Cocoa Beach Jr/Sr High IB Booster Parent …...Research skills proven to help them in higher education Cocoa Beach Jr. /Sr. High School (CBHS) offers an IB education from the grades

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Cocoa Beach Jr/Sr High

IB Booster

Parent Handbook

Navigating the MYP and DP Programmes

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Student & Parent IB Handbook

NAVIGATING IB (December 2018)

TABLE of CONTENTS:

Section 1: What is an International Baccalaurate Education? page 3

o IB Graduate Profile page 4 o IB Learner Profile page 5 o IB Acryonms and Definintions page 6

Section 2: Guidelines by Grade MYP page 7-8

o Service as Action for MYP page 9

Section 3: Diploma Programme (DP) Core requirements page 10

o Award of the Diploma page 11 o Theory of Knowledge page 12 o Extended Essay page 13 o CAS Ladder Junior through Senior Year page 14 o Important DP Events and IB Resources page 15

Section 4: Communications and Contacts

o Cocoa Beach High School Staff (School Year 2018-2019) page 16 o Information resources page 17-18

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GENERAL INFORMATION

What is an International Baccalaureate Education?

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.

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.

By studying in the IB Programme, students develop core skills needed for success at the university level and beyond. Through our programmes, students develop:

• An understanding of and appreciation for research • Presentation and communication skills • Critical thinking skills • Report writing skills • A sense of international mindedness and cultural understanding • Time management skills. • An ability to ask challenging questions • Research skills proven to help them in higher education

Cocoa Beach Jr. /Sr. High School (CBHS) offers an IB education from the grades of 7 to 12, comprising two programmes that focus on teaching students to think critically and independently, and how to inquire with care and logic. The two programmes are the Middle Years Programme (MYP) for grades 7 through 10 and the Diploma Programme (DP) for grades 11 and 12. IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish long after they’ve left our programmes. Worldwide IB is supported by teachers and coordinators, who together, develop and promote the IB curriculum in almost 5,000 schools globally every day, in over 150 countries around the world. Current Ranking Information

• Cοcoa Beach IB Program is ranked 26th in the nation out of over 900 IB School programs. • Cocoa Beach Jr/Sr High is 30th in the state, and out of 20,548 schools in the country, Cocoa

Beach is ranked 377. o https://www.floridatoday.com/story/news/2018/05/09/three-brevard-high-schools-

named-best-florida-u-s-news-world-report/595616002/ • The IB Programme’s robust curiculum will provide students an opportunity to achieve from 30

to 45 college credits while in high school.

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IB GRADUATE PROFILE

As an IB student, the doors of your future are wide open. The class of 2017 was awarded a broad array of scholarships totaling $2,785,020 (an average of $44,920 per student). Of these scholarships, these students accepted and utilized a total of $2,030,620--an average of $32,752 per student

COLLEGES ATTENDED BY GRADUATES OVER THE LAST FOUR YEARS

• Boston College • Boston University • Brown University • Carnegie Mellon University • Colby College • College of Charleston • College of the Holy Cross • Columbia University • Cornell University • Dartmouth College • Duke University • Elon University • Embry-Riddle Aeronautical University • Flagler College • Florida Institute of Technology • Florida Southern College • Furman University • Georgetown University • Georgia Institute of Technology • Harvard University

• Johns Hopkins University • MIT • Mercer University • NYU • Princeton University • Rice University • Rollins College • Seton Hall University • Stanford University • Stetson University • Tufts University • United States Air Force Academy • United Merchant Marine Academy • United States Naval Academy • University of Alabama • University of California-Berkeley • University of Chicago • University of Miami • University of Mississippi • University of Notre Dame

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IB ACRYONMS AND DEFINITIONS

Academic Honesty Policy Every IB student is required to review this policy with their parents and return the confirmation sheet, signed by parents or guardians. This policy outlines expectations and consequences if those expectations are not followed. (See pages 21-27)

Bright Futures A scholarship provided by the State of Florida which covers some or all of a Florida state college or university tuition. IB Diploma recipients earn 100% of the Bright Futures award.

CAS Creativity, Action and Service, students must do 150 hours total for IB Diploma

DP Diploma Programme, grades 11 and 12 where students earn an IB Diploma

EE Extended Essay; a research report written between 11th and 12th grades

HL Higher Level DP Course, which requires two years of instruction

Honor Code Students must do their own work, without plagiarism.

IA Internal Assessment, such as a paper, project, or oral assessment, which is a component of the points earned for each subject in the Diploma programme.

IB International Baccalaureate, the organization which supports the MYP and DP

MYP Middle Years Programme, grades 7-10 at Cocoa Beach Jr/Sr High

Managebac The internet based program that handles most things IB. Parent accounts are created with parent emails, student accounts with student emails. Service hours, quizzes and tests in the system, and announcements that are specific to IB will post per the Mangebac system.

