Holmes MS & Poe MS: Academic Honesty Policy

Academic honesty is influenced and shaped by a variety of factors including peer pressure, culture, parental expectations, and role models. Fairfax County Public Schools’ Students Rights and Responsibilities (SR & R) Handbook serves as the model in designing an effective academic policy that exemplifies principled learners.  The International Baccalaureate Organization (IBO), Holmes and Poe Middle Schools see academic honesty as a core set of values and skills that promote personal integrity and BEST practice in teaching, learning, and assessment. The academic honesty policy globally extends focus and growth in all aspects of academic work and assessment. Teachers, parents, and students work together at all grade levels to develop a shared understanding about cheating, plagiarism, and other instances of academic misconduct. All members of our school community are made aware that the school treats academic honesty as an integral part of who we are.

An academically honest student:

Should: Complete his/her work with honesty and integrity Acknowledge the source of direct quotations and information taken from books, databases, and the internet Know what constitutes cheating Abide by the code and conduct outlined in the FCPS SR&R handbook Always practice and keep personal code of honor at the forefront

Should not: Use notes during testing unless allowed by the instructor Copy homework or any school assignment from others Allow others to copy or use their work without proper authorization Communicate with another during testing Claim another’s work as his own or plagiarize

Students will receive instruction to develop and enhance the following skills:

Skills taught: Use of library and internet resources Note-taking and binder organization Paraphrasing and adapting source materials Acknowledging sources in formal and informal writing Relevant use of direct quotations and citations Creating a work cited page in MLA format Cheating, plagiarism, and other instances of academic misconduct

Sources: Media specialist (librarian) AVID and subject-specific teachers Language Departments Other Academic Departments FCPS Student Rights & Responsibilities Academic Honesty in the IB

Consequences for academic misconduct are administered by the instructor or the school administrator if the misconduct warrants a referral to an administrator.  These consequences vary from a phone call to a parent or a conference with both parent and student to the student receiving a fail or zero credit for the assignment or course. Other possible consequences are outlined in the FCPS Student Rights and Responsibilities Handbook. 

Holmes and Poe Assessment Policy 

Holmes and Poe Middle Schools, in writing and offering this addendum to the FCPS Middle School Teachers Guide: Grading and Reporting to Parents, believe that the FCPS document supports the IB MYP goals for student assessment and reporting students’ progress to parents. As MYP schools Holmes and Poe strive to follow the mandates of our school district and those of the MYP, aligning assessment practices according to the aims of both entities. 

We believe that essential objectives drive authentic assessment, which then measures students’ learning and allows for transparent, equitable and relevant assessment practices.  We believe that formative and summative assessment should be holistic to support learning and achievement and account for the unique development of all students.

Common Practices:

Teachers measure students’ progress toward mastery of IB and FCPS objectives through the use of

• Common assessments aligned with the Virginia Standards of Learning

• Assessing each MYP criterion for each subject a minimum of twice a year

• Integration of approaches to learning skills in assessment tasks 

• Internal summative assessments that are supported by formative processes

• The most accurate demonstration of students’ performance in determining the grade that is to be reported to parents

Teachers provide clear learning objectives and create assessments that are

• Relevant and strategic

• Tools for guidance in instruction

• Authentic tasks that allow students’ to demonstrate their knowledge in multiple ways

• Appropriate for the subject and student age group

• Reflective and promote the development of critical thinking skills

• Available to the school community

Teachers provide feedback and multiple opportunities for students to master objectives by

• Allowing revisions or retakes according to descriptive feedback and guidance

• Promoting positive attitudes, ownership and self-evaluation of student learning

• Working collaboratively with other teachers on skills that transfer across disciplines

• Giving feedback in a timely manner

• Offering students choice in developing their maximum learning potential

Poe/Holmes IB MYP Language Diversity Policy

Philosophy

We believe that all students can learn, want to learn, and desire competence and excellence in academic pursuits. We recognize that students learn differently, learn at different rates and have strengths and weaknesses in many areas. We strive to support our students’ academic success and language acquisition through ESOL (mother tongue is other than English) and Language B (Spanish, French and/or Latin Language classes) instruction.  We have a range of instructional services designed to support all students. To this end, we strive to encourage strong work habits, verbal non-verbal communication skills, social skills and critical thinking at every level.

Roles and Responsibilities

The School will:

• Provide guidance and information so that the students and their parents can make informed decisions about their academic plans in language acquisition.

• Facilitate the provisions of appropriate accommodations as specified by a student’s language learning need

• Provide inclusive academic and community opportunities for all students. (providing translation and community services)

• Maintain discretion and confidentiality regarding ESOL services.

• Support language acquisition opportunities in the academic milieu.

• Ensure the support of multiple language acquisition class opportunities (French and/or Spanish) for all students to enroll in.

Teachers will:

• Give all students the opportunity to demonstrate their learning in different ways so that they can achieve their personal best.

• Provide differentiation and accommodations in conjunction with the student’s ESOL academic plan.

• Maintain a classroom atmosphere which affirms identity and builds self-esteem, values prior knowledge, and provides scaffolding and extended learning opportunities for all students.

• Actively communicate with parents to promote student success in mother tongue if needed.

• Promote the value of language acquisition 

Parents/Guardians will:

• Request services from the school as they are needed in a proactive manner.

• Provide documentation and information to school personnel to facilitate intervention strategies and academic success.

• Communicate and support school personnel in assisting with student success as part of the team 

Students will:

• Be proactive in seeking assistance from their teachers to meet their learning needs.

• Learn to advocate for themselves regarding their academic needs.

Revisions

This policy will be evaluated each year to ascertain its validity based on the changing  needs of the stakeholders and dictates mandated by state, local, and school district governing bodies, and IB requirements.

Poe/Holmes IB MYP Special Needs Policy

Philosophy

We believe that all students can learn, want to learn, and desire competence and excellence in academic pursuits. We recognize that students learn differently, learn at different rates and have strengths and weaknesses in many areas. We strive to support our students’ academic success by instilling self-management and self-discipline in age-appropriate ways. We have a range of services designed to support all students.  To this end, we strive to encourage strong work habits, organizational skills, study skills and critical thinking at every level.

Roles and Responsibilities

The School will:

• Provide guidance and information so that the students with special needs and their parents can make informed decisions about their academic plans.

• Provide updates and re-evaluations concerning student’s academic progress in IEP and 504 plan meetings through the Special Education Department. 

• Facilitate the provisions of appropriate accommodations as specified by a student’s IEP or 504 plan.

• Provide inclusive academic and community opportunities for all students.

• Maintain discretion and confidentiality regarding Special Education services.

Teachers will:

• Give all students the opportunity to demonstrate their learning in different ways so that they can achieve their personal best.

• Provide differentiation and accommodations in conjunction with the student’s IEP/504 plan.

• Maintain a classroom atmosphere which affirms identity and builds self-esteem, values prior knowledge, and provides scaffolding and extended learning opportunities for all students.

• Will actively communicate with parents to promote student success.

Parents/Guardians will:

• Request services from the school as they are needed in a proactive manner.

• Provide documentation and information to school personnel for IEP and 504 plans to facilitate intervention strategies and academic success.

• As part of the team,  communicate and support school personnel in assisting with student success

Students will:

• Be proactive in seeking assistance from their teachers to meet their learning needs.

• Learn to advocate for themselves regarding their academic needs and IEP process when appropriate.

Revisions

This policy will be evaluated each year to ascertain its validity based on the changing  needs of the stakeholders and dictates mandated by state, local, and school district governing bodies, and IB requirements.