COURSE CATALOG 2020-2021 - B. MAHLON BROWN ACADEMY OF INTERNATIONAL STUDIES - B. Mahlon Brown Academy ...
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TABLE OF CONTENTS School District Calendar Graduation Requirements High School Diplomas Middle School Expectations Enrollment Expectations Grade Point Average (GPA) Promotion/Retentions Academic Planning Three‐Year Course Plans Earning Credit Accelerated Honors, Advanced Placement (AP) and International Baccalaureate (IB) High School Credit taken in Middle School Concurrent Credit Nevada Learning Academy Summer School Duplicate Coursework – Repeating Courses Postsecondary Options Nevada University Admissions Four‐Year College or University Public Community College Private Junior College Continuing Education Classes Life Skills Training Programs Apprenticeships Career, Vocational or Technical Education Job Corps City Year and Americorps Military Nevada Scholarships/Millennium Scholarship Nevada Department of Education Code of Honor/Non‐Discrimination and Accessibility Notice Attendance Requirements On Line Registration/Course Selection and Fees/Schedule Change Policy Academic Honesty/Language Policy/Special Needs Policy/Assessment Policy International Baccalaureate Middle Years Programme/Learner Profile Courses and Descriptions
CLARK COUNTY SCHOOL DISTRICT MISSION STATEMENT All students progress in school and graduate prepared to succeed and contribute in a global diverse society. SCHOOL DISTRICT CALENDAR This calendar is subject to change. Please review the current calendar online at: https://ccsd.net/district/calendar/ B. MAHLON BROWN MISSION STATEMENT B. Mahlon Brown Academy of International Studies is dedicated to maintaining a safe, positive and academically rigorous learning environment, where all students can become active, responsible global citizens and lifelong learners. HIGH SCHOOL DIPLOMAS ^ Students with significant cognitive disabilities are eligible to earn an Alternative Diploma through participation in the Nevada Alternate Assessment (NAA) and successful completion of the course credits required for a standard diploma. * CCSD students are required to take semester 1 and 2 of World History or Geography to satisfy either the Arts/Humanities/CTE state requirement for the standard diplomas or the additional social studies requirement for the other diplomas. Students may combine different semesters of World History and Geography to meet this requirement. ** Flex credits can be: a 2nd or 3rd year CTE concentrator course in one program of study, or a 4th year of math (including Algebra II or higher), or a 3rd year of science, or a 3rd year of social studies. *** Students must complete the 24 credits indicated, including Algebra II or higher, and demonstrate the following: 1. Proficiency in two languages (Seal of Biliteracy), or 2 credits in AP, IB, Dual Credit, CTE, Work Based Learning, or world language courses. 2. Earn one or both of the following endorsements: o College Ready: Students that complete a college readiness assessment and receive scores for placement into non‐remedial college‐level English and math courses as determined by NSHE Board of Regents. Students need to earn minimum assessment scores for both the College Readiness Language Arts (either a score 18 for the ACT English, 480 for SAT Reading, Level 3 English Smarter Balanced score or a Level 4 PARCC English score) and College Readiness Math areas (either a score of 22 for the ACT, 530 for SAT Math, Level 3 Math Smarter Balanced, or a Level 4 Math PARCC)." o Career Ready: Students that complete the ACT NCRC ‐ level Silver or above, or ASVAB ‐ score 50 or above, or obtain a CTE Skills Attainment certificate, or obtain a Nevada Industry‐Recognized Credential.
MIDDLE SCHOOL EXPECTATIONS ENROLLMENT EXPECTATIONS Core Enrollment Expectations for middle school students are listed below by grade level. Middle schools may vary the curriculum in an effort to provide additional opportunities for students to succeed within the school. 6th Grade 7th Grade 8th Grade Reading Reading English English English Mathematics Mathematics Mathematics Science Science Science Social Studies Computers Social Studies Health Physical Education Physical Education Physical Education Elective Elective Elective SCHEDULE CHANGES To ensure students receive enough instruction to earn a credit, schedule changes are not permitted after the first 18 school days of each semester for face‐to‐face courses. After the first 18 school days, schedules may only be changed with administrative approval. Exceptions to the above may only be made through administrative channels for unique and unusual circumstances. Distance learning or online coursework (e.g. Apex, Edgenuity) allows students to earn credit through digital instruction and is excluded from these schedule change guidelines. Last Day for Credit in Face‐to‐Face Instruction for 20‐21 School Year Semester 1: September 2, 2020 Semester 2: February 1, 2021 GRADE POINT AVERAGE (GPA) The student’s Unweighted GPA is calculated on a traditional 4‐point scale (A=4, B=3, C=2, D=1, F=0). PROMOTION/RETENTION Throughout middle school, a well‐balanced educational program including mathematics, English, reading, science, social studies, career and technical education, fine arts or exploratory classes, health, and physical education is emphasized. Students who successfully complete all middle school coursework are prepared for the rigors of high school and the End‐ of‐Course Exams. The Nevada State Board of Education and the Clark County School District have adopted promotion standards and regulations to ensure students are academically prepared. STATE OF NEVADA REGULATION FOR PROMOTION TO HIGH SCHOOL Students enrolled in the 8th grade: Students must complete 1½ (one and one‐half) credits in mathematics, 1½ (one and one‐half) credits in English or reading, 1 (one) credit in science, and 1 (one) credit in social studies with a passing grade during seventh and eighth grade for promotion to high school. One‐half (½) credit is the equivalent of one semester.
