• D.M. Therrell High School

    Inclusion/Special Educational Needs Policy

    Philosophy

    The mission of the International Baccalaureate Program at Therrell High School is to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. It is the vision that every student shall be supported in the learning process to attain the necessary skills to become successful adults. Goals include making them self-sufficient, caring and reflective members of society, and productive citizens in the global marketplace. It is our vision therefore, to provide all learners with the necessary resources, guidance, accommodations, and differentiated instruction needed for personal success.

     

    The IB Program at Therrell High School meets all state and federal requirements:

    ● IDEA – Individuals with Disabilities Act

     ● Section 504 of the Rehabilitation Act

     ● ADA – Americans with Disabilities Act

     ● Assistive Technology Act

     

    Special Education Needs Policy Goals

    The goals of the SEN Policy are:

    ● Adhere to national, state, and local laws regarding Inclusion Student Education.

     ● Ensure the needs of our identified special education students are accommodated.

     ● Identify roles, expectations, and responsibilities of all stakeholders.

    The administration, faculty, and staff at Therrell High School acknowledge that:

    ● Our students have different educational learning needs, abilities, and goals.

     ● Students gain knowledge and skills at different rates and through different means.

     ● All students are unique and capable of learning.

    International Baccalaureate Principles

    All special arrangements that may be authorized by the IB are based on the following principles. These principles are from Candidates with Special Needs.

    1.1 The IB must ensure that a grade awarded to a candidate in any subject is not a misleading description of that candidate’s level of attainment, so the same standards of assessment are applied to all candidates, regardless of whether or not they have special needs.

    1.2 Special arrangements are intended to reduce the adverse effects of a candidate’s special needs when demonstrating his or her level of attainment. The special arrangements requested for a candidate must not give that candidate an advantage in any assessment component.

    1.3 The special arrangements described in this document are intended for candidates with the intellectual capacity to meet all assessment requirements leading to the award of the diploma.

    1.4 The school, not the IB, is responsible for establishing whether the Diploma Program can be taught and assessed. Advice may be sought from IB coordinator before a school accepts a student with special needs; however, this advice is restricted to the implications for internal and external assessment and does not extend to teaching methods and resources.

    1.5 If it can be demonstrated that a candidate’s lack of proficiency in his or her response language(s) (English, French or Spanish) arises from a diagnosed need, special arrangements may be authorized. (For subjects in groups 3 to 6, all candidates are allowed to use a translating dictionary in the written examinations.)

    1.6 The IB aims to authorize special arrangements that are compatible with those normally available to the candidate concerned. However, authorization will only be given for arrangements that are consistent with the policy and practice of the IB. It should not be assumed that the IB will necessarily agree to the arrangements requested by a school. Coordinators are required to provide information on both the candidate’s usual method of working in the classroom and under assessment conditions.

    1.7 The IB is committed to an educational philosophy based on international mindedness. Therefore, the special assessment needs policy of the IB may not reflect the standard practice of any one country. To achieve equity among candidates with special assessment needs, the policy represents the result of a consideration of accepted practice in different countries.

    1.8 The IB will ensure that, wherever possible, arrangements for candidates with a similar type of need are the same. Given that cultural differences occur in the recognition of learning issues and the accommodations allowed, some compromise may be necessary to help ensure comparability between candidates in different countries.

    1.9 If special assessment arrangements are necessary for a candidate, consultation with the IB is mandatory. Similarly, if a Diploma Program candidate has difficulties meeting the requirements for creativity, action, service (CAS), the appropriate IB regional office must be consulted. Any exceptions are stated in this document. However, a school may provide any kind of special arrangement for a candidate during his or her Diploma Program or trial (practice) examinations.

    1.10 A school must not inform an examiner of a candidate’s condition or adverse circumstance. Similarly, in the case of internally assessed work, teachers must not make any adjustments when marking a candidate’s work. If appropriate, the IB will ensure that reasonable adjustments are considered.

    1.11 The IB treats all information about a candidate as confidential. If required, information will only be shared with appropriate IB personnel and members of the final award committee, who will be instructed to treat such information as confidential.

    1.12 If special arrangements are authorized for internal assessment, the IB may require the candidate’s work to be submitted to IB Cardiff for scrutiny.

