IB Middle Years Program

Philosophy and commitment:
At Alex Sanger Middle School, we deeply commit to fostering academic integrity within our educational community, embracing the core principles of honesty, ethical conduct, and responsible research practices. We recognize that in an increasingly digital and AI-driven world, it is essential to teach our students not only the importance of upholding academic integrity but also how to responsibly utilize emerging technologies. Our philosophy centers on the belief that academic achievement is not solely about what students learn but also about how they learn, embracing the values of authenticity, respect, responsible scholarship, and the IB learner profile trait of being "principled." By educating our students on the responsible use of technology as a tool for learning and research, we empower them to engage ethically, think critically, and contribute meaningfully to their communities and the global society, aligning with the principles of the International Baccalaureate Middle Years Programme.

 

Honesty Standards

At a minimum, the following Honesty Standards are the expectations of every scholar:

• Do your own work.
• Give credit (cite sources) when others' words, ideas, or works are used.
• Refuse to help others cheat.
• Finish all work by the assigned time.

Definitions:

• Academic Misconduct: Academic misconduct is defined as any behavior that leads to, or has the potential to lead to, a student or another student gaining an unfair advantage in one or more assessment components within the context of the Middle Years Programme (MYP). Such misconduct includes, but is not limited to, acts of plagiarism, collusion, and duplication of work.
• Authentic Authorship: 
  • Definition: Authentic authorship refers to the genuine creation of original work by an individual, avoiding the misrepresentation of someone else's ideas, expressions, or intellectual property as one's own.
  • Example: Presenting original research findings without misrepresenting the work of others.
• Intellectual Property: 
  • Definition: Intellectual property encompasses the products of intellectual and creative expression, including inventions, literary and artistic works, designs, and symbols, as well as names and images used in commerce. These creations are generated by the human mind and are typically protected by legal frameworks. In an academic context, it is essential to respect intellectual property rights by giving due credit and proper citation when using the works, ideas, or expressions of others, such as literary works, artwork, music, and any other form of intellectual and creative content. Violating these rights can result in legal consequences and academic penalties.
  • Example: Using copyrighted material without appropriate citation or authorization.

 

Table 1. Definitions and explanations of academic dishonesty
Plagiarism

 

Collusion

 

Duplication

 

Cheating

 

Plagiarism and Citation Guidelines:

To prevent plagiarism and promote academic integrity, we emphasize the following practices:

 

• Understanding and Awareness: Educate students about the concept of plagiarism, its consequences, and the importance of ethical scholarship. Teachers should clarify the differences between proper citation and plagiarism.

 

• Assignment Design: Create assignments that encourage original thought, critical thinking, and synthesis of information rather than mere regurgitation of existing materials.

 

• Time Management: Encourage students to manage their time effectively to avoid last-minute rushes, which can lead to unintentional plagiarism.

 

• Source Selection: Guide students in selecting reliable and reputable sources for their research, and teach them how to critically evaluate sources.

 

• In-Text Citations: Teach students the correct format for in-text citations, including when and how to use quotation marks, paraphrase, and cite sources.

 

Citation Styles

In accordance with IB guidelines, Alex Sanger Middle School primarily employs the Modern Language Association (MLA) or American Psychological Association (APA) citation styles for academic writing. It is crucial for students to understand the specific citation style required for each assignment. Teachers will provide guidance on the appropriate style for their subjects.

 

Procedures- reporting, recording and monitoring: 

• Teachers and students share the responsibility of maintaining academic integrity. Teachers should report suspected cases of plagiarism to the appropriate school authorities. If students suspect their peers of plagiarism, they should confidentially report their concerns to a teacher or school administrator.
• All students are expected to inform their school administrators or teachers immediately if a student's actions compromise the integrity of an examination.  
• Any teacher who discovers academic dishonesty will immediately write-up a discipline referral to be sent to the appropriate Grade Level Assistant Principal for action. The teacher writing the referral will notify the parents/guardians of their scholar’s infraction and request a conference to address the scholar’s behavior.

