John Adams High School International Baccalaureate Magnet...

John Adams High School

International Baccalaureate

Magnet Program

Assessment Policy


808 South Twyckenham Drive

South Bend, Indiana

46615 USA

1. Philosophy and Principles:

Indiana students participate in a comprehensive statewide assessment system which includes

assessments in English/language arts and mathematics for grades 3-8 (ISTEP+) and End-of-

course Assessments (ECA) for all students completing Algebra I, English 10, and Biology I.

The completion of the Indiana General High School Diploma requires the completion of 40

course credits. A minimum of 47 credits are required for the Core 40 with Academic Honors/

Technical Honors. Among the requirements for the Core 40 with Academic Honors Diploma is

the completion of two IB courses and corresponding IB exams.

Mission

“In partnership with students, families and community, we provide the respect, encouragement

and support every student needs to attain the know ledge and skills necessary for post-secondary

success.” (South Bend Community School Corporation mission statement).

Statement of Expectations

Student Responsibilities:

Attend school everyday and be in class at all times.

Come to all classes prepared by having appropriate materials and assigned work.

Complete all assigned work by the due date.

Request missed work and complete assignments in a time frame established by the

teachers in the event of unexpected circumstances and resulting absence.

Follow ethical and professional standards aimed at success:

o Take responsibility for their own decisions.

o Be honest, truthful, trustworthy, and sincere.

o Treat all people with respect and dignity.

o Show kindness and patience.

o Make comments that are positive, courteous, and helpful.

o Dress in a neat, clean, and well-groomed manner.

o Always perform to the best of their ability.

o Ask for help when needed, or when the student does not fully understand what is

being asked of him/her.

Teacher Responsibilities:

Maintain a productive and positive learning environment.

Utilize varied and innovative classroom techniques to achieve the curriculum goals.

Grade all assignments and exams in a timely manner.

Review and discuss assignments and exams with the class after grading to maximize

student learning.

Parent/Guardian Responsibilities:

Demonstrate interest in their child’s work and work habits.

Provide students with a time and place, free of distractions, to do homework.

Attend parent information meetings and parent/teacher conference sessions to ensure

knowledge and understanding of student progress and expectations.

Contact magnet staff regarding concerns about their child’s progress and possible

solutions.

Become involved in Magnet activities whenever possible, i.e. field trip chaperones, and

volunteer activities.

Coordinator responsibilities:

Analyze and distribute student related data to achieve goals.

Maintain and send assessment records in a timely manner.

Organize training to meet individual, school and district goals.

Communicate among all members of the school community and provides

recommendations to administrators and guidance counselors to ensure student success in

the IB diploma program.

Communicate and inform teachers of changes to IB curricula, assessment, and practices

as noted in the Online Curriculum Center (OCC)

Communicate and inform stakeholders of IB policies, requirements, and guidelines.

Promote, market, and advertise the program in the community.

School Administrator responsibilities:

Provide sufficient planning time for teachers and the coordinator to prepare for the rigors

of the IB curriculum and assessments.

Allocate sufficient funding within the school to support program goals.

Develop and maintain a master schedule that supports the diploma program’s growth and

success.

Provide recommendations to the district to ensure success for the IB program at large.

District Administrator responsibilities:

Provide adequate funding (money for supplies, technology, training, travel, IB fees,

postage, etc.) for the proper administration of the IB program. This funding should align

with the proposed growth and the natural attrition in number of teachers.

Allocate sufficient time for teacher collaboration.

Enable subject coordinators/department heads collaboration time to work with teachers

within their content areas and across content areas to support the IB program as a whole.

2. Assessment Practices

The primary purpose of assessment at John Adams High School is to support curricular goals

and encourage appropriate student learning. Effective assessments help the teacher and student

determine progress toward established levels of achievement and adjust instruction based on

acknowledged strengths and weaknesses. The immediate goal is to promote a successful IB

experience for IB candidates. The ultimate goal is to develop lifelong, 21st century learners who

meet the demands of a global society. Both formative and summative assessments guide

teaching, monitor student achievement, and are used to inform parents of student progress.

