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OIAIS 2018-2019 Curriculum Handbook

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The Odyssey Institute for Advanced and International Studies

We Dream, We Achieve, We Lead

Parent/Scholar Curriculum Handbook

1495 South Verrado Way, Buckeye, Arizona 85326 Phone: (623) 327-1757

Fax: (623) 241-9430

www.odyprep.com

School Hours

Monday – Thursday 7:40 am – 3:49 pm

Office Hours

Monday – Thursday 7:00 am – 5:00pm

Summer Office Hours Monday – Thursday

9:00 am – 3:00pm

Friday Closed


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The Odyssey Institute for Advanced and International Studies

Table of Contents

3. Note to our Scholars 4. Graduation Requirements / University Entry Requirements / 5. Grades / Distinction 6. Points Toward GPA / Grade Point Average / Class Rankings 7. AP Exams / Transfer of Credit 8-9. Grading Policy / Access to Grades & Course Information / Report Cards / Dual &

Concurrent Enrollment 10. Course Retake / Credit Recovery / Academic Probation / Homework Policy 11. Extra Credit / Late Work / Assessment 12. Testing / Testing Dates 13-15. ACT / SAT Testing & Preparation / Sample Schedules 15. Daily Schedule / Protected Time / After School Supervision 16. Truancy 16-19. International Baccalaureate (IB) 19-36. Course Descriptions 36-37: Sample Course Tracks 37-41. Inclusion Policy 41-44. Formative & Summative Assessments 44-46. Language Policy


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A Note to Our Scholars Dear Odyssey Scholar. Welcome to The Odyssey Institute for Advanced and International Studies. Our goal is to offer you a safe and supportive environment in which you feel empowered to pursue discovery and to meet challenges head-on. As a college-preparatory academy, it is also our goal that every scholar secures university admission. To enable you to reach your potential and to realize your goals, OI incorporates the International Baccalaureate (IB) framework providing a rigorous, inquiry-based curriculum recognized by Universities around the world. This handbook contains information on graduation requirements, post-secondary admission requirements for Arizona universities, and the descriptions of course offerings that will enable you to reach your future goals. Setting goals, monitoring your progress toward graduation, and focusing on attaining your goals are important for your success. Since four years of high school passes quickly, We urge you to take advantage of the resources available to you: your parents, your teachers, and other friends and mentors, in reaching your goals for high school. High school should be a time of not only accomplishment, but of building memories, friendships, and experiences that last a lifetime. The Odyssey Institute will work tirelessly to administer our curriculum while offering a breadth of exciting extracurricular activities. The Odyssey staff looks forward to sharing the journey with you and we encourage you to be involved, to reach for the stars, and do not be afraid to Dream, to Achieve, and to Lead. Sincerely, Bryan A. Pratt & Kari Hurley, Co-Principals


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Graduation Requirements

Required Course of Study Credit Requirements Language & Literature 4.0

Mathematics 4.0

Experimental Sciences 4.0

Individuals & Societies 4.0

Language Acquisition 4.0

Arts 1.0

Physical Education 1.0

Electives 2.0

Total Credits for Graduation 24.0 credits

A unit of credit is defined by the North Central Association as a Carnegie Unit as the amount of credit awarded for the successful completion of a course, which meets at least 40 minutes daily, five days per week, 120 hours per year. Classes must meet for a minimum of 36 weeks, or the equivalent amount of time within the school year. A grade of Incomplete requires prior approval from the Principal. A one-week time limit is placed on all incomplete grades unless the Principal gives permission for an extension. Additionally: Scholars must also meet the proficiency level (60/100) for the Civics Exam to receive a high school diploma.

UNIVERSITY AND COLLEGE REQUIREMENTS/TESTING BASIC COMPETENCIES

Graduation Requirements for OIAIS are as follows*: • 4 credits of Language & Literature • 4 credits of Mathematics • 4 credits of a Lab Science course • 4 credits of Humanities • 4 credits of Language Acquisition • 1 credits of Fine Arts • 1 credit of Physical Education • 2 credits of Elective *Art or Math lab may replace an Art or PE as warranted


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Arizona universities require these courses for admission: • 4 credits of high school Language Arts • 4 credits of high school Math (Algebra 1-2, Geometry, Algebra 3-4, and an Advanced Math class for which Algebra 3-4 is a prerequisite) • 3 credits of high school lab science one year each from three of the following: Biology, Chemistry, Earth Science, or Physics (an integrated science or an Advanced Science may be substituted for one required course) • 2 credits of high school Social Science including one year of American History • 2 credits of same high school Foreign Language • 1 credit of high school Fine Arts or a combination of two semesters of high school Fine Arts For universities outside of Arizona please consult with that university regarding requirements. OI’s curriculum meets minimums for all University enrolments.

Grades/Distinction

Grading Scale: 97% - 100% = A+ 94% - 96% = A Superior Proficiency 90% - 93% = A- 87% - 89% = B+ 84% - 86% = B Above Average Proficiency 80% - 83% = B- 77% - 79% = C+ 74% - 76% = C Proficient 70% - 73% = C- 67% - 69% = D+ 64% - 66% = D Partial Proficiency 60% - 63% = D- <60% = F Not Proficient; no credit awarded W: Withdrawal NC: No Credit Awarded I: Incomplete P: Pass

Points toward GPA

Percentage Grade GPA Weight IB GPA Weight 97% - 100% A+ 4.0 5.0 94% - 96% A 4.0 5.0 90% - 93% A- 3.67 4.67 87% - 89% B+ 3.33 4.33


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84% - 86% B 3.0 4.0 80% - 83% B- 2.67 3.67 77% - 79% C+ 2.33 3.33 74% - 76% C 2.00 3.00 70% - 73% C- 1.67 2.67 67% - 69% D+ 1.33 2.33 64% - 66% D 1.0 2.0 60% - 63% D- 0.67 1.67 59%-0 F 0 0 Principal’s List: 4.0 or higher for all course work. Honor Roll: 3.5 or higher for all course work

Grade Point Average Grade Point Averages (GPA’s) will be based upon a 4.0 scale. For those enrolling in Honors Courses, or the IB Diploma Program, the GPA will be based upon a 5.0 scale for those courses.

Class Rankings/Grade Point Average (GPA)

Class ranking is required by colleges and universities on transcripts submitted for entrance evaluation. Class rank shall be determined as follows: • Class ranking will be determined each semester beginning with the ninth grade.

• Only those grades earned in courses offered during the academic year and during the normal school day at OIAIS will be used to calculate one’s GPA. • High school courses taken during elementary/middle/junior high school will be excluded in the computations. • Course sequencing deviation could impact class ranking.

AP Exams Odyssey scholars are eligible to sit for AP exams. The College Board is committed to providing access to the AP Exams to homeschooled students and students whose schools do not offer AP, it does not require students to take an AP course prior to taking an AP Exam. AP Exams are offered once a year in May; scholars may sit for an exam as many times as they wish.

TRANSFER OF CREDITS


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High school credit is earned when a scholar regularly attends and satisfactorily completes the requirements of an OIAIS course. Additionally, Core Credit courses must meet the standards adopted by the State Board of Education where such standards exist. It is necessary to standardize other ways by which a student may earn high school credit and satisfy graduation requirements. Courses taken in another district must correlate with OIAIS courses and meet state requirements in order for weighted credit to be awarded. No credit transfers automatically. All transcripts are reviewed by The Odyssey Institute to determine authorization for awarding credit, regardless of issuing institution, as measured against OIAIS course requirements and descriptions in addition to state standards. When transfer credit is not accepted as a core credit, within ten (10) school days, the scholar may request to take an exit examination in the course subject matter administered and evaluated by a certified teacher in that subject at Odyssey Institute. Upon receiving a satisfactory score as determined by the teacher, course credit will be awarded as Core Credit. All Core Credit courses must meet the standards adopted by the State Board of Education where such standards exist. Once a scholar is enrolled at Odyssey Institute, it is the expectation that all core courses will be completed at Odyssey. This includes Language and Literature, Individuals and Societies, Science, Math and Foreign Language. If a scholar is enrolled in a West-Mec Program that requires early dismissal in the senior year, a scholar can complete their final foreign language course in the summer of their junior year. The scholar and parent must meet with the registrar and complete a West-Mec Agreement of Understanding and a plan for completion of graduation requirements.

Grading Policy At the Odyssey Institute for Advanced and International Studies the grading system shall convey to scholars, parents, teachers, and outside institutions, the degree of achievement of intended learning outcomes; and shall reflect each scholar’s proficiency of skills. Grades are used to show a path for each scholar’s learning to encourage growth and mastery of skills. Additionally, the teacher has the right to set a late work policy and “no name on paper” policy. Scholars who have an excused absence from school will have the same amount of days as those absent to make up missed work that can be replicated outside the classroom. Make up work from an excused absence is not considered late work if completed within requisite time. These policies will be thoroughly discussed in the teacher’s newsletters and syllabi. Please look for updates in the quarterly Principal’s Corner as well as information nights that will be designated for discussion and review.

Access to Grades / Course Information


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The Parent Portal is a one-stop-shop for all things that have to do with your scholar. You can access it by looking under the Resources tab on the website (www.odyprep.com). Synergy/ParentVUE (the site which allows you to see your scholar’s grades and assignments) is accessible through the Parent Portal where you will also find a variety of other resources such as lunch menus and school events. You may also choose to log into ParentVUE directly to view grades and assignments only. The direct link to Synergy/ParentVUE is also available under the Resources tab. Odyssey considers the resources above to be central to its communication, and requests parents to be active accessing and utilizing the information available.