CLARK COUNTY SCHOOL DISTRICT POLICY AND REGULATION 5123 Clark County School District Policy and Regulation 5123 – Promotion, Retention, and Demotion of Students – sets the standard for promotion from sixth to seventh grade, from seventh to eighth grade, and from eighth grade to ninth grade. Pupils enrolled in grade 6 must complete ½ (one‐half) credit with a passing grade in mathematics, ½ (one‐half) credit with a passing grade in English or reading, and ½ (one‐half) credit with a passing grade in science for promotion to grade 7. Pupils enrolled in grade 7 must complete ½ (one‐half) credit with a passing grade in mathematics, ½ (one‐half) credit with a passing grade in English or reading, ½ (one‐half) credit with a passing grade in science, and ½ (one‐ half) credit with a passing grade in social studies for promotion to grade 8. Pupils enrolled in grade 8 must complete 1½ (one and one‐half) credits with a passing grade in mathematics, 1½ (one and one‐half) credits with a passing grade in English or reading, 1 (one) credit with a passing grade in science, and 1 (one) credit with a passing grade in social studies during their seventh and eighth grade years for promotion to high school. An eighth grade student who does not meet promotion requirements may be promoted to high school on academic probation provided the student meets the criteria below. A parent or guardian may elect not to place his/her child on academic probation but to remain in grade 8. High School Academic Probation Although a student may be promoted to high school on academic probation, summer school credit retrieval is recommended to improve academic skills and to prepare for success in high school. Successful completion of required summer school courses may remove a student from academic probation. An eighth grade student who has not met the promotion requirements may be promoted to the ninth grade on academic probation provided at least one of the following criteria has been met: 1. Smarter Balanced Assessment Consortium (SBAC) scores meet or exceed standards in ALL of the area(s) of credit deficiency; OR 2. Credits have been earned in ALL of the core area(s): English or reading, mathematics, science, and social studies; however, the student is deficient ONLY ½ (one‐half) credit of the five total credits required for promotion; OR 3. A student reaches the age of 16 (sixteen) on or before the final school day of the year in which the student would otherwise be retained. High School Academic Probation will consist of the appropriate remediation in the subject area(s) in which the student failed to pass in middle school. Remediation may include, but is not limited to a minimum of one semester of remedial instruction in the deficient subject area(s) during the ninth grade year. The student must earn a passing grade in the remediation course(s) in order to be removed from academic probation. A student may be placed on academic probation for more than one semester. An eighth grade student not meeting criteria for promotion to 9th grade and not meeting the criteria for academic probation may be retained in the eighth grade for the following school year without limitation. A retained eighth grade student may not be promoted mid‐year. SOURCE: Nevada Administrative Code (NAC) 389.445, CCSD Regulation 5123
Academic Planning THREE‐YEAR COURSE PLANS Each sixth grade student must have an approved three‐year academic plan. The academic plan must set forth the specific education goals the student intends to achieve before promotion to high school. The sixth‐grade student and his/her parent or legal guardian are required to work in consultation with a school counselor to develop an academic plan. In addition, students in seventh and eighth grade are required to review the academic plan at least once each school year in consultation with a school counselor and revise the plan, if necessary. SOURCES: CCSD Regulation 5123 EARNING CREDIT Nevada law states that students may earn a unit of credit for successful completion of a course containing at least 120 hours of instruction or the equivalent. This means that a student must complete 60 hours of instruction, or the equivalent, to earn 0.5 credits at the end of each semester. The Clark County School District (CCSD) has a variety of ways for students to earn credit. Internal credits are taken at a CCSD school, and external credits are taken outside of the school district. External credits are limited to 6.0 total credits for high school course work, and must be pre‐approved by the school of full‐time enrollment. SOURCE: NAC 389.040 Accelerated, Honors, Advanced Placement (AP), and International Baccalaureate (IB) In middle school, accelerated course work is available to students who demonstrate above average proficiency in core course work. Each middle school may offer a different set of accelerated courses to benefit their students. The CCSD Honors, AP, and IB course offerings are designed to challenge students to enroll in more demanding and rigorous coursework and to improve advanced academic achievement of students demonstrating accelerated educational potential. Mastery of AP and IB course content shall be determined by participation in the AP or IB examinations sponsored by the College Board and International Baccalaureate. Students are required to take the AP or IB examinations for each course in high school. Parents or guardians may waive the testing requirement related to AP and IB by informing the school administration in writing. SOURCE: CCSD Regulation 5127 High School Credit Taken in Middle School Certain coursework taken in middle school (grades 6‐8) may be counted as credit required to graduate from high school. Common courses include, but are not limited to: Computer Literacy Algebra I, Geometry Honors Foreign Language Concurrent Credit Concurrent credits are credits a student earns from another CCSD school while still attending the school of full‐time enrollment. A student may not be enrolled in two or more instances of the same course concurrently. All concurrent course enrollments require prior approval from school counselor. There is no limit on earning concurrent credits. See a school counselor for more information on the following concurrent programs: Nevada Learning Academy For specific information, including fees, call (702) 855‐8435 or visit http://nvlearningacademy.net/