Formative Assessment

Formative assessment informs both teaching and learning by providing accurate and helpful

feedback to students and teachers. Formative assessments are incorporated into the presentation

of course aims and objectives in such a way that levels of student understanding and capabilities

can be observed and instruction altered to improve student learning. Formative assessments

available to students and teachers include, but are not limited to quizzes and tests, guided class

discussions, guided oral and written commentaries, group projects and presentations, studio

productions and performances, musical compositions, timed and untimed essays, investigations

in a supervised lab.

Summative Assessment

Summative assessments are designed by teachers to measure student achievement at regular

intervals and are reported as letter grades on student progress reports to parents. When IB rubrics

are used to evaluate student performance, teachers convert achievement levels defined on the

rubric to percentage totals that can be entered into the school’s PowerSchool electronic grade

book. These conversions are communicated in advance to students and parents. The student’s

grade in an IB course may include summative assessments that are based specifically on the IB

rubric, as well as assessments that are based on teacher-constructed rubrics that are consistent

with the aims and objectives of the IB syllabus for that course. Summative assessments available

to students and teachers include, but are not limited to unit tests, semester exams, research

projects, lab reports, formal essays, reflective writing and formal presentations.

Grading Scale John Adams High School Report Card grades are based on a scale of

A 90-100

B 80-89

C 70-79

D 60-69

F 0-59

The IB Diploma Program uses a scale from 7(excellent) to 1(minimal), with a score of 4 as

worthy of recognition by most colleges and universities. Due to multiple factors, a student may

perform better according to the IB grading scale than the high school’s scale, or the opposite may

occur.

IB Required Assessments Some of the assessment required by the IBO is carried out internally by classroom teachers who

score students’ individual work. These include oral presentations, commentaries, laboratory

work, investigations, and performances. Teachers receive training to use the rubrics provided by

IB, and their scores are moderated outside of the school to assure reliability and equity.

International Baccalaureate Assessment Percentage Allocations Chart*

* The idea for this chart came from North Kansas City High School, Missouri. Shared at FLIBS

Coordinators Conference by Dr. Jane Reed, Dec.3, 2011.

Some of the assessment is overseen by teachers as students produce the work, but it is scored by

external examiners selected by the IBO outside of the school. These include numerous works,

such as the extended essay, prescribed essays for Theory of Knowledge, oral examinations for

IB Language A1 (English) , IB World Language B (Spanish, French), adjudication of artwork for

IB Visual Arts HL/SL and musical group performances for the Music HL/SL course.

IB Examinations

The annual May examinations are externally scored with no input from teachers. These include

multiple choice and open-ended or essay questions. Because of the greater degree of objectivity

and reliability provided by the standard examination environment, externally marked

examinations form the greatest portion of the assessment score for each subject.

Diploma Points Matrix & Extended Essay Boundaries

Grading of the IB Diploma core requirement involving the Theory of Knowledge course and the

Extended Essay uses the following rubric, which is explained to IB Diploma students who begin

their studies in Grade 11.

TOK points

Points awarded for the externally assessed component, Part 1, The Essay on a Prescribed Title

(40 points) and for the internally assessed component, Part 2, The Presentation (20 points), are

combined to give a total out of 60. The grade boundaries are then applied, to determine the band

(A to E) to which the candidates performance in TOK belongs.

The band descriptors are:

A Work of an excellent standard

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 band descriptor is used both to determine the contribution of TOK to the overall Diploma

score and to provide the basis of reporting to schools on each candidate’s TOK performance.

Extended Essay Points

A student who, for example, writes a good extended essay and whose performance in Theory of

Knowledge is judged to be satisfactory will be awarded 1 point, while a student who writes a

mediocre extended essay and whose performance in Theory of Knowledge is judged to be

excellent will be awarded 2 points.

A student who fails to submit an extended essay will be awarded N for the extended essay, will

score no points, and will not be awarded a diploma.

Performance in both the extended essay and theory of knowledge of an elementary standard is a

failing condition for the award of the diploma.

Limitations

The IB candidate can be awarded an IB Diploma provided none of the following failing

conditions exist:

1. A grade of 2 in any HL subject

2. Each grade 3 in an HL subject not compensated by a grade 5 or above in another

HL subject

3. A grade 1 in any SL subject

4. Two or more grades of 2 in SL subject

5. Two or more grades of 3 in HL with a grade of 2 at SL

6. Four or more grades of 3 in HL/SL subjects

Excellent performance in the 6 subject areas results in a grade 7 for each, or a total of 42 points.

