MYP Handbook2017-2018

HHS- MYP candidacy and implementation timeline

The International Baccalaureate Learner Profile

What is Middle Years Program?

The IB MYP Philosophy

The IB MYP Curriculum Model

Concept-driven Curriculum

Global Contexts

Approaches to Learning (ATL)

Community Project

The Personal Project

Group 1: Language and Literature

Group 2: Language Acquisition

Group 3: Individuals and Societies

Group 4: Sciences

Group 5: Mathematics

Group 6: The Arts

Group 7: Design

Group 8: Physical & Health Education

Understanding MYP assessment

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Middle Years Program at Harrison High School: Grades 9 and 10

MYP candidate school: Since August 2016

Harrison High School (HHS) is a candidate* school for the International Baccalaureate Middle Years Program. HHS has applied for and is working toward authorization as an IB World School. IB World Schools are schools that teach with a common philosophy of education. Harrison High School has adopted this philosophy of education, as described in its mission statement:

Harrison High School will develop caring and principled young adults who contribute to the greater good, think with a global mindset, and take on cognitively demanding work knowing they have the ability to solve problems that do not yet exist.

(*Only schools authorized by the IB Organization can offer any of its four academic programs: the Primary Years Program (PYP), the Middle Years Program (MYP), the Diploma Program or the Career-related Program (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programs, visit http://www.ibo.org )

International Baccalaureate Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment.

These programs encourage students across the world to become active, compassionate and life-long learners who understand that other people, with their differences, can also be right.

MYP implementation timeline:

HHS applied for candidacy in the Spring of the 2015-2016 school year and received confirmation of candidacy during that summer. HHS staff began incorporating IB philosophy and utilizing IBMYP Unit Planners for instruction

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in the 2016-2017 school year. After applying for authorization in the fall of 2017, we anticipate a verification visit in the Spring of 2018 and are confident in receiving authorization as an IB World School in the Spring-Summer of 2018.

The International Baccalaureate learner profile:

The International Baccalaureate Learner Profile includes ten attributes valued by IB World Schools. HHS has adopted these attributes as well as our PBIS system and has purposefully worked to incorporate and celebrate them in our school culture.

Disposition Description

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of

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our lives — intellectual, physical, and emotional — to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

What is the MYP?

The Middle Years Program (MYP) of the International Baccalaureate (IB) serves students from 6th grade through 10th grade. HHS is in candidacy and implementation of years 4 and 5 (9th and 10th grade). The Middle Years Program is designed to prepare students by supporting their development of the necessary 21st century skills critical for success in the ever changing world.

IB MYP philosophy:

● The IB MYP emphasizes Holistic Learning. ● The IB MYP emphasizes Intercultural Awareness and Communication. ● The IB MYP is Student-Centered.

The MYP aims to support students in the development of knowledge, attitudes and skills they need to effect positive influence on the world. In order to achieve this, IB aims to develop independent learners who can make connections between academic concepts and real-life events and situations, developing proficiency in combining content knowledge, life-experience and analytical thinking to solve authentic problems. The eight subject groups taught provide a strong foundation of content knowledge, and are delivered through teaching strategies designed to engage students in inquiry thinking and encourage development of global identity and citizenship.

The IB Middle Years Program at HHS:Harrison High School has adopted the IB MYP philosophy and objectives because we feel it mirrors those of our school and provides the best possible educational experience for students. In addition, the IB MYP

● is an international program with no bias towards any particular national system:

● has strong, interdisciplinary elements; ● is flexible enough to allow HHS to design the curriculum based on

individual student needs and accommodations; ● provides a framework for the delivery of content required for

graduation by the state;5

Our teachers model assessments after real-world situations to allow students to apply their knowledge in a meaningful way which will demonstrate their individual strengths and weaknesses. For additional information on assessment in MYP classes, please see the section on assessment (pages 15-17 ) or the HHS Assessment Policy, available on our school website, https://www.hsd2.org/Domain/21.

IB MYP curriculum model

Curriculum driven by concepts

A concept is a big idea — a principle that is enduring whose significance reaches beyond the classroom and even our present-day society. Concepts provide lenses for student inquiry into content issues and events of personal, local and global significance.