Summer School Students may earn credit during the summer. Registration information is available in the counseling office in the spring. Additional information is available at http://ccsd.net/schools/summer‐school/. Duplicate Coursework – Repeating Courses A student may repeat a course but shall not receive additional credit for the repeated course. For high school course work, the higher grade shall be recorded on the permanent record and the lower grade replaced with a repeated course (RP) notation. A student may repeat a high school failed course one time to improve a grade. Regardless of the number of times a course is repeated, a grade of an “F” will only be removed once. If applicable, all other “F’s” will remain on a transcript. POST SECONDARY OPTIONS NEVADA UNIVERSITY ADMISSIONS The Nevada Board of Regents set the requirements for admission to Nevada System of Higher Education (NSHE) institutions. 3.0 GPA (weighted or unweighted) in 13 High School Courses: o 4 credits in English o 3 credits in math o 3 credits in social studies o 3 credits in natural science SAT or ACT Test Scores: o The new SAT Critical Reading and Math combined score of 1120 o The ACT Composite score of 22 Nevada Advanced Diploma FOUR‐YEAR COLLEGE OR UNIVERSITY A public or private educational institution where you can earn a bachelor's degree Schools vary in size, admissions criteria, academic standards, course offerings, student population, location, and cost In most colleges or university programs, you are expected to sample a variety of courses during the first two years and then focus on your major in the last two years Requirements for graduation differ, although most colleges require a certain number of credits in English and foreign languages PUBLIC COMMUNITY COLLEGE Ability to live at home while adjusting to college classes Simpler admissions requirements (High School Diploma or GED, Registration, Placement Test) Opportunity to sample college classes A chance to build a better academic record Lower tuition and other costs than at a typical four‐year college PRIVATE JUNIOR COLLEGE An opportunity to live away from home in a supportive environment Small classes with opportunities to improve academic skills Easier entrance requirements than a typical four‐year college or university CONTINUING EDUCATION CLASSES Provides a way to explore subject areas Opportunity to build academic study skills without worrying about grades Allows students to experience and explore college as an option
LIFE SKILLS TRAINING PROGRAMS Learn necessary daily living skills Practice independent living Be part of a college or university APPRENTICESHIPS Begin working immediately Receive training on the job and take classes Earn money and benefits when you work Learn skills that will make you employable anywhere CAREER, VOCATIONAL, OR TECHNICAL EDUCATION Minimal admissions requirement (high school graduation may or may not be required) All classes relate to skills needed for jobs in a particular occupational area Learn marketable skills JOB CORPS Vocational, academic and social skills training Room, board, and stipend Job/college support after leaving Job Corps CITY YEAR AND AMERICORPS Monthly stipend Educational Award for a complete year of service Opportunity to gain job skills and work experience http://www.cityyear.org/ http://www.americorps.gov/ MILITARY Learn valuable job skills Earn money for future education Army: http://www.goarmy.com, Navy: http://www.navy.com, Air Force: http://www.airforce.com, Coast Guard: http://www.gocoastguard.com, Marines: http://www.marines.com/, National Guard: http://www.nationalguard.com/ SOURCE: https://www.heath.gwu.edu/awareness‐postsecondary‐options NEVADA SCHOLARSHIPS GOVERNOR GUINN MILLENNIUM SCHOLARSHIP PROGRAM The State of Nevada's Governor Guinn Millennium Scholarship Program provides financial support to Nevada's high school graduates who attend an eligible Nevada community college, state college, or university. You may receive up to a maximum award of $10,000 for undergraduate coursework during the six years following your high school graduation. There is no application form to complete. If you meet all Millennium Scholarship requirements upon high school graduation, the District will submit your name to the Office of the State Treasurer. You will receive an award notification in early August. A fact sheet on policy guidelines and requirements for eligibility can be obtained by calling 888‐477‐2667 or http://www.nevadatreasurer.gov/GGMS/GGMS_Home/. Please note that this information is subject to any changes in state law, policies adopted by the NSHE Board of Regents, availability of funding, and any related matters hereto.
NEVADA DEPARTMENT OF EDUCATION CODE OF HONOR There is a clear expectation that all students will perform academic tasks with honor and integrity, with the support of parents, staff, faculty, administration, and the community. The learning process requires students to think, process, organize, and create their own ideas. Throughout this process, students gain knowledge, self‐respect, and ownership in the work that they do. These qualities provide a solid foundation for life skills, impacting people positively throughout their lives. Cheating and plagiarism violate the fundamental learning process and compromise personal integrity and one’s honor. Students demonstrate academic honesty and integrity by not cheating, plagiarizing, or using information unethically in any way. What is cheating? Cheating or academic dishonesty can take many forms, but always involves the improper taking of information from and/or giving of information to another student, individual, or other source. Examples of cheating can include, but are not limited to: Taking or copying answers on an examination or any other assignment from another student or other source Giving answers on an examination or any other assignment to another student Copying assignments that are turned in as original work Collaborating on exams, assignments, papers, and/or projects without specific teacher permission Allowing others to do the research or writing for an assigned paper Using unauthorized electronic devices Falsifying data or lab results, including changing grades electronically What is plagiarism? Plagiarism is a common form of cheating or academic dishonesty in the school setting. It is representing another person’s works or ideas as your own without giving credit to the proper source and submitting it for any purpose. Examples of plagiarism can include, but are not limited to: Submitting someone else’s work, such as published sources in part or whole, as your own without giving credit to the source Turning in purchased papers or papers from the Internet written by someone else Representing another person’s artistic or scholarly works such as musical compositions, computer programs, photographs, drawings, or paintings as your own Helping others plagiarize by giving them your work All stakeholders have a responsibility in maintaining academic honesty. Educators must provide the tools and teach the concepts that afford students the knowledge to understand the characteristics of cheating and plagiarism. Parents must support their students in making good decisions relative to completing coursework assignments and taking exams. Students must produce work that is theirs alone, recognizing the importance of thinking for themselves and learning independently, when that is the nature of the assignment. Adhering to the Code of Honor for the purposes of academic honesty promotes an essential skill that goes beyond the school environment. Honesty and integrity are useful and valuable traits impacting one’s life. Questions or concerns regarding the consequences associated with a violation of the Code of Honor may be directed towards your child’s school administration and/or the school district.
