015! 11! Junior Testing Schedule - Class of 2016! 11!

Academic Honesty! 12! Continuation in the Diploma Programme! 12! Academic Dishonesty! 13! Candidate Declaration ! 13! Ethical Practice in the Diploma Programme ©IBO, 2007! 14!

CAS! 15! The Learning Outcomes! 15! CAS Program Timeline! 16!

Technology Usage! 16! BYOD (Bring Your Own Device)! 16! iPad Rental Policy! 16!

Magnet Student Requirements ! 17! Scheduling! 19! Contact! 19!

IB Course Change Request Form! 20! Magnet Programs Withdrawal Form! 21!

The IB Student at HHMS! 22! The IB Parent at HHMS! 22

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IB#Programme#Handbook#Diploma#Programme

!IB learner profile!!

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be: Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth

knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety

of modes of communication. They work effectively and willingly in collaboration with others. Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and

traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment

to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve

personal well-being for themselves and others. Reflective

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. !!

© International Baccalaureate Organization 2007

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Information for Parents and Students !

!!!

IB AcronymsIB International Baccalaureate

DP Diploma Programme

PDP Pre-Diploma Programme

IBCC International Baccalaureate Career-Related Certificate

AP Advanced Placement

IB Core

TOK Theory of Knowledge

CAS Creativity, Action, Service

EE Extended Essay

IB Classes

HOA History of the Americas

ITGS Information Technology in a Global Society

IB Assessments

IA Internal Assessment

IOP Individual Oral Presentation

IOC Individual Oral Commentary

HI Historical Investigation

Other Useful Acronyms

APA American Psychological Association (format manual)

ATTL Approached to Teaching and Learning

ATL Approaches to Learning

HHMS Hammond High Magnet School

TPSS Tangipahoa Parish School System



Curriculum!

Diploma Programme Entrance Criteria • Completion of the Magnet Application Process • Completion of the HHMS IB Application Process • Successful completion of the Pre-Diploma Programme or preparatory programme which will be deemed acceptable by entrance

assessments • Students who withdraw or are dismissed from the Pre-Diploma Programme may not be accepted into the Diploma Programme. !

!*To be enrolled in PDP Courses, you must be enrolled in PDP English * To be enrolled in PDP Science, you must be enrolled in PDP Math * PDP and DP Courses shall be congruent with Project Design, ATTL, and TOK *To be enrolled in DP Science, you must be enrolled in DP Math *To be enrolled in DP Physics, you must be enrolled in DP Math SL !

Group 1!Studies in

Language & Literature

PDP English I/II PDP English II/III IB English A Literature HL I IB English A Literature HL II

Group 2!Language Acquisition !

PDP Spanish I/II PDP Spanish II/III IB Language B Spanish SL I !IB Spanish ab initio I

IB Language B Spanish SL II !IB Spanish ab initio I

Group 3!Humanities

PDP Civics PDP/AP American History IB HOA HL I !IB ITGS HL I

IB HOA HL II !IB ITGS HL II

Group 4!Sciences

PDP Biology PDP Chemistry IB Biology HL I* !IB Physics SL I*

IB Biology HL II* !IB Physics SL II*

Group 5!Mathematics

PDP Algebra I !!PDP Algebra II

PDP Algebra II !!PDP Advanced Math

IB Math Studies SL I AP Statistics !IB Mathematics SL I AP/AB Calculus

IB Math Studies SL II !!IB Mathematics SL II AP/BC Calculus

Group 6!Arts

IB Film HL I IB Film HL II

CORE Project Design ATTL TOK I TOK II



The IB Diploma !The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points (IBO, 2011). How to interpret IB grades and transcripts A student's examination performance in individual subjects is scored on a scale of 1–7 points with a further 3 points available based on a matrix of performance in the theory of knowledge (TOK) and the extended essay components. Students who display satisfactory levels of performance across all subject areas and achieve a minimum of 24 points (out of a possible 45) are awarded the IB diploma. All others receive a certificate of results for the subjects examined (IBO, 2011). !!!!!!!!!!!!!!!The IB diploma will be awarded to a candidate whose total score is 24, 25, 26 or 27 points, provided all the following requirements have been met.