Report Cards Scholar progress reports will be posted in ParentVue quarterly. The Institute highly encourages parents to access ParentVue for instant feedback as to scholar grades and assignments.

Dual and Concurrent Enrollment

Odyssey does not offer dual enrollment through its course work. One may attain college credit by successfully completing the exit exams for Junior and Senior-level Diploma Program courses, sitting for AP exams, and / or concurrent enrollment. Concurrent Enrollment Option In an effort to provide additional paths for scholars to earn college credit or pursue technical certificates, Odyssey is offering several concurrent enrollment options for elective credit only.

Option 1: —West Mec provides a variety of technical programs for high school scholars at campuses throughout the valley. You can review the programs here: http://west-mec.org/. West-Mec requires an application and a fee. If you are planning on applying to the program, the scholar and parent must meet with the registrar and complete a West-Mec agreement of understanding and plan for completion of graduation requirements. Odyssey Institute requires a minimum school day of 7:40-3:49. Scholars may be permitted early release at 1:35 in the senior year if scholar grades and course requirements have been met. If the West-Mec program that the scholar is applying to requires a release earlier than 1:35, Odyssey can not guarantee that this will be possible. We will do our best to provide opportunities for completion of the West-Mec program and Odyssey program but this cannot be guaranteed.

Option 2: —Online ASU and GCU.


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Both of these programs require an application. There is a tuition related to each of the programs that is the responsibility of the scholar and scholar family. These courses will count for college credit and a high school elective credit. Scholars must meet with the registrar and sign an agreement of understanding that states the course must be passed and transcript submitted by May 15th in order to graduate with Odyssey

—ASU Digital Prep: Courses descriptions- http://www.asuprepdigital.org/courses/ Enrollment Information- http://www.asuprepdigital.org/high-school-student-ready-take-college-classes/

—GCU Course descriptions-https://www.gcu.edu/academics/dual-enrollment.php

Enrollment information-https://www.gcu.edu/Documents/17GTR0371-DualEnrCrsList-Online.pdf

Course Retake ALL STUDENTS MUST SEE A SCHOOL ADMINISTRATOR BEFORE REPEATING A COURSE. Courses in which the scholar receives a final course average below 60% must be repeated during summer credit recovery. Transcripts will reflect both the original and the repeated course grades.

Credit Recovery In the event that a scholar falls behind in meeting graduation requirements The Institute will implement remediation guidelines in assisting the scholar in developing a plan to overcome deficiencies. Such a plan may include repeating a course (Seniors – last resort), completing a course through online (common), or a combination of both. The deficiency may be addressed during the summer. Courses that are taken at any outside institution must be completed by a registrar-approved institution. The scholar and parent must meet with the registrar and complete a course recovery contract.

Academic Probation

The Odyssey is a College Preparatory institution with high academic standards and high expectations. We hold both our staff and our scholars accountable in meeting our standards and working toward school goals. Our goal is that 100% of our scholars are accepted for University studies. Thus, The Odyssey Institute for Advanced and International Studies has instituted an Academic Probation program by which any student who has below a C- in any course during a quarter may be placed upon an intensive remediation program to address shortfalls. A meeting between the parents, the teacher(s), and an Administrator will take place during which a Personal Education Plan (PEP) will be initiated. A scholar that does not show academic progress during the remainder of the year faces possible removal from Odyssey.


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Additionally, any scholar who has an “F” grade in any course will not be eligible for school-sponsored field trips or athletic events. This will not apply to externally sponsored field trips such as by EF-Tours.

Homework Policy

Homework will be necessary to meet the high demands of the International Baccalaureate curriculum and preparation for university studies. Homework should be purposeful, engaging, and achievable. Students should not be discouraged in doing homework; they should feel they gain an academic benefit, “busy-work” is not an acceptable form of homework. Work not completed in class can be assigned as homework with the expectation that it be completed and returned the following day. Teachers should be cognizant of the amount of time given in class to complete assignments. Scholars that struggle with certain concepts may be assigned additional practice to complete at home. Parents should be notified if their child is struggling and needs additional practice. It is the policy at Odyssey that teachers may assign long-term projects to be completed outside of the school day. These projects shall be used to assess scholar learning, incorporate the higher level thinking skills, and reflect learning of IB curriculum as well as common core standards. Scholars should be given ample time to complete projects and parents must be informed of upcoming projects and due dates.

Extra Credit Providing extra credit to scholars to improve grades does not fit within the educational philosophy at the Odyssey Institute. However, in keeping with our philosophy that grades are a reflection of learned skills, scholars are afforded the opportunity to revise and resubmit work. All revision’s must be discussed between the scholar and the teacher and the teacher will set deadlines for revision.

Late Work At The Odyssey Preparatory Academy the teacher has the right to set a late work policy and “no name on paper” policy. These policies will be thoroughly discussed in the teachers’ newsletters and syllabi.

Assessment Assessment at The Odyssey Institute will take many forms to ensure we are meeting the diverse needs of our student body. Formative assessments particularly will be a focus consistent with the Mastery Learning Intervention Model. Mastery Learning recognizes the need to pre-assess, as well as offer more frequent formative assessments, to allow for constructive feedback to the teacher in checking for understanding of basic principles and requisite skills early in the lesson; and facilitating targeted instruction.


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Testing Below is offered a summary testing that may be required:

- Azella: Arizona English Language Learners Assessment – Any student for whom English is not their first language or it is not the primary language spoken in the home. .

- AIMS Science (Grades 9): State standardized testing. - AIMS A (Grades 9-12): For those who have significant cognitive disabilities. - AzMERIT(PARCC) (Grades 9-12): State-wide Achievement Test - ACT: Measure of what students learned in school

o No penalty for guessing o English, Math, Reading, Science o PLAN is the practice test (Grade 11)

- SAT: Aptitude test examining evidence-based Reading and Writing o No penalty for guessing o Reading, Writing, Math o PSAT/NQMST is practice test (Grade 11)

§ Qualifying test for National Merit and National Achievement Scholarship programs

o Practice test of PSAT October sophomore year o FREE SAT prep on Kahn Academy

- National Assessment of Educational Progress (NAEP) is a national assessment of academic content outlined in the NAEP Academic Frameworks. (Grade 12) – as selected

Testing Dates

AZMERIT CBT TEST WINDOW Computer-Based Testing*


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ACT / SAT Testing / Preparation

The ACT or SAT is required for admission to all state universities in Arizona. It is recommended that students take the SAT and/or ACT the spring of their junior year. Information and registration is available at www.collegeboard.com and www.actstudent.org. PSAT: PSAT is a practice test for the SAT. PSAT is the qualifying test for National Merit Scholarship Program that must be taken during the junior year (11th grade). The PSAT is given in October of each year. The Odyssey Institute participates in the PSAT 9/10 in offering SAT test preparation to all its scholars. The PSAT provides schools, districts, and other educational organizations with an early assessment of students' academic skills as well as tools to help students improve. The Institute will utilize the PSAT to identify areas of strength and weakness for our scholars, to familiarize our scholars with the exam, and to instill confidence.

Sample Schedule Time Monday Tuesday

Wednesday

Thursday

Friday

7:40-8:45 L&L L&L L&L L&L P

8:47 – 9:52

Lang Acq Lang Acq Lang Acq Lang Acq R

9:54 – 10:59

Hum Hum Hum Hum O

11:01 – 11:21 OR 11:01 – 12:06 (2nd Lunch)

1st Lunch OR

Arts

1st Lunch 1st Lunch 1st Lunch F

12:08-12:28 OR 11:23 –

2nd Lunch OR

PE – Traditional /

Fitness (Skills)

Training

PE –

Traditional /

Fitness (Skills)

PE – Traditional /

Fitness (Skills)

Training

D

E


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12:28 (1st Lunch)

Training V

1:37-2:42 Math Math Math Math

2:44 –

3:49

Elective OR Core Leave Campus

Science Science Science

Sample Testing Schedule – Subject to Change

Periods Time

1 7:40-7:55 TESTING ROOMS 8:00 – 10:59

1st Period for 2nd Lunch 11:01 – 12:06 1st Lunch 11:01 – 11:21 1st Period for 1st Lunch 11:23 – 12:28 2nd Lunch 12:08 – 12:28 2nd Period 12:30 – 1:35

3rd Period 1:37 – 2:42 4th Period 2:44 – 3:49

Sample Assembly Schedule

Periods Time

1 7:40 – 8:37

2 8:39-9:36

3 9:38-10:35

4 10:37 – 11:34

1st Lunch 11:36-11:56 – 1st Lunch

6 Period for 2nd Lunch 11:36-12:33

2nd Lunch 12:35-12:55 – 2nd Lunch

6 Period for 1st Lunch 11:58-12:55

7 12:57-1:54

8 1:56-2:43

Assembly 2:45-3:49


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Daily Schedule Zero Period Access to labs, clubs, enrichment, remediation, ACT/SAT Prep / Band 7:00 Scholars begin arriving for school and meet at the Ramada 7:15 Teachers welcome students to the classroom 7:40 School day begins 3:49 School day ends 3:49 - 5:00 Access to labs, clubs, enrichment, remediation, ACT/SAT Prep Teacher Office Hours, Clubs

• Odyssey reserves the right to require scholars who have below a C- in any course to attend Office Hours as part of their Educational Improvement Plan.

