International Baccalaureate Diploma Program James Monroe High School. Application Packet

Transcription

1 International Baccalaureate Diploma Program James Monroe High School Application Packet Application Deadline: March 9, 2018 Program Description The International Baccalaureate Diploma Program (IB DP) is a rigorous and challenging course of studies implemented by Fredericksburg City Public Schools to give access to highly motivated 11 th and 12 th grade students seeking college readiness and more academic diversity. The IB program helps to meet the goal of our school s mission statement to provide a learning environment that is focused on developing individual responsibility for academic success and positive behaviors. The program fosters critical thinking, development into lifelong learners, and connections to the students communities and the world-at-large. By successfully completing an IB program in an authorized IB World School, students earn both an International Baccalaureate Diploma and a Virginia Advanced Studies Diploma. The program requires that the student successfully complete the following IB courses: IB English (or the student s native language), a World (foreign) Language, History, Science, Mathematics, and an IB elective. Students must take three or up to four of these subjects at what the IB refers to as the Higher Level (HL) and two or up to three at what is called the Standard Level (SL). In each of the six IB courses, the student must complete required internal assessments and sit for an external examination. Those external examinations are written and scored by the IB organization, measuring student performance according to established international standards for excellence. In addition to the course work and satisfactory performance on all assessments, students must also take the Theory of Knowledge (TOK) class, submit a 3,000 to 4,000-word Extended Essay, and complete 150 hours in Creativity, Action, and Service (CAS) activities in order to be eligible to earn the IB Diploma. In order to be prepared for the rigors of the IB program, FCPS students are encouraged to follow a set of prerequisite courses. 9 th and 10 th grade students should take upper level courses in English, mathematics, history, government, science, and a world language. Application Process Students wishing to participate in the JMHS IB Diploma Program must submit a completed application by the designated deadline. Beginning in February, applications will be available in the JM Counseling Center or from the IB Coordinator. The application, agreement sheets, and teacher recommendations are due to the student s counselor by March 9, 2018.

2 Recommended Prerequisites for the JMHS IB Diploma Program The following classes are strongly recommended for preparation to participate in the IB Diploma Program: Advanced or Honor s English World Language (French, Latin, or Spanish) I, II, and/or III US Government Advanced or higher Biology and Chemistry Advanced or higher Geometry and Trigonometry Selection Process To be eligible for the program, students should meet the following minimum requirements: GPA of 3.0 or above with grades of A or B in core subjects Favorable recommendations from four current teachers in the core subjects: English, Mathematics, Social Studies, and Science. Evidence of desire to be challenged in their academics. Passing scores on all Standards of Learning (SOL) tests to date. An admissions committee will meet to score each student s application using a standardized rubric, and the student s writing sample. The committee will rank applicants according to score. A personal interview with the applicant will be scheduled if there is inadequate information on which to base a decision. A minimum score is needed for acceptance into the program. Those failing to meet the minimum score will be placed on a waitlist of alternates to be considered in the event that a student who is offered a position in the program chooses not to accept. Please note: Applications received after the deadline of March 9, 2018 will not be considered in the first round of acceptances. Late applications will be placed on the wait list to be considered if any vacancies occur. Minimum Grade Point Requirement Each student accepted in the program is expected to maintain a GPA of 2.0 while participating in the program. During the 11 th grade (year 1) or 12 th grade (year 2), any student who falls below a GPA of 2.0 will receive counseling and access to tutoring. At the end of 11 th grade (year 1), any student with a GPA below a 2.0 will be placed on Academic Probation. At the start of 12 th grade (year 2) a student on Academic Probation has one term to meet the minimum GPA requirement or face removal from the program. Any student who continues to not meet the minimum GPA requirement after being placed on Academic Probation will be scheduled for Academic Review. The Review Committee will recommend transfer from the program.