The MYP identifies prescribed key concepts and related concepts. These concepts ensure the development of a rigorous curriculum and promote a shared community of practice among IB World Schools offering the MYP. A concept-based model is used in the MYP because it encourages students to:

• process factual knowledge at a deeper intellectual level as they relate the facts to concepts and essential conceptual understandings;• create personal relevance, as students relate new knowledge to prior knowledge, and encourage understanding of cultures and environments across global contexts through the transfer of knowledge;• bring their personal intellect and experience to the study as they use a key concept to personally focus on the unit topic in order to increase motivation for learning;• increase fluency with language as students use factual information to explain and support their deeper conceptual understanding;• achieve higher levels of critical, creative and conceptual thinking as students analyze complex global challenges and create greater subject depth through the study of discipline-specific related concepts.

Global Contexts:

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Teaching and learning in the MYP involves understanding concepts in context. All learning is contextual. Subject content is organized around six perspectives called Global Contexts. Global contexts provide a transdisciplinary connection for powerful contextual learning, identifying specific settings, events or circumstances that provide more concrete perspectives for teaching and learning. When teachers select a global context for learning, they are answering the following questions:

● Why are we engaged in this inquiry? ● Why are these concepts important? ● Why is it important for me to understand? ● Why do people care about this topic?

The six MYP Global Contexts, represented in the figure below, inspire student exploration of our common humanity and shared guardianship of the planet. They invite reflection on local, national and global communities, as well as the real-life issues and concerns. For each MYP unit, teachers identify one global context that provides a focused perspective for meaningful teaching and learning of the required content.

Approaches to Learning (ATL):

The focus of ATL in the MYP is on helping students to develop the life skills required for student success after school and enjoy a lifetime of learning. ATL skills development supports and guides students in successfully meeting the challenging objectives of MYP subject groups. (From Principles into Practice, 2014). The goal in ATL instruction is to develop students who are self-regulated and intrinsically motivated learners. The IB programs identify five ATL skill categories, expanded into developmentally appropriate skills clusters: (Table below):

ATL skill categories MYP ATL skill clusters

Communication I.Communication

Social II. Collaboration

Self-management III.OrganisationIV. AffectiveV. Reflection

Research VI. Information literacyVII. Media Literacy

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Thinking VIII. Critical ThinkingIX. Creative thinkingX. Transfer

As teachers support students in ATL skills development, they begin to understanding how they learn and can evaluate the effectiveness of their learning. This self-regulated learning helps students:

● reflect purposefully on their learning;● understand the diversity of human learning needs; ● evaluate and provide evidence of their learning;● share responsibility for creating productive, cooperative and safe

learning environments;● develop the confidence to try new strategies and explore new concepts;● prepare for further study and responsible participation in local and

global communities.

The Personal Project : In Grade 10 (Year 5 of the MYP)

The Personal Project (PP) is an extended, independent project completed by each 10th grade student. Project topics may be creative or research-based and reflect the student’s personal interest. In recognition of completion of the PP process, HHS hosts a Personal Project Exhibition Day with presentations and performances.

Eight subject groups of the IB MYP:

1. Language & Literature: Course Overview and Aims: English

The objective of the MYP Language and Literature program is to develop skills in six main domains: listening, reading, speaking, writing, viewing and presenting, in collaborative groups or individually. The course includes a study of text from different genres which helps the students to make informed and balanced opinions and deliberate on moral, social, economic, environmental and political issues.

The objective of the language and literature curriculum is to facilitate sustained inquiry in the students by developing conceptual understanding in terms of global perspectives.

The Language and Literature course aims to encourage students to use

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language in their creative and reflective thinking as well as during self-expression, learning, analysis, and social interaction. Students will be exposed to literary and non-literary texts from different cultures and historical periods in order to explore other cultures. As a result, the students will gain a lifelong love of reading and an ability to apply their skills in many authentic contexts.

Assessments: Both summative and formative assessments take place on a continuous basis throughout the year, including observations on students’ skills and the quality of completed work (graded against task specific rubrics), based on the following four assessment criteria.

Criterion A: Analysis Students demonstrate an understanding of the creator’s choices and make inferences about audience responses.

Criterion B: Organizing Students understand and organize their ideas and opinions using a range of appropriate conventions for different forms and purposes of communication.

Criterion C: Producing Text Students produce written and spoken text, focusing on the creative process and on the understanding of the connection between the creator and his or her audience.

Criterion D: Using Language Students develop, organize and express themselves in grammatically correct and sophisticated language.

