International Baccalaureate Middle Year Program Handbook 2021-2022
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International Baccalaureate
Middle Year Program Handbook
2021-2022
IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world through intercultural
understanding and respect. To this end the organization works with schools, governments, and
international organizations to develop challenging programs of international education and
rigorous assessment. These programs encourage students across the world to become active,
compassionate, and lifelong learners who understand that other people, with their differences,
can also be right.
Middle Year Program Entrance Requirements
Downtown Doral Charter Upper School will be offering the International Baccalaureate (IB)
Middle Year Program for students in grades 6th-10th. To keep in alignment with the IB mission
statement, the Middle Year Program (MYP) does not exclude students from participating. The
Middle Year Program (MYP) is an all-inclusive program targeting all students in grades 6th-10th.
As an enrolled student at Downtown Doral Charter Upper School, in grades 6th-10th, the student
is automatically enrolled in the Middle Year Program (MYP)*.
*The school holds the right to change entrance requirement for the Middle School Year
at any given moment.
Academic Honesty Policy
Academic honesty is a guiding principle of education and part of the cultural foundation of our
school community. Academic and personal integrity means doing the right thing even when no
one is looking. We encourage Downtown Doral Charter Upper School (DDCUS) students to lead
a life governed by the values of honesty and personal integrity in all their actions. This also
means upholding the academic honesty policies set forth by both DDCUS and the International
Baccalaureate Organization (IBO). Upholding academic honesty helps to ensure that all
students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies. The policies and procedures in this page are informed by both the DDCUS mission and vision and the attributes of the International Baccalaureate (IB) learner profile. Academic Honesty and the IB Learner Profile To meet the goals of the Downtown Doral Charter Upper School’s mission and vision, as well as the IB Mission Statement, all IB teachers and students subscribe to numerous ideals that make up the IB Learner Profile. • Inquirers • Knowledgeable • Thinkers • Communicators • Principled • Open-Minded • Caring • Risk-Takers • Balanced • Reflective The primary qualities of a principled individual include integrity and honesty. It is perhaps for this reason that this is among the ten attributes valued by IB World Schools. It is this attribute that guides the Downtown Doral Charter Upper School’s International Baccalaureate Program Academic Honesty Policy. To become more knowledgeable, IB World students use critical and creative thinking skills to problem-solve and make reasoned, ethical decisions. Likewise, IB World students are inquirers who nurture a love of learning. It would be counterproductive for an IB World student to engage in academic dishonesty as doing so would rob the student of true and meaningful academic growth and development. Fostering the development of attributes such as being knowledgeable, thinkers, and inquirers complements the defining characteristics of being principled. Instructional Staff Responsibilities: All subject area teachers have the obligation to instruct learners in the proper ways of producing authentic work, beginning with an understanding of the IB learner profile. They must ensure that students understand how to create original work through both research and collaboration. Educators also need to make certain that students know how to properly cite sources (including when paraphrasing) in order to avoid plagiarism. The teacher’s role further includes helping IB learners to fully comprehend the Academic Honesty Policy and to provide resources for them to use at home and in the classroom.
Additionally, Teachers and Coordinators must not engage in the following actions that
could result in maladministration:
• The unauthorized rescheduling of an examination.
• Failing to keep exam papers secure prior to an examination.
• Providing undue assistance in the production of any work that contributes to the
assessment requirements of the IB Diploma.
• Leaving candidates unsupervised during an examination.
• Allowing additional time in examinations without IBO approval.
• Releasing an examination paper, or disclosing information about the paper, within
24 hours after the examination.
Student’s Responsibilities:
It is the student’s responsibility to produce and submit assignments that represent his or her
own work. When the ideas of others are included, this information must be properly cited.
Students should ask for assistance if they are uncertain about how to correctly acknowledge
sources. Learners are also accountable for understanding the Academic Honesty Policy and to
ask clarifying questions at any time, if needed. If students submit work that is not original
(intentionally or unintentionally), they must be willing to accept the appropriate consequences.
Family Responsibilities:
Parents and guardians are expected to understand and support DDCUS’ Academic Honesty
Policy. It is critical that they attend any meetings or conferences in reference to the academic
honesty of their student(s). Parents and guardians need to help their children abide by
expectations contained in the DDCUS Academic Honesty Policy and support them in the
understanding of what constitutes authentic work and proper citing of sources. Families who
observe any incidences of academic dishonesty are encouraged to report the incident to the
student’s teacher or administration.
Academic Honesty Committee (AHC) Responsibilities:
The Academic Honesty Committee is composed of DDCUS’ instructional staff and
administrators. The members of the AHC have the sole obligation of enforcing the Academic
Honesty Policy with integrity and consistency.
Practices of Authentic Authorship:
Paraphrase by using different words to restate another person’s ideas. Paraphrased ideas
usually have a sentence structure, style, and vocabulary different from the original author.
Paraphrasing is an acceptable way to use a source. However, because paraphrasing still uses
the ideas of another person, the source must be properly acknowledged.Legitimate Collaboration by all team members and fair recognition is granted to all students
who collaborated for their work. The student must be able to understand their role in the
process of collaboration and be responsible for their specific work/task.
