IB Diploma Programme Handbook

2018-2019

Table of Contents

The Diploma Programme 3

➔ IB Mission Statement 3 ➔ IB Learner Profile 3

THE IB HEXAGON 7

Diploma Programme Assessment 8

Award of the Diploma 9

➔ Additional Requirements 9 ➔ Bilingual Diploma 10

Other Programs 10

Diploma Programme Eligibility 11

Introductory Process to the Diploma Programme 11

Diploma Programme Policies 12

➔ Academic Honesty Policy 12 ➔ Admission Policy 14 ➔ Assessment Policy 15 ➔ Language Policy 18 ➔ Learning Diversity and Inclusion Policy 19

Diploma Program 2-Year Schedule Matrix 22

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The Diploma Programme The IB Diploma Programme is a rigorous and challenging two-year course of study that provides students a well-rounded education. Its qualification, the IB diploma, is recognized by many universities around the world. The IBO offers four challenging programs:

● Primary Years Programme (PYP) ● Middle Years Programme (MYP) ● Diploma Programme (D) ● Career Related Programme (CP)

Each programme provides a developmentally appropriate and challenging curriculum, through which students develop strong skills in the areas of critical thinking; creativity and innovation; collaboration; communication and reflection.

IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB Learner Profile The IBO is committed to help every candidate experience its mission. With this purpose in mind, the organization promotes a set of human capacities and responsibilities that help develop respect towards the learner, others and the world around them.

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THE IB HEXAGON The Diploma Programme is comprised of six academic areas that surround the DP core. Subjects are organized into six groups:

● Group 1: Language A Literature / Language and Literature ● Group 2: Language Acquisition ● Group 3: Individuals and Societies ● Group 4: Sciences ● Group 5: Mathematics ● Group 6: Arts

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Students are required to choose one subject from each of the academic areas, although they can choose a second subject from groups 1 to 5 instead of a group 6 subject. Three subjects are taken at higher level (HL), and the other three, at standard level (SL). Higher level courses require 240 teaching hours and standard level courses require 150 teaching hours. The core of the hexagon is composed of three required components:

● Theory of Knowledge (TOK) encourages students to reflect on the nature of knowledge, the process of learning in all subjects and make connections across the academic areas.

● Extended Essay (EE), an independent, self-directed piece of writing up to 4,000 words

that encourages students to develop independent college-level research skills.

● Creativity, Activity, and Service (CAS) requires students to complete projects and activities on a variety of topics and themes linked to the arts, sports, physical and services areas. Students must work on their CAS projects on a weekly basis and for at least 18 months.

Diploma Programme Assessment At the end of the two-year programme, students’ success and performance are measured according to two models of assessment: Internal Assessment (IA) and External Assessment (EA). All courses contain elements of coursework measured by the teachers, which is called the Internal Assessment. Based on the internal assessment results, teachers send a predicted grade, which is revised by IBO experts in each subject area and taken into consideration to define the final grade. Examples of internal assessment include:

● oral exercises in language subjects ● projects ● reports ● class presentations ● lab work ● investigations

Some assessment tasks are conducted in the school but marked externally by examiners. Some examples of external assessment include:

● Written tasks for languages (groups 1 and 2) ● TOK Essay

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● The Extended Essay (EE) ● Written examinations

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Award of the Diploma Each subject is graded on a 1-7 scale, with 7 being the highest. These grades are also used as points (that is, 7 points for a grade 7, 6 points for a grade 6, and so on) in determining if the diploma can be awarded.

To be awarded the IB Diploma, a student can get a maximum of 42 points, and a minimum of 24 points from the assessment of all subjects. Points are awarded as follows:

6 academic courses (with a possible 7 points for each) = 42 points possible

TOK and Extended Essay bonus points = 3 points possible 2

45 total points possible. 3

Additional Requirements To be awarded the IB Diploma, a candidate must meet the following additional requirements, as stated in Diploma Programme Assessment Procedures, pp. 27-28

● CAS requirements have been met. CAS is not assessed but must be completed in order

to pass the diploma.

