INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME STUDENT AND PARENT HANDBOOK

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1 INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME STUDENT AND PARENT HANDBOOK New Street Mamaroneck, NY (914)

2 FASNY IB DP Student Handbook 2

3 Contents Contents... 3 Section 1 - Missions, welcome, Overview of Diploma Programme... 8 Mission Statement of the French-American School of New York (FASNY)... 8 Mission Statement of the International Baccalaureate Organization... 8 The IB DP Curriculum... 9 The Core The Courses The Learner Profile Individual Courses and the Core Section 2 - The IB Diploma Programme and School Life at FASNY Time Commitment in School Expectations Course Selection Full Diploma or Individual Certificates? IB DP Grading System (External Examinations + Internal Assessments) Points Matrix for the Extended Essay and Theory of Knowledge Failing conditions Assessment of the DP at FASNY and FASNY s Grading, Equivalencies and Reporting Examinations Internal Examinations External Examination Results Resitting Examinations Calendar of Internal Assessment Deadlines for Students Calendar of IB deadlines in Year 1 and Year 2 of the Diploma Programme FASNY s Student Handbook ( Blue Print ) and Academic Discipline Policy FASNY IB DP Student Handbook 3

4 Special Note about Homework Special note about Time Management (Planning, Balance, Communication) Special note about Stress Management (Golden Rules) Special Note about Academic Honesty Special note about University and College Applications FASNY IB Diploma Subject & Core Teachers / Administrative Support for Section 3 - Policies specific to FASNY s IB Diploma Programme Access Policy Special Needs Policy Language Policy and Maintenance of Mother Tongues FASNY s Language Philosophy FASNY s Community Profile and Curriculum Principles of FASNY s Language Policy Development and Maintenance of Bilingualism (English and French) at FASNY Development and Maintenance of other Mother Tongues at FASNY Parent and Community Involvement in Language Choices at FASNY Language Teaching and Learning Aims at FASNY Language Instructors at FASNY Course Selection Policy Assessment Policy Philosophy and Principles IB Assessment Internal IB Assessment Predicted Grades IA/PG Feedback External IB Assessment FASNY IB DP Student Handbook 4

5 Assessment Practices FASNY Grade Conversion Table Homework Non-diploma candidates Assessment Policy and Non-English speakers Evaluation and Review of the Assessment Policy & Training of new Teachers Honesty Policy & Honesty Contract Expectations of Students in the IB Programme Goal of the Academic Honesty Policy Academic Honesty Authentic Pieces of Work Academic Dishonesty Plagiarism Collusion Duplication of Work Other Malpractice Behavior Practicing Academic Honesty What Acknowledging Sources Means What to Cite Who to See for Help in Acknowledging Sources Correctly Turnitin Roles and Responsibilities The Responsibilities of Each IB Student: The Responsibilities of Each IB Teacher: Role of the School Consequences of Malpractice FASNY IB DP Student Handbook 5

6 Internal Sanctions: FASNY Consequences External Sanctions: IB Consequences ANNEX - Curriculum Outlines for the DP Courses and Core at FASNY The Core The Core Theory of Knowledge (TOK) Course Background Introduction Aims Objectives Assessment External Assessment Internal Assessment Additional Course Information and Keys to Success The Core Creativity, Action and Service (CAS) The nature of creativity, action, service Learning Outcomes The Core The Extended Essay The Courses Group 1 English Literature HL Group 1 French Literature SL-HL Group 2 (6) Language B Spanish SL-HL Group 2 (6) Language B German SL-HL Group 3 History SL-HL Group 4 Biology HL Group 4 Biology SL Group 4 Chemistry SL FASNY IB DP Student Handbook 6

7 Group 5 Math SL Group 5 Math HL Group 5 Math Studies FASNY IB DP Student Handbook 7

8 Section 1 - Missions, welcome, Overview of Diploma Programme Mission Statement of the French-American School of New York (FASNY) FASNY strives to educate globally literate, bilingual lifelong learners who understand, contribute to and thrive in an increasingly interdependent and connected world. FASNY holds its students to high standards of academic excellence, and fosters a spirit of inquiry, service, and social responsibility to the environment and the global community. FASNY provides a bilingual, French-American, multicultural education from Nursery through Grade 12 to an American, French and international community. A FASNY education meets or exceeds the rigorous requirements and highest standards of the French Ministry of National Education, the International Baccalaureate Organization, and the American National Association of Independent Schools. FASNY encourages intellectual curiosity, critical thinking, and love of learning. We cultivate understanding, mutual respect, and appreciation of diversity in cultures and individuals in a safe and nurturing environment. FASNY fosters the social and emotional wellbeing and personal development of our students. We counsel, challenge, and support our students as they seek to achieve their potential, develop their character, and act with integrity. FASNY values a well-rounded student experience and encourages artistic, athletic, and extra-curricular engagement. FASNY prepares our students for admission and success in competitive colleges and universities in North America, Europe, and throughout the world. Mission Statement of the International Baccalaureate Organization 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 programmes of international education and rigorous assessment. FASNY IB DP Student Handbook 8