3 Appeals of Admission s Committee Decision If a student wishes to appeal the decision of the admissions committee and the denial of acceptance, the following must occur. 1. The appeal must be in writing 2. The appeal must be submitted to the IB coordinator by March 19, The appeal will be reviewed by a 3 person panel consisting of one administrator, one central office director, and the IB coordinator. 4. Decisions on the appeal will be returned within 10 business days of the review. March 20-April 2, Add/Drop Policy for the IB Diploma Program Upon being granted acceptance into the IB Diploma Program, students are also making a commitment to a long-term goal. Therefore, the JM add/drop policy for all non-ib Diploma Program courses will not apply to this IB program. The following information outlines the admissions policy of the program in regards to leaving the program. The JM add/drop policy and published dates of add/drop DO NOT apply to Diploma candidates. DP candidates who wish to transfer out of the program, must do so prior to the first day of school in the academic year following their initial acceptance. Once school starts, students will no longer be able to transfer out. DP candidates will not be able to transfer out in the summer between their Year 1 and Year 2 of the program. Candidates seeking to transfer out of the Diploma Program must take the following steps: 1. Must request a meeting in writing to the DP coordinator (Mr. James Snyder). 2. Will meet and discuss alternative courses of action other than transferring out. 3. Will have their request reviewed by the DP coordinator and the Academic Review Committee. 4. Final decision to allow a candidate to transfer out will be with the DP coordinator. 5. Should a transfer be granted, the candidate will only be removed from the TOK course and the requirements of CAS and the Extended Essay will be dropped. The candidate will remain enrolled in their other DP courses until the end of the school year at which time them may elect to register for non-dp classes if they are not currently in their senior year. 6. Any candidate wishing to be dropped entirely from the Diploma Program and all or any one DP course, can only do so during the first quarter. After being granted a transfer out, will be subject to the AP/IB Drop Policy outlined in the AP/IB Handbook on page Transfers granted between year one and two of the program will be subject to the same outcomes explained on page 5 of the Handbook. 8. Any violation of the Academic Honesty Policy or minimum GPA requirements will factor into consideration for a request to transfer out.

4 International Baccalaureate Program James Monroe High School, 2300 Washington Ave, Fredericksburg, VA Application Form Application Deadline: March 9, Please submit to your guidance counselor Student s Last Name First Name Middle Name Preferred Name Student s Street Address City State Zip Code Parent s/guardian s Parent s/guardian s Student Number Birth Date Gender (M or F) Home Phone Mother s/guardian s Name Father s/guardian s Name Mother s/guardian s Work/Cell Phone Number Father s/guardian s Work/Cell Phone Number Student s Native Language Student s Cell Phone Number (if applicable) Parent/Guardian Consent (Please check each box and complete your signature below.) I consent for my child to be interviewed for placement consideration in the IB Program. I verify that all information given in this application is truthful. Parent/Guardian Signature Date

5 International Baccalaureate Program Extracurricular Activities/Service/Awards Sheet Page 1 Application Deadline: March 9, 2018 (Please limit the information provided to the following timeframe: August of 2016 to December 2017) Extracurricular Activities Name of Activity Description of Activity Date of Activity Name: Contact Information Phone: Name: Phone: Name: Service Work Name of Service Description of Service Date of Service Phone: Name: Contact Information Phone: Name: Phone: Name: Phone:

6 International Baccalaureate Program Extracurricular Activities/Service/Awards Sheet Page 2 Application Deadline: March 9, 2018 (Please limit the information provided to the following timeframe: August of 2016 to December 2017) Awards/Honors Name of Award/Honor Description of Award/Honor Date of Award/Honor Name: Contact Information Phone: Name: Phone: Name: Phone: If more space needed, please attach additional page.

7 International Baccalaureate Program Student Questions Application Deadline: March 9, 2018 Directions: Please answer the following questions on a separate sheet of paper, one sheet per response. 1. Why are you interested in the IB Diploma Program? What parts of it are most appealing to you? How do you think the IB Diploma Program may help you with your future goals? 2. The IB Diploma Program can be challenging and works best with highly motivated academically-minded students. Please describe an example of something you do, or have done, that demonstrates that you are a highly motivated, academically-minded student.

