International Baccalaureate

International Baccalaureate

  • The International Baccalaureate aims to develop inquiring knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment

Learner Profile

  • The IB profile aims to develop learners who are:
    • Inquirers
    • Knowledgeable
    • Thinkers
    • Communicators
    • Principled
    • Open-minded
    • Caring
    • Risk-takers
    • Balanced
    • Reflective

Policies and Procedures

List of 3 items.

  • Language Policy

    School Philosophy
    It is the belief of the Palmer Trinity School IB Diploma Programme that language is the foundation of learning. To that end, all teachers of Palmer Trinity School are language teachers through their respective disciplines. Language is taught to our students through the contexts of our courses using a variety of formal and informal assessments.  
    We also believe that through the learning and mastery of a language does an individual truly understand the cultures that surround them. Palmer Trinity School strives to develop international-minded students that are ready to meet the challenges of a global community. Through our language course offerings and various activities on campus, students experience and immerse themselves in both language and cultural learning.  This, in turn, helps our students develop the cultural empathy and understanding that we want our students to have as graduates of Palmer Trinity School.
    School Language Profile
    At Palmer Trinity School, our student body is made up of a diverse pool of language proficiencies. Our school population is made up of:
    • English-only background students with no secondary language knowledge.
    • English-only background students with secondary language knowledge (typically two to three years of Spanish/French).
    • English background students who have significant exposure to a secondary language at home, but for whom the primary language spoken is English.
    • Students with a mother tongue other than English; mainly Spanish, Mandarin or Portuguese.
    Language Course Offerings in the IBDP

    Group 1 (Language A) Offerings:
    • English Language and Literature HL
    • Spanish Language HL
    Group 2 (Language Acquisition) Offerings:
    • Spanish B SL
    • French B SL
    The IBDP at Palmer Trinity School offers students the opportunity to earn a Bilingual Diploma by taking the Spanish Language A HL course in concert with the English Language and Literature HL course.  The offerings of courses are reviewed periodically to meet the needs and interests of students in the IBDP.
    Language Support for Students

    The Center for Excellence in Learning and Teaching (CELT) as well as our ESOL Department, collaborate with teachers in the development and use of strategies to support students in their courses of study at Palmer Trinity. Students whose mother tongue is not English are given support through their ESOL class as well as accommodations during assessments such as language dictionaries and access to ELL teachers. 
    Support of Mother Tongue
    Supporting the mother tongue language is paramount at Palmer Trinity. Through supporting not only the spoken language but the culture of the mother tongue, students develop the international awareness and cultural empathy that we as a school community wish to have in our global citizens. To those ends, we at Palmer Trinity offer various events and activities to do so, such as:
    • Our annual International Festival, which highlights the various countries represented in our school community through the celebration of cultural dishes, music, dance, and art.  This festival is open to the entire community.
    • Our SAGE Dining program holds several cultural events, highlighting dishes associated with a particular region around the globe and bringing awareness to issues and events that are happening at the time to those regions.
    • Our school holds various celebrations and convocations for various cultural events, such as the Chinese New Year and Francophone.
    • Our school also has extracurricular clubs that students can be involved in such as Model United Nations, Société Honoraire de Français, La Sociedad Honoraria Hispánica, Chinese National Honors Society, etc. 
  • Special Needs in Education Policy