 

Consequences for Violations: 

• Consequences of academic dishonesty will include an automatic zero for the assignment/project (or an opportunity to re-do the assignment/project for a reduced grade).
• Additional consequences at the discretion of the Grade Level Assistant Principal (as outlined in the Scholar Handbook) may include:
  • after-school detention;
  •  revocation of privileges (participation in or attendance at school functions – dances, sports, extra-curricular activities, etc.;
  • Saturday School

 

Support and Education:
We are committed to helping students develop proper research and citation skills. If students need assistance with citation styles, research techniques, or avoiding plagiarism, they can seek guidance from their teachers, librarians, or academic advisors.

To support students in abiding by our Academic Integrity Policy, the school provides the following resources:

• Educational Workshops: Regular workshops educating students on the concept of plagiarism, proper citation, and the importance of ethical scholarship.
• Online Guides: Online resources and guides accessible to students, offering tips on time management, source selection, and effective citation.
• Teacher Guidance: Teachers are available to provide individual guidance on research techniques, citation styles, and avoiding plagiarism.

 

Roles and Responsibilities:

• Teacher
  • Responsible for educating students about the consequences of plagiarism and the importance of academic honesty. They should discuss the concept of plagiarism in their classes and clarify expectations regarding citation and original work.
  • Provide clear guidelines and expectations for assignments, including details on citation styles, sources, and collaboration policies.
  • Design assessments that encourage critical thinking, creativity, and originality, reducing the temptation for students to engage in plagiarism.
  • Responsible for monitoring student work for signs of plagiarism and conducting investigations when suspicions arise.
  • Provide support and guidance to students who require assistance with citation, research, or understanding plagiarism.
• Student
  • Responsible for producing original work, ideas, and research for all assignments and assessments. They should never present someone else's work, ideas, or intellectual property as their own.
  • Accurately cite all sources used in their assignments and research projects, following the specified citation style (e.g., MLA or APA) as directed by their teachers.
  • It is the responsibility of students to understand the concept of plagiarism, including the various forms it can take, and to ask teachers for clarification when in doubt.
  • Students are encouraged to manage their time effectively to avoid rushing through assignments and resorting to unethical practices due to time constraints.
  • Students have a responsibility to maintain the academic integrity of the school community. If they suspect or witness a case of plagiarism, they should confidentially report it to a teacher or school administrator.
• Admin 
  • School administrators are responsible for enforcing the school's academic honesty policy consistently and fairly.
  • Ensure that teachers have the necessary support and resources to educate students about academic honesty effectively.
  • Administrators may need to oversee investigations into suspected cases of plagiarism and take appropriate actions based on the severity of the offense.
  • The school administration should periodically review and update the academic honesty policy to reflect changing educational needs and expectations.
• Parent
  • Support their children's education by discussing the importance of academic honesty, ethics, and the consequences of plagiarism.
  • Encourage their children to manage their time effectively and seek help when needed to reduce the likelihood of resorting to unethical practices.
  • Maintain open lines of communication with teachers and the school administration. If they suspect their child is involved in academic dishonesty, they should address the issue with the school promptly.

 

Policy Review:

This policy is reviewed and updated annually to reflect our ongoing commitment to inclusion and the evolving needs of our school community.

 

Policy Communication:

We share this policy annually with all stakeholders through staff and parent newsletters, campus meetings, and professional development. The policy is also available online for reference.

 

Purpose:

The purpose of this Admissions Policy is to establish transparent and equitable criteria and procedures for students seeking enrollment in the International Baccalaureate Middle Years Programme (IB MYP) at Alex Sanger Preparatory. This policy ensures that the admissions process aligns with the principles of the IB MYP and reflects the values of our school community.

 

Eligibility Criteria:

• Enrollment in Alex Sanger Prep Middle School is the sole eligibility criterion for participation in the IB MYP. The IB MYP is designed to be inclusive and accessible to all students within the school community.

 

Application Process:

 

• Automatic Enrollment: Every middle school student who is enrolled at Alex Sanger Prep Middle School will automatically be considered a participant in the IB MYP, beginning in 6th grade.
• No Application Required: There is no separate application process or selection criteria for participation in the IB MYP. All enrolled students are welcomed into the program as a part of our commitment to providing an IB education for all eligible students.
• Ongoing Enrollment: Students who enroll at Alex Sanger Prep Middle School during the academic year will be integrated into the IB MYP as soon as they join the school, ensuring a seamless transition into the program.

