International Baccalaureate Assessment Policy

Middle Years Programme, Diploma Programme, & Career-related Programme

 Greeley West High School is a candidate school* for the International Baccalaureate (IB) Career-related Programme. This school is pursuing authorization as an IB World School. These are schools that share a common philosophy-a commitment to high quality, challenging, international education that Greeley West High School believes is important to our students.

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

IB Assessment Programme Policy

Philosophy and Purpose

At Brentwood Middle School and Greeley West High School we believe that assessment belongs to the student to evaluate their personal knowledge and growth as well as the teachers to monitor progress. The International Baccalaureate Programme Middle Years Programme prepares students at Brentwood Middle School to continue rigorous coursework at Greeley West High School in the Middle Years Programme. This continuum culminates with an IB Diploma Programme that provides students who choose to take either individual Diploma courses or who are attempting the IB Career-related Programme or the full IB Diploma rigorous and challenging coursework that may earn college credit.

The Assessment Policy is to provide clear and consistent assessment practices for all stakeholders: parents, teachers, students, administration, and community members across all subjects and grade levels. This policy will serve as a guide to develop and refine assessment practices.

We will use continuous assessment from the IB programmes (MYP, DP and CP) and teacher formative feedback to know our students, to build on their prior knowledge, and help them to be open-minded through learning. Providing students the opportunity to reflect on their learning, provide input while establishing goals building globalminded lifelong learners.

Staff will gather and analyze data from diagnostic, formative, and summative assessments for subject area standards and IB requirements via IB rubrics, including assessment components specific to the Career-related Program such as Reflective Project, Personal and Professional Skills, and the career-related studies, so that our stakeholders can evaluate student progress toward reaching each student’s goals and build students who are inquirers. The assessments used cultivate the personal and academic growth of students as well as teachers.

Rights and Responsibilities of the School Community:

Administration:

Rights: Final decision in grading policy, category weights in the gradebook, and student contested marks

Responsibilities: Supervise revision of assessment policy, on boarding of new teachers in relation to the grading policy, teacher observation and review. Provide opportunities to calibrate and moderate grades.

Teachers:

Rights: Internal decision of when to administer formative and summative assessments. Decisions regarding appropriate rubrics for assessment.

Responsibilities: Explicit teaching of assessment material and evaluation criteria. Provide constructive, personal, and timely feedback on assessments. Communication with students and families regarding student progress. Up to date gradebook in Infinite Campus. Grade calibration with Professional Learning Committees. Provide students and families with a course syllabus with class assessment policy. Provide opportunities for re-assessment

Teachers will meet once a quarter, on late start Monday PLC’s to calibrate and standardize Summative Assessments

New Teachers will meet quarterly for first year on-boarding of assessment policy, as well as participate in PLC meetings

Counseling:

Rights: Inquire about student marks with student, teacher, coordinators, and administration. Make scheduling changes. Advise students.

Responsibilities: Regularly check in on students on both mental health and academic progress. Student and course scheduling. Communicate with teachers, administration, families, and coordinators regarding students goals, progress, and concerns.

IB Coordinators:

Rights: Suggest changes to existing policies if not in line with IB. Inquire about student marks in individual classes. Meet with students to discuss academic progress

Responsibilities: Schedule IB training for teachers new to IB. Facilitate grade calibration activities and discussions. Review IB mark bands and West conversion charts for 100 point scale conversion. Work with teachers on IB rubric criterion communication, assessment, and conversion.

 

Use of Artificial Intelligence (AI)

Greeley West High School supports the responsible and ethical use of AI in alignment with IB standards. Artificial Intelligence (AI) tools, such as ChatGPT or Google Gemini and image code generators, can support students such as  brainstorming, drafting, outlining, and grammar. While these tools are valuable learning supports, students must use them ethically and transparently. Any AI generated content included in assessed work must be clearly identified and cited. Teachers will help with authenticity of student work through observation and discussion to ensure students understand and can explain their work. All final submissions must be the student’s original work. Any AI support used must be clearly acknowledged and properly cited in accordance with academic standards. Misuse of AI that compromises the integrity of assessments will be treated as academic misconduct according to IB Academic Honesty Policy.