Protected Time

3:30-3:49 At The Odyssey every minute of the day presents an opportunity for important learning to take place. In an effort to reduce unnecessary interruption to the learning environment, Odyssey has implemented “Protected Time” from 3:30-3:49. During this time scholars will not be called out of class to be checked out of school nor will teachers be interrupted with messages. Please take this policy into consideration when making appointments. Emergencies will be handled on a case-by-case basis. Excessive student check outs, whether or not they fall in the protected time, will be considered reason for expulsion from Odyssey.

After School Supervision

There is no after care at Odyssey High School. Please make arrangements to have your scholar picked up by 4:20. Our number one responsibility is the safety of our scholars. Thus, for their safety, scholars who are found to be on campus after school continuously and are not involved in an after-school program will be subject to Expulsion.

Truancy It is the policy of The Odyssey Institute that scholars missing 10% of the school year may be recommended for expulsion and loss of credit for course(s) affected. Parents and scholars will be notified when scholars have missed 5% of days in session. Excessive absences due to illness must be verified with a doctor’s note.

International Baccalaureate (IB) International Baccalaureate (IB) is an internationally recognized course of study. It is designed for students interested in a high-level academic program. Students with excellent grades, high-test scores, and a strong work ethic are good candidates for IB.


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Curriculum

The curriculum at OIAIS is built upon a student-centered framework consistent with that of IB striving to develop inspired, life-long learners who are empowered to take chances on their journey to discovery. The OIAIS culture will be one that, while offering challenges, will also offer an inspiring, supportive environment by which scholars feel safe to take risks and to demonstrate their knowledge through academic choice. Academic choice will be a driver by which differentiation allows students to work to their strengths in attaining knowledge and demonstrating such. A key component of the IB curriculum is the holistic learning model placing the IB learner at the center of the curriculum model. This model of learning is consistent with the philosophy of The Odyssey as it is Odyssey’s philosophy that every scholar has the ability to learn and achieve given a safe and supportive framework, built through positive relationships, in which to discover. Our goal is assist each scholar to build the requisite skills needed to be successful and to enable each to learn how they learn best and how they best demonstrate this knowledge. The OIAIS feels its breadth of both course and other program offerings will facilitate the academic, social, emotional, and physical growth of our scholars in meeting the challenges of both university studies and global uncertainties.

IB Middle Years Program (MYP) In grades 9 & 10 the OIAIS will provide for years 4 & 5 of the MYP program offered at The Odyssey Family of Schools. Years 4 & 5 will provide for a progression of course work the scholars have begun in preparation for the DP program. Moreover, year 5 will see the scholars complete a personal project of the scholar’s own initiative and interest. The MYP program consists of eight subject groups integrated through five areas of interaction that provide a framework for learning within and across the subjects. Students are required to study their mother tongue, a second language, humanities, sciences, mathematics, arts, physical education and technology. Technology will be integrated with other subject matter rather than exist as a stand-alone course. Through the personal project in year five the scholar may demonstrate the understandings and skills they have developed throughout the program.


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Diploma Program (DP) (ibo.org/diploma) With the IB Diploma Program (IBDP) students study six courses for the two-year program (grades 11 & 12) at higher level (HL) or standard level (SL). A minimum of three courses must be studied at the higher level to qualify for the IB Diploma. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose a second subject from groups 1 to 5.

In addition the program has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.

The extended essay (EE) is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.

Theory of knowledge (TOK) is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).

Creativity, Action, and Service (CAS) An average of 3 hours each week of service is expected requiring that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.


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IB students must complete a prescribed curriculum and take exams their senior year in the following subjects: § Group 1: Language & Literature – native language – English HL (change to English Language and Literature HL) § Group 2: Language Acquisition – second language – Spanish (HL), Spanish (SL), or Mandarin Standard Level (SL) (Change to Spanish HL/SL or Spanish AB Initio, Mandarin AB Initio) § Group 3: Individuals & Societies – History of the Americas Higher Level (HL), Psychology (SL) (Change to History of the Americas and 20th Century World History, or Psychology SL/HL) § Group 4: Mathematics – Math Studies (SL) or Math (SL) (Change to Math Studies SL or Math HL) § Group 5: Experimental Sciences – Biology (HL), Biology (SL), Physics, Chemistry (HL), or Chemistry (SL) (Change to Biology HL or Environmental Systems and Societies SL) § Group 6: The Arts – Theatre Arts (SL)/(HL) (Change to Theatre Arts SL/HL, Dance SL/HL, or Psychology SL/HL can replace an Arts IB students must also satisfy the three core components to be eligible for an IB Diploma as note above:

§ Theory of Knowledge (TOK) § Extended Essay (EE) § Creativity, Action and Service (CAS)

IB Diploma / IB Certificate Distinguished

Those scholars who choose not to pursue the IB Diploma through the IBDP, or fail to meet the requirements for the IB Diploma, may receive an IB Certificate for each individual course successfully completed. The IBO awards IB Diplomas and Certificates after all IB exams and assessments have been graded.


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In the beginning of each year, students may view/print their IB exam grades from the IB Net system. Each student will have a PIN to enable him/her to access this information electronically. The printed Diplomas and Certificates arrive at school in late August. Diploma subjects are graded on a scale of 1 point (minimum) to 7 points (maximum). Normally twenty percent of the assessment for each diploma subject is internally assessed by the teacher and externally moderated by the IBO. A maximum of three points may be awarded for combined performance in Theory of Knowledge and the Extended Essay. The maximum total diploma point score is 45. The successful candidate receives an official IB diploma and an accompanying results document, which shows the total diploma score, the subject grades, and any points awarded for the combination of Theory of Knowledge and the Extended Essay. The diploma will be awarded to a candidate whose total score reaches or exceeds 24 points provided:

§ Grades have been awarded in the six subjects of the Diploma Program. § A course in Theory of Knowledge (TOK) has been followed and the TOK assessment

requirements have been met. § An Extended Essay has been submitted and assessed. § The candidate has engaged appropriately in creativity, action service (CAS) activities. § There is no grade of 1 in any subject. § There is no grade of 2 in any higher level (HL) subject § A candidate with 24, 25, 26, or 27 points does not have a failing condition. § A candidate with 28 points or more has only one failing condition. § The final award committee has not confirmed the candidate as guilty of malpractice,

defined as the attempt by the candidate to gain unfair advantage in any assessment component.

Failing conditions: The diploma will not be awarded if the candidate’s results contain any one of the following failing conditions:

§ An elementary grade for both Theory of Knowledge (TOK) and the extended essay. § A grade of 2 in any higher level (HL) subject § Each grade of 3 in a higher level (HL) subject not compensated by a grade 5 or above

in another higher level (HL) subject § Two or more grades of 2 in any standard level (SL) subject § Four or more grades of 3 § Two or more grades of 3 with a grade 2 at standard level (SL)

A candidate who does not fulfill the requirements for the award of the diploma will receive a certificate indicating the results obtained in individual subjects. Certificates are not available for the Extended Essay, Theory of Knowledge or CAS.


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Seniors fill out IB transcript requests in May. The IBO will send official IB transcripts to only one college/university, at no additional cost to the student. IB students generally have a college schedule of classes when IB grades are released in July. At that time, IB students are advised to contact their college advisor and request an appointment to re-evaluate the schedule of classes to possibly update courses in light of IB performance.

Course Descriptions Credit based upon one year of study

Grades 9 & 10 will continue the IB Middle Years Program (MYP) framework. IB Scheduling Requirements for Diploma Program (DP) (grades 11 & 12): Over the course of the two-year program, students:

-study six subjects chosen from the six subject groups -complete an extended essay. -follow a theory of knowledge course (TOK), and -participate in creativity, action, service (CAS).

Normally:

-three of the six subjects are studied at higher level (courses representing 240 teaching hours)

-the remaining three subjects are studied at standard level (courses representing 150 teaching hours). Studies in Language & Literature (Group 1): English I– Grade 9: This course is an intensive program for the student who is highly motivated. Literature studied in this course includes short stories, novels, plays, and poetry. In addition, students are required to read additional novels outside the classroom. The study of language will involve work in grammar, mechanics, and usage. The writing process will be explored, and written assignments will consist of personal narratives, persuasive writing, expository writing, poems, speeches, scripts, and point-of-view/perspective pieces. Student responses to literature will include literary interpretations, critical reviews, character studies, and comparisons of works of literature. Vocabulary will be integrated into each unit of study. Essential research skills, speaking and listening skills, and reading comprehension strategies will also be studied. Class activities include group discussions, debates, oral presentations, role-playing, and collaborative exercises. 1 Credit Honors English I– Grade 9: This course is an intensive program for the student who is highly motivated. Honors English seeks deeper understanding and analysis. Literature studied in this course includes short stories, novels, plays, and poetry. In addition, students are required to read additional novels outside the classroom. The study of language will


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involve work in grammar, mechanics, and usage. The writing process will be explored, and written assignments will consist of personal narratives, persuasive writing, expository writing, poems, speeches, scripts, and point-of-view/perspective pieces. Student responses to literature will include literary interpretations, critical reviews, character studies, and comparisons of works of literature. Vocabulary will be integrated into each unit of study. Essential research skills, speaking and listening skills, and reading comprehension strategies will also be studied. Class activities include group discussions, debates, oral presentations, role-playing, and collaborative exercises. 1 Credit English II - Grade 10: A continuation of English I emphasizing overall communication skills, oral and written. The student will be required to express thought with increased clarity, conciseness, and persuasiveness. Such will be expressed in class writings, assessments, and research-based papers requiring proper elements of citations, references, and formatting. 1 Credit Honors English II - Grade 10: A continuation of English I emphasizing overall communication skills, oral and written. Honors English seeks deeper understanding and analysis. The student will be required to express thought with increased clarity, conciseness, and persuasiveness. Such will be expressed in class writings, assessments, and research-based papers requiring proper elements of citations, references, and formatting. 1 Credit English III - Grade 11: A survey of World Literature. This course will emphasize detailed literary interpretation of national and international texts and reinforce the critical thinking, speaking, and writing skills of the students. The purpose is to develop an international perspective on literature and to promote global understanding. The course includes the investigation and appreciation of cultural influences upon literature. 1 Credit English IV - Grade 12: An investigation of the modern world through literature. This course will research and explore the modern world through international relationships and global understanding beyond the educational environment. The course includes the issues, events, and daily existence through critical analysis of this globally technological age

1 Credit

Creative Writing - Grades 10-12: Through this adventurous five-unit course, students will explore different ways of written expression, including first, second, and third person, poetry, and screenplay. Students will be challenged to stretch their writing skills to discover their unique voices, paint vivid word pictures, and awaken their senses to create inspired and truthful literary works of art.

