International Baccalaureate PYP

Liberty Elementary School-Academic Integrity Policy

 

School Mission statement:

As Liberty Tigers, we foster a compassionate environment where students, families, and our community collaborate to empower diverse thinking through inquiry-based learning. We strive to foster internationally-minded citizens, who successfully and actively participate within our diverse world, as lifelong learners.

 

Introduction:

Liberty Elementary School encourages students to show academic integrity as they learn to work interdependently within groups to engage in inquiry based learning. “We support our students in becoming principled as they develop knowledge and skills through inquiry, collaboration, and research.   Most importantly, we strive to create a safe and nurturing learning environment for all students in which they can build confidence and discover a love of learning while also acting with integrity and honesty.” (Mt Ogden)

 

Student Responsibilities:

Liberty Elementary students are encouraged to become inspired by, adapt, and construct knowledge based on the work of others. While students are expected to create and submit work that is authentic and is a true reflection of their personal skills and understanding, they also have the right to gain instruction and practice these skills before being expected to use them independently.  Student expectations include:

 

• Respect self, other students, adults, and their property and develop IB attributes

• Self managing inquiry projects

• Using reliable sources of information 

• Citing original sources and acknowledging contributions of others

• Seek guidance or feedback from teachers when unsure of how to cite sources

• Turn in original and authentic work.

• Report any suspected academic dishonesty to their teacher or the school administration

 

Teacher Responsibilities:

Liberty Elementary educators recognize the importance of allowing students to generate their own ideas and perspectives through inquiry-based learning, discussions, reading, and research. Teachers are responsible for supporting students in acquiring skills allowing them to show integrity within their academics.  Teachers will model this by: 

 

• Setting clear and consistent guidelines and expectations which include what academic dishonesty and the consequences of such behavior

• model values of honesty and integrity

• inspire students to believe in their work

• Build in a routine of reflection to self monitor their own works

• Teacher must report suspected dishonesty to school administration

 

Parent/Guardian Responsibilities;

Liberty Elementary parents are encouraged to model principled behaviors for their students. Parents can support their students by:

• Becoming familiar with our school’s academic policy and support their students in understanding the consequences of academic dishonesty.

• Encouraging students to seek teacher support with challenging or difficult tasks.

• Supporting their students but also providing space for students to create their own work.

• Support teachers in enforcing the Academic Honesty policy

• Communicate any concerns about academic integrity to the school administration.

 

School Responsibilities:

Educators at Liberty Elementary design and implement learning experiences which aim to support students as they use critical thinking skills to learn about the world around them and respect for the integrity of an author’s work.  Liberty Elementary is responsible for:

• Providing a principled and ethical school culture.

• Ongoing development and yearly review of the Academic Honesty policy

• Communication of the Academic Policy information with all stakeholders - teachers, students, parents to develop understanding of academic integrity.

• Publish the Academic policy on the school’s website in both Spanish and English to ensure equal access

• Administer fair and consistent consequences for violations of the policy with consideration to student needs.

 

Definitions:

Academic Honesty:  Respecting the work and ideas of others, when one makes use of or reference to others’ ideas, appropriate credit is given.

 

Consequences:

The consequences of academic dishonesty will depend on the severity and frequency of the behavior.  The following shows the hierarchy of academic dishonesty consequences per the student code of conduct:

 

Student Code of Conduct

• Educators Handbook - Level II

  1. Cheating on homework assignments

     • Disciplinary Action: Disciplinary action will take into consideration both aggravating and mitigating factors as described above.