Personal Project An independent research project where studentslearn how to do something that interests them, started and completed in tenth grade..

SA Service in Action, volunteer hours in the MYP Programme

SL Standard Level course, a DP course taken over one school year

TOK Theories of Knowledge, a course required in junior and senior year, and an essay that is part of the IB Diploma requirements.

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GUIDELINES BY GRADE

Middle Years Programme (MYP) Grades 7-10 The MYP provides a challenging framework where students are encouraged to make practical connections between their studies and the real world. A unifying thread throughout all eight of MYP subject groups is to provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these social, thinking, research, communication and self-management skills helps students learn how to learn.

Service as Action (SA) through Community Service Integrated into the curriculum is a requirement for students to participate in a wide range of activities to extend their knowledge and understanding and to develop their skills and attitudes.

Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment.

Students are required to volunteer a set number of hours per semester based on their grade level. Grades 7 and 8 are required to perform 5 hours of SA each semester, Grades 9 and 10 are required to perform 10 hours of SA each semester.

The MYP curriculum can be found at the following website: http://www.ibo.org/programmes/middle-years-programme/ MYP - 7th and 8th Grade Five Service as Action (SA) hours are required each semester in the 7th and 8th grade. In ManageBac, the student will briefly describe the activity, what took place, and what they learned. They will also be required to identify how many hours they worked and evidence that they completed the activity. The evidence can be a signed SA form (available in ManageBac under the CAS tab), a note from a supervisor, or a photo/video. Service in Action (SA) hours can be any of the following:

• beach clean up, help at an animal center, anything that is community based • sports, band, club activities etc.

Service Hours in 7th & 8th grade DO NOT COUNT towards hours for Bright Futures. Bright Futures hours begin the summer before 9th grade.

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MYP 9th Grade

The Guidance Office will hold a 9th grade parent meeting to discuss how courses will be mapped out from 9th to 12th grade.

Ten Service as Action (SA) Hours are required for each semester. The student can apply any volunteer hours they may have accomplished over the summer. Also, extra hours are certainly good, since the student will be accumulating hours for Bright Futures.

Bright Futures is a State of Florida scholarship program. In addition to certain grade point average and ACT/SAT test scores students will need 100 volunteer hours for Bright Futures. The volunteer hours a student completes for IB SA and CAS will count towards the Bright Future volunteer hours. Volunteer hours accomplished in the summer before 9th grade can be applied to Bright Future requirements.

Personal Project preparation - In May of the school year, 9th grade students and parents will be presented the 10th Grade Personal Project requirements. Students will be able to start work on the projects during summer following 9th grade. The students will be required to turn in their proposal on registration day, but the project can be changed if necessary after this date. A supervisor will be assigned to each student based on the student’s chosen subject. See 10th Grade below for more details.

The IB Coordinator will meet one on one with each student in selecting the courses for the next year.

MYP 10th Grade Personal Projects – milestones will be established between the assigned teacher and student to ensure the student stays on track. The Personal Project is due in March.

Students are encouraged to pick a topic about which they want to learn more or are have great passion. They will be required to research, reflect, and compose a paper on what they learned. What is most important is that the student learns how to conduct research, organize their thoughts, and communicate their learning process. Students will provide unique supporting materials such as videos, schematics, and artwork. Students will need to upload their final paper and digital product into ManageBac. The IB Coordinator will meet with each student indivually, go over what they have accomplished in 9th and 10th grade and review the options available to them. This is the time when the students will choose which program they will complete: the IB Diploma Programme, Advanced Curriculum, Honors, or Dual Enrollment. A form will be filled out during the meeting and will be reviewed by the parent or guardian. A parent or guardian signature is required in order for the form to be complete. For more detailed information on MYP curriculum please go to the following website: http://www.ibo.org/programmes/middle-years-programme/curriculum

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Cocoa Beach Jr/Sr High School

Action as Service in the IB Programme

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.

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.

IB Mission Statement

Service as action (community service) Action (learning by doing and experiencing) and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment.

What should I do for my Service as Action (community service)?

Pick something about which you are passionate. If you love animals, check out volunteering at a local animal shelter or Humane Society. If you are interested in becoming a medical professional, Cape Canaveral or Viera Hospital have wonderful volunteer opportunities. Spending time doing activities you are passionate about and enjoy make the service worthwhile and cause students to continue performing that form of service long after the amount of hours have been fulfilled for the IB Programme. The goal for the Programme is not a completion of a certain amount of hours, but for you to gain an understanding of our shared guardianship of the planet and the community around us. You should be thinking globally and acting locally. The IB Coordinator will post local events who are looking for volunteers as well.