1 Credit


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IB Language & Literature - Grades 11 & 12: A two-year survey of World Literature. This course will emphasize detailed literary interpretation of national and international texts and reinforce the critical thinking, speaking, and writing skills of the students. The purpose is to develop an international perspective on literature and to promote global understanding. The course includes the investigation and appreciation of cultural influences upon literature. 1 Credit per Year Content in year 1 will consider a works structure, style, and themes as well as incorporate figurative language and rhetorical devices. There is also a strong focus on literary analysis, comparison/ contrast, cause/effect, and timed writings. Year 2 content will continue to transform our scholars into critical thinkers and skilled readers of prose, both fiction and non-fiction, written in a variety of periods, disciplines and rhetorical contexts. Language Acquisition (Group 2): Spanish I / II / III – Grades 9, 10, & 11: The course will be offered all four years and will be a continuation of the Spanish coursework completed in Elementary and Middle Schools. Students will continue to construct meaning and make use of the Spanish language in all aspects of communication. Hispanic Literature and Culture will be a prominent aspect of the course with written essays, oral presentations, and papers a part of assessment. Students will also be expected to Skype with “sister” classes in Mexico or another Spanish speaking country. 1 Credit Spanish III – Grades 9, 10, & 11: The course will be offered all four years and will be a continuation of the Spanish coursework completed in Elementary and Middle Schools. Students will continue to construct meaning and make use of the Spanish language in all aspects of communication. Hispanic Literature and Culture will be a prominent aspect of the course with written essays, oral presentations, and papers a part of assessment. Students will also be expected to Skype with “sister” classes in Mexico or another Spanish speaking country. 1 Credit Spanish IV: The aim of the course is to prepare scholars to use the language appropriately in a range of situations and contexts and for a variety of purposes. The course also allows scholars to develop an awareness and appreciation of the culture(s) of the countries in which the target language is spoken. The skills of listening, speaking, reading and writing are equally emphasized, and are taught and developed through the study of a range of authentic oral and written texts chosen by the teacher. Scholars in either level will interact with a variety of written texts such as articles, poems, lectures, etc., but those at the higher level will also be focusing their work within the context of a specific reading. A variety of oral and written examinations are used to assess students' listening, speaking, reading, and writing


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skills. Prior to enrolling in a Language B course, it is assumed that scholars have studied the target language for at least two years. 1 Credit Spanish V: This course is tailored to build upon the existing skills of students who have Spanish as a primary language. Students will refine and expand their linguistic abilities. Areas of focus will include basic and advanced grammatical structure and orthography through reading, writing, speaking, and listening. Through a variety of media, students will also explore culture, geography, history, current events, and literature of the Spanish-speaking world. This class will be taught exclusively in Spanish. A diagnostic entrance exam will be used to determine a minimal fluency in the areas of reading, writing, speaking, and listening. 1 Credit IB Spanish - This course is designed to prepare students for entrance into the Diploma Program. This course stresses the development of oral reading and writing skills for the intermediate bilingual student. Students will research various topics, analyze texts, and write essays and compositions, and read narratives, short stories, and novels. Advanced grammar structures and language such as the present, present progressive, past (including preterit and imperfect), imperative, future, conditional, subjunctive, past progressive, pluperfect, and past subjunctive will be reinforced and emphasized. In addition, students will learn and compare Spanish-speaking cultures. Upon successful completion of this course, students will read, write, listen, and speak Spanish at the Distinction level, as stated in Arizona College and Career Ready Standards. 1 Credit Mandarin – I / II (Grade 9 & 10): The course will provide a foundation into Mandarin through speaking, writing, reading, and understanding Mandarin’s influence on a global scale. Mandarin is based upon the Beijing dialect and is the national language for the People’s Republic of China and Taiwan. Mandarin Chinese is the number one spoken language in the world by 15% of the world’s population. 1 Credit Mandarin – III (Grade 11 and 12): The course will be a continuation of Mandarin III through speaking, writing, reading, and understanding Mandarin’s influence on a global scale. Mandarin is based upon the Beijing dialect and is the national language for the People’s Republic of China and Taiwan. 1 Credit Mandarin V: A continuation of Mandarin IV. It is designed for students who passed Mandarin Phase IV level language proficiency with a basic knowledge of Mandarin reading and writing system, with the ability to respond and converse with the teacher and students in Mandarin. The goal of the class is to encourage advanced Mandarin acquisition through immersion. The emphasis will be on students’ speaking and listening skills in Chinese. Students will expand the speaking skills on most familiar cultural topics. Rigorous practice of spoken and written Chinese will be conducted. 1 Credit


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IB Mandarin AB Initio: The Mandarin ab initio course aims to develop the receptive,productive and interactive skills to a high level of communicative competence. While providing a solid framework in terms of grammar and vocabulary, the Mandarin ab initio course is organized into a number of cultural and thematic topics related to three themes: individual and society, leisure and work, urban and rural environment in which grammatical structures and vocabulary can be practiced. 1 Credit Individuals & Societies (Group 3): World History – Grade 9: Scholars will explore the development of Western ideas and practices through the analysis of primary documents and the study of world events beginning with the Greeks and arriving in the present day. Scholars will study the development of reason in the eras of Ancient Greece and Rome, the Renaissance, Scientific Revolution and Enlightenment. They will study the development of the value of the individual through the study of the end of monarchies and the rise of democracies. They will study the rise of capitalism through the study of the Industrial Revolution and Imperialism. The class will culminate with a study of the rights of citizens through the study of World War I and WWII. 1 Credit Honors World History – Grade 9: Scholars will explore the development of Western ideas and practices through the analysis of primary documents and the study of world events beginning with the Greeks and arriving in the present day. Honors World History seeks deeper investigations and understanding of how each is inter-related. Scholars will study the development of reason in the eras of Ancient Greece and Rome, the Renaissance, Scientific Revolution and Enlightenment. They will study the development of the value of the individual through the study of the end of monarchies and the rise of democracies. They will study the rise of capitalism through the study of the Industrial Revolution and Imperialism. The class will culminate with a study of the rights of citizens through the study of World War I and WWII. 1 Credit American Government – Grade 10: This one semester course is designed to provide our scholars with practical knowledge and understanding of both our American and Arizona Governments. Relevance to life is imperative for scholars to connect with the democratic process as citizens of the United States. Scholars will be able to apply knowledge of the US Constitution and demonstrate their understanding of how the American system of government functions on the local, state, and national levels as well as the impact on individual citizens. Students will also be able to demonstrate their understanding that US citizens have both rights and responsibilities in order for our government to maintain order in our society. 0.5 Credit Economics – Grade 10: This one semester course explores the choices and decisions that people make about how to use the world’s limited resources. The goal of this course is to equip the scholar with knowledge that is strongly rooted in economic principles so that he or


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she will be able to differentiate between economic models, understand issues pertaining to global and national economics, gain insight into choices that businesses must make, and learn the importance of managing personal finances and planning for ones future financial security. 0.5 Credit IB Psychology- Grade 11 or 12: The IB Diploma Programme psychology course is the systematic study of behaviour and mental processes. Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied. 1.0 Credit Philosophy Grade 12 (Spring Semester Only as offered): Intro to Philosophy is an overview course that will explore the components and application to a real world environment. Scholars will hone analytical, and argumentation skills, while writing and delving into, (philosophical questioning) the subject of what a philosophical question is and they will become acquainted with the four main areas of philosophical study (Metaphysics, Epistemology, Logic, and Ethics). The course is built around a cumulative project where Scholars will build (devise?) their own philosophy based in one or multiple areas attaching the basics tenants of what it is to ask a philosophical question. 0.5 Credit Art History Grade 12: Art History will investigate and research the Age of Renaissance influence on the Art of the modern age, including the visual arts, sculpture, and architecture. Questions to be addressed include: Does art make a difference in the world; Does the response to art change from the age presented; Can Art have international appeal and influence? 1.0 Credit Current Events Grade 12: Current Events is a scholar-led, one-semester course structured to offer an investigation of global events and how they may be related, to include areas of a: political, social, and economic nature. The course emphasizes research, and presentation of such, done by the scholar since the topics chosen are very fluid in their nature, meaning that the topics and the amount of coverage on the topics will fluctuate on any given day, week, or month depending on topics current in the media. Such topics will be discussed and debated from various viewpoints in class. 0.5 Credits IB History of the Americas – Grades 11 & 12: An in-depth view of U.S. History and Latin America. The course will consider and reflect upon such topic s as Imperialism, the Spanish American War, Progressive Era, World Wars I & II, Cold War, 1920’s, Great Depression, and Post World War II Latin America. This course is the first of a two-year HL program to be followed by IB 20th Century World History. (Year Two)


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IB 20th Century World History – Grade 12: Students will consider in depth: Causes, Practices, and Effects of War; The Rise and Rule of Single Party States; and The Cold War. 1 Credit per year American History – Grades 11: An in-depth view of U. S. History and Latin America. The course will consider and reflect upon such topics as Imperialism, the Spanish American War, Progressive Era, World Wars I & II, Cold War, 1920’s, Great Depression, and Post World War II Latin America. 1 Credit Crime and Punishment – Grade 11 & 12: Scholars will explore the topics of crime and punishment in western civilization, with an emphasis on the origins and development of the American Criminal Justice system. Scholars will utilize primary and secondary sources to examine how political, social, economic, intellectual, and cultural factors have influenced the evolution of the justice system. 1 Credit Experimental Sciences (Group 4): Biology – Grade 9: A rigorous science course focusing on the major life processes, unifying principles and concepts applicable to all living things. In studying the processes of life, scholars will investigate the process of science (the scientific method) while investigating photosynthesis, metabolism, cells, meiosis, mitosis, genetics, biotechnology techniques and evolution.