9 These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. The IB DP Curriculum Over the course of the next two years, you will change in many ways. One of the most obvious is that you will be much more academically developed and will be ready to go to university. However, there is more to the IB Diploma Programme than your academic progress. You will see this later in this handbook when we look at the Learner Profile. The IB Diploma Programme curriculum is best illustrated as follows: FASNY IB DP Student Handbook 9

10 The Core The Core components of the IB Diploma are: A course in the Theory of Knowledge (TOK) The Creativity Action Service (CAS) programme The Extended Essay (EE) The Courses In addition to the Core, you will study six subjects; three at Higher Level (HL) and three at Standard Level (SL). You must take one course from each of six groups. 1. Language A: English Literature (at FASNY, you must take this course at HL) 2. Language A: French Literature (SL or HL) 3. Individuals & Societies: History (SL or HL); if approved, online Economics (SL or HL) 4. Experimental Sciences: Biology (SL or HL), Chemistry (SL), or Physics (SL or HL) 5. Mathematics: Mathematical Studies SL, Mathematics SL, or Mathematics HL 6. Electives: Spanish B (SL or HL), German B (SL or HL), a second Group 3 or Group 4 course Generally, subjects studied at Higher Level will reflect your areas of interest and possible intended specialization, and will be covered in greater depth and breadth than subjects studied at Standard Level. HL courses meet for more hours per week, involve about 50% more work, and are significantly more demanding. Available as non-ib FASNY course electives in addition to your IB course choices are, schedule permitting, Art, Music, and Latin, as well as Spanish or German (only in the event that you ve chosen a course other than Spanish or German as your IB Group 6 Elective course). Online Economics, if approved, is only allowed as a second Group 3 course taken chosen by the student as his or her Group 6 Elective. The Learner Profile You will also see the Learner Profile at the very heart of the circular visual representation of the Diploma Programme curriculum. The IB learner profile is the IB s mission statement translated into a set of learning outcomes (adjectives and nouns) for the 21st century. IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical thought, creative thought, and international-mindedness, the IBO espouses the principle of educating the whole person for a life of active, responsible citizenship. FASNY IB DP Student Handbook 10

11 Underlying the Diploma Programme, therefore, is the concept of education of the whole person as a lifelong process. The Learner Profile is a profile of the whole person as a lifelong learner, keeping in mind the overall aim of the IB Diploma Programme which is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The Descriptors of the Learner Profile IB learners strive to be: Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. Thinkers: We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Risk-takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Balanced: We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. FASNY IB DP Student Handbook 11

12 Individual Courses and the Core What follows is an outline of the IB diploma courses as they are delivered at FASNY. The core sections of Theory of Knowledge (TOK), Creativity Action and Service (CAS) and Extended Essay (EE) are followed by each of the six subject areas. Each of these core experiences or subject area courses has an outline of what work will be included in each of the semesters during the two years. Major assignments and links to TOK to the curriculum are also indicated Section 2 - The IB Diploma Programme and School Life at FASNY This section is to outline the demands of the IB diploma at FASNY for you to understand some of the expectations upon you in the coming two years. Time Commitment in School Outline of Subjects Estimated Time of Work 3 SL subjects Four lesson periods per week for each course 3 HL subjects Five or six lesson periods per week for each course Theory of Knowledge Two lesson periods per week The CAS commitment After school, weekends, and vacation time The Extended Essay Approx words of original research (40 hours, including a draft of at least words written in the summer between 11 th and 12 th grade) FASNY IB DP Seminar One lesson period per week (briefings on any and all matters related to the DP courses and core: overviews of core requirements, general check-ins, academic honesty, research methods and process, proper citation of sources, data base usage, online ManageBac platform for FASNY IB DP Student Handbook 12

13 CAS; how to write CAS journal reflections, etc. Study and homework Approximately three hours non - lesson time each day Expectations As IB diploma students FASNY will expect you to Demonstrate self-discipline and responsibility Enjoy the challenge of a demanding academic programme Have the desire and motivation required to obtain maximum benefit from the courses selected Seek assistance when necessary, and not hesitate to give it when possible Learn from fellow students as well as from teachers Share with and contribute to the school community. Course Selection For complete information about Course Selection, please review FASNY s Course Selection Policy in the Policies section of this handbook. By this stage, you should have already chosen your IB diploma subjects. However, do not worry if you have not. What follows is some help in this area What subjects do you enjoy? What subjects are you good at? These are the most important factors. Discuss your options with your parents, FASNY teachers and the IB Coordinator. If you know people who have already taken the IB diploma, talk to them as well. The more information you have, the easier it will be to choose. Conduct some research from books, the Internet, and talk to professionals. If you have a particular career or post-baccalaureate area of concentration in mind, what do universities require? Indeed, if you have made any decisions, however vague, about higher education courses or where you intend to continue your studies after school, it is important to let the school know before you start the Diploma Programme. It is possible that the requirements of your intended university or college course will affect your IB DP subject choices. You must talk to the College Counselors. At this stage many of you will not yet have made any decisions about university or college courses, or future career plans. Do not worry. Your preferences may well become clearer to you during 12 th grade. You will be given guidance and FASNY IB DP Student Handbook 13