Proper Citation of intellectual property as per the approved formatting guidelines (APA) must
be used.
Academic Misconduct
The IB organization defines academic misconduct as behavior (whether deliberate or
inadvertent) that results in, or may result in, the candidate or any other candidate gaining an
unfair advantage in one or more components of assessment.
Examples of Academic Misconduct:
Cheating is defined as behavior that results in a student making a deliberate choice to gain an
unfair advantage in an assessment situation. An accomplice to cheating is someone who makes
the deliberate choice to help another individual cheat.
Cheating includes but is not limited to:
• Copying another student’s work (with or without his/her knowledge).
• Copying assessment tasks.
• Forgery.
• Using unauthorized notes or other study aids during an assessment.
• Submitting work as his/her own that has been copied.
• Communicating with other students during an assessment.
Collusion is defined as behavior that provides another student with help in cheating.
This help includes but is not limited to:
• Giving intellectual property (their own or others) to a student with intent to
cheat.
• Providing information on how to obtain another student’s intellectual property.
• Providing information on how to obtain assessment tasks (prior to examination).
• Forging documents for another student.
• Helping copy documents for another student.
• Providing unauthorized notes to another student during an assessment.
• Taking an online assessment or assignment under another student’s identity.
Duplication is defined as a student turning in the same work for different assessment tasks or
different subject areas. For example, a student cannot use his/her own summative work from a
unit in Language and Literature for a summative task in Science (unless an interdisciplinary unit
has been established by the teachers and they have created a singular assessment task).Additionally, a student cannot use a summative task that he/she completed for Language as a
freshman as a task in Language as a sophomore, even if the task is similar. In other words,
students must produce new work (meeting requirements for authentic authorship) for each
assessment task assigned throughout their academic careers.
Plagiarism is “using words, ideas, or products which belong to another person or source,
without giving credit to the source from which it was taken” (qtd. in Carroll 3). Plagiarism can
occur when a person tries to represent another person’s work as his/her own in order to obtain
some benefit, credit, or gain. However, plagiarism can also occur unintentionally if a person
does not acknowledge the work of others that helped him/her to complete the assessment
task. Regardless of the motivation, plagiarism is unacceptable and can be avoided with proper
teaching and learning.
Other Misconduct During an Examination Session:
• Including taking unauthorized material into an examination.
• Participating in behavior that disrupts or distracts other candidates.
• Disclosure of content of an examination paper within 24 hours of completion.
• Acquiring testing materials through any inappropriate means.
• Stealing an examination paper.
Academic Consequences for Policy Breaches by Students:
Academic misconduct constitutes a breach of regulations that could result in no grade being
awarded in the subject concerned.
Plagiarism and Collusion Infringement Chart
Infringements Level 1 penalty Level 2 penalty Level 3 penalty
Warning letter to the student 50% mark Zero mark
and parent(s) with resubmission with resubmission
Plagiarism Between 5-39 consecutive Between 40–60 consecutive More than 61 consecutive words
Copying external words and incomplete words and incomplete copied and no acknowledgement of
sources. acknowledgement of copied acknowledgement of copied source(s) given.
source(s). source(s).
Peer plagiarism Between 5-39 consecutive Between 40–60 consecutive More than 61 consecutive words
Copying work from words and incomplete words with no acknowledgement copied or submitting somebody else’s
another student. acknowledgement of copied and/or attempt to cite the copied work as one’s own.
source(s). source(s).
Peer plagiarism Student took reasonable steps Student took no steps to prevent Student actively tried to sell their
Student lending or to prevent their work being their work being copied or work to be submitted by others.
facilitating their work. copied. actively encouraged the copying
of their work.
Collusion Work of students show close Work of students has Work of students has extensive
Coursework only and similarity. similarities— less than 30%— similarities—more than 31%—and/or
when working and/or identical sections. identical sections.
collaboratively.Inclusion of Minor offense as determined Moderate offense as determined Major offense as determined by the
inappropriate, by the school administrator. by the school administrator. school administrator.
offensive, or obscene
material
Duplication of work Not applicable. Presentation of the same work Presentation of the same work for
for different assessment different assessment components or
components or subjects. Partial subjects. Complete reuse of
reuse of materials; penalties will materials; penalties will be applied to
be applied to both subjects with both subjects with reused materials.
reused materials.
Falsification of data Not applicable. Presentation of work based on Not applicable.
false or fabricated data.
Examination Infringement Chart
Infringements Level 1 penalty Level 2 penalty Level 3 penalty
Warning letter to the student 50% mark Zero mark
and parent(s) with resubmission with resubmission
Gaining access to Not applicable. Not applicable. Candidate in possession of partial or
examination papers complete live examination content.
before examination’s
scheduled time
Sharing of examination Not applicable. Not applicable. Candidate sharing partial or complete
paper content before live examination content through any
or during the means, including but not limited to,
examination’s email, text messages and the internet,
scheduled time, or even when shared information is
within 24 hours after general.
the examination
Assisting another Not applicable. Before examination session. During examination session.
student(s) in
committing an act of
academic misconduct
Failing to report an Student is aware of the act of Student is aware of the act of Student is aware of the act of
incident of academic misconduct via third party misconduct via indirect misconduct as a direct participant of
misconduct unrelated during time and association. the act.
place of act.
