IB Diploma Programme (Grades 11-12)

It is a requirement of the program that students study at least one subject from group 1.

Group 1 is the study of literature in a student’s first language, including the study of selections of world literature.  In studying their first language, students are able to develop:

• personal appreciation of the literature
• skills in literary criticism
• strong written and oral skills
• respect for the literary heritage of their first language
• an international perspective.

The range of texts studied in language A courses is broad, and students grow to appreciate a language’s complexity, wealth and subtleties in a variety of contexts. A specific aim is to engender a lifelong interest in literature and a love for the elegance and richness of human expression.

It is a requirement of the program that students study at least one subject from group 2.

There are several objectives for all Diploma Programme (DP) language classes offered at ISB. Students in Japanese, Mandarin, and Spanish will be assessed on their ability to communicate clearly and effectively in a range of situations, demonstrating both linguistic competence and intercultural understanding. They will be expected to use language appropriate to a range of interpersonal and/or cultural contexts. Through their speaking, listening, reading, and writing, students will understand and use language to express and respond to a range of ideas with accuracy and fluency.  In order to prepare themselves for the IB examinations, students will be asked to repeatedly interpret and respond to a range of authentic written and spoken texts.  At the HL level only, students will need to demonstrate understanding and use works of literature written in the target language of study.

It is a requirement of the program that students study at least one subject from group 3.

Studying any one of these subjects provides for the development of a critical appreciation of:

• human experience and behavior
• the varieties of physical, economic and social environments that people inhabit
• the history of social and cultural institutions.

In addition, each subject is designed to foster in students the capacity to identify, to analyze critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies.

It is a requirement of the program that students study at least one subject from group 4.

Each subject contains a body of knowledge together with scientific methods and techniques which students are required to learn and apply. In their application of scientific methods, students develop an ability to:

• analyze
• evaluate, and
• synthesize scientific information.

A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary: students analyze a topic or problem which can be investigated in each of the science disciplines offered by the school. It is also an opportunity for students to explore scientific solutions to global questions.

It is a requirement of the program that students study at least one course in mathematics.

The aims of these courses are to enable students to:

• develop mathematical knowledge, concepts and principles
• develop logical, critical and creative thinking
• employ and refine their powers of abstraction and generalization

Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.

This is a student's elective course. They should choose a course they are interested and passionate about.

Students may opt to study an additional science, individuals and societies, or language course, instead of a course in the arts.

The subjects in the arts allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres.

In addition, each subject is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures, and express themselves with confidence and competence.

Extended Essay at ISB - Tips and Resources for Students
Extended Essay - IBO site
The extended essay is an independent, self-directed piece of research, finishing with a 4,000-word paper.

Creativity, Action, & Service(CAS) - IBO site

Theory of Knowledge (TOK) - IBO site
Teoría del Conocimiento

Assessment Policy

Philosophy

Recognizing that teaching, learning and assessment are interdependent, the primary purpose of assessment and evaluation is to inform teaching in order to improve student learning.  ISB is aware that assessment will be used for a variety of purposes depending on the stakeholder, i.e. parents, students, teachers, the BSD School Board, universities, the State of Oregon, and the IBO.

Assessment Principles

School Board policy (IL) states: “ It is the intent of the Board that progress be measured in a manner that clearly enables the student and parents to know whether the student is making progress in relation to State academic content standards and Essential Skills, district learning targets and personal learning goals. “  To achieve this, teachers use a balanced range of formative and summative assessments along with state and national standardized testing to determine and communicate learners’ progress in acquiring knowledge and skills related to specific learning targets identified by the BSD and the IBO.

Formative assessments allow students and teachers to monitor student learning during a unit of study.  Students use feedback from peers, teachers and themselves to support their attainment of learning targets.  Teachers use data from formative assessments to modify and differentiate instruction to enhance the learning and progress of all students as well as to ascertain the effectiveness of curriculum and instruction.

Formative assessments might include:  observations, mock exams, oral and written commentaries, inquiry based labs, peer evaluated group presentations, contributions to large and small group discussions, peer assessment, journal entries, reflections, homework, group work, and sketchbooks.

Summative assessments are designed to allow students to demonstrate achievement toward the course expectations. As criterion-based assessments, they are generally scored on an IB rubric.  These assessments comprise an important role in determining the final letter grade a student earns at the end of the semester. 