a) Numeric grades have been awarded in all six subjects registered for the IB diploma. b) All CAS requirements have been met. c) Grades A (highest) to E (lowest) have been awarded for both theory of knowledge and an extended essay, with a grade of at

least D in one of them. d) There is no grade 1 in any subject. e) There is no grade 2 at higher level. f) There is no more than one grade 2 at standard level. g) Overall, there are no more than three grades 3 or below. h) At least 12 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain

at least 16 points at higher level). i) At least 9 points have been gained on standard level subjects (candidates who register for two standard level subjects must

gain at least 6 points at standard level). j) The final award committee has not judged the candidate to be guilty of malpractice. !!!


Examination results are available in early July following the May examination session, and in early January following the November examination session. If requested by the student, results are made available to universities either in electronic format or as a transcript of grades, as appropriate. The results indicate the grade a candidate has been awarded for each subject, including the additional diploma requirements of theory of knowledge and the extended essay. The results also indicate the completion of creativity, action, service (CAS) and total number of points for the diploma, if a diploma has been awarded. Diploma awarded, Bilingual diploma awarded or Certificate(s) awarded will appear on the results. Bilingual diplomas are awarded for: • two languages A1, or • a language A1 taken together with a

language A2, or • a group 3 or 4 subject taken in a

language other than the candidate's language A1, or

• an extended essay in a group 3 or group 4 subject written in a language

http://www.ibo.org/diploma/curriculum/core/knowledge/index.cfm

http://www.ibo.org/diploma/curriculum/core/essay/index.cfm

IB#Programme#Handbook#Diploma#Programme!!

The IB diploma will be awarded to a candidate whose total score is 28 points or above, provided all the following requirements have been met.

a) Numeric grades have been awarded in all six subjects registered for the IB diploma. b) All CAS requirements have been met. c) Grades A (highest) to E (lowest) have been awarded for both theory of knowledge and an extended essay, with a grade of at

least D in one of them. d) There is no grade 1 in any subject. e) There is no more than one grade 2 at higher level. f) There are no more than two grades 2 at standard level. g) Overall, there are no more than three grades 3 or below. h) At least 11 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain

at least 14 points at higher level). i) At least 8 points have been gained on standard level subjects (candidates who register for two standard level subjects must

gain at least 5 points at standard level). j) The final award committee has not judged the candidate to be guilty of malpractice. !

Assessment !Formative & Summative Assessment Aligned with both current research on best practices and IB guidelines, teachers use a range of formative and summative tasks. Formative assessment allows teachers to monitor student progress towards meeting IB standards. Students receive meaningful, detailed, and timely feedback that supports improvement. Teachers use data from such assessments to modify instruction to promote learning. Formative assessment serves as the foundation for learning and prepares students for the “higher-stakes” nature of summative assessments, which measure achievement and are used to evaluate student knowledge and/or skill level. !Formative assessments are all those activities undertaken by teachers and students that provide information to be used as feedback to enhance learning and achievement. IB teachers use a variety of formative assessment strategies to gather evidence of student progress in acquiring knowledge, skills and abilities towards specific learning targets. These provide the opportunity for students and teachers to take manageable risks in the learning process; therefore, these assessments play a lesser role in the calculation of the final course grade than do summative tasks. Additionally, IB teachers are encouraged to separate performance from behavior when factoring course grades, work towards the development of a fairly-weighted grading policy, work closely with department colleagues, and utilize researched best-practices and IB subject guides. !Summative assessments comprise an important role in the final letter grade a student earns in a given IB course. Teachers must translate achievement levels attained on an IB rubric into point totals that can be entered into the grade book. The letter grades recorded in the grade book, as a result of the use of these rubrics, correlates reasonably to the IB mark bands for each assessment. !!!Use of IB Rubrics and Mark Bands IB assessment is criterion-referenced (rather than norm-referenced). This means that a rubric is used to judge student work in relation to clearly-identified levels of skill attainment. For some components, assessment is measured through mark schemes aligned to the relevant IB subject’s formal aims and objectives. Summative assessments in individual courses often model, in both format and subject matter, the formal IB assessments. Teachers employ IB assessment criteria (rubrics) to assess student achievement on such assignments, which are considered preparation for formal IB assessments. IB teachers have received specialized, intensive training in the use of IB grading criteria and mark bands. Whenever practical, teachers provide samples of work that have been marked so that students can internalize the assessment standards and understand what is expected. Such !Cherissa#Vitter,#Ed.D.# Page# � #7