Possessing In candidate’s possession but In candidate’s possession but no In candidate’s possession and
unauthorized material surrendered or removed evidence of it being used during evidence of it being used during the
in the examination during the first 10 minutes of the examination. examination.
room the examination.Exhibiting misconduct First non-compliance with the Second non-compliance with the Repeated noncompliance with the
or disruptive behavior invigilator’s instructions. invigilator’s instructions. invigilator’s instructions.
during an examination
IE: Exchanging, passing, obtaining or
attempting to receiving verbal or
written information from other
students during the examination
completion time.
Removal of secure Candidate accidently Candidate attempting to remove Candidate successfully removing
materials such as removing secure materials but secure materials but identified by secure materials from the
examination papers, identified by invigilators invigilators before leaving examination room.
questions and answer before leaving examination examination room.
booklets, from the room.
examination room
Investigation Infringement Chart
Infringements Level 3 Penalty
Zero mark or No grade for
subject(s) concerned
Not cooperating with an investigation, whether involved or not When a student shows any of these
Providing misleading or demonstratively false information behaviors and/or refuses to submit
Attempting to influence witnesses a statement.
Showing threatening behavior to the person carrying out investigation or to witnesses
Disciplinary Consequences for Policy Breaches by Students:
Violations of the Academic Honesty Policy accumulate throughout a student’s tenure at
Downtown Doral Charter Upper School and prior offenses are considered in assessing penalties.
FIRST OFFENSE:
• An issued infraction.
• Notification to parent.
• Informational referral to the student advisors and the IB coordinator.
• If the offense occurs during an IB examination, the candidate will not receive an IB score
for the course.
SECOND OFFENSE:
• Detention.
• Notification to parent.
• Informational referral to the student advisors and the IB coordinator.
• Conference with the teacher, an administrator, the IB coordinator, the counselor, the
student and the parent.
• Potential placement on academic probation.THREE OR MORE OFFENSES:
• Informational referral to the student advisors and the IB coordinator.
• Conference with the teacher, an administrator, the IB coordinator, the counselor, the
student and the parent.
• Ineligibility for school trips, competitions, and/or activities. Refunds are not given when
a student is denied attendance due to behavioral issues.
• Removal from or ineligibility for leadership positions, honor society membership, or
other extra-curricular participation.
• Removal or suspension from sports teams and other teams and/or clubs representing
Downtown Doral Charter Upper School.
• Potential removal from the class or program.
Retaking Examinations or Resubmitting Coursework:
The AHC will decide if the student found in breach of regulations will be allowed to retake
his/her examination or coursework, and when such a retake could take place.
Creation of Policy
The Academic Honesty Policy was created by a committee which consisted of the IB
coordinator, the head of schools, members of the administration, the entire administration,
and each department head/subject group representative. The following members formed part
of the policy making committee:
• Mrs. Acevedo-Isenberg- Head of Schools
• Ms. Chavez- IB Coordinator
• Ms. Orta- Lead Teacher
• Ms. Padilla- Instructional Coach
• Mr. Martinez- Athletic Director
• Ms. Moreno- Foreign Language Department Head
• Ms. Cabrera- ELA Department Head
• Ms. Wildenburg- Math Department Head
• Mr. Stone- Social Studies Department Head
• Ms. Novela- Performing Arts and Physical Education Department Head
• Ms. Martinez- Science Department Head
Informing Students, Parents, and Community
At the start of each academic year, Downtown Doral Charter Upper School’s students are
expected to thoroughly read and sign the Academic Honesty Policy Acknowledgement, stating
that they understand and will abide by all regulations and consequences. Additionally, theAcademic Policy will form part of DDCUS’ IB Handbook, available for students, parents, and the
community via our school website.
Review of Policy
The Academic Honesty Policy will be reviewed annually during the first leadership team
meeting of the school year to ensure it is up to date with the principles and practices of DDCUS
and the IB organization.
Language Policy
At Downtown Doral Charter Upper School, we believe that effective human communication in
oral or written form bridges gaps among different types of learners and creates human
connections around the world. We view language as a means to understand our diverse world
and develop intercultural understanding and respect.
Our language policy aims to provide the necessary skills required to inquire and explore a
variety of local and global concepts, express ideas fluently and effectively in a variety of models
of communication, respect other languages and cultures and accept different points of view in a
caring and professional manner.
Through the implementation of our language policy, our students will be able to evaluate their
own learning to determine their strengths and limitations in the process of language
acquisition.
At Downtown Doral Charter Upper School, we are committed to providing equity of access for
all our students. We promote an inclusive language learning environment. DDCUS recognizes
the diverse cultural and linguistic background of our students and their families and is
committed to providing an appropriate education for each of our students.
Primary Language of Instruction:
English is the primary Language of instruction. DDCUS will offer English at both the higher and
standard levels. The school will provide for inclusion and equity of access to our students,
including English Language Learners and students with special needs.