● There is no “N” awarded for TOK, the EE or for a contributing subject.

● There is no grade E awarded for TOK and/or the EE.

● There is no grade 1 awarded in a subject/level.

● There are no more than two grade 2s awarded (HL or SL).

● There are no more than three grade 3s or below awarded (HL or SL).

● The candidate has gained 12 points or more on HL subjects.

● The candidate has gained 9 points or more on SL subjects. (Candidates who register

for two SL subjects must gain at least 5 points at SL.)

● The candidate has not received a penalty for academic misconduct from the

final award committee.

1 Diploma Programme Assessment Procedures 2018, p. 26 2 TOK and the Extended Essay are graded A–E, with A being the highest grade. These two grades are then combined in the diploma points matrix to contribute between 0 and 3 points to the total. 3 Diploma Programme Assessment Procedures 2018, p. 27

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Bilingual Diploma Candidates who comply with one or more of the following criteria will be awarded a bilingual diploma:

● Completion of two group 1 languages and/or completion of one group 3 or 4 course in a language that is not the same as the candidate’s mother tongue.

● Attainment of a grade 3 or higher in both the group 1 language and the course from group 3 or 4.

Students who enroll in the Diploma Programme but do not meet all the requirements will receive Diploma Programme course results (DPCR), previously known as Certificates, for each course in which they earned a 3/7 or higher. Universities across the world grant credits for IB courses, depending on the score a student has received at the end of the course. Each university creates its own policy regarding the recognition of AP and IB courses as college credit. For more information on this topic, visit the IB site: www.ibo.org

Other Programs Besides earning the IB Diploma, students will also earn the MBS High School Diploma, for which they must have obtained 3/7 for every DP course. Besides, completing the Extended Essay, the CAS requirements, and the Theory of Knowledge course is also required to earn the MBS High School Diploma. A minimum of 26 credits are required to be awarded the High School Diploma:

English 4

Spanish 4

Science 4

Math 4

Social Studies 4

CRSS / Social Sciences Elective

2

PE 2

Electives 2

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For DP students who apply to the Costa Rican Ministry of Education Bachillerato, the Ministry of Education will give credit in the following subjects, as long as students earn at least a 2/7 in the DP examinations for all courses, except Literatura, where 3/7 is required:

● Group 1 Literatura HL ● Group 1, Language and Literature HL ● Group 3, History of Europe HL ● Group 4, Biology SL ● Group 5, Math (Math Studies or Mathematics)

In addition, students applying for the Bachillerato need to take the MEP exams in CR Social Studies and Civics. These exams are scheduled by the Ministry of Education towards the end of the 11th grade (April or May). Passing grade is 70. 4

Diploma Programme Eligibility Regarding eligibility, MBS Admission Policy states that “given the personalized approach teachers implement in the classrooms, we can offer the possibility to admit all students to the Diploma Programme on the basis of a on a non-selective approach.” MBS school-wide

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curriculum is in a continuous process of alignment to the IB philosophy. Development of the 4Cs at the preschool and elementary levels, as well as the adoption of the approaches to teaching and learning in the secondary classes, offer a smooth transition for students into the Diploma Programme. Additionally, the school supports students with learning or language needs.

Introductory Process to the Diploma Programme When students reach the 10th grade level, the IB coordinator, with the support of the school counselor, the secondary principal, and the DP faculty, schedules several meetings, throughout the school year to present and explore possibilities offered by the Diploma Programme. Conversation topics include:

● What is the IB? ● What is the DP?