 

Priority Considerations:

Our policy emphasizes that all students enrolled at Alex Sanger Prep Middle School have equal access to the IB MYP program, and no priority considerations or selection criteria will be applied. This approach reflects our commitment to the IB principles of inclusivity and diversity.

 

Transfer Students:

Transfer students who join Alex Sanger Prep Middle School will also have the opportunity to participate in the IB MYP, following the same automatic enrollment procedures outlined above. We welcome transfer students into our inclusive educational environment and support their integration into the program.

 

Appeals Process:

Since enrollment in the IB MYP is automatic and based on school enrollment, there is no appeals process for admissions. Our commitment to inclusivity and transparency ensures that all eligible students have equal access to the program.

 

This Admissions Policy reflects the inclusive nature of the IB MYP program at Alex Sanger Prep Middle School, where all students enrolled at the school are encouraged to participate and benefit from the program's educational opportunities.

Policy Review:

This policy is reviewed and updated annually to reflect our ongoing commitment to inclusion and the evolving needs of our school community.

 

Policy Communication:

We share this policy annually with all stakeholders through staff and parent newsletters, campus meetings, and professional development. The policy is also available online for reference.

 

School Mission and Vision Statement

Our vision: Alex Sanger Preparatory School aspires to become the leading International Baccalaureate (IB) and Dual Language school in East Dallas. We are committed to cultivating globally-minded scholars who are well-prepared for academic and professional success, poised to contribute significantly to their communities and the world.

 

Our mission: Alex Sanger Preparatory School delivers a world-class education that promotes equity through dual language proficiency and experiential learning. We empower our students to evolve into globally-minded scholars who possess the skills to make a positive impact on society, both locally and globally.

 

Philosophy 

At Alex Sanger Middle School, our assessment philosophy integrates a holistic approach inspired by educational stakeholders and the IB learner profile. We emphasize both formative and summative assessments, viewing formative assessments as opportunities for students to learn from managed errors. Feedback is central, and tasks are designed to be authentic, reflecting our commitment to cultural sensitivity. Collaboration and transparency are key, with criteria shared before assessments. Our philosophy underscores the role of assessment in continuous curriculum improvement, supporting a personalized learning environment that evaluates the full spectrum of the IB learner profile. Our aim is to provide adaptable and personal feedback, ensuring students develop essential skills for success in a diverse global context.

 

Goals of Assessment

At Alex Sanger Middle School, our assessment goals are centered on fostering meaningful and constructive learning experiences. We aim to provide timely and insightful feedback across all areas of learning, avoiding assessments for mere report accumulation. Our commitment includes promoting excellence and joy in learning, emphasizing self-assessment and peer-assessment for mutual understanding between students and teachers.

 

Assessment is a dynamic practice that not only measures learning but also drives instruction collaboratively with teachers, students, and parents. We prioritize the development of authentic assessment tasks, specific, varied, and applicable to real-world scenarios. This approach actively involves students in their learning journey, showcasing skills in expression, collaboration, and a commitment to service.

 

Our collaborative assessment practices involve all stakeholders—students, teachers, and parents. Standardization ensures consistency across the school, fostering a shared understanding of expectations. In summary, our assessment goals at Alex Sanger Middle School create a positive and authentic learning environment, enhancing the learning experience for holistic student development.

 

Approaches to Learning

Additionally, assessment in the MYP plays a significant role in the development of approaches

to learning (ATL) skills. These processes of thinking should enable students to arrive at an

enhanced understanding of their strengths and limitations. To support ATL skills, the program

stresses the importance of both student and teacher self-assessment and reflection throughout

the entirety of the Unit.

 

Types of Assessment

• ​​Pre–assessment – All teachers will assess student’s prior knowledge and experience before embarking on new learning experiences. 
• Formative assessment – On-going and regular assessment will be used during the teaching and learning process to inform teachers and students about how the learning is developing. Formative assessment and teaching are directly linked. A variety of methods will be used. Teachers are expected to keep records of their formative assessments. Formative assessments occur daily. 
• Summative assessment – Summative assessment happens at the end of the teaching and learning process and is planned in advance. The assessment is designed so that students can show their understanding of concepts, knowledge and skills in authentic contexts.
• Self- assessment- A continuous and reflective practice empowering students to actively shape their learning journey. It serves as an ongoing process where students reflect on their progress, set learning goals, and contribute to their educational development.Self-assessment enriches the authenticity of evaluations, fostering metacognitive skills and a sense of ownership in the learning process.

