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An Information Guide

For Students and Their Parents SY2015-2016

IB Diploma Programme & Ats1 Exhibition Expectations

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1. The IB Learner Profile……………………………………………………………………..…………………………………….……4

2. Letter to the Student from the Coordinator……………………………………….………….……..5

3. Mission Statements……………………………………………………………….…………………………………………………..….6

4. IB Programme Introduction & Overview ……………..……………………………………………...7-10 Diploma Programme Requirements Frequently Asked Questions about the DP The IB Diploma Pathway The IB Coursework Pathway NPS Diploma Pathway

5. IB Core Components ……………………………………………..………………………………………………...………………..11-17 Theory of Knowledge (ToK) Extended Essay (EE) Creativity, Activity, and Service (CAS) Frequently Asked Questions for EE and CAS

6. Assessment……………………………………………………………………………………………………………….…………………………17-21 Student Checklist for Assessments Important Points and 7 Important Things for Students about IA’s Methods of Assessment: School Based Assessment & Internal Assessment Frequently Asked Questions about Assessment

7. IB Coordinator Responsibilities……………………………..…………………………………………………………21-24 Exam Roles, Examination Session, and Parent communication Grading Scheme Award of the Diploma

8. Academic Honesty…………………………………………………………………………………………………..………………………24-26 Definitions of Academic Malpractice Terms

9. Benefits of the IB Programme ………………………………………………..……………………..…………..…....26-27

10. The Successful IB Student…………………………………………………………………………………………….....…..27-28 Outside the Classroom Student Responsibilities How to ensure excellence in IB Studies

11. NPS IB Point of Contacts …………………………………………………………………………………………………..…..28

NPS IB DIPLOMA PROGRAMME

Table of Contents 1

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3

4-7

8-14

14-18

19-21

21-23

23-24

24-25

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1. Planning an IB Diploma……………………………………...………………………………………………………………………29

Steps to IB Diploma Course Registration Sophomore Course Selection Worksheet Curricular Requirements for the IB Diploma

2. Candidate Course Selection Worksheet……………………………………...………………………………30

3. Curricular Requirements Checklist for the IB DP………………………………………………31

4. IB Diploma Programme Timeline……………………………………...………………………………………………32

5. NPS Course Sequence ……………………………………...……………………………….…………………………………..……33

6. NPS Paths to Graduation for 11th and 12th Grade Students……………………34

7. Frequently Asked IB Related Topics……………………………………...………………………………………35

NPS IB Diploma Programme Appendix

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The IB Learner Profile Navajo Preparatory Students develop to become:

Inquirers Na’7d7pkid dooleep Their natural curiosity is nurtured. They acquire the skills necessary to conduct constructive inquiry and research, and become independent active learners. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable Bip ¢¢h0zin dooleep They explore concepts, ideas and issues which have global relevance and importance. In so doing, they acquire, and are able to make use of, a significant body of knowledge across a range of disciplines.

Thinkers Bip chohoo’98go nits4kees dooleep They exercise initiative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions.

Communicators Bizaad hah00zh--d dooleep They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.

Risk-Takers Y1’1t’4h7g77 yee na’7d7n7taah dooleep They approach unfamiliar situations with confidence and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.

Principled H0y32 dooleep They have sound grasp of the principals of moral reasoning. They have integrity, honesty, a sense of fairness and justice and respect for the dignity of the individual.

Caring Bee ajooba’ h0l=- dooleep They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to action and service to make a positive difference to the environment and to the lives of others.

Open-minded T’11 aptson7 yaa 1kon7zin dooleep Through an understanding and appreciation of their own culture, they are open to perspectives, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.

Balanced H0zh=-go naagh1a dooleep They understand the importance of physical and mental balance and personal well-being for themselves and others. They demonstrate perseverance and self-discipline.

Reflective &hoo’aah yaa nts4n1keesgo yee siihdindzin dooleep They give thoughtful consideration to their own learning and personal development. They are able to analyze their strengths and weaknesses in a constructive manner.

Courageous T’11 aptson7 yich’8’ ha’0ln7i dooleep They possess the mental and moral strength to venture, persevere and withstand danger, fear, difficulty and uncertainty. They are driven by courage on their life journey when faced with challenges and conflicts. Spiritual !d1hod7lzin d00 hod7sin dooleep They develop a spiritual approach to life by walking in beauty through hózho – living in balance and harmony with the universe through thoughts, deeds, actions and intentions.

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To the Prospective IB Student from the Coordinator

Welcome to the International Baccalaureate Programme at Navajo Preparatory School! The IB Programme is about developing the whole student, helping students learn how to learn, how to analyze, how to reach conclusions about humankind, its language and literature, its ways in society, and the scientific forces of its environment.

We, as staff of NPS, are convinced that the IB Programme’s greatest value lies not in its ability to boost GPA’s and build resumes for college. We believe that IB fosters a kind of independence, an interdisciplinary style of thinking and questioning that creates worldly scholars and global citizens. For this reason, the IB Diploma and individual IB coursework are widely recognized by universities around the world as a symbol of academic excellence and one of the strongest educational experiences available in secondary education today.

The IB Programme is geared for the student who is willing to work hard and seeks increased learning opportunities and challenge. Students who enter the Diploma Programme are asked to commit to a two-year plan of study for their junior and senior years. Note too that students may enroll for IB courses and not pursue the diploma. These students, however, are expected to pursue the IB “course certificate” by taking the IB exams associated with the IB coursework they have completed.

We hope that you will take full advantage of the International Baccalaureate Programme while you are at Navajo Preparatory School. To assist you in your course selection process, we compiled the following IB Student & Parent Handbook. We hope that it is a great resource for practical information about how the IB Programme works. You should discuss your interest in the IB Programme with your parents. Regardless of which path you think you might choose (IB Diploma or IB Course Certificate), be sure to meet with the Academic Counselor to discuss and refine a high school plan that will be best suited to you. Ultimately what is most important is that you pursue the path that interests and motivates you.

Respectfully,

Roxanne Lee IB Diploma Coordinator rlee@navajoprep.com (505)860-0953

Respectfully, Respectfully, Respectfully

Roxanne LeeIB Diploma Coordinator

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Mission Statements Navajo Preparatory School Mission To develop inquisitive, compassionate life-long learners and leaders through a challenging curriculum of international education and assessment. To promote a strong foundation of Navajo Philosophy and holistic world view that fosters intercultural understanding and respect in a global society.

The mission is reflected in the IB Learner Profile and the School’s motto: “Leaders Now and Into the Future – Yideesk33g00 Naat’1anii”.

Identity and Purpose of the Navajo Preparatory IB Programme The International Baccalaureate Program is an integral part of Navajo Preparatory School. The purpose of the program is to provide to students with an academically challenging high school education, which meets worldwide standards and criteria and is sanctioned by the International Baccalaureate Organization (IBO).

IB World School Mission Through comprehensive and balanced curricula coupled with challenging assessments, the International Baccalaureate Organization aims to assist schools in their endeavors to develop the individual talents of young people and teach them to relate the experience of the classroom to the realities of the world outside. Beyond intellectual rigor and high academic standards, strong emphasis is placed on the ideals of understanding and responsible citizenship, to the end that IB students may become critical and compassionate thinkers, lifelong learners and participants in local and world affairs, conscious of the shared humanity that binds all people together while respecting the variety of cultures and attitudes that makes for the richness of life.

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International Baccalaureate Programme Introduction This handbook contains information relevant to all academic and administrative aspects of the Diploma Programme for the May 2017 cohort. The information is taken from the Vade Mecum and other IBO documentation. This handbook is meant to be read in conjunction with Navajo Preparatory School’s ‘Student Parent Handbook’.

This handbook is designed to provide students and parents with sufficient information so that they are able to:

Plan and make adequate provisions for their IB workload Understand the school and IBO regulations regarding assessment Know the separate responsibilities of the students, staff and school during the Diploma Programme

Vade Mecum

The Vade Mecum is the rulebook for the IB Diploma Programme. It is used by the Diploma Coordinator and teachers to inform their practice so that we meet IBO requirements. It is updated every year by the IBO.

Curriculum Overview The IB curriculum provides a cohesive and comprehensive liberal arts and sciences program of study for highly motivated juniors and seniors of differing educational backgrounds, abilities, and interests. It is not just a set of examinations, but a rigorous pre-university program, which will provide the basis for life-long education. IB aims to provide a balanced program, which stimulates thought and creativity and enhances the international perspective of students. Students who satisfy the demands of the programme demonstrate a strong commitment to learning, both in terms of mastery of content and the development of skills.

The purpose of the IB curriculum is to: Educate young people to act intelligently and responsibly in a complex society Ensure knowledge of traditional academic disciplines and of the individual's own heritage, while

fostering inquisitiveness and openness to new ideas Equip students with a genuine understanding of themselves and others, heightening the capacity for

tolerance and engendering respect for different points of view

Within the IB Programme students can choose one of three pathways:

The IB Diploma

Or

One or more IB Course Certificates

Or

Navajo Preparatory Diploma

Navajo Preparatory School offers a generous selection of subject choices within the IB curriculum. This fact, coupled with a wide selection of challenging extracurricular activities offered, contributes to one of the strongest educational experiences available.

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Diploma Programme Requirements Diploma Programme candidates must meet the following requirements:

Candidates for the IB Diploma must satisfy assessment requirement in six subjects, each studied over a period of two years. With the exception of one online course is available for completion in one year in the student’s senior year.

The six subjects must be selected from the six groups as described in the Vade Mecum for the appropriate examination session, at least three and not more than four subjects being offered at higher level and the others at standard level.

In addition to the six subjects, candidates for the IB Diploma must: a) Take a course in, and submit the requires assessment in , Theory of Knowledge b) Complete an approved programme of extra-curricular activities or experiences known as

CAS c) Complete and submit for assessment an Extended Essay in a subject offered by NPS

Candidates are required to act in a responsible and ethical manner throughout their participation in the Diploma Programme and examinations. In particular candidates must avoid any form of malpractice.

Frequently Asked IBO Questions What is the International Baccalaureate Organization (IBO)? The IBO was created in Geneva in 1963 by a group of member schools of the International Schools Association. These schools formed the International Schools Examination Syndicate (ISES) to plan a full curriculum and examination system. In 1968 the ISES changed its name to the International Baccalaureate Organization and was given legal status under the Swiss Civil Code.

The IBO Headquarters is located in Geneva, Switzerland, and the IBO Curriculum and Assessment Center is in Cardiff, Wales. The IBO has regional offices in North and South America, Asia, Europe and Africa. IB North America, the support office of Navajo Preparatory School, is located in New York City. Navajo Preparatory School became an IB World School in 2014.

The IB Diploma is highly regarded for entry into universities throughout the world and for advanced placement at many colleges and universities in the United States and Canada. Oxford University was the first university to accept the IB Diploma as an entrance qualification. Now universities world-wide recognize the diploma graduate as having completed one of the finest liberal arts educations available.

Who is suited for the IB Programme? IB is for the student who is willing to work hard at his/her studies. A student having the following characteristics would be a good candidate for the program:

an ability to cope with several demanding classes simultaneously a willingness to develop personal study habits, including self-discipline, self-motivation, and time

management a capacity for thinking critically and creatively some fluency in a second language, or willingness to become fluent an international outlook and a genuine concern for others

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The IB Diploma Programme, while demanding, is open to any student. Any student at Navajo Preparatory School may challenge the full IB Diploma or take one or more IB Courses in their junior and/or senior years. It appeals to students with a wide range of interests, abilities and talents.

How do I get into the Navajo Preparatory IB Programme? At Navajo Prep the IB Programme is designed for juniors and seniors. The entire IB Programme is self-selecting, which means students who want the IB challenge may simply complete an application in their sophomore year, interview with the IB Coordinator, and register for the courses. Since the programme is self-selecting, students tend to register for a varying number of IB courses.

What are the Admission Requirements? A student may apply for admission to the IB Programme in their sophomore year. Applications are available from the IB Coordinator and are due in December of a student’s sophomore year. The application includes the following:

1. Student Application/ Personal Details 2. Written Parent Statement with signature(s) 3. Two (2) letters of recommendation from teachers in a sealed envelope 4. Academic Transcripts for 9th grade and 1st semester of 10th grade year 5. Application Essay consisting of 250-300 words on the topic: Using the (10) IB Learner traits select one (1)

trait and discuss how that characteristic relates to you as a learner and to your expectations of education. 6. Completed Plan Course Selection

A selection committee comprised of teachers, academic counselor and IB Coordinator will review the application by March of the application year. The successful candidate should be in good academic standing with demonstrated characteristics of the IB learner profile.

How much does it cost? Registering for IB examinations is an important step in earning an IB Diploma or IB Certificates. The following are subject fees paid by the student for the May Examination Session:

Registration Fee per Candidate = $157

Subject Fee per Candidate = $108 @ 6 = $648

Core Fees (EE, TOK, CAS) per Candidate = $135

Full IB Diploma per Candidate Total = $940

A student taking the full diploma program (6 Subject Exams + ToK + Extended Essay + CAS) will be required to pay fees totaling $648.00 over two years (IB Diploma students may assess in no more than two SL subjects in their junior year). There are no fees currently associated with the core elements of the IB Diploma Program (ToK, EE, or CAS) for diploma candidates. The above fees are subject to change upon notification from the IBO and currently apply to the 2015-2016 school year for examinations during the May 2016 session.

Graduation Pathways: IB Diploma, IB Course Certificates or NPS Diploma Students can choose one of three pathways in the IB Programme: IB Diploma, IB Course Certificate or State Diploma. Although the choice between the IB Diploma and Certificates is actually made in the winter of the sophomore year, students should become familiar with the IB Programme before registering for 9th grade classes. Proper planning of courses from 9th grade on is beneficial for all IB Programme candidates especially those considering the full IB Diploma path.

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The IB Diploma Pathway To earn the IB Diploma, a student must successfully complete:

1. At least one course and an IB examination in each of the six subject area groups listed below. To allow for specialization, normally three subjects (but not more than four) are chosen at Higher Level (HL), and to ensure a broad education, three subjects are chosen at Standard Level (SL).

Higher Level subjects require intensive, in-depth study over two years. These generally reflect a student's areas of interest and academic strength. Standard Level subjects are less demanding, but are still on par with introductory level college courses. SL courses require one full year of study.

Both levels of study lead to exams, which students must pass to receive the diploma. In addition to the exams, students are evaluated on a portion of their regular course work (for example, lab books, essays, portfolios, projects, etc.) completed in each class. These internal assessments are externally moderated by an IB examiner.

Subject areas by IB Group: Group 1 – English A Language and Literature HL

Group 4 - Experimental Sciences Biology SL or HL Chemistry SL Environmental Systems & Society SL Sports, Exercise & Health Science SL

Group 2 - Language B Spanish SL

Group 5 – Mathematics Mathematics SL Math Studies SL

Group 3 - Individuals & Society History of the Americas HL Psychology SL or HL Economics SL (ONLINE)

Group 6 – Arts & Electives Visual Arts SL or HL, or a second Group 3 or Group 4 Film SL (ONLINE)

2. Theory of Knowledge (ToK) Course 3. An Extended Essay of 3,500- 4,000 words on a topic of choice 4. Creativity, Activity, and Service (CAS) Upon satisfactory completion of NPS courses and IB requirements, a student on this track will receive: NM High School Diploma, an IB Course completion in each of the 6 courses and an IB Diploma.

The IB Course Certificate Pathway Any student may register in one or more IB Course Exams and earn an IB Certificate in each course. A student may earn an IB Course Certificate in one or more of the six subject areas listed above by pursuing the same course of study in that subject as that required for the Diploma and successfully passing the corresponding exam. Students on this path may take any number of SL or HL courses. The ToK requirement is not part of the Certificate option.

Upon satisfactory completion a student will receive: NM High School Diploma and an IB Course Certificate in each course in which students successfully complete an IB exam.

The NPS Diploma Regardless of IB Pathway all students are required to complete the Senior Atsa Exhibition consisting of the EE, CAS, Colloquium and Portfolio which are graduation components for all students at Navajo Preparatory School. Students can take any number of SL or HL courses and do not partake in IB exams. Students complete all internal assessments in their IB courses.

Upon satisfactory completion of NPS courses, a student on this track will receive: NM High School Diploma.

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IB Core Components: Theory of Knowledge The Theory of Knowledge (ToK) course is an interdisciplinary program designed to review and challenge knowledge. It involves the study of language, logic, ethics, knowledge, and truth. The course examines the methods used to obtain knowledge in various subject areas. ToK looks at the trustworthiness of language as a means of communicating ideas and the reliability of perception as a means of observing the world. Dishonest and unreasonable arguments are distinguished from valid forms of argument. ToK also considers the basis on which moral, political, and aesthetic judgments are made. Students will spend a year and a half answering one question: “What do I mean when I say ‘I know,’ and why should anyone believe me?” In ToK, students examine this question in the context of their definitions of knowledge itself, through four ways of knowing: emotion, reason, perception and language.