● Benefits ● Requirements

● MEP Bachillerato requirements for students in the DP

4 IBID, pp.3-4 5 Marian Baker School Admission Policy 2017, p. 4

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● DP components: Program core and academic subjects that are part of the MBS Diploma Programme

● Relevancy of the DP Academic Honesty Policy ● Understanding of the DP requirements and policies ● What subjects to choose, based on student career interests

Meetings are scheduled with the parents to inform them about the Diploma Programme their students will enter the following year, as well as the costs involved. Students and their parents will sign an agreement of compliance with the DP course of study. Throughout the course of the year, as well as the following two years, while completing the Diploma Programme, students will be coached and monitored by the teachers and staff involved in facilitating students’ success in the program. 6

Diploma Programme Policies

The International Baccalaureate Organization authorizes the IB World Schools on the basis of compliance with a series of expectations (standards) that include the development of five policies: Academic Honesty, Admission, Assessment, Language, Learning Diversity and Inclusion. Below is an overview of each policy. The complete texts can be accessed through Quick Links at MBS website.

Academic Honesty Policy

MBS Academic Honesty Policy was developed in compliance with Standard B1.5.e: “The school has developed and implemented an academic honesty policy that is consistent with IB expectations,” and C3.4: “Teaching and learning promotes the understanding and practice of academic honesty,” as stated in the Programme Standards and Practices (2014). This policy was also created in support of the IB Student learner profile that calls for students who are eager to develop inquiry skills and research, within a framework of integrity and honesty, who have a strong sense of fairness, justice and respect, and who take responsibility for their actions. 7

6 Marian Baker School Academic Honesty Policy 2017, pp.4-5 7 IBID, p.1

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MBS has adopted the IB regulations regarding academic honesty. We agree that students must learn to construct their knowledge and express their ideas with transparency. Academic honesty, therefore, “must be seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment.” (Diploma Programme academic honesty, 2011, p. 2). Academic honesty involves several topics, some of which might be difficult for students to grasp. Consequently, teachers, staff, and families must assume responsibility in making sure students understand these topics. Academic honesty, and the concepts it involves, will be presented to the students starting at the elementary grade level, according to their developmental stages. 8

MBS is committed to “providing a nurturing and inspiring environment, fostering compassion and instilling a lifelong love of learning” (MBS mission statement, 2017). It is our purpose to provide students and parents with enough information to prevent malpractice, as a form of promoting a nurturing and inspiring environment that fosters students’ pride towards their work. Our aim is to address the topic in a positive way, emphasizing the value of conducting research within the boundaries of respect for students’ own work and the work of others. 9

Violations of academic honesty results from any behavior that leads to malpractice including:

● Plagiarism, defined “as the presentation of the ideas or work of another person as the

candidate’s own” (Diploma Programme Academic Honesty, 2009, p. 19). MBS students

are ultimately responsible for ensuring their work is authentic and recognizing all

sources consulted.

● Collusion, defined “as supporting malpractice by another candidate, as in allowing one’s

work to be copied or submitted for assessment by another.” (Diploma Programme

academic honesty, p. 19. 2009). Students must be clear that although peer collaboration

is allowed, each individual must have one authentic final product. Collaboration is not

about copying work from one another.

● Duplication of work, defined “as the presentation of the same work for different

assessment components and/or diploma requirements.” (Diploma Programme

academic honesty, 2009, p. 3). A student may use the same topic, depending on the

subject requirements for different assessment components, but the student must use a

different approach to research and develop that topic.

8 IBID, p. 1-2 9 IBID, p. 6

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● Misconduct during an examination: Misconduct during an examination is considered

malpractice because it is a behavior that puts one or more students at a disadvantage

when compared with the student who exhibits this behavior.

Violations to the Academic Policy is a Level III infraction according to MBS Code of Conduct

(2018-2019 MBS Student Handbook). Students engaging in malpractice will, therefore, face the

corresponding consequences.

Admission Policy Admission to MBS is determined on the basis of the applicant’s ability to benefit from, and adjust to, the academic program and educational services the school provides. An applicant and his/her parents will visit the school, and upon deciding to pursue an admission, will arrange through the Admissions Coordinator a day to have the admissions’ tests administered to the applicant, a classroom visit, and a parent interview with the Admissions Coordinator, at which time parents deliver the documents requested to begin the admission process. The admission process is overseen by the Admission Committee, integrated by the General Director, the Admissions Coordinator, the Principal or Coordinator of the Division, the Guidance Counselor, and Student Support Program personnel, if needed.