 

• Minimum Discipline for L2 Infraction: Redirect/Re-teach by classroom teacher and parent notification 

• Maximum Discipline for L2 Infraction: Out-of-school suspension for 1 day

• Discipline may include, but is not limited to:

  1. Staff intervention

  2. Redirection/Re-teaching

  3. Staff intervention

  4. Think-time

  5. Time owed

  6. Loss of privileges

  7. Teacher-student-parent conference

  8. Office referral

  9. Referral to ChAT

  10. Detention (lunch, after school, recess)

  11. In-school suspension (1-3 days)

  12. Out of school suspension (1 day)

•  

• Educators Handbook - Level III

  1. Cheating/plagiarism on tests, exams, or school projects that is more than a simple homework assignment (in this instance the student will receive a failing grade on that particular assignment) 

 

• Disciplinary Action: Disciplinary action will take into consideration both aggravating and mitigating factors as described above.

 

• Minimum Discipline for L3 Infraction: Parent-Teacher Conversation

• Maximum Discipline for L3 Infraction:  Suspension for 4 days

• Discipline may include, but is not limited to:

  • Parent-Teacher Conference/Parent-Counselor Conference (with or without student)

  • Loss of privileges

  • Office referral for administrative intervention

  • Referral to ChAT

  • Detention for 1 – 5 days (lunch, recess, after school)

 

School, Family and Student Compact 

 

Liberty Elementary is committed to promoting and maintaining academic honesty and integrity among its students. We believe that academic honesty is essential to the development of ethical and responsible citizens who will be successful in their academic and professional pursuits.

 

References:

 

1. “What is an IB Education.” ibo.org, International Baccalaureate Organization, https://resources.ibo.org/ib/works/edu_11162-58229?lang=en.

2. Academic honesty. JOHN H. KINZIE ELEMENTARY. (n.d.). Retrieved March 1, 2023, from http://kinzie.cps.edu/academic-honesty.html 

 

IB Standard B1.5d: The school has developed and implemented an academic honesty policy that is consistent with IB expectations.

 

CIS standards

Standard 3.2: Collaborates with students to establish a positive learning climate of openness, respectful interactions, support and inquiry.

Standard 4.1: Bases instruction on accurate content knowledge using multiple representations of concepts.

Standard 7.3: Supports and expands each learner’s communication skills through reading, writing, listening, and speaking.

Standard 7.4: Uses a variety of effective technology, media and/or resources to support learning.

 

 

Mission Statement:

 

As Liberty Tigers, we foster a compassionate environment where students, families, and our community collaborate to empower diverse thinking through inquiry-based learning. We encourage internationally-minded citizens who successfully and actively participate in our diverse world. 

 

At Liberty Elementary, our aim is to foster a community of learners where differences, backgrounds, and abilities are celebrated and integrated into the learning environment. In order to execute this aim, all students have access to and full participation in the International Baccalaureate Primary Years Programme, regardless of exceptionality status. 

 

It is the belief of the Utah State Board of Education that, “Effective instructional practices and inclusive teaching include intentionally and purposely creating, designing, and developing learning opportunities that ensure all students, regardless of their background, skill, or developmental level, are taken into consideration, and a student-centered learning environment is created. Educators need to have a rich and adaptable understanding of content, use various instructional strategies, and personalize instruction to meet each student’s needs. Creating an inclusive classroom focuses on establishing a teaching and learning environment that considers all forms of individual and group characteristics.” 

 

Liberty Elementary places emphasis in developing effective instructional practices to meet the diverse needs of our learners through our school success plan, talent development anchor. 
 

Definitions 

Equity- "Educational equity" means acknowledging that all students are capable of learning and distributing resources to provide equal opportunities based upon the needs of each individual student. Equitable resources include funding, programs, policies, initiatives and supports that recognize each student's unique background and school context to guarantee that all students have access to high-quality education. 

 

Access-  “Access refers to providing equitable educational opportunities in learning, teaching, evaluation/assessment and all other aspects of school life to all students by making space and provision for the characteristics that each person brings.” 

 

Inclusion- “Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.” (Learning diversity and inclusion in IB programmes, 2016) "Inclusion" means the practice of ensuring students feel a sense of belonging and support; and (b) to the maximum extent appropriate, for students with disabilities, providing access to general curriculum and engagement in regular education classes with peers without disabilities. 

