EDMONDS‐WOODWAY HIGH SCHOOL – ADMISSIONS POLICY

Edmonds‐Woodway High School is a public high school, and our students must be residents of the
Edmonds School District to attend our school and enroll in the IB Program.

There are several pathways to attend Edmonds‐Woodway and join the IB Program:

1. Resident Family: These students are residents of our local area, zoned for our building. Once on our campus, they can select as many, or as few, IB courses as they wish to take.
2. “G” Students: Highly Capable/Gifted students who reside in the Edmonds School District can automatically select EWHS as their home high school. Once on our campus, they can select as many, or as few, IB courses as they wish to take. 
3. Non‐resident Family: Students who live in the district – but who are zoned to attend another high school – can use our open application process to attend EWHS. Interested students simply complete an online application in the Fall, and a multi-disciplinary committee reviews their academic progress for admission that includes: current student work in English/Language Arts or Social studies and Mathematics or Science, 7th grade academic history and application responses. Once on our campus, they can select as many, or as few, IB courses as they wish to take.
4. Transfer Request: Students can complete a High School Transfer form at any time from Grades 9‐12. Families must indicate they wish to access the IB Diploma program on their transfer form. These approvals happen at the district‐level. Once on our campus, they can select as many, or as few, IB courses as they wish to take.

Once students arrive at Edmonds‐Woodway, there are NO barriers to entry to any of our honors programs at Grades 9 and 10, and there are NO barriers to entry to our full‐IB program or to most of our IB program courses (pre‐requisite courses in Math SL, Biology HL, and Chemistry HL are the exception).

Because we have other options in Math and Science for students, there is nothing to prevent a student entering our doors from selecting the IB certificates or the full‐IB diploma pathway.

IC Reviewed, 09/2023

EWHS Language Policy

 

Language Policy Steering Committee – A review of developments (2009-2019)

 

As a result of the 2009 Self-Study Review, a Language Policy Team was formed.  This team was commissioned to review Language Policy and to make additions or adjustments, as needed.  As a result of that original work, we have continued to see significant developments: 

 

1.                   the increase in the number of students staying in our world language program, beyond the minimum number of years required for a WA State diploma, has stabilized and created a vibrant language department – one that continues to see large number of students take language acquisition past the minimum years required for graduation. 

 

2.                   the significant increase in the number of mother-tongue languages represented at Edmonds-Woodway has stabilized, with 50 mother-tongue languages now in our building.

 

3.                   “IB for All” in our English A: Language and Literature course has seen an expansion in the number of ELL students taking the course and finding success in IB exams.

 

4.                   the initial increase in the number of students wishing to begin the full-IB diploma series with no, or no significant, second language education has also stabilized – and we continue to see students begin the full-IB diploma program with no previous language instruction.

  

 

After the 2013-14 Self-Review, the Language Policy Team was disbanded, and their work was moved to our Instructional Council.  In preparation for the  2018-2019 Self-Study, the Language Policy Team was restarted to bring fresh eyes to the Language Policy.  The committee, consisting of IB Program Teachers, the School Library/Media Specialist, an ML instructional leaders, an EWHS Parent, and a School Administrator reviewed IB policy documents on language policy and – working together – reviewed existing policy and made changes to the documents.

 

For the current Program Review (2023-2025), the IB Coordinator in conjunction with Kelly Kuest and Jan Slusher, reviewed the current policy and made recommendations to update the language, resources, statistics, and standards used in the Language Policy.  Major revisions included: updated demographics, SIOP professional development, WIDA Standards, WIDA ACCESS, addition of IB English SL, new student affinity groups, Natural Leaders program, additional Spanish speaking support staff, Parent Square communication tool, updated participation in Signed Languages course development.

 

Philosophy

 

EWHS Philosophy on Language and Multilingualism

 

At EWHS, we embrace multilingualism as a cornerstone of fostering intercultural understanding and nurturing global citizens. We firmly believe in the power of language to bridge cultural divides, enrich personal identity, and catalyze intellectual growth.

 

We recognize that language is not merely a tool for communication but a fundamental element in shaping thoughts, perceptions, and personal growth. In this light, every educator at EWHS is not only a teacher of their subject but also a custodian of language learning, playing a pivotal role in guiding students through the intricacies of linguistic and cultural nuances.