2. Language Acquisition: Spanish

Language acquisition is mapped in 6 phases with learning targets set for each phase. As students progress through the six phases, they are expected to develop the competencies to communicate appropriately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of audiences and purposes.

The ability to speak in more than one language promotes many of the aims of the MYP. The course will encourage international mindedness, an understanding of cultural identity, and an understanding of the features of language. Language acquisition is crucial for students to have skills necessary to participate in the global community.

The course aims to develop the student’s proficiency in an additional

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language while encouraging development in the student’s mother tongue. Students will learn to appreciate literary and non-literary texts from a variety of contexts and interpret them as vehicles for thought, reflection, and self-expression. As a result students will understand the process of language learning and become lifelong lovers of language.

Language acquisition follows an interdisciplinary approach where students deepen their understanding of the other MYP subjects through meaningful and effective connections.

Assessment: Assessments will be formative and summative through tests, grammar and vocabulary quizzes, presentations and projects, homework, peer and self-assessment, and role plays.

Criterion A: Comprehending spoken and visual text

Criterion B: Comprehending written and visual text

Criterion C: Communicating in response to spoken and/or written and/or visual text

Criterion D: Using language in spoken and/or written form

3. Individuals & Societies: AP World History, World History, AP Human Geography, Economics, Government

The course aims to develop geographic understanding, historical knowledge, economic reasoning, and citizenship. This will be developed through inquiry, social skills, self-management and demonstrated using communication skills.

It encourages and enables students to understand how human and environmental systems interact and evolve.

Students will develop appreciation for similarities and diversities among cultures around the world, as well as care and empathize for the well-being of human communities and the environment. It aims to develop responsible local and global citizens.

Assessment:

Formative and summative tasks like presentations, projects, portfolios, reflections, and class assignments are used as medium of demonstrating knowledge and skills. These are assessed using the following criteria.

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Criterion A: Knowledge and Understanding-To assess factual and conceptual knowledgeCriterion B: Investigating-To assess independent and collaborative research skillsCriterion C: Communicating-To assess organization and presentation skillsCriterion D: Thinking critically-To assess application and analytical skills.

4. Sciences Biology, Earth Science, AP Environmental Science

The MYP sciences aim to guide students to independently and collaboratively explore issues through research, observation and experimentation. Students investigate real examples of science applications, and they discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.

The MYP sciences courses aim to encourage and enable students to understand and appreciate science and its implications. It promotes scientific inquiry by developing conceptual understanding within global contexts. It helps to develop skills to design and perform investigations, evaluate evidence and reach conclusions. Students will explore connections between subjects and apply language skills and knowledge in a variety of real-life contexts. Students reflect on learning experiences and cultivate analytical, inquisitive and flexible minds that pose questions, solve problems, construct explanations and justify arguments.

Assessments:Both summative and formative assessments take place on a continuous basis throughout the year, including observations on students skills and the quality of completed work (graded against task specific rubrics), based on the following four assessment criteria.

Criterion A: Knowledge and UnderstandingStudents explain and apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations. Students analyze and evaluate information to make scientifically supported judgments.

Criterion B: Inquiring and designingStudents design the scientific investigations and formulate a testable hypothesis and explain it using scientific reasoning and inquiry skills.

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Criterion C: Processing and evaluatingStudents collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached in the task.

Criterion D: Reflecting on the impacts of scienceStudents reflect on the implications of using science, interacting with one of the following factors: moral, ethical, social, economic, political, cultural or environmental, as appropriate to the task. Student assess their communication and collaborative skills.

5. Mathematics Integrated Math I, II and III

The study of mathematics promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. The MYP mathematics and extended mathematics courses promote both inquiry and application, helping students to develop problem-solving techniques that transcend the discipline and are useful in the world outside school.

The aims of MYP mathematics courses are to encourage and enable students to:

• enjoy mathematics while developing an understanding of the principles and nature of mathematics in order to gain confidence and independence;• communicate clearly and confidently in a variety of contexts;• develop logical, critical, creative thinking and powers of generalization and abstraction;• apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments;• appreciate how developments in technology and mathematics have influenced each other; the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics; the international dimension in mathematics; and the contribution of mathematics to other areas of knowledge.