NON‐DISCRIMINATION AND ACCESSIBILITY NOTICE CCSD does not discriminate against any person on the basis of race, creed/religion, color, national or ethnic origin, sex, gender identity or expression, sexual orientation, disability, marital status or age, in admission or access to, treatment or employment, or participation in its programs and activities, and provides equal access to the Boy Scouts of America and other designated youth groups, pursuant to federal and state laws including, but not limited to, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, the Individuals with Disabilities Education Improvement Act (IDEA), and the Boy Scouts of America Equal Access Act. ATTENDANCE REQUIREMENTS Regular attendance in school is a necessity if students are to achieve their fullest potential. Parents/Guardians are urged to work with school personnel to resolve issues that may interfere with their student’s school attendance. Pursuant to Nevada Revised Statute (NRS) 392.040, students between the ages of 7 and 18 years of age must enroll and attend school for the entire time the school is in session. ALL students enrolled must follow the rules of the school district including those relating to school attendance. The limitation for secondary students with block scheduling is seven (7) unexcused absences per semester. Attendance notes should be turned in to the Deans office, which includes an explanation of the absence within 3 days of the absence in order to be excused. Make‐up work must be coordinated with the teachers after returning from the absence and returned to the teachers within the timeframe indicated by the teacher(s). ONLINE REGISTRATION The CCSD Online Registration System is available in English and Spanish and is required to be completed on line annually. Parents can complete registration at home or at the zoned school. (Parent will need an active personal email account and an activation code from the school prior to registering.) Registration for the Clark County School District is scheduled to open April 13, 2020. Families with Currently Enrolled Students: Parents who have children currently enrolled in a CCSD school and finished the 2019‐2020 school year with CCSD, will use their Campus Portal account to re‐register their children as a returning student at campusportal.ccsd.net. Families New to the Clark County School District: Parents of children new to CCSD can use the register.CCSD.net link to register their student. If your student left CCSD prior to the end of the 2019‐2020 school year, parent will register the student as new to the district at ccsd.net/parents/online‐registration.php. After completing the online registration application, all required documents need to be brought to your child’s zoned school and given to the Registrar. (Please see the list of required documents listed on the CCSD website). CCSD GUIDANCE & COUNSELING WEBSITE The Guidance and Counseling website, which can be found at http://ccsd.net/departments/guidance‐counseling, is designed to provide students and parents with information on counseling services provided by the school district. It also serves as a support reference for preparing students for their future educational decisions. Information on diploma requirements, scholarship opportunities and post‐secondary opportunities are just a few examples of information available on the website.
COURSE FEES 2020‐2021 The following courses have fees associated with their programs. Please select these courses carefully. Art ‐ Beginning, Intermediate, Advanced $20.00 Band $40.00 Choir & Vocal Ensemble $25.00 Orchestra – Beginning $30.00 (Includes a T‐shirt) Orchestra Intermediate, Advanced, Chamber $20.00 Physical Education $15.00 (Includes uniform) CPR Certification $15.00 (8th Grade Health Only) *Price is subject to change. *Payment plans may be arranged based on need. Please call the banker at (702)799‐8900 ext. 4077. NOTE: Course offerings may be added or deleted depending on staffing changes, student need, or curricular changes. COURSE SELECTION GENERAL INFORMATION Courses that you select in the spring of 2020 with your Counselor are the courses you will be required to attend during the 2020‐2021 school year. Choose your classes carefully. No schedule change requests will be approved other than those governed by the following Schedule Change Policy statement. Your schedule will be automatically generated using Infinite Campus and will be based upon data validation, the courses that you choose, and the classes offered by Brown Academy. READ THE ENTIRE COURSE REGISTRATION GUIDE AND THE COURSE DESCRIPTIONS BEFORE YOU REGISTER. Use your academic plan created with your counselor as a guide for selecting classes. You will not be allowed to take classes below your achievement level in required areas (math, English, science, social studies). All students are encouraged to take Honors and Advanced Placement courses. DISCUSS your course selection with your parent/guardians, teachers, and your counselor before registration. Teachers will make recommendations based on student performance, interests, and career/postsecondary plans. CHOOSE courses that will challenge you and give you the best possible preparation for your future in terms of employment and further education. COMPLETE your pre‐registration form with your parent/guardian and turn into your counselor. In the event elective choices are filled and/or cancelled, you will be assigned your alternate choice(s). If no choices are listed, you will be placed in whatever elective is available. UNDERSTAND you will be expected to remain in year‐long classes for the entire year. Exceptions (graduation requirements, misplacement) will be handled through the regular schedule change procedure with your counselor within the first two weeks of school.
SCHEDULE CHANGE POLICY/COURSE CHALLENGE Procedure: 1. Students sign to acknowledge receipt of printouts of COURSE REQUESTS. 2. Students with course issues must submit a change request form to their appropriate counselor no later than March 15, 2020. 3. Changes to courses will be addressed based on the following: a. Course no longer offered b. Teacher recommendations c. Student course challenge for a higher level d. Change of elective ‐ Note that requests are NOT guaranteed for electives. Please note ‐ No change requests will be honored for electives once school begins on August 10, 2020. Changes due to extenuating circumstances will only be addressed and must be approved by an administrator. Students who are not recommended for a course may enroll in the class by completing and signing the Course Challenge form and requesting the course in Campus Portal during pre‐registration. Please be aware that by doing so, your student WILL remain in the class for the entire year. This is not a decision to be made lightly, please consider the implications fully. The Clark County School District believes that all students must be prepared for the following post‐secondary opportunities: University/Four‐Year College Community/Two‐Year College Trade/Technical School Workforce