samples may be 1) actual work of former HHMS students that have been marked or moderated by the IB, 2) models generated personally by instructors, and/or 3) samples provided by the IB in official “Teacher Support Material” or through formal training. (Section II was modeled from the Palmer High School IB Assessment Policy, 2010). !!Louisiana High School Diploma Students in the Diploma Programme are assessed using IB criteria that are specific to each subject area. Assessments must be graded according to IB standards to properly prepare students for External and Moderated Assessments. Students are not exempt from assessments. The breadth and depth of the Diploma Prgramme is taken into account with the grade conversion chart. Grades for the Louisiana High School Diploma will be converted using the following scale: !

!A growth point scale of 0-10 points is available for draft assignments in preparation for internal assessments. Grading Example: A student receives a ‘4’ on an assessment, and he has shown significant growth is his knowledge of the content. His Louisiana grade would be 85% + 6 Growth Points = 91% !!!Formal Assessment !Formal assessment is defined as assessment directly contributing to the final qualification. Most formal assessment is external, and includes examinations at the end of the two years or work completed during the course and then sent to an external examiner. Some formal assessment is internal, requiring the teacher to mark the work before it is moderated by an external moderator. The kind of work that is internally assessed includes oral exercises in the language subjects, projects, student portfolios, class presentations and practical laboratory work in the sciences, mathematical investigations and artistic performances. The principal aim of conducting internal assessment is to evaluate student achievement against those objectives that do not lend themselves to external written examinations or tests. Internal assessment also gives teachers, who know their students’ work very well, a significant input into the overall assessment process. !External examinations, however, form the greatest component of the overall assessment structure for each subject. This is because of the greater degree of reliability provided by the standard examination environment and external marking. Examinations are normally taken at the end of the two-year course of study. All examination papers are taken by students under strict conditions prescribed by the IB, with a fixed time limit, in the absence of any external resource or communication with other students, and with no prior knowledge of the questions. The nature of the examination questions varies considerably from paper to paper and from subject to subject. Objective tests comprising a set of multiple-choice questions are occasionally used in a few subjects. Short-answer questions, structured questions, extended-response questions, essay questions, data-analysis questions, text-analysis questions and case-study questions are all used where appropriate. !Examination sessions are held in May each year, with results published in early July. Class of 2015 may find the proposed examination schedule in Appendix A. Between the sitting of examinations and the release of results, all the external marking is completed, culminating in grade award meetings for each subject, to determine the final subject grades. !During the marking, each examiner submits a sample of work to a senior examiner who checks it for accuracy and consistency. Where examiners are found to be overly generous or harsh in their marking, adjustments are made to their marks. Where examiners are found to be inconsistent or unacceptably inaccurate, their total allocation is re-marked by senior examiners. At grade award meetings, the senior examining team for each subject reviews the effectiveness of each examination paper and the overall student performance on each paper. !

Grade F D C B- B A- A- A+

Points 59.00% 60%-69% 70%-79% 80%-83% 84%-89% 90%-96% 97%-98% 99%-100%

IB DP 0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00


IB#Programme#Handbook#Diploma#Programme!!