14 access to whatever information you require to help you. Information about the entrance requirements of universities throughout the world is available through the IB DP coordinator, College Counselors and/or on the Internet. Your suitability for each IB DP course will be discussed by the subject teachers. They will consider your term grades, your academic performance in recent IGCSE courses, or high school equivalent. They will also take into account your motivation, commitment to hard work and sense of responsibility. While enrollment into any IB course of your ultimate choosing is open to all students at FASNY, the school will certainly give you input, feedback, advice and share its honest and professional opinion and judgment about your intentions. If you are joining FASNY from another school you will have supplied reports and transcripts with recent term grades and year grades. For such students, in some cases it may be necessary to sit entrance examinations to help with course selection, for example, in Mathematics, English and possibly French. You need to be aware that this programme of study will require most of your time over the next two years. We will help your parents to recognize how much support and encouragement you will need. Full Diploma or Individual Certificates? The vast majority of IB diploma students at the French-American School of New York will study for the full IB diploma. In the exceptional and rare event that a student is or becomes unfit or unable academically able to follow the full IB Diploma Programme, arrangements can be made for him or her to take certificates in individual subjects. Providing that both FASNY and New York State graduation requirements are met, students successfully following these certificate courses will be awarded the FASNY High School Diploma, which will allow them access to North American colleges and some European universities. In the rare case of an exceptionally academically talented student who desires to take seven IB courses instead of six, upon successfully approved petition on the student s part, the course formally designated by the student as his or her seventh course may be taken as an individual certificate course. Upon approval and if scheduling permits, a non-ib DP student at FASNY who pursues the French Baccalaureate or OIB French Baccalaureate may take an IB Group 4 Experimental Science course as an individual certificate course. If only some of the course hours (lab or lecture but not both) are able to be schedule, the possibility to take the course still exists, not as an IB certificate course but instead as a FASNY-approved American Science elective course. Again, for more information about Course Selection, please review FASNY s Course Selection Policy below in the Policies section of this handbook. FASNY IB DP Student Handbook 14

15 IB DP Grading System (External Examinations + Internal Assessments) IB DP assessment is based primarily on the external examinations taken in all subjects in May of the 12 th grade year. However, in all courses at least 20% of the officially assessed IB DP course grade is based on specific and very well defined IB-mandated and externally grade-moderated internal assessments (IA s). These might include research or writing assignments, oral examinations, coursework, laboratory practical work, fieldwork or the writing of a project, and will vary from subject to subject as required in the course guides of the IBO in vigor at the time. See specific course outlines (in Annex at the end of this handbook) for further details, and, see further below for a calendar overview of all of the IA s at FASNY in the 11 th and 12 th grade years. After the final examinations each subject is graded on a scale of 1 to 7. 7 Excellent 6 Very Good 5 Good 4 Satisfactory 3 Mediocre 2 Poor 1 Very Poor In order to earn the IB diploma you must meet defined standards and conditions including a minimum total of 24 points and the satisfactory completion of Theory of Knowledge (TOK); the Extended Essay; and CAS activities. The minimum score of 24 is based on the idea that a grade of 4 represents a passing level in each of the six subjects. Excellent performance in the six subject areas results in a grade 7 for each, or a total of 42 points. Theory of Knowledge and the Extended Essay combine to contribute a possible 3 additional points to the overall score, giving a maximum diploma score of 45 points. These are graded on a scale of A E. The allocation of these bonus points is best understood from the following matrix. FASNY IB DP Student Handbook 15

16 Points Matrix for the Extended Essay and Theory of Knowledge Theory of Knowledge A B C D E A F F B F Extended Essay C F D F E F F F F F Failing conditions The following failing conditions apply to all candidates: Candidate s total points are less than 24. A grade of N has been awarded for one or more subjects, Theory of Knowledge or the Extended Essay. A grade of E has been awarded for both Theory of Knowledge and the Extended Essay. There is a grade of 1 awarded in any subject and level. CAS requirements have not been completed. Candidate is guilty of malpractice (serious breach of academic honesty) FASNY IB DP Student Handbook 16

