IB Middle Years Programme (Grades 6-10)

Assessment Policy

Philosophy

The Beaverton School District (BSD) goal is “All students will show continuous progress toward their personal learning goals, developed in collaboration with teachers and parents, and will be prepared for post-secondary education and career success.”  As an IB for All school, a balanced assessment model plays a key role as we support students striving to embrace intellectual rigor, a component of our school mission.

Recognizing that teaching, learning and assessment are interdependent, the primary purpose of assessment and evaluation is to improve student learning.  A balanced assessment model supports and encourages effective teaching and successful 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 and the State of Oregon.

Assessment Principles

Aligned with both current research on best practices, BSD policy, and IB guidelines, teachers use a balanced range of formative and summative assessments to determine 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 as a Second Language (ESL) program (as well as students who have exited ESL within the past two years) are required to take the English Language Proficiency Assessment.  Students in grades 6-10 participate annually in the Smarter Balance assessment associated with the Common Core.  Also, the ACT family of assessments is offered annually to students in 8^th, 10^th and 11^th grades.

Assessment 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 challenge and a measure of 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, IDEA 504 Plans, and ESL programs.
• Homework is assigned to reinforce knowledge and the skills learned in class and is generally used as a formative assessment. Course grades are reported to students and their parents/guardians at six-week intervals throughout the school year through 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.
• Report card grades reflect teachers’ professional judgments of student achievement based on the prescribed MYP assessment criteria as well as district and state learning targets and standards.
• Prescribed tasks (i.e. end tasks) for sophomores are used to generate MYP final grades.

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.
• DP assessment criteria are used to assess student achievement on individual assignments, projects, quizzes/tests, and other assessments.
• Summative assessments model, in both format and subject matter, the formal IB assessments.
• Major high stakes internal and external assessments are spread out over the course of the two-year program so as to not unduly burden DP students.

Reporting, Recording and Responsibilities

• ISB faculty reports academic achievement in terms of academic course goals and standards and the behaviors that affect academic achievement separately.
• Letter grades and high school GPA information is provided when requested, consistent with the expectations of universities and post-secondary institutions.

Professional Development

The ongoing professional growth of all faculty members is essential as we strive to realize a vision of “IB for All” in our school.   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, MYP Coordinator, and/or DP 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 IB Association (NIBA).  The OCC is available to teachers and used regularly to evaluate instruction and share best practices with colleagues around the world.   When required for in-depth review of marks awarded, an enquiry upon results is requested from IBO.  This feedback, along with annual subject reports, provides further insight into IBO 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 and a half years.  Appropriate amendments will be made and the updated document will be distributed to staff and posted on the school website. 

Resources

Beaverton School District Board Policy IK (Academic Achievement–Grading and Reporting), 2011
Beaverton School District Board Policy IL and IL-AR (Assessment Program), 2010
Guidelines for Developing a School Assessment Policy, IBO, 2010
Mountain View High School IB Assessment Policy, 2011
"One school's journey in educational improvement." Resources for K-12 Educators. Educational Testing Service Canada, n.d. Web. 26 Feb. 2014. <http://www.etscanada.ca/afl/branksome>.
Southridge High School Assessment Policy, 2013
Sturgis Charter School, Assessment and Reporting Policy, accessed 2014
Trinity High School, IB Diploma Program Assessment Policy, 2011

May 2014

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. Therefore, 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
• Utilize instructional materials that include multicultural perspectives
• Provide access to materials in languages other than English
• Incorporate translated works in our Studies of Literature program
• Partner with international programs to secure native speaker teacher interns for our Language Acquisition program.
• Partner with Portland State University to host a Confucius Classroom as part of our Mandarin program

Profile

Students attending the International School of Beaverton speak over 30 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 array of languages, our students include:

• Mother tongue English students with limited or no exposure to the world languages offered at ISB
• Mother tongue English students with some exposure to ISB’s world languages through previous educational experiences, including various immersion models
• Bilingual students proficient in both English and their mother tongue
• Bilingual students not yet proficient in English
• Bilingual students whose parents do not speak English
• Bilingual students not proficient in the academic language of their mother tongue

Language of Instruction

English is the language of instruction at ISB and it is also the host country language.  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 and 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 B

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 through the DP.  The three world languages currently offered at ISB are Spanish, Japanese, and Mandarin.  Students have the opportunity to enroll in SL ab initio courses in Japanese and Spanish when entering the Diploma Program. 