Summative assessments might include:  portfolios, quizzes, exams and unit tests, research projects, oral exams, lab reports, developmental workbooks, essays, performances, and presentations.

Our students also participate in external summative assessments that are not reflected in their course grades.  Students who participate in IB testing submit summative assessments that examiners around the world assess, and which ISB faculty does not assess.  As described in our Language Policy, students currently served by the English Language Development program (as well as students who have waived ELD services within the past four years) are required to take the English Language Proficiency Assessment.  As part of a balanced assessment system, students in grades 6 - 8 and 11 participate annually in the Oregon Statewide Assessment System (OSAS).  Also, the ACT family of assessments are offered annually to students in 10^th and 11^th grades. The PSAT 8/9 is offered annually to students in 8th grade and, when funding allows, to those in 9th grade.

Assessment Best Practices

School-wide Practices

• In all classes, a variety of assessment strategies are used to provide feedback on the learning process.
• Teachers ensure that all students experience both challenge and success.
• Teachers work to identify the most accurate demonstration of student knowledge and skill development rather than averaging all work over the course of a term.

• Clear and measurable learning outcomes are posted in classrooms and referred to throughout instruction.
• Accommodations or modifications are provided by general education teachers for students with special assessment needs, particularly those served through Individual Education Plans (IEPs), IDEA 504 Plans, and ELD programs.
• Homework is assigned to preview and reinforce knowledge and skills learned in class and is generally used as a formative assessment.
• Course grades are reported to students and their parents/guardians at regular intervals throughout the school year through quarterly progress reports and semester grade report cards. Electronic gradebooks are available to students and parents/guardians online. 

Practices Specific to the MYP

• MYP Rubrics for each content area are published in the Student Planner, providing easy reference for students. Teachers design task specific rubrics based on these.
• Teachers who share a MYP course meet to standardize their assessment practices using MYP Rubrics.
• Report card grades reflect teachers’ professional judgments of student achievement based on the MYP assessment criteria as well as district and state learning targets and standards.  
• MYP  final grades are generated and communicated to students and families at the end of Year 5. Students can earn an MYP Certificate of Completion if they complete a Personal Project, complete Service and Action experiences, meet minimum grade requirements in all MYP courses.

Practices Specific to the DP

• Samples of marked work are provided so that students can internalize the assessment standards and understand what is expected of them. 
• Teachers who share a DP course meet to standardize their assessment practices using IB mark bands, markschemes and subject reports.
• Teachers use DP assessment criteria to assess student achievement on individual assignments, projects, quizzes/tests, and other assessments and in order to provide feedback on academic growth to students.
• Summative assessments model, in both format and subject matter, the formal IB assessments.
• High stakes internal and external assessments are spread out over the course of the two-year program so as not to unduly burden DP students.
• Students will graduate as IB diploma candidates or IB course candidates if they successfully complete all IB-mandated requirements for their courses or programme.
• Students who want to appeal their IB-issued course marks may request an Enquiry Upon Results (EUR) at their own expense.

Reporting, Recording and Responsibilities

• Faculty are responsible for providing feedback and marks to students in a timely manner in order to ensure transparency and support academic growth..
• Letter grades, course predicted grades, and high school GPA information are provided when requested, consistent with the expectations of universities and post-secondary institutions.
• Course grades are reported to students and their parents/guardians at regular intervals throughout the school year through quarterly progress reports and semester grade report cards. Electronic gradebooks are available to students and parents/guardians online.

Professional Development

Through a combination of site-based, district-based, and IBO-sponsored activities, our faculty is provided multiple opportunities to engage in staff development opportunities focused on assessment.

All new teachers are provided training from school administrators and the relevant IB Coordinator for an overview of the curriculum, practices, and assessments before classroom instruction begins.   Each year BSD supports several teachers to be trained in either the MYP or the DP.   Our teachers are also encouraged and supported in attending regional workshops through the Northwest Association of IB World Schools (NIBA).  The Program Resource Center (PRC) on MyIB is available to teachers and used regularly to access relevant teacher support materials.   When required for in-depth review of marks awarded, an EUR is requested from IB.  This feedback, along with annual subject reports, provides further insight into IB assessment standards.  

Policy Revision

As part of the five year program review for both the Middle Years and Diploma Programs, the Assessment Policy will be reviewed by the Curriculum Leadership Team and Curricular Departments every two years.  Appropriate amendments will be made and the updated document will be distributed to staff and posted on the school website. 