• DDCUS provides additional support in English language acquisition for our English
Language Learners (ELLs). Our school follows MDCPS guidelines and has adopted the
World-Class Instructional Design and Assessment (WIDA) as its assessment for students’
English language proficiency.
• Students assessed as entering, beginning, developing, or expanding receive classroom
instruction in English for speakers of other languages.Required Bilingual Language Program:
In addition to the primary language of instruction, students have a choice of two language
tracks: Spanish or Portuguese.
• Within each track, there will be two programs based on level of language acquisition at
the time of matriculation (determined by the Foreign Language Screening), the Bilingual
Education Advancement Program (BEAP) and the Bilingual Education Studies Program
(BESP).
• Students are required to complete the summer reading assignments for the language
track of choice before the beginning of the academic school year depending on their
track, BEAP or BESP.
• All students are expected to become fully bilingual and bi-culturally aware by the time
they graduate, therefore, switching between tracks is not permitted.
• The Foreign Language Program includes one mandatory foreign language class and one
mandatory foreign language humanities class per year.
• These courses are structured for complete language and culture immersion. They
provide an opportunity for further support of a student’s mother tongue.
• Through these courses students embrace their own cultural heritage and learn about
the cultures of other students by participating in a variety of cultural events and
activities adopted into the curriculum as per each language track.
• Students in a language track that is not their mother tongue, will receive differentiation
of instruction provided by the classroom teacher.
• If the school does not provide sufficient exposure to the student’s mother tongue in its
regular program, the student will be recommended for the extended hour program, an
after-school fee based tutoring service for further assistance.
Language Recognition:
Downtown Doral Charter Upper School is an official International Studies (IS) school. To form
part of the IS program means students of DDCUS, upon graduation of the 12th grade, will
receive a diploma from Spain, opening doors of possibilities and opportunities for international
study.
Instructional Staff Responsibilities:
• All teachers share responsibility in facilitating communication. Accordingly, all teachers
will serve as language teachers and will ensure that various communication models are
implemented in the classroom.• All teachers participate in continuous language training, beginning as early as the August
(summer month) before the start of the school year.
• Academic language learning is integrated in the process of interdisciplinary planning
across all curricula as evident in routine unit planning.
Creation of Policy
The Language Policy was created by a committee which consisted of the IB coordinator, the
head of schools, members of the administration team, and each department head/subject
group representative. The following members formed part of the policy making committee:
• Mrs. Acevedo-Isenberg- Head of Schools
• Ms. Chavez- IB Coordinator
• Ms. Orta- Lead Teacher
• Ms. Padilla- Instructional Coach
• Mr. Martinez- Athletic Director
• Ms. Moreno- Foreign Language Department Head
• Ms. Cabrera- ELA Department Head
• Ms. Wildenburg- Math Department Head
• Mr. Stone- Social Studies Department Head
• Ms. Novela- Performing Arts and Physical Education Department Head
• Ms. Martinez- Science Department Head
Informing Students, Parents, and Community:
At the start of each academic year, Downtown Doral Charter Upper School’s students are
expected to thoroughly read the Language Policy and understand their responsibilities as
DDCUS student. Additionally, the Language Policy will form part of DDCUS’ IB Handbook,
available for students, parents, and the community via our school website.
• Parents are encouraged to join the school’s international Parent Organization (IPO).
• Through IPO, parents of students in either language track, organize involvement in
school and community events.
Review of Policy
The Language Policy will be reviewed annually during the first leadership team meeting of the
school year to ensure it is up to date with the principles and practices of DDCUS and the IB
organization.Access & Inclusion Policy
Downtown Doral Charter Upper School, alongside the IB organization, believes that all students
should be allowed to demonstrate their ability under assessment conditions that are as fair as
possible. In some cases, this will require access arrangements that eliminate disadvantages that
may prevent students from demonstrating their level of attainment.
According to the IB organization, access arrangements may be necessary due to:
• Long-term learning support requirements.
• Temporary medical conditions.
• Additional language learning.
The Access and Inclusion Policy is not only applicable during summative assessments but is to
be used during learning and teaching; this means that the policy must be used during classroom
instruction, classwork and related activities and tests. This policy must guide teachers in their
plans to meet the access requirements of students for all their work during their time at
Downtown Doral Charter Upper School. DDCUS is committed to working with parents,
educational specialists, teachers, and student services staff to ensure that all students reach
their maximum potential, regardless of exceptionality and/or condition.
Principles of Best Practice to Assist All Students in Accessing the Curriculum and
in Developing as a Whole Person
Affirming identity and building self esteem
Students learn better in conditions that promote social and emotional growth.
Welcoming diversity and developing the whole child through the IB Learner Profile best
achieves this.
Valuing prior knowledge
Learning occurs when students make relevant connections between their current
knowledge and new knowledge. Through its transdisciplinary and interdisciplinary
approaches, the MYP and DP programs build on what students know as they make
connections across the curriculum.
Scaffolding
Scaffolding instruction considers the student’s current ability to demonstrate knowledge
and gradually builds from concrete to abstract understanding as supports are gradually
removed and students become more independent in their learning.