Students are given opportunities to: reflect upon knowledge and experience and the validity of the claims made about knowledge recognize limitations on the degree of certainty possible in all areas of knowledge be aware of subjective and ideological biases in themselves and others develop a personal mode of thought based on constructive examination of evidence and

expressed in rational argument explore the relationship between belief and contrasting worldviews

ToK is a 100 hour course that is offered beginning in the junior year and the fall semester of the senior year. It will be primarily taught through discussions on the following major topics:

a) knowledge, belief, and reality

b) the role of language and thought in knowledge

c) the principles of sound reasoning

d) systems of knowledge - mathematics, natural sciences, human sciences, history

e) values and judgments - moral, political, aesthetic

f) knowledge and truth

ToK is externally assessed (one essay of 1,200 - 1,600 words on a prescribed title). In addition, students must make one or more individual oral presentations and complete a self-evaluation report. The presentation is internally assessed by the ToK teacher.

According to the quality of work, the student's combined performance of both assessments will fall into one of the following five bands:

A = Work of an excellent standard

B = Work of a good standard

C = Work of a satisfactory

standard

D = Work of a mediocre standard

E = Work of an elementary

standard

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IB Core Components: The Extended Essay The Extended Essay, which introduces the student to personal research, will be based on a topic of the student's choice, chosen from the official list provided in this handbook. Students are expected to have sufficient knowledge skills in the chosen subject; Navajo Preparatory strongly advises against writing an extended essay in a subject that is not studied by the student. The Extended Essay is written outside of the classroom on a student's own time. Students begin the Extended Essay process in the fall of their junior year and submit their essays in the fall of their senior year. Each student obtains a Advisor/Mentor to advise and guide him/her during the 12 months spent researching and writing. The advisor/mentor will read and comment on ONLY the first draft of the extended essay. This is excellent preparation for similar tasks given to students in higher education. Students should choose a topic that is:

challenging and interesting limited in scope to allow examination of an issue/problem in depth allow the collection or generation of information/data for analysis and evaluation research oriented

All Extended Essays will be completed by the end of October of the students' senior year. The diploma essays are externally assessed by an examiner on the international grading team and can earn, together with the ToK, up to three bonus points.

Length - All Extended Essays should be between 3,500 and 4,000 words in length, require approximately 40 hours of independent research, and are assessed according to a carefully worded set of general and subject specific criteria. An Extended Essay requires an abstract, title page, and table of contents.

Presentation – A systematic research process is advised. All graphs, diagrams, tables, maps, and other supporting material must be neatly presented, well labeled, and easily interpretable. The essay should be logically presented and clearly ordered. A contents page or list of chapter headings should be added and all pages numbered clearly.

Documentation - A standard research paper MLA format will be used, for science research students will use the APA format. Any recognized format is acceptable providing it utilizes footnotes/endnotes, appendices, and bibliographies. Students who use standard MLA guidelines will meet all IB Extended Essay requirements.

According to the quality of work, the student's performance will fall into one of the following five bands on a scale of 0-36 points:

A = Work of an excellent standard

B = Work of a good standard

C = Work of a satisfactory

standard

D = Work of a mediocre standard

E = Work of an elementary

standard

Extended Essay Objectives In working on the extended essay, students are expected to:

1. Plan and pursue a research project with intellectual initiative and insight 2. Formulate a precise argumentative research question 3. Gather and interpret material from sources appropriate to the research question

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4. Structure a reasoned argument in response to the research question on the basis of the material gathered

5. Present their extended essay in a format appropriate to the subject with skill and understanding during the Atsa Colloquium

6. Use the terminology and language appropriate to the subject with skill and understanding 7. Apply analytical and evaluative skills appropriate to the subject, with an understanding of the

implications and the context of their research

Extended Essay Topics of Study In accordance with the Vade Mecum, below is a list of approved Extended Essay topics that are in aligned with the subjects offered by NPS.

Group 1 Language A

Group 2 Language B

Group 3 Individuals &

Society

Group 4 Sciences

Group 5 Mathematics

Group 6 The Arts

Classical Literature English Language

Spanish (The EE must be written entirely in Spanish)

History Psychology Economics

Biology Chemistry Environmental Systems & Society Sports Exercise & Health Sciences

Mathematics: Calculus, Geometry, Algebra I & II, and Trigonometry

Visual Arts: Digital Arts, Photography, Ceramics, Mixed Media, Drawing and Painting Performing Arts: Music

The Viva Voce The viva voce is a short interview between student and advisor/mentor and is recommended at the conclusion of the extended essay. The viva voce should last 10-15 minutes.

The viva voce serves the following purpose:

A check on plagiarism and malpractice An opportunity to reflect on successes and difficulties in the research process An opportunity to reflect on what has been learned An aid to the advisor/mentor’s report

ToK and the Extended Essay Both the Extended Essay and Theory of Knowledge are measured against published assessment criteria. According to the quality of the work, and based on the application of these assessment criteria, a student’s performance in each will fall into one of the five bands described previously.

Using the two performance levels obtained in Theory of Knowledge and the Extended Essay, a maximum of three diploma points can be awarded for a student’s combined performance as indicated in the matrix:

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Theory of Knowledge

Excellent

A

Good

B

Satisfactory

C

Mediocre

D

Elementary

E

Not

submitted

Ext

ende

d E

ssay

Excellent

A

+3

+3

+2

+2

+1 F*

N

Good

B

+3

+2

+1

+1

F*

N

Satisfactory

C

+2

+1

+1

0

F*

N

Mediocre

D

+2

+1

0

0

F*

N

Elementary

E

+1 F*

F*

F*

F*

Failing Condition

N

Not

Submitted

N

N

N

N

N

N

A student, for example, writes a satisfactory extended essay and whose performance in Theory of Knowledge is judged to be good will be awarded 1 point, while a student who writes a mediocre extended essay and whose performance in Theory of Knowledge is judged to be excellent will be awarded 2 points.

Performance in both Theory of Knowledge and the Extended Essay of an elementary standard is a failing condition for the award of the diploma.

F* From 2010 onwards 28 points overall will be required to be eligible for the diploma if a student attains an ‘E’ grade in either the Extended Essay or Theory of Knowledge. A grade ‘A’ in one of the requirements earns an extra point even if the other is a grade ‘E’.

IB Core Components: Creativity, Activity, and Service (CAS) “...If you believe in something, you must not think or talk or write, but must act.” (Peterson, 2003)

In order to reinforce the IB philosophy that there is more to education than what occurs in the classroom, students will also participate in the CAS program of co-curricular experiences for 18 months or 2 years during their junior and senior years. They will be required to participate in CAS experiences for three to four hours weekly. The student will be engaged in a combination of creative, aesthetic, athletic, and community service experiences.

CAS aims to challenge and extend the student by developing a sense of discovery and self-reliance, and encouraging development of individual skills and interests. Students must engage in experiences that provide a good balance of creativity, activity, and service.

Components of CAS: 1. Continuous involvement in various experiences for 18 months 2. Atsa Long Term Project with Learner Outcomes #9 and #10 3. CAS Fair on one Atsa Long term Project and two short term experiences

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Frequently Asked CAS Questions What Is CAS? Creativity, Activity, Service (CAS) should involve:

• real purposeful experiences, with significant outcomes • personal challenge – tasks must extend the student and be achievable in scope • thoughtful consideration, such as planning, reviewing progress, reporting • reflection on outcomes and personal learning

CAS is at the center of the IB Programme, being one of three essential elements in the IB experience. In the design of CAS experiences, students are asked to demonstrate quality, balance between the three areas, and commitment. Experiences help further define students as a confident and resilient person of integrity as well as a global citizen characterized by an awareness of the ethical considerations of issues. The objective is on developing community mindfulness and concern, and the skills needed to make an effective role to society. Therefore, it is expected that, at the beginning of the process, students review their interests and strengths as well as areas of growth to establish goals and develop a CAS plan.

Accomplishing the CAS plan translates into consistent participation for the duration of the IB Programme. Experiences should not be isolated and sporadic, emphasizing quality not “laundry-list” quantity. Students will need to document their experiences and reflect on personal growth to provide evidence that they achieved the 10 key learning outcomes of CAS.

What defines each of the three strands of CAS? Creativity: experiences in the modern and traditional arts, and any other experiences that involve creative thinking, such as planning activities or problem solving.

Activity: requires physical exertion contributing to a healthy lifestyle to complement the demands of the IB academic work, such as sports or dance classes.

Service: an unpaid and voluntary exchange that has learning benefit for the student. The rights, dignity, and autonomy of all those involved are respected. Some examples include helping with activities for the elderly, leading a music ensemble for the visually impaired, coaching a sports team for disadvantaged children, environmental restoration and protection.

What Is NOT CAS? CAS is not a points-scoring exercise. It should be an interesting variety of experiences that students find intrinsically worthwhile and rewarding, and which is mutually beneficial for the individual and to the community. Generally, CAS is not taking place when students are in a passive rather than an active role. There should be interaction. If students are passive, nothing of real value results from what they are doing, and no real reflection is possible.

Examples of experiences that are unacceptable are listed below: • any class, experience or project that is already part of the Diploma Program • any team or experience in which you have already been participating, unless you set new growth goals for

yourself and your achievements that can transform you into an active, reflective participant • an experience for personal reward, financial or benefit-in-kind • simple, tedious and repetitive work • a passive pursuit, such as museum, theater, exhibition, and concert visits • an experience where there is no responsible adult on site to evaluate your performance • working with underserved populations, foundations, or organizations when you:

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have no idea of how the organization operates have no idea of the issues involved have no contact at all with the underserved populations or those being served by the

foundation or organization

Guidelines for Specific CAS Experiences involving Political or Religious Activity The IBO expressly prohibits experiences that create divisions between people or experiences that seek to proselytize others to one's way of thinking. Given the nature of political or religious activity, it is important to evaluate these two areas when planning a CAS experience or project that involves political or religious implications.

Political activity that is informational or participatory, without causing division, is acceptable. For example, being a poll-worker during an election or participating in a school forum/mock debate on political issues is acceptable. Participating in a political protest might not be, if the protest goes beyond the civil expression of free speech into the arena of hostile activities that are divisive.

Some of the same concerns apply to participation in religious activity, particularly when it comes to proselytizing. Work done by a religious group in the wider community that has what would otherwise be secular objectives, in which students are able to make choices and use their initiative, is acceptable.

For example, distributing food, building or repairing homes done as part of a religious outreach program are all considered CAS; singing religious songs, participating in prayer, or reading scriptures as part of a religious outreach program are clearly not CAS.

CAS Assessment Methods The emphasis of CAS is on experiential learning. Students learn by doing real tasks that have real consequences and then reflect on these experiences over time.

Creativity can be interpreted as imaginatively as possible to cover the widest range of arts and other activities. An ideal CAS project is one that a student creates, designs, or plans.

Activity does not necessarily restrict itself to expeditions, sports, or physical exercise, but may include carrying out creative projects, or service-oriented projects. In this manner, all of the CAS components are addressed.

Service does not mean exclusively social service, but can include environmental and international projects as well. Service includes any activity where a contribution is being made without any form of compensation.

As a result of their CAS experience as a whole, including their reflections, there should be evidence that Students have:

1. Identify their own strengths and develop areas for personal growth 2. Demonstrate that they have undertaken challenges 3. Demonstrate how to initiate and plan a CAS experience 4. Demonstrate the skills and recognize the benefits of working collaboratively 5. Show commitment to and perseverance in their CAS experiences 6. Demonstrate engagement with issues of global significance 7. Recognize and consider the ethics of choices and actions 8. Developed new skills in the process 9. Demonstrate engagement with issues of Native American/Indigenous Community 10. Recognize and consider collegiate studies and career choices

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Outcomes number (9) and (10) must be present for a student to complete the Atsa CAS requirements for graduation. Some may be demonstrated many times, in a variety of activities, but completion requires only that there is some evidence for every outcome.

The guideline for the minimum amount of CAS experience is approximately the equivalent of half a day per school week (three to four hours per week) with a reasonable balance between creativity, activity and service.

Toward the end of a CAS experience, each student will complete a self-evaluation form, which includes a description of the experience and the student's view on how he/she has personally developed from engaging in the experiences. Students maintain online CAS evidence on the ManageBac system throughout their two-year experience, submitting them for review by CAS Coordinator and mentor.

Evaluation of the CAS Experience Students will be evaluated on their CAS experiences by presenting to the public during the CAS Fair held in the Spring of senior year. Additionally, students must have three documented interviews with their advisor/mentor throughout the junior and senior years.

Assessment

Students studying an IB Course must make a genuine attempt to complete course requirements and assessments. These requirements include students applying themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school regardless of whether or not these tasks contribute to the final Assessment mark. It is a matter of the teacher’s professional judgement to determine whether a student has made a sincere attempt to complete requirements. Navajo Preparatory School wishes to see each student achieve his or her potential. We look forward to working together with parents and students to realize this aim.

Assessment during Junior & Senior Years The key purpose of assessments are to provide information on student achievement and progress in each course in relation to the syllabus standards and to report on the standard of performance attained at the end of the course. There are two types of assessment completed by IB students, Internal Assessment and School-based Assessment.

School Based Assessment School based assessment is used by teachers to indicate how well the student is progressing in the subject. These may replicate IBO style assessments (for example tests and research assignments) or may be of an alternate nature (for example reflection diaries). School based assessment is required to assist teachers to formulate the information required by the students need to know that:

School based assessment is not optional. All Diploma candidates must undertake and complete all requirements for the course.

Students are expected to attend all classes in which they are enrolled unless for appropriate medical reasons or unless they have prior permission. Students regularly missing class severely affect their chance of gaining the IB Diploma.

Appropriate medical documentation will be required for students missing school based assessments and deadlines.

Technical difficulties or other foreseeable issues such as holidays, school or athletic commitments are not acceptable excuses for missing deadlines.

Failing to meet school based assessment requirements may severely affect students’ chances of gaining the IB Diploma.

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Students who miss classes without appropriate reasons or who fail to submit school-based assessments will be in danger of failing course components. The school will notify parents when missed classes or deadlines result in an unsatisfactory mark.

Internal Assessment Internal Assessments (IA’s) are set according to subject and IBO guidelines and count towards the final subject grade. Each subject has a different weighting attached to its IA as a proportion of the final mark. Students and parents find this information in the syllabus documents.

Internal Assessments requirements are completed by students within the school allocated deadlines. Internal Assessment due dates are indicated in the Appendix.

The subject teacher grades or evaluates the Internal Assessment work. A sample of students’ work is sent to an IBO moderator and checked against world marking standards. The

teacher’s marks are then adjusted if required.

The overall assessment structure for each IB subject ensures that student performance is measured in relation to all the objectives for that subject. In addition, it is used to evaluate student achievement against those objectives that do not lend themselves to external written examination or tests. Internal assessments give teachers, who know their students’ work very well, a significant input into the overall assessment process.

Important Points about Internal Assessments Internal Assessment dates are spread over the 2 years of the Diploma course. This reflects the nature and

structure of the Diploma Programme as well as student’s needs. Internal Assessments are set to spread the workload for students so that not everything is due in March of senior year.

The IBO sets strict rules regarding the submission of IA drafts. Students need to understand these before commencing work so that they understand the parameters in which they are working. These limits involve:

o Students must understand that once submitted no new drafts can be re-submitted at a later date. o Who is able to look at the drafts o The role of the teacher

Oral assessments are completed by all students within a limited timeframe. The IBO considers students completing oral assessments outside the set timeframe as academic malpractice. For this reason, oral assessment components cannot be completed outside the assessment period other than for medical reasons.

Students are not told their Internal Assessment mark or score. This is because it is subject to moderation. Students receive feedback in the required areas according to the marking criteria.

Students must understand the role of teachers in the preparation of Internal Assessments.

Syllabus documents and the Vade Mecum contain details of the extent to which teachers can assist students completing Internal Assessments. This also applies to teachers who are not a student’s subject teacher.

The Vade Mecum (Chapter F) states the following with regard to additional assistance to teachers: “If a candidate has been given additional assistance by a teacher during the completion of his/her work for internal assessment, reduce the mark(s) awarded. Make a note on the work to the effect that it has been marked down. This is necessary because the quality of the work may not reflect the standard normally produced by the candidate, nor the final mark awarded to it”. (F7 Vade Mecum)

Failure to Submit Internal Assessment Requirements As with the section above, students failing to submit Internal Assessment requirements with no valid reason will be awarded an N or F grade and a zero mark for that component. The award of an N grade will prevent a student from gaining a Diploma.

Students with valid reasons outside of their control must see the IB Coordinator as soon as possible.

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All students must submit work for their Internal Assessment by the due date. Students must provide supporting documentation if they wish to claim Special Consideration for an

Internal Assessment component.

The Vade Mecum, Chapter F states the following with regard to the submission of Internal Assessments:

“A candidate’s work is incomplete if no acceptable explanation is forthcoming. Unacceptable explanations for internally assessed work being incomplete include:

the candidate not providing work by the internal school deadline(s) the candidate not completing work owing to a lack of diligence the candidate suffering from a short-term illness.