17 There are four or more grades of 3 or below awarded. The following failing conditions apply to diploma (and retake) candidates with 24 to 27 points inclusive: There is one or more grade of 2 awarded at higher level. There are two or more grades of 2 awarded at standard level. A grade of E has been awarded for Theory of Knowledge or the Extended Essay. Candidate has registered for three higher level subjects, and gained fewer than 12 points on these. Candidate has registered for three standard level subjects, and gained fewer than 9 points on these. Candidate has registered for four higher level subjects, and gained fewer than 16 points on these. Candidate has registered for two standard level subjects, and gained fewer than 6 points on these. The following failing conditions apply to diploma (and retake) candidates with 28 points or more: There are two or more grades of 2 awarded at higher level. There are three grades of 2 awarded at standard level. Candidate has registered for three higher level subjects, and gained fewer than 11 points on these. Candidate has registered for three standard level subjects, and gained fewer than 8 points on these. Candidate has registered for four higher level subjects, and gained fewer than 14 points on these. Candidate has registered for two standard level subjects, and gained fewer than 5 points on these. Assessment of the DP at FASNY and FASNY s Grading, Equivalencies and Reporting For complete information about assessment and grading/reporting policies which are specific to FASNY, such as IB DP grading at FASNY, grade equivalencies at FASNY, grade reporting on trimester report cards ( bulletins ) at FASNY, grade reporting on high school transcripts at FASNY, determination of predicted grades at FASNY (upon request by colleges or universities), etc., please review FASNY s complete IB DP Assessment Policy found below in the Policies section of this handbook. Examinations Internal There will be one period of internal (school) summative IB examinations at FASNY for all IB DP students to take place during mock examinations week in February of the 12 th grade year. These are intended to give you some familiarity with the experience of taking several demanding exams in a short period of time. They will help you recognize your strengths and weaknesses before you attempt the real exams. FASNY IB DP Student Handbook 17

18 Examinations External The final examinations typically contribute about 70 percent to your diploma score. They are held during an intense three-week period in May of the 12 th grade year. Examination Results IB diploma results are sent to school by the IB in the first week of July. If you are going to be elsewhere at that time, it is possible to arrange to access your own results via the Internet. A final official IB diploma certificate will be available later in the summer. If the universities to which you have applied require your results earlier than the second week of July, please contact the IB DP Coordinator. Resitting Examinations Occasionally students do not achieve the results they had hoped for. The deadline to register for retaking examinations in the November session is 27 July each year. This means that you must make a decision very quickly after receiving your results. Calendar of Internal Assessment Deadlines for Students As mentioned above, Internal Assessment (IA) is a continuous process in each course throughout the DP during the 11 th and 12 th grade years. The following calendars of deadlines are designed to help you manage your time effectively and maintain a balanced workload throughout the two years of your IB DP coursework. These deadlines have been arranged to try to avoid you being overwhelmed by the workload. It is most important to keep to these deadlines from the outset. The best piece of advice an IB DP student could be given is to do an assignment as soon as possible after it is set, and not wait until it is nearly time to hand it in. Even though major deadlines for the Extended Essay are included in the below calendars, a separate and more specific deadline schedule will be issued for the completion of the Extended Essay. Failure to meet the completion deadline for the Extended Essay will result in a student not being entered as an IB diploma candidate for the examinations at the end of the 12 th grade year. Calendar of IB deadlines in Year 1 and Year 2 of the Diploma Programme All deadlines are at the start of the lesson on the day stated, or 17h30 if no lesson. September 2015 Date Event 09/08 First day of school October /26-10/30 October Break November /20 End 1 st Trimester December /19- Winter Break 01/04 FASNY IB DP Student Handbook 18

19 January /04-01/17 February /13- English Literature and French Literature Individual Oral Presentations President s Day Weeklong Break 02/22 02/26 Extended Essay Group Choice End of 2nd Trimester March /12 Extended Essay Topic Declared 03/26 Extended Essay Supervisor Assigned April /22 Draft of French Literature Writing Assignment due 04/29 Math Studies Internal Assessment draft due (project) 04/30 Extended Essay: Draft Research Question due May /05, 12, 19 and 26 Theory of Knowledge Oral presentations 05/07 French Literature Writing Assignment returned with teacher comments 05/13 English Literature: Writing Assignment: 1 st draft due 05/14 Math Studies Internal Assessment draft (project) returned with teacher comments 05/20 French Literature Writing Assignment due (hardcopy and digital) 05/21 Extended Essay Final Research Question 05/25 Group 4 Science Project over 2 morning hours 9all other IB classes cancelled) 05/28 English Literature: Writing Assignment draft returned with teacher comments June /03 Math Studies Internal Assessment project due (hardcopy and digital) 06/07-08 Group 4 Science project all other IB classes cancelled 06/10 English Literature: Writing Assignment final draft due (hardcopy and digital) 06/11 EE Research Plan and Outline due FASNY IB DP Student Handbook 19

