ViaTraves2810151Torino-Italyinfo@worldinternationalschool.comworldinternationalschool.com

SoggettaadirezioneecoordinamentodapartediConsulpartS.r.l.

SedeLegale:ViaBuonarroti,29-20145Milano-ItalyC.F.eP.IVA09284580967

REAMI-2081397Societàasociounico

CapitaleSociale:100.000,00euro(i.v.)

WINSASSESSMENTPOLICY

IntroductionWINSisawarethatassessmentplaysacrucialroleintermsofhowchildrendeveloptheirfirstimpressionsregardingschoolandlearningandthatithasastrongimpactontheirself-confidenceandtheirlife-longrelationshipwithlearning.Thepurposeof thisdocument is toexplainboththeunderlyingrationaleaswellasthe workings of assessment at WINS to ensure consistent understanding for allteachers,students,families,andotherrelevantstakeholders.UnderlyingPrinciplesandRationaleWINSacknowledgestheinterdependentrelationshipbetweenteaching,learning,andassessment and the importance of using awide range of formative and summativeassessmentstrategiesandapproaches tocater tostudents'different learningneedsandstylestohelpensurethattheyaregiventheopportunitytoexpressthemselvesandfeelvalued.Studentsareencouragedtoreflectandassesstheirownlearninginordertoencouragethemtotakeresponsibilityfortheirownlearning.Assessment is considered and informative opportunity for both the teacher andstudent. Feedback to students on their performance is a key step and should bedelivered and accepted in a constructive manner, pointing out strengths andproposingstrategiestomakeupforweaknesseswhichmighthaveemerged.Clearcommunicationofassessmentprinciplesandcriteria isessential forstudents'academicandpersonalgrowth.Therefore,eachassessmenthasclearobjectivesandassessment criteria that the teacher explains so the student can clearlyunderstandwhatisexpectedofthem.Accurate and easily accessible recording of assessment outcomes fosters open andclearcommunicationbetweentheschool,families,studentsandteachers.Familiesareinformedabouttheirchild'sprogressonaregularbasisandgivensuggestionsonhowtosupporttheminordertohelpthemreachtheirfullpotential.AsprovidedforbytheIBguidelines,assessmentiscriterion-basedandreliesonthe“best-fit” mode of the achievement descriptors. This principle apples to bothformativeand summativeassessments.Gradesaregiveneither innumberor letter

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form(A,B,C,D,E)andareusedasfeedbacktoinstructtheteacherandthestudentontheirprogresssotalentsandabilitiescanbenurturedanddifficultiesdealtwith.Assessment is also instrumental in determining and guiding the effectiveness ofteachingandthesuitabilityofthewrittencurriculum,andbothteachersandstudentsareencouragedtoreflectupontheresultstoinspirefurtherteachingandlearning.AssessmentMethodsProgram Coordinators and grade or subject teachers provide students with theinformation (grade descriptors, assessment criteria) necessary to fully understandthe assessment requirements. The grade descriptors and criteria used are thoseindicatedbytheIBontheprogramspecificguides.TeachersposttheassessmentcriteriaanddescriptorsonManagebacsofamiliescanaccessthemindependently.ParentsarewelcometoasktheProgramCoordinatorsortheSchoolManagerandAcademicCoordinatorforanyfurtherinformation.FormativeAssessmentStudents'performance isassessedthroughout theyear indifferentwaystoaccountfor different learning styles and needs, but it is always inspired by the learningobjectives described by the IB. The purpose of formative assessment is to helpteachersidentifystudents'strengthsandweaknessesandfosterthedevelopmentofskillsnecessarytosucceedintheareaofstudyandintheskill(s)beingassessed.Thistakesplaceinavarietyofwaysdependingonthegrade,subject,andthespecifictopics. It includes,but isnot limited to: classactivities,worksheets,multiplechoicequizzes, research, presentations, short-essayquestions, essaywriting, short-answertests,open-questionpapers,oraltests,notebookchecks,etc.Homework, classwork, and participation are essential elements of formativeassessments and are commentedonby thehomeroomand subject teachers on thestudent'sprogressreportcards.MarksarerecordedonManagebacforeachassessedtaskorassignmentandarealsocommunicated to the students. Teachers devote class time to give feedback andencouragestudentstoreflectupontheirresults.ParentscanconsultmarksonlineonManagebac.