If a substantial part of a candidate's work for internal assessment is incomplete, reduce the mark for the whole body of work proportionately and make a note on the work to the effect that it has been marked down. If there is no work for internal assessment, enter an F instead of a mark. Entering an F is appropriate when the candidate has not submitted work for internal assessment and there are no special circumstances. An F for internal assessment will result in no grade being awarded for the subject and level concerned. Do not use a mark of 0 (zero) for candidates who have failed to submit work.” (Vade Mecum F16)

Student Assessment Responsibilities Students must ensure they understand or know where to find the following information:

The times and dates of their final examinations The due dates for Internal Assessment components The school policy on school based assessment The due dates for Extended Essay, Theory of Knowledge and CAS components and all other Internal

Assessment work. The school and IBO policies for illness and misadventure Subject policies for Internal Assessments especially the Oral components All requirements for Academic Honesty All requirements for IBO paperwork and administration

The Diploma Programme Coordinator is responsible for ensuring all IBO regulations are adhered to. Students and parents must fully understand and be prepared to work within these regulations for the Programme to achieve its aims.

The 7 Most Important Things to Know & Remember about Assessments

1. The IBO rules and regulations contained in the vade mecum regarding assessment cannot be altered.

Students, parents and teachers work within the rules to ensure consistency and fairness to all students. 2. Internal assessments that count towards the students’ diploma score can only be done once. All drafts are

subject to the restrictions as set out in the syllabus. Internal school deadlines are fixed and non-negotiable. 3. Students absent on the day of an internal oral assessment component must provide a medical excuse on their

first day back. Situations within a student’s control will not be accepted as excuses.

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4. All written internal assessments must be submitted on the due date. Illness or absence on the due date will not be accepted as students have had a number of months to complete these pieces of work. Non submission on the deadline will result in a zero score for that component.

5. Students must complete 50% of assessment for each subject (including an externally assessable component) to be eligible for the IB Diploma.

6. IB Diploma students are responsible for ensuring they meet all academic honesty requirements. 7. IB Diploma students, in the spirit of independence and self-reliance, are responsible for ensuring they are up

to date with the requirements and information. If students are away, they need to ensure they check to see what has been missed.

Frequently Asked Assessment Questions How is the IB Program assessed? General and subject specific objectives of IB diploma courses focus on cognitive skills and affective capacities. Likewise, assessment procedures are designed to value both process and content and to achieve a balanced assessment of a student's performance. The assessment procedures emphasize understanding and application of knowledge, not just the student’s ability to regurgitate information.

Assessment for the IB diploma is criterion-referenced, not "norm" referenced. This means that students are not placed onto a normal distribution curve with a set portion of students deemed as having failed the course. Knowledge and skills are assessed according to the student's own achievement against a set of known criteria.

In order for students to have the opportunity to demonstrate their abilities, a variety of assessment methods, which take into account the different learning styles and cultural experiences of students, are used. All subjects are externally examined, which means that an international grading team, hired by the IBO, evaluates the students' work. Most subjects also require internal assessment, which involves an external moderation procedure to ensure that uniform standards are maintained throughout the world.

What if I am sick during an assessment or exam period? If a student is sick on the day of an assessment, they must:

Inform the IB Coordinator by phone or email Provide a medical document that covers the day of the assessment and any extra time taken Be prepared to sit for the assessment on the first day of return

Students who do not provide an appropriate medical document will receive a “0” mark or an “F” grade for that component.

What if I am sick during an Internal Assessment component? Students are expected to complete all Internal Assessment Components by the due dates.

Written Internal Assessments If an illness or misadventure occurs during the preparation of an Internal Assessment Component, appropriate medical or other documentation must be presented if a student is applying for an extension. However, please note:

Extensions are not granted to students who are sick on the due dates for Written Assessments. If a student is sick during the drafting and preparation process, then students need to discuss this with their teacher and the IB Coordinator.

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Oral Internal Assessments Oral Assessments must be completed within a limited timeframe. Students who are ill on the day of an Oral Assessment must be prepared to complete the assessment as close to the date as reasonable and possible. Extensions to Internal Assessment due dates are not granted for reasons within a student’s control.

What if I cannot complete the Programme requirements? If a student believes they are unable to complete the Diploma Requirements for any reason, they must inform the IB Coordinator as soon as possible. Failure to complete any of these components comes in two forms:

1. Failure to submit the written work or complete the oral presentation on the due date. 2. Failure to submit the appropriate forms covering for CAS

The IBO recognizes two reasons for non-completion of the requirements: Reasons within students’ control (example: failure to plan and complete work on time). Students

falling into this category will not be awarded a diploma. Reasons outside students’ control. This includes illness and other types of misadventure. If this is the

case, students must see the Diploma Programme Coordinator as soon as possible and provide the appropriate documentation.

Methods of Assessment The nature of assessment varies according to the subject, but the general pattern is as follows:

• Personal research work - All students must give evidence of their ability to carry out independent work in the form of:

An Extended Essay of about 3,500-4,000 words in one of the main six subject areas. This essay is assessed by an external examiner but must be accompanied by a report from the teacher mentor.

Guided coursework in some subjects. This work is internally assessed by the teacher who "guided" the student and is externally moderated by the IBO.

• Written examinations held in May of the students' junior and/or senior year. These examinations include a variety of assessment techniques such as essays, short answers, and a minimal number of multiple-choice tests. They are prepared and assessed by the examining panels responsible for each subject (otherwise known as the international grading team).

• Oral examinations conducted face-to-face with teachers, or by means of a cassette recording in the case of self-taught languages. Sample recordings are externally moderated.

• Internal Assessment (IA) for the Theory of Knowledge, and most other subjects. This may take the form of guided coursework, project work, fieldwork, and/or laboratory work. All internal assessment is subject to external moderation.

• School Based Assessments maintained on juniors and seniors, which may be taken into consideration in exceptional circumstances when awarding final grades.

• External Assessment (EA) comprises of examinations, World Literature essays, ToK essays, and Extended Essays that are externally scored or marked.

All forms of assessment are designed to measure the extent to which the individual student has met the aims of the subject. Therefore, the assessment tools go far beyond testing the ability to memorize isolated facts and bits of information. The assessment tools measure what students have acquired in terms of their ability to integrate knowledge, apply academic skills, and effectively communicate their understanding of subject matter.

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The Grading Scheme Each of the six subjects offered is graded on the following scale:

Grade 7 = Excellent

Grade 6 = Very good

Grade 5 = Good

Grade 4 = Satisfactory

Grade 3 = Mediocre

Grade 2 = Poor

Grade 1 = Very poor

The number represents the student’s exam score combined with the other forms of assessment methods as described in the preceding section. Up to three additional points can be added to the student’s total score based on overall performance in Theory of Knowledge and the Extended Essay.

Predicted Grades Teacher’s prediction of the grade the candidate is expected to achieve in the subject, based on all the evidence of the candidate’s work and the teacher’s knowledge of IBO standards. Predicted grades are also required for Theory of Knowledge and the Extended Essay.

Each grade award meeting will use predicted grades when considering a subject’s grade boundaries and the performance of individual candidates. They are also used by the final award committee when considering candidates with special circumstances. However, where marks are not available because of adverse circumstances, predicted grades are not used in their place.

Award of the Diploma Navajo Preparatory School full Diploma and Course Certificate Candidates will be recognized for their hard work and perseverance throughout the IB Programme in the spring of senior year at the graduation ceremony. Candidates will not receive their scores or marks until July following exams. As a result the school will acknowledge candidates despite the July notification of exam scores in May. The IBO will send scores and marks to the school and notification of IB Diploma recipients. The scores on a student’s transcript before July is the teacher’s predicted grade. The IB Diploma will be awarded to a student whose total score, including any bonus points, reaches or exceeds 24 points and satisfies the following conditions:

a) Higher Level (HL) subjects - A student must obtain a grade 4 or above in each Higher Level subject BUT one grade 3, and NO grade 2, will be acceptable.

b) Standard Level (SL) subjects – A student must obtain a grade 4 or above in each Standard Level subject BUT one grade 2, and NO grade 1, will be acceptable.

Note: Students who have completed the requirements for the diploma with only one failing condition, as set out above, but with a total score of at least 28 points, including any bonus points, will be awarded the diploma.

Excluding Conditions The diploma cannot be awarded, whatever the total score, to students who have:

Not been awarded Grades D or better for both ToK and the Extended Essay Not completed an approved program of Creativity, Activity, and Service Received a grade 1 in any Higher or Standard Level subject Received a total of more than three grade 3’s or below

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Successful Completion of Diploma Requirements Example:

Student A

Higher Level 7,7,7 Standard Level 7,7,7

ToK & EE 3

⇒ 45 points The maximum possible score

Student B Higher Level 6,6,5 Standard Level 4,5,5

ToK & EE 1

⇒ 32 points An average diploma candidate score

Student C Higher Level 5,3,4 Standard Level 4,4,4

ToK & EE 0

⇒ 24 points A pass, the 5 at Higher Level compensates for the grade 3

Incomplete Diploma Requirements Example:

Student D

Higher Level 5,2,6 Standard Level 3,5,6

ToK & EE 0

⇒ 27 points Fails to meet condition a above (i.e., a grade 2 at Higher Level and not a total score of 28 points).

Student E

Higher Level 6,5,6 Standard Level 3,2,2

ToK & EE 0

⇒ 24 points Fails to meet condition b above (i.e., more than one grade 2 and not a total score of 28 points).

Student F Higher Level 7,3,6 Standard Level 3,3,3

ToK & EE 1

⇒ 26 points Fails to meet excluding condition of more than three grades 3

Approximately 78-80% of diploma candidates earn the diploma worldwide. The student who does not satisfy the requirements of the full diploma is awarded a certificate for each examination which is completed successfully.

IB Coordinator’s Responsibilities The Coordinator is responsible for completing all appropriate paperwork for submission to the IB Curriculum and Assessment Centre. Examination Re-sits and Remarking If a student fails to gain the Diploma, they are entitled to two more examination sessions in which to gain it. Students may choose to re-sit all components of the subject or just the written examinations.

If a student wishes to re-sit a subject or subjects, they must inform the Diploma Coordinator before the start of the next fiscal school year. There may be costs associated with re-sitting subjects.

The Assessment Program Diploma students undertake a program of study designed to meet the IBO’s requirements. In addition, students are required to submit Diploma components on specific dates. The IBO regards school submission dates as having the same importance as IBO dates.

Please note- the IBO is not flexible about these dates in any way. Failure to submit Diploma Programme requirements on the school due dates will result in a non-award of that subject and hence the Diploma. All IBO paperwork must be signed and completed. Work that does not have the required paperwork completed will not be marked.

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Submission instructions: Students submit two (2) copies of all written work (excluding CAS documents). Submission of the Extended Essay and Theory of Knowledge essay will take place at a set time and

location. All students must submit their work at that time. Written work and CAS records are not accepted without the fully completed coversheet or portfolio.

May Examination Session The dates for the May examination session are conducted in early May of 2016.

Students need to: Read the examination timetable and the IB Code of Conduct Highlight the applicable examinations Know the start and finish time for examinations (set by the school) Inform the Diploma Coordinator if there are any time conflicts

If there are conflicts, the IBO states that: Examinations will be rescheduled on the same day if a student does not have more than 6 hours of

examinations in one day. That is, students may be asked to sit for 3 subject examinations in one day. There are no provisions for special considerations for this situation.

Examinations will be rescheduled on a different day if a student has more than 6 hours of examinations on one day.

Warning Communication with Students & Parents

Teachers or the IB Coordinator will contact parents to provide a warning if a student: Is overdue with submissions of draft work leading up to an internal deadline Non submission of required forms and paperwork Late or non-submission of school based assessments Continued absence from class

A student and parent can expect to receive a warning communication letter from the IB Coordinator or teacher of the course. The receipt of ‘warning communication’ does not prevent a student from gaining a Diploma, however, the non-completion of the requirements listed will lead to an “F” grade being awarded.

Academic Honesty The IBO has strict rules regarding the conduct of Diploma Programme students. The IBO document “Academic Honesty – a guide for schools” provides the rules and regulations for conduct in this area. There are two forms of Academic Malpractice as identified by the IBO.

Academic Infringement and Academic Malpractice Definition of an Academic Infringement:

The IBO recognizes that work submitted by candidates for assessment may contravene the standard academic practice of clearly acknowledging all ideas and words of other persons. In cases where this is not deemed by the final award (Atsa) committee as a deliberate attempt by a candidate to gain an unfair advantage, this will be designated as an academic infringement and not malpractice.

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If the final award (Atsa) committee decides that an academic infringement has been established, no marks will be awarded for the component or part(s) of the component. The candidate will still be eligible for a grade in the subject or diploma requirement concerned. The Head of School will be notified that this action has been taken. The case will not be recorded as malpractice.

Definition of Malpractice: The IBO defines malpractice as 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 includes the following: o Plagiarism: this is defined as the representation of the ideas or work of another person as the

candidate's own. o Collusion: this is defined as supporting malpractice by another candidate, as in allowing one's

work to be copied or submitted for assessment by another. o Duplication of work: this is defined as the presentation of the same work for different assessment

components and/or diploma requirements. o Any other behavior that gains an unfair advantage for a candidate or that affects the results of

another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record, disclosure of information to and receipt of information from candidates about the content of an examination paper within 24 hours after a written examination).

Applicable Procedure The IB Coordinator must inform the IBO of any malpractice in relation to a candidate's work after the work or an internal assessment mark has been submitted to the IBO. In such cases, or when an examiner suspects malpractice, the school will be required to conduct an investigation and provide the IBO with relevant documentation concerning the case.

Candidates suspected of malpractice will be invited, through the Coordinator, to present a written explanation or defense.

Cases of suspected malpractice will be presented to the final award (Atsa) committee. After reviewing all evidence collected during the investigation, the committee will decide whether to dismiss the allegation, uphold it, or ask for further investigations to be made.

If the final award (Atsa) committee deems evidence of malpractice insufficient, the allegation will be dismissed and a grade will be awarded in the normal way.

If the final award (Atsa) committee decides that a case of malpractice has been established, no grade will be awarded in the subject(s) concerned. No diploma will be awarded to the candidate, but a certificate will be awarded for other subject(s) in which no malpractice has occurred. The candidate will be permitted to register for future examinations at least one year after the session in which malpractice was established.

If a case of malpractice is very serious either because of its nature or because the candidate has already been found guilty of malpractice in a previous session the final award (Atsa) committee is entitled to decide that the candidate will not be permitted to register for examinations in any future session.

A diploma, or a certificate, may be withdrawn from a candidate at any time if malpractice is subsequently established.

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Academic Honesty at Navajo Preparatory School

Navajo Preparatory School recognizes the importance of honesty and integrity as human values in all aspects of school life. Students are encouraged to live a life based on honesty and integrity, by knowing who they are and what values they represent. Honesty and truthfulness are virtues, and students must police themselves on a daily basis. It is expected that students practice authentic authorship and respect others’ intellectual property. Having personal integrity is an important leadership quality for “Leaders Now and Into the Future – Yideesk33g00 Naat’1anii”.

This Academic Honesty statement will be used in conjunction with the school’s policies on academic integrity, plagiarism, Turnitin.com and coursework that are stated in the NPS Student Parent Handbook.

Benefits of the IB Diploma What does it mean when completed? Upon completion of the IB Diploma, the student has had a rigorous pre-university education, which is accepted as an entrance qualification for higher education in over sixty countries around the world.

Universities are eager to attract IB Diploma students because: They are recognized as being prepared to accept educational challenges. They have self-confidence with university level material. They have developed the capacity for independent research and study. They have cultivated sound thinking and communication skills. They have engaged in extracurricular activities alongside academic studies. They have thought in global terms and have a cultural sensitivity and international orientation.

Why choose the International Baccalaureate Programme Navajo Preparatory School? Amid the many outstanding academic and athletic programs at Navajo Preparatory School, the IB Programme is unique. The goal of the IB Programme is to prepare high school students for quality university life in a way no other educational program can. For those who may not go on to college, the IB Programme will offer one of the most enriching experiences possible.

How is this done? The IB Programme is NOT a different version of already existing programs that are academically challenging; rather, it blends together key ingredients of many academically challenging programs into one comprehensive piece.

There are three key components to the IB Programme:

1. Academic rigor. Students learn how to learn, how to analyze, how to reach considered conclusions about humankind, its languages and literature, its ways in society, and the scientific forces of its environment. An IB Diploma candidate is functioning at a level of an introductory college student.

2. Comprehensiveness of the Program. Students encounter rigor throughout ALL disciplines. Students refine areas of strength and developmentally improve areas of weakness. Students also submit a significant portion of their course work for evaluation (essays, oral commentaries, portfolios, lab books).

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3. Internationalism. The IB Programme encourages students to think globally and the IB curriculum is based on true international standards. Coursework and exams are graded by an International Grading Team comprised of education professionals from North and South America, Europe, Africa, Asia, and Australia.

The IB Programme enjoys an exceptionally good relationship with universities abroad and is rapidly growing in recognition among United States universities. Many competitive United States universities are now granting advanced standing for students with the IB Diploma and those students are being recruited due to their excellent academic preparation and study skills.