    1.13 The list of special arrangements available is revised regularly. The IB will consider alternative arrangements proposed by a coordinator, provided those arrangements could be made available to all other similarly affected candidates.

    Roles and Responsibilities

    Responsibilities of the School

    ● The school will work with the Inclusion Student Education Program of Atlanta Public Schools to make sure the program is in compliance with federal and local laws regarding students with special educational needs.

     ● The school, along with the Inclusion Student Education Program of Atlanta Public Schools, will raise staff awareness of the needs of our inclusion students.

    ● The school will provide resources for the implementation and continuation of the Special Education Needs Policy.

    ● School counselors in conjunction with the Inclusion Student Education Program of Atlanta Public Schools will provide access to IEP’s and 504 plans for all teachers.

    ● Inclusion Student Education personnel, school guidance counselors, and support facilitators will provide updates and host meetings for IEP and 504 reviews.

     ● The school will facilitate the provision of appropriate accommodations as outlined by Inclusion Student Education Program of Atlanta Public Schools.

     ● The Inclusion Education facilitator will work collaboratively with faculty to support students with special education needs.

    Responsibilities of the Faculty

    ● The classroom teacher will comply with all federal and local laws regarding special education needs.

     ● The classroom teacher will participate in all required training when available.

     ● The classroom teacher will maintain accurate records of students’ progress.

    ● The classroom teacher with the assistance of the inclusion student services facilitator and counselor will become familiar with the special needs of the exception student by accessing the PEER Portal through the Atlanta Public Schools District staff webpage.

     ● The classroom teacher will provide accommodations as outlined by the students’ IEP or 504 Plan.

     ● The teacher will maintain discretion and confidentiality in providing special education services.

    Responsibilities of the Parent

     ● Parents will communicate to the school all information and documentation regarding their child’s special education needs.

    ● Parents will have knowledge of their child’s rights and accommodations within the school district policy.

    ● Parents will communicate with the school regarding any changes in their child’s special education needs.

     ● If a student needs additional assistance for IB assessments, the parent will notify the IB Coordinator and provide documentation needed for IBO accommodation requests. (IBO will review the information and make the final decision).

     

    Responsibilities of the Student

     ● Students will be proactive in asking for assistance from the school administrators, faculty, and staff.

     ● Students will be an active participant in classes and meetings.

    ● Students will follow all Atlanta Public Schools and Therrell High School IB policies and procedures.

    Responsibilities of the IB Coordinator

     ● The IB Coordinator will apply to the IBO for student accommodations for IB assessments if notified by the student and parent of a specific need. Documentation will need to be provided by the student or parent in order to proceed with the request.

    ● The IB Coordinator will provide examination accommodations as needed when approved by the IBO.

     

    Professional Development for Diploma Program Instructional Staff

    Therrell High School is committed to the support of ongoing professional development for all instructional staff. Diploma Program teachers are encouraged to attend a wide ranges of workshops including 20 professional development hours in strategies and methods of educating students with disabilities.

     

     

     

     

     

    Reference(s)

    Pensacola Special Education Needs Policy

    http://phsibsupport.org/wp-content/uploads/2012/09/PHS-Special-Needs-Policy.pdf

  • LANGUAGE POLICY

    The D. M. Therrell mission statement and the IB Learner Profile establish the foundation for our language policy. We believe that language forms the basis of all learning and all teachers at D. M. Therrell High School are in essentially language teachers. Through language, students are able to explore areas of interests, become lifelong learners, and effectively communicate in a diverse, multicultural world.

    English is the main language of instruction for all students and teachers at Therrell High School with the exception of the foreign language classes of Spanish and French. The current foreign language instructional staff includes 2 Spanish teachers and 1 French teacher. There is one part-time ESOL teacher assigned to the English as a Second Language (ESOL) students.

    Therrell High School facilitates a language philosophy that endorses language support and IB accessibility for all students. Faculty and staff at Therrell work collaboratively with the district’s English Speakers of Other Languages (ESOL) department to increase retention, provide motivation and support. Concurrently, attentive implementation Standards based instruction and World-class Instructional Design and Assessment (WIDA)increases English language proficiency while integrating content.

