Gulf High School



International Baccalaureate

Handbook of General Procedures

Gulf High School

2016 - 2017

Contents

Description Page Number

IB Diploma Program Course Sequence 3

IBCP HCA Course Sequence 4

IBCP Simulation Academy Course Sequence 5

2017 AP and IB Exam Schedule 6

IB Teacher Responsibilities 7

Creativity, Activity, Service (CAS) 9

Extended Essay 11

Class of 2017 EE Timeline 13

GHS Academic Honesty Policy 14

IB Dates 15

IB Professional Development 15

IBCP Reminder 15

|IB Diploma Program Course |Grade 9 |Grade 10 |Grade 11 |Grade 12 |

|Sequence | | | | |

|English |English 1 Honors PIB |AP English Composition |IB English III (AP |IB English IV HL |

| | | |English Literature) | |

|Math |Geometry Honors or |Algebra II Honors or |IB Pre Calculus or |IB Math SL |

| |Algebra II Honors |Pre Calculus Honors | |or |

| | | |AP Calculus AB |IB Math Studies |

| | | |or | |

| | | |AP Statistics | |

|Social Studies |AP Human Geography |AP World History | |IB Contemporary History |

| | | |IB Contemporary History |II HL |

| | | |1 | |

|Science |Biology I PIB |Chemistry I PIB |IB Biology 2 |IB Biology 3 HL or |

| | | |or | |

| | | |IB Chemistry 2 |IB Chemistry 3 HL |

|Foreign Language |French I, II PIB or |French III PIB |AP French or |French V IB SL or |

| |Spanish I, II PIB |Spanish III PIB |AP Spanish | |

| | | | |Spanish V IB SL |

|Elective |Inquiry Skills, Band or |Elective | | IB Theory of Knowledge |

| |ROTC | |IB Economics, or | |

| | | |IB Art Studio, or | |

| | | |IB Music, | |

| | | |or | |

| | | |IB Psychology | |

Note: The IB has required us to offer TOK during the second semester of the students’ junior year and the first semester of the students’ senior year. We will plan for that transition to begin with the 2017-2018 school year.

|IBCP for the HCA |Grade 9 |Grade 10 |Grade 11 |Grade 12 |

|English |PIB English 1 Honors |English 2 H |English 3 H or AP |English 4 Honors or |

| | |or |English Lang |AP English Literature |

| | |AP Eng. Lang |or |IB Eng. Lit. HL |

| | | |IB Lit. 3 | |

|Math |Algebra 1 H, |Geometry H, Algebra II H,|Algebra 2 H, IB|Prob and Stats, or MCR, |

| |Geometry H, or Algebra II|or |Pre Calculus, or AP Calc |IB Math SL or IB |

| |H |Pre Calculus H |AB |Math Studies SL |

|Social Studies |World History Honors or | | |ATL Sem. 1 |

| |AP World History |U.S. History Honors or |Economics Sem.1 |American Gov. Sem. 2 |

| | |AP U.S. History |Approaches To Learning | |

| | | |Sem.2 | |

| |PIB Biology 1 |PIB Chemistry 1 |IB Biology 2 |IB Biology 3 HL |

| | | | | |

|Science | | | | |

| | | | | |

|Foreign Language | |PIB French or |French ab initio or |French ab initio or |

| | |PIB Spanish |Spanish ab initio |Spanish ab initio |

| | | | | |

| | | | | |

| | | | | |

|Academy | |Health Career Academy |Health Career Academy | Health Career Academy |

| | | | | |

| |Health Career Academy | | | |

| | | | | |

|Additional IBCP Required |PIB Inq. Skills, | | | |

|Courses |or Band, | | | |

| |or ROTC | | | |

|IBCP Simulation Academy|Grade 9 |Grade 10 |Grade 11 |Grade 12 |

|English |English 1 H PIB |AP English Composition |IB English Lit. 3 |English IV IB HL |

|Math |Algebra 1 H, |Geometry H, Algebra II H,|Algebra 2 H, IB|Prob and Stats, MCR, |

| |Geometry H, |or Pre Calc H |Pre Calc, |IB Math SL, or IB |

| |or Algebra II H | |or |Math Studies SL |

| | | |AP Calculus AB | |

|Social Studies |World History Honors or | |Economics Sem. 1 |Approaches to Learning |