Evidence of Assessment

● Diagnostic: Evaluates a student’s prior knowledge, misconceptions, and attitudes about the content or subject, and use it to guide instruction. May use specific MYP, DP or CP rubric domains for diagnostic skill assessment

● Formative Assessments: Teachers develop day-to-day activities that gauge student’s learning to provide feedback about where the student is in the learning process. Examples include but are not limited to:

○ Observations

○ Selected response

○ Open-ended tasks

○ Performances and Exhibitions

○ Process journals and Portfolios

○ Questionnaires

○ Exit-Tickets

○ Reflections

○Community Engagement logs or journals

○Language and Cultural logs or journal

○Career logs or journals

 

● Student Self-Assessment: Allows students to reflect and conference on their understanding of central ideas, concepts, skills, or learner profile attributes and attitudes. The Self-Assessment may also take place during student-led conferences. Students may use Approaches to Learning (ATL) self-reflection documentation or use the “reflection” domain of the appropriate DP or CP rubric, depending on their program of study.

● Dynamic Data Driven Intervention: Weekly data team meetings focused on increasing all student’s comprehension and achievement by using directed interventions using student discourse and/or modeling in a small group setting

● Summative Assessments: May be teacher or IB developed (Internal and External Examinations) that allow students to demonstrate their understanding at the end of a unit by applying the knowledge and skills learned multiple times per

semester. Summative assessments should be linked to MYP, DP or CP rubric expectations.

Examples include but are not limited to:

○ Personal Project: MYP students in the 10th grade complete a personal project

○ Extended Essay (DP)

○ Reflective Project (CP)

○ Portfolios

○ Compositions

○ Essays

○ Examinations

○ Performances

○ Presentations

MYP (Middle Years Programme) Grading Policy

IB Middle Years Programme courses are graded on a 4.0 scale in years 1-5. Some students in years 4 and 5 complete coursework that is graded on a 5.0/4.0 scale.

All MYP classes will utilize the MYP subject criteria and rubrics for each course for some of the course assessments, while some assessments are teacher generated with an appropriate rubric. These criteria marks will be converted into a letter grade for our Infinite Campus system.

Students enrolled in PreDP/AP English 10 are required to complete a Personal Project at Greeley West High School; however, any student who wants to complete a Personal Project may.

Recording and Reporting

Student scores are recorded both on paper or digital rubrics with feedback from the teacher on how to improve and also in the District 6 Infinite Campus gradebook system. MYP, DP or CP rubric scores are converted to the appropriate percentage reflecting the IBO philosophy. Student achievement related to MYP Assessment will be recorded on the rubrics attached to student work.

DP (Diploma Programme) Grading Policy

● IB Diploma courses use released Diploma tests as mock assessments and utilize the appropriate DP course assessment rubric to provide accurate feedback to the students on their achievement.

● Additionally, DP task specific rubrics may be used for a variety of in-class assessments and projects. These rubrics are then converted to accurately reflect the DP scoring on a 100 point percentage scale

● IB Diploma Candidates courses are weighted 5.0/4.0 scales. Grades of A, B, and C are weighted, but grades of D or F are not.

● A passing score on a DP English or DP Math exam meets the State of Colorado Graduation Requirements

All IB Diploma students are expected to complete all internal and external IB assessments and exams in May as well as state examinations. If a student does not agree to participate in all mandatory assessments, a conference will be held with all stakeholders due to violation of the program. As students did not complete the assessment as prescribed their testing fees will not be refunded. Adhering to deadlines is an organizational skill teaching the student the importance of balance, being principled, and reflective.

Diploma students are expected to complete courses in all six groups of the IB Curriculum, 3 at the Higher Level and 3 at Standard Level. Some courses must be taken at HL:

● Group 1: Language A English HL (Higher Level)

● Group 2: Second Language

● Group 3: History of Americas HL

● Group 4: Experimental Sciences with the Group 4 Project

● Group 5: Mathematics

● Group 6: The Arts

IB DP Course Candidates

Students who are course candidates, who enrolled in a DP course, but must complete all IB Tests and examinations associated with that course.

 

CP (Career-related Programme) Grading Policy

CP students are assessed in both academic IB Diploma courses and the CP Core components, including the Reflective Project (RP), Personal and Professional Skills (PPS), Community Engagement, and Language and Cultural Studies.

The Reflective Project is evaluated using IB Criteria through formative checkpoints, peer and self-reflection, supervisor feedback, and a final submission.

Personal and Professional Skills (PPS) are assessed via reflections, performance tasks, and supervisor evaluations.

Community Engagement and Language and Cultural Studies is assessed with tasks based on the rubric and reflections with a tracking system to be overseen by the RP Supervisor and the Language and Cultural Studies Supervisor.

All CP assessments are converted to a 100-point scale. Grades of A, B, and C are weighted on a 5.0/4.0 scale; D and F grades are not weighted.

Successful competition of CP Core components, DP courses, and external career-related qualifications meets the State of Colorado Graduation Requirements.

