School Responsibilities

  • Maintain a fair and consistent policy that is sustainable and easily enforced. Policy should be very clear and easily accessible.
  • Educate all teachers, students, parents and community.
  • Provide direction and resources for teachers to educate students.
  • Model best practices.
  • Provide space for discussion.
  • Maintain safe, open environment for reporting.
  • Develop and maintain a record keeping system that documents violations and consequences.
  • Communicate to parents (at Curriculum Night, PTSA meetings) information about the Academic Honesty Policy.

Teacher Responsibilities – (“If you want it, teach it.”)

  • Design (use) authentic assessment.
  • Be clear with students on why this assignment, project or lab furthers their knowledge (Why is this important?)
  • Educate students about what constitutes academic dishonesty for the assignment, project, lab, etc. (is working in groups allowed? Copying notes from another student? Sharing ideas?)
  • Give students the language to talk to each other about their responsibilities for the assignment.
  • Focus on preventative actions, and less about consequences.
  • Communicate to parents (through course syllabus, etc.) ‘What is academic honesty in this class/discipline?’
  • Model the practices we expect.

Student Responsibilities – (“Know what you own and what you owe.”)

It is the student’s responsibility to acknowledge what they own, or what is original to them, and what they owe to others. This means,

  • Acknowledge all your sources.
  • Report dishonest behavior within a safe environment.
  • Learn what dishonest behavior looks like/sounds like.
  • Talk to your peers about what the acceptable behaviors for the assignment.
  • Understand what constitutes plagiarism with regards to writing a research paper, copying another student’s homework answers, literary or musical composition, artwork, etc.
  • Use technology responsibly, including learning what constitutes illegal copyright- i.e. pictures from the internet.
  • Use appropriate practice regarding references, citations, quotations and paraphrasing.
  • Take responsibility for own work and group work.

Parent Responsibilities

  • Understand what constitutes academic honesty.
  • Support students in taking responsibility for their actions.
  • Recognize goal of school is develop student’s knowledge, and promote inquiry.
  • Help students choose balanced work load.
  • Encourage and help students advocate for themselves (ask for help when needed, attend tutorial, ask questions to improve understanding/learning).

Education and Support (What should we teach?)

IB Learner Profile, Academic Honesty Policy, Plagiarism and Digital Citizenship

Lesson(s)/activity(s) examining and evaluating what plagiarism looks like and effects of plagiarism personal/community/professionally

  • Plagiarism in school
  • Plagiarism beyond school
  • Plagiarism per-lesson (each subject, specific lessons)
  • Long term effects of plagiarism
  • How to avoid plagiarism
  • “Cheating” on tests and homework

Scope, Sequence and Implementation of Research skills (citations, searching skills, source analysis, note-taking, data bases.)

Expected Behaviors

(Under construction 2016-17 – Often built with examples submitted by staff and students)
This section will include age-appropriate examples of good referencing, good exam practice as well as examples of poor referencing and unacceptable practices.

Scenarios/Frequently Asked Questions

(Under construction 2016-17 – Often built with examples submitted by staff and students)
This section will include age appropriate situations that students can relate to and understand.

Reporting Procedures

Central records will help ensure consistency, and may also highlight general trends or students who need further intervention. Referrals of academic dishonesty will be entered into the ASPEN student information system.

Student Rights

To ensure consistency and fairness, this section will include student rights. For example, the right to have a parent, peer or teacher present in any discussion of problem or incident, particularly if the consequences are severe.

Policy Review

To ensure the policy is kept up to date, a timeline or schedule will be created for an annual review or revision.

  • For the 2016-17 school year, feedback will be sought from staff students and parents throughout the year, specifically at the end of 1st semester and in June, 2017.
  • The policy will be reviewed and revised by August of 2017 for implementation in 2017-18

Consequences

Gradebook Classroom Consequences School Consequences Follow up and Support

Level 1

(1st offense in that class, lower level assignment)

Student to redo the assignment for partial or full credit

Teacher to notify parent via Phone Call or Email

 

Teacher complete office referral for documentation

Teacher check in – one week from incidence

(Example, “How are you doing on (current assignment)?” Do you have questions about ___?

Review of academic honesty guidelines and /or practices TBD based on nature of offense.

Assign required tutorial if appropriate.

Level 2

(2nd offense in that class, or major assignment)

Student to redo the assignment – for partial or full credit Teacher to coordinate with Assistant Principal to hold Parent Conference

Teacher complete office referral for documentation

AP to coordinate with teacher re: Parent Conference

AP to assign Community service OR Lunch Detention

 

Teacher and/or Counselor schedule check in with student two weeks from incidence.

Review of academic honesty guidelines and /or practices TBD based on nature of offense.

Teacher to assign required Tutorial if appropriate.

Level 3

(Multiple Level 1 and 2 offenses in one or more classes, or offense involves assessment or project with significant impact on grade.)

Student to redo the assignment  for partial credit

(Example 50%, rather than 0%)

Incomplete is entered for test/project/lab and final grade will not be determined until complete)

*IB Diploma students may not receive score for course.

Teacher to attend portion of Parent Conference not related to discipline consequence.

Teacher to complete office referral for documentation

AP to coordinate with teacher to schedule Parent Conference

AP assigns In-School Suspension

Counselor and Assistant Principal – weekly check ins for a month

Review of academic honesty guidelines and /or practices TBD based on nature of offense.

Teacher assigns required Tutorial if appropriate.

Level 4

(Persistent Level 1, 2 and/or 3 offenses in one or more classes, or the offense involves stealing or providing test answers to other students)

Student to redo the assignment – for partial credit

(Example 50% rather than 0%)

Incomplete is entered for test/project/lab and final grade will not be determined until complete)

*IB Diploma students may not receive score for course.

Teacher to attend portion of Parent Conference not related to discipline consequence.

Teacher to complete office referral for documentation

AP to coordinate with teacher to schedule Parent Conference

AP to assign discipline up to or including Out-of-School Suspension

Counselor and Assistant Principal – weekly check ins for remaining time in course/s.

Review of academic honesty guidelines and /or practices TBD based on nature of offense.

Level 5

More than one level 4 offense in a class within a semester

Student receives NC – No credit for the course. Role in Parent Conference at this level to be determined by AP

Teacher to complete office referral for documentation

AP to assign Out of School Suspension

Counselors and Assistant Principal check ins during subsequent semester or school year. Frequency TBD.