 

Ogden School District Policies for Inclusive Education:

• Gifted Education- Advanced Learning Academy

  • ALA stands for Advanced Learning Academy. The ALA program operates within the school's International Baccalaureate (IB) candidate program framework to meet the need of qualifying gifted/advanced elementary students in grades 1-6 in the Ogden School District and surrounding area. The ALA has been sponsored by the Ogden School District for over 30 years. The program moved at the start of the 2022-2023 school year in conjunction with the opening of our brand new school building, Liberty Elementary. The ALA is designed to help students delve deeper into content and offer highly-challenging learning experiences that would not necessarily be afforded in a general classroom. ***Need more language about how they’re integrated and not separate from general education IB.

• Special Education Programs

  • Can elaborate on co-teaching, collaboration with gen ed, pull-out, etc.Can also elaborate on self-contained (Shauna’s class)

  • Liberty Elementary follows all district and state policies in the development of Individual Education Programs (IEPs) for students with disabilities. A variety of instructional models are used, depending on student needs addressed in their IEPs. Some of these instructional models include but are not limited to: co-teaching, pull-out small group instruction, related services, and special class. Participation in special education services does not negate participation in the Primary Years Programme. 

    • Ogden School District Special Education Board Policy

    • USBE Special Education Procedural Safeguards

    • USBE Special Education Rules & Regulations

  • ESL

• Section 504

 

• Legal Inclusion Obligations

  • Local (OSD)

    • RTI

    • Tiers 1 and 2

    • Tier 3

    • Early Intervention program (seems location specific)

    • Teacher endorsement requirements

  • Program Structure

    • Teaching staff used for interventions

    • Programs used for interventions

  • Legal Regulations

    • USBE

    • US Department of Education

    • Compliance with IDEA

 

• Confidentiality statement

• Inclusion policy review

  • Timeline of when policy is formally reviewed by all stakeholders and why

  • How effectiveness will be reflected in assessment data 

 

Ogden City Schools is committed to providing a full educational opportunity to all students with disabilities between the ages of 3 and 22 residing in our school district boundaries. To accomplish this a wide range of services, program options, and curriculum alternatives are available to students with disabilities. We strive to work cooperatively and collaboratively with families, communities and faculties to provide an appropriate education for every student.

 

   

 

Mission Statement

As Liberty Tigers, we foster a compassionate environment where students, families, and our community collaborate to empower diverse thinking through inquiry-based learning. We strive to foster internationally-minded citizens, who successfully and actively participate within our diverse world, as lifelong learners.

 

Assessment Beliefs

The Board of Education of the Ogden City School District recognizes that accurate assessment of student performance is essential to instructional decision making, to communicating with students and parents/guardians, and to appropriate decision making by educators. Student assessment is the process of gathering information regarding the degree to which students have attained the stated learning goals. Assessment takes on a variety of forms including, but not limited to, norm-referenced tests, criterion-referenced tests, performance tasks, portfolios, checklists, teacher-developed assessments, teacher observations, and student self-assessment.

 

All schools within the Ogden School district engage in a common interim assessment cycle and data reflection at the end of each learning cycle. (Include graphic)

 

District Level Support of Assessment

District support of assessment is provided through the Department of Student Achievement. Critical assessment information is communicated monthly from the Office of Student Achievement via an assessment memo, available to building administrators. A district level Assessment Specialist is available as additional support for all schools. 

 

The Ogden School District also provides core assessment tools including i-Ready, Acadience, Edulastic, WIDA, Panorama, and more. These assessment tools provide critical beginning of year diagnostic data and student progress which informs instructional practices. 

 

Assessment Purpose

Liberty Elementary recognizes the critical importance of assessment to inform and involve students, parents, teachers and administrators. Effective assessments allow:

● Students become an active part of the learning process through reflection, goal setting, and demonstration of their understanding throughout the learning cycle.

● Teachers guide instruction and communicate progress with students and

families regularly.

● Provide parents evidence of their child’s learning and development, while supporting and celebrating their child’s learning.

