Dos Rios Elementary School Academic Integrity Policy for Ethical Academic Practice

“IB learners strive to be principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.” - IB Learner Profile, www.ibo.org

Philosophy and Purpose

At Dos Rios Elementary School, our approach to education is “Shared responsibility, shared learning, shared success”. We believe it is the responsibility of the entire staff to create a culture that facilitates and encourages ethical inquiry and work production. Every member of our school community is responsible for teaching and demonstrating the practices of academic honesty in developmentally appropriate ways.

Students start their academic journey by noticing and copying things from their environment. As they grow, we want to help them understand the need for original work production, as well as the definition of plagiarism and the correct way to give credit to the source. We fully expect students to make mistakes, and we will use these as teachable moments. We do, however, want students to understand the consequences that plagiarism and academic dishonesty will carry as they get older, and the importance of original work and citing sources as they grow and demonstrate their knowledge.

Practices

Throughout their school experience, students have countless opportunities to develop their research and communication skills through our units of inquiry and curricular resources. Students in primary grades (K-2) will be expected to identify the source or the type of media where they found their information. They will start to express whether their idea is an original idea or if they found it somewhere else. Students in intermediate grades (3-5) will be expected to provide a list of sources that they referenced to complete their work.  All teachers bear the responsibility of teaching students to identify their sources.

The identification and correction of plagiarism will be handled differently, depending on the age of the students and the degree of severity. All instances of academic dishonesty need to be addressed and processed with students. However, copying another’s words without proper citation is different from deliberate cheating and therefore will be handled differently and will bring about different actions from the teachers involved. All instances should be seen as a teachable moment and should be addressed in a way that honors the individuals involved, with the aim of students understanding their mistake and learning how to correct it.

Weld County School District 6 Technology Use Agreement (https://www.greeleyschools.org/TechAgreement)

Policy Development, Revision, and Communication

This policy was developed in collaboration between staff members at Dos Rios Elementary and by referencing IB resources, as well as the Academic Honesty Policies of Range View Elementary School (Weld RE-4 School District), Coyote Ridge Elementary School (Thompson Valley School District), Brentwood Middle School (Weld County School District 6), and Greeley West High School (Weld County School District 6). The most recent revision was completed by the PYP Coordinator and principal. It was presented to the Pedagogical Leadership Team for revision and ultimately to the staff for approval. In an ongoing effort to align our principles and practices, our staff will review this policy annually for changes or revisions. This policy document will be available to all staff through our shared policy drive and will be posted to our school’s website where all stakeholders have access. Classroom teachers will share the school’s expectations for academic honesty with students and offer reminders and corrections as necessary.

Revised and approved 5/2023

Dos Rios Enhanced Assessment Policy

Philosophy and Purpose (WHY)

Why do we assess the way we do?

At Dos Rios Elementary School we believe that assessment is the opening of a window, not the closing of a door. Assessments are used to cultivate a culture of personal and academic growth of students and teachers by providing clear feedback and next steps to “feed-forward” for goal setting. We use continuous assessment to understand our students, to build upon their prior knowledge, and to help them become open-minded to experiences through concept-based learning. Students are given ample opportunities to reflect on their learning, and to help give input in establishing our curriculum to become lifelong learners and feel empowered to take action.

Actions (WHAT)

What actions do we take because of our philosophy?

Because our assessments guide our planning and instruction, they must be frequent, ongoing, and varied.

• We align our use of assessments with the Colorado Academic Standards.
• We collaborate weekly to design learning experiences based on student need and interest and to design opportunities for students to take agency (voice, choice, and ownership) over their learning.
• We teach our students to reflect and self-assess based on success criteria (what we believe students should know, do, and understand) and the Approaches to Learning.  We support students in using this reflection to set goals and continually reflect on them. This includes reflections around the learner profile attributes and development of international mindedness.
• We teach our students how to give constructive feedback, and feed-forward next steps to one another.
• We provide opportunities to co-create success criteria with students and allow students to demonstrate this through multiple means of expression when appropriate.
• We provide clear learning goals for students with success criteria around what students will know, do and understand.
• We meet weekly to discuss student learning in all areas of academics by analyzing student work using the data team process, comparing against an exemplar, and identifying gaps and conceptual misconceptions.
• We use assessment data to inform next steps in instruction, provide learning experiences, and feed-forward differentiated support and goals for students.
• We use assessment to document a body of evidence for school district academic progress monitoring purposes and to demonstrate individual academic and interpersonal growth.  
• We provide students opportunities to express agency through the practice of student-led conferences.