The maximum diploma point score is 45. Theory of Knowledge and the extended essay

contribute to the overall score through a matrix system, which awards up to 3 bonus points based

on the candidate’s combined performance. The minimum points required for the IB Diploma is

24. Those students who do not satisfy the entire set of requirements for an IB Diploma or who

elect to take fewer than six subjects are awarded the IB Certificate for examinations completed.

3. Admission and continuation in the IB Magnet Program

Admission to the JAHS IB Magnet Program begins at the Grade 8 level, when entering freshman

students are admitted based on ISTEP scores (average requirement of 1100), with grades that do

not fall below C, along with strong teacher recommendations. Scheduling of student courses

helps to place each student in the best possible courses. Generally, Grade 9 students take Honors

and Honors Advanced courses in English 9 H/HA, Biology I H/HA, History H/HA, Algebra I H,

Algebra II HA, or World History AP.

Students entering Grade10 will take similarly rigorous courses involving Honors and Honors

Advanced courses in order to prepare for the IB courses in Grade 11.

For JAHS IB Magnet students, certain requirements and grades must be maintained in order to

remain in the program. These include the following:

1. Maintain a minimum overall GPA of 2.0 in all classes (Grades 9-10).

2. Earn a minimum grade of C in all classes each semester.

3. Maintain a 3.0 GPA overall if pursuing the IB Diploma (Grades 11-12).

4. Adhere to the SBCSC Student Code of Conduct and the JAHS Honor Code.

5. Adhere to the school attendance policies (95% is expected).

6. Adhere to the Magnet Standards of Success (see “Student, Parent, and Teacher

Expectations” in Appendix 1).

7. Maintain service hours as required by the Magnet strand (IB CAS).

8. Display the highest standards of ethical behavior.

John Adams High School IB Magnet Program Honor Code Students are expected to maintain the highest standards of academic integrity. The International

Baccalaureate Organization places strong emphasis on responsible citizenship and ethical

behavior.

Both the International Baccalaureate Organization (IBO) and John Adams High School will treat

cheating as a serious matter. In addition, a Pre-IB and IB student who is found guilty of cheating

may be dismissed from the IB program.

Violations of the Honor Code include:

Cheating – the actual giving or receiving of any unauthorized aid or assistance on any

form of academic work

Plagiarism – the copying of or representation of another’s work as one’s own (including

information from the Internet)

Other – behaviors unbecoming of an IB student as noted in the Magnet Standards of

Success (See “Student, Parent, and Teacher Expectations” in Appendix 1).

Violations of the Honor Code will be handled in accordance with written teacher policy and

considered a disciplinary matter to be generally handled as follows:

1st offense: Parent conference/written reprimand

2nd

offense: Recommendation for dismissal from the IB Program

Each student who enters the IB Magnet Program will sign the Student Contract and Letter of

Intent as well as the JAHS Honor Code guidelines, which each student and parent(s) agree to

uphold (See Appendix 2). This contract will be placed in a permanent file for the student, along

with course schedules and other pertinent material.

4. Assessment Policy Implementation, Evaluation, Review and Teacher Training

All International Baccalaureate teachers at John Adams High School are expected to meet once a

month after school for an IB Teachers meeting. During these meetings the IB Coordinator

updates and informs teachers on accomplishments, concerns and events related to the IB

Program. Teacher input and collaboration takes place during this time.

As the IB program moves forward, we continue to commit to self-evaluation and improvement.

We will revisit and make necessary adjustments to this Assessment Policy at regular intervals,

such as at the end of each academic year.

New teacher training and teacher update training are a constant priority. Collaboration between

and within JAHS faculty and administration, and networking between IB schools will be

encouraged to ensure the sharing of ideas, solutions, and concerns that may be helpful to all.

Teachers have access to OCC information and are encouraged to utilize this website for best

practices and instructional material. Teachers are also provided IBO marking notes and annual

subject reports after each examination session. This material may be helpful in collaborating with

school and district curriculum leaders who can use the most current information about student

performance to make the most effective revisions in teaching and assessment practices.