20 EE Contract signed 06/11 End of 3 rd trimester for Year 1 IB students September /04 Rough draft (3,000 words) Extended Essay due 09/13 Extended Essay draft with peer review changes submitted for EE Supervisor feedback Extended Essay draft with EE feedback returned to SSs October /18 Completed final draft of Extended Essay turned in and uploaded to IB November /13 Teacher returns Draft of SL / HL Math IA Project to SSs 11/19 End of 1 st trimester 11/26 Final draft SL / HL Math IA Project turned in December /06 Draft of Historical Investigation IA 12/09-13 French Literature Individual Oral Commentary 12/16-20 English Literature Individual Oral Commentary January /10 Teacher returns Draft of Historical Investigation IA 01/13 TOK draft due (1500 words) 01/24 Final draft of Historical Investigation IA turned in 01/27 TOK draft with feedback comments returned to SSs February /10 Final draft of TOK paper uploaded to IBO SL/HL Spanish B & German B Written Tasks (3 hours) 02/28 End of 2 nd Trimester 02/28 FASNY INTERNAL DEADLINE for UPLOADING & SUBMISSION of IB WRITTEN WORK February/March /26-03/04 IB MOCK EXAMS March /24-28 SL/HL Spanish B & German B Individual Oral Exams 03/31 TOK teacher completes anticipated grades for TOK papers FASNY IB DP Student Handbook 20

21 April /01 FASNY INTERNAL DEADLINE for UPLOADING & SUBMISSION of IB ORALS 04/25 End of 3 rd trimester for 12 th grade IB Students FASNY s Student Handbook ( Blue Print ) and Academic Discipline Policy In conjunction with FASNY s IB DP Student Handbook (present document), it is important that you also read, understand and follow all of the rules, regulations and guidelines of the FASNY Student Handbook and FASNY Academic Discipline Policy. These documents provide full description of all of the school s procedures expectations which govern all areas of school life, including homework, major assignments, punctuality / tardiness / absence, academic honesty and plagiarism/copying, respect, dress code, attitude and behavior, cell phone and laptop use, open campus sign in & sign out, student drivers, parking, substance abuse, counseling, library use, student lounges, scheduling, guests, safety, and more. For specific policies related to FASNY IB Diploma Programme, please read the policies section of this handbook found below. Special Note about Homework Homework set, including reading, should be completed by the date specified. If you experience problems with any assignment, please go directly to the teacher for clarification. If you find a subject particularly challenging, ensure you are allowing yourself ample time to do assignments; start as soon as the work is set, and ensure that you first spend time working on it yourself before going for help. Once you have attempted the work, seek out the teacher for any additional explanations you need. If you are continually finding a course too difficult, you may be advised to switch from HL to SL, or to another course. Remember your manners and thank your teachers for their time and help. It is an expectation that work we will printed, stapled and ready to hand in at the start of the lesson. Special note about Time Management (Planning, Balance, Communication) ABOVE ALL if you have no work due the next day, do something due for the day after or even the next week. You should establish regular study habits Remember you can expect to have to study for about three hours outside lessons every day Use a timetable system to set up a study schedule Maintain the right balance between your HL and SL subjects Don t leave anything until the last minute Keep to deadlines right from the beginning Expect to have to spend some vacation time studying too Talk to your parents and teachers if you have a problem Make time to have a life outside school Special note about Stress Management (Golden Rules) Exercise regularly FASNY IB DP Student Handbook 21

22 Maintain normal sleep and eating habits Review your objectives periodically you are in control Recognize early warning signs of stress, and take action Think and plan ahead to achieve your objectives Give yourself treats and rewards for achieving short term objectives Try to keep things in proportion When you feel under pressure and stress is building, talk with someone and seek help At some stage during the IB Diploma Programme you will probably encounter the following problem: It will seem that there is far too much work to do and too little time in which to do it. As soon as one assignment is completed more will have piled up. As you know from previous years, this can cause even the most conscientious students to worry so much that productive schoolwork becomes almost impossible. With care, the effects of stress and insufficient time can be minimized. Special Note about Academic Honesty Teachers regularly stress the importance of academic honesty and emphasize that you should always take great care to avoid plagiarism. It has not happened at FASNY, but in other schools it is not uncommon for IB diploma students to fail the diploma because of a lack of academic honesty. Avoiding plagiarism is important. When you properly acknowledge the contributions to knowledge made by other people, you are showing respect for their work, and you are giving credit where credit is due. You are not misleading the reader to believe that your work is solely your own. Make sure you are familiar with FASNY s published guidance in the areas of Referencing and Citations contained within the school s Extended Essay and IB Writing Guide. Whenever in doubt, ask. All IB DP students will be required to complete and sign an academic honesty contract. For more detailed information about academic honesty as it relates to the Diploma Programme at FASNY, please see the policy section of this handbook found below. Special note about University and College Applications Detailed college application information, calendars, guidelines and advice are available in the college counseling office and within FASNY s college counseling webpages, compiled by the school s Director of College Counseling Ms. Kay Kurashige and College Counselor Jessica De Domenico. You will be encouraged to start the serious business of considering possible higher education options during 11 th grade and expected to finalize your choices at the beginning of 12 th grade. Applying to colleges and universities is an extremely timeconsuming process and cannot be rushed. Students regularly underestimate the time they will have to spend doing it. Wherever you apply to you will be required to write a detailed personal statement, possibly some essays, and an activities résumé, as well as take a number of standardized tests (if applying to schools in the USA). The school will be asked to support your application with information regarding your academic performance and comprehensive references about you as a student. You will be given FASNY IB DP Student Handbook 22

