Dublin High School IB Policies

Course Option:

The student must have a grade of 80 or higher in all prerequisites of each subject in which they want to take IB. For example, if the student wishes to take IB Applications and Interpretations Mathematics, the student must have an 80 or higher average in Algebra I or (Honors Algebra I), Geometry, and Algebra II (or honors Geometry).

Additionally, the student may not have a grade below 70 in any elective including physical education, fine arts, driver’s education, and all CTAE classes.

Full Diploma:

The student must have a grade of 80 or higher in all prerequisites of each academic subject. This includes English, history, mathematics, science, and Spanish. Additionally, the student may not have a grade below 70 in any elective including physical education, fine arts, driver’s education, and all CTAE classes.

The Dublin City Schools Board of Education recognizes that academic integrity is the foundation of academic excellence and student success. It is the responsibility of every student and employee to exhibit honesty, fairness, respect, and responsibility in academic work at all times to support a positive learning environment in the school. Any student behavior that has the effect of interfering with education, pursuit of knowledge, or fair evaluation of a student’s performance is considered an Academic Dishonesty Violation. Academic Dishonesty violations fall under three categories: Plagiarism, Cheating and Facilitating Academic Dishonesty. 

Plagiarism is the intentional offering of the words, ideas, or computer data programs and/or graphics of others for one’s own in any academic exercise; or unacknowledged or falsely acknowledged presentation of another person’s ideas, expressions, or original research as one’s own work. 

Cheating is giving, receiving, or using, or attempting to give, receive, or use unauthorized assistance, information or study aids in academic work, or preventing or attempting to prevent another from using authorized assistance, information, or study aids and/or intentional actions taken to gain unfair or undue advantage over other students. 

Facilitating Academic Dishonesty is the intentional help, or attempt to help, another student to violate any provision of this Code. 

Academic dishonesty is unfair to other students and demeaning to those who engage in it. It will not be tolerated in the Dublin City Schools System. Any student, staff or administrator may report a suspected Academic Dishonesty violation. Students may also self-report Academic Dishonesty violations. 

In an effort to help students to avoid academic dishonesty, Dublin High School employs plagiarism checking software the DP students use to check their work for possible plagiarism before submitting the work to teachers. All DP students also sign a ‘Declaration of Authenticity’ form that pledges to not commit any act of academic honesty in their classes as well in any work submitted to the IB.

The purposes for assessment at Dublin High School are to improve teaching and learning, to assist in planning for classes, to regulate assessment and teaching practice within the school, to monitor achievement and to determine final levels of achievement for students. At the start of many courses, teachers use diagnostic tools including interest inventories and writing samples to assess current levels of student achievement. Benchmark tests also inform the teachers’ planning for instruction during the academic year. The results of these assessment instruments are examined by teachers as they meet to plan vertical and horizontal instruction and assignments. 

As the teachers begin their units of study, multiple forms of formative assessment are employed. Observations, practice problems, interviews, portfolios, self and peer evaluation, demonstrations, checklists, essays, rubrics, reflections, and other forms of assessment help students and teachers understand student progress. Teachers plan for reteaching, reinforcement of learning, enrichment and curriculum compacting as needed. Classes are designed for the intentional differentiation of instruction. Where special accommodations are needed, teachers receive assistance from certified special needs teachers to modify instruction and assessment. Teachers employ the IB rubrics for formative and summative assessment Teachers devise formulas that weight the all grades and assessments according to the goals and objectives of the class.

 All class grading is correlated to the IB grading scale for that subject. Teachers individually monitor their students’ grades and provide reteaching if needed. Summative assessments are given when teachers determine that time and effort are sufficient to show conclusive results on the objective of the unit. The scores for these summative tasks are recorded and shared with students and parents via infinite campus. At the conclusion of the course, a summative assessment is completed. The results of this assessment determine the student’s success in the course. Students with learning support requirements will receive arrangements during assessments. Student needs are taken into consideration when planning a student’s schedule so they can best demonstrate their strengths. 

Should students require inclusive assessment arrangements for IB required assessments, the coordinator will apply for these arrangements with the IB. The inclusive assessment arrangements for our students are carefully planned, evaluated and monitored throughout each student’s time with our school. We are a public charter school and some courses that are offered in our schools require a state mandated End of Course Exam. These exams are weighted in the total average score of each student. Students who require access arrangements are given them during these tests as well. 