    Special Needs in Education Policy 
    Palmer Trinity School recognizes the need to adjust and accommodate instruction for students who have special needs.  Palmer Trinity has two Learning Specialists on staff to aid in the assessment and development of student accommodations to address those specific needs.
    For the IBDP, The IB Coordinator will be working in concert with the Learning Specialists to help adjust instruction and assessment for students that need and meet eligibility.  The purpose of this policy is to outline the procedures and policies governing the assessment of academic accommodations.  This policy is periodically reviewed and updated by the school Administrative Team and our Learning Specialists. 
    Guidelines For Psychoeducational Assessment And Eligibility For Extended Time Testing 
    Extended time testing is offered to students who have presented a psycho-educational evaluation or other documentation that meets the criteria for extended time services (outlined in detail below). Extended time testing, as with all testing, is subject to adherence to the Honor Code for Palmer Trinity School. 
    For students who have been approved for extended time, the following procedures apply:
    1. Most tests can be completed within the one-hour class period, including 50% additional time. If a longer test requires additional time to arrive at the 50% extended time, it is the student’s responsibility to make arrangements with the teacher to complete the test during the same day.
    2. A student MAY NOT miss any part of another class to complete an extended time test.
    Psychoeducational assessments/evaluations submitted to the Learning Specialist for consideration of classroom and testing accommodations must:
    • State the specific disability. Documentation must include diagnostic impressions based on a comprehensive battery that does not rely on any one test or subtest. Reports must include a definitive and specific diagnostic impression with DSM-5 diagnostic codes. If there is no diagnosis, the report should indicate such.
    • Be current. The assessment must have been completed within the past 5* years. For psychiatric disabilities (psychological, emotional, behavioral disorders), a letter from a qualified professional is also required annually following the submission of the first diagnostic report. Reports must include the dates of assessment, the date of the report, and the tests administered. *ACT requires testing within the past 3 years.
    • Provide relevant educational, developmental, and medical history.
    • Describe the comprehensive testing and techniques used to arrive at the diagnosis. Include a list of all tests administered. Report composite, index, and subtest scores with scaled or standard scores and percentile ranks for each. Integration and interpretation of scores are expected and results should include the student’s strengths, as well as weaknesses. Statistically significant differences should be noted. The data should reflect a substantial limitation to learning if seeking accommodations.
    • Describe the functional limitations. Explain how the disability impacts the student’s daily functioning and ability to participate in the classroom or on exams and tests.
    • Reports should include recommendations for specific accommodations being requested, as well as the rationale for each. State why the disability qualifies the student for such accommodations on standardized tests. (In other words, how it substantially limits a major life activity such as hearing, seeing, learning, reading, concentrating or thinking; or a major bodily function such as the neurological, endocrine, or digestive system.) Specifically, describe the degree of impact the disability has on a major life activity and supporting evidence (test results and observations). 
    • Establish the professional credentials of the evaluator. The names of all testing professionals, their title, professional credentials, license numbers, certification, education, area of specialization, and signature must be included. Reports must be submitted on letterhead including address and phone number.
    • Provide evidence of a disability and evidence of difficulty taking tests under timed conditions to receive extended time accommodations. Documentation must include scores from both timed and extended time tests to demonstrate any differences caused by the timed conditions. Processing speed alone is insufficient documentation. In addition, standardized rating scales or other valid reporting from teachers must be incorporated in the assessment.
    • Document fine motor problems and/or difficulties with writing based on the results of standardized testing to support classroom accommodations for dysgraphia (fine motor disability that affects writing skills), if applicable. Poor handwriting is not in and of itself a disability.
    • Demonstrate the current impact of Attention-Deficit/Hyperactivity Disorder (AD/HD), if applicable, on learning and testing performance. History must include evidence of early impairment and manifestation of symptoms in more than one setting. Current symptomatology, treatment, and ongoing needs should also be included. Evidence of current impairment must be verified by teacher and parent rating scales (BASC-2, Conners, Brown ADD Scales, etc.). Testing specific to attention difficulties such as a continuous performance test (e.g., Conners CPT-II or IVA CPT) may also be helpful. 
    • Following are examples of acceptable tests in each domain of evaluation:
      • Cognitive Ability
      • Wechsler Adult Intelligence Scale 
      • Fourth Edition (WAIS-IV); ages 16-0 through 90 
      • Wechsler Intelligence Scale for Children – Fifth Edition (WISC-5); ages 6 through 16-11
      • Woodcock-Johnson: Tests of Cognitive Ability-Fourth Edition
      • Academic Achievement
      • Woodcock-Johnson III: Tests of Achievement (with fluency measures)
      • Wechsler Individual Achievement Test–Third Edition (WIAT-III)
      • Gray Oral Reading Tests-Fifth Edition (GORT-5)
      • Nelson-Denny Reading Test (with standard time and extended time scores)
      • Kaufman Test of Educational Achievement, Third Edition (KTEA-III)
      • Test of Written Language-Fourth Edition (TOWL-4)
    While any number of accommodations may be suggested in an assessment, Palmer Trinity School has determined which accommodations fit the academic mission of the school. Depending on the disability identified, Palmer Trinity may provide the following accommodations:
    • Extended testing time (50% extended time)
    • Permission to use a laptop in the classroom for note-taking and exams
    • Audio recording of class lecture/discussion (with the approval of the classroom teacher)
    • The use of voice-activated software
    • Use of a calculator (only in cases with a diagnosed math disorder)
    • Preferential classroom seating
    • Testing in a small group or quiet room.
    If a student is eligible to receive educational accommodations at Palmer Trinity School, an Academic Support Plan (ASP) will be developed. A copy of the Academic Support Plan will be signed by a parent, learning specialist, and advisor to indicate agreement with the recommendations. A copy of the ASP will be shared with the teachers having a direct educational interest in the student. The actual report of psychoeducational evaluation will remain in a separate confidential file in the office of the Learning Specialist
  • Admission Policy

    The International Baccalaureate Diploma Program (IBDP) is a rigorous two-year program open to students in 11th grade for the 2021-2022 academic school year.
    Students interested in enrolling in the IBDP program are required to complete a formal application and agree to
    1. Submit a writing sample for evaluation
    2. Complete an in-person interview with both the student and parents
    3. Possess an unweighted academic GPA of 3.0 across core academic classes.
    The IB Coordinator and IB Steering Committee will review all submitted applications and inform applicants of their admission to the program or not.  Final admission to IBDP will depend on a student’s successful completion of the 10th grade and the decision of the Steering Committee.
    To remain in good standing with the Palmer Trinity IBDP, students must maintain the minimum requirements as set out in the application process.  All academic concerns will follow the school’s policy as published in the Handbook.  Should a student not meet the minimum requirement of an unweighted academic GPA of 3.0 or have excessive absences as outlined in the school’s Handbook, the student will be placed on academic probation for the remainder of the calendar year.  Students can remove themselves from academic probation at the end of 11th grade by meeting the 3.0 unweighted academic GPA requirement.
    It is the goal of Palmer Trinity School to have all IBDP students seek to earn the Diploma in order to take full advantage of all opportunities afforded to IBDP students.