The IB Programme is not for everyone. Many students want the external benefits (weighted grades, advanced college standing), but the true benefit of earning the IB Diploma is intrinsic in nature. The change that occurs within a student academically and personally while pursuing the diploma produces far greater personal growth and satisfaction than the diploma itself.

The Successful IB Student Outside the classroom Students will spend much time studying outside of class. Ideally, students will become very familiar with the Navajo Preparatory Library as well as the San Juan College Library and use them as resources during off periods. Students should also strive to utilize out of town university libraries. Students may benefit from working with each other in self-selecting study groups.

Students should set goals for their own study program and develop habits of tracking their progress in order to self-assess how they are achieving their goals. Records should include an accurate account of time devoted to CAS and working along an individualized Extended Essay calendar.

Student Responsibilities • Students are expected to share responsibility for creating a challenging and fruitful learning

environment. Students should demonstrate mutual respect and consideration for others. This assists in creating an atmosphere of harmony and cooperation, which is conducive to learning.

• Academic Honesty: Maintaining academic integrity within a program is paramount. Within the IB Programme, this goal is taken seriously. Students must abide by the Navajo Preparatory School Academic Honesty Policy.

• Assignment & Assessment Due Dates: Students must meet IB course, CAS, and Extended Essay deadlines. The IB Coordinator, in consultation with teachers, sets due dates for all student work evaluated by the International Grading Team. Teachers set other major school based course assignments. The timing of submission dates spreads the workload fairly across the two years of the programme.

How to Ensure Excellence in IB Studies The IB is a demanding programme of study, but well-organized students are able to do well and still find time to pursue other interests both inside and outside of school. A good IB student:

• Works consistently throughout the two years of study. • Makes a study plan for the coming week/month, anticipating deadlines for essays, assignments, etc.,

and forthcoming sporting and social activities. • Works in surroundings conducive toward thoughtful study. • Begins studying sooner rather than later, and in a sustained fashion.

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• Follows up recent class notes carefully and checks for clarification with the teacher to ensure he/she understands what is being taught/learned. Class notes are well organized.

• Engages in lively discussion and debate with fellow students and teachers. • Demonstrates eagerness to ask questions. • Submits thorough assignments that are carefully researched, analyzed, and presented.

Points of Contact for Student & Staff Accountability

Roxanne Lee Diploma Coordinator Office: (505) 326-6571 ext. 130 The person at NPS who is responsible for the planning, organization and

administering the Diploma Programme within the school. The Diploma Coordinator is responsible for following the rules and regulations as set out by the IBO.

Donna Fernandez CAS Coordinator Office: (505) 326-6571 ext. 311 The person at NPS who is responsible to the Diploma Coordinator for the

administration of the CAS program. The CAS Coordinator also answers student questions about CAS and helps to facilitate CAS activities for students and staff.

TBD EE Coordinator Office: (505) 326-6571 ext. The person responsible for the Extended Essay to ensure students are on track in

completing the EE. Coordinator will assist in research day outings and assist students and staff through the argumentative research writing process.

Cheryl Wolfe ToK Instructor Office: (505) 326-6571 ext. 303 The person responsible for planning, instruction and assessment in the Theory Of

Knowledge course. Tasha Racawan Dean of Instruction Office: (505) 326-6571 ext. 320

Working with the Diploma, CAS, EE Coordinators and the ToK Instructor to ensure all responsibilities are adhered to in accordance to job descriptions and the IBO.

1. Planning an IB Diploma……………………………………...………………………………………………………………………29

2. Candidate Course Selection Worksheet……………………………………...……………………………………30

3. Curricular Requirements Checklist for the IB DP………………………………………………………31

4. IB Diploma Programme Timeline……………………………………...…………………………………………………32

5. NPS Course Sequence ……………………………………...……………………………….………………………………….……33

6. NPS Paths to Graduation for 11th and 12th Grade Students………………………………34

7. Frequently Asked IB Related Topics……………………………………...…………………………………………35

NPS IB DIPLOMA PROGRAMME

Appendix

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Planning an IB Diploma 10 Steps to Selecting an International Baccalaureate (IB) Diploma Course of Study

1. Fill in your personal information and your courses at Navajo Preparatory in the using a printout of the

Candidate Course Selection Worksheet.

2. Review the IB Diploma Course Sequence - Four-Year Plan on the following page and read the International

Baccalaureate Programme section of the current Navajo Preparatory Course Catalog. Specifically, refer to the

IB course descriptions, prerequisites, and the IB Diploma pathways.

3. Look at the Example IB Diploma Course Schedules included in this handbook. Many other schedule variations

are available beyond these examples.

4. Refer to and complete the Curricular Requirements for the IB Diploma sheet as follows:

Select one Higher Level (HL) subject, in addition to English A HL and History of the Americas HL, according to your interests, abilities, and educational goals.

[Alternatively, you may choose a second HL course for a total of four HL subjects.]

Select one Standard Level (SL) subjects from each of the remaining three Subject Groups. Language B (Group 2 – Languages) is typically taken only at Standard Level. If you wish to choose a second course from Group 2 (Languages), Group 3 (Individuals and Society) or Group 4 (Experimental Sciences), choose it as a Group 6 subject instead of Visual Arts.

[Alternatively, if you chose four HL subjects, choose only two SL subjects.]

5. Fill in your proposed IB Diploma Programme of Study on the Candidate Course Selection Worksheet.

6. Select your additional courses. If you are unsure of these areas, it is fine to stop at this point and schedule an

appointment with the counselor and/or the IB Coordinator.

7. Fill in your draft schedule for your junior and senior years at Navajo Preparatory School.

8. Submit the Candidate Course Selection Worksheet and the draft schedule to the IB Coordinator in the IB

Office of Dodge Hall.

9. Schedule an interview with the IB Coordinator before Course Selection/Registration Day to discuss and refine

your draft schedule. Your parents are welcome and encouraged to attend this meeting.

10. Register for these courses during normal school registration.

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NAVAJO PREPARATORY SCHOOL International Baccalaureate Programme Candidate Course Selection Worksheet

Last Name: _________________________First Name:__________________________ Advisor’s Name:__________________________ FULL DP: Date of Birth:____________________________ CERTIFICATE:

Sophomore year courses OR Current year courses: English: ______Math:____________________________________ Language: ____Science:___________________________________ Social Studies: _Electives:__________________________________

IB Diploma Programme of Study:

Course Selections by Group

Group 1 Language A Language & Literature HL

Group 2 Language B Spanish SL

Group 3 History History of the Americas HL

Group 4 Sciences Group 5 Mathematics Group 6 Visual Arts

3 Higher Level Courses 3 Standard Level Courses English A (Lit or Lang & Lit) HL

History of the Americas HL

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Curricular Requirements for the International Baccalaureate Diploma Students must successfully complete exams and internal assessments in each of the following six subject groups. Typically, three subjects are taken at the Standard Level (SL) and three at Higher Level (HL), although there is an option to take four HL subjects and 2 SL subjects. All IB diploma students must participate in the IB Theory of Knowledge (ToK) course. Group 1 Language A1

Grade 11 IB English Language and Literature HL Grade 12 IB English Language and Literature HL - exam

Group 2 Language B

Grade 11 IB Spanish Grade 12 IB Spanish SL – exam

Group 3 Individuals and Society

Grade 11 IB History of the Americas HL Grade 12 IB History of the Americas HL – exam Grade 11 IB Psychology SL Grade 12 IB Psychology SL - exam

Group 4 Experimental Sciences (Select one sequence)

Grade 11 IB Biology HL Grade 12 IB Biology HL – exam Grade 11 IB Chemistry SL Grade 12 IB Chemistry SL – exam Grade 11 IB Environmental Systems & Society SL Grade 12 IB Environmental Systems & Society SL – exam Grade 11 IB Design Technology SL Grade 12 IB Design Technology SL – exam Grade 11 IB Sports Exercise & Health Science SL Grade 11 IB Sports Exercise & Health Science SL -exam

Group 5 Mathematics (Select one sequence)

Grade 11 IB Math Studies SL Grade 12 IB Math Studies SL – exam Grade 11 IB Mathematics SL Grade 11 IB Mathematics SL – exam

Group 6 Arts or Elective (Select one sequence)

Grade 11 IB Visual Arts HL Grade 12 IB Visual Arts HL – exam

IB Theory of Knowledge (ToK) – 2 semesters

Students take the course junior year and fall semester of senior year. Grade 11 Theory of Knowledge – all year or two semesters Grade 12 Theory of Knowledge – fall

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International Baccalaureate Programme Timeline Important Dates

August Senior DP Candidates turn in complete EE draft and meet with mentors to discuss plans for revision and completion.

Seniors DP Candidates should have over half of CAS completed. Junior DP Candidates begin their CAS experiences on first day of school (18 months for 3 to 4

hours weekly). Information session to prospective families for the IB Programme at Parent Day.

September

Teachers/ Students begin Internal Assessment (IA) work and projects. Senior Diploma and Certificate Candidates declare course choices for IB exams in May. EE mentors meet with students to provide feedback and finalize plan for completion.

October IB Sciences Group 4 Project Seniors register and submit payment for IB Exams. Second Draft of EE due to mentors for final revision.

November

IB English A HL Interactive Orals begin. IB CAS Quarterly Review

December

Final EEs due to mentor and EE Coordinator. Students submit EEs electronically to Turnitin.com. Launch of EE for Junior Anticipated Diploma Candidates. Sophomores apply to the IB Diploma Program. Junior Diploma Candidates choose EE topic and establish relationship with mentor.

January

IB Open House Senior Diploma Candidates submit ToK essays to teacher and Turnitin.com Junior Diploma Candidates turn in one semester of CAS Activity Forms via ManageBac.

February

IB English A HL Oral Commentary Exams IB Language B SL Oral Exams Junior Diploma Candidates submit EE documents 2017 EE Research Day

March

IB Mathematics SL Portfolios & Projects due All Internal Assessments graded by teachers IB Senior Diploma Candidate Retreat Final deadline for completion of CAS for senior diploma candidates 2017 EE Research Day

April

Deadline for reporting of Internal Assessment grades and predicted subject grades by IB teachers.

Internal Assessment samples due from IB teachers for external moderation. Deadline for visit from IB Visual Arts SL & HL examiner. Deadline for submission of CAS program completion form by CAS coordinator 2017 EE Research Day

May

IB Examinations Senior Diploma and Certificate candidates submit “Request for Results” IB Recognition Ceremony for all IB students and parents Junior Diploma Candidates should have completed about 75 CAS hours 2017 EE Research Day

June

Junior DP Candidates submit IB History of the Americas HL Historical Investigation Junior DP Candidates complete oral presentations in ToK and IB English A HL Junior IB English HL Written Assessments and IB History HL Investigation due Incoming Junior Anticipated DP Candidates (current sophomores) attend CAS meeting

July Dissemination of examination scores, diplomas, and certificates for May Exams

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Navajo Preparatory School Course Sequence

9th Grade 10th Grade Year before DP

11th Grade DP Year 1

12th Grade DP Year 2

Exams

GROUP 1: LANGUAGE A1

English I English II IB Language & Literature I HL

IB Language & Literature II HL

HL

GROUP 2: LANGUAGE B

Spanish I Spanish II IB Spanish I SL IB Spanish II SL SL

GROUP 3: INDIVIDUALS &

SOCIETY

NM/AZ History (.5)/ Navajo Government

(.5)

World History & Geography

IB History: US & World SL/HL

IB Psychology I SL

(Elective)

Environmental Systems I SL

(Elective)

IB History: World SL/HL

IB Psychology II SL

(ONLINE)

Environmental Systems II SL

Economics I/II SL

(ONLINE)

SL or HL

SL

SL

SL

GROUP 4: EXPERIMENTAL

SCIENCES

Principles of Chemistry & Physics

Biology

Chemistry I (Elective)

IB Biology I HL

IB Environmental Systems I SL

IB Chemistry I SL

IB Sports, Exercise

Science I SL

IB Biology II HL

IB Environmental Systems II SL

IB Chemistry II SL

IB Sports, Exercise

Science II SL

HL

SL

SL

SL

GROUP 5: MATHEMATICS

Algebra I

Geometry

Geometry

Algebra II (9th & 10th Grade)

IB Math Studies I SL

IB Math I SL

IB Math Studies II SL

IB Math II SL

SL

SL

GROUP 6: THE ARTS

Foundations of Music (.5)

Foundations of Art

(.5)

Investigations in Art (Elective)

IB Visual Arts I SL/HL IB Visual Arts II SL/HL SL or HL

Group 6 can be another substituted for another category above

TOK & EXTENDED

ESSAY

TOK (100 hrs.) Extended Essay

(Full Year)

TOK (.5) Extended Essay

(Fall Only)

EE/ ATSA Colloquium

CAS CAS CAS ATSA CAS Fair

NPS & State Requirements

Navajo I Physical Education

Intro to Computers (.5)

Navajo II US Government (.5)/

US Economics (.5) Health (.5)

Junior Seminar (.5) Senior Seminar (.5)

Electives

Computer Program. Band I Choir

Digital Art Physical Cond. (.5)

Foundations of Dine Teachings

Band II,III, IV Piano/Guitar

Desktop Publishing

Navajo Culture Dine Philosophy

Native Amer. Studies Personal Fitness

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Paths to Graduation Offered to 11th & 12th Grade Students at NPS Any of the following paths will allow a student to complete the 30 credits required to graduate from NPS. Course requirements for graduation are listed in the NPS course guide. Please note that all courses offered at NPS for 11th and 12th grade students follow the IB curriculum; however, there is no requirement or expectation that students take IB exams for any classes.

PATH REQUIREMENTS #1:IB Diploma Path HL = Higher Level SL = Standard Level IBO = International Baccalaureate Organization External = IBO Grades the exam/essay/presentation Internal = IB instructors at NPS grade the exam/essay TOK = Theory of Knowledge class CAS = Creativity, Activity, and Service EE= Extended Essay, a 3,500-4,000 word research paper

Students must take 3 HL and 3 SL courses. HL courses should be taken in the courses that come the most naturally to students and SL should be the classes that students find more challenging.

Students take IB exams for each of their 6 courses at the completion of the course. IB exams always take place in May. All IB exams are assessed externally. Students must complete all required internal assessments for each course.

Students complete the IB Core (TOK, CAS, EE). TOK is not assessed through an IB exam, but rather through an essay (externally assessed) and presentation (internally assessed). Extended Essays are assessed externally and CAS is assessed internally. Satisfactory completion of CAS requirements is necessary in order to be eligible for an IB Diploma.

Upon satisfactory completion of NPS courses (including the IB core) and IB requirements, a student on this track will receive: NM High School Diploma, an IB Course Certificate in each of the 6 courses and an IB Diploma (if required points are attained).

#2:IB Diploma Course Certificate Path HL = Higher Level SL = Standard Level IBO = International Baccalaureate Organization External = IBO Grades the exam/essay/presentation Internal = IB instructors at NPS grade the exam/essay TOK = Theory of Knowledge class CAS = Creativity, Activity, and Service EE= Extended Essay, a 3,500-4,000 word research paper

Students can take any number of SL or HL courses, but students are not allowed to take more than 4 HL courses. HL courses should be taken in the courses that come the most naturally to students and SL should be the classes that students find more challenging.

Students take the IB exams in courses of their choice (up to 6) at the completion of the course. IB exams always take place in May. All IB exams are assessed externally. Students complete all internal assessments in their IB courses. If students take an IB exam, the IBO may request their internal assessment.

Students are not required to complete the TOK course but can take it as an elective. NPS teachers assess the TOK. Satisfactory completion of the Extended Essay and the CAS is a graduation requirement.

Upon satisfactory completion of the NPS course and IB requirements, a student on this track will receive: NM High School Diploma and an IB Certificate in each course in which students completed an IB exam.

#3: NPS Graduate Path HL = Higher Level SL = Standard Level Internal = IB instructors at NPS grade the exam/essay TOK = Theory of Knowledge class CAS = Creativity, Activity, and Service EE= Extended Essay, a 3,500 word research paper

Students can take any number of SL or HL courses, but students are not allowed to take more than 4 HL courses. Students can take all SL courses if they choose. HL courses should be taken in the courses that come the most naturally to students and SL should be the classes that students find more challenging.

Students take no IB exams. Students complete all internal assessments in their IB courses.

Students are not required to complete the TOK course but can take it as an elective. NPS teachers assess the TOK. Satisfactory completion of the Extended Essay and the CAS is a graduation requirement.

Upon satisfactory completion of NPS courses, a student on this track will receive: NM High School Diploma.

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FREQUENTLY ASKED IB RELATED TOPICS Topic Explanation

11th Grade Final Exams At the end of the junior year, students sit for their final IB exams in every course, no matter which path the student has chosen. These exams are administered in the style and manner of the IB Exams and will count as the final exam for the year.

IB Exams

At the end of the senior year, students on Paths 1 and 2 will sit for IB exams that they have declared. Those exams are externally assessed. These exam grades do NOT figure into a student’s GPA, nor must they be sent to colleges. Students choose which exam grades to send to colleges. Students who are sitting for IB exams do not take a final in that particular course.