 

Mandatory Assessments

All teachers must administer the following assessments per district and state guidelines:

• STAAR (State of Texas Assessments of Academic Readiness)
• Measures of Academic Progress (MAP) Assessment
• Academic Course Performance (ACP) Assessment for High school Level Courses (Physics and Algebra) 
• District Unit Assessments for core content courses

 

Recording and Reporting Formative and Summative Assessments

• Student work on formative and summative assessments is assessed using the Middle Years Programme (MYP) subject group criteria. Teachers use MYP-published criteria for assessment tasks during the year.
• Objectives from all eight required subject groups are assessed using MYP-published criteria multiple times during the school year.
• Teachers use the Year 1 or 3 of the published rubric appropriate to a student's year in the programme. Sixth and seventh grade teachers use the Year 1 rubric consistently. Eighth-grade teachers use the Year 3 rubric consistently.
• MYP scores are awarded according to how well the student has demonstrated mastery of the published criteria
• Rubrics MUST be provided to students before the start of the assessment.
• All teachers and students must use the rubrics to inform their progress throughout the assessment period.

Equivalency Chart: MYP assessment scores to Dallas ISD scores

• Teachers need a grade out of 100% when entering Powerschool grades.
• Allows students to get IB and DISD credit for assessments.
  • Using task-specific rubrics from subject guides students earn an IB grade (1-8) and a DISD grade (50-100)

 

 

Subject groups must address all strands of all four assessment criteria at least twice in each year of the MYP. In the MYP, subject group objectives correspond to assessment criteria. Each

criterion has eight possible levels of achievement.

Using MYP Criteria and Determining Achievement Levels for All Subject Areas

To determine a student’s achievement level, teachers will use a criterion-related approach.

Student performance will be measured using predetermined assessment criteria based on the

aims and objectives of each subject area. To determine a student’s overall semester

achievement level, teachers will gather evidence from various summative assessments and

make a professional and informed decision guided by criteria. Aggregating a students 0-8 levels for each subject’s four criteria to a number out of 32. This score is compared to IB published grade boundaries to establish an overall 1-7 MYP grade.

 

Reporting on Learning

At Sanger MS, we believe that parents, teachers, and students are partners in education.

Students and parents are kept informed in the following ways:

• Open-house and parent teacher conference week
• Powerschool (online grade book)
• Teacher and/or counselor e-mails, phone calls, and meetings
• Teacher-student feedback
• Reports:
  • Progress reports are sent out to families every three weeks
  • Report cards are shared with families every nine weeks

• Individual Education Plan (IEP) meetings for special needs students and LPAC meetings for English language learners

 

The Learning Community

Teacher's Responsibilities

• Clearly outline assessment expectations in advance using written guidelines and rubrics.
• Give timely and detailed feedback on assignments
• Create opportunities for students to assess their own work
• Give opportunities for students to assess and be assessed by their peers
• Plan meaningful assessments that clearly contribute to learning
•  Create assessments that require the use of the application and analysis
• Modify teaching based on formative assessment data throughout the unit
• Analyze assessment data to identify student performance and needs
• Work in collaborative teams to create learning opportunities that allow students to succeed on common assessments
• Give feedback on formative assessments before assessing summatively
• Enter both formative and summative assessments in Powerschool.
• Work with the Special Education, Dyslexia, and Campus Instructional Leadership Team (CILT) to design assessments that will effectively assess students' learning with specific learning needs.
• Communicate with students' advisors and parents when students have excelled or been challenged by an assessment

 

 Student Responsibilities

• Act as autonomous learners by thinking independently, assessing progress, and taking responsibility for deadlines
• Analyze and monitor their own formative and summative assessment data to assess their progress
• Arrange meetings with subject teachers to get additional support when needed and personalized feedback.
• Prepare for all assessments to maximize growth
• Submit work on or before the assigned due date
• Follow academic honesty guidelines and ensure that any work that is submitted is your own and referenced using MLA format.