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To be accepted as a DP candidate at MBS, students entering at the high school level must be proficient in the English language. Besides, mastery of the Spanish language should be at a intermediate level. Additionally, 11th and 12th grade applicants will be admitted only if coming from another IBDP school that has provided induction to the programme, in the case of an applicant entering the 11th grade or shows evidence of acceptable performance in the DP courses, in the case of an applicant entering the 12th grade. In the case of students entering the senior year, the DP courses the student enrolled in the 11th grade must match the courses MBS offers. 11

MBS DP candidates must fulfill the following expectations required by the IBO:

● Respect towards themselves and others ● Excellent conduct ● Commitment to an academically demanding program

10 Marian Baker School Admission Policy, p.1 11 IBID, p.2

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● Openness to diversity ● Appreciation of an international education ● Open-mindedness ● Participation in school activities

The MBS Admission Policy was developed in collaboration with the Pedagogical Leadership Team. This policy was written in response to the International Baccalaureate parameters and the B1.5a standard: “The school has an admissions policy that clarifies conditions for admission to the school and the DP.” (Programmed standards and practices, 2014) 12

Assessment Policy for the Diploma Programme Assessment is an integral part of teaching and learning. The most important aims of assessment in the

Diploma Programme are that it should support curricular goals and encourage appropriate student

learning. Both external and internal assessments are used in the Diploma Programme. IB examiners

mark work produced for external assessment, while work produced for internal assessment is marked by

teachers and externally moderated by the IB.

There are two types of assessment identified by the IB.

● Formative assessment informs both teaching and learning. It is concerned with providing

accurate and helpful feedback to students and teachers on the kind of learning taking place and

the nature of students’ strengths and weaknesses in order to help develop students’

understanding and capabilities. Formative assessment can also help to improve teaching quality,

as it can provide information to monitor progress towards meeting the course aims and

objectives.

● Summative assessment gives an overview of previous learning and is concerned with measuring

student achievement. (Diploma Programme assessment: principles and practice - 2009).

The DP Assessment Policy at MBS is based on the following percentages:

● 60% - Summative Cumulative Assessment

One monthly cumulative test and any other summative assessment type that is part of the

external assessment course component. Tests should resemble the IB External Assessment

items and should increase in complexity as the student progresses into the IB. External

assessment tools are to be administered at the end of each month. The number of external

assessments will vary depending on each course.

12 IBID, p. 5

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.

● 40% - Formative Assessment

This percentage includes all types of assessment included in the internal assessment DP course

component and external assessments that teachers consider important to include. Grades are

averaged together, regardless of the type of work (essays, projects, presentations, quizzes, labs,

collaborative work, homework, etc.) to be assigned every quarter. Internal assessment items

vary among DP courses.

Final Mark

The final mark is the result of averaging the summative assessment (60%) and the formative

assessment (40%) and converting the final grade into the mark band provided for each subject

(see overall grade boundary scale for MBS DP courses).

1 2 3 4 5 6 7

1-62 63-69 70-75 76-84 85-92 93-96 97-100

MBS Diploma Programme faculty support students’ performance in the Diploma Programme by:

● providing feedback for both the formative and summative assessments. ● helping students improve their performance to reach the DP aims and

objectives. “... allowance must be made for student improvement over the period of this programme [two-years].” 13

● contacting parents throughout the implementation of the two-year programme to provide feedback on student performance.

The internal assessment marks submitted to the IBO (predicted grade) should be those that

best reflect students’ performance level “...and not merely an average of performance over the

whole course.” (Diploma Programme Assessment Principles and Practice, 2010, p.55)

Homework Guidelines

□ Students are expected to complete up to 3 hours of homework per day, including

preparing for exams and classes.