    Federal and state laws require information to be collected about the primary and home language of every student upon enrollment in the school district.  Collection of language data takes place via survey provided by Atlanta Public Schools. The survey is currently available in twenty-one languages. Therrell High School participates in the administration of the home language survey, which provides the schools with auxiliary information and result in procuring appropriate resources.

    LANGUAGE NEEDS

    Fluency in both oral and written communication is an essential component in promoting local, national and global awareness. Language instruction at Therrell High School encourage effective reading, writing, speaking and listening skills. Through curricular incorporation of the Approaches to Learning Skills (ATLs) in IB pedagogy, Social Skills and Communication Skills will be appropriately developed and enhanced among students. Proficiency in English as a second language alongside students’ mother tongue language will increase learner's’ mastery and requisite mobility.

    Second-language proficiency fosters global connections. Reading materials from a variety of languages and cultures support the essential global awareness expected of IB learners. The School Media Specialist utilizes resources from the Media center to provide supplemental materials that cater to the diverse needs of language learners.

    CURRENT PRACTICES

    Therrell High School students are provided instruction in English/Language Arts yearly. Therrell provides World Languages (Spanish and French). At Therrell High School, World Language courses (Spanish and French) are required two year courses for graduation, or three year courses if students aspire to participate in the IB MYP and CP program. Courses in the offered World Languages programs aim to build competence in speaking, reading, and writing in a second language. The main goal in second language education at D. M. Therrell High School is the acquisition of the target language and the ability to communicate in real life situations.

    The World Languages Department within the district and Georgia Virtual School are additional resources that assist with language learning and support. Georgia Virtual School offers an extended curricula which include the following World Languages: American Sign Language, Chinese, French, German, Japanese, Latin and Spanish. Access to interpreters allow other language parents to actively participate in their child’s education.

    Non-native English speakers are instructed according to their proficiency as determined by the WIDA Can Do Descriptors (see attached). ESOL instructors provide individualized instruction in a small classroom setting to students whose WIDA English Language Proficiency (ELP) ranges from Entering (ELP-1); Emerging (ELP-2); Developing (ELP-3); Expanding (ELP-4); Bridging (ELP-5) to Reaching (ELP-6).

    ASSESSMENT OF LANGUAGE ACQUISITION AND FLUENCY

    Formative and summative assessments of language learning are vital to evaluating the efficacy of current pedagogy and resultant student understanding. Formative assessment is demonstrated in a variety of forms in the classroom setting via class discussions, interactive games, collaborative grouping, and short written responses. Summative assessment is demonstrated through formal writing, research projects, speaking interpersonal and formal presentations, performance tasks, project-based and standardized assessments, all of which validate expected competency.

    Re-teaching of standards and monitoring and adjusting pedagogy are expected if anticipated competency is not evident. Tutoring schedules are posted by each classroom. Supplemental home assignments that promote student responsibility will be an integral part of bridging the gap between what is learned in class, and what can be learned through responsible Self-Management Skills.

    SUMMARY

    Entrenched in the structures of Daniel McLaughlin Therrell High School is a commitment to developing within each IB student an opportunity for ongoing support for mother tongue language as well as development of native tongue excellence. Adherence to WIDA Can-Do Descriptors, course offerings, data collection and teacher support play vital roles in language development. As a final point, a commitment to new developments in the language policy and philosophy will be ongoing.

  • D.M.Therrell High School believes that assessments are an integral part of our IB Programmes. They are not merely a tool used to record and report student performance, but instead, they are holistic and authentic and offer opportunities for the ongoing measurement of student academic progress and are used as indicators of success.

    STATEMENTS OF PHILOSOPHY

    1.    Purpose of assessment

    a.    To measure student achievement of IBMYP, IBDP, and IBCP criteria.

    b.    To measure student achievement on GA Standards of Excellence.

    c.    To provide data used to identify student learning needs to inform future instruction.

    d.    To guide teachers in the design and implementation of purposeful teaching techniques to meet the needs of all learners.