Extending learning
Providing students with several different ways to learn and practice a concept extends
their learning and fosters a deeper understanding. It is important that students
recognize opportunities for learning outside of the school setting to become life-long
learners.Response to Intervention
The Response to Intervention (RTI) process begins with either an observation conducted by the
parent or classroom teacher. The findings are reported to the appropriate counselor who then,
if applicable, formally implements the RTI process. RTI is a process designed to help schools find
the appropriate interventions, modifications, and/or accommodations a student requires.
During tier 1 of RTI the focus and purpose is high-quality classroom instruction. If a student is
not producing in this environment, he/she may proceed to tier 2. Tier 2 is targeted intervention
in small group setting lasting no longer than a quarter of the school year. If a student does not
show improvement or too little improvement while in tier 2, he/she moves into tier 3. Tier 3 is
intensive interventions and a possible comprehensive evaluation. In tier 3 a student receives
individualized intervention targeting their skill deficit. If progress is not made, the student is
referred for a comprehensive evaluation conducted by a medical professional for consideration
of services under the Individuals with Disabilities Education Improvement Act.
Accommodations/Modifications
Individualized Educational Plan (IEP)
Students who show evidence of having an impairment via a psychological/psycho-
educational/medical report are eligible for an IEP. A student’s IEP notes all
accommodations and modifications provided to the student during instruction and
testing. An IEP is issued for an extended period and reviewed annually to ensure
accommodations and modifications are effective.
Section 504
To be protected under section 504, a student must be determined to have a physical or
mental impairment that substantially limits one or more major life activities. A 504 plan
is generated by the school’s counseling department and includes modification offerings
that allow for equal access to the curriculum for the student. Classroom and
instructional accommodations are notated in the plan. 504 plans are issued for a period
and reevaluated at the end date to determine if an extension is required.
Support
Support for students with special educational needs includes pull-out assistance, collaboration,
and/or consultation. A certified ESE teacher provides pull-out services during assessments.
During pull-out, a student can work in a small group setting. Collaboration and consultation
services are also provided by a certified ESE teacher. During collaboration, the ESE teacher
provides one-on-one help during class time for the subject and time stated in the student’s IEP.
During consultation, the ESE teacher consults with the general education teacher over the
student’s progress as well as discusses effective strategies.Maintaining Standards:
Arrangement requests for a student does not give the student an advantage in any
assessments; the same standards of assessment are applied to all students. Access
arrangements do not diminish a student’s capacity to meet all assessment requirements during
their coursework. Access arrangements for assessments are to reflect the student’s learning
experience; therefore, students cannot request access arrangements at the time of assessment
but must do so with anticipation. All grades and marks are awarded based on student work
meeting set criteria without influence of any access arrangement a student may have. A
student capable of receiving a subject result for a course without access arrangement should
not request access arrangement for the assessment (exceptions can be made depending on the
circumstances). No exemption can be granted for language subjects; all students, including
those with specific learning challenges, are required to study two languages without any
exception.
Access Arrangements During the Course of Study:
The access arrangements provided to a student must be planned at the start or early on during
the course of study and be incorporated as the usual way to access classroom work and tests.
The access arrangements provided for a student must:
• be carefully individualized, evaluated and monitored
• reflect the optimal support that the student requires
• be based on current, not past, requirements
• be drawn upon teacher observations in the classroom
• be strictly based on individual requirements
Requesting Access Arrangements for Assessments:
The IB coordinator is responsible for submitting an application for access arrangements on
behalf of a student with the support of the head of schools and consent from the student
and/or legal guardians.
Deadlines:
Access arrangements for total Submitted no later than one year before the examination
vision impairment and hearing session.
challenges.
All other requests for access Submitted six months prior to an examination session.
arrangements.
By November 15th for candidates registering for the May
examinations session/ by May 15th for candidates
registering for the November examinations session.• All requests for inclusive access arrangements must be submitted on IBIS and must
specify exactly which arrangements are being requested.
• Requests for inclusive access arrangements will take a minimum of four weeks to be
processed. The same applies for requests for re-evaluation of decisions.
• If a request meets the standard eligibility criteria for the requested arrangement(s), the
online tool will automatically approve the request.
• If a request does not meet the standard criteria, it will be referred to the IB organization
for evaluation.
• Changes to access arrangements for anticipated and retake students would not
normally be authorized.
• All requests for re-evaluation must be submitted within one month after the school has
received the decision made by the IB upon processing the request.
Evidence Required:
To submit requests for access arrangements, DDCUS must submit a psychological/psycho-
educational/medical report or evidence from a language test for English Language Learners.
Additionally, DDCUS must submit educational evidence such as a letter/observational report
from the coordinator and/or the student’s subject teacher(s) outlining any difficulties that may
be apparent in class plus a summary about the arrangements provided to the candidate in
order to access learning and assessment. Educational evidence can also be provided by way of a
detailed individualized educational plan for the student, or a sample of work done under timed
conditions without the access arrangements that are being requested.
All supporting documentation must:
• Be legible, on a document with a letterhead, signed and dated.