Great local volunteer activities:

• Brevard Zoo • Local Libraries • Beach cleanups • Helping teachers at schools • Tutoring/mentoring younger students • Animal shelters

• Relay for Life • LIMBS • Local walks/runs, 5K events • Church festivals and community

activities • School events

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Diploma Programme (DP) Grades 11t and 12 The IB Diploma Programme (DP) is a rigorous, challenging and balanced two-year university- preparation programme for students aged 16 to 19. It aims to support schools by providing outstanding research-based education, developing both disciplinary and interdisciplinary knowledge and understanding.

The DP programme’s goal is to develop students who have an excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically. They will learn how to manage their time when faced with demanding workloads and

learn how to meet the expectations placed on them. They will study a language, traditional academic subjects, and explore the nature of knowledge through the programme’s unique theory of knowledge course.

The Diploma Programme curriculum is made up of the DP core and six subject groups.

DP Core - Made up of the three required components, the DP core aims to broaden students’ educational experience and challenge them to apply their knowledge and skills.

The three core elements are:

• Theory of Knowledge, in which students reflect on the nature of knowledge and on how we know what we claim to know.

• The Extended Essay, which is an independent, self-directed piece of research, finishing with a 4,000-word paper.

• Creativity, Activity, Service, in which students complete volunteer hours related to those three concepts.

There are different courses within each subject group. For more information on the three DP core requirements introduced above please go to the following pages on the IB website: http://www.ibo.org/programmes/diploma-programme/

The six DP subject groups are:

• Studies in language and literature • Language acquisition • Individuals and societies • Sciences • Mathematics • The arts

Each student takes at least three (but not more than four) subjects at higher level, and the remaining at standard level Higher level comprises 240 teaching hours (two years). Standard level subjects take up 150 teaching hours (one year). All Cocoa Beach DP students higher level in English and History.

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AWARD OF THE DIPLOMA *The following information is reproduced as written in the Diploma Programme Assessment Procedures 2018, page 27-28.

Students must study six subjects, plus the three core subjects—EE, TOK and CAS. They must accumulate no fewer than 24 points from assessment in these subjects, in addition to grade stipulations. They must meet all of the additional requirements.

They must meet all of the requirements within a maximum of three examination sessions.

Candidates who successfully meet these conditions will be awarded the diploma.

The IB diploma is awarded based on performance across all parts of the DP.

• Each subject is graded 1–7, with 7 being the highest grade.

• These grades are also used as points (that is, 7 points for a grade 7, 6 points for a grade 6, and so on) in determining if the diploma can be awarded.

• TOK and the EE are graded A–E, with A being the highest grade. These two grades are then combined in the diploma points matrix to contribute between 0 and 3 points to the total.

• CAS is not assessed but must be completed in order to pass the diploma.

• The overall maximum points from subject grades, TOK and the EE is therefore 45: ((6 × 7) + 3).

• The minimum threshold for the award of the diploma is 24 points. If a candidate scores less than 24 points, the diploma is not awarded.

Additional requirements

There are a number of additional requirements for the award of the diploma.

The additional requirements for the award of the diploma are as follows.

• CAS requirements have been met.

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

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

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

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

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

• The candidate has gained 12 points or more on HL subjects. (For candidates who register for four HL subjects, the three highest grades count.)

• The candidate has gained 9 points or more on SL subjects. (Candidates who register for two SL subjects must gain at least 5 points at SL.)

• The candidate has not received a penalty for academic misconduct from the final award committee.

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THEORY OF KNOWLEDGE

The Theory of Knowledge class asks students to reflect on the nature of knowledge, and on how we know what we claim to know. TOK is part of the International Baccalaureate® (IB) Diploma Programme (DP) core and is mandatory for all students. How is TOK structured?

As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions. The most central of these is "How do we know?", while other questions include:

• What counts as evidence for X? • How do we judge which is the best model of Y? • What does theory Z mean in the real world?

Through discussions of these and other questions, students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives.

Assessment of TOK

The TOK course is assessed through an oral presentation and a 1600 word essay.

The presentation assesses the ability of the student to apply TOK thinking to a real-life situation, while the essay takes a more conceptual starting point. For example, the essay may ask students to discuss the claim that the methodologies used to produce knowledge depend on the use to which that knowledge will be used.

What is the significance of TOK?

TOK aims to make students aware of the interpretative nature of knowledge, including personal ideological biases – whether these biases are retained, revised or rejected.

It offers students and their teachers the opportunity to:

• Reflect critically on diverse ways of knowing and on areas of knowledge • Consider the role and nature of knowledge in their own culture, in the cultures of others and in the

wider world.

In addition, TOK prompts students to:

• Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge

• Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

TOK also provides coherence for the student by linking academic subject areas as well as transcending them. It therefore demonstrates the ways in which the student can apply their knowledge with greater awareness and credibility. More information is available at IB.org:

http://www.ibo.org/programmes/diploma-programme/curriculum/theory-of-knowledge/what-is-tok/

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EXTENDED ESSAY Extended Essay - The extended essay provides practical preparation for undergraduate research and an opportunity for students to investigate a topic of special interest to them, which is also related to one of the student's six DP subjects.