Assessments:Assessment is a continuous process, which takes place in two forms: formative and summative. The assessments may be differentiated keeping in mind the abilities of the learners. Formative assessments are ongoing and conducted during the units to inform instruction and learning. Summative assessments are individual or group-based and are administered within a stipulated timeframe.

Assessment Criteria:

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Criterion A - Knowing and understandingRequires students to select and apply mathematics from all four branches of number, algebra, geometry and trigonometry, statistics and probability to solve problems in both familiar and unfamiliar situations in a variety of contexts.

Criterion B - Investigating patternsAllows students to discover and investigate patterns which helps them become risk-takers, inquirers and critical thinkers.

Criterion C - CommunicatingEnables the students to use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing.

Criterion D - Applying mathematics in real life contextsRequires students to transfer theoretical mathematical knowledge into real-world situations and apply appropriate problem-solving strategies, draw valid conclusions and reflect upon their results.

6. The Arts:

Visual Arts, Drama, Music, Choir

The arts are a universal form of human expression and a unique way of knowing that engage us in affective, imaginative and productive activity. Learning through the arts helps us to explore, shape and communicate our sense of identity and understanding of the world, while providing opportunities to develop self-confidence, resilience and adaptability. The IB MYP arts value the process of creating artwork as much as the finished product.

The arts objectives interrelate with each other and form the basis of the student’s experience in the arts. Personal engagement surrounds the student at the center and connects directly with each of the other objectives.

The course objectives are closely aligned to the four arts assessment criteria:

A) Knowing and understanding: In order to reach the aims of arts, students should be able to: • demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology;• demonstrate an understanding of the role of the art form in original or displaced contexts; use acquired knowledge to purposefully inform artistic

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decisions in the process of creating artwork.

B) Developing skills: In order to reach the aims of arts, students should be able to:• demonstrate the acquisition and development of the skills and techniques of the art form studied;• demonstrate the application of skills and techniques to create, perform and/or present art.

C) Thinking creatively: In order to reach the aims of arts, students should be able to:• develop a feasible, clear, imaginative and coherent artistic intention;• demonstrate a range and depth of creative-thinking behaviours;• demonstrate the exploration of ideas to shape artistic intention through to a point of realization.

D) Responding: In order to reach the aims of arts, students should be able to:• construct meaning and transfer learning to new settings; create an artistic response which intends to reflect or impact the world

around them; critique the artwork of self and others.

Skills: Through a study of the three core arts disciplines of Music, Visual Art and Drama students should be able to: • demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal contexts; • demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes;• communicate a critical understanding of the art form studied in the context of their own artwork;• develop an idea, theme or personal interpretation to a point of realization, expressing and communicating their artistic intentions;• apply skills, techniques and processes to create, perform and/or present art;• reflect critically on their own artistic development and processes at different stages of their work; • evaluate their work;• use feedback to inform their own artistic development and processes; • show commitment in using their own artistic processes; • demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks;• support, encourage and work with their peers in a positive way; • be receptive to art practices and artworks from various cultures, including their own.

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Assessment Assessment is a continuous process, which takes place in two forms: formative and summative. The assessments may be differentiated keeping in mind the abilities of the learners. Formative assessments are ongoing and conducted during the units to inform instruction and learning. Summative assessments are individual or group-based and are administered within a stipulated timeframe.

7. Design: Course Overview and Aims: Web Design, JROTC, Marketing, Catering, Early Childhood Education

MYP Design requires the use of the design cycle as a tool, which provides: the methodology to structure the inquiry and analyze problems; the development of feasible solutions; the creation of solutions; and the testing and evaluation of the solution. In MYP Design, a solution can be a model, prototype, product or system independently created and developed by students.

MYP Design enables students to develop not only practical skills but also strategies for creative and critical thinking.

The aims of MYP Design are to encourage and enable students to: ● enjoy the design process, and develop an appreciation of its elegance

and power;● develop knowledge, understanding and skills from different disciplines

to design and create solutions to problems using the design cycle;● use and apply technology effectively as a means to access, process and

communicate information, model and create solutions, and to solve problems.

Assessments:Both summative and formative assessments take place on a continuous basis throughout the year, including observations on students’ design skills and the quality of completed project work (graded against a provided rubric for the task). Additionally each design student maintains a design portfolio in which they document their creativity, research, methods, evaluations and reflections throughout the year.