Assessment in the Diploma !Programme is criterion related, which means that each student’s final subject result is determined by the level of their performance as measured against a published set of criteria. These criteria describe the achievement level expected for the award of each grade. !Each subject is graded on a scale from one point (the lowest) to seven points (the highest). Each student takes six subjects, most taking three at SL and three at HL across at least groups 1 to 5 of the Diploma Programme model. In addition, there is a maximum of three points available for combined performance in theory of knowledge and the extended essay. Thus, the maximum possible score is 45 points. The minimum score needed to gain the diploma is 24 points, provided that certain conditions are met. These conditions, which relate to the distribution of points across the different subjects, are published in the Diploma Programme regulations. !In addition to formal assessment, teachers have responsibility to design and provide formative assessment structures and practices that help students improve their understanding of what constitutes excellence and where their own work stands in relation to this. The emphasis here, a key component of learning how to learn, is on improving students’ judgment of their own strengths and weaknesses and then helping them develop strategies to improve (The Diploma Programme: A basis for practice, 2009). !!Assessment Standards !IB approved subject matter experts and course evaluators have ensured the assessment strategies at Hammond High Magnet School to be consistent with the subject-specific course aims and objectives.

Minimum Requirements for Grading In order to meet deadlines, students must plan ahead. All work is expected to be turned in by or before the due date and time.

If a student is having difficulty with an assignment, he or she should contact the teacher on the following schedule:

* 24 hours before the due date if the assignment had been posted 48 hours or greater to the due date

* 18 hours before the due date if the assignment had been posted 36 hours prior to the due date

* 12 hour before the due date if the assignment has been posted less than 36 hours prior to the due date

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Senior Testing Schedule - Class of 2015

Assessments are given at the Southeastern Louisiana University Lab School. Students and parents will be notified of a location change if necessary. !• Students and parents are responsible for transportation to and from the exam site. • Students are responsible for attending class at HHMS during the times they are not testing or assigned to study. • Students are responsible for bringing lunch or funds to purchase lunch on campus. • Students and parents assume responsibility for liability during transport, before testing times, during testing breaks (lunch), and after the examinations. !

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December 2014MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1!Morning English A Literature HL paper 1 ____________________

2!!!!___________________ Afternoon English A Literature HL paper 2

3!Morning Biology HL paper 1 Biology HL paper 2 ____________________

4!!Morning ITGS HL paper 1 ________________ Afternoon Biology HL paper 3

5!Morning Physics SL paper 1 Physics SL paper 2 _______________ Afternoon ITGS HL paper 2 ITGS HL paper 3

6

7 8!!!!____________________ Afternoon Physics SL paper 3

9!Morning Math Studies SL paper 1 !___________________ Afternoon Spanish B SL Paper 1 Spanish ab initio SL paper 1

10!Morning Spanish B SL Paper 2 Spanish ab initio SL paper 2 ____________________ Afternoon Math Studies SL paper 2

11!Morning HOA HL paper 1 !________________ Afternoon HOA HL paper 2

12!Afternoon HOA HL paper 3 !_______________

13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30 31

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!IB Exam Schedule - Class of 2015 Junior Testing Schedule - Class of 2016

Assessments are given at the Southeastern Louisiana University Lab School. Students and parents will be notified of a location change if necessary. !• Students and parents are responsible for transportation to and from the exam site. • Students are responsible for attending class at HHMS during the times they are not testing or assigned to study. • Students are responsible for bringing lunch or funds to purchase lunch on campus. • Students and parents assume responsibility for liability during transport, before testing times, during testing breaks (lunch), and after the examinations. !!