Resources:

Reviewed and Revised June 2023

Special Educational Needs Policy
 

Philosophy

Our goal at ISB is to encourage students to learn through an international lens as thoughtful, compassionate world citizens. We actively embrace intellectual rigor, intercultural respect, service to our local and world communities, and the promise of a peaceful world. As an IB for All school it is inherent in our mission that we believe every child can learn and that every child should be provided with those creative, thinking and learning skills that will carry them to success as adults.   This belief is consistent with IB’s policies and the Beaverton School District’s statement that “The District prohibits discrimination and harassment based on any basis protected by law, including but not limited to, an individual’s actual or perceived race, color, religion, sex, sexual orientation, gender identity, gender expression, national or ethnic origin, marital status, age, mental or physical disability, pregnancy, familial status, economic status, veteran status or because of a perceived or actual association with any other persons within these protected classes.”

Therefore, it is our vision, in the context of the inclusive and learner centered nature of both the Middle Years and Diploma Programmes, that all students receive the necessary resources, guidance, accommodations, and differentiation needed to attain their highest level of personal success.We embrace inclusive practices, with responsibility for student learning shared between general education teachers and specialist support teachers. 

TAG Identification

ISB meets the needs of students identified as Talented and Gifted (TAG) by providing instruction at their assessed levels and accelerated rate of learning. This is primarily done by the nature of the IB programmes offered. The highest levels of the assessment rubrics in each subject allow for students to expand their intellectual involvement beyond the standard expectations for each unit of study. In addition to this, each core in the areas of English, Science, Mathematics, and Humanities have subject-specific TAG plans which help determine a TAG student’s appropriate instructional program. The school-based TAG coordinator ensures students are receiving the support they need. 

Special Education Identification

Students with permanent or temporary diagnosed needs may be supported in many ways, including general education and special education services. In some cases, students’ individual needs for instructional accommodations or modifications may be articulated in an Individual Education Plan or 504 Plan.  Special education services are available at ISB to serve students who have been identified as eligible for these services. Students identified as eligible must meet the following two requirements:

1. Federal and state eligibility requirements as having a disability in at least one of 13 condition categories that have an adverse impact on educational performance.
2. Need specially designed instruction as a result of the disability.

Roles and Responsibilities

Of the School

• The school will provide guidance and information so that students can make informed decisions concerning his or her IB program.
• Special Education specialists and/or Counselors will notify coordinators and teachers of the names of all students served by an IEP or 504 plan. Teachers, counselors, and coordinators are able to access through Synergy  the learning needs of students who have an IEP, a 504 plan, or a TAG plan in place.
• IEPs and 504 plans are updated annually, and revisions are communicated to all stakeholders. This includes when students exit the program for whatever reason they may have.
• Coordinators apply to IB in a timely manner for student accommodations for IB assessments.

• Schools  facilitate the provision of appropriate accommodations such as but not limited to additional time, rest periods, separate testing space, assistive technology, reading aids (readers, prompters, Braille), and assessment/assignments in special color or type size, audio recordings, assignment modification, extensions, and assistance or exemptions as specified by the student’s IEP or 504 plan.

Of the Teacher

• The classroom teacher provides accommodations as required for student success and as outlined in the student’s IEP, 504 plan or TAG plan.
• The teacher maintains discretion and confidentiality in providing these services.

Of the Parent and Students

• Families make request(s) for appropriate intervention strategies from the school as they are needed and in a proactive manner.
• Families  provide necessary documentation so that accommodation requests may be made to IBO for assessment purposes.
• Students will be proactive in seeking assistance from their teachers and the Coordinators to meet their learning and assessment needs.

Inclusion Policy  Review: 

As part of the five year program review for both the Middle Years and Diploma Programs, the Inclusion Policy will be reviewed by the Curriculum Leadership Team, Talented and Gifted Coordinator,  and Special Education Faculty every two years.  Appropriate amendments will be made and the updated document will be distributed to staff and posted on the school website.  

Revised April 2023

ISB Academic Integrity Policy

Introduction

The Academic Integrity Policy is a guide for the entire ISB community to help students achieve success.  At times, learning seems effortless, but sometimes learning new concepts and skills takes more effort.  Principled IB learners maintain honesty and integrity in both circumstances.

Definitions:

Expectations of stakeholders

Students will . . .  