This Assessment Policy is applicable for the IB program at John Adams High School. It will be

shared with all stakeholders on our school website. Hard copies of the Student/Parent/ Teacher

Responsibilities, the JAHS Honor Code, the Hexagon of IB Assessments and the Assessment

Calendar will be given to each student at the beginning of the International Baccalaureate

journey; the Assessment Calendar will be given annually. Sources:

International Baccalaureate Organization. Guidelines for Developing a School Assessment Policy

in the Diploma Program, Cardiff, Wales, 2010. Available at http://www.ibo.org.

Accessed December, 2012.

Padula, Diane. Irmo High School IB Assessment Policy. Available a

http://www.lexrich5.org/IrmoHS.cfm?subpage=44449. Accessed February 4, 2013 and

used by permission.

Reed, Jane. International Baccalaureate Assessment Percentage Allocations Chart, North Kansas

City High School, Missouri, Dec.3, 2011.

Schira, Charles. Assessment Policies Portage Central High School & Portage Public Schools.

Portage, Michigan. Correspondence on February 3, 2013.

South Bend Community School Corporation, 2013-14 High School Course Description Book.

South Bend, Indiana, 2013.

John Adams High School Assessment Policy Contributors

Brewer, Jack (IB Math Studies SL)

Cline, Bryan (IB History HL)

Cotter, Kerry (IB History HL)

Dickerson, Mary (IB English A1)

Hernandez, Beckie (IB Spanish SL)

Krueger, Joel (IB Spanish SL)

Longenecker, Nevin (IB Biology HL)

Pantea, Lynne (IB Chemistry)

Roinila, Dr. Mika (IB Coordinator)

Steiner, Rhonda (IB French SL)

Stevens, Paula (IB Environmental Systems & Societies SL)

Respectfully submitted to IBO

February 27, 2013

Mika Roinila, PhD

IB Program Coordinator

APPENDIX 1



Magnet Program

STUDENT, TEACHER, AND PARENT

EXPECTATIONS:

STUDENT RESPONSIBILITIES:

1. Attend school everyday and be in class at all times.

2. Come to all classes prepared by having appropriate materials and assigned work.

3. Complete all assigned work by the due date.

4. Request missed work and complete assignments in a time frame established by the

teachers in the event of unexpected circumstances and resulting absence.

REQUIREMENTS:

1. Maintain a minimum overall GPA of 2.0 in all classes (Grades 9-10).

2. Earn a minimum grade of C in all classes each semester.

3. Maintain a 3.0 GPA overall if you are pursuing the IB Diploma (Grades 11-12).

4. Adhere to the SBCSC Student Code of Conduct and the Honor Code.

5. Adhere to the school attendance policies (95% is expected).

6. Adhere to the Magnet Standards of Success.

7. Maintain service hours as required by the Magnet strand (IB CAS).

8. Display the highest standards of ethical behavior.

STANDARDS FOR SUCCESS, ETHICS & PROFESSIONALISM:

1. Student will take responsibility for his/her decisions and for self.

2. Student will be honest, truthful, trustworthy, and sincere.

3. Student will treat all people with respect and dignity.

4. Student will show kindness and patience.

5. Student will make comments that are positive courteous, and helpful.

6. Student will dress in a neat, clean, and well groomed manner.

7. Student will always perform to the best of his/her ability.

8. Student will ask for help when it is needed, or when student doesn’t fully understand

what is being asked of student.

TEACHER RESPONSIBILITIES:

1. Maintain a productive and positive learning environment.

2. Utilize varied and innovative classroom techniques to achieve the curriculum goals.

3. Grade all assignments and exams in a timely manner.

4. Review and discuss assignments and exams with the class after grading to maximize

student learning.

PARENT/GUARDIAN RESPONSIBILITIES:

1. Demonstrate interest in their child’s work and work habits.

2. Provide students with a time and place, free of distractions, to do homework.

3. Attend Parent information meetings and Parent/Teacher conference sessions to ensure

knowledge and understanding of student progress and expectations.

4. Contact magnet staff regarding concerns about their child’s progress and possible

solutions.