 

Our commitment to multilingualism extends beyond traditional language instruction. We value a holistic approach to language education, encompassing reading, writing, speaking, listening, cultural immersion, non-verbal communication, and digital literacy. In fact, Edmonds-Woodway and the Edmonds School district have continued to support Language instruction in all classrooms by providing comprehensive Sheltered Instruction Observation Protocol (SIOP) training to all classroom instructors.  EWHS boasts many of its instructors have completed the training with a smaller group of English Language Arts, Social Studies, Science and Math teacher complete more advance level of SIOP training in 2018-2019. This approach is woven into all aspects of our curriculum, promoting a deep, cross-curricular engagement with language that celebrates and leverages the diversity of our student body.

 

We are proud of the linguistic diversity within our community, representing over 36 mother tongues and 15% receiving bilingual education services. This diversity is not just acknowledged but celebrated as a vital part of our educational fabric. By integrating these diverse linguistic perspectives, we enrich our learning environment and foster a greater appreciation of the varied tapestries of human experience. 

 

In alignment with the IBO mission, we underscore the importance of developing global awareness through language. We believe that proficiency in more than one language enhances the ability to live, work, and communicate with others, both locally and internationally. Language is a bridge to understanding global issues, participating in international dialogues, and contributing to a more connected and empathetic world.

 

Ultimately, at EWHS, we see language as a journey towards personal and intellectual fulfillment. It is a journey that enhances understanding, empathy, and the ability to navigate and contribute to an increasingly interconnected world.

 

School Language Profile

 

The IB Diploma Program is a district-level program that functions as a school within Edmonds-Woodway High School, a suburban US school just north of the city of Seattle. EWHS has a great deal of ethnic diversity, but – due to state high school graduation requirements – very few international students who would request Language A1 self-taught.  

 

The language of instruction is English, and the school offers three Language Acquisition choices: French, Mandarin, and Spanish.  IB diploma classes are open to all EWHS students, regardless of race, gender, or access to economic resources.  District students who live outside of the EWHS school boundary may request a placement into the IB Program from the other three district high schools. That transfer was previously based upon an identified academic need for a specific program that meets Washington State criteria for Highly Capable Students, however the continued success of the full-IB diploma program at EWHS has caused the district to change its requirements. As of Fall 2019, EWHS – and specifically its IB program – will be open to transfer in our district for students that request it. At the completion of grade eight, students from the district’s Challenge Program may transfer directly into Edmonds-Woodway’s honors pathway, which prepares students for success in the IB Diploma Programme.  

 

Title III of the Every Student Succeeds Act requires states to assess the English language proficiency of students receiving English language development services at school. Washington State uses the WIDA Access for ELLs test of English Language Proficiency to assess these students. Washington State began administering the WIDA annual assessment in the 2021-2022 school year.

 

When ML students arrive at Edmonds-Woodway, they are evaluated using the WIDA Access for ELLs test of English Language Proficiency. The WIDA Access for ELLs test of English Language Proficiency measures students' English language proficiency, both knowledge and skills, in reading, listening, writing, and speaking (see assessment descriptors in the appendix of this document). Results from this test determine which students are eligible to continue receiving ELD services. The WIDA reports a continuum of six performance levels: Entering (Level 1), Emerging (Level 2), Developing (Level 3), Expanding (Level 4), Bridging (Level 5), and Reaching (Level 6) in the domains.

 

We use many criteria to determine when a student is ready to be placed in non-ML English classes, including WIDA Access score, SBA-ELA, and their English 3 class performance.  The next placement is Honors 10^th grade English to best prepare students for the linguistic rigors of IB English: Language and Literature SL.  When this occurs, they are placed in a support class – with a separate IB-trained ML instructor – for additional support.  This teacher regularly collaborates with the IB course instructor on differentiation and support. All the students who are in the IB Diploma Program have a basic proficiency in English, and most ML students who are participating in honors courses at Grade 9H have at least four years of experience with the English language. 

 

It is a core responsibility of each teacher to assess language proficiency needs and to adjust curriculum accordingly.  There are many students who tutor in various subject areas as part of their CAS activities.

 

Overview of EWHS Languages

 

•       English is the language of instruction.

 

•       English, as a subject, is taught through:

o   Language A1 (HL and SL options)

o   Language A2-self-taught (by arrangement, for IB exchange-students)

 

•       Language Acquisition languages (Language B):

o   HL courses: French, Mandarin Chinese, Spanish

o   SL courses: French, Mandarin Chinese, Spanish

o   Ab Initio: Mandarin Chinese (offered yearly) 

o   Ab Initio: French, Spanish (offered as needed, for full-IB diploma candidates with no prior language study)

 

•       Language Acquisition Programming currently under development by the IBO:

o American Sign Language (multiple levels)

 

•       Linguistic Cultural Opportunities

 

o   The school offers a multitude of opportunities to gain exposure to various languages and cultures through music, art, festivals, assemblies, multi-cultural clubs and curricular units.  Several student groups (including Asian-Pacific Islanders Club, Black Student Union (BSU), ASL Club, Latino Student Union and Chinese Club) lead these efforts. 