• Recognize that the learning process is as important as grades
• Be honest and truthful
• Ask for help from teachers when confused
• Use technological tools responsibly and ethically
• Cite sources always, including anything AI generated
• Differentiate between your work and your source’s ideas, including anything AI generated
• Use time-management and self-management strategies to get their best work in on time
• Report incidents of academic misconduct by self and others
• Read, understand, and sign the Academic Integrity Contract annually
• Review assignment requirements and abide by the expectations set forth by the assignment (not using outside sources when it’s not allowed)

Teachers will . . .

• Communicate clear expectations for each assignment
• Teach proper subject-specific citation styles for a variety of sources such as print, images, digital, etc.
• Provide opportunities for students to practice in quoting, paraphrasing, and citing
• Teach and provide opportunities to practice subject-specific collaboration skills
• Teach and provide opportunities for students to practice evaluating subject-specific sources
• Teach how to use technological tools responsibly and ethically
• Design assessments that require critical thinking and the articulation of thinking
• Model academic integrity
• Refer ALL incidents of academic dishonesty to school administration
• Use a software program that is integrated into the student management system for plagiarism and AI detection (such as turnitin.com) where appropriate, to aid students in identifying areas of inadvertent plagiarism. 

The school will …

• Provide an academic integrity policy
• Ensure the ISB community is aware of and understands the Academic Integrity Policy
• Ensure that within a subject, a consistent citation style is taught and practiced
• Provide fair and just consequences for academic dishonesty
• Ensure the Academic Integrity Policy is reviewed annually with stakeholders
• Regard all incidents of academic honesty as serious

Parent/Guardians will …

• Recognize that the learning process is as important as grades
• Encourage time-management and self-management strategies to manage short-term and long-term assignments,projects, and assessments
• Model academic integrity, including encouraging students to do their own work in an independent manner
• Read, understand, and sign the Academic Integrity Contract annually

ISB Consequences

If academic dishonesty is suspected, students might be asked to defend or verify their work as their own in the following ways:

• Present notes, drafts, or works cited.
• Present an oral defense of work in question.

If academic dishonesty is determined, one or more of the following penalties will result:

• The assessment might not be considered for inclusion in the student’s portfolio of work.
• The student might be asked to resubmit the assessment at the discretion of the teacher.
• Parent/guardians will be contacted and informed of the occurrence of plagiarism and the resulting penalty/intervention.
• A discipline incident will be filed in synergy indicating the occurrence of plagiarism and the resulting penalty. 
• Review of Academic Integrity contract with an administrator and documentation in synergy.

Multiple referrals for academic dishonesty may result in a meeting between parent/guardians and teacher, counselor, and/or administrator

• Academic dishonesty may be noted in a college recommendation.
• If the student is a member of National Honor Society, the NHS advisor will be notified and will follow NHS procedure.
• A second occurrence of plagiarism within a course may result in a failing grade for the semester.
• Diploma program candidacy may be in jeopardy.

IB’s Response to Academic Malpractice

IB candidates’ work is subject to random checks for plagiarism by the IBO. In cases where IB examiners suspect malpractice, the following may occur:

• IB will ask the coordinator to investigate and report findings to the IB Assessment Centre
• Candidate results may be held until the investigation is complete

• Penalties may include:

Important Links:

ISB Academic Integrity Contract-Middle School Student & Parent Form

ISB Academic Integrity Contract-High School Student & Parent Form

Works Cited

The following people reviewed the ISB Academic Integrity Policy:

                                                                                            Reviewed and Revised  May 2024

Language Policy

Philosophy

Language is essential to learning, as it is the medium of inquiry and communication, as well as the means by which students can experience a variety of perspectives on the world. Throughout ISB’s curricular program we foster the development of literacy in the language of instruction, world (acquired) languages, and the mother tongue.  At ISB and in the Beaverton School District, all teachers are teachers of language, with a responsibility to include literacy as an important component of their course of study.  

Our school's mission includes facilitating student learning through an international lens as we strive for intellectual rigor and intercultural respect.  Therefore, we strive to create a learning environment that demonstrates respect for the cultural, ethnic, and linguistic diversity of our students while preparing students for success in their future academic and career development.  To this end, our school and faculty:

• Prepare all students to be fluent in English
• Support all students in developing proficiency in at least one language other than English
• Foster an environment where all languages and cultures are valued
• Work with families to plan their students language development
• Utilize instructional materials that include multicultural perspectives
• Provide access to materials in languages other than English
• Incorporate translated works in our Language and Literature program
• Partner with international organizations to secure additional resources for our Language Acquisition programs.