13 IBID, p.55

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□ Scheduled holidays as outlined in the school calendar should not be used to assign

homework. Everyone needs time to fuel up. These times should be for students to catch

up on their work.

□ Homework should be communicated through Plusportals 8 days in advance of the due

date. This will best support homework completion by balancing the time required to

complete it. □ Homework should not be assigned one week prior to finals or during final test times. □ Reading beyond assigned tasks can be assigned as homework.

Roles and Responsibilities

The student is responsible for:

● Ensuring that he/she clearly understands the homework assigned, criteria and timelines and asks for clarification or assistance from the teacher when homework assignments or the expectations are not clear

● Recording assignments in his/her agenda or student planner, and communicating timing conflict and workload concerns to the teacher

● Regularly completing assigned homework in a timely manner to the best of his/her ability ● Managing time and materials, by bringing home all necessary materials Teachers are responsible for:

● Encouraging a partnership with family and students that promotes timely and regular communication and supports families in the homework process through strategies such as class newsletters, course outlines, Google Classroom, face-to-face meetings and /or Plusportals

● Designing homework assignments that clearly articulate their purpose and expected outcome

● Sharing expectations for homework with students and parents early in the school year ● Ensuring any homework assigned is directly related to classroom instruction and consists of

clear, purposeful and engaging activities ● Teaching the skills necessary for students to complete the homework and become

successful independent learners ● Monitoring homework and providing timely, regular feedback

The MBS Assessment Policy was written to comply with DP Standard C4: Assessment, which emphasizes the following concepts:

● The school implements a range of practices and tools to assess student learning. ● The school provides students with feedback to inform and improve their learning. ● The school provides opportunities for students to participate in, and reflect on, the

assessment of their work.

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● The school analyses assessment data to inform teaching and learning. ● The school has systems for recording student progress aligned with the assessment

philosophy of the program. ● The school has systems in place to ensure that all students can demonstrate

consolidation of their learning through the completion of the DP extended essay. ● The school communicates its assessment philosophy, policy and procedures to the

school community. 14

Language Policy MBS language policy was created in compliance with the International Baccalaureate Organization (IBO) Standard B1.5b that states: “The school develops and implements a language policy that is consistent with IB expectations.” 15

“Marian Baker School is committed to providing a nurturing and inspiring environment, fostering compassion, and instilling a lifelong love of learning. We offer challenging programs which form critical thinking skills, while providing students the time and space to reflect and to grow intellectually, physically, and emotionally. We encourage students to be knowledgeable of their own culture, to develop an awareness and appreciation of global differences, and to understand the importance of collaboration for the welfare of all.” (MBS Mission Statement, 2017) “MBS recognizes each person as having a unique potential for learning and achievement. We challenge our students to strive for academic excellence, encouraging them to be persistent in working towards knowledge and skills in all areas.” (MBS Philosophy) MBS students achieve a high degree of literacy in both English and Spanish. Language at our school is taught primarily by certified language teachers, although all subject area teachers make sure language is appropriately used in their classes, as well as in the assignments students turn in. Language teaching and learning is an important endeavor at MBS since it is present in every subject of our curriculum. Language is a means of communication that allows students to access knowledge and perform well in the academic areas. Language allows for personal, academic and social growth. It provides a sense of belonging and an increased global perspective of the world we live in. There is an intrinsic relationship between language and culture. Teachers at MBS help students develop and strengthen this relationship by exposing them to universal literary texts. Through a

14 Guidelines for developing a school assessment policy in the DP, 2010, p.1. 15 Programme standards and practices, 2014

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variety of learning strategies such as debates, forums and roundtable discussions, students exchange their ideas on how the literary pieces relate to their personal experiences. The current MBS student body is made up of twenty-one distinct nationalities. Sixty-nine percent of our student population is Costa Rican, and an additional thirteen percent of the students are citizens of Costa Rica and at least one other country. The remainder of our students come from countries in South, Central, and North America, as well as Europe and Asia. The majority of students speak Spanish at home. In addition, there are approximately ten other languages spoken within the MBS community. English is the MBS language of instruction. While eighty-one of the students are not native English speakers, only three percent require additional ELL support. MBS language learning and development include the following goals:

● Endorse English as the official language of the school ● Guide students to think creatively and reason critically ● Emphasize development of reading, writing and oral communication skills at all grade

levels across the curriculum ● Teach Spanish at a high level of proficiency for students to perform successfully in a

Spanish speaking culture ● Offer an ELL program for non-English speaking students ● Offer an SSL program for non-Spanish speaking students ● Help students to identify their strengths and weaknesses and to reach their fullest

potential. ● Provide professional development in language teaching strategies ● Support students with diagnosed learning needs so they can succeed in the regular

classroom. MBS has adopted the APA (American Psychological Association) and the MLA (Modern Language Association) styles of referencing since both styles are widely used at the university level. Starting at the elementary school level, MBS teachers, staff and families are committed to helping students develop the necessary skills in citing and acknowledging original authorship. 16

Learning Diversity and Inclusion Policy MBS regards the students, their families and the whole school staff as an interdependent community. Communication and cooperation between the school and the home is a vital part of the educational process for each child, and parental support of the school and its programs promotes emotional well-being and a positive attitude towards learning. MBS celebrates the

16 Marian Baker School Language Policy, pp. 1-3

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special heritages of Costa Rica, the United States and other nationalities that make up our school community. We work together daily to create a respectful and caring school environment accessible to all, and in which learning barriers are removed (Inclusive education: Inclusion in an IB context). Among the school’s objectives, several highlight MBS commitment towards embracing learning diversity and providing an inclusive education:

● Endorse English as the official language of the school ● Teach Spanish at a high level of proficiency for students to perform successfully in a

Spanish speaking culture ● Offer ESL programming for non-English-speaking-students ● Help students to identify their strengths and weaknesses and to reach their fullest

potential ● Meet the physical and health needs of students through a well-developed PE program

and extracurricular activities ● Offer opportunities for students to develop habits to succeed in life ● Provide opportunities for students to assume leadership roles ● Prepare students for success in college or university ● Foster a sense of community and world responsibility ● Encourage professional growth through in-service, training, and professional

development ● Facilitate communication between parents and school ● Involve parents, when appropriate, in school activities, and encourage them to reinforce

the educational process of the child at home ● Require professional and ethical behavior from staff and administration ● Continually evaluate and update facilities to meet school and educational changing

needs of the school's programs ● Assist students with diagnosed learning needs so they are able to succeed in the regular

classroom

The Marian Baker School agrees with the definition for inclusion provided by the IBO, which states that “Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.” 17

At the national level, MBS complies with Law 7600: Ley igualdad de oportunidades para las personas con discapacidad (Equal opportunity law for disabled people), which establishes that the state will guarantee appropriate access for all people to the educational system, starting at the early stimulation level through upper education level. This law is applicable to both public and private education, in all modalities of the National Educational System. The Ministry of

17 Learning diversity and the IB Programmes: Special educational needs within the International Baccalaureate programmes, 2010:3

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Education develops and promotes special educational needs programs and supervises the implementation of these programs in the schools. (Law 7600, Articles 14 and 15. 1996) At the school level, MBS created the Student Support Program to address student learning diversity. This program allows students to learn compensation strategies to strengthen their learning process. Our philosophy on student learning diversity is aligned with MBS mission statement through which the school is committed “to providing a nurturing and inspiring environment, fostering compassion, and stilling a lifelong love of learning.” (MBS Mission Statement. 2017) Both MBS and the IBO seek to develop the whole child. Regardless of individual differences, and the diversity of backgrounds they come from, the expectation is that all students enrolled in one of the IB programmes experience positive learning through IB’s four principles of good practice:

● Affirming identity ● Building self-esteem ● Valuing prior knowledge ● Scaffolding and extending learning