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MAY 2015MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1 2

3 4!Morning English A Literature HL paper 1 ____________________ Afternoon Junior Testing (2016)

5!Morning Junior Testing (2016) !___________________ Afternoon English A Literature HL paper 2

6!Morning Biology HL paper 1 Biology HL paper 2 ____________________ Afternoon Junior Testing (2016)

7!Morning Junior Testing (2016) !________________ Afternoon Biology HL paper 3

8!Morning Physics SL paper 1 Physics SL paper 2 _______________ Afternoon Junior Testing (2016)

9

10 11!!!!____________________ Afternoon Physics SL paper 3

12!Morning Math Studies SL paper 1 !___________________ Afternoon Spanish B SL Paper 1 Spanish ab initio SL paper 1

13!Morning Spanish B SL Paper 2 Spanish ab initio SL paper 2 ____________________ Afternoon Math Studies SL paper 2

14!Morning HOA HL paper 1 !________________

15!!!!_______________ Afternoon HOA HL paper 2

16

17 18!!!!____________________ Afternoon HOA HL paper 3

19!!!!___________________ Afternoon ITGS HL paper 1

20!Morning ITGS HL paper 2 ITGS HL paper 3 _____________________

21 22 23

24 25 26 27 28 29 30

31



Academic Honesty !The HHMS IB Academic Honesty Policy shall be read and studied by every IB student, parent/guardian, teacher, and

stakeholder affiliated with the Diploma Programme. In addition, General regulations: Diploma Programme For students and their legal guardians (IBO, 2007) shall be studied and frequently referenced. In addition, students

and legal guardians should refer to the IB Academic Honesty Policy (IBO, 2011).

!Academic honesty is a set of values and skills that promote personal integrity and good practice in teaching, learning, and assessment. An authentic piece of work is one that represents a student’s individual and original ideas, with the ideas and work of others fully acknowledged. Influenced by several factors including peer pressure, culture, parental expectations, role modeling, and taught skills, academic honesty is essential if a student’s genuine ability is to be measured and used to guide and report learning. Further, academic dishonesty can lead to such negative personal consequences as diminished feelings of self-worth and disgrace in the eyes of classmates, teachers, parents, and administrators.

Academic dishonesty occurs whenever a student asks, receives, has access to, or offers unauthorized help on any assignment including class work, homework, projects, tests, and papers. Plagiarism (representing someone else’s work as one’s own) and collusion (assisting someone in academic dishonesty) are also forms of cheating. Candidates’ work will be authenticated through turnitin.com Acts of intentional or unintentional academic dishonesty will not be accepted in the Diploma Programme. Students will modify behavior of academic dishonesty with the following consequences: !!• An incident report added to your IB file • No points on the assignment/test • Notification of the parents • Notification of advisors of campus honor groups • Work detail • Negative references for college applications and scholarships • Discipline referral to the appropriate administrator • Loss of eligibility for the IB Diploma, IB Certificate !Continuation in the Diploma Programme • Students shall complete all work including Internal Assessment requirements. • Students shall adhere to all policies. • Students who withdraw or who are dismissed from a course may not re-enroll in the course. • Students will excessive absence causing the instructional time requirement to be violated may not continue. • The Diploma Programme teacher and the IB Coordinator shall recommend the student to become a Diploma Programme Candidate

with the International Baccalaureate. !



Academic Dishonesty !Article 29: Definition of dishonesty The IB Organization defines dishonesty as behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment components. Dishonesty includes the following.

a) Plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own.

b) Collusion: this is defined as supporting dishonesty by another candidate, as in allowing one’s work to be copied or submitted for assessment by another.

c) Duplication of work: this is defined as the presentation of the same work for different assessment components and/or IB diploma requirements.

d) Any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record, disclosure of information to and receipt of information from candidates about the content of an examination paper within 24 hours after a written examination)