23 the help and advice you need. It is essential that you respect the deadlines set by the College Counseling office. A good IB diploma will give you access to colleges and universities throughout the world, many of which offer advanced standing or course credit to students with strong IB DP examination results. FASNY IB Diploma Subject & Core Teachers / Administrative Support for Subject Theory of Knowledge Teacher & Coordinator Creativity, Action and Service Coordinator Extended Essay Coordinator English Literature Higher Level Teacher Ms Claudia CASTAYBERT Ms Anita GIORDANO Ms Lauren WEISHOLZ Mr Jim LAWHON French Literature Higher and Mme Fanny VAN CEUNEBROECK Standard Level German B - Higher and Standard Level Ms Christa HENRARD Spanish B - Higher and Standard Level History - Higher and Standard Level Biology - Higher and Standard Level Physics Higher and Standard Level Chemistry Standard Level Mathematics Higher Level Mathematics Standard Level Mathematical Studies Standard Level Visual Arts elective course (Non-IB DP) Music elective course (Non-IB DP) Latin elective course (Non-IB DP) IB Diploma Programme Coordinator Director of College Counseling Head of High School Ms PILAR FERNANDEZ Ms Mara GUYOT Ms. Ghada JABBOUR To Be Announced Ms Fadia NASSAR To Be Announced To Be Announced Ms Olivia MASSÉ Mr Jon MURRAY Mme Dinah VERO Ms Maryvonne MAMELOK Mr Jim LAWHON Ms Kay KURASHIGE Mr Mark ROSENBLUM FASNY IB DP Student Handbook 23

24 Section 3 - Policies specific to FASNY s IB Diploma Programme Access Policy FASNY s IB Diploma Program is open to all students who meet the admissions criteria of the school. It is current practice for all 10 th grade students and parents to meet with members of the administration and college counseling office in the spring to determine if the student should follow the French Baccalaureate ES or S track. With the addition of the IBDP, the IB will be discussed during these meetings as another option for students to pursue. The necessity of special needs accommodations will not prevent a student from joining the IBDP. Beginning in the 8 th grade, materials about the IB will be offered to families in both French and English, and all families will be encouraged to explore the IBDP as an option. Special Needs Policy Special Education Needs and the IB The IB provides accommodations for students with the intellectual capacity to meet all assessment requirements leading to the award of the diploma so that their level of attainment, as measured using the same standards as used for other candidates, can be assessed accurately while reducing the adverse effects of a candidate s special needs. The IB will consider granting accommodations normally available to the candidate on inspection of the appropriate documentation. This is completed on an individual basis and on its own merit. The IB does not guarantee acceptance of a school s request in full or in part. Responsibility of the School It is the responsibility of FASNY, and not the IB, to determine whether the special needs of a student allows the Diploma Program to be taught and assessed. FASNY intends to fully and completely offer all students the full extent of accommodations allowed by the IBO. However, the school is not equipped to handle extreme cases of special needs that would be determined on a case-by-case basis. District services are available for certain forms of support unavailable at FASNY. FASNY will not inform examiners of the special needs of a candidate. School staff will never tell a student who is in the IB DP that he or she cannot sit for a paper or handle a particular assignment. It is up to the student or family to decide whether or not to proceed with the IBDP or with a specific course choice. Responsibility of the IB Coordinator Oversee the application process for students with special needs who wish to pursue the IB diploma. FASNY IB DP Student Handbook 24