● Administrators build a sense of community within the school, measure progress towards school goals and communicate the school’s progress.

 

Assessment Principles

● Assessment is key to planning, teaching, and learning.

● Assessment practices are clear to all members of the community [teachers, parents, and students].

● There is a balance between formative and summative assessment.

● There are opportunities for both peer and self-assessment.

● There are opportunities for students to reflect on their own learning.

● Before starting new learning, teachers assess students’ current knowledge and

   experience, and adjust learning if necessary.

● Teachers provide students with timely and meaningful feedback.

● Reporting to both students and parents is timely and meaningful.

 

Implementation

Liberty Elementary teachers provide opportunities for students to construct meaning through inquiry based learning. This is accomplished by emphasizing the connections between knowledge and the six transdisciplinary themes. The key concepts,  attributes of the learner profile, and approaches to learning are built into all learning in order to make sure that students are given opportunities to interact with them.

 

Student Learning is Promoted Through:

● Assessing prior knowledge and experiences

● Differentiating instruction to meet individual needs

● Engaging learners in reflection to determine strengths and weaknesses

● Encouraging students to set goals for themselves based on reflections

● Providing feedback for students in a timely manner

● Expanding student learning opportunities

● Building a profile of children’s individual understandings

● Guiding teacher planning and presentation

● Focusing on closing the achievement gap among students

 

Information about student learning is provided through:

● Examples of student work, projects, performances, portfolios

● Results of pre-assessments, formative assessments, and summarize assessments

● Statistics relating to benchmarks or rubrics

● Common interim assessment data.

 

Types of Assessments

Informal and formal assessments, conducted through a range of tools and strategies, occur regularly to inform teaching and learning. The following types of assessment are used at Liberty Elementary:

 

Formative Assessment

Formative assessment is woven into daily learning processes in a variety of ways in order to guide the next stage of learning. This type of assessment provides regular and frequent feedback to the teacher and the student. It also gives students an opportunity to improve their understanding and to cultivate enthusiasm for learning. Teachers use various assessment tools to keep a record of student progress. (examples include….)

 

Diagnostic assessment happens before new concepts are taught in order to uncover prior knowledge and experiences. This type of assessment helps teachers and students find out what the students already know and can do. School developed pre-assessments and district required screening tools are used. (examples include….)

 

Summative Assessment

Summative assessment occurs at the end of each learning cycle/unit of inquiry in order to give students the opportunity to demonstrate what they have learned. It also shows how effectively students understand the central idea of the unit and its connection to the transdisciplinary theme. (examples include….)

 

Self-Assessment

Self-assessment is ongoing and is used to develop metacognition. Students set goals and reflect on their progress in meeting those goals. Each unit of inquiry includes a

Student self-assessment. (examples include….)

 

Assessment of the Essential Elements of the PYP

The five essential elements of the PYP are assessed through the units of inquiry and are recorded on the planner for each unit.

• Assessment of the knowledge learned in each unit is done through formative assessments for the lines of inquiry and the summative

assessment ,which reflects an understanding of the central idea.

• Each unit provides opportunities for development of different skills/approaches to learning, concepts and  attributes of the learner profile through authentic learning experiences. Reflection on growth in these areas is recorded on the teacher planners and self-assessments are done by the students.

• Action: Student actions that are initiated beyond the scope of the unit are recorded on the Planner (ALA examples……)

 

6th grade exhibition (begins post IB authorization)

The 6th grade exhibition is undertaken by students in their final year of the PYP program. The exhibition includes application of all key concepts, transdisciplinary skills, display of all attitudes, and engage in an action plan. This is also an opportunity for the students to exhibit the attributes of the learner profile which they have been developing throughout the Primary Years Programme as they highlight their individual interests and growth.

 

Assessment Policy Review

This assessment policy is reviewed twice yearly-once in the fall and once in the spring. It is presented in the fall to all staff, community council, and parents. It is presented in the spring for feedback and input from all stakeholders previously mentioned in multiple ways. The school leadership team considers stakeholder input and revises the policy as appropriate. The assessment policy is located on our school’s website.