Through the research process for the extended essay, students develop skills in:

• Formulating an appropriate research question • Engaging in a personal exploration of the topic • Communicating ideas • Developing an argument.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

An extended essay can also be undertaken in world studies, where students carry out an in-depth interdisciplinary study of an issue of contemporary global significance, across two IB diploma disciplines.

How is study of the extended essay structured?

Students are supported throughout the process of researching and writing the extended essay, with advice and guidance from a supervisor who is usually a teacher at the school.

The IB recommends that students follow the completion of the written essay with a short, concluding interview with their supervisor. This is known as viva voce.

The extended essay and interview can be a valuable stimulus for discussion in countries where interviews are required prior to acceptance for employment or for a place at university.

The Timeline for the Extended Essay - Spring of 11th grade and finished by November of the senior year.

The IB Coordinator will meet with each student to define the subject of the Extended Essay (EE). Each student will be designated a teacher and/or advisor that will assist the students with the process and development of the essay.

How is the extended essay assessed?

IB is deveoloping a new assessment process; more information will follow in the fall.

For more detailed information please go to the following page on the IB Website:

• http://www.ibo.org/programmes/diploma-programme/assessment-and-exams/understanding-ib-assessment/

Creativity, Action, Service (CAS) volunteer hours

The volunteer experiences play a critical role in helping each student to develop an awareness, knowledge, understanding, of their community awareness as well as develop important organizational skills)--- to facilitate personal growth. In addition, they meet state scholarship and IB requirements and provide substantial support towards a strong college resume.

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CAS LADDER JUNIOR THROUGH SENIOR YEAR

Minimums are due on the 25th of every month!! Failure to meet CAS Mins will result in a zero for that month- no exceptions!

Pictures count singularly. Video uploads must work and count as five pictures per video. (1 video= 5 pictures)

Text reflections must be of decent length and address progress, regression, be reflective and apply to the chosen LOs- (Learning Outcomes)

• On the twenty-fifth of every month, students will count minimums and post them. These counts must be accurate or it will be considered an Academic Honesty/Honor Code Violation and disciplinary action could be taken.

• Candidates must complete 2 CAS Projects- One on their own and one with at least one other IB student. Both must be at least one month in length.

Junior Year

September- 3 proposals, 5 pictures, 10 text reflections (Sept. 25th) (TOK Grade)

October- 7 proposals, 15 pictures, 20 text reflections (Oct. 25th) (TOK Grade)

November- 10 proposals, 30 pictures, 35 text reflections (Nov. 25th) (TOK Grade)

December- 11 proposals, 35 pictures, 40 text reflections (December 25th) (TOK Grade)

January- 13 proposals, 40 pictures, 50 text reflections (January 25th) (TOK Grade)

February- 15 proposals, 50 pictures, 60 text reflections (February 25th) (TOK Grade)

March- 15 proposals, 60 pictures, 75 text reflections (March 25th) (TOK Grade)

April- 15 Proposals, 75 pictures, 80 text reflections (April 25th) (TOK Grade)

Senior Year

August- 15 proposals, 85 pictures, 90 text reflections (August 25th) (TOK Grade)

September- 17 proposals, 90 pictures, 100 text reflections (September 25th) (TOK Grade)

October- 17 proposals, 100 pictures, 110 text reflections (October 25th) (TOK Grade)

November- 18 proposals, 110 pictures, 120 text reflections (November 25th) (TOK Grade)

December- N/A

January- 19 proposals, 120 pictures, 130 text reflections (January 25th) (TOK Grade)

February- 20 proposals, 130 pictures, 140 text reflections (February 25th) (TOK Grade)

***March- 1st CAS DUE 150 hours spread across *** Also, 100 hours total Service both MYP and DP combined will meet the requirement for BrightFutures Scholarships***

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IMPORTANT DP EVENTS AND RESOURCES

DP - 11th Grade – Specific Requirements and Events

In the beginning of 11th grade there will be an IB Pinning Ceremony, usually in October. This is where the students are dedicated to the IB Diploma Programme and earn the IB Pin, which they may wear at graduation. This is a mandatory event for all DP 11th grade students.

DP – 12th Grade - Events

In December after the year of graduation, DP students are invited back for a forum to share their experiences with current IB students. They also receive their IB diploma at this event.