| |AP World History |U.S. History Honors or |Approaches to Learning |Sem. 1 American |

| | | |Sem. 2 |Government Sem 2 |

| | |AP U.S. History | | |

| |Biology Honors |Science Elective | |Science Elective |

| | | | | |

|Science | | | | |

| | | | | |

|Foreign Language | |PIB French or |French ab initio or |French ab initio or |

| | |PIB Spanish |Spanish ab initio |Spanish ab initio |

| | | | | |

| | | | | |

| | | | | |

| |Simulation Academy |Simulation Academy |Simulation Academy | Simulation Academy |

| | | | | |

|Academy | | | | |

| | | | | |

|Additional IBCP Required |Art 2D | |IB Visual Arts | |

|Courses | | | | |

|Date |8:00 a.m. |  |Noon |

|Mon, May 1 |AP Environmental Science | |IB Bio HL papers 1 and 2 |

|  |AP Chemistry | |AP Psychology |

|  | | | |

|Tues, May 2 |IB Biology HL paper 3 | |IB Econ SL paper 1 |

| |AP Spanish Language | |AP Art History |

|  | | | |

|Wed, May 3 |AP English Literature and Composition | |IB English A Lit HL paper 1 |

|  |IB Econ SL paper 2 | | |

|  | | | |

|Thurs, May 4 |AP US Gov and Politics | |IB Math Studies SL paper 1 |

|  |IB English A Lit HL paper 2 | |IB Math SL paper 1 |

| | | |IB Math HL paper 1 |

|  | | | |

|Fri, May 5 |AP U.S. History | | |

| |IB Math Sudies SL paper 2 | | |

| |IB Math SL paper 2 | | |

| |IB Math HL paper 2 | | |

|  | | | |

|Mon, May 8 |AP Biology | |IB Math HL paper 3 |

| | | | |

|Tues, May 9 |AP Calc AB | |IB History HL papers 1 and 2 |

|  |AP Calc BC | |  |

| |  | | |

|Wed, May 10 |AP English Language and Composition | |AP Macroeconomics |

|  |IB History HL paper 3 | |  |

|  | | | |

|Thur, May 11 |Music SL paper 1 | |IB Chemistry HL papers 1 & 2 |

|  |AP World History | |AP Statistics |

|  | | | |

|Fri, May 12 |AP Human Geography | |IB Psychology SL paper 1 |

|  |AP Microeconomics | | |

| |IB Chemistry HL paper 3 | | |

|  | | | |

|Mon, May 15 |IB Psychology SL paper 2 | | |

|  | | | |

|Tues, May 16 |  | |IB Spanish B SL paper 1 |

| | | | |

|Wed, May 17 |IB Spanish B SL paper 2 | |AP Comp. Gov. (Late Test) |

| | | |AP French Lang (Late Test) |

| | | | |

|Thur, May 18 |  | |IB French B SL paper 1 |

|  | | | |

|Fri, May 19 |IB French B SL paper 2 | | |

IB Teacher Rationale, Roles and Responsibilities:

The IB students at GHS are part of a student body that represents and attends our school. They do not comprise a separate entity or represent a school of their own. All students and teachers are part of the Buccaneer family regardless of their course of study.

1. Online Curriculum Centre:

Review your content area using the OCC. If you have difficulty logging in please see Steve Page. All teachers of 11th and 12th grade IB courses must be familiar with the content pertaining to their subject area. The OCC provides updates to support materials, curriculum guides, assessment materials and deadlines that every teacher must check on a regular basis.

In addition, please note the following excerpt taken from the OCC about PIB (Program for Identifying Baccalaureate students):

Pre-IB courses have been created by individual schools or, in the United States, by school districts since before the MYP started. These courses mapped backwards the DP to prepare students as early as age 14. The IB was never involved in creating or approving these courses, but it did acknowledge that it might be important for students to receive some special preparation for taking part in the DP. The IB later designed the MYP as a means of providing an education that recognizes the developmental needs of students from 11 to 16, sharing much of the same philosophy as the DP/IBCC and preparing students for success in the DP/IBCC. The MYP is a coherent and comprehensive curriculum framework that provides academic challenge and develops the life skills appropriate to this age group. Pre-IB courses usually deal with content, with less emphasis on the needs of the whole child or the affective domain than the MYP. A school is permitted to have a course that it calls “pre-IB” as long as it makes it clear that the course and any supporting material have been developed independently of the IB.