 

Policy Reviewed/Revised - September 2022

https://drive.google.com/file/d/0B1KCNEn8XWpZN3hXcUQ0ZlNOc3c/view?resourcekey=0-4N69I726HGmlcz-nWYVD0w

 

Liberty Elementary PYP Language Policy

 

Our Mission: 

As Liberty Tigers, we foster a compassionate environment where students, families, and our community collaborate to empower diverse thinking through inquiry-based learning. We encourage internationally-minded citizens who successfully and actively participate in our diverse world.

 

Language Philosophy Statement: 

At Liberty Elementary, language is the key to successful learning. It is the foundation of the ability to express oneself through speaking, reading, writing, and listening. It is through language that we will accomplish the mission of our school. At Liberty, our aim is to foster a community of learners where differences, backgrounds, and abilities are celebrated and integrated into the learning environment. We understand that language permeates all disciplines. Therefore, we are committed to providing rich opportunities to engage, improve and use language to participate in learning and the community successfully. We will provide these opportunities through our units of inquiry, teaching in stand-alone units, employing the key concepts to connect ideas, and employing the learner profile attributes to deepen understanding.

 

Liberty Elementary has a diverse population of about 500 students, where English is the primary language of instruction. Approximately 54% of our students identify as racial/ethnic minorities. We have a special education population of 16%, 1% of whom receive access to different modes of communication. 74% of the population of students are of low socioeconomic status. 24% of our population are Multiple Language Learners. Spanish, Laotian, and Portuguese include the mother tongue spoken. All students have access to high-quality, research-based coursework in English, opportunities to participate in learning in Spanish and Japanese, and exposure to other native languages, American Sign Language, and other home languages present within our school community. 

 

Our English language learners are supported in our content classes through appropriate scaffolds and support from the classroom teacher and during ELD instruction. In addition, all teachers within the Ogden City School district earn the ESL endorsement to provide best practices to our students whose home language is not English. 

At Liberty Elementary, we strive to foster the ability for students to explore their backgrounds and use that to enhance their learning and school culture. We strive to build a culture where students appreciate the need for fluency and a sense of appreciation for their mother tongue by fostering:

• A rigorous and varied learning environment that encompasses multiple perspectives;

• Use of academic vocabulary that gives students access to various disciplines; 

• Respect and value their home languages and cultures; 

• Opportunities for students to explore their backgrounds and use that to enhance their learning and our school culture;  

• Collaboration with students, teachers, and community that welcomes different ideas, perspectives, and backgrounds, using them to their advantage;

• Appropriate scaffolds and tools to help each learner reach their full potential

 

Support for Language Acquisition:

Liberty Elementary supports diverse language learning needs through transdisciplinary units designed in collaboration by educators with general and specialized knowledge. Educators plan instruction to build in developmentally appropriate learning tasks and scaffolds for special education, multi-language, and accelerated learner skill acquisition and build on the assets of all learners. Transdisciplinary units provide a rigorous and varied curriculum for language instruction. Academic vocabulary instruction that supports multiple disciplines. Yearly WIDA testing and other assessments are used to plan, reteach, and get a thorough picture of student needs and abilities. Through teaching and learning at Liberty, students develop the skills necessary to become successful communicators, and critical thinkers, with the ability to be lifelong learners. 

 

Culturally Responsive Teaching:

By establishing a positive school culture and social environment based on our shared vision, Liberty Elementary engages students by validating and honoring identities through culturally responsive teaching practices and booking a school-side community of value and connection. By creating a culturally responsive school culture, we hold high expectations for all students, use students’ cultures and experiences to enhance learning and provide all students with access to effective instruction and adequate resources for learning to enhance equity and improve learning and language acquisition outcomes. 