 

o   CAS opportunities exist within the community that focus on the ethnic diversity of the community and would allow for the practice of world language skills.

 

o   EWHS employs three Spanish speaking paraeducator staff that support attendance, tutoring support in mathematics and as a Family Resource Advocate (FRA) to assist families to access local, state, and federal resources to meet basic needs.

 

•       Spanish and Mandarin Chinese were chosen as Language B subject areas because of the unique regional issues related to the migrant, business, and trade position of Washington State.

 

o   Students whose fluency in English needs practice may access materials in the school library or request tutor assistance. Teachers differentiate curriculum and learning, as needed.  Differentiation is supported and informed by the principles of SIOP.

 

o   The Edmonds School district and Edmonds-Woodway high school incorporate the Natural Leaders program into our school community. Natural Leaders are multi-cultural families who want to learn more about the education system to support partnerships between families, communities, and schools. They are leaders in our community that work as a team with family advocates, family support centers, and school staff to:

o   Build relationships with families

o   Listen to families ideas on how to help their children be successful in school.

o   Bring families and schools together to plan/implement the families' ideas

 

o   The school library has access to public domain articles in a variety of languages, periodicals in Spanish and Chinese, history videos in Spanish, literature, and poetry in a variety of languages, including Spanish, Russian, Chinese, Amharic, and other languages. The library has also circulated a variety of resources to the Language Acquisition/World Language department. Students can access audio books in multiple language through SORA as well as translation of popular teen titles and graphic novels within and through our local library system, Sno-Isle.  The librarian is integral in the orientation of new students including our Multilingual learners.

 

 

        •     Support for Community / Family Interaction in Mother-Tongue Language 

 

o   Real-time translators (typically using wireless translation devices) are provided by the District for all parent-student-teacher meetings, upon request.

 

o   All district and school communication is available in both English and Spanish, with district-supported translation services available in all mother-tongue languages for families. Our school and district website are compliant with state and federal law, which requires the site to be instantly translatable into any language spoken in the district.

 

o   All family communication regarding formal progress (school grades, progress reports) are reportable to Spanish families in their mother-tongue. As all Edmonds School District students have 1:1 Chromebooks, student/parent emails are translatable across the Google platform of supported languages.  Additionally, the school and district communication leverages ParentSqaure, a single platform for everything from mass notifications and mobile app to conferences.  All communication is automatically translated to the user’s preferred language.

 

o   The school and district support live transcription and translation for families in other languages.  This service is included during school-based presentations on the IB program where translators are provided for all incoming families needing translation services.

 

 

Essential Agreements for the Teaching of Language

 

All students are:

 

•       encouraged to maintain and value their own native language and to respect the native language of other students

 

•       taught language skills (to read, write, analyze and reflect) by all members of the EWHS faculty in each course, regardless of discipline

 

•       encouraged to become fluent in more than one language

 

•       introduced to a variety of strategies to comprehend, interpret, evaluate and respond to a variety of media and non-fiction sources

 

•       exposed to a wide range of literature reflecting a variety of cultures

 

•       given time to reflect on their learning and to apply remediation strategies

 

•       encouraged to share and develop their work in a social context

 

•       given constructive and specific feedback from teachers and peers

 

•       given access to, and are taught through, a variety of technological and informational sources

 

•       given the opportunity to become active language learners through inquiry and authentic real-life applications

 

•       encouraged to view language as a tool for life-long learning

 

•       encouraged to include parents, peers and the community in their development of language skills

 

Program Attributes Brought Forth in Self-Reflection of the Language Policy

 

The responses to the self-study from 2013-14 gave us the impetus to move forward with “IB for All” instruction in Language A, beginning in 2017. Our first cohort sat for exams in May 2019; over 150 students sat for the IB English A HL examination, and only three students who completed examinations failed to score a 4.  We continue to promote mother-tongue languages while balancing the legal requirements of instruction in the English language.  

 

1.                   Library and media resources are directly linked to teaching and learning with language as a focus, and our library now has a far wider set of materials in a variety of languages.