COURSES BY GRADE LEVEL 6th Grade 7th Grade 8th Grade Arts: Fine/Visual Arts Electives Arts: Fine/Visual Arts Electives Arts: Fine/Visual Arts Electives MYP Band/Intermediate Band/ MYP Beginning Band MYP Band/Intermediate Band Advanced Band MYP Beginning Choir MYP Choir/Intermediate Choir MYP Choir/Intermediate/Advanced MYP Orchestra/Intermediate MYP Orchestra/Intermediate Orchestra/ MYP Beginning Orchestra Orchestra Advanced Orchestra MYP Chamber Orchestra MYP Chamber Orchestra MYP Beginning Art MYP Chamber Choir (Early Bird) MYP Chamber Choir (Early Bird) MYP Jazz Band Advanced (Early Bird) MYP Jazz Band Advanced (Early Bird) MYP Beginning Art MYP Beginning Art MYP Intermediate Art MYP Intermediate Art MYP Advanced Art MYP Advanced Art Musical Theater Musical Theater Design Design Electives Design Electives MYP Computer Science and MYP Robotics 7‐8 MYP Robotics 7‐8 Applications (flip with PE at semester) MYP Publications 7/Journalism MYP Publications 8/Yearbook Musical Theater 7‐8 Musical Theater 7‐8 MYP TV Production I MYP TV Production I MYP Foundations of Leadership I MYP Foundations of Leadership I English English English MYP English 6 Block MYP English 7 Block MYP English 8 MYP English 6 MYP English 7 MYP English 8 Accelerated Block Accelerated Block Accelerated Individuals and Societies Individuals and Societies Individuals and Societies MYP Ancient Civilization/ MYP History & Geography 7 MYP History & Geography 8 World History MYP History & Geography 7 MYP History & Geography 8 Accelerated Accelerated Science Science Science MYP Science 6 MYP Science 7 MYP Science 8 MYP Science 6 Accelerated MYP Science 7 Accelerated MYP Science 8 Accelerated
Mathematics Mathematics Mathematics MYP Math 6 MYP Math 7 MYP Pre‐Algebra 8 MYP Math 6 Accelerated MYP Math 7 Accelerated MYP Algebra I MYP Geometry Honors Language Acquisition Language Acquisition Language Acquisition MYP Spanish Language Arts 7 MYP Spanish Honors I MYP Spanish Language Arts 6 MYP Spanish Honors I MYP Spanish Honors II Physical Education and Health Physical Education and Health Physical Education and Health PE 6 PE 7 PE 8 (flip with Computer Science and (flip with Design class at semester) (flip with Health at semester) Applications at semester)
Brown Academy and Basic Academy International Baccalaureate Academic Honesty Policy 2020‐2021 Philosophy Academic honesty and personal integrity are fundamental components of a student’s education and character development. At Brown Academy and Basic Academy of International Studies we believe that promoting academic honesty is the responsibility of the total school community. Students and all stakeholders, in accordance with the IB learner profile, will be principled. Principled learners demonstrate academic honesty and personal integrity. The learning process requires students to think, process, organize and create their own ideas. Throughout this process, students gain knowledge, self‐respect, and ownership in the work that they do. These qualities provide a solid foundation for life skills, impacting people positively throughout their lives. Maintaining academic honesty promotes an essential skill that goes beyond the school environment. Honesty and integrity are useful and valuable traits impacting one's life. Definitions of Academic Honesty: Collusion – A secret agreement between two or more parties for a fraudulent, illegal, or deceitful purpose Cheating – Act dishonestly or unfairly in order to gain an advantage Plagiarism – The practice of taking someone else’s work or ideas and passing them off as one’s own. Citation – A quoting of an authoritative source for substantiation; source cited; a quotation Integrity – The quality of being honest and having strong moral principles; moral uprightness Malpractice – Behavior that results in, or may result in, a student gaining an unfair advantage on one or more assessment components Fabrication – Inventing information, falsifying research/projects, and/or using other products with the intent to deceive Tampering – Altering teacher materials and/or student records for purposes of cheating Duplication – Submitting the same work in multiple classes for assessment without the consent of all teachers involved Forgery – Forging the signature of a Parent/Guardian, school employee, Physician, or professional individual on any document Citing Sources The Modern Language Association (MLA) or American Psychological Association (APA) styles and formats will be utilized for citation of sources. As most area high schools require MLA citation, the majority of instruction will focus on this style. However, reports using APA may be acceptable upon the teacher’s discretion. There are many free online resources for students to check to make sure they are properly citing their sources. Several reliable resources are listed below: Son of a Citation Machine www.citationmachine.net. This website is a valuable resource. The user simply selects the type of resource to be cited, and it produces both the in‐text citation as well as the proper format for the works cited page. Purdue Online Writing Lab (OWL) http://owl.english.purdue.edu/owl/resource/747/2/ This website, maintained by the Purdue University Writing Lab, is dedicated to help students with formatting writing and providing a guideline for citing sources. Easy Bib www.easybib.com. This website will automatically generate citations when the user searches for resources on its search engine. This resource is especially good for younger students.
Disciplinary Measures According to the Clark County School District Code of Honor, a student can be suspended or be recommended for expulsion if he or she is “scholastically dishonest, which includes, but is not limited to, cheating on a test, plagiarism, or unauthorized collaboration with another person in preparing written work.” As a school community, we understand that students need support and guidance when it comes to being academically honest. Therefore, we will deal with academic infringements on a case‐by ‐case basis with the end goal being behavioral change. As concerns arise, teachers will strive to define both the issue and the student’s intent. Teachers will then determine appropriate measures that must be taken by faculty and student. These may include any of the following: Communication via email, letter, phone call Detention Meeting with parents, staff or administrators. Redoing the work that is affected by academic dishonesty Administering a lower or failing grade Placing a notation on the student’s academic record indicating academic misconduct. The IB Guidelines for developing a school assessment policy in the Programme acknowledges “the high stakes nature of this assessment process, determining students’ possible pathways to further education...” As a result, infractions of academic dishonesty will be met with the most rigorous of consequences allowed for within the Clark County School District Code of Honor. Accusations of academic dishonesty in the Diploma Program will be reviewed by the Diploma Programme Coordinator and the Head of School, using the following procedure: teacher formally submits accusation in the form of a behavioral referral teacher submits documentary evidence, as well as processes & protocols in place to ensure students’ knowledge and understanding of Academic Honesty Policy as applicable to the assignment in question student(s) and parents informed; student asked to respond to the allegation in writing Head of School and Diploma Program Coordinator will examine the case and determine which consequence, if any, is appropriate. First offense consequences may include: failing grade on the assignment 3‐day suspension from school mandatory parent conference with teachers, coordinator, and student A second offense will result in the removal of the student from the Diploma Program.