     

    2.    Assessment design

    a.    Assessments are aligned to MYP, DP, CP criteria, as well as GA Standards of Excellence and are aligned vertically and horizontally across grade levels to ensure the progression of content and skill complexity

    b.    Assessments provide opportunities for all learners, including those with individual education programs (IEPs) and diverse linguistic needs, to demonstrate achievement of course objectives.

    c.    Assessments incorporate globally minded real-world applications.

    d.    Assessments include a variety of strategies and techniques and are formative and summative (to include, but not limited to daily homework practice, projects, performance tasks, portfolios, exams, essays, research papers, and investigations).

    e.    Formative assessments will provide ungraded feedback, drive instruction and learning, foster intellectual growth, and be aligned with Approaches to Learning (ATL) skills.

    f.    Summative assessments will provide students the opportunity to demonstrate their knowledge and understanding. Assessment criteria will be transparent and offer multiple opportunities for students to demonstrate their learning and understanding.

     

    3.    Communication and feedback

    a.    Students know and can articulate the what, how, when and why of formative and summative assessments and their criteria.

    b.    Feedback on assessments is specific, regular, and timely to both students and parents and provides opportunities for student improvement.

    c.    Feedback is tied directly to assessment criteria.

     

     

     

     

     

    4.    Assessment as collaboration

    a.    Assessments are a collaborative effort between grade-level and content teachers and results in the development and implementation of common, and sometimes interdisciplinary, assessments that demonstrate an understanding of MYP, DP, and CP assessment criteria.

    b.   Teachers review student work in course teams to achieve standardization of assessments.

    c.   Students are involved in the reflective assessment of their own work.

     

    POLICIES AND PROCEDURES

    Therrell High School’s Assessment Policy is communicated to the students at the beginning of each year during grade-level orientations, town halls and also advisories. Students and parents will have access to the assessment policy, along with assessment criteria for each course, in the student handbook and also via the school website.

    Policies and procedures for testing and security are outlined in the Atlanta Public Schools Exam Security Policy and Procedures Plan “Test Security Plan” (2017-2018). Several items of the plan were taken from the Georgia Department of Education Student Assessment Handbook (GaDOE SAH) (See attached).

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     Before assessments, both schools conduct and will continue to lead Professional Learning (PL) on the policies and procedures regarding school-wide and district-wide assessment. The Local Board Policy Manual, Section 5-Students and Instructional Programs, Title-Grading System-Grading Expectations outline the following: Grading Practices, Grade Reporting, Students in Danger of Not Meeting Academic Expectations, Incompletes, Repeating Courses/Recovering Credit, Grade Changes after Grades are Posted from Grade Book, Transferring Grades, along with delineation of letter grade to numerical grade averages are outlined. (See attached)

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    REPORTING STUDENT PROGRESS

    Daniel McLaughlin Therrell High School considers immediate feedback as a vital component of increasing learning. According to Atlanta Public Schools district policy, all schools are mandated to issue Progress Reports/Deficiency Notices at each 4 ½ week interval. 

    According to Atlanta Public School’s Board Policy, regular progress reports must be issued to parents of elementary school students and middle and high school students by the progress report dates listed on the school calendar each grading period. For a student to receive a failing grade in a course, a progress report must have been issued by the notice date or as soon as the student's grade fell below a 75 after the notice date. A progress report is considered a notice of deficiency. For middle and high school students, teachers must contact parents to the best of their ability via telephone, mail and other means. In instances where students earned failing grades without appropriate teacher documentation of progress reports and parent contact, students have one semester to complete make-up work to correct the failing grade. After one semester, student grade changes may not be made.

     

     

    ASSESSMENT DATA

    Evaluation of Lexile levels, standardized test scores, and other pertinent data are provided by the State Longitudinal Data System (SLDS). SLDS provides vital information for both teachers and students and assist in determining the instruction for differentiation. The computer adaptive test, STAR, helps identify early in the year students likely to miss reading and math yearly progress goals in time to make meaningful adjustments to instruction well before the year-end test. Reading Plus and ALEX are programs for remediation based on assessment data from Milestones and CAAS. Provisions for time and reassessment are built into the school day for both programs.