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SummativeAssessmentStudents'levelofachievementagainsttheIBPYPandMYPobjectivesisdeterminedat thespecific intervalsover theyear that correspond to theendofeach term.ThegradesissuedattheendofTerms1and2shouldbeconsideredprogressgradesonly,asnotall elementsnecessary for thecalculationof the final summativeassessmentoutcome will have been completed at these earlier stages. The purpose of theseintermediate summative assessment sessions is to check the level students havereachedandtoformallyinformfamilies.AssessmentinthePYPPYPFormativeAssessmentIn the PYP, formative assessment is used regularly in the classroom to measurestudent learning. The purpose of assessment is to determine students' priorknowledge,tobetterunderstandstudentlearning,toextendlearning,andtoaddressanygapsinlearning.Formativeassessment isused to inform instructionandactasaguide for teachers.These assessments are an essential part of teaching and embedded in the lessons;they help both the student and teacher to understand the students' progress andwhatthenextstepsareintheirlearning.Someformativeassessmentstrategiesusedinclude: whole group checks for understanding, student and teacher developedrubrics, feedbackinstudent journals,studentself-assessment,peerassessment,exittickets, anecdotal notes, and selected response. One objective of formativeassessmentsatWINSandasaPYPcandidateschoolistohelpthestudentunderstandand reflect upon their learning and to help them in developing their own learninggoals.PYPSummativeAssessmentAt the end of a unit, students complete a summative assessment tomeasure theirunderstanding of the learning goals. The summative assessment may be apresentation, a report, journal, poster, roleplay, or another task thatmeasures thestudents' understanding and learning. These summative assessments are anopportunity for the students to demonstrate their understanding and to apply theskillsandknowledgetheyhavelearnedinthatunit.ExhibitionExhibition is the culminating project in the Primary Years Program and is anopportunityforstudentstosharethePYPanditsessentialelementswiththeschoolcommunity. This student-centered assessment is completed in Grade 5 and is an

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extendedprojectwherestudentscreatetheirowncentralideatoinvestigateasaunitunder a selected transdisciplinary theme. Throughout the unit, the students areguidedbyamentor,reflectupontheinquiryprocessandtheIBLearnerProfile,andcommunicateregularlywithallstakeholders includingtheir teachers, their families,their classmates, andother students.At theendof theExhibitionprocess, studentspresenttheirworktotheschoolcommunity.ReportinginthePYPReporingisanimportantpartoftheassessmentprocess.AtWINS,westrivetohavethestudentasakeyvoiceandagentintheirownlearning.WrittenReportsAttheendofeachterm,familiesreceiveawrittenreportaboutthestudents'learningfrom all teachers, and families are encouraged to attend a Student-TeacherConferenceinthefalltrimester(Term1).Thisfirstconferenceisgenerallybetweentheparentsandteachers.StudentPortfoliosStudent Portfolios are an essential part of the PYP. It I s a collection of work thatdemonstratesstudentlearningandgrowthovertime.Studentsselectpiecesofworktofeatureintheirportfoliosandreflectontheirlearningtoself-assessandconsidernext steps to set goals. Portfolios are an opportunity for the students to celebratetheir learning and demonstrate their achievement. Students share their portfolioswiththeirfamiliesduringbothstudent-ledconferences(Terms2and3).Student-LedConferencesIn thesecondterm,weshift toStudent-LeadConferences.At theseconferences, thestudentsleadtheirfamiliesthroughtheclassroom,sharetheirportfolio,demonstratewhattheyhave learnedandsharereflectionsontheir learning,aswellasanygoalstheyhaveforthenexttermandbeyond.Asidefromthesereportingevents,teachersandstudentsareencouragedtoregularlycommunicatewithfamiliesonstudentprogressthroughouttheschoolyear.AssessmentintheMYPMYPFormativeAssessmentIntheMYP,formativeassessmentisusedregularlyintheclassroomtomeasurethestudents'understandingofkeyconcepts, current topics, subject learningobjectives,priorknowledge,andtoaddressanygapsinlearning.