1 Credit

Honors Biology – Grade 9: A rigorous science course focusing on the major life processes, unifying principles and concepts applicable to all living things. Honors Biology seeks deeper investigations in studying the processes of life, scholars will investigate the process of science (the scientific method) while investigating photosynthesis, metabolism, cells, meiosis, mitosis, genetics, biotechnology techniques and evolution. 1 Credit

IB Biology HL/SL: Biology is the study of living organisms, how these organisms interact with each other, and how these interactions shape them at both micro and macro levels. It is the study of how organisms are interrelated at many levels and how this relationship changes over the course of time due to many connected factors. This course will center on the basic themes of structure affecting function, equilibrium within systems, universality versus diversity and how these are all affected through evolution. While it is our aim to increase our scholars’ factual understanding of Biology, we also want them to take this information and utilize it in a practical manner. By the end of the course the scholars should be able to formulate critical questions and transform these questions into testable hypotheses using appropriate scientific methods and techniques. They should also be able to pass this information on to others through different forms of scientific communication using scientific facts, appropriate scientific vocabulary and information technology. By the end of the second year class scholars must


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also exhibit their ability to work effectively in collaborative groups. It is our desire that our scholars will be able to view the world through a scientific lens and understand that they are part of a global interdependent community. As scientists they will be able to share and collaborate in order to better understand the biosphere. They will be able to use their position as scientists in the international community to understand and debate the moral and ethical issues that are associated with science. Scholars will be able to understand the ever-changing nature of science and identify themselves as part of this continued evolution. The development of such critical thinking skills will aid our scholars throughout their lives as well as help them to make improved and informed decisions as they move on to adulthood. Topics: The IB Biology sequence is organized to move from micro scale Biology, consisting of the Chemistry of life, cells, nucleic acids and proteins to features of macro biology. It is our belief that this is a more natural progression because scholars will understand the building blocks of Biology as we move into the more macro topics of human health and physiology, ecology and evolution. Scholars will be able to see how the interdependence of the smaller systems combine together to influence these macro topics. In the second year of the course we will spend time on ecology, plant systems, and evolution as well as revisiting some earlier topics in order to keep them fresh in the scholars’ minds. Lab work will be expected for each of these topics and will be used as internal assessments. Connections to TOK: Some of the questions we will build into the course are listed below How do we acquire scientific knowledge? What is scientific knowledge, as compared to other forms of knowledge? What part is played by sense perception? How do we know that atoms exist? What is a scientific theory? Do we prove (confirm) or disprove (falsify) scientific theories? How can we define a cause? To what extent does the language of science depend on mathematics? Is science a social endeavor? Should scientists be held responsible for their discoveries if they are misused by others? Does the end justify the means in scientific research? Is scientific knowledge always moving forward? Will there ever be a theory of everything?

1 Credit / Year

Chemistry – Grade 10: Chemistry involves a comprehensive study of all matter and its many transformations. Students will gain a full understanding of Chemistry and its central role in science through the study of topics to include chemical bonding, chemical quantities, physical properties, periodic trends, quantum mechanics, chemical reactions, atomic structure, and radioactivity. 1 Credit Honors Chemistry – Grade 10: Chemistry involves a comprehensive study of all matter and its many transformations. Honors Chemistry seeks deeper investigations with a more rigorous Mathematical emphasis. Students will gain a full understanding of Chemistry and its central role in science through the study of topics to include chemical bonding, chemical quantities,


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physical properties, periodic trends, quantum mechanics, chemical reactions, atomic structure, and radioactivity. 1 Credit Introduction to Engineering - Prerequisite of a B or better in Geometry. Intro to Engineering is a class about designing, analyzing and improving transportation, residential, and crash safety structures. Intermediate to high-level math skills will be practiced and required to be successful. Scholars will learn how to apply basic to intermediate scientific concepts, and how to work within the constraints of budgets, resources, and sustainability. 1 Credit 11th grade Physics I: Prerequisite of Advanced Algebra The course exposes students to this most fundamental experimental science, which seeks to explain the universe itself—from the very smallest particles to the vast distances between galaxies. Students develop traditional practical skills and techniques and increase facility in the use of mathematics, the language of physics. Course moves at a different pace than IB Physics and scholars are not eligible to sit for IB Exit exams. 1 Credit IB Environmental Systems & Societies (ESS) – Grades 11 or 12: The Environmental Investigation course is a trans-disciplinary course that is unique in that it contains various sciences (Biology, Chemistry and Physics), coupled with a societal viewpoint, all intertwined to help students understand the environment and its sustainability. The purposes of this course it to expose students to the interrelationships of the environment and societies, and the nature of their interactions, so that they can make an informed personal response to a wide range of pressing global issues. The course requires field experiences, which will further extend the interrelationships between the environment and societies. This course of study will provide the skills necessary for students to analyze, promote cultural awareness, connect technology and its influence on the environment, and realize that global societies are linked to the environment at a number of levels and at a variety of scales and the resolution of many of these issues rely heavily on international relationships and agreements. As a result of this course the students will develop a holistic appreciation of complexities of local and global environmental issues and how different societies influence them. The students will consider the costs & benefits of human activities both for the environment and societies. In addition they will consider cultures as they make informed decisions and justify their opinions on how societies and environments influence each other in a regional and global range. Prerequisite for the course: Grade of C or higher in Biology and Chemistry and teacher approval. 1 Credit Anatomy & Physiology Grade 12: The Human Anatomy and Physiology course is a laboratory-based course that studies the structure and function of the human body. Students will apply the principles of physiology to areas of human health and explore various


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healthcare career options. Topics will include the following: the basic organization of the body, major body systems, anatomical structures, and body functions. Success in this course will be a direct result of the scholar's motivation, dedication, and effort. One of the goals of this course is to equip students with the necessary skills to succeed in college level science courses. 1 Credit Forensics Grade 12: Forensic Science is a full year senior level course that applies the use of science to matters of law, namely, criminal investigations. You will apply your prior knowledge of biology, chemistry, and physics to observe, process, and analyze physical evidence left at crime scenes. We will begin with an overview of judicial law as it applies to evidence collection. Then, we will review the scientific method of investigation and apply that process to the collection, handling, and analysis of many types of physical evidence left at crime scenes including fingerprints, hair, fibers, drugs, unknown substances, soil, glass, blood, and DNA. We will also study how to analyze evidence related to human remains, firearms, tool-marks, documents, and handwriting. 1 Credit - All Science courses offer a concurrent lab. Mathematics (Group 5) (Math Labs / Projects with tiered groupings will be a core component of Instruction): Additionally, EngageNY serves as a primary resource in meeting the requirements and expectations of Common Core Mathematical Standards. Pre-Algebra–Grade9:This course will place a strong emphasis on the continued study of integers, order of operations, variables, expressions, and equations. Students will solve and graph equations and inequalities, write and solve proportions, and explore geometry, statistics, and graph concepts. Problem solving will be emphasized throughout the course, as well as an emphasis on technology and application. 1 Credit Algebra I – Grade 9: Algebra has a scope far wider than most other algebra texts, with mathematical topics integrated throughout. Statistics and geometry are settings for work with linear expressions and sentences. Probability provides a context for algebraic fractions and functions. Expressions, equations, and functions are described graphically, symbolically, and in tables. Concepts and skills are taught with a variety of approaches. 1 Credit Geometry - Grade 9 or 10: (Algebra I pre-requisite) Geometry integrates, coordinates and transforms through, and gives strong attention to measurement formulas and three-dimensional formulas. Work with proof writing follows a carefully-sequenced development of the logical and conceptual precursors to proof. 1 Credit