• State the title, name, and professional credentials of the person(s) who has undertaken
the testing.
• State specifically the tests or techniques used.
• Be consistent with the coordinator’s request for access arrangements.
• Be accompanied by a translation into English, French or Spanish, if it is not written in
one of these IB working languages.
All psychological/psycho-educational reports must:
• State the candidate’s performance on nationally standardized psychological tests
(where available and published, recent editions of standardized tests should be
employed.)
• Report results as standard scores, which have a mean of 100 and a standard deviation of
15, and not percentiles or age/grade equivalents.
• It is not mandatory to test in all areas; the assessment may be in line with the
candidate’s learning support requirements.
All language test reports for additional language learners must:
• State the standardized language test used.
• State the language proficiency and performance benchmark results (WIDA).Administering Access Arrangements for Assessments:
DDCUS is responsible for making all arrangements for approving and appointing individuals
required to support an access arrangement (such as a prompter or reader). The person
providing support cannot be another student, a relative of the student, the subject group
teacher or a representative from an advisory service where a conflict of interest may be
apparent or perceived. DDCUS is also responsible for making all arrangements for assistive
technology required for access to learning and teaching and IB examinations.
Access Arrangements Not Requiring Access Arrangements Requiring
Authorization Authorization
• Taking an examination in a separate Access to Modification in the Presentation of
room if it is in the best interests of the the Examination
student or other students in the group. Candidates with visual challenges or specific
• Arranging for appropriate seating to learning challenges may require modified
meet the needs of the individual student. presentation of the examinations. Candidates
• A care assistant. with total vision impairment may also need
• A student who normally uses an aid (such questions adapted for accessibility (without
as a colored overlay, colored filter lenses, changing the learning outcome).
a Braille slate, a sound amplification Access to Additional Time
device, a radio aid, a hearing aid, a visual A student with a learning, physical, sensory,
aid, or a magnifying aid). neurological, medical, or psychological challenge
• Use of buffers such as headsets, earplugs, may request additional time during learning and
and individual workstations with acoustic teaching, and assessments. The amount of
screens for students who are additional time is dependent on the severity of
hypersensitive to sound. the challenge as determined by a medical
• A communicator for a student with professional.
hearing challenges. Access to Writing
• Clarified assessment directions for a Candidates may require access arrangements
student who has difficulties in reading or to provide written responses. Difficulties in
attention, examination directions may be writing may arise due to specific learning
clarified by the invigilator (examiner) or a
challenges, visual challenges, visual
designated reader.
processing challenges, fine motor challenges,
• A designated person to name colors in an
examination for a student who has color attention challenges or other psychological
blindness. or medical challenges.
• Rest breaks if required due to medical, Access to Reading
physical, psychological, or other Students may require support to read the
conditions. text in the assessments. Difficulties in reading
• A prompter due to attention issues, text may arise due to learning challenges,
psychological or neurological conditions. visual processing challenges, attention
challenges, visual challenges or any other
medical issue that may affect vision.
Access to Practical AssistanceA student with a physical, sensory, or medical
challenge may require access to a practical
assistant for tasks that require physical
manipulation or movement unless it is the
task being tested.
Access to Calculators
If a student scores 90 or less in a test of
mathematical fluency, the student is eligible
to use a four-function calculator (basic
calculator performing only the functions of
addition, subtraction, multiplication, and
division).
*Students who require further access arrangements may request sign language interpreters
and augmentative communication devices if they are intended to form part of the student’s
regular learning.
Exceptional Situations
• If a student presents evidence of a medical or psychological challenge that prevents the
student from completing work on time, the student is eligible for extensions to
deadlines. A request for an extension to a deadline must be received before the normal
deadline.
• If a student presents evidence of a medical or psychological challenge that makes a
deferral necessary for a student to access the program requirements, the student may
defer one or more subjects. A request must be submitted at the start of the program
and after registration for the assessment.
• A student may participate in a maximum of three assessment sessions to successfully
attain their IB qualification.
• A student with a medical emergency may request the possibility of an alternative venue
for testing. This situation is treated on a case-by-case basis and approval is not
guaranteed.
• Reasonable adjustments are changes to the assessment process not covered with any
other access arrangements. These adjustments are determined by the IB organization
after reviewing a student’s unique requirements.
Access for English Language Learners
English Language Learners are students whose current course of study and assessment is
delivered in a language that is not their first, best or native language and whose language ability
is below the level that is deemed linguistically competent. The eligibility for access arrangements
will be based on WIDA scores conducted within one year of the assessment.• Access for English Language Learners does not apply to assessments in language and literature
and language acquisition.
• In MYP, access for additional language learners can apply to examinations in individuals and
societies, sciences, mathematics, arts, physical and health education, design, and the program
core components.
• In DP, access for additional language learners can apply to oral or written examinations in
individuals and societies, sciences, mathematics, the arts, and the DP/Career-related Program
core components.