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Formative assessment isused to inform instructionandact as a guide for teachersandstudents.Theseassessmentsareanessentialpartof teachingandembeddedinthe lessons and help both the student and teacher(s) to understand the students'progressandwhat thenext stepsare in their learning. Some formativeassessmentstrategies include: class discussion,whole group checks for understanding, studentandteacherdevelopedrubrics,feedbackinstudentjournals,studentself-assessment,peerassessment,etc.Oneobjectiveof formativeassessmentsatWINSistohelpthestudentunderstandand reflectupon their learningand tohelp them indevelopingtheirownlearninggoals.MYPSummativeAssessmentThestructureofsummativeassessmentatWINS followsthe IBMYPguidelinesandrequirementsthatareprovidedforeachsubjectguideandrelevantIBdocuments.Eachsubjecthasfourobjectiveswithrelatedstrandsthathavetobeassessedatleasttwice every school year, butwe encourage teachers to assess each objectivemorefrequentlywhenable.Assessmentobjectivesareclearlyidentifiednexttoeachtopicareaonallsubjectguides.Criteriaareadjusteddependingontherelevantgradelevel.The statement of inquiry forms a central part of thewritten, assessed, and taughtcurricula.When designingMYP units ofwork, the statement of inquiry shapes thechoiceoftopicsandtaskstobeassessed.Assessmentobjectivescanbebrokendownintoseveralstrandsthatdetailthemainobjective.Teachersareencouraged to furtherdetail thegenericcriteriadescriptorswhen using them to assess specific tasks (task-specific clarifications) and informstudents.Summativeassessment forprogress report cards isbasedon the levelsachieved inthecriteriaassessedatthetimeofreportingandonallcriteriafortheendoftheyearreportcard.Finalsubjectmarksareexpressedona1-7scaleon thebasisof the IBMYPgradeboundariesprovidedin“MYP:FromPrinciplesintoPractice.”Descriptorsofthe1-7gradesareincludedbelow.StandardizationofAssessmentStandardizingassessmentswithin subjectdepartmentsallowsus tomakedecisionsthat are consistent and reliable throughout the school year. This process engagesstudents and teachers with the principles of assessment for learning. It helps toprevent assessment judgements changingover timedue to variables that canoftenchallengetheconsistencyofpracticewithinaschool;theseincludebutarenotlimited

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to: staff changes, changes in student demographics, and the changes in educationaldemands.Standardizing assessments helps to improve our assessments because teachers arebetterabletomakeconfidentdecisions;allstakeholdersareabletorecognisethattheassessmentsarehandledinasystemthatenhancesfairness,reliability,andvalidity,which makes achievement decisions defensible; the information is recorded andprovides information to teachers on how to alter their teaching practice; and itprovides us with reliable information when comparing cohort data with historicalinformation.Theprocessofstandardizingassessmentstakesplacebothexternallyandinternally.Externalstandardizationiscarriedouttoensurestudentsarefairlyandconsistentlyassessedacrossallsubjectsandtheassessmentresultsare in linewith IBpracticesandstandards.Internalstandardizationstartsat theplanningstagesofallunitswithdepartmentalteamssharingtheirunderstandings,expectations,andinterpretationsofcriteriaandhow the criteria have been clarified for the task(s). Throughout the units, teacherswill work collaboratively to share information on which to base the final criterialevelsandidentifyinginconsistenciesbetweensourcesofevidence.It is suggested that teachers within the same departments make judgementscollaborativelyaboutasampleofstudentworkbefore theyassess theirownclass'swork, which allows for a better understanding of the expectations and criteriadefinitions.ApproachestoLearning(ATL)SkillsTeachers use a wide range of content, developed through MYP key and relatedconceptsandglobalcontexts,asavehicleforteachingeffectivelearningstrategies.Through an ongoing process that is focused on disciplinary and interdisciplinaryteachingandlearning,teachershelpstudenttodevelopATLskills.WhileATLskills arenot formallyassessed in theMYP, they contribute to students'achievement in all subject groups. Teachers provide students with regular andspecificfeedbackonthedevelopmentofATLskillsthroughlearningengagementsandprovidingformativeassessments.LearnerProfileTheLearnerProfilerepresentsanuancedanalysisofconductandeffortanddetailsthesocial,emotional,andcognitivedevelopmentofthestudentacrossallareasofthecurricula.

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WINS focusesonmonitoringstudentdevelopment in lightof theprofile inasmanyways as possible by engaging students and teachers in reflection, self-assessment,andconferencing.Throughout each term, comments about student attitudes and socio-emotionalbehaviorarerecordedonManagebac.SpecialArrangementsandSpecialEducationalNeedsTheIBisaninclusiveprogramthatidentifieseachstudentasauniquehumanbeingandaimsatsupportingthemthroughouttheirlearningexperience.Theteachingandassessmentapproachaccommodatefordifferentlearningstylesandeducationalneeds.Noexceptionsorspecialarrangementswillbemadeinformativeorsummativeassessments thatwoulddistort the finaloutcomeandthatwouldnotbeallowedbytheIB in formalassessment(grade10e-assessmentandgrade12IBDiplomaexaminations).AssessmentintheDPContinuousassessmentisanintegralpartoftheDiplomaProgramme.Allmembersofthecommunitythereforetakeanactivepartintheprocessinordertomaintainandimprovethequalityofteachingandlearning.