To support our efforts in establishing a culturally responsive school-wide environment Liberty will:

• Complete an action plan around data from the Culturally Responsive SWPBIS Team Self-Assessment tool (CR-SWPBIS) annually.

• Complete and action plan around data from SEAT survey 

• Promote and honor cultures in our Word Language and Culture class including but not limited to, Spanish, Nahuatl, Din’e (Navajo), Japanese, and American Sign Language

• Promote and honor cultures school wide by providing students with opportunities to expand their understanding of the world

As part of the Ogden School District we are committed to supporting multilingual learners. We provide sheltered instruction for students identified as needing support in English Language acquisition. Sheltered Instruction components can be observed in transdisciplinary unit lessons including 

• Preparing to teach academic language and vocabulary using the four language domains;

• Building background knowledge and providing opportunities to link to prior knowledge;

• Using clear, speech at an appropriate rate

• Scaffolding strategies for higher other and critical thinking 

• Allowing for multiple opportunities for student practice

• Hands-on practice to apply concepts in context 

• Students are able to engage and create learning experiences

• Students and teachers review, reflect and assess learning   

• Required 45 mins per day of English Language Development instruction for students who are Multi Language Learners 

When students continue to struggle with the supports and scaffolds put in place, Liberty uses the district-wide Responsive Tiered Intervention and Child Assessment Teams to determine action steps to apply the appropriate intervention and determine data collection and analysis systems to monitor student progress and determine the next steps and potential accommodation to address unique student needs.  

 

Language Profile:

Students and faculty of Liberty Elementary are comprised of a diverse community with unique backgrounds and learning styles and needs. We are reflective on how our own backgrounds and experiences impact both teaching and learning. To support this reflection, academic, social-emotional, demographic, surveys, and anecdotal data are used to develop our school community’s language profile. Students' unique learning needs are identified and proficiency indicators are used to see areas of strengths and opportunities for growth. By reviewing the WIDA Can Do Descriptors and the ELA Proficiency Indicators, teachers, students, and families can gain a better understanding of what students at different levels of proficiency can so with the language and how to scaffold and differentiate instruction and assessment in the classroom. In addition, individual student language profiles can consist of student self-evaluation and growth on goal setting, student and teacher-generated rubrics, portfolio artifacts, and other student-generated evidence of learning in the areas of speaking, reading, writing, and listening which could include examples developed using home language, language of instruction, and/ or the language they are newly exposed to.

     

Support of Mother Tongue Languages:

At Liberty Elementary we support mother tongue languages through multiple means. District bulletins, websites, and other publications are available in English and Spanish. Teachers and staff can request any document to be translated through our district translating team. Families, students, and staff can request in person translation and also access translating services through Propio. Liberty Elementary communicates to parents and the community through Smore and ClassDojo which are translatable to multiple languages. The school uses adaptive technology and other technology to provide access to the taught language, English. Our goal is that students should be able to use their native language in growing their learning and understanding of concepts. We are currently building a multilingual library with resources available in various languages as access to online publications, databases and resources.

 

Policy use and review: 

Referenced documents and Resources : 

“The 2020 Edition.” WIDA, https://wida.wisc.edu/teach/standards/eld/2020.

USBE- Utah State Board of Education. https://schools.utah.gov/file/1fd8e1cd-7b3f-4390-9787-7acc212f07d1. 

Student and Family Compact Liberty Compact Elementary_English/Spanish 

https://drive.google.com/drive/search?q=Culturally%20responsive%20teaching

PBIS https://www.pbis.org/resource/pbis-cultural-responsiveness-field-guide-resources-for-trainers-and-coaches

Standard 2- CIS standards for education(The teacher understands individual learner differences and cultural and linguistic diversity )

2.1 Allows learners multiple ways to demonstrate learning sensitivity to diverse experiences, while holding high expectations for all. 

Standard 8 The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practices to meet the needs of each learner 

8.1 Identifies own background and experiences that have an emphasis on teaching and learning experiences. 

https://sites.google.com/ogdensd.org/early-literacy-framework/home