The scores from these exams are designed to help teachers to reflect on improvements for the future students they teach as well as understand the needs of individual students. Dublin High uses the data collected from the IB Diploma Programme assessments in multiple ways. The data is shared with the community and discussed in team meetings in order to inform instruction at the schools. Teachers work in teams using the data to make possible changes in their course of study plans as well. 

Dublin High School follows all federal and state guidelines in teaching students with special needs. Dublin High School provides inclusive services for students with disabilities (SWD) and/or language learning needs. Professionals are on staff to provide psychological services, health services, social services, education for the homeless, English Language Learning (ELL) instruction, gifted instruction, student support and services for students with special needs. Counselors and social workers are employed at the school to meet routine and emergency needs. Paraprofessionals are employed at the school helping physically and intellectually challenged students. A nurse is available to monitor specific medical needs. 

Student success is supported at Dublin High. The Diploma Programme includes students who are designated as gifted, homeless, ELL, SWD, and have 504 plans. Teachers follow district policies when they observe students with learning difficulties. If students demonstrate a need for additional support, teachers gather Response to Intervention (RTI) data, and then refer the student to the assistant principal in charge of student support. Parents are involved in all parts of the process. Federal guidelines direct all efforts in accommodating learning challenges. Students receive instruction in the least restrictive environments. Teachers are trained to accommodate learners by differentiating instruction and assessment. 

Teachers embed inquiry and problem-solving activities in their units to encourage student engagement for all learners. Where appropriate, teachers use technology and collaboration to reach all students’ learning needs in the classroom. All teachers are being trained in the Approaches to Learning skills and are embedding these skills in their unit plans. If needed, special education and ESOL teachers assist through support and through co-teaching in the regular classroom. Special education paraprofessionals attend class with assigned students to provide additional support. This approach allows students to thrive in an inclusive environment. Where self-contained classes are designated to be best for student outcomes, highly qualified teachers and specially designed classrooms are provided. Parents and qualified coordinators monitor school activities and student progress. 

All teachers have access to the DP special needs material located in the Programme Resources Center. Appropriate curriculum and assessment strategies are reviewed annually for all students with disabilities and English Learners. Classroom teachers, special education and/or ESOL teachers, parents, and administrators participate in these conferences. Individual Education Plans (IEPs) are written and followed. Students with significant cognitive or physical disabilities receive special consideration for grade promotion. Each student’s accommodations are received by teachers and coordinators and they are signed off on to ensure receipt of and understanding of the accommodations. IB Coordinators work in collaboration with the Special Education Department Chair and the ESOL teacher regularly to ensure all students who require accommodations receive them in their IB classes as well as on IB exams. 

Upon exam registration, the IB Coordinator is responsible in facilitating requests for IB student needs and makes the appropriate requests with the IB. It is at the discretion of the IB to allow for the accommodations which include, but are not limited to extended testing time, larger font on paper exams, and the use of a scribe during exams. The coordinator intentionally reviews the IB Special Needs Policy regularly. Once the school receives the DP exam results the IB teachers along with the Special Education teachers and IB coordinator reviews the IB Special Needs Policy to discuss any necessary changes or additions to ensure all student’s needs are being addressed.

Dublin High School recognizes that language proficiency is essential to effective relationships in the modern world. Thorough practices in receptive and productive skills allow students to understand and communicate in spoken and written formats. Study of literature, social discourse, exposition, persuasive writing, information dissemination of data, and information literacy empower students to appreciate their world. The ability to present thought in written and digital form permits students to move confidently in a constantly changing world. The home language of the school (Language A), world languages (Language B), and mother tongues (Language A) are all addressed at Dublin High School in language learning environments.

 All teachers acknowledge that they are language teachers who support effective communication skills. They deliver content in the language of the school (Language A) and assist English Language Learners (ELL) in acquiring that language. They respect the mother tongues of all students who are new to our country. They use language as a medium of instruction, an instrument of assessment, a means of all levels of conversation, and a tool for reflection. Language classes are customized to meet the needs of learners. Teachers differentiate classroom practice and assessment to meet the needs of all learners. Language A instruction at all levels is rigorous, meaningful, and sequential. Teachers seek to help students develop skills in speaking, listening, reading, writing, and in presenting information and ideas. 

Writing skills are stressed as part of communication and reflection essentials. Students learn to respond to literature at successive degrees of complexity. Essays, journals, reflection activities, media projects, and presentations all demonstrate the concentration on language essentials. Vertical planning allows for a learning continuum. Dublin High School DP prepares students to sit for the DP exams in Spanish ab initio.