 

2.                   As of the fall of 2015, our school only offers Language A: Language & Literature to our students, however the multi-year development of “IB For All” at EWHS has met with great success.  We have continued vertical alignment from Grades 9 through 12, and all students at EWHS are now enrolled in English Grade 9H and English Grade 10 H to prepare for success in IB

For All.

o    As of 2022, our school offers both Language A: Language & Literature HL and SL options to better meet the needs of our learners who are still emerging in their language development (this includes native English speakers and Multilingual learners).

Recognized Internal Challenges to Our Language Policy: DHH and ASL Programming

 

While the ongoing development of our language policy works to consider the broad nature of language acquisition, we must recognize that the IBO’s policies on Language Acquisition are currently leaving out an essential portion of our EWHS student population. 

 

EWHS houses the largest Deaf and Hard-of-Hearing (DHH) population of any public school in our region. DHH students attend EWHS from 13 different local school districts and – as of the 2018-19 school year – over 165 EWHS students are signed up for language instruction in their language of choice: American Sign Language.  

 

When DHH students access IB classes, they are provided with full-time interpreters, and exam accommodation requests are completed so that students can complete all their assessments. 

 

Our DHH and ASL teachers are deeply committed to their Language Acquisition course, and deaf-culture is a vital part of our school’s community. For ASL students to have access to the full-IB diploma sequence, they are required to take up the challenge of a THIRD language of study, beyond that of English and their Language Acquisition course, to stay in the ASL program.

 

As ASL continues to expand at EWHS and around the US, we are excited to be invited to help develop the IB Signed Language course currently under development as of 10/2023.  The IB coordinator and several DHH ASL instructors have agreed to participate in the curriculum development and integrate this new course in the next 4-5 years.

 

 

Communicating Language Policy

 

A copy of the EWHS Language Philosophy and Language Policy is posted on the IB Coordinator Website; all statements of philosophy and policy are reviewed with parents during parent meetings of incoming and existing IB students. Individual course syllabi address language acquisition and curriculum specifics, as needed.

 

 

Resources: 

 

As a part of its 2018-19 Self-Study, various IB language policies for regional schools were reviewed, as well as new, relevant studies and literature in the field, including:

                 

“IB Language Policy.” IBO Publication.  http://www.ibo.org/mission/languagepolicy  Updated: February 2014

 

Corson, David.  Language Policy in Schools:  A Resource for Teachers and Administrators.  New Jersey: Lawrence Erlbaum Associates, 1999.

 

Fee, Liu, Duggan, Arias,Wiley. Investigating Language Policies in IB World Schools: Final Report. Center for Applied Linguistics (CAL), 2014.

 

Freeman Field, Rebecca. English Language Learners at School: A Guide for Administrators, 2nd Edition. Philadelphia: Caslon Publishing, 2012.

 

Gottlied, Margo & Nguyen, Diep. Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers. Philadephia: Caslon Publishing, 2007.

 

Marzano, Robert, Debra Pickering and Jane Pollock.  Classroom Instruction that Works. Alexandria: ASCD, 2001.

 

Shohamy, Elana. Language Policy: Hidden Agendas and New Approaches. Routledge: London, 2006.

 

The Office of Superintendent of Public Instruction [OSPI]. (2011). Understanding Annual Measurable Achievement Objectives (AMAOs).

 

Tollefson, J. (2013). Language policies in education: Critical issues: Second edition. London,UK: Routledge.

 

 

                                                                                                      

 

 

 

Revised 2018-2019 school year

Revised 11/2023 in collaboration with the ML department and Instructional Council