You Tube Recomendations

Introduction to Managebac for Parents - https://www.youtube.com/watch?v=7YXhtDyk7UA

(Ms Alanna Wellwood Sep 4, 2013) 7:28

Navigating the Parent Account - https://vimeo.com/181144608 - 3:59

Introduction to CAS https://www.youtube.com/watch?v=3UVRWO3RUco

Resources International Baccalaureate Programme www.ibo.org Managebac https://www.managebac.com/ Brevard Public Schools www.brevardschools.org

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Cocoa Beach Jr. / Sr. High School Staff

Principal – Dr. Mark Rendell

Assistant Principal Curriculum – Mr. Kevin Ryhne

Assistant Principal Facilities – building, sports field, security –Ms. Helen Rowland

Assistant Principal Dean Ms. Mary Ellen Galanopoulous

IB Coordinator – Dr. Jocelyn Baldridge

Guidance Counselors – The students’ point of contact for questions on classes, social and emotional concerns, colleges, scholarships, and Financial Aid. Students can schedule appointments with their counselor through the Guidance Clerk at 783-1776, ext. 1020, or they can stop by the office before, during, or after school. Since each guidance counselor is assigned about 100 students it is recommended that students try to schedule an appointment first. Students are assigned a specific guidance counselors. Our Guidance Counselors for School Year 2018-2019 are: Sandy Spence Class of 2024 & 2021 extension 2005 [email protected] Emery Carr Class of 2023 & 2020 extension 1022 [email protected] Carleen Mackin Class of 2025 & 2022 extension 1021 [email protected] ** For grades 11 & 12 Dr. Baldridge, the IB Coordinator, will work directly with IB students, providing advice and direction on the IB curriculum as they work through the Diploma Programme. The IB students will continue to go to their assigned guidance counselor for social and emotional concerns, colleges, scholarships, and Financial Aid. ** Student Concerns – as a general rule please use the steps below: For MYP students, grades 7-10, questions on curriculum or classroom issues should be addressed in the following order:

First go to your teacher Second go to your assigned Guidance Counselor (The Dean may assist in

conflict resolution with other students) Third go to the IB Coordinator Fourth AP for Curriculum

For DP students, grades 11 & 12, questions on classes, IB curriculum and programme requirements in the following order:

First go to your teacher Second go to your assigned IB Coordinator and/or your Guidance Counselor

(The Dean may assist in conflict resolution with other students) Third go to the AP for Curriculum

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INFORMATION RESOURCES: Managebac IB’s Student Management System A primary means of communication between the IB Coordinator, teachers, students, and parents where important information such as activities, registration, classroom assignments, Booster Club activities, and student volunteer opportunities are provided via emails and announcements.

Each IB class will have a shared calendar. IB teachers utilize this calendar to show assignments, quizzes, tests, and activities. It is available to the students and the parents.

Middle Year Programme (MYP) students will use ManageBac to post their “Service as Action” hours. Diploma Students (DP) will use ManageBac to post their “Creativity, Action, Service” (CAS) hours.

Managebac Online Support Centre https://help.managebac.com/support?program=myp

has information on several subjects such as:

Getting Started

• Accessing Your Account

• Navigating ManageBac

• Updating Your E-mail, Password, & Contact Information

These videos will show you how to add service hours and other important information. Teachers will post tests, quizzes and major projects on the Managebac calendar. We strive for no more than two tests and one quiz in a day. However, sometimes there will be a test in an elective class or some other reason for conflict. If there is a concern, please contact the IB Coordinator for more information.

International Baccalaurate Organization—ibo.org

IBO.org website – provides descriptive information about the MYP and the Diploma Programme. Note: This website is the best site for all your IB questions and information.

Brevard Schools Web Sites

Focus - Brevard Public School’s Student Management System. Used by teachers to post grades, report cards, important links, class notes, homework, etc. Brevard Public Schools website https://www.brevardschools.org Cocoa Beach Jr. / Sr. High School website https://www.brevardschools.org/CocoaBeachJRSR Cocoa Beach Jr./Sr. High School calendar on the school’s website https://www.brevardschools.org/Page/32#calendar18/20181211/month For updates on school activities look for “Daily News” & “MeMails”

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Reenrollment: Out of Zone students must re-enroll yearly via the district web page every year. In Zone students for Cocoa Beach Jr/Sr High (live in Cocoa Beach or Cape Canaveral) DO NOT have to reenroll via the district web page once they are IB students. The enrollment period usually begins the first week of January and runs for about one month. There is also a second window that opens in April and runs until Mid-July. Enrollment periods will be announced on the CBHS website as well as on the Brevard Public School website under the Department of Division of Equity, Innovation & Choice. See the link below. https://www.brevardschools.org/site/Default.aspx?PageID=2381 At Cocoa Beach High School, there are several ways to stay informed about the IB Programme

• Parent Connect Meetings will provide extensive information throughout the year regarding the IB Program for each grade level.

• IB Booster Club Meetings are held on a regular basis to provide support for IB Students and the

Cocoa Beach High School Staff.

• IB Web page https://www.brevardschools.org/domain/9060

IB Booster Club The IB Booster Club’s mission is to provide enrichment and tangible support to the student, faculty and the administration of the IB at program at Cocoa Beach Jr. Sr. High School.