    OPPORTUNITIES FOR STUDENT REFLECTION

    Opportunities for students to discuss and reflect on their classwork, tests/quizzes, class discussions and projects are important measures of formative assessments. Students have the opportunity to evaluate why they received their applicable scores and discuss with their instructors how future improvements may be obtained by developing a Student Intervention Plan (SIP). Reflection on the learning can be documented through verbal interaction with teachers and journaling.

    MYP PERSONAL PROJECTS

    Culminating activities provide both teachers and students with an evaluative tool to adjust and increase pedagogy and understanding. Year 5 in MYP is a summative year for MYP students to demonstrate how MYP pedagogy and Approaches to Learning Skills culminate to produce a tangible product that demonstrates Year 5 students’ learning and life-skills. Provisions for school and community exhibition are taken into consideration through budgeting and scheduling. The parent-liaison provides outreach information to the immediate community on an ongoing basis. Information regarding the exhibition of Personal Projects will be handled through the parent-liaison office and the MYP Coordinator

    SUMMARY

    Assessment is a vital part of academic and pedagogical growth for both students and instructors. Incorporation of the assessment policies of both Atlanta Public Schools and International Baccalaureate assist in a constructing a well-rounded, totality of instruction aligned with whole child development.

     

    RESOURES

    International Baccalaureate Organization (IBO, 2010). Guidelines for developing a school assessment

    policy in the Diploma Programme. http://www.ibo.org

     

    International Baccalaureate Organization (IBO, 2014). Middle Years Programme: from principles into

    practicehttp://www.ibo.org

    Southwest High School assessment policyhttp://southwest.mpls.k12.mn.us/uploads/swhs_assessment_policy_sept2017.pdf

     

    Maynard Holbrook Jackson high school and Martin Luther King Jr. middle school assessment policy

    https://www.atlantapublicschools.us/site/

     

     

     

     

     

  • DANIEL MCLAUGHLIN THERRELL HIGH SCHOOL ACADEMIC HONESTY POLICY

    Students will leave D. M. Therrell High School with the expectation that their contributions to the world matter. As our graduates expect to have their academic prowess, artistic creativity and intellectual property respected,  D. M. Therrell teachers and students will in turn celebrate and respect the contributions of others.

     

    Students are expected to strive to be principled in all aspects of their lives. According to the IB Learner Profile, to be principled is “to act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.” Each student is responsible for his/her own actions and the consequences that accompany them.

     

    DOCUMENTATION of  SOURCE MATERIALS

    Classroom instructors will determine how source materials will be documented i.e. MLA, APA, Chicago/Turabian, etc.  Acknowledgment of all source materials, whether visual, audio, graphic, lectures, interviews broadcasts, maps are subject to proper documentation throughout student documents, films and oratories as well as on Works Cited page(s).

     

    ACADEMIC HONESTY

    Students at D. M. Therrell High School demonstrate academic honesty by producing work representative of his/her own efforts and abilities. Academic honesty is a set of values and skills that promote personal integrity and good practice in teaching, learning, and assessment (International Baccalaureate Diploma Programme Academic Honesty 1.1). This means that students demonstrate proper conduct in relation to producing work and taking exams, promoting their learning through inquiry, and taking pride in and celebrating their authentic work.

     

    Examples:

    ➢ Submission of authentic work based on the student’s individual and original ideas.

     

    ➢ Respecting the intellectual property of others with proper citations, including other people’s ideas, words, graphs, diagrams, charts, and pictures, photographs, works of music, art, music and/or literature.

     

    ➢ Acknowledging all used sources. It is acceptable to include words, ideas, data, diagrams, tables, graphs, film clips and pictures from books and online sources in assignments. Students must always credit where they have got the information used, both in the body of the written work and on the Works Cited page at the end, using the MLA referencing format consistently and accurately or The Reference page at the end, using the APA referencing format consistently and accurately.

     

    ➢ Honoring and respecting the intellectual property of others as we expect to have our own achievements and contributions honored.

     

    Academic Dishonesty

    Academic Dishonesty is the intentional help, or attempt to help, another student to violate any provision of this Code. Academic Honesty and Academic Dishonesty helps students to act responsibly and ethically throughout their entire academic career. Pertinent to this discussion referencing what constitutes violations are the following:

     

    Examples of Academic Dishonesty

     

    Plagiarism - is the representation of the ideas, words, or work of another person as the student’s own. Students must also be aware that translating a passage of text and using the translation in their own work without acknowledging its source is also plagiarism.