Final Exams: Non-DP Students

Students on Path 2, for courses in which they are not taking IB exams, as well as ALL students on Path 3, will take a final exam. This final exam will count toward the final GPA.

GPA On a student’s official transcript, all courses will appear as IB HL or SL classes, regardless of the path the student is on.

Changing from HL to SL No matter the path, students have until September of the senior year to change a course from HL to SL or SL to HL (with teacher approval).

Deadline to sign up for IB Exams

Students on Paths 1 and 2 have until September 30th of senior year to declare which IB exams they will take. This is also the deadline for students to decide if they want to change paths.

Fees and IB Scholarships

Students on Paths 1 and 2 must have IB registration fee paid by Spring Break of sophomore year. These students must have full IB exam fees paid by September 30th of senior year. The IB Organization will charge an extra fee to students who pay for exams after this deadline. If a student needs financial assistance to pay for IB exams, a scholarship is available through NPS. Scholarship application forms are available from the IB Coordinator and are due in the fall of senior year.

ManageBac and Turnitin.com

ManageBac will be used to document both the Extended Essay and the Creativity, Activity, and Service (CAS), which are both graduation requirements of NPS regardless of path. Turnitin.com is a plagiarism check website that is linked to their ManageBac account for Extended Essays.

HL Class/SL Exam Students may take an HL course but sit for SL exam. Students may not take an SL course and sit for the HL exam.

SBA and NWEA

Regardless of Path, all students in 11th grade must pass all NM Standards Based Assessments (SBA/ PARCC) in order to be eligible to graduate. Students will also be assessed for growth using the short cycle assessment system called NWEA. This is usually at the beginning of the year (August), middle of year (December/January) and end of year (April/May).

EE, CAS, Expectations

To maintain the Diploma path, students must turn in a completed draft of the Extended Essay in August of their senior year. Students must also provide evidence of completion of 75 hours of CAS by the same deadline. All students must complete an Extended Essay and CAS, but Path 1 students who do not complete the EE and CAS requirements by August of senior year are no longer eligible for Path 1.

ACT & SAT Regardless of path, students are required to take the ACT and SAT, evidence of this assessment is documented in the Atsa Portfolio. It is the students’ responsibility to send ACT and SAT scores to colleges.

Dual Credit Students may take Dual Credit course(s) through San Juan College at their expense. Diploma Path students can only enroll in Dual Credit course the summer months. Path 2 students may enroll in Dual Credit course as long as they do not conflict with IB courses and exams.

NPS Grade vs. IB Exam Grade

Students will receive a grade for each course taken at NPS. These grades will be given on an A-F scale. The final exam that students take at the end of junior year will count for a portion of the student’s overall semester grade accordingly. This final grade will appear on the NPS transcript and play into the GPA. For 12th grade students pursuing the Path 1: Full Diploma, IB exam grades are not finalized until the July following the exams, and therefore will not go onto a student’s final transcript. IB exam grades are not reflected in the final course grade at NPS and therefore do not count toward student GPAs.

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1. Introduction & Purpose……………………………………………………………………………………………..………………37

2. General Guidelines………………………………………………………………………………………………………..………………..38

Atsa Mentorship, Requirements for the Atsa Exhibition

3. Atsa Extended Essay ………………………………….………………………………………………………………………….……39-40

Extended Essay requirements, Objectives & Viva Voce

4. Atsa Colloquium………………………………………………………………………………………………………………………..…..…40

Definition and guidelines for preparing for the colloquium

5. Atsa Portfolio…………………………………………………………………………………………………………………………..….…..…41

6. Atsa CAS Project/ Experience………………………………………………………………………………………..….42-43

Components of CAS and Information on the Long Term Atsa CAS Project & Fair

7. Atsa Evaluation Team …………………………………………………………………………………………..…………...……..43

Evaluation Team information and Atsa Scoring ComponentsAtsa Advisory Board

8. Atsa Advisory Board …………………………………………………………………………………………..……………...……..43-44

Information on appeals and change of CAS experiences/projects and EE topics

ATSA EXHIBITION GUIDELINES

Table of Contents

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36-37

37

38

39-40

40

40-41

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NAVAJO PREPARATORY SCHOOL ATSA EXHIBITION GUIDELINES & EXPECTATIONS The Navajo Preparatory School Atsa Exhibition is two yearlong study by Junior and Senior students on a topic of interest to include research methods and presentation skills. The exhibition is a culmination of the students’ four year academic study and will serve as a foundation for their future collegiate or career endeavors. To graduate from Navajo Preparatory School, all students must complete requirements in four categories of the Atsa Exhibition:

1. Atsa Extended Essay 2. Atsa Extended Essay Colloquium 3. CAS Experience and Fair 4. Atsa Portfolio

These requirements are in addition to the requirements of individual courses. The Senior and Junior Seminar courses and Advisor/ Mentor will serve as points of advisement and assistance for fulfilling requirements.

Purpose of the Senior Atsa Exhibition The Asta Exhibition will give students the opportunity to explore a personal interest more deeply while demonstrating the ability to apply knowledge and skills they have acquired and developed while at Navajo Preparatory School. The Atsa Exhibition must include:

1. Atsa Extended Essay: An argumentative research paper on a particular discipline involving core disciplines: Language

Arts, World Studies, Mathematics, Social Studies, Foreign Language, Fitness and Health, Fine Arts and Science.

2. Atsa Colloquium: The colloquium is academic session in which students address their extended essay topic and

argument. They will answer questions relating to their essays from peers, community and a panel of judges.

3. Atsa Portfolio: A compilation of student work to demonstrate readiness to graduate from Navajo Preparatory

School. 4. Atsa CAS Experience and Fair:

A compulsory component of Navajo Preparatory School that has been designed to give students the opportunity for experiential learning beyond the curriculum.

The emphasis is on learning by doing real tasks that have real consequences and then reflecting on these experiences over time.

The CAS Fair is a public audience presentation in the spring of senior year on the Atsa Long Term Project.

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General Guidelines All components of the Atsa Exhibition must be original. The Academic Honesty Policy must be

upheld and adhered to in all faucets of the Atsa Exhibition. Components of the Atsa Exhibition must be submitted by the due dates. Students must complete all (4) components of the Exhibition with a “Satisfactory” or “Exemplary”

standing. If student does not meet the criteria they will not graduate nor receive their high school diploma.

The CAS experiences must exhibit experiential learning that challenges the student to enhance their knowledge or provide a service. The combined CAS experiences must demonstrate completion of ten Learner Outcomes.

Each student must complete (1) long term Atsa CAS Project and (2) short term CAS experiences individually or in a team of two that the student(s) will formally present during the CAS Fair. Presentations will be held in April of 2015. Information and evidence of the CAS is expected in the student’s Atsa Portfolio.

Students will need to regularly document ALL CAS Experiences and upload their Extended Essays in to the ManageBac System.

Students will need to inform their CAS Supervisors about filling out the ‘Supervisors Review’ on the ManageBac System once the CAS experiences are completed. This information will need to be printed and included in the Atsa Portfolio for two short term CAS experiences and the long term Atsa CAS project.

Each student must participate in the CAS Fair by presenting their long term Atsa CAS Project consisting of 5 to 10 minutes. These presentations will take place on campus in front of Atsa Judges, peers and local stakeholders in the spring of senior year

The Atsa Advisory Board will review all Exhibition topics and CAS projects. Project activities that are dangerous or have the potential to violate school rules will not be accepted.

Students using school facilities or equipment to conduct research must have written permission from the staff member responsible for such facilities or equipment. In addition, the student’s parents/guardians must sign the written permission. The student is responsible for loss or damage to such facilities or equipment if it should occur.

Students are encouraged to choose a CAS project that is not a financial burden on themselves or their families. Students who discover they need financial assistance should discuss the issue with their advisor/mentor who will then inform the IB Coordinator in writing. Based on the written information the IB Coordinator and the Atsa Advisory Board will make a recommendation to the Dean of Instruction.

A phone call, certified letter, or conference with parents/guardians will be initiated if students do not meet required deadlines or consult weekly with their advisor/mentors. Additionally, a letter of explanation will be required from a student for any late/missed deadlines and not meeting with their advisor/mentor. The IB Coordinator in concurrence with the Dean of Instruction will handle such issues.

Should a student need to work on their projects during the school week an “Atsa Work Day Request Form” will need to be filled out and approved three days prior to the absences (Request Form is in the back of this handbook).

School provided transportation for off-campus CAS Experiences or Extended Essay research will require prior approval from the IB Coordinator and Dean of Instruction. A five day notice is necessary when requesting vehicles so plan accordingly.

Atsa Mentorship Junior and Senior students will work with an advisor/mentor for over two years on their projects

and research paper. The on-campus advisor/mentor will monitor progress and completion of the exhibition during College Prep time.

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Junior and Senior students and their advisors/mentors must regularly document that they are working on the components of the Exhibition by being actively involved with research and service learning experiences.

Weekly meetings must be documented in ManageBac under the ‘Notes & Interview’ tab. Failure to meet with the advisor/mentor will result in parent/guardian notification, conference, written Letter of Explanation and will keep a student from “Exemplary Status”.

The advisor/mentor will need to fill out a required form detailing how much time was spent working on the Long term Atsa Project and evaluating student work effort. This form is called the ‘Mentor Evaluation of Student’ and is an essential document to be included in the Atsa Portfolio.

It is the responsibility of the student to ensure regular communication with their advisor/mentor up to the day of presentations in the spring.

ATSA EXHIBITION REQUIREMENTS (4 Parts) I. Atsa Extended Essay The extended essay is an argumentative piece of writing of 3,500 to no more than 4,000 words. It enables students to investigate a topic of special interest. It encourages students to develop the skills of independent research that will be expected at colleges and universities. The completion of the written essay is followed by a short, concluding interview, or viva voce, with the advisor/mentor and IB Coordinator.

Atsa Extended Essay Requirements A minimum of (8) sources are required. Print credible internet sources and interviews are highly

encouraged, information regarding citation is in the back of this handbook. Essays will be scored by an off-campus individual. Essays must be chosen from the list of core disciplines: Language Arts, Mathematics, Social

Studies, Foreign Language, Fitness and Health, Fine Arts and World Studies. Contain no less than 3,500 words and no more than 4,000 words. Essays will conclude with a viva voce by the advisor/mentor and IB Coordinator. Completed Essay Drafts must be uploaded into ManageBac by September of senior year and a

hard copy submitted to the advisor/mentor with an Originality Report from Turnitin.com.

The extended essay is the prime example of a piece of work where the student has the opportunity to show knowledge, understanding and enthusiasm about a topic of his or her choice.

NOTE: An off-campus, certified English Instructor will score non-DP Extended Essays to ensure objectivity and consistency.

Atsa Extended Essay Assessment Objectives In working on the extended essay, students are expected to:

1. Plan and pursue argumentative research paper with intellectual initiative and insight 2. Formulate a precise research question 3. Gather and interpret material from sources appropriate to the research question 4. Structure a reasoned argument in response to the research question on the basis of the material

gathered 5. Present their extended essay in a format appropriate to the subject with skill and understanding

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6. Use the terminology and language appropriate to the subject with skill and understanding 7. Apply analytical and evaluative skills appropriate to the subject, with an understanding of the

implications and the context of their research

The Viva Voce The viva voce is a short interview between student and advisor/mentor and is recommended at the conclusion of the extended essay. The viva voce should last 10-15 minutes. The viva voce serves the following purpose:

A check on plagiarism and malpractice An opportunity to reflect on successes and difficulties in the research process An opportunity to reflect on what has been learned An aid to the advisor/mentor’s report

II. Atsa Colloquium Definition of COLLOQUIUM An academic meeting at which specialists deliver addresses on a topic or on related topics and then answer questions relating to them. – Merriam Webster

The school will host the Atsa Colloquium in the spring of the students’ senior year. Students will prepare and rehearse with their advisor/mentor for this formal presentation to the community, peers and family. Students will present twice during the designated evening/day.

On the day or evening of presentations students will: begin with an oral introduction in Navajo have 20mins to present their extended essay argument with 10mins of questioning from the

audience and judges be allowed optional multimedia presentation techniques about the extended essay: PowerPoint,

prezzi, video, photo-essay, audio recording, website, model, or various other presentation techniques and supporting material can be used

inform the IB Coordinator if projectors and connection cords are needed dress in professional or traditional attire ensure that all continents of the Atsa Portfolio are complete and on the table for viewing by the

Atsa Judges demonstrate sustained commitment throughout the Extended Essay writing experience:

it must be possible for the audience to experience the entire EE writing procedure--from ( 1 ) selection of topic, (2) motivation for selection, (3) argument, (4) validity of argument, (5) outcomes of research, and (5) the value of the knowledge to the community and to the students’ personal growth

Preparing for the Atsa Colloquium Once the extended essay is completed and submitted, it is time to prepare for the oral presentation called the Atsa Colloquium. The following are some things to consider before presenting:

1. What evaluation criteria will be used? Request the Colloquium presentation rubric that will be used from the IB Coordinator. Be meticulous about including all the required items, meeting or exceeding the acceptable level.

2. What is the time frame of the presentation? Never exceed the allotted time. Practice. Rehearse. Know the research material, and prove to the audience knowledge and skill. Time the presentation to warrant that it is not too long or too short. A rehearsal will be scheduled with the advisor/mentor

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and the IB coordinator before the actual colloquium. 3. Be ready for questions. Try to anticipate what questions will be asked, subsequent responses, and

how the extended essay demonstrates learned skills. 4. Is an outline prepared? Having the basic points on a note card demonstrates the ability to plan and

organize. In addition, note cards provide a safety net for nervousness, forgetfulness, and side-tracking.

5. Is the presentation free of slang and grammatical errors? Be aware of the fact that judges are keenly aware of how words are stated. A poor Oral Presentation will sabotage an exceptionally written essay. Formal occasions require formal speech.

6. Practice the physical logistics of the oral presentation by using a microphone and rehearse everything beforehand. Check to ensure all equipment is properly working.

7. DRESS PROFESSIONAL! Wear something that: (a) makes you feel good, (b) has garnered compliments, (c) looks as good seated as it looks standing, (d) is appropriate for the particular setting, and (e) has a polished “air” about it.

NOTE: Appearance and grooming faux pas: tight clothing; too much jewelry; long, brightly colored nails; unpolished shoes (people do notice); outrageous hairstyles or colors; low cut blouses or shirts; jeans or shorts (too casual); and generally, anything that would detract from what you have to say.

8. Practice will benefit in the area of nervousness and may assist in eliminating panic as the presentation is given. By saying the words aloud so the pronunciation, the speed, and the words or phrases are correctly stressed. Rehearse, Rehearse, Rehearse!

III. Atsa Exhibition Portfolio The portfolio will comprise of the Extended Essay and three CAS Project/Experiences (One long term & two short term) as well as other essential artifacts and documentation. A 3-ring binder no less than 2 inches with sheet protectors and dividers with labels is required to maintain all required elements. The Atsa Portfolio is a showcase of four years of student achievements, course work and college aspirations that can be referred to in the future. Do not delay in organizing and preparing this component!

All entries in the portfolio must be organized, clearly labeled, and listed in the following order: 1. Personal Essay 2. Resume (Objective: College Entrance) 3. Formal Letter of Intent consisting of both the long term Atsa CAS project and the Extended Essay 4. Extended Essay Outline with (8) resources 5. Copy of final Extended Essay with grading rubric for non-DP Students 6. CAS Experience hardcopy plans for TWO short term experiences and ONE long term Atsa CAS project

(these will be the three that are evidenced in the portfolio and presented at the CAS Fair) 7. ManageBac “Notes & Interview” PDF Copy for the three CAS Project/Experiences mentioned above 8. Evidence of completed Long Term Atsa CAS Project with Reflections (*See Below) 9. Student Self-Evaluation Form 10. Mentor Evaluation of Student Form 11. Student Evaluation of Mentor Form 12. (3) Samples of Navajo Writing or Cultural artifacts from Navajo Culture or Navajo History course work 13. Honors/Awards/Achievements (High School ONLY) 14. ACT and/or SAT Scores 15. College/Career Fair visit (proof provided may consist of pictures/sign-in sheet/ reflection of event in

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ManageBac) 16. (3) College Applications 17. (3) College Scholarship Applications/ Military Acceptance Letters

*Evidence of your completed long & short term CAS Project/Experience in the portfolio must show the beginning, middle, and completed final stages with labeled descriptions. Evidence may include photos, diagrams, rough and final drafts, lyrics, and sketches. All evidence must be properly labeled and fit into the portfolio.

GUIDELINES FOR THE ATSA PORTFOLIO Be prepared to give the Atsa Judges a 3 ring binder with pertinent information that they can view

and evaluate. Having portfolio requirements presented in a professional way will show the Judges that you are serious and ready for your next educational step.

The outside cover of the portfolio is the Cover Page. The page will include the student’s name and address as well as a graphic advertising the long term Atsa CAS Project and the title of the Extended Essay.

Be consistent with the use of borders and graphics throughout the entire portfolio. Do not allow the graphics to become the focus of your portfolio; they should only be used to enhance and support your portfolio. When using photographs, rather than including the originals, have color reproductions made.