CriterionReferencingAll assessment is criterion referenced. Assessment in the Diploma Programme isguided by the lB and Assessment guidelines and practices are outlined in the IBdocument Diploma Programme Assessment Principles and Practices (lBO2010/2004).Subjectteacherspresenttheassessmentcriteriaoftheirsubjectsguidesearlyintheprogramme. Assessment tasks are marked according to these criteria so thatstudents, teachersandparentsareclearabout thestudent’sprogress.This includesinternalandexternalevaluationsandoverallexpectationsoftheprogramme.

FormativeassessmentIn theDP, formative assessment is used regularly in the classroom tomeasure thestudents'understandingofkeyconcepts, current topics, subject learningobjectives,priorknowledge,andtoaddressanygapsinlearning.Formative assessment isused to inform instructionandact as a guide for teachersandstudents.Theseassessmentsareanessentialpartof teachingandembeddedinthe lessons and help both the student and teacher(s) to understand the students'progressandwhat thenext stepsare in their learning. Some formativeassessmentstrategies include: class discussion,whole group checks for understanding, studentandteacherdevelopedrubrics,feedbackinstudentjournals,studentself-assessment,

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peerassessment,etc.Oneobjectiveof formativeassessmentsatWINSistohelpthestudentunderstandand reflectupon their learningand tohelp them indevelopingtheirownlearninggoals

SummativeassessmentThe structure of summative assessment at WINS follows the IB guidelines andrequirements that are provided for each subject guide and relevant IB documents.ThetasksinvolvedareusuallymodelledonthosemandatedbytheIBandgradedinaccordancewithIBcriteria.Thesegradescounttowardssemestergrades.Summative assessments can take a variety of forms (including tests, examinations,lab reports, oral and visual presentations, essays, projects, performances, oralexaminations....).

AssessmentScoresintheDiplomaProgramIntheDP,studentsobtaingrades foreachDPcourseattemptedfrom7to1,with7beinghighest.Article13, from the “General regulations:DiplomaProgramme”, IBO,April2014,explainstheconditionsrequiredtoearnanIBDiploma.

TheDPcoreThe theory of knowledge and extended essay are awarded individual grades.Collectively,theycansumuptothreeadditionalpointstowardstheoverallscore.Creativity,Activuty,Service(CAS)doesnotcontributetothepointstotalbutstudentsneedtoproveauthenticparticipationinordertobeawardedthediploma.

InternalAssessmentInternalAssessmentallowssomestudentassessmenttobedonebyteachersoverthecourse of the class. Teachers mark individual pieces of work according to the IBcriteriaandthisgradecountsasaportionoftheoverallIBgrade.Asamplingoftheteacher-markedworkissenttoamoderatorwhoevaluatestheteacher’sapplicationoftheIBcriteriaandrubric.At the beginning of the academic year all IB teachers and the DP CoordinatorcollaborateonthecreationofacalendarforthecompletionofInternalAssessments.Itisdesignedtoarrangetheduedatesoftasksinordertoavoidaconvergenceofduedates formultiple tasks.Acopyof thecalendar isgiven toeach IB teacherand it ispostedonManagebac.InternalAssessmentgradesaresubmittedtotheDPCoordinatorbytheendofMarch.

ExternalAssessmentExternalAssessmentsareconductedandoverseenbytheDPCoordinator,teachersorsupervisorsandthensenttobegradedexternallybyqualifiedexaminers.Examples

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ofexternalassessmentsincludeExtendedEssay,EnglishA1WorldLiteraturePapers,TOKPrescribedTitleEssays,andtheendofcourseexams.

Grades,ReportingandRecordingStudentswillreceiveareport-cardat theendofeachtrimester.Reportcardgradesusually involve themarkingof assessment sections thatwill laterbemoderatedbythe IB. Teachers are encouraged to use different methods to provide feedback tostudents and parents. Parent-teacher conferences take place at the end of eachtrimester. It is importanttounderstandthatgradesawardedbyteachers forschoolreportsmaybedifferentfromfinalIBgrades.