All teachers are required to actively participate in a GHS Professional Learning Community meetings to ensure standards-based instruction regardless of the course they teach. In addition, all teachers are contractually required to adhere to the Florida DOE State Standards.

2. AP and IB Exam Schedule:

Please review the schedule on page 6 of this handbook. Share the schedule with all of your students and report any conflicts by January 20, 2017. Two late exams are indicated.

3. Internal Assessments:

There are Internal Assessments for IB and class assessments that have scheduling conflicts as well. Please review the IB IA schedule and make sure that they have been completed and submitted on time. For class assessments, please review the schedule on page ( ) and try to adhere to the days for your subject area. We realize that scheduling conflicts occur, but we also want students to do their best on every assessment. If students have multiple projects, tests, quizzes etc. due on the same day, the likelihood is that they will not perform to the best of their ability – for other classes or yours.

4. Internal and External Assessments:

The following is a summary of important assessment dates. Because IB is changing to an electronic submission for all assessments, all teachers will need to provide their information prior to the IB deadline. The inability to submit grades electronically because of server issues, an overloaded system, etc. is not a viable excuse for missing a deadline. So to make sure we do not interfere with the students’ ability to earn the IB diploma, the following schedule must be observed:

Assessment IB Deadline GHS Deadline

Extended Essay March 15 November 30

TOK Essay March 15 March 1

Language A Written Assignment March 15 March 1

Language A Written Tasks March 15 March 1

Language B Written Assignment March 15 March 1

Internal Assessment (IA) grades April 10 April 3

Predicted Grades April 10 April 3

Visual Arts Comparative Study April 30 April 7

Visual Arts Process Portfolio April 30 April 7

Music: Musical Links Investigation April 30 April 7

CAS Completion June 1 May 1

5. Gulf High School Class Assignments/Activities:

The International Baccalaureate Programme is the most rigorous academic program offered in Pasco County. The students are required to complete multiple assignments simultaneously for six different subject areas daily. In order to ensure that the students are able to give their best effort in all subjects please follow the schedule below, when possible, for any major projects or tests that take place in your class:

Monday – English Tuesday – Science Wednesday – Social Studies

Thursday – Math Friday – World Languages

Please make every attempt to submit SRAs for field trips and other activities at least two weeks prior to the event. The other teachers will need to plan for the day(s) when some students will not be in class.

6. Creativity, Activity, Service (CAS):

Please review the basic guidelines pertaining to CAS below More information can be found on the OCC if you need clarification. Tiffany Burkette will serve as the CAS coordinator for the 2016-2017 school year. She will meet with the students to monitor their progress. If you agree to serve as a CAS student mentor, you will need to verify that the students’ efforts mirror the qualifications required by the IB. Students may begin their projects any time following their last day of school of their 10th grade year. During the 11th and 12th grade years, students will need to meet with you to discuss their projects and for guidance. You will also be asked, via email, to verify their work on the ManageBac site.

To log into this site go to: If you do not have a valid login for your account and you are requested to serve as a mentor please see Steve Page for those credentials. If you have any questions about how to use ManageBac please see Tiffany Burkette, Mike Rice or Steve Page

CAS is intended to be a collection of enjoyable and challenging experiences determined by the student to extend their abilities. Through the CAS experiences, students are to achieve the following learning outcomes.

• Identify their own strengths and develop areas for personal growth.

• Demonstrate that they have undertaken challenges and developed new skills in the process.

• Demonstrate how to initiate and plan a CAS experience.

• Show commitment to and perseverance in their CAS experiences.

• Demonstrate the skills and recognize the benefits of working collaboratively.

• Demonstrate engagement with issues of global significance.

• Recognize and consider the ethics of choices and actions.

Creativity is exploring and extending ideas, leading to an original or interpretive product or performance. Music, theatre, film, design technology, visual arts, dance, fashion and other experiences that involve creative thinking fall under creativity (for example, joining a choir or engaging with fashion design).

