Policies

Academic honesty policy – UES campus

BIBS Mission Statement

BIBS seeks to empower its learners to become bilingual, multi-cultural and global- minded citizens who are equipped with the knowledge and integrity to function successfully, responsibly and effectively in an ever-evolving global environment.

BIBS Motto: Love, Care & Support

Rationale

As reflected in our mission statement, BIBS seeks to “empower its learners to become citizens equipped with the knowledge and integrity to function successfully, responsibly and effectively”. The IB learner profile communicates clear objectives to this regard; “students acquire the skills necessary to conduct inquiry and research and show independence in learning”, “acting with integrity and honesty, with a strong sense of fairness, justice and respect ... taking responsibility for their own actions and the consequences that accompany them.” In order to thrive as the “global minded citizens” for which our mission statement strives, it is essential that the BIBS community embrace the ideas and concepts of integrity in all aspects of community life.

Policy

All members of the BIBS community are expected to adhere to the academic honesty standards set forth in this document. Teachers will help to instill the ideals of academic honesty by serving as a model of good practice. Administrators will support them in this practical effort. Parents provide a key bridge between the home and the school, by discussing the importance of honesty and integrity, and how it applies to life in and out of the classroom. Together, all community members, working under the same understandings, jointly create an environment that promotes academic honesty.

This policy promotes good practices and provides assistance in understanding and following the academic honesty policy and goals of the school. Age and grade level appropriate descriptions for how academic honesty pertains to referencing, group work, homework, classwork, tests, and examinations can be found amidst the “Documentation and Resources” and “Consequences” portions of this policy. It is understood that this academic honesty policy is integrally related to and is a part of our policies with respect to use of technology and the Student iPad Agreement; this is reflected in the school’s “Responsible Use Policy”. The Elementary School community will follow a graded, simplified Modern Language Association (MLA) style for referencing of sources, as applied in an age appropriate fashion following the “Documentation and Resources” standards.

Annual Review

This policy is reviewed at the commencement of each academic year, utilizing a team of returning teachers and new teachers, under the supervision of respective campus Principals.

Academic honesty in PYP

Two elements of the PYP curriculum—the Learner Profile and the PYP Attitudes – form the basis for the development of academic integrity in the BIBS community. The expectations for adhering to this policy applies to all members of our learning community, however, the responsibility specific to the student is as follows:

  • Students should refer to the Documentation and Resources portion of this policy for properly citing sources used.
  • Students use information technology and library resources in accordance with the “Responsible Use Agreement” and the “BIBS iPad Agreement”.

BIBS students are expected to recognize the difference between individual work and group work and act according to the following guidelines:

  • Take responsibility for their work.

  • Work individually unless otherwise instructed.

  • Acknowledge and credit the work of other group members

What is Academic Dishonesty? (Otherwise known as “cheating”)

  • Misrepresenting the work of others as your own

  • Restating, taking credit for someone else’s work

  • Stealing ideas from others

  • Finding a way to get around the rules

  • Playing unfairly, not following the rules

  • Not citing sources used for schoolwork

Consequences

Lower Elementary Consequences (K-2)

  • Student is counseled during a recess period; counseling includes student- generated adjustments to the work in question

  • Notification of the Elementary Leadership Team

  • Notification to parents

Middle Elementary consequences (Grade 3)

  • Student is counseled during a recess period; counseling includes student- generated adjustments to the work in question

  • Notification of the Elementary Leadership Team

  • Notification to parents/parent interview

  • Following counseling, the assignment in question is assigned again, and the student completes the work following proper academic honesty ideals

  • For repeated instances, placed on Academic Probation/Suspension

Upper Elementary consequences (Grades 4-6)

  • Student is counseled during a recess period; counseling includes student- generated adjustments to the work in question

  • Notification to the Elementary Leadership Team

  • Notification to parents/parent interview; explanation of probation/suspension in a family meeting

  • For repeated instances, the student is placed on Academic Probation/Suspension: Homeroom Teacher will monitor student progress during probationary period and provide any special testing accommodations recommended by the Elementary Leadership Team. If “cheating” persists, student will face an expulsion hearing.

Expulsion Hearing

  • -  If a student has more than one instance of placement on Academic

    Probation and/or Suspension, he will face an expulsion hearing

  • -  The student will stand before a panel including a homeroom teacher from the same grade level, an Elementary Leadership Team member, a PTA representative, and a Student Council representative

  • -  The student’s own homeroom teacher will present the evidence in question to the panel

  • -  The student will have the opportunity to offer further evidence in his favor, or make his defense

  • -  The panel will have the opportunity to question the student and/or teacher

  • -  The panel will make a binding decision regarding the student’s continuation at BIBS

Responsible Use Agreement

All work using online sources, or accessed via electronic devices, must follow the standards and procedures outlined the in BIBS iPad Agreement.

Students have access to, and are encouraged to use, the following materials:

  • −  Videos

  • −  Online clips

  • −  Audio files

  • −  e-books

  • −  .pdf documents

  • −  Sound bytes

  • −  Power Points

  • −  Websites

When accessing online resources, all information technology and media resources should solely be used for educational purposes.

All teachers are responsible to ensure the implementation of the students’ iPad agreement in the classroom.

Students are required to reference or acknowledge their source material via the Documentation and Resources section of this policy.

Documentation and resources

The PYP acknowledges the ideas, works, and publications of others, as a vital component to inquiry-based learning. Thus, students are encouraged and expected to include previously published works, and/or ideas of others to support their own research and conclusions. When published work is used in a manner that requires proper citation and documentation, BIBS follows a graded approach building towards a fully cited bibliography.

Grades K–2 will follow an age appropriate format. Grades 3-6 are expected to follow the simplified MLA format.

Individual Work

Grades K-1

Print Resources

Books: Fiction, Non-fiction, Picture book, Last, First M. Book Title

Magazines: Magazine Title

Encyclopedias: Encyclopedia Name

Websites: Article Title. Website Title.

Grade 2

Print Resources

Books: Fiction, Non-fiction, Picture book, Last, First M. Book Title

Magazines: Magazine Title. Author.

Encyclopedias: Article Title. Encyclopedia Name

Websites: Article Title. Website Title. Date accessed.

Grades 3-4

Print Resources

Books: Last, First M. Book Title. Tear Published.

Magazines: “Article Title.” Magazine Title. Author. Year.

Encyclopedias: “Article Title.” Encyclopedia Name. Author. Year.

Websites: "Article Title." Website Title. Publication Date. Date accessed.

Grades 5-6 MLA Format

Print Resources
Books: Last, First M. Book. City: Publisher, Year Published. Print.

Magazines: Last, First M. "Article Title." Magazine Title. Date Month Year Published: Page(s). Print.

Encyclopedias: Last, First M., and First M. Last. "Article Title." Encyclopedia Name. City: Publisher, Year Published. Page(s). Print.

Websites: Last name, First name. "Article Title." Website Title. Publisher of Website, Day Month Year article was published. Web. Day Month Year article was accessed.

Group Work

Names of group members are published with the work.

Each member’s contribution clearly defined.

This policy was written by

Robin Brian
Andrew Delo (chair) & Aimee Spence

With contributions from Silvia Chavez
David Cooney
Michael Knott

Shawn Ng Ray Tamez Paris Wang Tina Zhang

The content of each portion of this policy was generated by a sub-committee, utilizing our entire team. The language and formatting was finalized by sub- committee leaders, under the direction of the chairperson.

Review Process: Policies are reviewed at the commencement of each academic year involving a team of returning and new teachers under the supervision of respective campus Principals. (Procedures of policy review to be confirmed.)

Completed November 25th 2015