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EDMONDS‐WOODWAY HIGH SCHOOL – SPECIAL EDUCATIONAL NEEDS POLICY
The mission of the Edmonds School District Special Education Department is to support the highest quality
core instruction through meaningful assessment, early intervention and individualized programming to
meet the needs of students with disabilities ensuring that they reach their fullest potential. We believe
that students with disabilities will achieve their fullest potential when they have access to the instruction
and community of learners in general education.
As a part of its mission, the teachers, staff, students, and community of Edmonds‐Woodway High School
are dedicated to empowering students to achieve educational excellence while demonstrating integrity
and compassion through responsible citizenship.
As a fundamental element of our mission is to achieve educational excellence for all students, we
must ensure that the philosophies and principles of the IB program continue to serve all students – and
that access and engagement in learning is increased by identifying and removing barriers to the IB
Program at EWHS. Because of this, EWHS is proud to offer an “IB for All” program, allowing
students to select – without prior approval – the number of IB classes they wish to take. Note: From a
functional standpoint, some classes (like Physics or Mathematics) do have prior coursework requirements,
but all prerequisite classes are based on student choice, and not the teacher selection for placement in an
IB cohort.
SCHOOL ORGANIZATION
As a school based in Washington State (USA), EWHS is guided by both local and national laws that ensure
that the policies and procedures in place treat all students equally, and that we support points of access
for all students to find success in the IB program.
Special education and related services are provided to children with disabilities who are eligible under the
Individuals with Disabilities Education Act (IDEA). The Edmonds Public School District follows the federal
guidelines of providing a variety of services and placement continuum options. Services are provided to
students with severe/profound levels of disabilities who are nonverbal and/or are medically fragile; to
students with moderate levels of disabilities who may have cognitive deficits or significant behavioral
issues; and to students with mild levels of disabilities who may be struggling in one or more academic
areas. All types of services and placement settings are determined by the Individualized Education
Program (IEP) team with input from the parent and (if possible) the child. Working together as a team
(parents and school personnel), we challenge each student based on their individual levels of functioning
and performance to be successful in our school, home and community.
Students who have a medically‐diagnosed need for a special accommodation or individual educational
plan are granted additional support in a variety of ways. In general terms, the District provides services to
students in middle and high school with developmental disabilities. These programs include Intensive
Learning Support (ILS), Lifeskills, Learning Support (LS), and Vocational Programs.
One additional group that is also covered by state legal requirements is the Gifted/Highly‐Capable
student population. In Washington State, specific laws direct that Gifted students be provided a “gifted
pathway” that leads to graduation. The district’s response is to allow all gifted students access to the IB
program, and then allow those students to remain in as many – or as few – IB courses as they wish to
take.
Teachers are required, by law, to follow the plans and provide accommodations to these students,
typically served by what is locally referred to as a “504 Plan” or an “IEP.” These plans allow specific and
explicit accommodations to best serve their ability to find success in the classroom. These plans are
directly linked to teaching and learning, assessment, and language policies, as they are required to be
followed, by law.
Frequently, these special accommodations allow students to seek additional time to complete
assignments, preferential seating, the use of a word processor for exams or – in specific cases – the
use of an adult aide throughout the day, paid for by the school district. As EWHS houses the largest deaf
and hard‐of‐hearing student population in the region, there is a large DHH student group accessing IB
classes; these students are provided with interpreters in all of their classes. These policies are consistent
with IB philosophy and practices, and D1 forms are completed to provide accommodations during IB
exams.
In addition to student accommodations, EWHS hosts a Special Education department with 5 full-time
teaching staff, as well as an Intensive Learning Support program and an Intensive Support program, each
with 1 full-time teacher.
SCHOOL DEVELOPMENT
The Edmonds School District – in association with the Edmonds Education Association –
negotiates professional development directly into teacher contracts, and into the academic year. At
the building level, the administration has implemented several book studies that directly impact inclusion
and access for all students. These book studies include: "Grading or Equity: What it is, Why it matters,
and How it can transform Schools and Classrooms by Joe Feldman (2019) and Teaching Sprints: How
overloaded educators can keep getting better by Simon Breakspear and Bronwyn Ryrie Jones (2021).
These book studies grounded teachers in a reflective process to shift their approaches to teaching and
approaches to learning by provide an inquiry cycle framework.
RESOURCES
On‐staff, EWHS has access five Learning Support staff experts, as well as one psychologist, and a large