Some ISB students enter our school with varying degrees of fluency in Spanish, Japanese, and Mandarin acquired either as their mother tongue or through educational experiences. 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).  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

State law requires that every English Language Learner (ELL) receive at least 30 minutes of English Language Development (ELD) instruction daily.  In order to access this course at ISB, ELLs are enrolled in an ELD course in place of a Language B 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.  Most textbooks are also available in Spanish.   Many of our staff members are bilingual, including a Spanish-speaking counselor and receptionist to provide support for students and parents. 

Although we have a rich diversity of languages spoken in our students' homes, most of the 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 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 Spanish and Mandarin.

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 ESL program and those who have exited ESL within the past two years are required to annually take the English Language Proficiency Assessment (ELPA). 

Professional Development

Our district offers a wide variety of professional development opportunities which are posted on the District website, along with resources to provide teachers with current research and best practices in literacy and language learning.    Tuition reimbursement is available for teachers who wish to enroll in university coursework.

Resources

Guidelines for Developing a School Language Policy, IBO, 2008
Handley School IB PYP Language Policy 2009
Hills International College Language Policy Primary 2010
Vista Verde Middle School / North Canyon High School MYP Language Policy 2009-10

Language Policy Steering Committee

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 Language Program 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. 

The following people formed the 2014 Language Policy Committee:

Dirk Frewing, Spanish Teacher                  
Vicki Yang, Mandarin Teacher
Hideki Watanabe, Japanese Teacher         
Amy Schuff, DP Coordinator
Mikako West, Japanese Teacher                 
Alysoun Lowe, English A Teacher
Kristin Hayward, MYP Coordinator            
Jill O'Neill, Principal
Kristin Garner, ESL/Spanish Teacher        
Alana Bertram, English A Teacher
Shawn Swick, Counselor                              
Dan Polzin, English A Teacher

May 2014

 

 

ISB Academic Honesty Policy

Introduction

If your success is not on your own terms, if it looks good to the world but does not feel good in your heart, it is not success at all.”  Anna Quindlen

The Academic Honesty 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

Plagiarism is taking credit for someone else’s words, work or ideas without giving them credit.

Collusion is letting someone copy from you or letting someone turn in your work as theirs.

Duplication of work is turning in the same assignment for two or more classes.

Misconduct during an assessment is copying someone’s answers, letting someone copy your work, looking up answers, bringing answers into the test room, or using tools/materials that the teacher has not approved. 

Confidentiality is not sharing assessment content, questions, or answers with students who have not yet taken the assessment. 

Expectations of stakeholders  

Students will . . .  

• be honest and truthful
• be focused on learning rather than on grades
• ask for help from teachers when confused
• cite sources always
• differentiate between your work and your source’s ideas
• use time-management and self-management strategies to get best work in on time
• report incidents of academic misconduct by self and others
• read, understand, and sign the Academic Honesty Contract annually

 Teachers will . . .

• communicate clear expectations for each assignment
• teach proper subject-specific citation style
• 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
• design assessments that require critical thinking and the articulation of thinking
• model academic integrity
• refer all incidents of academic dishonesty to school administration

  The school will …

• provide an academic honesty policy
• ensure the ISB community is aware of and understands the Academic Honesty 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 Honesty 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 Honesty Contract annually

Consequences

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

• present notes, drafts, or works cited
• produce an on-demand work sample
• present an oral defense of work in question

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

• the assignment/paper/test might not be considered for inclusion in the student’s portfolio of work
• the student might be asked to resubmit the assignment/paper/test at the discretion of the teacher
• parent(s)/guardian(s) will be contacted and informed of the occurrence of plagiarism and the resulting penalty
• a Discipline Referral will be filed indicating the occurrence of plagiarism and the resulting penalty. Multiple referrals for plagiarism may result in a meeting between parent(s)/guardian(s) and teacher, counselor, and/or administrator
• a second occurrence of plagiarism within a course may result in a failing grade for the semester
• plagiarism may be noted in a college recommendation
• if the student is a member of the National Honor Society, the NHS advisor will be notified

For DP formal assessments (External Assessments and Internal Assessments), the IBO’s policies will apply.  These are available on the DP page of the ISB website.