 

Family/Community Responsibilities

• Review assessment results with student
• Set goals with the student and review them periodically
• Talk to your student about the importance of statewide tests (STAAR) and the importance of reviewing all assessments

 

MYP Coordinator, and Secondary Administration Responsibilities

• Observe and encourage peer-to-peer observations that cultivate a culture of reflection regarding the assessment of learning and the use of instructional best practices.
• Support summative assessment
• Ensure each subject group accesses each prescribed criteria using IB rubrics (Task-specific) each year
• Ensure each strand of each subject group is assessed twice yearly

 

Policy Review

This policy is reviewed and updated on an annual basis in August. To adjust the policy for the

upcoming year based on the previous year.

 

Policy Communication

This policy is shared annually with all school constituents via Staff and Parent Newsletters as well as campus meetings and professional development. This policy will also be available to

staff and parents online.

 

School Mission and Vision Statement

Our vision: Alex Sanger Preparatory School aspires to become the leading International Baccalaureate (IB) and Dual Language school in East Dallas. We are committed to cultivating globally-minded scholars who are well-prepared for academic and professional success, poised to contribute significantly to their communities and the world.

 

Our mission: Alex Sanger Preparatory School delivers a world-class education that promotes equity through dual language proficiency and experiential learning. We empower our students to evolve into globally-minded scholars who possess the skills to make a positive impact on society, both locally and globally.

 

Philosophy & Commitment:

At Alex Sanger Prep Middle School, we wholeheartedly embrace the principles of inclusion, recognizing that every student is a unique individual with diverse needs. Our unwavering commitment is to cultivate an inclusive educational environment that upholds the values of the International Baccalaureate Middle Years Programme (IB MYP) and ensures that all students are afforded the opportunity to maximize their academic potential.

 

Enrollment and Participation:

 

• Enrollment in the IB MYP: Every student, whether enrolled through their attendance zone or transfer application, is automatically designated as a participant in the IB MYP program upon joining Alex Sanger Prep Middle School.
• Inclusion for All: We believe that every student, regardless of their background, abilities, or differences, should have the opportunity to participate in the IB MYP program. Our commitment is to provide inclusion opportunities to all students enrolled at our school.
• Continuous Improvement: In our unwavering commitment to inclusion, we undertake a perpetual process of reviewing and enhancing our policies and procedures related to students with diverse learning needs. This encompasses regular evaluations of our special needs population, available services, philosophy, and operational procedures.

 

Legal Framework:

Alex Sanger Prep Middle School operates in strict compliance with all pertinent laws governing the identification and provision of special education and related services, including:

 

• Individuals with Disabilities Act (IDEA)
• Section 504 of the Rehabilitation Act of 1973
• Family Education Rights and Privacy Act (FERPA)
• Americans with Disabilities Act (ADA)

 

Educational Services and Supports:

1. Special Education Services: Students with disabilities are entitled to receive special education services tailored to their unique needs, including modifications, accommodations, and support.
2. Admission, Review, and Dismissal (ARD) Committee: Every student receiving special education services has an ARD committee that meets at least annually to review placement, academic progress, and behavior plans. Student and parent/guardian participation in ARD meetings is encouraged.
3. Assessment Modifications: Students with Individualized Education Plans (IEPs) may receive assessment modifications as required.
4. Full Spectrum of Services: Alex Sanger Prep Middle School offers a comprehensive range of services catering to students with special needs, addressing a multitude of disabilities and learning requirements.

 

Texas Law Categories of Special Education Disabilities:

We recognize and serve students with disabilities in accordance with the categories defined by the state of Texas, including but not limited to:

 

• Intellectual Disability
• Hearing Impairment
• Visual Impairment
• Speech or Language Impairment
• Emotional Disturbance
• Specific Learning Disability
• Autism
• Developmental delay
• Multiple Disabilities

 

Section 504:

Section 504 of the Rehabilitation Act of 1973 is followed to ensure that students' needs are met, providing accommodations as necessary to ensure equitable access to education.
The chart below illustrates the districts 504 Identification Process: 

 

Inclusive Education Support Team:

Our school's Inclusive Education Support Team includes dedicated professionals who collaborate to support students with diverse needs, including our IB Coordinator and Special Education Campus Coordinator/Department Chair.