group of Learning Support professionals at the district level, to assist students with special needs and
teachers with Special Education students in their classrooms.
Students are identified at the school‐level, and our School Psychologist administers the one‐on‐one
assessments to determine needs. Currently, the Edmonds School District is using the Washington
Alternate Assessment System‐Developmentally Appropriate Proficiency Exam (WAAS‐DAPE).
Our Learning Support experts have extensive experience working with students, both in classroom
environments and on a one‐on‐one basis. As a part of their teaching responsibilities, they work with
classroom instructors to modify and refine curriculum, as needed. The deployment of Learning Support
staffing is a part of the responsibilities of the Principal.
The EWHS building and campus is fully accessible to all students and is compliant with the Americans with
Disabilities Act, and students with physical disabilities are granted key‐access to an elevator to help them
access all areas of the building.
STAKEHOLDERS
The “IB for All” philosophy, and our focus on inclusion, applies to all members of the EWHS family. No
staff or student can be discriminated against because of a disability, and we seek to include all of our
students – from all aspects of the educational spectrum – in our daily activities. Because our school
mascot is a Warrior, we insist that all members of the Warrior Family ( i n c l u d i n g s t u d e n t s
w i t h p r o f o u n d i n t e l l e c t u a l a n d / o r p h y s i c a l d i s a b i l i t i e s ) be allowed to participate in
classes, assemblies, and sports, to the extent that they wish to participate. Students are made aware of
our policies of inclusion upon enrollment, and we model participation during all‐school assemblies. In
addition to our student population, our parent population also features adults with accommodation
needs. We provide DHH interpreters for all parent meetings, and real‐time voice translation for phone
calls to parents. Finally, communicating and discussing the needs of this segment of our larger community
is a distinct focus of our district’s work.
COMMUNICATION
The school’s inclusion policy is communicated to incoming parents, and to parents at various grade‐level
meetings throughout the year. In addition, it is also mentioned on our school and district websites. We
use Managebac , Parent Square and WA State’s Qmlativ system to communicate with parents
– and local media to communicate with the community – especially during transition periods
(between middle school, after each grade level, and during the years of the IB program). IB exam results
are communicated directly to students through the use of the IBO website (and individual IB PIN codes
distributed to all students, via print and through email). IB exam results become a part of the student’s
permanent academic record after they are received from the IBO.
CONFIDENTIALITY
Edmonds‐Woodway High School, and the Edmonds School District, is covered by FERPA laws, which
explicitly govern the confidentiality and dissemination of student data, assessment information, and the
special education needs/information of students. Only qualified staff has access to basic student
information; only the specific student’s instructor has access to information regarding 504/IEP plans; only
the IB Coordinator has access to the specific IB records (or accommodation requests) of students in IB
classes.
Our district’s procedural safeguards are published in the document “Procedural Safeguards:
Parent and Student Rights” (October 2023) on our district website at:
(https://www.edmonds.wednet.edu/our-district/departments/student-services/special-education/procedural-safeguards-parent-and-student-rights)
The learning needs of Special Education Needs students are currently being met. Several students are in a
pull‐out class that provides them with additional instructional time. The time is intended to allow
students to reflect on how to become better students, so they can seek support on their own terms.
There are currently deaf and hard‐of‐hearing students in IB English A: Language and Literature (SL),
and they continues to find success.
POLICY DOCUMENTATION / POLICY PROCESSES
Gifted, 504, and IEP programs are documented at the district‐level, and included in each student’s
permanent student file. Each IEP and 504 is reviewed yearly. Gifted status – once given – cannot be
revoked. Our SEN policies are primarily governed at the state‐level, and our district proactively responds
to the individual needs of students as they arrive. As we are governed by federal and state laws, we seek
to review policies for individual students immediately upon enrollment – or upon the diagnosis that leads
to a Special Education assessment and evaluation.
ESSENTIAL IB READINGS (all published by International Baccalaureate Organization, Cardiff, Wales):
Access and Inclusion Policy (November 2018)
Assessment Principles and Practices – Quality Assessments In A Digital Age – B: Fairness For All – Meeting
Candidates Needs (July 2019)
Candidates with Assessment Access Requirements (July 2014)
Diploma Assessment Procedures (September 2019) – B5: Inclusive Access; B6: Candidates affected by
adverse, medical or special circumstances
Learning Diversity and Inclusion in IB Programmes – Removing barriers to learning (updated March 2019)
Meeting Student Learning Diversity In The Classroom (2013)
Learning Stories – Academic rigour and inclusion: Accommodating the diverse needs of learnings in a
multiple‐programme IB World School
What is an IB Education? (May 2017)
• Revised 2018‐19 School Year
• Revised 2023-2024 School Year
via EWHS Instructional Council
and in collaboration with EWHS
Special Education department.