25 Work with the Head of High School, Dean of Students, Secondary School Counselor (SSC), and School Social Worker/Psychologist to assess the degree to which accommodations can be provided and the suitability of DP courses for a student. Submit D1 applications for accommodations to the IB. Track the progress of IB students with special needs through discussions with individual teachers/ssc and examination of grades and comments. Guarantee that the special needs provisions given to a student do not contravene IB regulations and so invalidate the student s IB assessment. Report to the high school administration on the success of the application of the FASNY IB Special Needs Policy and, where necessary and appropriate, on the progress of individual students with special needs. Provide additional invigilation for mock and May examinations where separate exam testing is required and to determine, with the assistance of the Dean of Students, the suitable location of separate exams. Responsibility of the Learning Support Staff Make information about students with special needs available to the IB Coordinator as they progress through the school so that an early evaluation of a student s suitability for the IB program can be made. This will also facilitate the most appropriate choice of courses, whether IB or non-ib. Copies of any SSC reports from the Middle School/High School Transition meeting, or from the 9 th or 10 th grade year, should be sent to the IB Coordinator, together with any other important notes, s, letters, summaries, evaluations, outside testing results, prior requests or applications for accommodations, Student Support Team (SST) findings and recommendations, etc. Be familiar with the range of accommodations and the guidelines governing their suitability, extent and use as described in the current IB document on special needs. Discuss appropriate IB accommodations with the IB Coordinator. Gather the appropriate documentation for approval and subsequent submission by the IB Coordinator. Contact individuals who can provide specialist services such as scribes, readers, communicators, etc. Responsibility of the IB teachers Apply all accommodations as directed by the SSC. When a teacher is unsure of how to apply the accommodations, advice must be sought from the SSC. Provide feedback to the SSC and IB Coordinator on the provision of accommodations in a confidential manner at regular intervals. They should not refer to accommodations in grade reports or other official school documents. When communicating with parents about accommodations related to the IB they should make the SSC and IB Coordinator aware of the content of the communication. IB teachers should not make adjustments when marking internal assessment and should not indicate on a student s work that an accommodation has been granted. The IB will, where appropriate, make adjustments to marks. FASNY IB DP Student Handbook 25

26 Responsibility of the parents and students Parents must inform FASNY at the time of application to join the IB program of any special needs of their child. They must provide all of the necessary supporting documentation when entering the IBDP so that it can be submitted to the IB. Parents and/or students must agree to a request for IB accommodations, and should be asked if they accept the accommodations that are granted. They should be informed that there is no guarantee that FASNY accommodations will be matched by IB accommodations. Where there are additional costs involved in the provision of accommodations (extra exam invigilators, readers, amanuenses, communicators, etc.) that go beyond what can be reasonably be expected to be covered by the school, the parents will be asked to cover the costs. IB Accommodations Accommodations will be made in accordance with IB policy and can include one or more of the following: Additional time Rest periods Information and communication technology (ICT) Scribes (Amanuenses) Readers Communicators Prompters Modifications to examination papers Audio recordings of examination papers Audio recordings of responses to examination papers Transcriptions Alternative venues for examinations Extensions to deadlines Assistance with practical work Exemptions from assessment Examinations If, in the opinion of the IB Coordinator, the accommodations required by a candidate will disturb other candidates, a separate room should be provided and the regulations governing the conduct of IB examinations must be followed in the invigilation of the separate exam. Accommodations not requiring IB consent IB Coordinators are given the discretion to provide the following accommodations based on demonstrated need: A separate room e.g. for the visually impaired who require better lighting. Special seating arrangements. Medicines/food for a known medical complaint e.g. diabetes. An aid normally used by the student e.g. hearing aid. The presence of a care assistant for the safety and wellbeing of a candidate. The naming of colors for the color blind in examinations. FASNY IB DP Student Handbook 26

27 A communicator to explain the regulations governing the conduct of the exams and exam instructions for the hearing impaired, but not any information about questions. Additional time beyond internal submission deadlines for assessed work, but not beyond external IB deadlines. Procedure for requesting IB accommodations The required IB form and supporting documentation should be given to the IB Coordinator for submission to the IB as early as possible in the first year of the IB program, but at the latest by May 1 st of that year. All applications for IB accommodations must have the approval of the Head of High School and obtain the consent of the student and/or parents/guardian. Language Policy and Maintenance of Mother Tongues FASNY s Language Philosophy FASNY recognizes that language development is concerned with acquiring and applying a set of skills and attitudes, ways of perceiving and thinking, understanding of the different forms and uses of language, as well as the development of an appreciation of what different languages share in common and do not. The language and communication elements of listening, speaking, writing, reading, translating, interpreting, grammar knowledge, non-verbal cues and gestures, and language-related cultural awareness should be addressed across the curriculum. These elements are interrelated and interactive, and the development of skilled language use depends upon a holistic approach that incorporates all of them across the three primary modes of communication interpersonal, interpretive and presentational as defined by the American Counsel on the Teaching of Foreign Languages (ACTFL), or four kinds of language activities reception, production, interaction and mediation as defined by the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Every teacher, coordinator, administrator, counselor, advisor, and staff person at FASNY is a language teacher and should aim to provide good models of language learning behaviors and attitudes, and of effective communication. From a language philosophy perspective, the essence of FASNY s mission is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world through increased communication and understanding. At FASNY, students learn language, learn about language and learn through language. Adults strive to develop students use of language, appreciation of language, awareness of the nature of language, of the many influences on language, and of the variety in and between languages and dialects. At FASNY, we recognize that language does not operate in isolation but in the context of human communication. It is bound up with cultural identity and ways of viewing the world. Learning a language is part of forming our own identities, exploring thoughts and beliefs, and impacting the thoughts, beliefs and identities of others. It is, therefore, key to our personal cognitive and cultural development. Mother tongue language development is crucial for maintaining cultural identity and emotional stability, and FASNY IB DP Student Handbook 27