 

We provide systematic, structured support to meet the demands of the IB MYP program, including:

 

• Inclusion Support in MYP classes
• Resource English and Math
• Access to Tutorials
• Access to Technology
• Support from Specialists
• Behavior Support
• Homebound Services
• Response to Intervention
• Differentiation

 

English Language Learners (ELL):
Upon enrollment, English Language Learners (ELLs) are assessed for placement in appropriate language support programs. ELL needs are addressed through collaboration with regular classroom teachers and ESL specialists.

Procedure for Exiting the ELL Services:

At the end of the school year, a district may transfer (exit, reclassify, transition) an ELL out of a bilingual or ESL education program for the first time or a subsequent time if the student is able to participate equally in a regular all-English instruction program as determined by satisfactory performance in both  assessment areas below and the results of a subjective teacher evaluation

 

Gifted and Talented (G/T) Students:
Our G/T program aims to provide advanced educational opportunities for eligible students. Students are identified based on assessments, and the program supports their accelerated learning.

 

Professional Development:

Our staff participates in ongoing professional development, including IB MYP program training, to ensure they are equipped to support students effectively.

 

Policy Review:

This policy is reviewed and updated annually to reflect our ongoing commitment to inclusion and the evolving needs of our school community.

 

School Mission and Vision Statement

Our vision: Alex Sanger Preparatory School aspires to become the leading International Baccalaureate (IB) and Dual Language school in East Dallas. We are committed to cultivating globally-minded scholars who are well-prepared for academic and professional success, poised to contribute significantly to their communities and the world.

 

Our mission: Alex Sanger Preparatory School delivers a world-class education that promotes equity through dual language proficiency and experiential learning. We empower our students to evolve into globally-minded scholars who possess the skills to make a positive impact on society, both locally and globally.

 

Philosophy & Commitment

At Alex Sanger Middle School, we firmly believe that all teachers bear the responsibility of facilitating language instruction. We emphasize the development of language skills in English, Spanish, and students' mother tongue languages. Aligned with the principles of the IB Middle Years Programme (MYP), we view every staff member as a language teacher. This philosophy drives us to integrate language instruction and cultural exploration into the curriculum across all disciplines, fostering globally-minded and connected citizens.

 

We embrace students from diverse linguistic backgrounds, and for the majority of our students, English is not their first language. Given this demographic, we are dedicated to a language policy that supports language acquisition and inclusion, especially for our students.

 

Identification

Upon enrollment, students new to Alex Sanger are assessed for English language proficiency if their first language is not English. The Las Links placement test determines students' English proficiency levels, allowing us to determine the need for placement in ESL classes.

 

English as a Second Language

Alex Sanger's primary language of instruction is English, in alignment with the Texas Course of Study for English Language Arts. Our English Language Learners (ELLs) receive differentiated support from specialized personnel. This support includes collaboration with regular classroom teachers and ESL teachers, with services guided by individual student needs. Students undergo the Texas English Language Proficiency Assessment System (TELPAS) annually to assess proficiency levels in both written and spoken English.

 

Dual Language Program

In our Dual Language program, instruction is conducted in both Spanish and English, fostering bilingualism and cultural exchange. Although most classes are primarily conducted in English, our Science courses are offered in both Spanish and English, allowing students to practice both languages in an academic context.

 

Speech/Language and Hearing Impaired

Students in need of Speech/Language or Hearing Impaired services are identified through referrals by staff or parents. Our licensed speech-language pathologist delivers services tailored to individual needs as outlined in the student's Individualized Education Plan (IEP). Hearing screenings are conducted, and specialists offer consultative and direct services, supporting inclusive practices in regular classrooms.

 

Professional Development/ Teacher Support 

Our staff participates in continuous professional development to support IB and language instruction. This includes IB MYP training, district-sponsored professional development in reading and writing, and weekly Professional Learning Community meetings. We utilize district-wide professional development days to expand our knowledge in areas that address diverse student needs. The ESL department collaborates with teachers to provide targeted strategies and instructional practices throughout the school year.
 

The school has collaborative forums, such as regular workshops and team meetings, to encourage teachers to share successful language instruction practices and resources. These forums promote a culture of collaboration, enabling educators to learn from one another and enhancing their collective expertise in language instruction.