• Plans multiple activities throughout the school year • Provides opportunites for parents to become involved in and learn about the IB programmes • Provides opportunities for student volunteers • Hosts Booster Club meetings for parents – • Provides essential and up-to-date information on IB • Reviews and updates the Student – Parent Handbook

Updates and maintains CBHS IB Facebook and Instagram

Cocoa Beach Jr/Sr High Web Page (this page will be changing so updates will be provided electronically)

On the Cocoa Beach Web Page, under the tab academics, is the International Baccalaureate web page:

There will also be several other ways the school may contact you, including Peachjar Flyers, MeMail on the web page, phone calls home, and emails.

Special thank you to: Rose Abadiotakis, Emily Browder, Lynn Malaret and Jocelyn Baldridge, for developing this handbook.

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International Baccalaureate Middle Years Programme

HIGH SCHOOL GRADES 9-10 COURSE SEQUENCE SY 2020

Students must take English, Language Acquisition, Social Studies, Science, Mathematics and a Design class each year, and one free elective.

Courses 9th Grade 10th Grade English/Language and Literature

MYP English 1 MYP English 2

Language B/Acquisition (Spanish or French)

MYP Spanish 1, 2 or 3 MYP French 1, 2 or 3

MYP Spanish 2, 3, 4 or AP MYP French 2, 3, 4 or AP

Individuals and Societies (Social Studies)

AP Human Geography AP European History 2019 AP Government 2020

Sciences

MYP Biology MYP Chemistry

Mathematics

MYP Geometry MYP Algebra 2

MYP Algebra 2 IB Pre-Calculus

Design Digital Information Technology Intro to GIS Design Services Core ROTC Stagecraft TBA CTE Course

Intro to GIS Essential GIS Design Services/Principals of Fashion ROTC Stagecraft International Business

Arts (may take alternative elective)

Band 1/Symphonic Band Steel Drums Orchestra Theater Chorus Ceramics 2D Studio Art

Band 1/Symphonic Band Steel Drums Orchestra Theater Chorus Ceramics 2D Studio Art

Alternative Electives Hope/Weight lifting/Team Sports/Varsity Sports Principles of Food Prep

Hope/Weight lifting/Team Sports/Varsity Sports Principles of Food Prep

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*HL denotes a two-year higher-level course; SL denotes a one year standard-level course

**Completion of the IB Curriculum—including Creativity/Action/Service (CAS), Theory of Knowledge (TOK), and Extended Essay—fulfills high school graduation requirements. Theory of Knowledge (2.0 credit required in grade 11 and 12.

International Baccalaureate Diploma Programme HIGH SCHOOL GRADES 11-12 COURSE SEQUENCE

Students must take one course each from Group 1-5 and TOK 1 in 11th, TOK 2 in 12th. In addition, the student must chose a 6th class from Group 6, an additional science, or IB psychology Students must take 3 Higher Level and 3 Standard Level Courses*see note below Courses 11th Grade 12h Grade Group 1 English Lit Language A All students

AP English Language/IB Literature IB English Literature (HL)

Group 2 Language B/Acquisition (Spanish or French) All students take one sequence

MYP Spanish 3 IB Spanish 4 IB Spanish 5 (SL) Pre IB French 3 IB French 4/ IB French 5 (SL)

IB Spanish 5 (SL) IB Spanish 6 (HL) (elective) IB French 5 (SL) IB French 6 (HL)

Group 3 Individuals & Societies All students must take history, students may choose Psych as 6th subject

AP American History/IB Contemporary History IB Psychology 1 IB Psychology 2 (SL)

IB Contemporary History (HL) IB Psychology 2 (SL) IB Psychology 3 (HL)

Group 4 Sciences All students must take at least one science; they may take an additional science in place of group 6

IB Biology 1 IB Biology 2 (SL) IB Chemistry 1 IB Chemistry 2 (SL) IB Environmental Systems & Societies (SL)

IB Biology 3 (HL) May take Physics, Anatomy, Elective IB Biology 2 (SL) IB Chemistry 3 (HL)/AP Chemistry May take Physics, Anatomy, Elective IB Environmental Systems & Societies (SL)

Group 5 Mathematics All students must test in IB Math must take 2 years math (Math sequence is changing for Class of 2021 TBA)

Pre-Calculus Pre-Calculus AP Calculus Ab IB Calc/Descriptive Calculus(SL) Math Studies

IB Calc/Descriptive Calculus (SL) IB Stats/ In Diff Calculus (SL) IB Calc/Descriptive Calculus (SL) (HL) AP Calculus BC or AP Stats IB Stats/ In Diff Calculus (SL)

Group 5 Mathematics (Class of 2021 and beyond) DRAFT Subject to change based on math updates

Pre-Calculus Pre-Calculus AP Calculus AB IB Math Analysis (SL) IB Math Applications (SL)