 

All IB Career-related programme students are expected to complete all internal and external IB assessments, including CP Core components, DP course assessments, career-related coursework, and state examinations. If a student does not agree to participate in all mandatory assessments, a conference will be held with all stakeholders due to violation of the program. As students did not complete the assessment as prescribed their testing fees will not be refunded. Adhering to deadlines and assessment expectations supports the development of real-world skills such as time management, responsibility, and professionalism which is core to CP’s focus on career readiness and personal development. Students are encouraged to be balanced, principled, and reflective as they engage with both academic and career-related learning.

CP students expected to complete:

Career-related Study (career specific courses and certifications)

At least two IB Diploma Courses

Reflective Project

Personal and Professional Skills (PPS)

Community Engagement

Language and Cultural Studies

Teacher Submission of Internal Assessments and Predicted Grades: IB teachers will submit the required Internal Assessments (IAs) and Predicted Grades (PG’s) with the IB Coordinator. These scores will be entered in good faith utilizing the most current IB grading scales, standards, and rubrics. For CP IB teachers will attend regular training to ensure that they are properly assessing students according to IB Assessment standards for each subject. For our CP students, only their DP courses require IA’s and PGs.

Review and Access

This policy will be reviewed annually to meet the needs of our evolution as a candidate IB World School as well as state and district requirements and will provided to all stakeholders (students, teachers, parents, administrators) through website access

Date of last review: August 2022, adapted to include CP October, 2025.

Greeley West Teacher Handbook

Goal of our Content Area Planning Meeting (PLC):

Using scholar work to monitor learning and drive it forward to meet grade level standards in every class, every day.

Responsibilities and Expectations

It is each teacher’s responsibility to attend their planning meeting promptly in the designated location, remain actively involved for the duration, and follow the agreed upon working agreements. If you are unable to attend your scheduled meeting, please notify the administrator for your collaborative plan team.

Report Cards and Grading Policy

Grades and attendance are available to view anytime online on our Infinite Campus Portal at www.si.greeleyschools.org. Progress Reports and Report Cards are also available on Infinite Campus electronically and will not be sent home. If you would like a paper copy of your report card, please contact the main office.

It is essential for parents/guardians to be kept fully informed of their student's progress in school. Regularly scheduled parent-teacher conferences serve to promote a process of continuous evaluation of student performance. Parent Teacher Conferences will take place from 4:00-8:00 p.m. twice a semester.

Teachers are expected to enter in a minimum of one grade per week in each class into Infinite Campus.

Academic Lettering/Honor Roll

Criteria to earn a “Letter” academically at Greeley West High School:

• Students must maintain a grade point average of 3.8 or better for two consecutive semesters in the same academic year, and be enrolled in five or more classes.

Honor Roll award: GPA of 3.5 to 3.799

High Honor award: GPA of 3.8 or higher

• Students who earn Honor Roll awards in four consecutive semesters will receive a letter bar.

• Students will not have any incompletes or Fs on their grade record. • All courses taken at Greeley West High School, UNC, and Aims will be used for GPA calculations. (Online courses offered from outside of District 6 will be used when calculating GPA if they appear on the student transcript)

• Transfer grades from other schools will be acknowledged.

• All classes count for GPA calculations, including Teacher Assistant (T.A.) courses. • Students must attend Greeley West for at least one school year to be considered valedictorian.

Transcripts/College Entrance Exams

Results of the college entrance exam shall be included on each student's transcript. However, if a student retakes the exam at a later time at the student's expense, the student may request that the later results be placed on the transcript in place of the earlier results.

Early Graduation

Early graduation is allowed provided all requirements for graduation have been met. Early graduation before the end of the seventh semester must be reviewed and approved by the principal and by the Superintendent or designee. Students who complete their work in midyear and are eligible to graduate shall receive their diploma at the end of the school year and may return to take part in the graduation exercises at that time.

Extended Time Opportunities

Students who fail to meet graduation requirements at the end of eight semesters of attendance will be encouraged to continue in school until they meet graduation requirements or through the semester that they turn 21 years old, as permitted by state law. Students who meet the requirements of the Accelerating Students through Concurrent Enrollment (ASCENT) legislation may continue to attend WCSD6 high schools for a fifth year. Students choosing this option must be college ready, have an approved plan of study, take course work applicable toward a degree or certificate and have completed 12 college credits by the end of their 12th grade year. Students choosing the ASCENT option will not receive their diploma until the completion of their fifth year. Students may, however, choose to participate in the commencement ceremony with their class.