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Advanced Algebra I – Grade 9 or 10: (Geometry pre-requisite) Advanced Algebra emphasizes facility with algebraic expressions and forms, especially linear and quadratic forms, powers and roots, and functions based on these concepts. Students study logarithmic, trigonometric, polynomial, and other special functions both for their abstract properties and as tools for modeling real-world situations. 1 Credit Advanced Algebra II – Grade 11 or 12: (Advanced Algebra I pre-requisite – continuation of) Advanced Algebra emphasizes facility with algebraic expressions and forms, especially linear and quadratic forms, powers and roots, and functions based on these concepts. Students study logarithmic, trigonometric, polynomial, and other special functions both for their abstract properties and as tools for modeling real-world situations. 1 Credit Functions, Statistics, and Trigonometry (Trigonometry / Algebra) – Grades 10, 11, and 12: (Advanced Algebra pre-requisite) Integrates statistics and algebraic concepts, and previews Calculus in working with functions and intuitive notion of limits. The goal of Functions, Statistics, and Trigonometry is to present topics from these three areas in a unified way to help students prepare for everyday live and future courses in mathematics. Spreadsheet, graphing and CAS technology are employed to enable students to explore and investigate, and to deal with complicated functions and data. 1 Credit Statistics Grade 12 (pre-requisite- Advanced Algebra)– Grade 11: Statistics and Probability focuses on the understanding of past events (Statistics) or the likelihood of future events (probability) through mathematical analysis. Scholars will learn how numbers are used to support arguments in advertising, politics, and the news; and how to determine whether the characteristics of a sample can increase understanding of a whole population. The class culminates in a Capstone research project. 1 Credit IB Math HL – Grades 11 & 12: (Functions, Statistics, and Trigonometry pre-requisite) Discrete Mathematics integrates statistics and algebra concepts, and previews calculus in work with functions and intuitive notions of limits. Topics included: logic, relations, functions, basic set theory, countability and counting arguments, proof techniques, mathematical induction, graph theory, combinatorics, discrete probability, recursion, recurrence relations, and number theory. 1 Credit IB Mathematical Studies Grades 11 or 12: IB Math Studies SL is a rigorous one-year course designed to create a solid mathematical foundation for students intending to pursue further education with a liberal arts or humanities focus. Emphasis is placed on the identification and communication of mathematical ideas within and across various subjects and disciplines, allowing students to connect mathematics to their daily lives and areas of interest. Historical and international development of mathematical concepts and perspectives will often be integrated into the units of study in order to instill in students the truly global nature of mathematics.


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The Math Studies SL course consists of seven core topics taught as integrated units of study. The seven topics (not necessarily in the order they will be taught) are: 1) Numbers and Number Sets, 2) Algebra and Functions, 3) Geometry and Trigonometry, 4) Logic and Probability, 5) Statistics, 6) Differential Calculus, and 7) Financial Mathematics. Students will use graphing calculators to enhance their understanding and development of each mathematical concept. All students will be required to complete a mathematical project initiated in the middle of the first semester and completed no later than the beginning of the second semester. Students will be prepared to take the Math Studies Standard Level exam at the end of the second semester if they choose to do so. 1 Credit Arts (Group 6) - Grades 9-12 – 0.5 credits / Semester Introduction to Theatre Arts: Intro to Theatre Arts is an overview of theater, with a focus on the design aspects, especially Set and Costume Design. The course will also cover stage movement, theater history, improvisation and acting, culminating in an end of the year performance. Theatre Arts: Acting (Pre-Requisite: Introduction to Theatre Arts): This course will study the craft of acting, including different methods, as well as studies on comedy, drama, melodrama and musical theater. The course will also cover play writes and directing. All scholars in this course will perform as a class multiple times throughout the year. Advanced Theatre Arts: Production: (Pre-Requisite: Theatre Arts: Advanced Acting) Scholars in the production class will work together to design and perform all aspects of a show, including script writing, set and costume design, auditioning, casting, stage managing, acting and directing. This class will also spend a unit on the Sanford Meisner method of acting. Throughout the school year, the class will present two full productions. Advanced Acting: (Introduction to Theatre Arts: Acting – Teacher Recommendation) Advanced acting will focus on scene work, monologues and one-acts chosen from a variety of plays and time periods. The class will also spend a unit on the Sanford Meisner method of acting and will cover play writes and directing, culminating in a workshop production.

Symphonic Band (Marching Band in Fall): The high school Symphonic Band is the core, non-auditioned performing group at OIAIS where band scholars perform quality wind repertoire throughout the school year. The band doubles for seasonal ensembles such as Pep Band and Marching Band. Prerequisite: One or more years ensemble experience. (Offered all four years)

Beginning Orchestra: The high school Beginning Strings is an entry-level ensemble where scholars learn to play a traditional string instrument like violin, viola, and cello along with developing basic musicianship and music reading skills. (With the inception of this string ensemble, the orchestra program to grow within the next few years.)


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Orchestra: (Pre-Requisite – Beginning Strings) Educational emphasis is placed on the advancement of instrumental technique, further development of music reading and comprehension skills, independent musicianship, style, and a deeper understanding of small group ensemble music, and orchestral literature. Literature will contain both Classical and Popular music. Students will perform both in small group ensemble projects and as a large group. Symphony Orchestra will perform outside of class on a regular basis. Beginning Band: The high school Beginning Band is an entry-level ensemble where scholars learn to play a traditional band instrument like flute, oboe, clarinet, saxophone, trumpet, French horn, trombone, and bells while developing basic musicianship and music reading skills. (Offered all four years) Introductory Choir: This course is designed to provide an atmosphere for the enjoyment, appreciation and performance of all types of choral music. The instruction and improvement of voice quality, intonation, ability to read music, ability to sight-sing, and the overall development of musicianship is stressed in conjunction with the learning of each piece of music. This choir performs at evening concerts and may also at graduation and other special events. Attendance at these performances and dress rehearsals are a course requirement. Choir: (Pre-Requisite: Introductory Choir) This course takes the more experienced singer and builds musicianship and vocal production. Singers will learn performance techniques and basic staging as well as a variety of types of choral music. This Choir will perform winter and spring concerts, as well as various functions throughout the year. All performances and dress rehearsals are a course requirement. Performing Choir: (Auditioned) Scholars in this group are auditioned, advanced singers. Music theory and more difficult part-singing will be explored, and many songs will include percussion and staging, as well as challenging Acapella selections. This choir not only participates in two evening concerts; yet, will be available for performances in our community and for special events. Company: (Auditioned) This is a select group of scholars that will study musical theater repertoire and prepare scenes and songs from various styles of musicals. Singing, acting and choreography are components of this course. This group is a performance group that will represent the school in our community and will require dedication and extra rehearsals. This is an auditioned group. Introductory Art 2-D: This course gives the students an overview of the basic fundamentals of design. It includes such areas as tools and techniques, media applications, painting, and graphics on art history developing aesthetic, imaginative, and creative faculties. Art 2-D: (Introductory Art pre-requisite) A continuation of Introductory Art 2-D. Scholars will work for an in depth understanding for the applications and translations of the tools and


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techniques, media applications, painting, and graphics on art history developing aesthetic, imaginative, and creative faculties. Art III, Painting After scholars have successfully completed Intro 2-D Art and Art II they have the choice to study painting or investigate deeper into drawing. Scholars will be taught to see how color builds all form. They will study further into color theory and it’s effect on depth and shape. Scholars in Art III are expected to be proficient with 1, 2 and 3 point linear perspective guidelines and how to locate quality images on the Internet. Scholars will be introduced to abstract art and the concept of a work of art existing as more than just a representation of three-dimensional space. Scholars in Art III painting will need to purchase their own oil paint brushes and oil paints as well as a combination lock. The requirement of a combination lock is so the combination can be shared with Mr. Yanke as a backup.

Art III, Drawing After scholars have successfully completed Intro 2-D Art and Art II they have the choice to study painting or investigate deeper into drawing. Scholars will be encouraged to see the world as a series of light and dark values and how gradation can be used to build form using drawing techniques such as hatching and cross hatching. Scholars in art III are expected to be proficient with 1, 2 and 3 point linear perspective guidelines and how to locate quality images on the Internet. We will study deeper into how to use drawing techniques such as hatching and cross-hatching in order to build form and shade objects. Art IV Portfolio Scholars who reach Art IV have learned to create form and build the illusion of 3-D with lines, values and hues using pencils, pens, charcoal sticks, watercolor, gouache and oil paints. Art IV scholars will begin by creating a written artist statement and be encouraged to compile a portfolio of their own work worthy of presentation for an art showing and for acceptance into an art college. Scholars will need to purchase their own supplies. Dance I: This beginning level course introduces scholars to and develops techniques and routines in dance from American history as well as cultural dance from India, Korea, and Ancient Times. Basic anatomy, biology, kinesiology, dance history and terminology are studied offering a holistic approach developing creative and analytical skills Dance II: This intermediate level course introduces scholars to and develops techniques and routines in African, Character, Contemporary, Jazz, and Latin dance. Anatomy, biology, kinesiology, dance history and terminology are studied offering a holistic approach developing creative and analytical skills.


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Dance III: A continuation of Dance II. The course introduces scholars to and develops techniques and routines in African, Character, Contemporary, Jazz, and Latin dance. Anatomy, biology, kinesiology, dance history and terminology are studied offering a holistic approach developing creative and analytical skills. Photography I: In this course scholars will explore the wonderful world of digital photography and how it applies to today's world. Scholars will learn DSLR basics and how photography has changes form film to sensors and how the Dark Room has been replaced with Computers and Software. In Intro into Photography Scholars will learn the history of Photography, The Elements of Art, Principles of Design and build a simple camera out of shoe box. Photography II: In this course scholars will take the basic concepts acquired in Photo 1 and apply them in various project such as the 30 day Photo Challenge, scholars will also learn how to take there skill in Photography and apply them to the market place. We will cover Sports Photography, Wedding Photography, Senior Portraits, and Product Photography. Photography III: Scholars will design lighting setups, plan and direct photo shoots, and edit, all in the context of studio and sports information photography. Our goal is to familiarize the scholars with and train them on professional quality equipment. This will give them the experience and qualifications to pursue a career in many of the various fields of photography. Media Production: (Photography II pre-requisite) Scholars will learn about movie making techniques, movie editing and applying special effects. Some projects would be Highlight Films, The Minotaur News, Slide show making and creating their own movie. Adobe Premiere Pro, Adobe After Effect and a subscription to a multi media archive. IB Theatre Grades 11 & 12: This is a two-year course where scholars will build on previous theater knowledge, and it is designed to have scholars explore the world of theatre as a whole. Scholars will experience performance, presentation, analysis, criticism and synthesis of the varying aspects of theatre. Diploma Program scholars will be able to recognize certain artistic techniques and evaluate what they see, covering terminology, history, archetypes, themes, genres, styles and structure. Performance, direction and stage design are all requirements for this class. IB Dance Grades 11 & 12: The dance curriculum aims for a holistic approach to dance, and embraces a variety of dance traditions and dance cultures—past, present and looking towards the future. Performance, creative and analytical skills are mutually developed and valued whether the students are writing papers or creating/performing dances. The curriculum provides students with a liberal arts orientation to dance. This orientation facilitates the development of students who may become choreographers, dance scholars, performers or those, more broadly, who seek life enrichment through dance.