IB Math Analysis (SL) or (HL) IB Math Applications (SL) or (HL) IB Math Analysis (SL) or (HL) AP Calculus BC IB Math Applications (HL)

Group 6 Students may choose one of these, an additional science, or psychology

IB Music 1 IB Music 2 (SL) IB Theater 1 IB Theater 2 (SL) IB Film Studies 2 (SL)

IB Music 3 (HL) IB Music 2 IB Theater 3 (HL) IB Theater 2 (SL) IB Film Studies 2 (SL)

Theories of Knowledge TOK 1** TOK 2**

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Cocoa Beach Jr/Sr High School- IB World School

Middle Years Programme and Diploma Programme

Academic Honesty Policy

Introduction and Purpose

The purpose of this document is to

• Define the academic standards expected of an IB student. • Communicate to all stakeholders within the school community the importance of maintaining

personal integrity and to make ethical choices. • Define academic honesty, cheating, and plagiarism. • Describe the role and responsibility of the school, parents, and students in maintaining academic

honesty. • Outline the consequences for students who are found guilty of academic misconduct.

Cocoa Beach Jr/Sr High Academic Policy

• Students are expected to maintain high standards for academic honesty, as outlined in this document.

• Students are expected to maintain high academic standards. They are required to maintain at least a 2.75 unweighted GPA, with no D’s or F’s on their semester report cards.

o If a student does not maintain a 2.75 unweighted GPA and/or earns any D’s or F’s on a semester report card, they will be put on academic probation for the following semester. Once a student raises their GPA above a 2.75 GPA and have no D’s or F’s for a semester, they will no longer be on academic probation.

o Two consecutive semesters on academic probation will cause a student to be dismissed from the IB Programme.

• Students are expected to attend school consistently and in a timely fashion. Students may not have more than 9 unexcused absences and must limit their overall absences.

o Excessive absences (both excused and unexcused) may result in a student being dismissed from the IB Programme.

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o Because IB coursework is rigorous and may result in college credit, students and parents are expected to confine absences primarily to illness and to avoid abusing or falsifying doctors’ notes or scheduling vacations during the school year.

• Students are expected to complete with academic integrity and high quality all assessments, exams, internal assessments, IB external exams, tests, projects, homework, classwork, and the extended essay and the personal project.

• Failure to complete the personal project will result in an inability to continue into the Diploma Programme in grades 11 and 12. Rare exceptions may be appealed to the Academic Honesty Committee (ie. New to the school, grave illness, etc.)

Cocoa Beach Jr/Sr High School Honor Policy Academic Honesty

Academic honesty in the International Baccalaureate (IB) is a principle informed by the attributes of the IB learner profile. In teaching, learning and assessment, academic honesty serves to promote personal integrity and respect for others and the integrity of their work. Upholding academic honesty also helps to ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies. Academic honesty is an essential principle of the IB’s academic programmes that enhances the organization’s credibility and position as a leader in international education. As stated in the IB learner profile, all members of the IB community strive to be “principled”, to act with “integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities”.

IB Learner Profile

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 exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators: We understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. We work effectively and willingly in collaboration with others. Principled: We act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. We take responsibility for our own actions and the consequences that accompany them. Open-minded: We understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. We are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring: We show empathy, compassion and respect towards the needs and feelings of others. We have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers: We approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. We are brave and articulate in

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defending our beliefs. Balanced: We understand the importance of intellectual, physical and emotional balance to achieve personal well-being for ourselves and others. Reflective: We give thoughtful consideration to our own learning and experience. We are able to assess and understand our strengths and limitations in order to support our learning and personal development.

Defining Academic Dishonesty

The International Baccalaureate Programme requires that all work presented is the students’ original work. Cheating is recognized worldwide as a serious academic offense and is unacceptable at Cocoa Beach Jr/Sr High School. Ignorance of cheating is not a valid excuse for lapses and does not prevent penalty. According to the International Baccalaureate Programme Regulations, “Malpractice (cheating) is behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment components.” Malpractice (cheating) includes the following (but is not limited to):

• Cheating which is defined as acting dishonestly, employing deceit or fraud, usually in order to gain an advantage

• Plagiarism which is defined as the representation, intentionally or unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgment.

• Collusion which is defined as supporting academic misconduct by another student, for example by deliberately allowing one’s work to be copied or submitted for assessment by another.

• Duplication of work which is defined as the practice of doing the same thing more than once; copying

• Any activity which may be deemed unethical and academic fraudulent and is not allowed at Cocoa Beach Jr/Sr High School.