8 International Baccalaureate Diploma Program James Monroe High School, 2300 Washington Ave, Fredericksburg, VA ADMISSIONS AND PARTICIPATION AGREEMENT The International Baccalaureate Program is a rigorous, comprehensive program designed for the academically motivated student with the potential to earn the International Baccalaureate Diploma. For a student to be successful in this program and prepared for the IB examinations, the student must be committed to an innovative and rigorous education. Therefore, James Monroe High School and Fredericksburg City Public Schools require the student and the family to make the following agreements: I (we) agree to the following terms and conditions for participation in the IB DP. I (we) will follow the rules and regulations as specified in the JMHS Student Handbook and IB Handbook. Failure to repeatedly do so may result in dismissal from the IB Diploma Program. I (we) will meet the expectations of each class by attending school daily, participating in all class activities including homework, discussions, taking notes, etc I (we) will submit high quality work on time for IB deadlines. I (we) will maintain a 2.0 GPA and abide by the Academic Review Process. I (we) will demonstrate the highest degree of academic and personal integrity. Cheating and repeated class disruptions are grounds for dismissal from the program. I (we) will pledge to remain in the program unless released by the recommendation of the IB coordinator and the Academic Review Committee. I (we) will successfully complete the IB requirements of the Theory of Knowledge course, the CAS (Creativity, Activity, and Service) requirement, and the Extended Essay requirement. I have read and understand both the requirements and consequences of failing to meet the minimum grade point average and failing to demonstrate good character once admitted to the IB Diploma Program at James Monroe High School. Student Name (print) Student Signature Date I have read and understand both the requirements and consequences of my child s failing to meet the minimum requirements once admitted to the IB Diploma Program at James Monroe High School. I support my child s participation in the program and will make every effort to attend all parent meetings. I hereby grant my child permission to register for IB Diploma Program courses at James Monroe High School. Parent/Guardian Signature Date

9 International Baccalaureate Program James Monroe High school TEACHER RECOMMENDATION - CONFIDENTIAL Student Counselor English Teacher ENGLISH Directions to Student: Write your name and your counselor s name in the space above. Give this form to your current English teacher. Directions to Student/Parent/Guardian: Teacher recommendations are confidential. Please do not ask teachers to reveal the contents of their recommendations. Directions to Teacher: The student whose name appears above is applying for admission to the JMHS IB Diploma Program. Please complete the chart below and make additional comments in the space provided. The criteria are explained in detail in the IB learner profile on the back of this form. Please return the completed form to the counselor named above. Inquiry and independence in learning Outstanding (one of the best I have ever known) Excellent (top 10%) Above Below Knowledgeable in subject area Applies thinking skills critically and creatively Communicates effectively with others Demonstrates integrity and honesty Open-minded to other s ideas, opinions, and values Demonstrates empathy, compassion, and respect toward others Approaches new and unfamiliar situations with courage/is willing to be challenged Seeks intellectual, physical, and emotional balance Gives thoughtful consideration to their own learning and experience Please make any additional comments that your think will assist us in assessing this student s suitability for the JMHS IB Program. Please check one: Highly Recommend Recommend Do Not Recommend Teacher Signature Teacher s name (print)

10 THE IB LEARNER PROFILE The aim of all IB programs 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. IB learners strive to be: Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

11 International Baccalaureate Program James Monroe High school TEACHER RECOMMENDATION - CONFIDENTIAL Student Counselor Math Teacher MATH Directions to Student: Write your name and your counselor s name in the space above. Give this form to your current Math teacher. Directions to Student/Parent/Guardian: Teacher recommendations are confidential. Please do not ask teachers to reveal the contents of their recommendations. Directions to Teacher: The student whose name appears above is applying for admission to the JMHS IB Diploma Program. Please complete the chart below and make additional comments in the space provided. The criteria are explained in detail in the IB learner profile on the back of this form. Please return the completed form to the counselor named above. Inquiry and independence in learning Outstanding (one of the best I have ever known) Excellent (top 10%) Above Below Knowledgeable in subject area Applies thinking skills critically and creatively Communicates effectively with others Demonstrates integrity and honesty Open-minded to other s ideas, opinions, and values Demonstrates empathy, compassion, and respect toward others Approaches new and unfamiliar situations with courage/is willing to be challenged Seeks intellectual, physical, and emotional balance Gives thoughtful consideration to their own learning and experience Please make any additional comments that your think will assist us in assessing this student s suitability for the JMHS IB Program. Please check one: Highly Recommend Recommend Do Not Recommend Teacher Signature Teacher s name (print)