5. Become involved in Magnet activities whenever possible, i.e. field trip chaperones, and

volunteer activities.

GUIDELINES FOR DETERMINING HONOR CODE VIOLATIONS:

Tests & Quizzes:

Looking on someone else’s paper during a test or quiz

Writing notes in a convenient place and referring to them during a test of quiz

Sharing answers with another student during a test or quiz.

This includes:

o sliding your paper into the viewing range of another student during a test or

quiz

o telling someone who has not taken the test or quiz what the questions or problems

will be

o “previewing” test questions by obtaining copies of the questions or by looking at

a test or quiz prior to its administration

o conferring with other students or with adults on a take-home exam when the

teacher has asked that all work be your own

Assignments:

Plagiarizing another’s work or ideas (including downloading from the Internet) in a

report or research paper

Copying another’s homework assignment or other assignment and turning it in as your

own

Allowing another to copy an assignment

Working with other students on an assignment which has been designed to be

independent

Other: Misrepresenting the submission of information (events, hours, or other data) concerning

the CAS component of the program.

APPENDIX 2



Magnet Program

Student Contract & Letter of Intent

I, ___________________________ will study at Adams High School beginning Fall 2013. I

have read, understand, and agree to comply with the requirements for the Adams Magnet

Program. I understand that failure to adhere to any and all program requirements may

result in reassignment from the Magnet Program. I have read and understand the

reassignment policy and process.

Student signature ______________________________________

Date _________________________

I, ____________________________ Parent/Guardian of _____________________________

have read and understand the program requirements for the Adams Magnet Program. I

understand that failure to adhere to any and all program requirements may result in my

student’s reassignment from the Magnet Program. I have read and understand the

reassignment policy and process.

PLEASE COMPLETE BACK OF THIS FORM



Magnet Program

Student Profile

Student ID# ________________

______________________________________________________________________________

Last name First name Middle

______________________________________________________________________________

Address

______________________________________________________________________________

City State Zip

_______________________________________ ____________________________________

Parent/Guardian name Parent’s home phone

_______________________________________ ____________________________________

Parent’s cell phone Parent’s e-mail address

_______________________________________ ____________________________________

Student’s cell phone Student’s e-mail address

_______________________________________ ____________________

Parent/Guardian Signature Date

_______________________________________ ____________________

Coordinator Signature Date

Return to

Dr. Mika Roinila, IB Magnet Coordinator,


808 S. Twyckenham Drive

South Bend, IN 46615

Phone: 283-7733


International Baccalaureate Honor Code

As a student in the International Baccalaureate Program at John Adams High School, you are

expected to maintain the highest standards of academic integrity. The International Baccalaureate

Organization places strong emphasis on responsible citizenship and ethical behavior. Both the

International Baccalaureate Organization (IBO) and John Adams High School will treat

cheating as a serious matter. In addition, a Pre-IB and IB student who is found guilty of cheating

may be a candidate for dismissal from the IB program.

Violations of the Honor Code

Cheating – the actual giving or receiving of any unauthorized aid or assistance on any

form of academic work

Plagiarism – the copying of or representation of another’s work as one’s own (including

information from the Internet)

Other – behaviors unbecoming of an IB student (See guidelines)

Violations of the Honor Code will be handled in accordance with written teacher policy and

considered a disciplinary matter to be generally handled as follows:

1st offense: Parent conference/Written reprimand

2nd

offense: Recommendation for dismissal from the IB Program

I understand that while a student in the IB Program, ethical conduct is expected at all times. I

will uphold the Honor Code of the International Baccalaureate at John Adams High School.

I shall refrain from all forms of academic dishonesty and/or deceitful means of obtaining

undeserved grades.

I understand that as a member of the IB Program, I have the responsibility to come forth and

report any known form of violation of the Honor Code by an IB student to the IB Coordinator

and/or Principal.

I understand that breaches of the Honor Code may result in my removal from the IB Program.

Student Name (Print) ___________________________________ Date __________________

Student Signature _____________________________________________________________

Parent Name (Print) ____________________________________ Date __________________

Parent Signature ______________________________________________________________

Coordinator Signature __________________________________ Date __________________

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