Please note: These violations can occur without specific intent. Neither IB nor Cocoa Beach Jr/Sr High School can determine whether an act of academic misconduct was deliberate or not. The IB expects students to know what is and is not acceptable behavior and expects students to know how to cite material originally developed by others. For these reasons, a student’s intent cannot and will not be taken into account when investigating an alleged breach of academic honesty policy and does not prevent penalty. Category 1 Violations

• Homework and classwork

Consequences: Steps for Due Process for Category 1 Violations:

• Teacher will give the student a zero on the assignment. • Teacher will contact the parent and the IB Coordinator. • Student will meet with the IB Coordinator and the offense will be recorded.

Multiple Category 1 violations will result in dismissal from the IB Programme by the IB Coordinator and the return out of area students to their zoned school of attendance.

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Category 2 Violations

• Quizzes • Tests • Projects • Research Papers • Lab Reports

Consequences: Steps for Due Process for Category 2 Violations:

• Teacher will give the student a zero on the assignment. • Teacher will contact the parent and the IB Coordinator. • Student will meet with the IB Coordinator and the offense will be recorded. • After a Category 2 Violation the Honor Committee will be convened to determine if the student

should continue in the IB Programme or if they should return to their zoned school of attendance.

Category 3: Egregious Violations for IB Assessments • Violations include academic misconduct on any IB external or internal assessment. These

include: internal assessments, individual oral commentary, individual oral presentation, extended essays, lab practical scheme of work, Group 4 Project, TOK essay and project, and the personal project.

• IB assessment work must include a signed cover sheet from the candidate authenticating the work. If the authenticity is questioned, no grade will be rewarded by IB. Any infraction of this policy will result in an “N” (no grade) for the course and no IB Diploma will be awarded.

Steps for Due Process for Category 3 Violations: • Any form of misconduct on an IB external or internal assessment will result in expulsion from

the programme. Rare and unusual exceptions may be considered at the discretion of the Honor Committee.

Responsibilities of the School

• Define academic dishonesty. • Review the academic honesty policy with students at the beginning of the school year and

throughout the year, as necessary. • Providing clear instructions and expectations for assignments. • Using Turnitin.com to scan student papers for materials copied from the internet to serve as a

preventative and corrective manner. • Notify parents of instances of academic dishonesty. • Ensure that students receive due process when suspected of academic dishonesty.

Responsibilities of the Student

• Understand the expectations of students for behavior and academic honesty and act accordingly. • Avoid lying, cheating, plagiarism, and academic dishonesty.

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• Report every situation in which a student has a suspicion or knowledge of malpractice, cheating, or behavior that violates that academic honesty policy to a member of the Cocoa Beach Jr/Sr High School faculty.

In addition to maintaining high academic standards, Cocoa Beach Jr/Sr High School also maintains high behavior expectations for students.

Behavior Expectations:

Students are expected to abide by the Brevard County Schools Student Code of Conduct and also the Cocoa Beach Jr/Sr High School Student Handbook. Students receive discipline through the Dean’s Office. Multiple discipline violations and/or egregious discipline violations are grounds for removal from the IB Programme. If a student receives multiple discipline violations and/or one egregious discipline violation (ISS, OSS, etc.), they will meet with the Honor Policy committee to determine if they should remain in the programme or return to their zoned school of attendance.

The following guidelines are also in place regarding behavior:

• If a student is expelled, they will immediately be dismissed from the IB Programme. • If a student commits an offense that results in suspension and/or expulsion, they may jeopardize

their ability to continue in the IB Programme. The Honor Committee will meet to review the student’s discipline record and determine whether they are able to continue in the programme.

• Students dismissed from the IB programme are required to return to their zoned school of attendance. Any students dismissed from the IB Programme (including zoned Cocoa Beach students) will begin a traditional high school diploma track, which is very likely to jeopardize their ability to graduate in the same year as their graduating class. In signing this form both parents and students acknowledge that they may put their graduation at risk by violating the academic honesty policy.

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Cocoa Beach Jr/Sr High School- IB World School

Middle Years Programme and Diploma Programme

Academic Honesty Policy

Signing this policy indicates that I agree to follow the rules and regulations that govern the IB Programme. My signature also indicates that I have read and understand the policies outlined in this document and agree to the policy and the consequences outlined in this document.

Parent/Guardian Signature/Date Student Signature/Date

This academic honesty policy was last updated in May 2019 and will be updated annually by the Academic Honesty Committee Members, which includes the following staff members:

• Georgann Savage (Mathematics)

• Montse Bray (Language Acquisition)

• Elizabeth Walker (Language and Literature)

• Dr. Anne Smith (Language Acquistion)

• Elexa Rendla (Science)

• Viviana Velez Perez (Language Acquisition)

• Dr. Jocelyn Baldridge (IB Coordinator)

• Dr. Mark Rendell (Head of School) This policy will be disseminated to students annually at the beginning of the year by the IB Coordinator and specific emphasis will be placed on the importance of honesty in the IB Programme. The policy will also be placed on the Cocoa Beach IB website to ensure that all stakeholders have access to it.

For questions and concerns please contact Dr. Baldridge at [email protected]