Students who promote academic honesty… To Avoid Plagiarism Do Do Not Submit authentic work that is based on their original ideas Submit work without stating where it came from and acknowledge the ideas and work of others. according to MLA or another appropriate format. Cite sources using MLA and APA formats. Copy work Paraphrase ideas of another person or use in text citations Copy work when appropriate. Use resources to promote your own ideas. Steal the ideas from resources and pass them off as your own. When Collaborating Do Do Not Collaborate to meet a common assessment goal. Let one person do all the work. Share ideas during collaborative tasks. Allow someone to copy their work even though the other person may change a few things. Support classmates by asking questions and brainstorming Give the answers. ideas. When Taking Tests Do Do Not Look at their own paper. Look at the papers of others. Keep the content of the test to themselves after taking it. Tell other students the questions and/or answers on the test. Use notes and electronics approved by the teacher. Use “cheat sheets” or devices that the teacher hasn’t approved. Report instances of violations of the academic honesty policy to teachers or administrators. Parents who promote academic honesty… Do Do Not Allow students the opportunity to independently complete complex task. Do the work for their students. Help their students balance their school work load so they are ready for Excuse their students from school so tasks/tests on the day they are due in order to help students resist they have more time to study or do a temptations to be academically dishonest. project.
Teachers who promote academic honesty... Do Do Not Design inquiry‐based assessment tasks that cannot be easily Design assessment tasks with simple answers plagiarized. For example, “Suppose you were organizing tourism to that can easily be found on the internet. For Mars. What would you need to find out and how you would market, instance, a request to “Write about Mars”. etc…” Assign work that elicits an original response, thereby discouraging Assign work where the answers can be directly plagiarism. Googled. Teach how to properly cite all sources including photographs, Give students research assignments without websites, music, and literature and discuss when to cite depending explaining how they’d like the students to give on the types of assignments. credit to the original source. Teach students how to reflect on what they have read and take Allow students to copy/paste, highlight or copy appropriate notes by paraphrasing and writing down general down entire paragraphs. statements from the text. Focus on helping students understand how to help peers on Focus on punishing students for heling others assignments without providing all the answers or allowing others to on assignments before teaching them. copy their work, depending on the subject area. Model academic honesty in their own resources and presentations. Present the work of others as their own. Supervise students during exams and tasks. Provide undue assistance in the production of student work. Keep exam papers and tests secure. Leave exam papers out in the open. Teach students Fair Use Guidelines. Let students think that academic honesty is just for the classroom. Clearly state expectations for collaborative and individual work. Allow students to be unaware of teacher expectations for individual work. Administrators who promote academic honesty… Do Do Not Make expectations clear for both students and staff. Just hope students will be academically honest. Focus on teaching the skills for being academically honest rather than the Warn students not to plagiarize. consequences of dishonesty. Have an established and consistent progression of consequences when Use the harshest consequences for dishonesty occurs. first offenders. Establish a school culture that actively encourages academic honesty. Tolerate academic dishonesty. Place the Academic Honesty Policy in the handbook. Do not publish the Academic Honesty Policy. Inform staff and students through various media what constitutes Assume everyone knows the policy. malpractice and how it can be prevented.
IB Resources and Other References Academic honesty in the IB educational context. (2014). International Baccalaureate Organization. www.ibo.org Academic honesty policy. (2015) Roland Park K‐8 Magnet School for International Studies. http://rolandpark.mysdhc.org/ Code of honor. (2015) Clark County School District. http://ccsd.net/district/info/code‐of‐honor MYP Academic honesty policy. (2015) Mountain Ridge MS and Rampart HS. http://www.asd20.org/Schools/mrms/Teachers/Shawn_Parsons/IB%20Policies/Forms/AllItems.a spx MYP: From principles into practice. (2014). International Baccalaureate Organization. www.ibo.org Brown Academy and Basic Academy International Baccalaureate Language Policy 2020‐2021 Philosophy “Language is the road map of a culture. It tells you where its people come from and where they are going.” – Rita Mae Brown. Brown Academy and Basic Academy of International Studies recognize that language is central to all learning. Language study develops international understanding, reinforces cultural identity, enhances personal growth, and promotes effective communication. Through a shared responsibility of all teachers, parents, administrators, and students, we foster the development of the language of instruction, world languages and the mother tongue to develop students as proficient communicators in a global society. Overview of Languages English is the language of instruction. English as a subject is taught through: o Language and Literature o ELL services as a support for students with a mother‐tongue other than English World languages offered: o Spanish: available grades 6‐12 Students whose native tongue is not English may use supplementary language ELL (English Language Learner) resources and language skills to help facilitate their learning within the classroom. Language Instruction Students in grades 6‐12 will receive instruction in English, allowing students to make connections across all disciplines and develop appropriate linguistic, analytical and communicative skills. Students will be included in developmentally appropriate course of English language instruction that meets the requirements of the Nevada Academic Content Standards and the IB Language and Literature aims and objectives. English language instruction will include reading, writing, speaking, listening, viewing, and presenting. English language learners are supported with supplemental services, including translation texts and counselor support. Language Acquisition According to the MYP Language Acquisition guide (2014), “The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes multilingualism and intercultural understanding, both of which are central to the IB’s mission.” Language acquisition opens the door to other cultures and helps children understand and appreciate the global community. All students at Brown Academy and Basic Academy have the opportunity to take a continuous course of study in Spanish all five years of the Middle Years Programme (grades 6‐10). The ultimate goal of world language instruction is for students to use their second language as a tool in educational pursuits, career opportunities, and for personal growth and enjoyment.