Activity is physical exertion contributing to a healthy lifestyle. Taking on a new sport or extending your ability (for example, with football, yoga, dance, aerobics classes, biking or hiking) counts as activity.

Service is collaborative and reciprocal community engagement in response to an authentic need. By investigating and identifying a community need, then determining a plan of action that respects the rights, dignity and autonomy of all involved (for example, reading to the aged or advocating for a cause), you are performing service.

CAS experiences may cover more than one strand; for example, planning sports events for disadvantaged children may involve both service and activity. Some CAS experiences may involve all three strands; for example, choreographing a performance that promotes the work of a non-profit organization involves creativity, activity and service.

Student responsibilities: Several of the following excerpts were taken directly from the OCC. Please see that site if you have any question not specifically addressed by the following:

• Students are to meet with their CAS coordinator or adviser according to the timeline, at least three times over the duration of their CAS programme.

• Base their choices on their interests, skills, talents and areas for growth to stay motivated. Challenge them!

• Balance their experiences between creativity, activity and service.

• Initiate or engage in at least one CAS project in collaboration with others that extends over at least one month.

• Use the CAS stages as much as possible when considering, planning and undertaking their CAS experiences. Be sure to apply these to service and to the CAS project.

• Ask questions along the way when they need assistance or clarification.

• Participate in meaningful reflection as a way to capture their experiences and summarize their evidence linked to the learning outcomes.

• Enjoy CAS! That is most important—students should participate in experiences that assist personal growth and offer a world of possibilities.

• Note: Experiences completed as part of the requirements of the DP subjects, including theory of knowledge and the extended essay, cannot be counted as part of the CAS portfolio. [pic]

8. Extended Essay: Several of the following excerpts were taken directly from the OCC. Please see that site if you have any question not specifically addressed by the following:

• The extended essay is compulsory for all students taking the Diploma Programme.

• A student must achieve a D grade or higher to be awarded the Diploma.

• The extended essay is externally assessed and, in combination with the grade for theory of knowledge, contributes up to three points to the total score for the IB Diploma.

• When choosing a subject for the extended essay, students must consult the list of available Diploma Programme subjects.

• The extended essay is a piece of independent research on a topic chosen by the student in consultation with a supervisor in the school.

• It is presented as a formal piece of sustained academic writing containing no more than 4,000 words accompanied by a reflection form of no more than 500 words.

• It is the result of approximately 40 hours of work by the student.

• Students are supported by a supervision process recommended to be 3–5 hours, which includes three mandatory reflection sessions.

• The third and final mandatory reflection session is the viva voce, which is a concluding interview with the supervising teacher.

Supervisors are strongly recommended to:

• read recent extended essay reports for the subject

• spend between three and five hours with each student, including the time spent on the three mandatory reflection sessions

• encourage the development of a Researcher’s reflection space for students

• set a clear schedule for the reflection sessions

• ensure that the chosen research question is appropriate for the subject

• advise students on:

o access to appropriate resources research methods

o how to cite and reference.

[pic]

The role of the supervisor

|[pic]Do: |[pic]Do not: |

|ensure you feel prepared to undertake the role of the |overlook the role or give it insufficient time |

|supervisor | |

|help students to arrive at a focused research question |use the reflections or check-in sessions to address key skills such as |

|which is feasible within the scope of the task, time |research methodology and referencing; instead, speak to your Diploma |

|available, and the student’s ability |Programme/extended essay coordinator about more effective cohort-wide |

| |provision. |

|emphasize the importance of the reflection sessions as | |

|supported by a detailed Researcher’s reflection space | |

|ensure that students are given copies of relevant | |

|publications available on the OCC, such as policies, | |

|exemplars and subject reports | |

|ensure you are fully familiar with both the assessment | |

|requirements of the subject you are supervising as | |

|detailed in the relevant chapter of the Extended essay | |

|guide, as well as the generic requirements | |

|monitor the progress of the students and encourage them | |

|to develop skills relevant to their research and writing| |

| | |

|comment fully on one draft of the extended essay within | |

|the parameters permitted | |

|ensure adequate availability to students for check-in | |

|and reflection sessions. | |

Gulf High School IB

Class of 2017 Extended Essay Timeline

I, ____________________________, will work with _____________________________

as my Extended Essay mentor. I understand that this is a great undertaking for the mentor, and I will abide by his/her guidelines and due dates. I accept all responsibility for completing this assignment on time.