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IB Film Grades 11 & 12: is two-year course that fulfills the arts component of the International Baccalaureate diploma program. The IB Film Guide explains the nature of the subject as follows:

Film is both a powerful communication medium and an art form. The Diploma Programme film course aims to develop students’ skills so that they become adept in both interpreting and making film texts.

Through the study and analysis of film texts and exercises in film-making, the Diploma Programme film course explores film history, theory and socio-economic background. The course develops students’ critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an international understanding within the world of film, students are taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures. Physical Education (MYP): 0.5 Credit / semester Physical Education: The course will offer active participation to students engaged in various physical activities to include sports. The intent is to not only offer an avenue for physical activity but to also emphasize sportsmanship and teamwork. The course will also include the importance of physical fitness as a life-style. Fitness Training: A course emphasizing various forms of fitness and sports education. Introduction to strength and speed training, agility, explosive movements whereby scholars participate in sports activities to learn and improve upon those skills and their benefits. Weight Training: This course is designed to give students the opportunity to learn weight training concepts and techniques used for obtaining optimal physical fitness. Students will benefit from comprehensive weight training and cardiorespiratory endurance activities. Students will learn the basic fundamentals of weight training, strength training, aerobic training, and overall fitness training and conditioning. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. IB Core Components for DP Diploma: Theory of Knowledge (TOK) – Grades 11 & 12 - meets Fine Arts graduation requirements: The TOK course is central to the educational philosophy of the International Baccalaureate Program. TOK challenges students and their teachers to reflect critically on diverse Ways of Knowing and Areas of Knowledge. The TOK program is composed almost entirely of questions. The most central of these questions is “How do I, or how do we, know that a given assertion is true, or a given judgment is well grounded?”


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1 Credit per year Extended Essay (EE) - Grade 12: Diploma candidates are required to undertake original research and write an extended essay of 4,000 words. Students investigate a topic of interest with the independent research and writing skills expected at university level. Creativity, Action, Service (CAS) – Grades 11 & 12: An emphasis on the importance of life outside of academics. The goal is to educate the whole person with activities in sports, creative initiatives, and community service. These may be accomplished in part or together. Scholars are expected to develop three goals related to Creativity, Action and Service. A journal is maintained to document the development towards achieving these goals. One piece of tangible work is required. Alternate Programs: Teaching Assistant: This opportunity is meant to serve as an occupational / career interest whereby the scholar learns the attributes of responsibility, teamwork, and communication among others. Teacher Recommendation Must be Current on Credits No Credit Independent Studies: Provides an open period for the scholar to independently pursue and complete independent work. No Credit Student Leadership: This course will allow students to analyze and to develop leadership skills of resource management, organization, oral and written communication, team building, leading school/community activities, service projects, and student government functions. Their performance will be continuously evaluated and monitored by the instructors. Prerequisite: This course is only open for those who are: 1. Student Body Officers 2. Class Officers 3. Club Presidents 0.5 Credits / Semester

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9thGrade 10thGrade 11thGrade 12thGrade


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LanguageA EnglishI EnglishII IBL&LHL1 IBL&LHL2LanguageB Spanishor

MandarinSpanishorMandarin

IBSpanish/CultureSL1/HL1OR

IBMandarinSL1/HL1

IBSpanish/CultureSL1/HL1ORIBMandarinSL1/HL1

Individuals&Society

WorldHistory

Economics&Government

IBHistoryoftheAmericas

HL1

IBHistoryofthe

AmericasHL2

ExperimentalSciences

Biology Chemistry IBEnvironmentalSystems&SocietySL

Psychologyor

Philosophy

Mathematics AlgebraORGeometry

GeometryORAdvancedAlgebra

MathematicalStudiesSL

MathematicsSL

Electives PE/ART PE/ART IBARTSSL/HL1

IBARTSSL/HL2

IBCore -- -- TOK1 TOK2HealthSciencesTrack

9thGrade 10thGrade 11thGrade 12thGrade

LanguageA EnglishI EnglishII IBL&LHL1 IBL&LHL2LanguageB Spanishor




Individuals&Society

WorldHistory

Economics&Government

IBHistoryoftheAmericas

HL1

IBHistoryofthe

AmericasHL2

ExperimentalSciences

Biology Chemistry IBBiologySL/HL1ORIBPhysics

IBBiologySL/HL1ORAnatomy&Physiology

Mathematics AlgebraORGeometry

GeometryORAdvancedAlgebra

MathematicalStudiesSL

MathematicsSL


IBARTSSL/HL2

IBCore -- -- TOK1 TOK2

Engineering/SciencesTrack

9thGrade 10thGrade 11thGrade 12thGradeLanguageA EnglishI EnglishII IBL&LHL1 IBL&LHL2LanguageB Spanishor




Individuals& World Economics& IBHistoryof IBHistoryof


37

Society History Government theAmericasHL

1

theAmericasHL

2ExperimentalSciences

Biology Chemistry IBBiologySL/HL1ORPhysics

IBBiologySL/HL1ORIntroduction

toEngineering

Mathematics GeometryOR

AdvancedAlgebra

AdvancedAlgebraORFunctions,Statistics,or

Trig

MathematicsHL1ORFurther

MathematicsHL1

MathematicsHL1ORFurther

MathematicsHL2


IBARTSSL/HL2

IBCore -- -- TOK1 TOK2

Baccalaureate Middle Years Program Inclusion Policy

Philosophy:

“The Odyssey Institute for Advanced and International Studies aims to develop inquiring, knowledgeable, and caring scholars who work to create a better and more peaceful community through intercultural awareness, understanding, and respect. We strive to establish a culture of empowerment and of support by an engaging staff that enhances scholars potential while empowering scholars To Dream, To Achieve, To Lead.” “ Learning communities become more inclusive as they identify and remove barriers to learning and participation. IB programmes aim to increase access to the curriculum and engagement in learning for all students.” Learning diversity and inclusion in IB programmes (2016) Identification:

In order to ensure all scholars with a possible academic, social, or emotional disability are identified, Odyssey has implemented a Child Study Team referral process. In the first round, teachers will provide interventions to scholars directly targeting the area of concern. Scholar progress will be monitored closely and documented for 30 days. Parents are also contacted and notified of their scholar’s areas of concern as well as the plan for supporting the scholar in the classroom. After 30 days, teachers will meet, review data and scholar progress. If scholars of concern have not made significant improvement, they are referred to the Child Study Team. Further interventions are put into place and support personnel will go into classrooms to support scholars in the area of concern, provide specific interventions, and monitor scholar progress closely. After 90 days, if a scholar is still struggling, the CST will convene a MET (Multidisciplinary Education Team) meeting, which includes the child’s


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teachers, parents, special education teacher, and any other people pertaining to areas of concern. The MET will decide if they would like to proceed with a formal evaluation. If, after an evaluation, a scholar is identified as having special needs, an IEP is put into place for that scholar. The scholar is then supported by the IEP team, through inclusion, based on the individual needs of each scholar.

What is Inclusion?

Inclusion is a term reflecting the educational position that all individuals with disabilities will participate alongside their nondisabled peers in the general education setting and are provided access to the curriculum in the least restrictive environment. Support services will be provided within the general education setting and in some cases, placement will be determined by the IEP team, based on the individual needs of each child. Inclusion Model

All Odyssey 6th-10th grade scholars will participate in the International Baccalaureate Middle Years Program (MYP) to the fullest extent possible.

All students will be exposed to MYP Subject Areas, Approaches to Learning, and assessment criteria as deemed appropriate by their IEP team and outlined in their Individual Education Plan (IEP).

The special education teacher and general education teachers will collaborate in creating academic rubrics for all MYP and IB classes, which may be modified based on each scholar’s individual learning needs.

Collaborative planning and reflection will be used in the differentiation of instruction based on the diverse learning needs and styles.

Approaches to Learning (ATL) will be utilized within the general education setting and adapted to the individual needs of the scholar.

Monitoring scholar success:

Each scholar’s case manager provides each of the scholar’s teachers with IEP report specifying the accommodations and possible modifications that must be implemented in the classroom. The special education teacher will then go into the classroom to work on specific IEP goals as well as to support the scholar with their academic progress.

Each month, the special education team will assess each scholar’s IEP goals to track growth


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and progress closely. This progress is then reported to the scholar’s parents on a quarterly basis.

IEP meetings are then held annually to discuss scholar progress, implement new goals, and adjust accommodations and modifications as necessary. Scholars are often encouraged to attend these meetings, as they are a crucial part of their special education team.