Works Cited

“Academic Integrity”.  Sunset High School, Beaverton, OR. April 14, 2014. Web.

Carroll, Jude.  “Academic Honesty in the IB.”  International Baccalaureate Organization, October 2012. Print.

The following people formed the 2014 Academic Honesty Policy Committee:
Jill O’Neill, Principal 
Amy Schuff, DP Coordinator
Kristin Hayward, MYP Coordinator                        
Jeremy Welburn, Math Teacher                             
David Ruff, English A Teacher
Shawn Swick, Counselor                              

May 2014

Special Educational Needs Policy
 

Philosophy

ISB’s mission is to encourage students to learn through an international lens as thoughtful, compassionate world citizens, while embracing 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.   Furthermore, this belief is consistent with IBO’s policies and the Beaverton School District Goal that “all students will show continuous progress toward their personal learning goals, developed in collaboration with teachers and parents, and will be prepared for post-secondary education and career success.” Therefore, it is our Program’s vision, in the context of the inclusive and learner centered nature of both the Middle Years and Diploma Programs, that all students receive the necessary resources, guidance, accommodations, and differentiation needed to attain their highest level of personal success.

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.  We embrace inclusive practices, with responsibility for student learning shared between general education teachers and specialist support teachers.

Special Education Identification

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 11 handicapping condition categories.
2. Need specially designed instruction.

Roles and Responsibilities

Of the School

• The school will provide guidance and information so that students with special needs 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.
• IEPs and 504 Plans will be updated annually, and revisions will be communicated to all stakeholders.
• Coordinators and the Special Education specialists and/or Counselors will apply to IB in a timely manner for student accommodations for IB assessments.
• Schools will facilitate the provision of appropriate accommodations such as but not limited to additional time, rest periods, separate testing space, technological aides, 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 will provide accommodations as required for student success and as outlined in the student’s IEP or 504 plan.
• The teacher will maintain discretion and confidentiality in providing these services. 

Of the Parent and Students

• Families will make request(s) for appropriate intervention strategies from the school as they are needed and in a proactive manner.
• Families will 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.

Special Educational Needs Policy Steering Committee
As part of the five year program review for both the Middle Years and Diploma Programs, the Special Educational Needs Policy will be reviewed by the Curriculum Leadership Team and Special Education 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.  

May 2014

The Aims and Objectives of MYP Language and Literature are intended to sharpen students’ language and literature skills on a progressive basis each year. The various language skills—listening, speaking, reading, writing, viewing, and presenting—are all addressed by these objectives. In addition, students learn to apply the skills of Approaches to Learning, preparing them to demonstrate the qualities expressed in the IB Learner Profile.

The aims of MYP Language and Literature each year are to encourage and enable students to:

• use language as a vehicle for thought, creativity, reflection, learning, self-expression, and social interaction
• develop the skills involved in listening, speaking, reading, writing, viewing, and presenting in a variety of contexts
• develop critical, creative, and personal approaches to studying and analyzing literary and non-literary works
• engage in literature from a variety of cultures and representing different historical periods
• explore and analyze aspects of personal, host, and other cultures through literary and non-literary works
• engage with information and communication technology in order to explore language
• develop a lifelong interest in reading widely
• apply Language and Literature skills and knowledge in a variety of real-life contexts.

ISB offers World Language classes in Japanese, Mandarin and Spanish. 6th graders will explore two of the three languages offered at ISB. 7th grade students will take the high school level world language classes in order to prepare for the MYP assessments in 10th grade and the IB assessment in 12th grade. Students will study the same language grades 7 through 10.

ISB does not offer native language literacy classes. Therefore, students are expected to focus on acquisition of a new language.

High school level courses require rigorous study, and in order for students to be successful language learners throughout their language study, it is essential that they master the skills introduced in each course before continuing on to the next level. Students should receive an MYP criteria average of level 4 in order to successfully progress on to the next level. Students receiving level 3 or below in middle school may be recommended to repeat a level.

The aim of Individuals and Societies is to encourage students to gain and develop knowledge, conceptual understanding, research skills, analytical and interpretive skills, and communication skills, contributing to the development of the student as a whole.  Individuals and Societies aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies, and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological, and cultural.

