8th Grade Resources

High School Tour and Shadowing information

Please click here to view the pdf of high school tour/shadow dates and contact information, as well as charter school application deadlines.

8th Grade Continuation Requirements

The purpose of establishing requirements for the Continuation ceremony, as well as the celebrations leading up to it, is to continue to develop our IB students as people and teach the importance of hard work, responsibility and accountability. We are hopeful these requirements will help students with their confidence in being high school ready.

As stated in our handbook, 8th graders who do not meet the requirements for promotion to ninth grade will not participate in Continuation.

  • Attendance: Students must meet a 94% overall rate.
  • Grades: Students must earn a 4 or higher in core classes and 3 or higher in elective classes.
  • Behavior: Students must meet classroom and MMMS expectations that align with the IB Attributes. Repeat behavior incidents (more than 2) will result in a student being ineligible for attending the continuation ceremony or celebrations.

During our report card conferences, all 8th graders will have a one-on-one meeting with their advisor and family to check on progress toward Continuation. A Continuation Meeting also takes place in April to inform families what to expect from the students and school during the month of May to support the students’ transition to high school.

College and Career Readiness

One of the most helpful tools students have to prepare for college and career is the Individual Career and Academic Plan (ICAP), a process that starts as early as sixth grade. Click here for more information. You can also learn more about DPS graduation requirements for the class of 2021 and beyond at this link.

Planning resources:


Individual Academic and Career Plans (ICAPs) are a part of The Denver Plan. ICAPs meet state legislation requirements and are a graduation requirement for students graduating in 2021 and beyond. Starting in sixth grade and continuing throughout high school, students create and update an ongoing plan which includes counselor or advisor-led activities on career interests, goal setting, college opportunities, financial aid, and non-cognitive skills which increase academic success. The district wide tools for this process include using College in Colorado, Naviance, and counselor-led lessons.

  • Access MMMS ICAP here.
  • Email: Your students will type in their school ID (lunch number)
  • Password: Your students will type their 6 digit birthday ( ex. 060505)

CollegeInColorado is a comprehensive online resource to help college-bound students in Colorado select a college, apply for admission, understand eligibility and opportunities for financial aid, complete elements of the FAFSA online, and plan careers. CollegeInColorado.org can serve as a valuable tool in choosing a college or university, planning to meet admissions requirements, and getting answers to commonly asked questions. CollegeInColorado.org is designed to be useful throughout the admissions process, from the time students begin to research post secondary plans in middle school.

Other resources:

Service Reflection

We require that students participating in a community service trip reflect upon this experience and document it in their College in Colorado accounts. Students can log into College In Colorado, find the service learning reflection by using the Profile tab, then the Experiences tab, and finally the Community Service and Service Learning tab.

Action (learning by doing and experiencing) and service are integral values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service as action is an integral part of the program, especially in the Middle Years Program.

Student service reflections should include:

  • How did I feel while performing the service?
  • What did I perceive?
  • What did I think about the activity?
  • What did the activity mean to me?
  • What was the value of the activity?
  • What did I learn from the activity and how might this learning (for example, a change of perspective) apply more widely?

Denver Public Schools