Edmonds Woodway High School IB Diploma Program Parent or Legal Guardian and Student Complaints Procedure

The Edmonds Woodway High School IB Diploma Program values constructive feedback and is committed to resolving concerns in a professional and timely manner. The following steps outline the procedure for addressing various types of complaints, including those related to staff, programs, and instructional materials.

General Complaints

1. Step 1: Discuss the issue with the relevant teacher, school counselor, or appropriate department staff. If the issue is not resolved,
2. Step 2: Elevate the concern to the school principal or supervisor. If the issue is school-wide or program-specific, this becomes Step 1. If the issue is not resolved,
3. Step 3: Contact the appropriate assistant superintendent's or executive director's office. If the issue is not resolved,
4. Step 4: Contact the Superintendent's Office.

The superintendent will develop procedures to handle complaints concerning staff or programs.

Curriculum and Instructional Material Complaints

1. Initial Discussion: Concerns about instructional materials should first be discussed with the certificated teacher and/or the school principal. All parties are urged to resolve the concern at this level.
2. Supplemental Material: If the concern is about supplemental instructional material, a written request may be submitted to the principal for the material to be withdrawn from the student without penalty. A meeting will be facilitated between the complainant(s) and appropriate school staff. A written decision will be provided post-meeting. Appeals may be submitted to the superintendent or designee for review by the Instructional Materials Committee (IMC).
3. Core, Alternative Core, or Intervention Material: If the material is core, alternative core, or intervention material, a request for reconsideration may be registered with the Superintendent or designee. This request will be forwarded to the IMC for review and public consideration, if appropriate.
4. Final Decision: All instructional material reconsideration decisions will be made by a majority vote of the IMC and are final. Decisions will be delivered in writing to the superintendent, complainant, and affected staff within ten (10) school business days.

Legal References:

• RCW 28A.405.300 Adverse change - in contract status of certificated employee Determination of probable cause Notice Opportunity for hearing
• Chapter 42.30 RCW Open Public Meetings Act

IC Approved; 10/23

ASSESSMENT POLICY OVERVIEW

ASSESSMENT POLICY TEAM
Our assessment policies are informed by work that occurs at both our grade level and course level, with regular input from the IB Coordinator. This process is ongoing, with the IB Coordinator taking the lead role in documenting assessment ideals which are firmly established in our common practices. Our Principal and Assistant Principals are responsible for implementing, evaluating, and reviewing assessments as a part of their formal evaluations of instructors. As a part of that evaluation process, the Principal and IB Coordinator make recommendations for additional professional development for instructors, beyond that of the regular schedule of professional development and trainings that are supported by our budget.

Note: A copy of our Assessment Philosophy can be found on the EWHS IB website. In addition, all of our
school’s course syllabi are public, and published on our IB teacher sites.

EDMONDS‐WOODWAY HIGH SCHOOL ASSESSMENT POLICY
As a part of its mission, the teachers, staff, students, and community of Edmonds‐Woodway High School are dedicated to empowering students to achieve educational excellence while demonstrating integrity and compassion through responsible citizenship. As a fundamental element of our mission is to achieve educational excellence, the philosophies and principles of student assessment must be well‐defined, consistent, clearly articulated, and – importantly – linked to standards of merit.

As we view IB assessments as one of the many authentic representations of the demonstration of student understanding, a central feature of our assessment policy is the expectation that ALL students – including ML students – who are taking an IB course be required to sit for the IB examinations associated with their coursework or diploma series. This is made clear in our IB program policy regarding the connection between coursework and examinations:

The IB program at EWHS is marked by the development and completion of a number of internal and external assessments. When an Edmonds‐Woodway student signs up for an IB course, they do so with the understanding that they should register for the IB examination that is aligned with that class, unless circumstances exist which disqualify them from examining. There are fees associated with IB exams, and they are published by the school each year. Note: WA State provides a 100% exam fee waiver for all students who qualify for free‐and‐reduced lunch; in addition, the building provides assistance for students in need. Finally, all students who qualify for an IEP or a 504 accommodation plan are required to contact the IB Coordinator during the exam registration process so that an IB exam accommodation request can be completed in a timely manner.

Assessment is one of many tools to help teachers to evaluate student success. All teachers regularly assess students by gathering, analyzing, and interpreting student work to measure understanding. We recognize that assessment can take a wide variety of forms ‐ from the evaluation of simple reflective pieces of on demand writing to public presentations, portfolios, or to more formal assessments and exams. Assessment is one of many tools to help teachers to evaluate student success.

FORMAL AND INFORMAL ASSESSMENT: GOVERNING PRACTICES

At the most basic level, structured assessments will take many forms, including (but not limited to):
• Individual oral presentations
• Internal assessments
• Reflective journals
• Written commentary
• Classroom discussions / Socratic seminars
• Simulations
• Essays
• Labs and lab portfolios
• Individual and Group projects
• Portfolio math projects
• Extended Research
• Performance and Composition
• Group presentations
• On‐demand writing
• Extended Essay (for full‐IB diploma candidates)
• Written IB examinations (May of each year)

Assessment of student learning, however, will also happen on an informal basis every day in the IB classroom. Effective instruction must be reflective, and our instructional methods are founded on the cornerstone of reflective practice by teachers who work to develop one‐on‐one relationships with students. Although observations may not typically be translated into grades, informal assessment is crucial for teachers to ensure that meaningful understanding of content knowledge is taking place. Formal assessment is transparent and standards‐based ‐ and clear, published, rubrics and exemplars are available to all students at all times. Instructors will work collaboratively during our defined collaborative planning time to develop specific, common rubrics to evaluate student performance – and they will work during professional planning time – throughout the year – to standardize the assessment of student work. 