ModerationModeration refers to the checking and unifying of assessment standards. InternalmoderationtakesplaceintheDPprogrammewherethisispossible.Wherethereisonlyone teacherofa subject, internalmoderation isnotpossibleandcollaborationwithotherIBschoolsisapossiblealternative.

PredictedGradesFinal Diploma Programme grades for each student are predicted in Grade 12. Thisgrade is based on all of the evidence of the candidate’s work and the teacher’sknowledgeoftheIBguidelinesandstandards.PredictedGradesaresubmittedtotheDPCoordinatorbytheendofMarch.

MockExamsAmockexamisa trialrunexamverysimilar to the finalexternal IBexamthatwillallowstudents,teachers,andcoordinatorstodetermineanactionplantoaddressanypossibleissues.Mockexamswilltakeplaceattheendofgrade11(DP1)andtowardstheendofthesecondtrimesterofgrade12(DP2).

AssessmentAccommodationsStudentsneedingaccommodationshaveaccesstovarioussupportservicesprovidedby the school. Accommodations could include services for English learner students(EAL) as well as students with learning needs. Arrangements for meeting theaccommodations and requirements are developed by the DP Coordinator andimplemented through the subject teachers, the EAL Program specialist, and thepsychologicaldepartment.ForfurtherinformationpleasereadSpecialNeedsPolicy.

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SecureStorageArrangementsAsrequiredby the IBO,allDPExammaterialswillbe stored ina fire-proof safeorsecure metal cabinet placed in a secure room located inside the DP Coordinator’soffice.ThesecureroomhasnowindowsandisnotaccessibletostudentsorotherpeopleasitislocatedinsidetheDPCoordinator’soffice.Only the DP Coordinator and the Head of School will have the keys to the securestorageroomandthecombinationofthesafe.TheDONOTDUPLICATEsignwillbeappliedtothekeys.ExamsOfficerTheDPCoordinatorwill serveasExamsOfficerandwillbe inchargeofregisteringcandidates,informingteachersandcandidatesoftheprescribeddeadlinesandoftheexamschedule,assistcalendarswhoneedspecialarrangements,submitcandidates’workandothermaterialtotheIBthroughIBIS,organizetheexamsession,liaisewiththeIBforanymattersrelatedtotheexaminations,storeexammaterialsinthesecureroomasrequiredbytheIBregulations,shiptheexampaperstotheIB,andanyotherdutynecessarytofullcomplywiththeDP:AssessmentProceduredocumentavailablefortheexaminationsession.

AssessmentandAcademicHonestyAcademic honesty is expected of all members of the school community; students,faculty, administration and parents. Students are expected to abide by the school’sAcademicHonestyPolicywhencompletinganyandallpiecesofassessmentwork–theoverridingprinciplesofwhichareoutlinedbelow:•AllworkproducedbyDiplomaProgrammestudentsistheirown,authenticwork•Allsuchauthenticworkhastheideasandwordsofothersfullyacknowledged •Studentsunderstandandobeytherulesrelatingtoproperconductofexaminations•Thepolicyreferstoallassignmentssetandcompletedinschoolorathome,rangingfrombasicpiecesofhomeworktoformalassessmentsrequiredbytheIB.ForfurtherinformationpleasereadAcademicHonestyPolicy.

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GradingSystemIBPYPThePrimaryYearsgradesTransition-5adoptamarkingschemeoutof7:

Mark Descriptor Description

7 ExemplaryProduceshigh-quality,consistentlyinnovativework.Communicatescomprehensiveunderstandingofcontent.Demonstratessophisticated,critical,andcreativethinking.Frequentlytransfersknowledgeandskillswithindependenceandexpertise.

6 ExcellentProduceshigh-quality,occasionallyinnovativework.Communicatesextensiveunderstandingofcontent.Demonstratescriticalandcreativethinking,frequentlywithsophistication.Thestudentcompletesmosttasksindependently.

5 GoodProducesgenerallyhigh-qualitywork.Communicatessolidunderstandingofcontent.Demonstratescriticalandcreativethinking,sometimeswithsophistication.Thestudentrarelyrequiresteachersupportwhendoingindependentwork.

4 AverageProducesaveragequalitywork.Sufficientlymeetsgrade-levelexpectations.Communicatesbasicunderstandingofcontentwithfewerrors.Thestudentisabletocompletemosttasksindependently.Criticalandcreativethinkingisdeveloping.