 

Parent Communication Resources

We provide resources in both English and Spanish, offering translation services for all communication. ESL parent classes are available to enhance English proficiency. Our community liaison connects parents with academic and non-academic resources. Parent training sessions cover topics related to language acquisition and home assignment support.

 

Mother Tongue Language

Interpreters and translators are accessible for parent-teacher conferences, programs, meetings, and general communication. Bilingual staff and stakeholders offer additional support. We are committed to adding resources and books in the mother tongue to our media center, promoting respect for the languages and cultures represented in our school.

To further support the mother tongue language, the school organizes parent workshops and events that provide guidance on how parents can actively engage in fostering their child's Spanish language development at home. These initiatives reinforce the partnership between the school and parents in promoting multilingualism.

 

Cultural celebrations throughout the year highlight the diversity among our students. Special emphasis is placed on integrating cultural elements into the curriculum and extracurricular activities, fostering an inclusive environment that values and respects the rich tapestry of our school community. The school actively involves the local community in cultural celebrations and events such the Hispanic Heritage Festival and African American History Festival. This includes inviting community members to share their cultural experiences, organizing collaborative projects with local cultural organizations, and fostering partnerships that enhance the cultural vibrancy of our school.

 

Additional Language Acquisition

Beginning in the 2023-2024 school year, we offer additional language classes in Spanish for grades 7-8. Students work towards acquiring a new language while maintaining their mother tongue. Classroom teachers incorporate appropriate Spanish vocabulary, supporting students in their language acquisition journey. In the MYP, students in language acquisition are grouped into phases. 

• Level 1- Beginner
• Level 2- Intermediate

 

Beginning in the 2024-2025 school year students in grade 6 participate in a Discovering Languages course. Through this course students are introduced to 6 languages across 6 modules throughout the years. The languages are: 

• French
• Italian
• Japanese
• Latin
• German
• Korean
   

Support of English Language Development

Per MYP requirements, students participate in a language acquisition course and three years of MYP language and literature courses, available in English. These courses develop listening, speaking, reading, and writing skills. The Amplify program exposes students to various texts, enabling connections across subjects and encouraging analytical skills. Teachers model learning and provide scaffolded activities to facilitate inquiry and achieve MYP objectives.

 

Teacher Responsibilities

• Facilitate language development across all subject areas.
• Foster effective communication skills.
• Provide opportunities for real-life knowledge and cultural awareness.
• Highlight the importance of language acquisition.
• Review and update the language policy as needed.

 

Student Responsibilities

• Commit to learning a language other than their mother tongue.
• Communicate effectively in all subject areas.
• Follow teachers' instructions in all subjects.
• Attempt to communicate in a language other than their mother tongue.

 

IB Coordinator/Leadership Team

• Communicate the language policy to the school and the local community.
• Ensure the master schedule supports language acquisition for all students.
• Review and update the language policy as needed.
• Provide appropriate professional development opportunities for all teachers and

 

Policy Review:

This policy is reviewed and updated annually to reflect our ongoing commitment to inclusion and the evolving needs of our school community.

 

Policy Communication:

We share this policy annually with all stakeholders through staff and parent newsletters, campus meetings, and professional development. The policy is also available online for reference.

 

Purpose of standardization: 

Internal Standardization is the process by which the assessments of a teacher are assured to be accurate by another colleague(s) from the same subject group. 

Standardization Process:

Teacher-to-Teacher

1. Teachers create task-specific rubrics
2. During PLC, teachers share samples of student work. 
3. Teachers assess work using task-specific rubrics and compare scores for alignment of grading
4. Discuss any adjustments that need to occur (if needed)

*If the teacher is the only teacher, the expectation is for teachers in other grade levels (same subject) to support the standardization process. 

Student-to-Student

1.  Go over the assessment, expectations, and the task-specific rubric

2. Students provide feedback to each other using task-specific rubrics

Frequency of Standardization:

• A minimum of three MYP assessments per year within each subject group
• A minimum of three student samples (high/medium/low)

IB and DISD Grading

• After determining the IB grade for the assessment, teachers will use the equivalency chart to determine the DISD grade for PowerSchool

 

 

Standardization of Community Project 

• Project supervisors will standardize community projects based on the MYP Community Project criterion. 
• Each project will be assessed by the supervisor and two additional staff members.