Use a 3-ring binder no less than 2 inches with sheet protectors and dividers with labels. The portfolio must have a Table of Contents.

Font type should be in a standard 10-12 point size and easy to read. All photos, samples, certificates, newspaper articles, personal notes, and other supporting

materials must have TYPED captions. Do not assume that the reader will link the artifact with the correct statement made in the portfolio. Scan and copy anything too large for a 3-ring binder, this includes awards and artwork.

Select documents or artifacts for your portfolio that can validate, justify, and support your growth through four years of high school. Be prepared to answer a Judges’ question(s) about an artifact or evidence included in the portfolio.

Ensure that the portfolio is proofed more than once. It is required that your advisor/mentor view and proof your portfolio before turning it in to the IB Coordinator. It is recommended that others view the portfolio to see if any improvements could be made before the deadline.

The portfolios is required to be on the table and ready to view during the Atsa Colloquium AND the CAS Fair. It is the student’s responsibility to ensure this component is available upon request.

The student resume must support the portfolio and provide adequate information.

Best works should showcase HIGH SCHOOL WORKS ONLY. Do not include anything that may fall out of the portfolio. As mentioned above, scan medals, ribbons, trophies, buckles, and plaques. Do not delay in collecting the needed material, artifacts and evidence. The binder should be worked on simultaneously with the extended essay and CAS experiences.

IV. Atsa CAS Experience All students are required to participate in the CAS program of co-curricular experiences for 18 months or 1 ½ to 2 years during their junior and senior years. They will be required to participate in CAS experiences for three to four hours weekly. The student will be engaged in a combination of creative, aesthetic, athletic, and community service experiences.

CAS aims to challenge and extend the student by developing a sense of discovery and self-reliance, and encouraging development of individual skills and interests. Students must engage in experiences that provide a good balance of creativity, activity, and service.

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Components of CAS: 1. Continuous involvement in various experiences for 18 months 2. Atsa Long Term Project with Learner Outcomes #9 and #10 3. CAS Fair on one Atsa Long term Project and two short term experiences

Atsa Long Term CAS Project & Experiences Students will present and be evaluated during the CAS Fair on this long term CAS project as part of their Atsa Exhibition component. Students will have many CAS experiences to initiate, plan and complete throughout 18 months, BUT this ONE long term project is the focus for their Atsa graduation element. All CAS experiences and projects must be entered into the ManageBac System for approval and documentation. Students will need a description, duration, project supervisor (cannot be a family member), and reflections to be entered in a timely manner. Tuesdays during College Prep is designated as “CAS/EE/ManageBac/IB time”. Students will need to communicate regularly with their advisor/mentor, CAS Supervisor, and the CAS Coordinator. Additionally, the long term CAS Project as part of the Atsa Exhibition must be included in the Learner Outcomes numbers nine and ten.

Atsa Exhibition Evaluation Team On the day of presentations the IB Coordinator and Atsa Advisory Board will have convened a panel of judges who will consist of the following:

1. Academic Faculty Member (other than advisor/mentor) 2. NPS Support Staff Member 3. Community Member or Alumni

Scoring of the Senior Atsa Exhibition Components Seniors must receive an “Exemplary” in all four areas to receive “Atsa Exemplary Status”: EE,

Colloquium, Portfolio, and CAS Experience/Fair. Students who achieve this notable honor will be recognized at graduation and receive a scholarship from the school.

Seniors must score “Satisfactory” or above in all four areas to receive “Satisfactory Status” to

graduate and receive their diploma.

Seniors who receive a “Needs Improvement” in one or more of the four areas will receive a “Needs Improvement Status” and will have one more chance to improve their scores to “Satisfactory”.

Atsa Advisory Board The Atsa Advisory Board approves or denies all Atsa Exhibition CAS projects/experiences and Extended Essay topics and research questions. This board is made up of Academic Faculty, Administrative Staff and is chaired by the IB Coordinator. The Atsa Advisory Board meets regularly throughout the year to review exhibition component submissions, create rubrics for evaluation, and update the Atsa Exhibition Handbook. In addition, the Atsa Advisory Board meets regularly to monitor progress of students, handle changes, and arbitrate disputes.

In the event that a student is asked to appear before the Atsa Advisory Board regarding the choice of project/topic, the student will need to do the following:

1. Prepare a short three to five minute explanation about why the project should be allowed. 2. Write a position statement of 200 words explaining details of the exhibition and why student should

be allowed to proceed. 3. Professional attire is required and be on time.

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In the event that a student requests to appeal a decision made by the Atsa Advisory Board please note the following:

1. Arrange an Appeal Hearing and submit a written request to the IB Coordinator immediately.

2. The written request must include a descriptive “step by step” approach to the Exhibition component in

question. Justify any changes made to the Exhibition component that will result in consensus by the

Board.

3. Written support from either the on-campus advisor/mentor will need to support and accompany the

student’s appeal letter.

4. At the Appeal Hearing, prepare to answer questions by the Atsa Advisory Board regarding choice of

exhibition component/topic and the purpose of the appeal.

5. The appeal will be heard and decided by the Atsa Advisory Board in a timely manner with any final

arbitration by the IB Coordinator.

6. Once again professional attire is required and timeliness is of essence.

In the event that a student changes the Exhibition Topic after the initial approval by the Atsa Advisory Board please follow the steps below:

1. Student must submit an updated Letter of Intent, Project Outline, and Parent Consent Form to the IB

Coordinator.

2. The Atsa Advisory Board will meet to approve Exhibition components. Check with the IB Coordinator

after the Board meets for the results.

3. Under no circumstances may the student change the topic of the long term Atsa Project or Extended

Essay 30 days after the CAS Plan or EE Research Question (3rd Advisor Meeting) is turned in.

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NAVAJO PREPARATORY SCHOOL ATSA EXHIBITION APPENDIX CAS Experience Steps to Success…………………………………………...……………………………….…………………………46-48

o Student Responsibilities and School Responsibilities

IB CAS Initial Self-Review.……………………......………………….……………………………………………………………………….….49-51

o Prompt questions, Self-Evaluation and Experience Inventory, Service Self-Evaluation

DRAFT IB CAS Plan Form………………………………………………………............................................................................52

Selecting, Planning & Implementing Experiences. ……………………………………..……….………... 53-58

o Guiding questions, Pre-Approved Experiences, Experience Proposal Form, Letter to Supervisor

CAS Getting Started Checklist………………………………………………….………………………………………………………..……59

o Initial as each item is completed, sign, detach and return to CAS Coordinator

Parental Concurrence Form …………………......................................................……………………………….…....…….. 60

Student Evaluation of Mentor Form……………………………….……………………………………………………….…..….. 61

Student Self-Evaluation Form……….......……..……...............................................................……………..………… 62

Mentor Verification of Student Form……….......……..………………………………………..…...………………………… 63-64

Atsa Workday Request Form …………………………………………………………………..………..…………………..……....……. 65

MLA Citation Information………………………………………..………..……………………………………………………....……....……. 66-71

o Basic Rules for Bibliographies, books, quotations, magazines and more

Turnitin.com Information………………………………………..………..…………………..…………………………………………...……. 72-73

o Basic information for setting up student accounts, login, enrolling in a class and submitting papers

ManageBac Information………………………………………..……………………………………………..…..…………………..……....……. 74

o Step by step visual information on the ManageBac CAS and EE reporting system

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60-61

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63-68

69-70

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Student Responsibilities:

1. Self-Evaluation and Pre-planning (Must be done BEFORE you begin experiences)

You must self-review at the beginning of your CAS experiential learning and set personal goals for what you hope to achieve through your CAS experiences. This will involve identifying your interests, strengths, weaknesses, and resources. Forms and prompts to help you complete this process are in the Appendix of this handbook and appear on the IB school website. Time for initial reflection will be provided at the beginning of junior year.

2. Create your CAS Plan

You must take part in a range of experiences, including at least one significant, enduring project, some of which you initiated yourself. You are required to complete 1 long-term project and 2 short-term projects, with a reasonable balance between creativity, activity and service. If you find that you have not engaged in experiences relating to your CAS Plan for longer than three to four weeks, it is definitely time to get re-engaged.

You must meet with your CAS Mentor to discuss your CAS Plan. The Plan outline should include an outline of what your plan to do, a loose timeline for completion, and the learning outcomes you think each experience will address. Make sure the CAS Plan meets all four requirements in the “What is CAS?” section on pages 9-10 of this handbook.

Your plan should include specific ideas as to how you will reflect on your experiences—what questions will you be asking yourself, and how you will demonstrate reflection.

Forms for help in creating this plan can be found in the Appendix of this handbook and on the school IB website. Please note that this plan is fluid and will change as you begin to carry out your plan, grow, reflect and meet with your CAS Mentor.

All projects/experiences must be pre-approved by your CAS Mentor before you start an experience (this is part of the initial meeting with the CAS Mentor). Some experiences have pre-approval; please consult the Appendix page 24 of this handbook or the school IB website for the list. Complete the Experience Proposal Form and return it with a signed supervisor letter to the CAS Mentor for approval. An email from the supervisor will suffice. Approval within a week.

3. Carry out your CAS Plan

You must plan your experiences, carry them out, and reflect on what you have learned.

4. Recording and Reporting You must keep records of your experiences and achievements, including a log of the principal

experiences, mentor/supervisor verification forms where required, and photos, audio or video recordings whenever possible, as part of your Atsa Exhibition portfolio. You must provide evidence of your achievement of the three CAS learning outcomes. This evidence can be in a variety of forms: scrapbooks, diaries, forum/blog entries, photo essays, videos/DVDs, poetry, originally composed song lyrics, or essays.

CAS Experience Steps to Success

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5. Meet with the CAS Coordinator Periodically You will be meeting with your CAS Coordinator for at least two interim reviews of your

progress one at the beginning of the junior year, and again at the beginning of senior year, and for a final review; these meetings will include a review of your plan and your documentation.

6. Meet with your CAS Mentor Regularly

You will regularly meet with your CAS Mentor during College Prep period to plan, approve, and reflect progress. Continue to review your progress during your junior and senior year.

7. Reflections

Experiential learning is at the heart of CAS. Experiential learning involves much more than just planning and carrying out the experience itself. It also involves personal observation and reflection of your feelings and interactions--analysis of your perceptions, identifying your achievements, outstanding issues, personal strengths and challenges, evaluating your actions and thinking about your new understandings. During the experience, you should note down feelings, thoughts, and observations you have made, applying this learning to the next experience or situation. This is the spiral of self-evaluative feedback, change, and growth that drives experiential learning and CAS.

What can you accomplish through the process of reflection? Taking charge: Being able to learn from experience gives us the power to influence the meaning and impact of things that we do or that happen to us. Increasing your problem solving ability: Being able to analyze problems, generate alternatives, and anticipate consequences are critical skills. Power to assess your personal impact: Ongoing reflection helps reveal and even determine what personal changes are occurring in self-image, new skills, and ideas about a career. It can give you the self-confidence to take on a bigger project or to use more of your skills.

Reflections may not come naturally to you. To help you get started you should consider the following key questions:

What did I plan to do and why did I plan to do it? What did I do? What were the outcomes, for me, the team I was working with, and others?

Other questions to ask would be: How successful was I in achieving my goals? What difficulties did I encounter and how did I overcome

them? What did I learn about myself and others through this experience/project? What abilities, attitudes and

values have I developed? Did anyone help me to think about my learning during this experience/project? If so, who helped and

how did they help? How did this experience/project benefit others? How would I summarize my effort and commitment? What might I do differently next time to improve? How can I apply what I have learned in other life situations? What have I learned about ethical and global issues that are evident in our local, national, and world

community? How do I feel about this? What are my views on these issues?

Reflect at the end of each experience, or after every 10-15 hours for longer-running experiences. This does not mean an essay each time; remember that reflection can take different forms and media expressions. Reflections are a huge part of CAS and you will learn how to do it and how to improve. Reflection involves observation, asking questions, putting facts, ideas and experiences together to come up with new meaning.

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8. Present your long term Atsa CAS Project at the CAS Fair Using the CAS requirements and Learning Outcomes, as well as your CAS self-evaluation and plan,

devise a presentation that documents satisfactory completion of the expectations of the long-term Atsa CAS project. Multi-media elements, such as photos and scrapbooks, are welcome.

School Responsibilities:

1. Help the student identify personal and social goals for CAS The Atsa Advisory Board, most critically the CAS Coordinator, will discuss the self-evaluation

with the student, help to guide inquiries or questions, and assist the student through the CAS process.

2. Monitor the range and balance of experiences that students are

undertaking Being familiar with the Atsa expectations for a successful CAS experience, the advisor/

mentor, will help students define and achieve a balance of experiences that meets the Atsa expectations.

3. Develop the student’s power of reflection

The advisor/mentor will provide feedback on student reflections, in writing, in discussion, through emails, asking guiding questions and helping the student develop as a reflective CAS practitioner. This includes feedback and response to portfolio entries.

4. Support the student in consideration of ethical and global concerns

The school, Atsa Advisory Board and CAS Coordinator will help students make connections between CAS experiences and the ethical or global considerations. They will provide postings of events that might enhance the student’s ethical and global world view, as they occur in the school, local, national, and international community. A student can choose to participate or not, as the student’s schedule and interests dictate.

5. Role of the CAS Coordinator and Advisor/Mentor

Students are not alone in doing their experiences. Each student will be assigned an academic advisor/mentor who will be available to offer advice and guidance. The advisor/mentor can do a number of things to help students and their project partners in the process, including:

Leading the student through the steps of inquiry, experience planning, and documentation of experiences.

Advising the student on whether or not they are undertaking an achievable experience

Discussing the student’s experience focus and goals to ensure they complement each other

Helping the student to create a schedule for completing their experiences Helping the student comply with timelines and deadlines of the program Meeting to discuss and review the progress of experiences Advising the student in any part of your experience that start to present difficulties

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IB CAS Initial Self-Review Name: Date: As part of your CAS requirement you will be asked to write an Initial Self-Review. The questions in this worksheet are designed to give you some “jumping off points” for this written reflection. To be most helpful your answers should focus on basic CAS areas for growth such as physical activity, artistic pursuits, social situations, personal growth, service work, as these will give a better idea on where to focus your future CAS experiences.

1. What is your greatest accomplishment so far? How has this affected your life? What did you learn from it?

2. What are you really good at?

3. Name one skill you have always wanted to develop in your life but that you haven’t yet.

4. Name one activity that you would like to try but that you haven’t yet. Why would you like to try this?

5. Name a person you admire right now. What qualities does this person have that you don’t?

6. What’s different about you now compared to what you were like when you were 10 years old?

7. Describe the kind of person you think you will be post IB.

COMPLETE THIS PAGE BEFORE BEGINNING ANY CAS PROJECT or CREATIVITY EXPERIENCES!

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IB CAS Self-Evaluation and Experience Inventory Name: Date: Type in answers with as much detail as possible. A multi-page answer is OK. ACTIVITY:

1. List any clubs, organizations, sports, or other teams in which you are currently involved: (MESA, Student Senate, Adventure Club, varsity or club sports, dance team, etc.)

2. How are you involved—as a participant, as an officer, do you have a leadership role? What gifts or talents do

you contribute? Explain your answers for each organization or activity.

3. How committed are you to the activity? Is it a substantial commitment? Does the organization, club, or team involve themselves in substantial, significant endeavors of which you are an active participant? Explain your answers for each organization or activity.

4. What goals have you or will you set for yourself in terms of your performance and endeavors in each of these

activities? Are these goals realistic and achievable? For each of the goals, what challenges do you think you might face? What new skills or new skill levels will you develop? Will these goals “stretch” you?

5. How will achieving the goals for any of the above referenced activities result in your growth? How will it make

you more aware of yourself as a global citizen? How will it make you more aware of the ethical considerations of your actions?

CREATIVITY:

1. Are you involved in any creative or artistic endeavors (band, yearbook, Debate, G&T’s, choir, traditional artwork, etc.)? Do you use your creativity in helping to plan events/activities? Explain your answers for each organization or activity.

2. How are you involved—as a participant or do you have a leadership role? What gifts or talents do you

contribute? Explain your answers for each organization or activity.

3. How committed are you to the activity? Is it a substantial, significant commitment? Do you take an active role in participation? Explain your answers for each organization or activity.

4. What goals have you or will you set for yourself in terms of your performances or creative endeavors in each of

these experiences? Are these goals realistic and achievable? For each of the goals, what challenges do you think you might face? What new skills or new skill levels will you develop? Will these goals “stretch” you?

5. How will achieving the goals for any of the above referenced experiences result in your growth? How will it

make you more aware of yourself as a global citizen? How will it make you more aware of the ethical considerations of your actions?

COMPLETE THIS PAGE BEFORE BEGINNING ANY CAS PROJECT or CREATIVITY EXPERIENCES!