The aim of both MBS and IBO regarding inclusion is that based on a positive learning environment and academic support, DP candidates will be challenged by high, but realistic expectations, according to the best of their potential. It is also our goal that students develop a sense of belonging in a school community that listens to them, cares about their opinions, and helps them develop understanding and growth of themselves as learners. MBS Learning Diversity and Inclusion Policy is implemented through the Student Support Program (SSP) designed to provide individual students with the support needed to develop the necessary skills and strategies to work at their fullest potential in the least restrictive environment. It is aligned with the IB Learner Profile, which calls for “students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.” (Inclusive education: Inclusion in an IB context) The purpose of the Student Support Program is to establish a system, delivered and coordinated by the school, where specific learning needs of students are met in a consistent and professional manner. The SSP perceives each student as an individual with unique learning and academic needs and works in conjunction with teachers, administrators, parents and outside specialists to maximize time and effectiveness in the classroom by providing students (and teachers) with the necessary skills, strategies, information and training to deal with the specific learning needs and perform successfully inside the classroom. The Student Support Program provides constant monitoring of students’ progress and coordination of communication among all the professionals involved. SSP teachers are in

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charge of gathering and analyzing data to make important decisions related to students’ academic goals.

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Students can be referred by teachers or administrators, according to the following procedure:

● Teacher consults with division principal. Principals should encourage all classroom teachers to refer any student suspected of having learning difficulties that require observation or further intervention.

● The principal should request the teacher to provide a full explanation as to her own observations and reasons for referral, including the student’s academic achievement that may be affected.

● The principal should then refer the case to the SSP department, asking for one initial observation to assess any issues with the student. If more than one observation is required, then that should be done. It is important that the principal refer any child to SSP that a teacher is referring regarding any learning issues.

● The principal and teacher should inform the child's parents of the division's recommendation that s/he be observed to see if there is a need for more testing, accommodations or other interventions with respect to special learning needs. 19

The school maintains ongoing communication with parents of students with learning support needs through SSP staff, division principals, parent conferences, phone calls, and emails. For incoming students or those who are withdrawn, information exchange is handled by the principals, upon request by parents and/or schools. To assure confidentiality at all levels, SSP students’ information is kept in a separate file in the SSP department. Access to this file is granted only to the SSP staff, General Director and Principals. 20

The MBS Inclusion Policy was developed in collaboration with the Student Support Department and the Pedagogical Leadership Team. This policy was written in response to the International Baccalaureate parameters and the following standards:

● A9 – “The school supports access for students to the IB programme(s) and philosophy.” ● B1:5 – “The school develops and implements policies and procedures that support the

programme(s).” ● B2:8 – “The school provides support for its students with learning and/or special educational

needs and support for their teachers.” ● C1:6 – “Collaborative planning and reflection incorporates differentiation for students’ learning

needs and styles.”

18 Marian Baker School Learning Diversity and Inclusion Policy, pp.1-4 19 IBID. p.9 20 IBID, p. 10

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● C3:10 – “Teaching and learning differentiates instruction to meet students’ learning needs and styles.” (International Baccalaureate Organization. Programme standards and practices. 2014)

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Diploma Program 2-Year Schedule Matrix

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A F Homeroom TOK

B B

A F D C B

B TOK E D C

C A F E C

D B A F D

E C CRSS A CRSS

E CRSS TEAM EE/CAS

TEAM EE/CAS

TOK

A ENGLISH: LANGUAGE A HL (5 classes) ENGLISH: LANGUAGE B HL (5 classes)

B ESPAÑOL: LENGUA A LIT. HL (5 classes) ESPAÑOL: LENGUA B SL (4)

C HISTORY HL (5 classes)

D MATH STUDIES SL (4 classes) MATH STANDARD SL (4 classes)

21 IBID, p.12

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E BIOLOGY SL (4 classes)

F ENVIRONMENTAL SYSTEMS AND SOCIETIES SL (4 classes) OR CHEMISTRY (4 classes)

TOK (3classes) CAS/EE (1 class) CRSS (3 classes)

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