3 NeedsImprovementBasicunderstandingofcontentknowledgewithoccasionalsignificantmisunderstandings.Criticalandcreativethinkingisemergent.Thestudentrequiressupporttosuccessfullycompletefamiliartasks.

2 Marginal Belowgrade-levelexpectations.Frequentmisunderstandingsofcontent.Thestudentrequiressupporttosuccessfullycompletefamiliartasks.

1 NotPassing Significantlybelowgrade-levelexpectations.

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IBMYPTheMYPadoptsamarkingschemeoutof7,asdesignatedbyandoutlinedintheIBdocument,“MYP:FromPrinciplesIntoPractice”:

Mark BoundaryGuidelines Descriptor

7 28-32

Produceshigh-quality,frequentlyinnovativework.Communicatescomprehensive,nuancedunderstandingofconceptsandcontexts.Consistentlydemonstratessophisticatedcriticalandcreativethinking.Frequentlytransfersknowledgeandskillswithindependenceandexpertiseinavarietyofcomplexclassroomandreal-worldsituations.

6 24-27

Produceshigh-quality,occasionallyinnovativework.Communicatesextensiveunderstandingofconceptsandcontexts.Demonstratescriticalandcreativethinking,frequentlywithsophistication.Usesknowledgeandskillsinfamiliarandunfamiliarclassroomandreal-worldsituations,oftenwithindependence.

5 19-23

Producesgenerallyhigh-qualitywork.Communicatessecureunderstandingofconceptsandcontexts.Demonstratescriticalandcreativethinking,sometimeswithsophistication.Usesknowledgeandskillsinfamiliarclassroomandreal-worldsituationsand,withsupport,someunfamiliarreal-worldsituations.

4 15-18

Producesgood-qualitywork.Communicatesbasicunderstandingofmostconceptsandcontextswithfewmisunderstandingsandminorgaps.Oftendemonstratesbasiccriticalandcreativethinking.Usesknowledgeandskillswithsomeflexibilityinfamiliarclassroomsituationsbutrequiressupportinunfamiliarsituations.

3 10-14

Producesworkofanacceptablequality.Communicatesbasicunderstandingofmanyconceptsandcontexts,withoccasionallysignificantmisunderstandingsorgaps.Beginstodemonstratesomebasiccriticalandcreativethinking.Isofteninflexibleintheuseofknowledgeandskills,requiringsupporteveninfamiliarclassroomsituations.

2 6-9

Producesworkoflimitedquality.Expressesmisunderstandingsorsignificantgapsinunderstandingformanyconceptsandcontexts.Infrequentlydemonstratescriticalorcreativethinking.Generallyinflexibleintheuseofknowledgeandskills,infrequentlyapplyingknowledgeandskills.

1 1-5Producesworkofverylimitedquality.Conveysmanysignificantmisunderstandingsorlacksunderstandingofmostconceptsandcontexts.Veryrarelydemonstratescriticalorcreativethinking.Veryinflexible,rarelyusingknowledgeorskills.

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IBDPTheIBDPadoptsamarkschemeof1-7basedondescriptorsasdescribedintheIBpublication DP Grade Descriptors for use from September 2014 that is to beconsideredanattachmenttothispolicy.WINS follows the IB DP indications and descriptors both for formative and forsummativeassessment.Thetablebelowbrieflysummarizedthegradesused:a) Forallsubjects:b) ForTOKandExtendedEssay:

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PolicyReviewTheSchoolManagerandAcademicCoordinatorandthepedagogicalleadershipteamisinchargeofthepolicyrevisionprocess.TheSchoolManagerandAcademicCoordinator,thepedagogicalleadershipteam,thecommunityandpersonalprojectcoordinatorswillbedraftingthepolicyonthebasisofindicationsprovidedbyIBdocuments.Teacherswillbeaskedtoprovidefeedbackonthedraft,andthepolicywillbeupdatedaccordinglyiftheinputisconsistentwithIBguidelinesandtheschoolvision.For the first coupleof years, thepolicywillbe revisedonayearlybasis andeitherconfirmed as is or modified accordingly. The School Manager and AcademicCoordinatorwillbe inchargeofapproving thenewversionandsharing itwith theschoolcommunitythroughtheschoolwebsiteandonManagebac.After that, the policywill be revised on a rotational basis at least every evaluationcycle.