Initials Due Date Required Action

__________ 10/16/15 I have received a copy of the General Guidelines for the

Extended Essay.

__________ 10/16/15 I understand that the purpose of the Extended Essay is to

demonstrate that I can write a scholarly paper. My mentor will guide me in this undertaking, but I will take full responsibility for meeting deadlines and understanding the requirements.

__________ 10/16/15 My child has received a copy of the General Guidelines for

Parent Initials the Extended Essay.

__________ 10/16/15 I am aware of the deadlines, and will help my child keep

Parent Initials them.

__________ 10/23/15 I have chosen my subject area. (Social Studies, Math, Bio,

Chem, Econ, Tech, English, World Language, Art, Music)

__________ __________ My mentor has approved my topic.

__________ __________ Research or experiment question/proposal, plan or outline,

and the preliminary cited works are due to my mentor for

review.

__________ __________ Outline and works cited list are due to my mentor.

__________ 9/23/16 Entire rough draft of 4000 words is due to my mentor.

__________ 11/30/16 Final draft plus abstract and this form are due to mentor.

(2 hard copies, one electronic emailed to mentor.)

November 30, 2016, is the FINAL deadline. NO REVISIONS WILL BE ACCEPTED AFTER THAT DATE. Your in-school grade, which will be entered in your Theory of Knowledge class, is based on the paper you turn in on this date. If you do not submit a paper, your TOK class grade will be a zero for this assignment.

Failure to complete the required Extended Essay may result in a student’s removal from the International Baccalaureate Program. Contacting your mentor or Mr. Page is important if extenuating circumstances prevent you from maintaining the above timeline.

Gulf High School

International Baccalaureate Academic Honesty Policy

I, _______________________, understand the rules of the Gulf High School Academic Honesty Policy and agree to abide by the expectations of it. I have been given the opportunity to ask questions and understand the consequences of the following:

• Plagiarism- the representation of the ideas or work of another person as your own.

• Collusion- allowing one’s work to be copied, in part or in whole, and/or submitted for assessment by another.

• Duplication of work- presentation of the same work for different assessment components in the same or different courses.

• Or any other behavior that gains an unfair advantage over another candidate.

The consequences for violation of the Academic Honesty Policy will vary depending on whether the assignment in question was an IB requirement or a GHS assignment:

• All incidents of malpractice for GHS assignments will be handled according to the Pasco County policy. See the Pasco County student handbook for details.

• All initial incidents of malpractice for IB assignments will receive a grade of zero and will be reported to IB.

• The 2nd offense for an IB document that has been determined to be malpractice will result in a behavior referral and the document will not be submitted to IB for scoring, and it will be reported to IB as malpractice. The offending student will not receive an IB stole to wear at graduation.

• The 3rd offense for an IB document that has been determined to be malpractice will result in a behavior referral and possible removal from the IB program. The document will not be submitted for scoring, but will be reported to IB as malpractice.

I understand that any infraction violating the International Baccalaureate Organization’s terms surrounding academic misconduct on internal and external assessment components will be elevated to review by IBO. The consequences will be carried out as directed to the school by IBO regardless of whether it is a first or second incident.

I agree to act in accordance with this policy.

Name______________________________ Student Number __________________

___________________________________ ______________

Student Signature Date

___________________________________ ______________

Parent / Guardian Signature Date

Dates to Remember:

August 31, 2016 - IB Pinning Ceremony for the 11th grade. The event will take place in the Band Room beginning at 6 p.m.

December 22, 2016 - IB Alumni Day. Room 256, 9:30 to 1:00 p.m.

May 23, 2017 - IB Senior Celebration. Start time is 6:00 p.m. Location to be announced.

Reminders:

All IB teachers should attend professional development through FLIBS annually. If you have not attended a training within the last year and you would like to attend a session in December or June, see Mr. Page.

IBCP Topics:

We will need teachers to teach Personal and Professional Skills and a teacher to be trained for the Reflective Project. See Mr. Page if you are interested.

Site visit by the IBO will be during the spring of 2018.

-----------------------

TOK and EE Matrix. The points earned are added to their exam totals. A failing condition for either one eliminates the student from IB diploma consideration.

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