Design students are assessed on each of the following Criterion described below. Criterion A: Inquiring and Analyzing

Students are presented with a design situation, from which they identify a 15

problem that needs to be solved. They analyze the need for a solution and conduct an inquiry into the nature of the problem.

Criterion B: Developing ideas

Students write a detailed specification, which drives the development of a solution. They present the solution.

Criterion C: Creating the solution

Students plan the creation of the chosen solution, then follow the plan to create a prototype sufficient for testing and evaluation.

Criterion D: Evaluating

Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact the client or target audience.

8. Physical & Health Education (PHE)

Course Overview and Aims:

Physical & Health Education in MYP is an inquiry-based curriculum empowering students to understand and appreciate the value of being physically active while developing the motivation for making healthy and informed life choices.

Physical & Health Education fosters the development of key concepts such as: change, communication and relationships. There are twelve related concepts and six global contexts to develop a broader context for learning.

Assessments:

Both summative and formative assessments take place on a continuous basis throughout the year. These include teacher observations and feedback, peer/self-assessment, self-reflections, performances, presentations and project work.

Each Physical & Health Education objective corresponds to one of four assessment criteria in accordance to the MYP Guidelines.

Assessment Objectives:

Criterion A: Knowing and understanding16

Students develop knowledge and understanding about health and physical activity in order to identify and solve problems.

Criterion B: Planning for performanceStudents through inquiry design, analyze, evaluate and perform a plan in order to improve performance in physical and health education.

Criterion C: Applying and performingStudents develop and apply practical skills, techniques, strategies and movement concepts through their participation in a variety of physical activities.

Criterion D: Reflecting and improving performance Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others.

Understanding MYP Assessment

The MYP offers a criterion-related model of assessment. Some of the key features of MYP assessment are listed below: 1. Each of the eight MYP subject areas has four assessment criteria. These criteria differ from one subject area to the other. These criteria have been designed to assess the specific knowledge, skills and attitudes required for success in each subject area.2. The MYP criteria require teachers to develop a range of different assessment methods. We know that students learn in different ways and this gives students the opportunity to develop and demonstrate different strengths. For example, some students have excellent verbal presentation skills but find it more difficult to express themselves in writing.3. Each criterion in each subject is assessed at least twice, giving students ongoing feedback and multiple opportunities to demonstrate their knowledge and skills. All four criteria in every subject are equally weighted.4. Student work is assessed against each criterion, and will fall into one of 5 achievement levels. Students have access to rubrics with descriptions of the expectations for work falling into each of the achievement levels.

TABLE A: Sample achievement levels for Criterion ALanguage and Literature

Achievement Level

Criterion A--Analyzing

7-8 compares and contrasts features within and between texts.

5-6 describes some similarities and differences in features within and

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between texts.

3-4 identifies some similarities and differences in features within and between texts

2-1 identifies few similarities and differences in features within and between texts.

0 The student does not reach a standard described by any of the descriptors above.

Formative assessments using criteria related to the objectives will occur on an on-going basis to provide feedback to teachers and students regarding the student’s understanding of the objectives. A key part of this process will include Daily Observations of Learning (DOLs) to provide a measure of students’ mastery toward the day’s objective.

Summative assessments will be a key piece of determining the achievement level of students in the MYP. These assessments will occur at the end of each unit and will be scored using IBMYP criterion, rubrics WILL BE USED in the calculation of student grades. In accordance with IB requirements, students will be assessed the minimum number of times on each objective strand (2 times per course). It is the goal of our faculty, however, to provide more opportunities for students to gain mastery and be assessed on these objectives throughout the semester, providing a more complete picture of each student’s progress. IB Scores are reported as a whole number, 0-8. Harrison High School teachers will be dual reporting student achievement, meaning that the IB whole number will be reported and entered into an UNWEIGHTED category in Infinite Campus. For use in the calculation of student grades, the student achievement score is entered into a WEIGHTED category in infinite campus as a percentage in accordance with the table below.

MYP Criteria Score

0 1 2 3 4 5 6 7 8

% in Gradebook

0 or student

may have option to redo the

task.