The following policies govern the processes and procedures that the IB Diploma Program at Palmer Trinity School. These policies are living documents and are revised each school year.
  • Admissions
  • Language
  • Special Education Policy
  • Academic Honesty

Description of the IBDP

GRADES 11-12

The IB Diploma Programme is a two-year program of study that aims to develop inquiring, knowledgeable, and caring young people in grades 11-12 who help to create a better and more peaceful world through intercultural understanding and respect.

The Palmer Trinity School IB Diploma Programme strives to create a learning community that challenges students to higher levels of thinking and performance. The interdisciplinary focus of the programme allows students to see connections and develop a shared mission, goal, and respect within a collaborative setting. The programme offers a world-class education in a private setting, where attention to the individual is paramount.

Palmer Trinity School's DP students emerge from the programme prepared for the demands of a global community with 21st Century skills.

PTS Course Offerings

List of 9 items.

  • IB Biology SL

    Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques. Biology is still a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment. By studying biology in the DP students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings.
  • IB English Language and Literature HL

    The English Language A: language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.
  • IB History HL

    The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer, and use of primary sources. 
    There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, significance and perspectives.
  • IB Language B HL - French

    Language B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. Language B SL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills.
  • IB Language B HL - Spanish

    Language B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. Language B SL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills.
  • IB Mathematics: Applications and Interpretations SL

    The IB DP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations. Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.
  • IB Sports and Exercise Science SL

    Sports, exercise and health science (SEHS) is an experimental science course combining academic study with practical and investigative skills. SEHS explores the science underpinning physical performance and provides the opportunity to apply these principles. The course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of core and option topics, and carry out practical (experimental) investigations in both laboratory and field settings. The course offers a deeper understanding of the issues related to sports, exercise and health in the 21st century and addresses the international dimension and ethics related to both the individual and global context. Apart from being worthy of study in its own right, SEHS is good preparation for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries.
  • IB Theory of Knowledge

    The theory of knowledge (TOK) course plays a special role in the DP by providing an opportunity for students to reflect on the nature, scope and limitations of knowledge and the process of knowing. In this way, the main focus of TOK is not on students acquiring new knowledge but on helping students to reflect on, and put into perspective, what they already know. TOK underpins and helps to unite the subjects that students encounter in the rest of their DP studies. It engages students in explicit reflection on how knowledge is arrived at in different disciplines and areas of knowledge, on what these areas have in common and the differences between them.
  • IB Visual Arts SL

    The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.
    • IB 10th Grade Program

    • IB Parent Information Session

Examination Descriptions (IA versus EA, CAS and EE)

  • Here are some key criteria and requirements in order to be eligible to earn an IB Diploma

List of 3 items.

  • Internal and external assessment

    Every course in the IB Diploma Programme has students complete both an Internal Assessment (IA) during the course and sit for an External Assessment (EA) at the end of the course.  Both components together make up the final course score given to a student.  In order for a student to earn a grade for the course, they must complete both assessments and meet all deadlines set forth by the Palmer Trinity School IB Diploma Programme.
  • Extended Essay

    The Extended Essay (EE) is an independent, self-directed piece of research, finishing with a 4,000-word paper.  The Extended Essay provides:
    • practical preparation for undergraduate research
    • an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student's six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.
    Through the research process for the extended essay, students develop skills in:
    • formulating an appropriate research question
    • engaging in a personal exploration of the topic
    • communicating ideas
    • developing an argument. 
    Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge
    The Extended Essay coordinator will guide students throughout this process and help students in finding appropriate mentors to guide them in their research process.
  • The CAS project

    The Creativity, Action, Service (CAS) project is a two year project that students undertake in order to demonstrate perseverance, show initiative, and develop skills such as collaboration, problem solving and decision making.  CAS enables students to enhance their personal and interpersonal development by learning through experience. It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.  At the same time, CAS is an important counterbalance to the academic pressures of the DP.  The CAS coordinator at PTS will help guide students throughout the process of working through their projects.
For more information about Palmer Trinity School’s International Baccalaureate Diploma Program, please contact Mr. Orlando Sarduy, Program Coordinator, at 

Palmer Trinity School is an authorized IB Diploma Programme school. 
IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our students. 
For further information about the IB and its programmes visit   
Main Entrance: 8001 SW 184th Street, Miami, FL 33157
Mailing Address: 7900 SW 176th Street, Miami, FL 33157
Main:     305.251.2230
Admission:     305.969.4208