12 THE IB LEARNER PROFILE The aim of all IB programs 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. IB learners strive to be: Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

13 International Baccalaureate Program James Monroe High school TEACHER RECOMMENDATION - CONFIDENTIAL Student Counselor Science Teacher SCIENCE Directions to Student: Write your name and your counselor s name in the space above. Give this form to your current Science teacher. Directions to Student/Parent/Guardian: Teacher recommendations are confidential. Please do not ask teachers to reveal the contents of their recommendations. Directions to Teacher: The student whose name appears above is applying for admission to the JMHS IB Diploma Program. Please complete the chart below and make additional comments in the space provided. The criteria are explained in detail in the IB learner profile on the back of this form. Please return the completed form to the counselor named above. Inquiry and independence in learning Outstanding (one of the best I have ever known) Excellent (top 10%) Above Below Knowledgeable in subject area Applies thinking skills critically and creatively Communicates effectively with others Demonstrates integrity and honesty Open-minded to other s ideas, opinions, and values Demonstrates empathy, compassion, and respect toward others Approaches new and unfamiliar situations with courage/is willing to be challenged Seeks intellectual, physical, and emotional balance Gives thoughtful consideration to their own learning and experience Please make any additional comments that your think will assist us in assessing this student s suitability for the JMHS IB Program. Please check one: Highly Recommend Recommend Do Not Recommend Teacher Signature Teacher s name (print)

14 THE IB LEARNER PROFILE The aim of all IB programs 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. IB learners strive to be: Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

15 International Baccalaureate Program James Monroe High school TEACHER RECOMMENDATION - CONFIDENTIAL Student Counselor Social Studies Teacher SOCIAL STUDIES Directions to Student: Write your name and your counselor s name in the space above. Give this form to your current social studies teacher. Directions to Student/Parent/Guardian: Teacher recommendations are confidential. Please do not ask teachers to reveal the contents of their recommendations. Directions to Teacher: The student whose name appears above is applying for admission to the JMHS IB Diploma Program. Please complete the chart below and make additional comments in the space provided. The criteria are explained in detail in the IB learner profile on the back of this form. Please return the completed form to the counselor named above. Inquiry and independence in learning Outstanding (one of the best I have ever known) Excellent (top 10%) Above Below Knowledgeable in subject area Applies thinking skills critically and creatively Communicates effectively with others Demonstrates integrity and honesty Open-minded to other s ideas, opinions, and values Demonstrates empathy, compassion, and respect toward others Approaches new and unfamiliar situations with courage/is willing to be challenged Seeks intellectual, physical, and emotional balance Gives thoughtful consideration to their own learning and experience Please make any additional comments that your think will assist us in assessing this student s suitability for the JMHS IB Program. Please check one: Highly Recommend Recommend Do Not Recommend Teacher Signature Teacher s name (print)

16 THE IB LEARNER PROFILE The aim of all IB programs 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. IB learners strive to be: Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

17 International Baccalaureate Program Application James Monroe High School COUNSELOR CHECKLIST Directions to Student: Write your name and your student ID number on this form. Return it to your counselor along with your completed Application Packet/Admissions and Participation Agreement sheet by February 6, Student Name Student ID Number Directions to the School Counselor: Please complete this form, make sure that each item on the checklist below is included, and send the application packet to James Snyder IB Diploma Program Coordinator James Monroe High School 2300 Washington Ave Fredericksburg, VA Telephone: COUNSELOR CHECKLIST Student Items: 1. Application Packet/Admissions and Participation Agreement Sheet (signed) Teacher Items: 2. Four (4) Teacher Recommendations (English, social studies, science, & mathematics) Counselor Items: 3. Counselor Checklist (this sheet) 4. Grades Report for 9 th and 10 th grades to date (including current GPA) 5. SOL Pass/Fail Report 6. Any standardized test data that may assist in evaluating the applicant Please Note: Applications received after March 9, 2018 will not be considered in the first round of acceptances. Late applications will be placed on the program s waiting list to be considered if any vacancies occur. Before forwarding any late applications, please clearly mark the top of the first page with late and indicate the date received. Counselor s Signature Date

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