49% or below 50-59% 60-64% 65-69% 70-79%80-89%90-94% 95-

100%

Accommodations:Harrison High School recognizes that in order to equitably provide

assessment opportunity, some students with disabilities require accommodations to aid them in meeting the standards and objectives in the classroom. In these cases, teams of educators are assembled to recommend the appropriate accommodations needed for equal access to instruction and

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assessment. Accommodations are used in the classroom as well as on assessments, as permitted. These decisions are documented in formal education plans complying with district, state and federal guidelines. Please see the HHS IBMYP Inclusion/Special Education Needs Policy.

Common Recording and Reporting Practices:Teachers will track individual student’s progress toward IB criteria in

Infinite Campus. As parents are key stakeholders in a student’s education, evidence of student progress will be shared at the following times:

IB Night Open House 8th Grade Parent Night Parent Conferences (2 times per year) Report Cards (2 times per year)

Progress Reports (2 times per year) Infinite Campus (available online 24 hours a day) Teacher or Counselor emails, phone calls, or meetings Communication through site specific tools i.e. Moodle, Google

Classroom, Galileo, Canvas, Schoology

Below is a view of the grade screen in the Infinite Campus Portal for a fictitious student, with some clarifying notes on how to read the elements on the screen. In this example, an IB Rubric score of 0-8 is reported, but NOT used in the calculation of the student’s final grade. This score is converted to % scores (which are used in grade calculations) per the conversion chart previously described.

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Acknowledgements:

Beaverford, Curtis and Edwards, Kim. “Cat2 Workshop.” IB Regional Conference, Hyderabad: March 2016.

Brochures, Flyers and posters.” International Baccalaureate®. Ibo.org, January-May 2016. Web. 2016. 20 May 2016. <http://www.ibo.org/digital-toolkit/brochures- flyers-and- posters/>.

“Guide to School Authorization: Middle Years Program.” Ibo.org. International Baccalaureate Organization, June 2015. Web. 19 May 2016.<http://www.ibo.org/globalassets/publications/become-an- ib-school/myp- guide-to-authorization-en.pdf/>.

“International Baccalaureate MYP Global Concepts.”. Aldine.k12.tx.us. Wilson Academy. 2016. Web. 25 May 2016. <http://www.aldine.k12.tx.us/cms/rise/main.cfm?siteID=206&PageID=2054>

“International Education.”International Baccalaureate®. Web. 18 May 2016. <http://www.ibo.org/programmes/middle-years- programme/>.

Marshman, Roger, MYP Consultant to Oberoi International School. Skype interviews and email conversations with Priya Ramteke, January-May 2016.

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IB MYP Criterion Scores are reported out of a possible 8 points. The 0-8 score is reported for informational purposes only and IS NOT used in the calculation of student grades. IBMYP Criterion Scores are converted to a percentage score based on the conversion table described on the previous page, and this score IS USED in the calculation of student

“Middle Years | 11 To 16 | International Baccalaureate®”;. International Baccalaureate®, 2016. Web. August 2015-April 2016. < http://www.ibo.org/programmes/middle-years- programme/>

“MYP: From Principles into Practice-for use from September 2014-January 2015. Occ.ibo.org.International Baccalaureate Organization, 2014. Web. 19 May 2015.

<http://occ.ibo.org/ibis/occ/Utils/getFile2.cfm?source=/ibis/occ/home/subjectHomeMYP.cfm&amp;filename=myp%2Fm_0_mypxx_mypnc_1312_1b_e%2Epdf>.

“MYP: Next Chapter Transition Document.”Online Curriculum Centre.” Occ.ibo.org, December 2013. 2016. Web. 19 May 2016.<http://occ.ibo.org/ibis/occ/Utils/getFile2.cfm?source=/ibis/occ/home/subjectHomeMYP.cfm&amp;filename=myp%2Fm_0_mypxx_mypnc_1312_1b_e%2Epdf>.

“MYP Subject Briefs.” International Baccalaureate®. Ibo.org, 2016. Web. 25 May 2016.<http://www.ibo.org/digital-toolkit/brochures- flyers-and- posters/>.

Oberoi International School. MYP Handbook 2016-2017. Mumbai, India. Oberoi International School.

“Online Curriculum Centre”. Occ.ibo.org, 2016. Web. 20 May 2016. <http://occ.ibo.org/ibis/occ/guest/mypxx_home.cfm?subject=mypxx>

Sipple, Matthew and OIS Academic Leadership Team. “OIS Grade Conversion Chart.” Mumbai: Oberoi International School, 2016. Print.

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