(General Regulations: Diploma Programme, 2007). Article 30: Applicable procedure 30._ The school’s Diploma Programme coordinator must inform the IB Organization if he or she identifies any dishonesty (for example, plagiarism) in relation to a candidate’s work after the candidate has signed the cover sheet to the effect that it is his or her own work and constitutes the final version of that work. In such cases, or when an examiner or the IB Organization suspects dishonesty, the school will be required to conduct an investigation and provide the IB Organization with relevant documentation concerning the case. If questions arise about the authenticity of a candidate’s work before the cover sheet has been signed, that is, before the work has reached its final stage, the situation must be resolved within the school. !Candidate Declaration The following statement is found on the candidate cover sheet and shall be written on all assignments designated for grading by Diploma Programme Teachers: !I confirm that this is my own work and is the final version. I have acknowledged each use of the words or ideas of another person, whether written, oral, or visual. !“Final Version” refers to any document or assignment that is graded by someone who is trained by the International Baccalaureate. Students are encouraged to seek assistance from teachers before the due date to ensure IB Academic Honesty standards are upheld for assignments not including Internal Assessments. For guidance on the Internal Assessment, students are encouraged to seek assistance from teachers who are not the grader or moderator of the Internal Assessment. !!



Ethical Practice in the Diploma Programme ©IBO, 2007 Students and teachers at HHMS shall adhere to the standards set forth on the Ethical Practice Poster provided by the IBO. In addition, the poster will be present in every classroom. The language from the Ethical Practice Poster is as follows: !

The Diploma Programme requires academic rigour and active student involvement in all aspects of the curriculum. It places a strong emphasis on the ideals of international understanding and responsible citizenship. The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. Behaving and learning in an ethical way means students will observe the following practices. These are examples only and teachers will be able to add further examples of their own.

Students will exercise academic honesty in all aspects of their work. They will acknowledge the work of others, including material taken from other sources. They will not claim as their own the work of others. They will not give their work to others to pass off as their own. They will observe the integrity of the examination room. ! Laboratory or field experiments and investigations will be undertaken in an ethical way.

- No experiments involving other people will be undertaken without their written consent and their understanding of the nature of the experiment.

- No experiment will be undertaken that inflicts pain on humans or live animals. - No experiment or fieldwork will be undertaken that damages the environment. - No artwork, performance or film will be undertaken that damages the environment. - No artwork, performance or film will include excessive or gratuitous violence or explicit sexual activity. - All presentations will respect the personal, political and spiritual values of others and will contain no

intention to offend in remarks about race, gender or religious beliefs. The role of the teacher - All teachers must provide the following support to students. - Give students clear guidance about the nature of ethical practice in the Diploma Programme. - Prevent students from undertaking any unethical practice for any work that is going to be assessed

- (for example, for internal assessment, the extended essay or a TOK presentation). - Ensure that no work containing any unethical practice is presented for assessment. !!

Instruction!!Students will be instructed in the following areas:

1. Formal skills for acknowledging source material 2. Skills of paraphrasing 3. Evaluation of sources, text, and internet sites 4. Research writing materials 5. Data gathering techniques 6. Techniques for using translated materials 7. Planning, preparation, and execution of research writing assignments 8. Considering bias in reference material

Parents of DP students are encouraged to reinforce instruction. !!Cherissa#Vitter,#Ed.D.# Page#� #14


CAS Creativity, action, service (CAS) should involve:

• Real purposeful activities, with significant outcomes • Personal challenge – tasks must extend the student and be achievable in scope • Thoughtful consideration, such as planning, reviewing progress, reporting • Reflection on outcomes and personal learning !

The emphasis is on learning by doing real tasks that have real consequences and then reflecting on these experiences over time. !The most meaningful CAS experience comes from spending time with others to build relationships and develop the self-worth of both server and served. In the design and construction of your CAS schedules you are reminded of the equal importance of all three areas CREATIVITY, ACTION, SERVICE. There must be a balance between the three.