Transfer Students

Transfer students must complete the WCSD6 requirements. Course work completed outside the District will be evaluated and approved for credit and for fulfillment of

graduation requirements by the principal or designee. In addition, WCSD6 requires enrollment during the school year immediately prior to graduation and successful completion of at least three credits in WCSD6 unless an exemption is made by the principal. Requirements as Applied to Students with Disabilities

To be eligible for a high school diploma, identified students with disabilities must meet objectives appropriate for them, as determined by the Staffing/Individual Education Program (IEP) Committee. The IEP goals and objectives will reflect modifications of the regular curriculum.

Requirements for English Language Learners (ELL)/Culturally Diverse Learners (CLD)

ELL/CLD classes are an alternative English program for students who are limited English proficient according to District criteria. Language Arts graduation requirements may be fulfilled through ELA courses as deemed appropriate.

Foreign Exchange Students

Foreign exchange students sponsored by an approved foreign exchange program (J-1) will not graduate from a WCSD6 high school and will not participate in graduation ceremonies.

General Requirements for High School Enrollment

Ninth and tenth grade students must be scheduled in courses every period of the day. Students in grades 11 through 12 must be registered as full-time student, which means taking six courses for juniors and five courses for seniors. Extenuating circumstances will permit exemptions to these course load requirements and limitations as determined by the building principal or designated administrator.

Teachers are expected to enter at least one grade in the gradebook per week.

Teachers may choose to give participation points to students in classes. If that is the case in your class, you must provide students a rubric for assigning points or an explanation as to how they will be scored on participation points in the class syllabus.

The goal of homework is to assist with student learning that is relevant to instruction. Students will be provided with strategies and resources from teachers that will allow them to complete homework. Per board policy, a student cannot fail a class for failing to

complete homework, meaning that homework must account for less than 40% of the final grade.

Common Assessment Procedures

In order to progress monitor and formatively assess instructional needs of our students, all teachers are expected to follow the district common assessment calendar. Standardized assessment norms are expected to be implemented during all classroom assessments. All common assessment materials will be delivered to the School Assessment Coordinator who will disseminate those assessments to the department chair for appropriate distribution. A testing environment is expected in classrooms during common assessments and state assessments that would include:

• No talking

• No electronics

• No working with a partner

• Sitting quietly once completed

Final Exams

All classes are required to give a final exam worth at least 10% of the final grade during the last week of the course. Students will not be allowed to take early final exams. If there are extenuating circumstances, students must talk to an administrator and the attendance secretary to pre-arrange an absence and schedule a time to take final exams.

Students with an IEP/504 Plan

You will be informed which of your students are on an IEP or 504 Plan. You MUST follow all modifications on the modification sheet that is available to you on the Enrich Program. This includes, but not limited to, administration of assessments, assignments, and other preferences. THIS IS YOUR LEGAL OBLIGATION AND THE STUDENT’S RIGHT. When you are notified of a staffing meeting, you MUST attend and provide feedback. If you have any questions regarding special education students, please contact the student’s case manager which can be found at the bottom of their schedule on Infinite Campus.

Culturally Linguistically Diverse (CLD) Students

At the beginning of each semester, you will receive a list of all the ELL (English Language Learner) students in your classes via a flag on your roster in Infinite Campus. IT IS YOUR LEGAL OBLIGATION TO MODIFY AND ACCOMMODATE FOR THEIR LANGUAGE NEEDS. If you need assistance or have a concern about any CLD student, please contact the CLD teachers.

Syllabi

The purpose of a syllabus is to inform and explain to all students the class content, standards, expectations, makeup procedures, general classroom policies and procedures, the evaluation process, criteria for final test exemptions, key submission dates, and teacher contact information. A syllabus is required in all classes as a and must have a link to it on your teacher page at west.greeleyschools.org and be posted on your schoology page. Syllabi are to be distributed to all students and discussed during the first week of the course. The content of the syllabus should also be discussed with the class periodically throughout the grading period. If you are assigning a grade for a parent signature on the syllabus, it should have a low point value and a student should never be failing a class because the parent failed to sign the syllabus.

Syllabus Checklist:

Must haves:

• Contact Information, Office Location and Office Hours, and Homeroom Location •Course Standards, Objectives, Resources and Software Used,

• Course Expectations for Attendance and Behavior, Late Work Policies, etc. •Grading Procedures (Weights of assignments and assessments, Rubrics if Applicable)

• Classroom Norms

• Tentative Course Calendar

• Link to website and Schoology Page where all assignments can be found for make-up work.

• Posted to GWHS Website