IB 4 Key Policies
Assessment Practices
- Mission Statement
- Assessment
- Formative Assessment
- Summative Assessments
- Reflection
- Assessment Practices Specific to Middle Years Program
- Assessment Practices Specific to Diploma Courses
Mission Statement
Assessment
Formative Assessment
Summative Assessments
Reflection
Assessment Practices Specific to Middle Years Program
Assessment Practices Specific to Diploma Courses
Academic Honesty
- General Background
- Definitions
- Role of Teachers
- Role of Students
- Communication of Policy
- Consequences of Malpractice
General Background
Definitions
Role of Teachers
Role of Students
The student is responsible for ensuring that all work submitted is authentic, with the work and ideas of others fully and correctly acknowledged. Diploma Programme candidates are required to provide their signature on all work submitted to the International Baccalaureate for assessment to confirm that the work is authentic.
Communication of Policy
Consequences of Malpractice
A. Consequences for academic dishonesty are addressed in the school’s discipline policy and shall be handled accordingly.
Inclusion Practices
Purpose
Definitions
Principles
Common Practices
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We promote the development of International Mindedness in all of our students through the IB Learner Profile.
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We are committed to teaching through inquiry in all subject areas.
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We provide pathways to second language acquisition for all students in addition to supporting mother tongue languages.
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Full IB Diploma Programme (DP) students complete the Extended Essay.
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Students are encouraged to take action to extend their learning and to help their community through our service learning programs.
B. Assessment
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All teachers will formatively assess student skills and understanding to determine individual student needs and abilities and to adjust subsequent instruction.
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Teachers will develop summative assessments that are differentiated to provide necessary modifications, challenges, and student choice.
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Students who appear to have special educational needs and abilities will be given further internal and/or external assessments to identify appropriate accommodations or modifications.
C. Support
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Classroom Support: Support for students with special educational needs and abilities may include curriculum modification, enrichment activities, classroom accommodations, small group instruction, or one –to- one support.
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Prior to being identified as a special education student, tier 1 and tier 2 interventions will be implemented in order to best serve the child’s learning needs.
D. Documentation
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Data relating to the academic achievement of all students will be organized in an assessment database. Teachers will have access to this database and it will be used to track student progress and make educational decisions.
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Documentation of services received will be provided for students with SEN.
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Progress will be reported midway through each marking period through the Student Information System (SIS).
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Individualized Education Plans (IEPs) are written for students who are identified for special education services. These plans will be revised annually, are confidential, and are shared with other school staff on an as needed basis.
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504 Accommodation plans are written for students who have a need for accommodations that are not covered by an IEP.
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Other Services: When it is determined that a student would benefit from additional support outside of the classroom, resource services are provided to meet academic, social, or behavioral needs. Additionally, paraprofessionals may provide further support to some students.
E. Staff Development and Collaboration
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All teachers receive IB training to promote an understanding of the components of their respective programs.
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Teachers receive staff development on co-teaching as a strategy to meet special educational needs.
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All teachers (including SEN teachers) regularly meet horizontally and vertically within their specific disciplines to collaborate on curriculum and assessment, to reflect on student learning, and to plan for differentiation.
F. SEN in the Diploma Programme
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Any student with a need for special arrangements must be identified prior to starting the program. Special arrangements may include modifications to exam papers, extensions to deadlines, assistance to practical work, additional time, information and communication technology, scribe and transcription, or readers.
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Special arrangements for IB assessments must be authorized by IB Cardiff.
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Support mechanisms for students needing special arrangements are outlined in the IB publication Candidates with special assessment needs. (occ.ibo.org)
Related Policies
Language Acquisition
Philosophy
5. All students, regardless of their legal status, will be admitted to the school and IB Program.
Guiding Principles
Scope and Sequence Grades 6-12