The Learning Outcomes The focus on learning outcomes emphasizes that it is the quality of a CAS activity (its contribution to your development) that is of most importance. The guideline for the minimum amount of CAS activity is approximately the equivalent of half a day per school week (three to four hours per week), or approximately 150 hours in total, with a reasonable balance between creativity, action, and service. It is the experience and reflection upon the experience that counts; this is not merely a logging-of-hours exercise! As a result of your CAS experience as a whole, including your reflections, there should be evidence that you have: !The eight CAS Learning Outcomes are used in evaluating activities and participation. Each of your CAS activities or projects will be evaluated by you, your CAS Advisor and the CAS Coordinator as you plan, implement, and complete them. Reflections, feedback, and evaluations will be communicated and conducted primarily through ManageBac. You, your advisor, and the coordinator will use the following questions to evaluate your activities: Has the student… !1. Increased your awareness of your own strengths and areas for growth—You are able to see yourself as an

individual with various skills and abilities, some more developed than others, and understand that you can make choices about how you wish to move forward.

2. Undertaken new challenges—A new challenge may be an unfamiliar activity, or an extension to an existing one. 3. Planned and initiated activities—Planning and initiation will often be in collaboration with others. It can be shown in

activities that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student-led activities.

4. Worked collaboratively with others—Collaboration can be shown in many different activities. You may choose to engage in a project or activity with other students at school, or you may be involved in an event or endeavor with a group in your local community.

5. Shown perseverance and commitment in your activities—At a minimum, this implies regular participation and accepting a share of the responsibility for dealing with challenges that arise in the course of activities.

6. Engaged with issues of global importance—You may be involved in international projects but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring for the elderly).

7. Considered the ethical implications of your actions—Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical composition, in relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with other members of your group or with your CAS advisor.

8. Developed new skills—As with new challenges, new skills may be shown in activities that you have not previously undertaken, or in increased expertise in an established area.

For each completed activity or project, you will complete a self-review in the form of reflection. Your CAS advisor will complete and submit a “Supervisor Review” on ManageBac. These files will be saved to your ManageBac account.



At the end of the program, your CAS coordinator will complete and submit a student “CAS Report” detailing your activities and involvement, as well as a formal evaluation of these. This report will be submitted to IB as evidence of completion of your CAS requirements. !CAS Program Timeline!All CAS work (e.g., planning, reporting, evidence, reflections, etc.) will be submitted to your CAS advisor, mostly via your ManageBac entries. Additionally, you will attend interviews in person. It is essential that you, consistently use ManageBac (Twice a week) to submit your work and stay current with CAS deadlines and announcements.

The timeline and other important information concerning CAS may be found in the CAS Handbook.

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Technology Usage !BYOD (Bring Your Own Device) !Students in the IB Programme are responsible for bringing technological devices to school daily such as a tablet or laptop. If a students does not have a device, he or she may rent an iPad from HHMS is there is one available. All devices are subject to inspection while on campus. All devices are expected to be completely changed and functional for class time. Technology issues should be addressed outside of instructional time.

iPad Rental Policy !• The iPad is school property and all users will follow this policy and the HHMS Technology Policy. • Cords and cables must be inserted carefully into the iPad to prevent damage. • iPads must remain free of any writing, drawing, stickers, or labels that are not the property of HHMS. • iPads must never be left in an unlocked locker, unlocked car, or any unsupervised area. • Each student is responsible for keeping his or her iPad battery charged for the school day. • The iPad screens can be damaged if subjected to rough treatment. The screens are particularly sensitive to damage from

excessive pressure on the screen. • iPads are intended for use at school each day. !• Students must be responsible to bring their iPad to all PDP classes. • Password shall be given to your core teacher • Media may not be viewed or used • Presence of guns, weapons, pornographic materials, inappropriate language, alcohol, drug, gang related symbols or pictures

will result in disciplinary actions. • Individual school iPads and accessories must be returned to the HHMS Library at the end of

each school year. • If a student should change enrollment during the school year, he or she shall surrender the iPad at that time. !

Students shall not load unauthorized software/Apps on their iPads. Students shall not synchronize or “hard connect” to any computer - including personal home computers and school computers.