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Preparing for IB CAS SERVICE- Self-Evaluation Name: Date:

1. List community/national/global issues that concern you the most.

2. How have you currently involved yourself in these issues?

3. What issues would you like to learn more about?

4. Consider all your current responsibilities. How much time can you realistically commit to service on these issues?

5. What skill(s) would you like to develop or learn in your service endeavor?

6. How do you anticipate “stretching” yourself in your service endeavor?

7. What challenges do you think you might encounter?

8. Do you want to work directly with people? If yes, would you prefer to work with children, adults, or the elderly?

9. How long do you plan on carrying out your commitment - three months, six months, one year?

COMPLETE THIS PAGE BEFORE BEGINNING ANY CAS SERVICE EXPERIENCES!

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IB CAS PLAN DRAFT Name: Date:

Which experiences will you get involved in? (you can place an experience in more than one box and name experiences in which you are currently involved in which you plan to set challenges and goals)

Experience Description Learner Outcomes

Projected date and duration

An experience where you will collaborate with others

An experience that combines two of creativity, activity or service

An experience that will be a new challenge to you

An experience that will be an extension of an existing one

An experience where you will learn a new skill

Involvement with international projects (either locally, nationally, or internationally)

A significant, enduring project that you will initiate and plan that integrates at least two of creativity, activity, or service

An experience that you will initiate

How will you make yourself aware of the international global and ethical implications of what you will be involved in?

How will I record what I do and provide proof that I actually did it?

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List all your planned experiences mentioned above, in the appropriate column(s):

Creativity Activity Service

Ideas for enduring, significant, self-directed/self-initiated project:

How will I reflect on my growth, my challenges, and the learning outcomes of the experience?

Reflect on your plan. (Any questions, comments, or concerns. Where do you see problems arising? What will you need to do to make your experiences happen?)

Student’s Signature

Date:

Parent’s Signature

CAS Coordinator’s Signature

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Selecting, Planning, and Implementing Experiences “As your IB CAS Plan Evolves”

Guiding questions for the proposed experience Answering these questions, in light of your original self-evaluation and CAS Plan will help you decide whether an experience qualifies as CAS and/or is a desirable CAS activity for you. They will also help you clarify your goals and expectations for the experience. Blog your thoughts regarding these questions on the “Selecting New Experiences” Forum on the Managebac CAS Manager and you will be able to receive feedback from your CAS Mentor and the CAS team as well as any of your classmates that may join the discussion.

Is it a real task that I am going to undertake? What is this task? What are my personal goals for this experience? Does it have real consequences for other people and for me? What are these? How will the task extend me as a person? Will be task be achievable? How will I plan the experience? How will I review my progress in the experience? How will I reflect on the outcome and on my personal learning?

LIST of PRE-APPROVED EXPERIENCES

Listed below are experiences which have been pre-approved as qualified CAS experiences; you still need to undertake the goal-setting and thinking process before beginning the experience if they are to be of value to you as a CAS experience that helps you meet the learning outcomes. This process is particularly important in setting new challenges and goals for yourself that “stretch” you when engaging in experiences which are already part of your daily life. If an academic class is involved, the experience must be over and above that required to meet the academic requirements of the class.

Student Senate Rock Your Mocs Debate Team Unity Day

NPS Yearbook Class Officer/Committees Mock Trial Food Drive

Domestic Violence Shelter School Newspaper Adventure Club School Athletic Teams

G & T Programs MESA Native Vision Summer Program Multi-Culture Week

School/Honor Band School Newspaper Shiprock Fair & Parade New Student Orientation

Navajo Nation Science Fair Atsa Club Habitat for Humanity New Moon Run

Peer Tutoring National Honor Society Hospital Volunteering Breast Cancer Awareness Month

Miss Hozho Naasha & Mr. Atsa Hastiin

Individual music lessons that involve achieving state levels of

achievement

School Clubs with Substantial Endeavors

African/ Native American History Month(s)

Dorm Officer Natural Helpers 4-H Club Special Olympics

Red Ribbon Week Big Brother, Big Sister Adopt-A-Highway Navajo Bowl Competitions

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CAS EXPERIENCE EXAMPLES

CAS is a framework for experiential learning, designed to involve students in new roles. The emphasis is on learning by doing real tasks that have real consequences and then reflecting on these experiences over time. These experiences are not pre-approved but can be used with proper planning and reflection.

CREATIVITY (C) ACTIVITY (A) SERVICE (S) preparing for art show display participation in political campaign hospital, library, museum volunteer

literary magazine recreation leader Plant-A-Tree foundation

theatre involvement clearing trails for parks Sierra Service Project

speech tournaments run for the hungry community rebuild projects

Academic Decathlon organize dance day care volunteer

newspaper or yearbook Discovery Center HeadStart

Mock Trial tree planting Salvation Army

creative writing (short stories, etc.) Rock climbing teacher's aide (outside of school)

marching band hiking translator

Youth Symphony gardener at a local park peer tutoring (unpaid)

rally planning involvement aerobics Girl Scouts; Eagle Scout project

landscape planning coaching groceries volunteer / co-ops

reading books physical fitness clean up creek beds/rivers

pre-school helper walkathons mission projects

teaching activities personal exercise program International Amnesty

band and choir participation lab assistant home shelters

outside music program student trainer teen hotlines / crisis center

personal drawing, painting, etc. stage crew Habitat for Humanity

pursuit of some hobbies Key Club

drama or dance productions recycling programs

designing lessons for tutoring coaching w/ recognized youth org.

Here are some examples of CAS projects incorporating two or three of the CAS elements:

teaching physically disadvantaged children to swim (A,S)

coaching Little League softball team (A,S)

teaching guitar to a junior class (C,S)

working with abandoned children to paint (C,S)

designing and constructing bulletin boards with important messages (C,S)

teaching a language to recently arrived immigrant children (C,S)

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exchanging artistic or musical skills with other students in a local school (C,S)

working as a volunteer at a children's camp (A,S)

constructing a building, such as for Habitat for Humanity (A,S)

clearing a beach of oil pollution and/or litter (A,S)

organizing or being part of the implementation of a walkathon (C,A,S)

raising funds for Amnesty International (C,S)

creating and managing an IB website (C,S)

organizing and collecting food, clothing for charity organizations (C,A,S)

Here are some examples of CAS projects that do NOT meet the DP requirements:

paid activities

projects during class time

activities related to family obligations

activities connected to religious devotion

an activity without a responsible adult in charge

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IB CAS Activity Proposal Form (Please use this form to propose an activity that is not on the pre-approved list)

Student Name: Date:

Activity Title and Associated Organization:

Address / location where activity will take place:

Activity area: □ Creativity □ Action □ Service

Anticipated Learning Outcomes, at least (3): Short Statement of why the activity is significant, of benefit to yourself and others, and its global and/or ethical implications:

Supervisor Name (non-family member): Position of the supervisor: E-mail: Telephone: Cell phone:

I have read the letter to the supervisor and agreed to supervise the above student.

Signature of Supervisor Date Parental Approval (for students aged less than 18):

I agree to my child or ward being supervised by the above signatory for the designated activity.

Signature of Parent/Guardian Date CAS Coordinator Approval: ________________ ____Date:_________________

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Letter to the IB CAS Activity Supervisor Dear Activity Supervisor,

The International Baccalaureate (IB) Diploma is a programme of education held at upper- secondary schools throughout the world. As a part of the IB Diploma, students must complete a programme called CAS, which stands for Creativity, Activity, Service.

The CAS program aims to provide the student with challenges in three areas:

Creativity. This covers a wide range of creative activities, including the arts, and creative- thinking in planning and carrying out projects or in problem-solving.

Action. This includes sports and other physical activities outside the normal curriculum in which the student experiences physical exertion.

Service. This entails doing things for others and with others, in a relationship of mutual respect and with no compensation.

The students should undertake each task with clear goals and with a responsible adult supervisor. The students should not receive payment for these activities and they should not be assisting family members or relatives. If the student is already regularly involved in a sport, team, or artistic endeavor such as orchestra, then the student should be doing activities extending beyond the normal routine, such as developing additional skills or skill levels as well as competing in a local, regional or national championship. At all times, students should be looking to extend and “stretch” themselves, and, if you are their coach or art/music teacher, please have them communicate their goals with you.

Your cooperation as an activity supervisor would be greatly appreciated. Your understanding, support and guidance are important for the overall success of the young person in the activity.

As a supervisor, you will be asked to evaluate the student’s performance. In particular, you will be asked to monitor the student’s attendance, provide guidance and support relating to the activity, alert the CAS coordinator of any problems, and report on the student’s performance.

Should you have any questions regarding the CAS Project, please contact the CAS Coordinator listed below, through their respective emails.

Thank you for your support!

With regards,

Donna Fernandez,dfernandez@navajoprep.com Navajo Prep CAS Coordinator

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IB CAS GETTING STARTED – CHECKLIST

This following checklist should help you to get started your CAS journey at NPS. Sign your name in each box when you are sure that you fully understand the CAS Project/Experiences. I acknowledge the following: Sign once, initial

the rest! Date

I have carefully read through the information contained in this CAS handbook and I have fully understood the CAS requirements.

I know who my CAS Mentor is, the location of the CAS Mentors' office, and that I can always discuss CAS issues with my Mentor or a member of the Atsa Advisory Board.

I know that I am expected to self-initiate and self-direct a significant, enduring project that incorporates collaboration and at least two strands of creativity, activity, and service.

I am aware of the Atsa Timeline and I will follow it. I need to complete a self-evaluation and activities / service inventory BEFORE beginning any CAS activities.

I need to develop my own CAS Plan that covers activities and projects for the year.

I know that I must try and maintain a balance between Creativity, Activity and Service.

My parents/guardians are informed of the CAS project and its requirements.

I will set goals for each activity and I will reflect carefully on the activities I undertake.

I must submit an Activity Proposal Form for pre-approval BEFORE undertaking any CAS activity that is not on the pre-approved list.

I have a responsible adult supervisor (not from my family) for each activity I undertake.

Supervisors known at this time have read A Letter to the Supervisor and agreed to perform any responsibility required.

I will maintain the provided log of my activities. I will keep all the written records, photos, rosters, programs, videos, and newspaper or magazine clippings when possible.

I have copies, or know where to get copies, of all the necessary forms, including the mentor evaluation form.

I know that I must submit an official evaluation form at the completion of each activity I undertake.

I am aware that I must present my long-term CAS project and the ( 3 ) learner outcomes in my portfolio and final presentation.

I clearly understand without the satisfactory and timely completion of the CAS project, the NPS Diploma will not be awarded.

CAS MENTOR Signature to verify receipt: Date: _________________

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Atsa Exhibition Parental Concurrence Form

As a parent/guardian of ____________________________________, a senior at Navajo

Preparatory School Inc., I am aware that my son/daughter must complete and

pass the Senior Atsa Exhibition during the school year 2015-2016 as a

graduation requirement of this school.

My child’s Atsa Exhibition Extended Essay/Research Topic is:

________________________________________________________________

Atsa Long Term CAS Project: ______________________________________________

My student has my permission to complete this project, and I agree to release the school and its employees from all claims arriving from financial obligation, or damage, injury, or accident that might occur while my son/daughter participates in the project that he/she has chosen. Parent/Guardian Print Name: ______________________________________________ Signature: ________________________________ Date: _________________________ Contact: ___________________________ Email: ______________________________ Student Signature: __________________________ Date: ________________________

Navajo Prep urges seniors to consider safety factor when selecting their project. The Atsa Advisory Board must approve all exhibition projects and will not approve

activities that is determined dangerous or has the potential to violate school rules.

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Student Evaluation of Mentor This form is to be filled out by the senior student and this evaluation is to be handed in to the IB Coordinator. In the absence of a signature and date the evaluation will not be accepted. Additionally, one copy is to be filled out on completion of the Atsa Exhibition. This copy becomes part of the Portfolio. To the Student: An evaluation of the Mentor’s performance on the Senior Exhibition Portfolio is required. Please answer the following questions based on your work with your Mentor. Mentor’s Name: _______________________________________________________________________

1. Up to this point have you discussed both the long term and short term projects with your mentor on a weekly basis? Yes___ No___

a. How many hours can you prove? ___________________

b. If you answered no, explain why you haven’t met weekly? (Busy schedules or any answer involving sports is not acceptable)

2. What parts of the Atsa Exhibition has your Mentor assisted you in completing? Please Explain.

3. Were there any problems you and your Mentor encountered that may have hindered your Atsa Exhibition? Please explain. (Busy schedules and being involved in sports are not acceptable answers)

4. What is a highlight of your work thus far?

5. Did you and your Mentor spend a sufficient amount of time on your research paper? Who else helped with your research paper completion?

6. Can your Mentor clearly tell others what your topic is and what your project is?

7. Have you shown your Mentor your finished project? Why or why not?

Student’s Printed Name: _____________________________________ Student’s Signature: ________________________________________ Date: ______________________

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Student Self-Evaluation Form

This document MUST BE TYPED IN A WORD DOCUMENT. Write the question, and then add your answers. Handwritten answers will not be accepted! This document is part of the Atsa Portfolio. Be sure that your work answers the questions completely. Remember the goal is to prove that you completed your long term CAS project on time. Give specific examples from your project experience. These self-evaluation questions are based on the project grading rubric, and your answers will help those who are grading your portfolio and project. 1. Date Long-Term CAS Project started: ____________________ 2. Date Long-Term CAS Project completed: _________________

3. Estimated total hours spent on your Long-term CAS Project activities and on the Extended Essay.

4. Give specific examples of the activities you did to plan your CAS project, carry out your CAS project, and reach its completion.

Planning stage activities:

Carrying out your project activities:

Final stages & completion activities:

5. Describe how your Long-Term CAS project is unique (“Because no one else has done my topic”

is not an acceptable answer).

6. How did you decide on your Extended Essay topic?

7. List what resources you used (include people, mentor, places, and things). If you used an off campus mentor/supervisor.

8. Discuss at least three problems you encountered in implementing BOTH your long-term CAS

project and Extended Essay. Explain how you overcame or solved these problems.

9. Using examples, specifically describe how your CAS project OR Extended Essay was a learning stretch or personal risk.

10. Who has seen your complete CAS project and Extended Essay? (Your parents is not a sufficient answer)

11. Is your final CAS project and Extended Essay what you had originally envisioned and planned? Why or why not?

12. Explain the evidence you have included in your Atsa portfolio.

13. Give yourself a letter grade and percentage. Then justify why you think you should receive this grade.

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Advisor/Mentor Verification Form of Student

This form is to be filled out by the teacher advisor/mentor and will become part of the Atsa Portfolio. If there is no name, address, phone, or verification, the portfolio will not be considered complete. To the Advisor/Mentor: We need your professional input in order to fairly evaluate the student’s performance on the Atsa Portfolio. Please answer the following questions based on your work with the senior you mentored. A name, address, and email address are required. Student’s Name: _______________________________________________________________________

1. Can you verify that he/she spent adequate time on the CAS projects? Yes __No ___

a. How many hours can you verify? ___________________

b. Please explain:

2. What was the long-term CAS project the student completed? Is it what was originally planned?

3. Have you seen this long-term project at different stages of completion? Yes___ No___ a. Please Explain:

4. Have you seen the long-term CAS project? Or evidence of their completion? Yes____ No____ a. If no, please explain.

5. What problems did the student have in completing the portfolio, and what methods or evidence of problem solving did you observe?

6. What successes did you see the student achieve? What do you think are the highlights of the student’s work?

7. What comments do you have about the student’s Extended Essay and their writing process? Did

they spend a sufficient amount of time on the essay?

8. What if any difficulties did you face mentoring this student through the EE and their CAS projects?

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Mentor Verification Form of Senior Student continued…

1. Based on what you observed in working with this student, please rate the student using the numbers 5 through 1 (5=highest, 1=lowest) on each of the items listed below. Write N/A if you did not observe the item or it is not applicable to the project.

____ Student took a learning risk. (Went beyond what was already known)

____ Students’ long term CAS project is unique and well planned.

____ Student applied the 10 Learner Outcomes in all their CAS Experiences.

____ Student used a variety of resources for the EE.

____ Student maintained balance and perspective.

____ Student developed and stayed with a CAS project plan and Extended Essay timeline.

____ Student worked to his/her best of ability.

____ Student showed initiative and responsibility.

____ Student acted in a courteous and mature manner.

Total Score: __________ Average Score: _________ (Total divided by nine)

2. Please comment about anything else pertinent to this student’s project:

Mentor Name (Print): __________________________________________________ Mentor Signature: _____________________________________________________ Phone: ______________________________________ Email: _____________________________________

Date: _____________________________________

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Atsa Work Day Request Form It is understood that seniors may need to work on their Atsa Experiences during the school week. This form must be filled out, handed in, AND APPROVED (3) days prior to any absences. Approved absences will be excused. If this form is handed in AFTER absences occur, even with a parent note, the absences will be unexcused. Absences will only be approved if there are no exams or project due dates in any of the student’s classes. Seniors may only miss up to (3) days OR (24) hours of school to work on their Atsa pcomponents during the entire school year. I, ________________________ am requesting to be absent from campus to work on my

Atsa project on the following day(s) and time(s): ____________________________ at the

following location(s): _______________________________________________. I

understand that any and all work for my classes needs to be handed in before I leave.