     

    Cheating - Examples of cheating include, but are not limited to:

    • Copying another person’s work.

    • Allowing another person to copy your work.

    • Using unauthorized notes, aids or written material in any form during a test.

    • Unauthorized use of technological devices (cell phones, calculators, cameras, mp3

      players/recorders, etc.) when taking an assessment.

    • Talking; copying from another person’s paper; giving or receiving information by signs,

      gestures, or deception during any type of assessment.

    • Sharing test questions/content with students taking the same assessment at a later time and/or

      date.

     

    Collusion—is supporting malpractice by another student, as in allowing one’s work to be copied or submitted for assessment by another. Duplication of Work—is the presentation of the same work by a student for different assessments, assessment components, and/or THS or IB requirements.

     

    Misconduct—is a breach in protocol or conduct during an examination or assessment. Students who possess unauthorized material, demonstrate disruptive behavior, copy another’s work, or communicate with another student are examples of this misconduct.

    Disclosure of Information—is the exchange of any information to another student whether a student gives or receives such information. Additionally, any discussion of the contents of an examination or assessment within 24 hours after the examination is also misconduct.

     

    RESPONSIBILITIES: D. M. Therrell High School believes that promoting academic honesty is the responsibility of the entire school community. Commitment on the part of the school community will facilitate a healthy respect among students for the value of academic honesty. In such an environment, students will know that teachers, administrators, and parents/guardians will hold them accountable for any act of academic misconduct.

     

    Roles and Responsibilities

    Student

    ➢ Ensure all work is authentic

    ➢ Work and ideas of others are properly acknowledged

    ➢ Recognize that honor is more important than grades 

     

    Parent

    ➢ Encourage planning and completion of assignments

    ➢ Let your son or daughter do their own work

    ➢ Communicate with the teacher and school to gain understanding of expectations

    ➢ Encourage your son or daughter to seek advice from their teacher if they are having difficulty

     

    Teacher

    ➢ Model and provide instruction on how to properly acknowledge the work and ideas of others.

    ➢ Explain what constitutes academic misconduct in their classroom

    ➢ Warn students of the consequences of academic misconduct

    ➢ Confirm that student work is authentic to the best of their knowledge

    ➢ Act on and support the school’s Academic Honesty policy Counselor

    ➢ Know what constitutes academic malpractice according to the IBO

    ➢ Act on and support the school’s Academic Honesty policy

    ➢ Report academic misconduct to the appropriate college and/or university, if applicable

     

    Administration

    ➢ Know what constitutes academic malpractice according to the IBO

    ➢ Provide resources and time for professional development on items related to the Academic

        Honesty policy

    ➢ fully support the IB in the prevention, detection, and investigation of malpractice in the

        Middle Years Programme and Career-Related Diploma Programme

    ➢ Act on and support the school’s Academic Honesty policy

     

    Appeals Committee

    ➢ Know what constitutes academic malpractice according to the IBO

    ➢ Schedule an Appeals Meeting in collaboration with the student’s Administrator who

    received the Appeal form

    ➢ Hold the Appeals Meeting

    ➢ Make a decision based on the information provided by the student at the meeting

    ➢ Write a summary report of the decision with a rationale as to why the decision was made

    ➢ Provide a copy of the summary report to the student, teacher, IB MYP or CP Coordinator,

         and the student’s Administrator

     

    ACADEMIC MALPRACTICE

     

    CONSEQUENCES

    Individual infractions of academic honesty is not acceptable; therefore appropriate consequences will be imposed with the intent that the student will learn from his/her mistakes and not exhibit dishonest behavior in the future. Infractions of academic honesty are cumulative during the student’s attendance at Daniel McLaughlin Therrell High School. Repeated infractions across multiple classes may be treated at a higher level. Consequences include any of the following:

     

    Initial steps for the first offense include the:

    1.     Teacher will meet with the student to understand the situation and counsel the student as necessary.

    2.     Teacher will inform the MYP/CP coordinator, as appropriate, given the grade level ofthe student. iii.

    3.     The appropriate coordinator will document and file the first infraction and inform the appropriate Administrator.

    4.     Teacher informs the parent/guardian(s) of the situation.

    5.     Student redoes a different version of the assignment/assessment before or after school within 5 school days of the date the assignment/assessment was returned. Refusal to complete the assignment/assessment within the stated timeframe will result in a “0” in the grade book.