Profile

Students attending the International School of Beaverton speak over 40 different mother tongue languages.  While the largest number of students and families speak English, there are also students who speak Spanish, Hindi, Chinese, Korean, Arabic, Japanese, and Vietnamese, among others. Because of the international context of our community,, our students range from mother tongue English students with limited or no exposure to the world languages offered at ISB to students who are fluent and academically proficient  in several different  languages.

Language of Instruction

English is the language of instruction at ISB. To support language development, our school provides a comprehensive and rigorous curriculum aligned with the Oregon Department of Education's Content Standards and Beaverton School District Learning Targets for Language Arts, Literacy, and World Language. The curriculum is also aligned with all strands of the IBO's MYP Language Scope and Sequence, which in turn is aligned with Language Acquisition requirements of the Diploma Program.   The development of communication skills throughout MYP Years 1-5 is articulated in ISB's Approaches to Learning overview.

Language Assessment

Teachers regularly use formative and summative assessments to evaluate student acquisition of language skills.  Students in Grades 6-10 are assessed using rubrics aligned with MYP and BSD subject-specific criteria and Oregon State scoring guides.  Students and parents are informed of student progress frequently throughout the year. 

Students in grades 6-11 participate annually in required State assessments.  Also, the ACT family of assessments (Explore/Aspire/ACT) is offered free annually to students in Grades 8-11.  Students currently served by the ELD program and those who have exited ELD within the past two years are required to annually take the English Language Proficiency Assessment (ELPA). 

Language Acquisition

After exposure to two world languages in survey courses in 6^th grade, all ISB students select one world language to study for MYP Years 2-5 and on through the DP.  The three world languages offered at ISB are Spanish, Japanese, and Mandarin.  Students may enroll in SL ab initio courses in Japanese, Mandarin, and Spanish when entering the Diploma Program. 

Mother tongue languages of all students are identified at the time of registration in our school district.  All students whose primary language is not English are evaluated for English proficiency. Students in need of additional services receive the appropriate level of English instruction through the English as a Second Language department (see below).  To exit EL services, the district uses ELPA Summative results to determine when an EL is proficient and is exited and monitored for four years. Students who have begun to develop fluency through educational experiences will be assessed by Language Acquisition teachers and placed in a course appropriate for their proficiency level.

Access to the MYP/DP for Language Learners

At ISB, English Learners (ELs) receive on average at least 30 minutes of English Language Development (ELD) instruction daily to meet State and District requirements.  ELs are enrolled in an ELD course in place of a Language Acquisition course. Diploma Programme candidates, who have the academic ability, are encouraged to enroll in SL School Supported Self Taught Literature.  This can be done in place of a Language Acquisition course or as a Group 6 course. 

Mother Tongue Support

ISB recognizes the importance of developing and maintaining mother tongue languages.  Our school library collection has been developed to support our diverse population and includes non-fiction and fiction materials in Japanese, Mandarin, and Spanish, which students may access for independent reading assignments.  Many textbooks are also available in Spanish.   To support our families who may not be comfortable with English, several of our front office staff members are bilingual in Spanish and Japanese. Additionally, ISB has access to a wide variety of languages for translation and interpretation purposes through the Beaverton School District Multilingual Department.

Although we have a rich diversity of languages spoken in our students' homes, most of these individual languages have too low of an incidence to warrant the development of courses designed specifically for native speakers. Students entering the Diploma Program who have the academic ability are encouraged to enroll in the School Supported Self Taught Literature course in their mother tongue.  This can be done in place of a Language Acquisition or as a Group 6 course.  ISB students have earned Bilingual IB Diplomas in many languages.

Professional Development

Building level professional development in the form of trainings, workshops, and presentations permeate faculty work time. Our school’s focus on the Approaches to Learning and Teaching is the foundation of our work with language. 

Resources:

Language Policy Review Process:

As part of the five year program review for both the Middle Years and Diploma Programs, the Language Policy will be reviewed by the Curriculum Leadership Team and interested faculty every two and a half years.  Appropriate amendments will be made and the updated document will be distributed to staff and posted on the school website. 

                                                                   Revised June 2023