Creation of Policy
The Access and Inclusion Policy was created by a committee which consisted of the IB
coordinator, the head of schools, members of the administration team, and each department
head/subject group representative. The following members formed part of the policy making
committee:
• Mrs. Acevedo-Isenberg- Head of Schools
• Ms. Chavez- IB Coordinator
• Ms. Orta- Lead Teacher
• Ms. Padilla- Instructional Coach
• Mr. Martinez- Athletic Director
• Ms. Moreno- Foreign Language Department Head
• Ms. Cabrera- ELA Department Head
• Ms. Wildenburg- Math Department Head
• Mr. Stone- Social Studies Department Head
• Ms. Novela- Performing Arts and Physical Education Department Head
• Ms. Martinez- Science Department Head
Informing Students, Parents, and Community
The Access and Inclusion Policy forms part of DDCUS’ IB Handbook, available for
students, parents, and the community via our school website.
Review of Policy
The Access and Inclusion Policy will be reviewed annually during the first leadership team
meeting of the school year to ensure it is up to date with the principles and practices of DDCUS
and the IB organization.Assessment Policy
Philosophy and Purpose
Downtown Doral Charter Upper School is dedicated to developing globally aware students -
intellectually, socially, and culturally by providing a broad and balanced education. The Middle
Years Program (MYP) and Diploma Program (DP) encourages students to make practical
connections between their studies and the real world, preparing them for success in further
study and in life. The Assessment Policy is a working document, developed by a committee of IB
teachers, leadership staff, and administration, to provide clear expectations for teachers,
families, students, staff, and administration regarding the assessment philosophy and practices
at DDCUS.
The primary purpose of assessments and examinations at DDCUS, is to support and encourage
student learning through the gathering and analysis of information on student performance.
Assessments and examinations in their various forms are a critical component of the
educational journey and provide students with opportunities to determine the degree to which
they have mastered content knowledge and skills, and to reflect on their progress. Assessments
and examinations also provide teachers the ability to determine the degree to which students
have attained mastery of content knowledge and skills, revise their curriculum and instruction
to meet student needs, and to reflect on their practices. Therefore, at DDCUS, assessments and
examinations are a means of ongoing communication between teachers, students, and families.
Teacher’s Assessment Responsibilities
• Prepare engaging and rigorous units/lessons and assessments.
• Use a variety of assessment tools.
• Ensure assessment correlates with unit objectives.
• Provide students with rubrics with anticipation.
• Ensure students understand assessment criteria.
• Provide appropriate access arrangements when required and become familiar with the
Access and Inclusion Policy.
• Provide timely feedback.
• Provide and facilitate self-reflection time for students.
• Use professional judgment when evaluating a student’s level of achievement.
• Reflect on students’ performance and revise instruction where needed.
• Collaborate with colleagues teaching the same course to create units and assessments.
• Participate in on-going professional development.
Student’s Assessment Responsibilities
• Be accountable for their learning, asking for aid when needed and taking time to reflect
on their academic progress.• Complete quality works and performances to the best of their ability.
• Proactively track grades and marks.
• Become familiar with the provided assessment rubric.
• Be aware of due dates and meet them.
• Uphold a culture of academic integrity by becoming familiar with the Academic Honesty
Policy.
Professional Development
Downtown Doral Charter Upper School is committed to providing students with the most
innovative education available. To achieve this goal, teachers participate in continuous
professional developments. Two weeks prior to the start of the academic school year, DDCUS
begins its professional development workshops offering teachers training in instructional
strategies, technology, classroom management, and more. Teachers will continue to participate
in professional development trainings on-site during designated training days. MYP and DP
features are among these professional developments, securing time for teachers to discuss and
collaborate on issues such as assessment practices.
Collaboration
Downtown Doral Charter Upper School’s administration will provide teachers with a schedule
for frequent collaborate planning. Teachers instructing in the same course must collaborate on
all matters including assessments.
Assessment Practices
Assessment strategies are methods used to gather information about student’s learning. They
can be applied during the learning process or at the end of a unit to assess student
comprehension and achievement level. Assessments can also be given before a unit of study to
determine the student’s prior knowledge. The following are prominent assessment practices
found at DDCUS.
• Observations- teachers can assess student comprehension by engaging students in
discussions or observing the whole class/individual student when completing tasks.
• Process Journals- facilitates student reflection. It is required in some MYP courses.
• Selected Responses- may be used during or at the conclusion of a unit in the form of
quizzes and unit exams to measure student achievement and comprehension.
• Open-ended tasks- students elaborate on their understanding of specific prompts
through discussions and/or written tasks.
• Performance tasks- Students are given an opportunity to demonstrate knowledge, skills,
and understanding through creative presentations and project-based learning.
• iReady Diagnostic- conducted at the start, middle, and end of year to track student
progress.• Mid-Year Assessments (MYA)- conducted annually to ensure timely progression of
knowledge acquisition.
• Florida Standards Assessments (FSA) and End of Course Tests (EOC)- conducted annually
to keep in compliance with state regulations.
• MYP eAssessments and portfolio- conducted at the end of the 5-year program to receive
MYP certificate.
• DP internal and external assessments- conducted at the end of the 2-year program
assessing subject group and core (Theory of knowledge, extended essay, and creativity,
activity, and service) of the program.