     

    Initial steps for the second offense include the:

    1.     Teacher will complete the Teacher Report of the Student Engagement referral.

    2.     Student will complete the Student Reflection section of the Student Engagement referral.

    3.     Teacher will submit a Student Engagement Referral to the appropriate Administrator.

    4.     Assistant Principal will notify parent/guardian in a timely manner.

    5.     Teacher will assign a zero for the work in question.

    6.     Administrator will notify the appropriate counselor and coordinator.

    7.     Administrator will document the Student Engagement Referral in Discovery.

     

    Third offense will include the:

    1.     Administrator will schedule and conduct a conference with the student, parent/guardian, teacher, and other staff as deemed appropriate.

    2.     Administrator will notify the appropriate counselor and coordinator of the infraction.

    3.     Administrator will document the infraction in Discovery.

     

    Further offenses may include one or more of the following:

    A.     Removal from the National Honor Society (NHS), if applicable.

    B.     A failing grade in the course where the infractions occurred.

    C.     Suspension from extracurricular activities, including sports.

    D.     Ineligibility from participation in IB and/or AP end-of-course exams.

    E.     Reporting of academic misconduct to the appropriate college or university, if applicable.

    F.     Other appropriate consequences as determined by the administrator.

    G.     Malpractice for Diploma Programme candidates as defined by the International Baccalaureate Organization (IBO, 2007) shall be reported to and investigated by International Baccalaureate with cooperation by school administration, the IB MYP and/or CP coordinator(s), and the teacher(s) and student(s) involved.

     

    APPEAL PROCESS

    An Appeals Committee will be formed which will include administrator(s), counselor(s), teacher(s), parent(s), and students(s). The appeals committee will meet as needed to consider a student’s request to appeal an academic honesty infraction.

     

    If a student disagrees with the stated academic dishonesty infraction the following process should be followed: The student should complete an Appeal Form and turn it into his/her Administrator. The Administrator will review the form to determine the next steps which may include:

    a. a meeting with the student, teacher, and parent/guardian(s) to resolve the situation, or if this situation was not able to be resolved;

    b. a meeting with the Appeals Committee where the student will present his/her case to the appeals committee.

    c. A decision will be made by the Appeals Committee to either uphold the infraction and consequences given or to lift the infraction from the student’s record. 

     

    The Appeals Committee will write a summary report of their decision which will be given to the student, teacher, IB MYP or CP  coordinator, and Administrator.

     

    If necessary, IB MYP or CP coordinator will file a report to the International Baccalaureate Organization.

     

    COMMUNICATION

    This policy shall be available to students, parents, and staff on a school district maintained website. A version of this policy will be in the student handbook and a signature confirming each student has read and understands the academic policy will be completed and collected on an annual basis. Other modes of communication will include instruction provided by teachers regarding the policy, teachers will introduce the policy to all incoming 9th grade students, and IB MYP and CP coordinators will provide students/parents/guardians information at all relevant meetings.

     

    POLICY REVIEW

    This policy will be reviewed by the IB committee (Curriculum Committee) during the grading period for possible revision and to increase opportunities for general awareness and ownership.

     

     

    Works Cited

     

    Guilford High School Academic Honesty Policy. Connecticut:  Guilford High School, n.d.

     

    http://ghs.guilfordschools.org/pdf/GHS_Academic_Honesty_Policy.pdf

     

     

    Maynard H. Jackson High School Academic Honesty Policy. Georgia:  Maynard H. Jackson

     

    High, n.d. School, 2014, Print.

     

    North Atlanta High School Academic Honesty Policy. Georgia: North Atlanta High School, n.d.

     

    Print.

     

     

    Ralph J. Bunche Middle School Academic Honesty Policy. Georgia: Ralph J. Bunche Middle

     

    School, n.d. Print.