Phases of Language Acquisition As students progress through the six phases, they are expected to develop the competencies to communicate appropriately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of audiences and purposes. Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 In a limited range In a limited range In familiar and In familiar and In social In social and of everyday of familiar some unfamiliar unfamiliar situations and academic situations situations situations situation some academic situations situations Some aspects of Some aspects of Appropriate Appropriate Appropriate Appropriate register register register register register register A very limited A limited range A limited range A range of A range of A wide range of range of of interpersonal of interpersonal interpersonal interpersonal interpersonal interpersonal and cultural and cultural and cultural and cultural and cultural and cultural contexts contexts contexts contexts contexts contexts Use basic Use basic Use language Use language Use language Use oratory vocabulary language accurately accurately accurately and technique effectively Simple short Simple texts A limited range A range of texts A range of texts A wide range of texts of texts texts Interact in simple Interact in basic Interact in Engage actively Engage actively Engage actively and rehearsed rehearsed and rehearsed and exchanges some unrehearsed unrehearsed exchanges exchanges Understand and Understand and Understand and Interpret and Analyze and Evaluate and respond respond respond respond respond respond Identify and Recognize and Understand Construct Construct Evaluate recognize understand meaning/ meaning/analyze interpret English Language Learners Students whose primary language is other than English will be provided a range of services from teachers, facilitators and administrators at both Brown Academy and Basic Academy with support from the Clark County School District. All ELL students shall be appropriately identified, assessed, and placed in the appropriate ELL programs. The programs offered at each school shall be based on research and shall provide age‐appropriate levels of English proficiency. In addition, the program shall be: aligned with the CCSD and IB curriculum; taught using the content strategies and thinking processes that students encounter as they pursue an education in our schools; and reflect the many cultural and linguistic backgrounds represented by ELL students enrolled in CCSD. Mother Tongue At Brown Academy and Basic Academy, we strive to support students who speak a language other than English at home. We work to provide translations of school documentation and information as well as provide translators for parent‐ teacher conferences in students’ mother tongue languages to ensure effective communication with families. Students who are native speakers are placed in appropriate language acquisition classes where the work is differentiated. The use of technology is encouraged to allow students to continue developing their mother tongue skills. Our media centers provide a wide variety of multi‐cultural literature so students can research their own cultures as well as the cultures of others.
International Baccalaureate IB Resources and Other References DP: From principles into practice. (2014). International Baccalaureate Organization. Guidelines for developing a school language policy. (2008). International Baccalaureate Organization. www.ibo.org Language and literature guide. (2014). International Baccalaureate Organization. www.ibo.org MYP Language acquisition guide. (2014). International Baccalaureate Organization. www.ibo.org Language policy. (2015) Roland Park K‐8 Magnet School for International Studies. http://rolandpark.mysdhc.org/ MYP Language policy. (2015) Mountain Ridge MS and Rampart HS. http://www.asd20.org/Schools/mrms/Teachers/Shawn_Parsons/IB%20Policies/Forms/AllItems.as px MYP: From principles into practice. (2014). International Baccalaureate Organization. www.ibo.org Programs and services for English language learners. (2015) Clark County School District. http://ccsd.net/ Brown Academy and Basic Academy International Baccalaureate Special Needs Policy 2020‐2021 According to IB publication Special Educational Needs within the IB Programmes (2010), “Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.” Utilizing the MYP Programme Standards and Practices (2014), CCSD Special Services and Programs Policy (2001), Federal policies and guidelines, and the beliefs set forth in our mission statements, both Brown Academy and Basic Academy of International Studies strive to support a diverse student body of learners. Whether it be through teaching and learning strategies, resources, or collaboration with experts and parents, our students are supported throughout the IB. Special Education Overview for Clark County School District Clark County School District service delivery for children on Individual Education Plans (IEPs) is based on individual needs (needs‐driven, not driven solely by disability category). • Students are placed in the least restrictive environment that will provide educational benefit. This is mandated in the Individuals with Disabilities Education Improvement Act (IDEIA), and Nevada Administrative Code (NAC). • There are approximately 463 students with IEPs attending Brown Academy and Basic Academy. This represents about 14% of the student population at Brown Academy and Basic Academy. • Special education teachers have the knowledge and expertise to assist classroom teachers with accommodations and/or modifications that might be needed for individual students. • Response to Intervention (RTI) model is utilized for all students needing interventions. Special Educational Needs Students Our Special Educational Needs (SEN) population includes students who need adjustments or adaptations to curriculum in order to meet their learning needs and facilitate continued academic growth. These students may include, but are not limited to: • Special Education students who have an active Individualized Education Plan in place • English Learners who have a barrier in the language of instruction • Students who are in need of counseling support • Students with medical or health issues which require a 504 The Junior High and High School Programming for special education students reflects our philosophy that all students benefit from active involvement in the larger communities of Brown Academy and Basic Academy within the Clark County School District. Both Brown Academy and Basic Academy provide resource services to students with Individual Educational Plans (IEPs). Each student is assigned a special education case manager who manages the services and resources for the student. Support and services are provided through consultation, direct and indirect support in the mainstream classrooms, and direct support in the special education area. Accommodations and modifications are provided as outlined in the IEP. Students are scheduled in regular education classes with appropriate support in all content areas. Upon meeting graduation requirements, all students at Basic Academy receive a diploma based on their course of study. Clark County School District Transition Services are available for students with more severe disabilities. Clark County School District Transition Services provides for continuing education and training, transitional life skills, coordination of community services and/or vocational/work experiences, up to the student’s 22nd birthday.