Students may be selected at random to provide their iPad for inspection. !STUDENT PLEDGE FOR iPAD USE: 1. I will practice ethical usage of my iPad both at school and at home. 2. My iPad will not be left unattended nor will my iPad be loaned to other persons. 3. My iPad will never be used for media (social or otherwise) during the school day 4. I will charge my iPad's battery daily. 5. I will keep food and beverages away from my iPad. 6. I will not disassemble any part of my iPad or attempt any repairs. 7. I will protect my iPad by only carrying it in the case provided. 8. I will not place decorations (such as stickers, markers, etc.) on the iPad.

I will not deface the serial number iPad sticker on any iPad. 9. I understand that my iPad is subject to inspection at any time without notice and remains the property of HHMS. 10. I will follow the policies outlined in the iHHMS Technology Policy 11. I am responsible for all damage or loss. 12. I agree to return the school iPad, case and power cords in good working condition. 13. I am responsible for the iPad loaned to me by Hammond High Magnet School. !I agree to the stipulations set forth in the above document. Violations of the pledge will result in the loss of my iPad privileges, which may hinder my success as a PDP/DP student. !!!!!!!!Magnet Student Requirements !!Students in the Diploma Programme are classified as Magnet Students and shall adhere to the requirements of the Tangipahoa Parish School System Magnet Program in addition to the IBO requirements. !!



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Scheduling!!Students will be scheduled for Diploma Programme classes during the sophomore year. Schedule changes only occur at semester (December & May). If a student wishes to change his or her schedule, the student must complete the IB Course Change Request Form to be given to the IB Counselor 45 Days prior to the end of the semester. All students in Diploma Programme courses will complete all requirements of the IB Course; there will be no alternative curriculum for students who plan to withdraw. Students who wish to withdraw from the IB Programme must complete a Magnet Withdrawal Form to be given to the IB Counselor 45 days prior to the end of the semester.

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Contact!!IB Counselor - Questions concerning graduation requirements, schedule changes, scholarship information, letters of recommendation, ACT and SAT information, summer school, etc. TOK Coordinator - Questions concerning Theory of Knowledge and course counseling. CAS Coordinator - Questions concerning the CAS requirements. EE Coordinator - Questions concerning the Extended Essay. DP Teachers - Specific course questions, Internal Assessments, etc. IB Coordinator - Questions concerning the External Examinations, and all other IB related questions. !!!!!



IB Course Change Request Form

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Magnet Programs Withdrawal Form !

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The IB Student at HHMS!Please initial by each statement!

__________! I have read the Diploma Programme Handbook and will abide by all regulations.!

__________! I have read the HHMS Academic Honesty Policy; I have read the IB Academic Honesty Policy.!

__________! I will practice Academic Honesty as outlined by the IB.!

__________! I have read General Regulations: Diploma Programme (IBO, 2007) and discussed the content with my legal guardians.!

__________! I will practice ethical usage of technology at all times including social media.!

__________! I will complete all assignments on schedule and properly prepare for all Internal Assessments.!

__________! I will adhere to the regulations set forth in my Magnet Contract.!

__________! I will follow all rules of HHMS, TPSS, the state of Louisiana, and the United State of America.!

__________! I am a Diploma Programme Candidate. To that end, I will adhere to ethical practices in every aspect of my life, on and off !! ! campus. I will proudly represent HHMS and the International Baccalaureate. !

!!The IB Parent at HHMS __________! I have read the Diploma Programme Handbook and will abide by all regulations.!

__________! I have read General Regulations: Diploma Programme (IBO, 2007) and discussed the content with my child.!

__________! I will be actively involved in the assessment process.!

__________! I will provide support, stability, and encouragement to my child.!

__________! I will further educate myself on the International Baccalaureate.!

!We have read all documents and understand the privilege of the International Baccalaureate. We accept Diploma Programme Candidacy. !

!________________________________________ __________________________________________ Student Signature Date Parent/Guardian Signature Date !!!


DP Policy 2014-2015 - Tangipahoa Parish School … & Summative Assessment ! 7! Use of IB Rubrics and...

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Transcript of DP Policy 2014-2015 - Tangipahoa Parish School … & Summative Assessment ! 7! Use of IB Rubrics and...