28 acquisition of more than one language enriches personal growth and helps facilitate international understanding. Stated otherwise, FASNY recognizes that language is used as a tool to communicate needs, feelings, ideas and experiences, and to develop an understanding of the world. Language is a vehicle for learning and for processing ourselves and our world; it structures the articulation of our thoughts and perceptions, affects their very nature, and is even the tool we use for metalinguistic inquiry (developing knowledge and understanding about the nature, structure and functions of language). The acquisition of language is a dynamic, life-long process that permeates all learning and is intimately interwoven and interconnected with culture, identity, meaning making, and the construction of knowledge and understanding, attitudes and beliefs. FASNY s Community Profile and Curriculum Since its founding in 1980, FASNY has evolved from a three-teacher, seventeen-student nursery into a thriving N-12 school on three campuses. Roughly 870 students representing more than 45 nationalities belong to FASNY s four school divisions, hailing from local Westchester communities, greater metropolitan New York City, and from around the globe. Of FASNY s 450 or so families, 53% are of French or francophone origin, and/or represent upwards of 45 different nationalities. Many have at least one parent or guardian who speaks French as a first or second language in the home. The remaining 47% of FASNY s students are American citizens, many of whom also speak French or a language other than English in the home. A non-negligible number of FASNY s American or international students do not speak French in the home, and some speak neither French nor English as a mother tongue. The bilingual curriculum at FASNY combines the best of American, French, and other international educational systems and cultural heritages. Students, most of whom are multilingual, are taught that there is more than one way to approach questions and issues, regardless of the discipline. For example, they learn both the deductive and inductive methods when writing essays, internalize different national and cultural points of view as concerns their investigation of particular historical events, and approach math questions alternatively through the rigorous logic of a demonstrated step-by-step written proof or by reaching the same or similar conclusions through less formalized mathematical processes of the student s more creative choosing. Most important, FASNY s students know from their direct experience in FASNY s classrooms and hallways that the world is a multilingual, multicultural and multidimensional place. At school, students are allowed and encouraged to speak in the language of their choice French or English (or other) in the hallways and courtyards, on the courts and playing fields, and during any other non-language-specific social, artistic, athletic, service-oriented, club, committee, or academic activity. Both French and English (as well as other languages) are appreciated and equally valued at FASNY; there is no linguistic elitism at the school. In classrooms wherein the content is taught in French, students are expected to participate and complete coursework through the medium of the French language, and vice versa for those courses wherein instruction is designated to occur in English. FASNY IB DP Student Handbook 28

29 Principles of FASNY s Language Policy Encourage IB students to become good communicators who, in the words of the IB learner Profile, understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. Promote the maintenance and development of a student s mother tongue language(s). Develop a student s language skills to a native-like level in English and French, and, in addition, develop proficiency in at least one other language. Provide access to language learning support for all students. Clarify expectations for language instruction across the curriculum. Implement and communicate guidelines and procedures to allow students to be placed in appropriately challenging language classes. Development and Maintenance of Bilingualism (English and French) at FASNY A key element of FASNY s mission is to develop bilingual students in French and English. To that end, a bilingual curriculum in grades N-10 feeds into FASNY s IB track for those students who choose the IB Diploma Programme. Students in grades 6-12, who are not native or native-like English and French speakers, are required to provide writing samples once accepted for admission or upon arrival to the school. The school offers three levels of English in grades 6-12 so as to effectively promote and support the learning of the host country language for all students: ESL, Intermediate, and Regular (native-like). For courses taught in French, the school offers at present only the native-like level. However, French courses at every grade level include within the timetable for all students a weekly hour of extra help and language support in French. In its IB curricular offerings, FASNY offers two Group 1 languages. FASNY IB students are required to take Group 1 English Literature at the Higher Level and Group 1 French Literature at either the Standard or Higher Levels. As such, FASNY IB students who successfully complete the IB Diploma Programme requirements will each earn bilingual IB Diplomas. Students will be permitted to write the extended essay in a Group 1 language other than English, for example in French, Spanish, German, or even upon special request in another language (if approved by the IB Coordinator). In grades 6-12, students may choose to participate in extracurricular activities and clubs that further support the development and maintenance of English and French bilingualism, such as bilingual French-English student newspaper, multilingual literary magazine, bilingual French-English yearbook, bilingual French-English alumni magazine, and bilingual English-French weekly newsletters to students and parents. FASNY offers French lessons for non-french speaking adults in the community through the school s extensions program. FASNY IB DP Student Handbook 29

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