Philosophy of Assessment The Odyssey Institute for Advanced and International Studies (OIAIS) considers assessment an integral part of the learning process. As a school, we believe strong pedagogical practices, team collaboration, and using the MYP aims and objectives adequately prepare our scholars for MYP criterion based along with state and national mandated assessments. All assessment provides valuable information for both teachers and scholars. Continuous assessment, through the year, shows growth and is utilized to identify the needs of scholars. Both summative and formative assessments remain centered around the scholar to provide a supportive and structured setting. Scholars, parents, and teachers are all active partners in the assessment process. Assessment Principles and Practice

• Assessment is integral to planning, teaching, and learning. • Assessment is authentic. • Assessment practices are clear and concise to stakeholders. • Assessment is comprehensive; using both summative and formative assessment. • Assessment is consistent and grade-level appropriate. • There are opportunities for both peer and self-assessment. • There are opportunities for scholars to reflect on their own learning. • Prior knowledge is assessed before the introduction of new material. • Teachers use varied assessment strategies; using multiple learning styles; to provide

feedback. • Teachers work collaboratively in sharing scholar assessments. • Assessment reporting is meaningful using progress reports, report cards, parent-

teachers conferences, and scholar-led conferences.

Scholars are encouraged to put forth the time and effort required to produce work that represents mastery of course objectives and state standards. As educators, our primary objective is to facilitate the acquisition of knowledge for all scholars. Our grading philosophy states, “At the Odyssey Institute for Advanced and International Studies the grading system shall convey to scholars, parents, teachers and outside institutions the degree of achievement of intended learning outcomes and shall reflect each scholar’s proficiency of skills. Grades


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are used to show a path for each scholar’s learning to encourage growth and mastery of skills.” Odyssey scholars will be assessed using IB criterion to better communicate levels of academic achievement. According to the most recent research, students achieve more success when they’re given multiple opportunities to improve in identified skill areas without having scores averaged over time. By giving students continual feedback on achievement progress, students are encouraged to improve their performance over time. All teachers will be using IBMYP rubrics with descriptors (0-8) that clearly indicate levels of achievement on 4 IB criteria. Scholars receive “grades” based on their current level of performance in each of the 4 criteria, always allowing for improvement. As the course progresses, scholars’ efforts are recognized by the opportunity to have their grades replaced by a higher grade as their skills increase, and they continue to demonstrate higher achievement in each criterion. The hope is students will have more “ownership and motivation” to achieve based on this individual achievement model compared to the traditional grading system predicated on the bell curve, collecting percentage points, ranking students against others, and assessing what students don’t know versus what they know and are able to do. With IB criterion-related reporting, scholars’ grades reflect the level of achievement at the time of grade reporting rather than a numerical average since the beginning of the marking period. Scholars will continually establish individual goals for themselves for all skills and have opportunities to reach them, which will enhance their learning. The following table displays the academic achievement levels (1 – 8) overall descriptors and traditional grade translation, which will be used at the 9-12 level for transcript purposes.

IB score

Descriptor

1 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

2 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills

3 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and


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creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

4 Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations

5 Produces some high-quality work. Communicates clear understanding of concepts and contexts. Demonstrates critical and creative thinking. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.

6 Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and some unfamiliar real-world situations.

7 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.

8 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

FORMATIVE AND SUMMATIVE ASSESSMENTS Formative assessments are used by the teacher and student to reflect on what knowledge and skills have been learned and developed and can be applied.

Examples of formative assessments in the MYP classroom may include:

· Class Observations · Group discussions · Journal Entries · Self-evaluations · Quiz or Test


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Summative assessments take place at the END of the teaching and learning process and allow the student the opportunity to develop and show WHAT HAS BEEN LEARNED and provide samples of their work to show their understanding. It also helps the teacher judge the level of achievement the student has attained.

Examples of summative assessments in the MYP classroom may include:

· Model Production · Research Projects

Investigations Essays (Argumentative/Persuasive)

· Questionnaires Exams · Performances Presentation

THE MYP ASSESSMENT PROCESS

In lessons and through assignments, a unit topic is explored. Students are introduced to the summative assessment rubric at the beginning of a unit.

Most summative assessments provide scholars with the opportunity to apply the skills and knowledge that have learned throughout the unit to solve a problem framed in a real world context. Assessments are varied to provide students with the greatest chance to express what they know and can do and allows for different learning styles.

The assessment includes a set of instructions and the criteria with which the student’s performance will be assessed. Often the student has the criteria before the assessment takes place. Criteria are sometimes modified to apply to specific assessment tasks or to suit the grade-level expectations.

The assessment is handed-out, collected and assessed by the teacher. The teacher assesses the work according to the criteria and awards an attainment level for each of the criteria assessed (e.g. a lab report may cover three of the six science assessment criteria). The assessed work is then shared with the student

MIDDLE YEARS PROGRAMME ASSESSMENT CRITERIA The IBO MYP lists the most important things to learn in each subject. These are called the ‘criteria’ for the subject. For each criterion, students receive a certain number of points depending on how well they have done on schoolwork, tests, assignments, and exams.


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There are eight MYP subjects, each with its’ own set of criteria in grades 6 to 10. Each subject area has specific criteria to be assessed. Below are the subject groups and the associated assessment criteria. Students are assessed against the work that is produced using clearly explained task specific rubrics.

Subject Group A B C D

Language and literature

Analysing Organizing Producing text Using language

Language acquisition

Comprehending spoken and visual text

Comprehending written and visual text

Communicating Using language

Individuals and societies

Knowing and understanding

Investigating Communicating Thinking critically

Sciences Knowing and understanding

Inquiring and designing

Processing and evaluating

Reflecting on the impacts of science

Mathematics Knowing and understanding

Investigating patterns

Communicating Applying mathematics in real-world contexts

Arts Knowing and understanding

Developing skills

Thinking creatively

Responding

Physical and health education

Knowing and understanding

Planning for performance

Applying and performing

Reflecting and improving performance

Design Inquiring and analysing

Developing ideas

Creating the solution

Evaluating

Personal project

Investigating Planning Evaluating Communicating

Assessment Policy Review


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This policy was first developed during the 2012/2013 school year. It has been reviewed and updated annually. The assessment process at the Odyssey Institute for advanced and International Studies was modified by a committee consisting of teachers, administration, and scholars during the 2016/2017 school year. As a result of the committee findings OIAIS adopted an all IB grading system for years 1-5. The assessment policy was reviewed during the 2017/2018 school year.

The Odyssey Institute for Advanced and International Studies International Baccalaureate Middle Years Program

Language Policy Philosophy “The Odyssey Institute for Advanced and International Studies aims to develop inquiring, knowledgeable, and caring scholars who work to create a better and more peaceful community through intercultural awareness, understanding, and respect. We strive to establish a culture of empowerment and of support by an engaging staff that enhances scholars potential while empowering scholars To Dream, To Achieve, To Lead.” We believe that the study and development of languages provides a powerful means by which one gains understanding of cultures. The appreciation of these cultures is enriched in all four aspects of Language Development: reading, writing, listening, and speaking. In addition, we believe strongly in preserving and developing a student’s native language, should this not be English, for three reasons:

• Encourages a celebration of diversity, and develops cross-cultural awareness and understanding.

• Enabling the development of higher order cognitive thinking skills.

• Empowering scholars who are members of small cultural subgroups, within

the school, to better maintain and transmit cultural identity within our multicultural society.

School Language Profile OIAIS scholars represent a diversity of language needs and experiences. Some


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of the populations we serve include: • Mother tongue English students with limited or no exposer to a Language B.

• Mother tongue English students with some exposure to Language B

through a primary experience.

• Bilingual Hispanic students who have acquired both English and Spanish since birth.

• Bilingual Hispanic students whose parents speak Spanish only but are

English proficient as a result of attending school.

• Bilingual students of English and another language

Language of Instruction All classes are conducted in English Language Acquisition “The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes multilingualism and intercultural understanding, both of which are central to the IB’s mission. The study of additional languages in the MYP provides scholars with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world.” (Language acquisition guide). OIAIS offers programs in Spanish and Mandarin for junior high and high school scholars. All students are required to pursue competency and literacy in a second language. English Language Learner Scholars whose mother tongue is not English will take the AZELLA assessment yearly. The AZELLA assesses their level of proficiency with the English language and assesses their growth from year to year. Based upon their AZELLA results, scholars are provided with an individual language learner plan (ILLP). Each ILLP has goals that are specific to the scholar. The plan goals include: oral English conversation and vocabulary, reading, writing, and grammar. Teachers monitor the goals and provide quarterly progress reports, as well as provide support in the classroom on a daily basis. Support for Mother Tongues


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At OIAIS we support our families whose native tongue is not English. We encourage our scholars to continue practicing their mother-tongue at home. This will strengthen their language skills as well as their ties to his/her culture. Throughout our curriculum scholars have the opportunity to explore others’ cultures and share details about their own. Policy Review A policy review committee will be formed prior to the start of the 2018/2019 school year. The committee members will include teachers, scholars, parents and IB coordinators for MYP and DP. The goals of the committee are:

• Review OIAIS language policy bi-annually • Develop a scholar/parent club that supports scholars in their mother tongue

development and provides scholars with a forum to celebrate their culture and diversity

IB Standards Standard 7A The school places importance on language learning, including mother tongue, host-country and other languages. Standard B1 The school has developed and implements a language policy that is consistent with IB expectations.

Standard C1 Collaborative planning and reflection recognizes that all teachers are responsible for language development of students. Standard C3 Teaching and learning demonstrates that all teachers are responsible for language development of students.