Signatures must be gathered in the order listed and verified by date

Student Signature: ______________________________

Date:_________________________

Parent/Guardan Signature: ______________________________

PH #:_________________________

Date:_________________________ Teacher Verification: Only missed classes will need to sign this portion!

1st Period__________________________Date______________________ 2nd Period__________________________Date______________________ 3rd Period__________________________Date______________________ 4th Period__________________________Date______________________ 5th Period__________________________Date______________________ 6th Period__________________________Date______________________ 7th Period__________________________Date______________________ 8th Period__________________________Date______________________

IB Coordinator Signature: _____________________________

Date: ________________________

Dean of Instruction Signature: ____________________________

CC: IB Coordinator, Registrar, Dean of Instruction Date: ________________________

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Guide for Citations using the Modern Languages Association (MLA) Style

INTRODUCTION Having a bibliography at the end of your essay and citing your quotations correctly are essential. If you do not correctly acknowledge other people’s work your assignment will be penalized or even failed and you will be guilty of plagiarism. Plagiarism is simple to avoid if you follow the guidelines given below, and cite correctly! There are 2 main formats for a bibliography:

Modern Language Association (MLA) style American Psychological Association (APA) style

Navajo Preparatory School uses the MLA style, but as long as you are consistent in the style you use either is acceptable – just remember to choose one and stick to it!

References are cited in two different places; in the text and at the end of the work. In-text citations are used to give credit for direct quotes or people’s ideas. References at the end of the work (bibliography) are a list of works cited and other sources of information used.

Remember to record details of the resource you use at the time you use it or you may not be able to locate it again.

BASIC RULES FOR BIBLIOGRAPHIES Modern Languages Association (MLA) style - Author's names are inverted. Begin with last name, followed by a comma, then by first name. Apart from reversing the authors name give it as it appears on the title page. Never abbreviate a name given in full.

Example: Smith, Martin Francis.

Use "and" instead of "&" when listing multiple authors.

Example: Calfee, Robert. C. and Valencia, Roger. David.

Title: Underline or italicize titles of books and periodicals. Capitalize only the first word of a title and subtitle of a work. Close with a final full stop.

Example: Curing the crisis: Options for America's health care. Or Curing the crisis: Options for America's health care.

Location: You should always list the city, but you should also include the US state abbreviation if an American city is not well known for publishing. You can omit the state for the following U.S. cities: Baltimore, Boston, Chicago, Los Angeles, New York, Philadelphia, and San Francisco. Place a colon (:) after location.

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Example: Springfield, MA:

Publisher (for books): Use the full name of the publisher, but drop ‘Co.’, ‘Inc.’, ‘Publishers’, etc. Retain ‘Books’ or ‘Press’. Close with a full stop.

Example: Merriam-Webster.

Date: Provide the publication date.

Example: 1998.

The Bibliography or Reference list must be double-spaced. All lines after the first line of each entry should be indented one-half inch from the left margin. The reference list should be alphabetized by authors' last names. If you have more than one work by the same author, order them by publication date, oldest to newest. If no author is given for a particular source, alphabetize using the title of the work.

Examples of references can be found in the following sections.

EXAMPLE OF TEXT AND BIBLIOGRAPHY: Both assert that reading a Gothic novel is essentially the same kind of experience as worshipping in a twelfth century Gothic cathedral. ‘The connection between the Gothic Romance and Gothic Architecture’, writes Summers ‘is so to speak, congenital and indigenous, it goes deep down to and is vitally of the very heart of the matter.’ (Summers 189). Varma’s conception of the essential ‘Gothic spirit’, which allegedly unites Chartres and The Monk, is even more emphatic: ‘the Gothic mind’, he claims, ‘loves to brood over the hallowed glory of the past’ (Varma 18) and even to contemplate the Infinite:

It is much like the concern of the saint who tried to touch the still center of intersection of the timeless with time. And when the Gothic novelist attempts the same he remembers the grand design of the cathedrals, and tried to blend into his novel the same volatile ingredients of fear and sorrow, wonder and joy, the nothingness and infinitude of man. The reader is terror-stricken and lost; carried away and redeemed; found and made whole in the same manner. Once finds in them the same sinister overtones and the same solemn grandeur. (16)

David Punter represents in most respects a huge advance upon the eccentric muddles of this tradition (123-360). Punter’s opening chapter concurs with Robert Keily’s view that ‘many of the traditions out of which Gothic fiction grew were not in themselves novelistic but poetic and dramatic (I.16) – a perfectly just observation, but as Punter develops it the poetic sources of Gothic overshadow the prosaic (23-56).

Example: In a recent study of social responses (Smith 212-252) Or

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Smith studied social responses. (212-252)

If the work as two authors, both authors must be cited every time the reference occurs in the text.

Example: (Smith and Jones)

If the work has three, four or five authors, cite all the authors the first time the work is referenced. In following references cite the first author followed by ‘et al’.

Example: Lee, Chu, Cheung, Lam and Tsoi found these results (22) Lee et al found these results (22)

If the work has more than six authors always use the first surname followed by et al.

Example: (Ramirez et al. 157)

When citing information from websites, use the author’s name as with citing hard copy sources. If the website has no author then use the institution or publisher of the website e.g. BBC News or University of Hong Kong.

BASIC RULES FOR BOOKS

The following information should be provided for books:

Author. Title. Place: Publisher, Date.

The title should be underlined, but italics is also acceptable

Example: Brown, Anthony. K. The Solar System. Hong Kong: Chameleon Press, 2000.

This information is usually found on the title page and verso page of the book. If there is no date or no place given use n.d. (no date) or n.p. (no place).

Multiple authors – all authors are listed if there are up to and including 6 authors.

Example: Festinger, Leon, Riecken, Heinrich, and Schachter, Simon H. When prophecy fails. Minneapolis: University of Minnesota Press, 1956.

If there are over 6 authors, list the first 6 followed by ‘et al.’

Example: Roeder, Keith, Howdeshell, Jason G., Fulton, Martin, Lochhead, Michael B., Craig, Kenneth J., Peterson, Ralph et al. Nerve cells and insect behaviour. Cambridge, MA: Harvard University Press, 1967.

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Chapter from an edited book or anthology

Author. “Title of the article”. (Ed.) Editor. Title of the Book. Place: Publisher, Date. Page numbers.

Example: Rubenstein, John. P. “The effect of television violence on small children”. (Ed.) Bernard .F. Kane. Television and juvenile psychological development New York: American Psychological Society, 1967. 112-134.

Poem included in a collection or anthology

Author of poem. “Title of poem”. (Ed.) Editor. Title of the Book. Place: Publisher, Date. Page numbers.

Example: Plath, Sylvia. “New year on Dartmoor”. (Ed.) Hughes, Ted. Collected poems. London: Faber and Faber. p 176.

Encyclopedia or Dictionary

If the book is arranged alphabetically there is no need to add which volume you are citing.

Author. “Title of the article”. Title of the Encyclopedia. Place: Publisher, Date. Page numbers.

Example: Galloway, J.H. “Brazil”. The World Book Encyclopedia. Chicago: World Book, 1999. 567.

BASIC RULES FOR IN-TEXT CITATIONS When using MLA format, follow the author-date method of in-text citation. This means that the author's last name should appear in the text, and a complete reference should appear in the reference list at the end of the paper. If you are referring to an idea from another work but NOT directly quoting the material, or making reference to an entire book, article or other work, you only have to make reference to the author and year of publication in your in-text reference.

BASIC RULES FOR DIRECT QUOTATIONS Short quotations (less than 40 words) should be incorporated into the text of your work. Enclose with double quotation marks. When quoting, always provide the author and specific page number from the text being quoted. Include a full reference in the bibliography at the end of the work.

Example: Apparently the “tide turned for the Red Army at Stalingrad” which was the beginning of the end. (McCauley 19) Or

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McCauley tells us that “the Americans, although adept at elaborating their own proposals were quite unprepared when they ran into Soviet objections”. (105)

Quotations of more than 40 words should be displayed in a free-standing block and quotation marks should not be added. Block quotations should begin on a new line and should be indented about five spaces.

Example: We can see that not everyone agreed with Kennan’s analysis:

General Lucius Clay, the deputy US military governor in Berlin, did not agree with Kennan’s analysis, and informed the State Department in April 1946 that the Soviets could not be faulted in the way they had carried out their obligations under the Potsdam agreement and had shown a desire for friendship and even some respect for the United States. Clay also did not believe the Soviets were planning any aggression. (McCauley 81)

BASIC RULES FOR CITING SOURCES Even when you have not directly quoted from a source you must still acknowledge the source and not present the work as if it is your own. This is plagiarism and will result in your work being disqualified. When citing, always provide the author and year of text being referenced. Include a full reference in the bibliography at the end of the work. MISCELLANEOUS

Personal Interview Name of person interviewed. Description of interview. Day, month and year. Example: Loh, Christine. Personal Interview. 10th April, 2015

Painting or Sculpture Artist’s Name. Title. Institution housing the work, City. Example: Berlini, Gianlorenzo. Ecstasy of St. Teresa. Santa Maria della Vittoria, Rome

BASIC RULES FOR CITING AN ARTICLE FROM A MAGAZINE OR NEWSPAPER Magazine Article

Author. “Title of article”. Name of magazine. Volume Number & Issue number. (Year). Page numbers. Example: Raygorodetsky, Gleb. “Giants under siege”. National Geographic, 209.2 (2006). 50-64.

Newspaper Article Author. “Title of article”. Name of newspaper. Issue date. Page numbers. Example: Pegg, Jane. “Etna erupts again!” South China Morning Post, 12 Oct. 2001. 25.

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BASIC RULES FOR CITING FROM THE WORLD WIDE WEB Web Sites

Author. Title. Date visited. <URL> If the author of the document is not identified, begin the reference with the title. If the date of the document is not identified, use (n.d.).

Example: The wonderful world of insects. Retrieved 27 January 2006 <http://www.earthlife.net/insects/>

Online Databases For electronic copies of journal articles and other documents retrieved from electronic or online databases the following information should be provided:

Author. “Title of article”. Name of magazine or newspaper. Volume Number. (Year). Page numbers. Date visited name of Database.

Example: Chiang, Mona. “Shark tale”. Science World. 62.8, (2006). 4. Retrieved 27 January 2006 from UK/EIRE Reference Centre database.

BASIC RULES FOR CITING MULTI MEDIA RESOURCES CD-ROM

Author. “Title of article”. Name of CD-ROM. Format. Place: Publisher, Date. Example: Brown, Anne M. “Black holes”. The Oxford English Dictionary. CD-ROM. Oxford: Oxford UP, 2002.

Email Name of writer. “Title of message”. Email to name of receiver. Date. Example: Chan, Amy C. P. “Re: Hong Kong Government.” E-mail to Jonathan H. Wilson. 9 Sep. 2005.

CONCLUSION You may find other examples of citations, referencing and bibliographies which differ slightly from those given in the MLA handbook and in this document. The important thing is to try and follow the MLA rules as closely as possible and to be consistent.

FURTHER INFORMATION Gibaldi, Joseph. MLA handbook for writers of research papers. New York: Modern Languages Association, 2010. MLA International Bibliography. 2 February 2006 < http://www.mla.org/style >

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STUDENT GUIDE TO TURNITIN.COM The below is taken from the Turnitin.com User Manual which can be downloaded from www.turnitin.com. If you have any questions or difficulties with Turnitin.com please ask the IB Diploma Coordinator or your teacher.

Setting up your Turnitin.com account. To create a ‘user profile’ which allows you to login to Turnitin.com:

1. Go to www.turnitin.com. 2. Click New Users on the Turnitin homepage. 3. Follow the on-screen instructions.

o Select Student in the pull down menu o In order to create a profile, you will need a class id and enrolment password. If you don’t

have this information, please contact your teacher or the librarian. When you are done creating your profile, you will be logged in to your account.

o Follow the instructions, answering all the questions that are asked. o Click that you agree to the contract information when it appears.

Logging In To login to Turnitin:

1. Go to www.turnitin.com. 2. At the top, enter your e-mail address and user password. 3. Click Log In to open your Turnitin homepage.

Enrolling in a Class Your student homepage lists your enrolled classes. If you are a new user, you will see the class you enrolled in when you created your profile. To enroll in additional classes:

1. Click the enrol in a class tab on your homepage 2. On the next screen, enter the class ID and enrolment password for your class (your teacher give

you this information. 3. Click submit to enrol in the class and add it to your homepage.

If you do not have a class ID and enrolment password, please contact your teacher for that class.

Submitting a Paper You will submit papers to your class from your class portfolio. To open your class portfolio, click a class name on your homepage. The class portfolio lists the assignments your teacher has created and your submissions to these assignments.

If there are no assignments in your portfolio, your teacher has not yet created class assignments. Until your teacher creates an assignment, you will not be able to submit a paper.

You can submit a paper by file upload (used to submit a paper as a computer file; we currently accept submissions in Microsoft Word, WordPerfect, RTF, PDF, PostScript, plain text, and HTML formats)

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To submit by file upload: 1. Click the submit icon next to the desired assignment in your class portfolio. 2. Select file upload from the submission pulldown menu. 3. Enter a title for your submission and an ID (optional) 4. Click the Browse button and locate the paper you want to submit. 5. Click submit. On the following page you will be asked to confirm the text of your submission. If

the text checks out, click yes, submit to finalize your submission.

After submitting a paper, you will receive a digital receipt. From this screen you can proceed to your class portfolio to view the submission.

Click the portfolio icon to return to your class portfolio and view your submission.

Viewing Your Submissions After you submit a paper, it will appear in your class portfolio next to its assignment. Every paper you submit can be viewed online by clicking on its title in your portfolio. You can download a paper to your computer in file format by clicking on the file.

Plagiarism Prevention Papers submitted to Turnitin are compared against billions of internet documents, an archived copy of the internet, our local databases of submitted student papers, and the ProQuest commercial database. Any matching text we find is detailed in an Originality Report sent to your class portfolio. If you cannot see your Originality report, tell your teacher as they will need to give you permission.

Originality Reports Originality Reports provide a summary of the matching text found in a submitted paper. When an Originality Report is available to view, an icon will appear in the report column of your assignment inbox. Originality reports that are not yet finished are represented by a grayed-out icon. The colour of the report icon indicates the overall similarity index of the paper, based on how much matching text we found.

The possible similarity indices are: blue (no matching words) green (1 word-24% matching text) yellow (25-49% matching text) orange (50-74% matching text) red (75-100% matching text)

These indices in no way reflect Turnitin’s assessment of whether a paper has or has not been plagiarized. Originality Reports are simply tools to help your teacher locate potential sources of plagiarism in submitted papers. The decision to deem any work plagiarized must be made carefully, and only after careful examination of both the submitted paper and the suspect sources.

HANDING IN YOUR WORK You must print out a copy of the Originality report in the format ‘Quickview (Classic) report’. This report should be attached to the back of your assignment or EE before you hand it in to your teacher/mentor. If you have any problems or need any help please contact the IB Coordination or your teacher.

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Step A: Complete the IB CAS Activity Proposal Form Confirm CAS supervisors PRIOR to starting the experience! Make sure you have all signatures on the proposal/plan! Upload the CAS Proposal into MB under the CAS Documents tab so that Advisors can view

and APPROVE!

Step B: Logging-on to MB for CAS Activities

Select the IB Manager tab and choose CAS to begin.

Your CAS Worksheet organizes all you CAS activity records in one place.

Step C: CAS INPUT Step-by-Step Guide 1) Click Add CAS Activity on the right menu to add your activity. 2) Enter your activity details:

o Make sure you have correct dates and appropriate hours. o Input your supervisor’s information, if they do not have an email inform your

Advisor to see if you can use their school email address. o Do not get clicker happy on the Learner Outcomes as you will need to address

EACH outcome met on your reflections. o Project Descriptions are to be written in the PRESENT or FUTURE tense and

provide information on “Who, What, Where and Why!” 3) Your activity will be reviewed and if suitable Approved by your Advisor and in some

cases by the CAS Coordinator. Click Add New Refection to provide evidence of your activity. Reflections can encompass written journals, photos, websites and videos.

4) When adding a Reflection, you must link it to one or more learning outcomes. 5) Once you have completed your activity and submitted your reflections, you can click

on Request Supervisor Review.

ManageBac HOUSE KEEPING: Be an advocate for your activity! If your advisor is not giving sufficient feedback inform the

CAS Coordinator or the IB Coordinator. Every TUESDAY during CP is CAS/EE/ManageBac input time. Use this time to your advantage! A Red Flag means that you do not have an adequate amount of activities and will be

contacted by the Coordinator(s) and a Parent Conference will be initiated. Make it a habit to check your MB CAS account regularly and continue to input CAS

experiences! NEED HELP? CONTACT: Ms. Fernandez 505-716-1936 or ext. 311 / Ms. Lee 505-860-0953 or ext. 130

CAS DOCUMENTS Organizes CAS supervisor

forms.

QUICK START GUIDE Provides a quick

introduction to CAS

ACTIVITIES Lists all of your current

activities and their status

OUTCOMES Displays how your

activities are balanced across the 8 learning

outcomes. CAS ADVISOR

Your primary contact

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