Assessment Types
Formative Assessments take place throughout the course of study. The purpose of formative
assessments is to provide students the experiences to successfully perform on summative
assessments.
Examples:
• Warm-ups
• Exit slips
• Portfolio
• Quizzes
• Observations
• Process journals
Summative Assessments are open-ended task created by the teacher. The purpose of
summative assessments is to allow students to authentically demonstrate their knowledge and
comprehension. It is student centered and inquiry based. Summative assessments are
conducted at the end of a unit.
Examples:
• Performance tasks
• Projects
• Assessment tasks
Formative and Summative Assessment:
● Align with each subject group’s aims and objectives, as well as the Florida State
Standards.
● Connect to the different IB learner profiles attributes.
● Are diverse in method.
● Foster student inquiry and exploration.
● Are grounded in real-world applications.
● provide students multiple opportunities to display knowledge.● Are frequent and ongoing.
● provide students with timely and meaningful feedback.
Grading and Marking
Downtown Doral Charter Upper School has adopted the following grading category
percentages:
• 60% Test, Quizzes, Projects
• 30% Classwork
• 10% Homework
Achievement Levels describe the level of performance for a student on a summative
assessment. The following chart shows the grade equivalent per achievement levels.
Achievement Level Percent Score
*0 is assigned to work that does not meet
8 95-100
criteria. 0 is not the equivalent of missing
7 90-94 assignment. Missing assignments will receive
6 85-89 no grade. Students are encouraged to re-do
5 80-84 summative work with a 0-achievement level.
4 75-79
3 70-74
2 65-69
1 60-64 Sum Subject Grade
0 59-0 1-5 1
6-9 2
10-14 3
Subject Grades represent a holistic level of 15-18 4
achievement in each subject. To determine a 19-23 5
student’s 1-7 subject grade, the teacher 24-27 6
considers all summative evidence of learning a 28-32 7
student has provided in each criterion. This is
not an average of all achievement levels; it is an accurate representation of the common trend
and determined by teacher judgement. The 4 criteria are added together and using the grade
boundary chart, the final 1-7 subject grade is assigned.
Reporting
Assessments are critical tools used to develop effective teaching and should provide parents,
teachers, and administrators with information to support student learning. DDCUS effectively
communicates with parents and students by:
• Providing students with copies of marked rubrics for criteria assessed.
• Sending updates to alert students and parents of important assessment dates.• Distributing interim numerical grade reports every 4.5 weeks and report cards every 9
weeks.
• Hosting parent information sessions regarding standardized tests and other MYP/DP
assessments.
• Using an online grade book to allow parents continual live access to student’s grades.
• Facilitating individual student / parent conferences that are scheduled upon parental or
teacher request.
Creation of Policy
The Assessment Policy was created by a committee which consisted of the IB coordinator, the
head of schools, members of administration team, and each department head/subject group
representative. The following members formed part of the policy making committee:
• Mrs. Acevedo-Isenberg- Head of Schools
• Ms. Chavez- IB Coordinator
• Ms. Orta- Lead Teacher
• Ms. Padilla- Instructional Coach
• Mr. Martinez- Athletic Director
• Ms. Moreno- Foreign Language Department Head
• Ms. Cabrera- ELA Department Head
• Ms. Wildenburg- Math Department Head
• Mr. Stone- Social Studies Department Head
• Ms. Novela- Performing Arts and Physical Education Department Head
• Ms. Martinez- Science Department Head
Informing Students, Parents, and Community
The Assessment Policy forms part of DDCUS’ IB Handbook, available for students,
parents, and the community via our school website.
Review of Policy
The Assessment Policy will be reviewed annually during the first leadership team meeting of the
school year to ensure it is up to date with the principles and practices of DDCUS and the IB
organization.Personal Project
During year 5 of the Middle Year Program, students complete the
personal project. Through this project, they will continue to explore
the IB approaches to learning skills and learner profile. Students
select an area of interest to focus on and with an assigned project
supervisor, produce a creative product to demonstrate the learning.
The personal project explores the cycle of inquiry, action, and
reflection, as seen in the diagram below. (Photo credits of the IB
Organization.)
The personal project must not form part of the direct curriculum of
any subject group. Each student will receive a project supervisor to help them through the process.
Students may also decide to seek the aid of a community member that adds to their learning process.
Students are to spend a minimum of 25 hours on their personal project.
Components to be Evaluated
Component How it is assessed
Focus on topic leading towards a Evident in the presentation/report
product/outcome
Process Journal Extracts from the journal
Report Four objectives
Community Service
Community involvement serves to develop essential qualities in a student. These qualities, as
described by the IB, include self-awareness of strength and areas of growth, taking initiative,
perseverance in action, collaborative working, and international mindedness. Downtown Doral
Charter Upper School is committed to creating opportunities for students to become global
leaders as they explore these important qualities. To achieve this, our students are encouraged
to serve the community with an expectation of a minimum of 25 hours of community service by
graduation.
Awarding of Certificate
Students seeking recognition of program completion, must achieve all components of the
Middle Year Program. These components include:
1. Passing score on all subject groups
2. Passing score on Personal Project
3. Evidence of community service through actionYou can also read