Middle Year Program Science aspires to develop scientifically informed, caring and responsible individuals who can think critically and make informed choices about themselves, the environment and society. Students in grades 6-8 will participate in our science fair where they will present findings of an independent science project. Sixth grade students' projects will focus upon engineering design.

All math courses incorporate the MYP Areas of Interaction and MYP aims and objectives. The courses help students develop mathematical knowledge and understanding, as well as reasoning and generalization, communication and justification, and applying mathematics in a real-world context. The emphasis in all courses will be on student inquiry of mathematical ideas: investigating, questioning, discussing, justifying, proving, and reflecting.

All math courses expect students to exhibit the following mathematical habits: displaying curiosity, displaying perseverance, justifying ideas and solutions, engaging in mathematical discussions, accessing previously learned ideas, appreciating the applicability of math, utilizing a variety of problem solving strategies, reflecting about methods and processes, clearly explaining solutions and ideas, and reasoning using appropriate math vocabulary and symbols.

** A graphing calculator is strongly recommended for all classes after Math 6/7 **

6th grade placement decisions based on SBAC, BSD 6th Grade Acceleration Test, and Algebra I Entrance Exam.

7th-12th grade placement decisions based on student performance as measured by MYP Criterion summary scores.

MYP arts helps to prepare students for overall success in the DP through the use of concepts and contexts, through developing creativity, subject-specific skills and ATL skills. The knowledge, skills and attitudes that students develop in arts courses provide a meaningful foundation for further study and help to prepare students for careers in any people-oriented field of employment.

The aims of MYP arts are to encourage and enable students to:  

• create and present art  
• develop skills specific to the discipline  
• engage in a process of creative exploration and (self-)discovery  
• make purposeful connections between investigation and practice  
• understand the relationship between art and its contexts  
• respond to and reflect on art  
• deepen their understanding of the world.

Physical & Health Education for 6th, 7th, 8th grade

Students will discuss the value of physical activity for a higher quality of life and life-long fitness. Health classes are integrated into the Physical Education curriculum. A variety of teaching techniques and assessments will be used to teach the health topics of alcohol & drug prevention, control of disease, healthy eating, mental, social, emotional, environmental and sexual health, unintentional injury, and violence prevention.

The MYP Physical and Health curriculum is designed to follow vertical articulation from 6-10th grade with age-appropriate content and each level building on previous years' instruction.  These units will be assessed according to these district and state standards: Concepts, Accessing Information, Advocacy, Decision Making, Interpersonal Communication, Goal Setting, Analyzing Influences, & Self-Management. Required for all 6, 7, & 8th grade students.

 

Fitness 9/Health 9 and Fitness 10/Health 10

1.0  credit for HS Students

These two courses will cover skills, rules, strategies, and training techniques for a variety of individual and team oriented activities, both competitive and recreational in nature.  Students will learn to make responsible life-long fitness choices through practical applications of fitness and wellness concepts.  Students will set goals and implement their own personalized fitness programs utilizing fitness and skill related components.  Injury prevention and sportsmanship will be stressed.  Community resources and related careers will be introduced.  Fitness assessments will be administered throughout the course.

Students will take the Health and Physical Education portion of the MYP assessment in their 10^th grade year.  These assessments include use of knowledge, movement composition, performance, social skills, and personal engagement.  Students will have the opportunity to explore health-related issues such as personality and self-esteem, mental disorders, consumer health, drug use and abuse, human sexuality, heart disease, stress, cancer, and sexually transmitted diseases.  The focus in this class is on identifying unhealthy behaviors, developing strategies for improving communication, and problem solving skills.  Students will take the Health and Physical Education portion of the MYP assessment in their 10^th grade year.

 

The design cycle model represents the MYP design methodology of how designers develop products. The process is divided into four stages: inquiring and analysing; developing ideas; creating the solution; evaluating. This incremental process allows the designer to go from identifying a design opportunity to the testing and evaluation of a solution. This process leads to the creation of solutions that solve a problem.  *

As part of the design cycle, students will focus on developing proficiency in the Beaverton School District technology targets. In addition, students will develop skills around the respect of digital property.

* Excerpted from the International Baccalaureate Organization Design Guide, 2014 edition.