Definition of Inclusion In the IB document Special Educational Needs within the IB Programmes (2010), “inclusion is more about responding positively to each individual’s unique needs (and) less about marginalizing students because of their differences.” The Individuals with Disabilities Education Improvement Act (IDEIA) and Nevada Administrative Code (NAC) mandates that districts provide services to students with disabilities in the least restrictive environment possible; that is, that they are educated with students without disabilities to the greatest extent feasible. To this end, Clark County School District provides special education and related services at each school site. This model increases the possibility of providing an appropriate education to students with disabilities at their neighborhood school. Each school is staffed with special education teachers. In addition, itinerant staff persons (school social worker, school psychologist, school nurse, occupational and physical therapist, speech/language pathologist and others) are available to complete assessments, participate in the IEP process, and provide services as necessary. All special education professional staff is appropriately licensed through the Nevada Department of Education. Paraprofessionals are often available to assist in implementation of students' IEP’s. Brown Academy and Basic Academy utilize the inclusion model. The Special Education Resource Teacher collaborates with general education classroom teachers to provide support and specifically designed instruction to meet the unique needs of all students. Responsibilities of Resource Teachers include working in the classroom setting, working with individual or small groups of students to reteach/reinforce concepts taught, and modifying curriculum and assessments based on student need. The Resource Teacher must be an experienced and knowledgeable teacher who can provide leadership to help build teacher capacity for utilizing differentiated pedagogical strategies in the classroom. The Resource Teachers also teach supplemental classes that focus on academic gaps and are tailored to specific goals and student needs. This class is a time where students track and reflect data relevant to their individual goals, learn techniques for advocacy, and focus on organizational strategies as well as other approaches to learning strategies. Definition of Differentiation In the past, differentiation was either for the talented and gifted student or for the struggling learner. Now it is an accepted practice for all students. The document Special Educational Needs within the IB Programme (2010) identifies differentiation as “a teacher’s response to the diverse learning needs of a student” and “sound practice and principles for all students.” Additionally, the document states, that “differentiation is seen as the process of identifying, with each learner, the most effective strategies for achieving agreed goals.” Students must be involved in developing the learning goals that meet their individual needs. Four Principles of Good Practice According to the document, Special Educational Needs within the IB Programmes (2010), “Teachers new to IB programmes may require factual and procedural knowledge when teaching SEN students, such as: • information about factors that affect a student’s learning, particularly with regard to inquiry‐based learning • how best to respond to the student’s needs • how to differentiate and match teaching approaches to the student need, as indicated in the school’s SEN policy • knowledge of technology that has assisted in alleviating and removing barriers to learning.” Keeping this information at the forefront, we have identified our own principles of good practice aligned with the four principles of good practice that IB has identified to promote equal access to the curriculum for all learners. 1. Affirming identity and building self‐esteem: We value the diverse needs of all members of our learning community supports identity and encourages self‐esteem. By creating an environment in which all students feel accepted, they are more receptive to developing the Learner Profile traits. Students who feel confidently supported in their academic endeavors are more likely to be risk‐takers who participate actively in class, as well as inquirers who pursue further opportunities for learning. When we acknowledge students’ differences in positive ways, they are more apt to be open‐ minded themselves.
We promote an environment that welcomes and embraces the diversity of all learners. ▪ utilize an inclusion model with academic and social skills support ▪ implement cooperative learning groups ▪ support opportunities to engage in all extra‐curricular activities and intramural sports We value and use the diversity of cultural perspectives to enhance learning. ▪ encourage student sharing of background and culture ▪ celebrate important historical events from other countries that are modified to student ability levels ▪ use multi‐media to expose students to various cultures and perspectives We communicate with parents to establish understanding of how best to collaborate to achieved shared goals. ▪ quarterly reports to parents regarding progress toward individual student goals ▪ weekly special education department meetings with itinerants ▪ weekly grade‐level and department meetings with general education teachers and administrators 2. Valuing prior knowledge In order for students to learn and retain new knowledge, it must be tied to their existing knowledge, which is distinct to each student. The IB document, Special Educational Needs within the IB Programmes (2010), states that “when planning the range of new learning that can take place in any individual, previous learning experiences or prior knowing must be taken into consideration.” Activating and building background knowledge prepares students for further learning. • We activate learner’s prior understanding. • We use students’ prior understanding to differentiate tasks and activities to build up further background knowledge necessary for new learning. • We record information in learning profiles that support planning for future differentiation and inform teacher practice. • We consider the time and strategies necessary for activation and building up background knowledge when planning a unit of work or lesson. 3. Scaffolding: Through scaffolding, we are able to increase students’ level of independent learning. According to the IB document, Special Educational Needs within the IB Programmes (2010), “scaffolding should foster learners’ increasing independence in taking responsibility for developing strategies for their own learning.” We work with all individuals and/or small groups of students to reteach/reinforce concepts taught, and accommodate curriculum and assessments based on student need. We utilize a variety of techniques and strategies in the classroom, including: • visual aids, demonstrations, dramatizations • differentiated graphic organizers • small, structured collaborative group instruction • language suited to learner specific ability/understanding • native language or best language to develop ideas • assistive technology to enable learners with language needs to access material for metacognitive engagement • leveled reading materials: non‐fiction, novels, short stories, poetry, etc 4. Extended learning: Through extending learning, we provide students with learning experiences that will extend their thinking and take learning to the next level. The IB document, Special Educational Needs within the IB Programmes (2010), states, that “teachers can help learners extend their learning by combining high expectations with numerous opportunities for learner‐centered practice and interaction with cognitively rich materials and experiences.” We strive to provide student‐centered classrooms driven by inquiry. Students are given opportunities to work collaboratively with their peers while interacting with a variety of contexts and concepts. Students learn to communicate more effectively, think deeply, and cultivate intercultural understanding. Transition into the Diploma Programme or DP courses For all potential Diploma Program students with special needs, a mandatory meeting must take place in the first semester of the student’s 10th‐grade year. This meeting must include
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