A one year calendar of all major IB assessment deadlines will be published by the Coordinator each September, so staff and students can balance stress on both students and teachers. Finally, all student major written assignments – and all work being sent to the IBO – will be submitted to Turnitin.com for verification of authenticity, prior to grading. 

COMMUNICATION – THE KEY TO REFLECTIVE PRACTICE
Reflection is an essential element of any successful assessment, and students will regularly participate in, and reflect on, the assessment of their work. As clearly defined by the IBO, reflection helps students to be “a better judge of their own performance” as they work to develop their own strategies to improve themselves as learners. Full‐IB diploma candidates have this embedded in their program materials, as prescribed reflections are an essential component of CAS hours and the full diploma experience. In other subject areas, reflection is less formal, but still a feature of our coursework. Formal grading is a requirement of Washington state law, and the Qmlativ gradebook system (developed in association with WSYPSI, the Washington state grade reporting system) shall continue to be used by all instructors. As the system is web‐based, it is marked by its ability to have students and parents view assignments and grades at any time, from any web device. In this way, students can track their progress at all times.

The system is also marked by its data connection; teachers can use the system to broadcast messages to their entire class, subsets of any student population, or limit their communication to parents and guardians. Our instructors shall use these features on a daily basis as a way to inform students of deadlines and communicate student success with parents.

Our course expectations are public, and teachers will publish all of their course syllabi on their individual websites; the IB Coordinator will publish all of the IB course syllabi on the school’s IB website. Managebac shall continue to be used to track the academic progress of our full‐IB diploma candidates, the progress of the Extended Essay, the progress of our CAS hours, and as a tool to document Internal Assessments. Both Canvas and Managebac’s classroom features will continue to be used by the all IB instructors, who use the communication tools, classrooms, and forums to allow students to engage in dialogue that enriches their understanding of the curriculum.

Finally, our district shall continue to distribute formal progress reports to all students, four times a year,
and issues formal grades (using the A‐F scale) at the end of each semester. Teachers shall have the
opportunity to add additional written comments to parents and students at that time, although these
comments are not a part of the student’s permanent transcript record.

TOOLS OF REFLECTION
As a core part of our reflective practice, the Coordinator will distribute all assessment data, as it is received from the IBO, purchase released exams, and make inquiries, where relevant, when exam scores are not aligned with Predicted Grades. During our collegial professional development time at the beginning of each school year, the IB Coordinator shall distribute exam results, and teachers from shared content areas will work together to evaluate the strengths and weaknesses of our program and make changes, where necessary.

Our complete grade set – both internal (gradebook bands) and external (IB Scores) is reported to our community and, importantly, included in the reported data sent to all colleges and universities (in our school profile).

IB DIPLOMA REQUIREMENTS: THE EXTENDED ESSAY
The Extended Essay is both a requirement of the IB Diploma Series and a graduation requirement of full‐ IB diploma candidates at Edmonds‐Woodway. Because it is a central element to the core, responsibility for supervision is embedded into our teacher contracts. Since the Extended Essay is one of the elements of the IB Core that is not placed into a particular classroom context, an effective use of resources and timing allows us the opportunity to place elements of communication into the Theory of Knowledge class, but in the workload of the IB Coordinator. We also use our Advisory sessions to instruct students regarding elements of the Extended Essay.

Students begin working on their Extended Essays about halfway through Y1, and work with a wide variety of instructors to identify subject interests and ideas for research questions prior to formalizing their mentor relationship with one instructor. When students have strong ideas for the Research Question, the IB Coordinator specifically “pairs” a student to an EE mentor. We use Managebac to track and monitor progress on the explicit deadlines that we have created to ensure that students demonstrate – and reflect upon – their learning. This works to both ensure the importance of reflection at the core of the EE experience, and ensure that the EE is the original work of the students. Our daily bell schedule includes an advisory period of 30 minutes, and this provides students informal connections to their mentors every single day. By requiring a completed – formal – outline before the end of the Junior Year, we allow students to focus on their coursework and their college planning in the fall, before returning to the culmination of their essay later in the Winter.

OTHER ACCOMMODATIONS
The Edmonds School District shall follow WA State law in the establishment of IEPs (Individual Education Plans) and 504 learning accommodation plans to help students find greater academic success. Our IB program will honor these legally‐binding accommodation plans when they involve school‐based assessments. The IB Coordinator shall use established IB policy for the filing of D1 forms (with the IBO) for students who seek additional accommodations for formal IB assessments.

 
IC Reviewed, 09/2023