Dos Rios Assessment Essential Agreements

What do we agree to as a school community in order to uphold our 

Assessment Policy?

Communication, Systems, and Processes

• We will communicate our Enhanced Assessment Policy to all stakeholders through our school website, parent/student handbook, and staff handbook.
• We will review, reflect upon, and revise our assessment policy, systems, and processes annually, at a minimum, to ensure they are cohesive and reflect IB philosophy.
• We will collaborate with our school district department of academic achievement to develop a system of assessment evaluation to ensure a reasonable quantity and rigorous quality of assessments. This should include the development, delivery, and review of classroom, school, and district assessments.

Portfolios

• Every student at Dos Rios will develop a portfolio that showcases their learning from kindergarten through grade 5. If a student is new to Dos Rios, they will have access to a portfolio upon enrollment.  
• Portfolios are accessible within the classroom and overseen by the classroom teacher.  We are in the process of migrating to electronic portfolios. Intermediate grades (3-5) are now using electronic portfolios in the form of Google slides and Google classroom. The intermediate students will take part in organizing and selecting work for the portfolio while primary grades (K-2) have a more scaffolded approach to selecting and organizing portfolios. Primary students will continue to use binders until they are more familiar with the computing process. We may migrate to using electronic portfolios in the 2nd grade for the ‘22-23 school year, but it has not yet been determined. 
• There will be at least one student work sample per unit represented in the portfolio, and one student reflection per trimester at minimum.  
• Special areas provide opportunities for portfolio artifacts; teachers will encourage students to choose work from their special area for portfolio submission. Additionally, special area teachers will ‘adopt’ one specific grade level in which they work with students to create and select at least one artifact from their work to be represented in their portfolios: new as of 2021-2022 school year!  

Student-Led Conferences

• We will prepare students to organize their information and present their learning to families during spring conferences.
• Students will display their classwork for their parents and their portfolios. Because students use the learner profile in their portfolio reflections, they will also report on their progress (or area of need) to their parents. 
• Teachers will partner with students to create a structure for student-led conferences. 
• We will collaborate with special area teachers, support staff, and the wider school community to expand student-led conferences beyond just the grade level classroom.

Examples (HOW)

How does assessment look at our school specifically?

4 Dimensions of Assessment

*Exhibition is the culminating activity that lives in all four dimensions of assessment as a demonstration of learning; it occurs during the 5th grade year.

IB Programme Standard and Practice Rationale: 

Condition

• 0301-02 Culture: The school implements, communicates, and regularly reviews an inclusion policy that creates cultures that support all students to reach their full potential.
• (0301-02-0100)The school implements and reviews an inclusion policy that meets IB guidelines.
• (0301-02-0200) The school identifies in its inclusion policy all its legal requirements and outlines the school’s structures and processes for compliance.
• (0301-02-0300) The school describes in its inclusion policy the rights and responsibilities of all members of the school community and clearly states the school’s vision for implementing inclusive IB programmes.

Who

• 0403-04 Approaches to teaching 4:  Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community.
• (04-0403-0100) Teachers collaborate to ensure a holistic and coherent learning experience for students in accordance with programme documentation.
• Recommendation (C2 Practice 10) Teachers further utilize the school language, assessment, and inclusion policies while developing unit planners.
• (0403-04-0200) Students collaborate with teachers and peers to plan, demonstrate, and assess their own learning.
• Recommendation (A Practice 3C) The school investigates ways to further promote the development of student-initiated inquiry and critical thinking skills.  
• Recommendation (C3 Practice 5) Teachers further explore ways to allow students to direct their own learning.
• Recommendation (C3 Practice 15) Teachers allow students to choose from a variety of ways to demonstrate their learning.
• Recommendation (C4 Practice 3) Students are allowed choice in demonstrating their understanding of the concepts in the central idea and lines of inquiry.
• Recommendation (C4 Practice 8) The school provides further opportunities for students to participate in and reflect on, the assessment of their work.
• (0403-04-0300)The school provides opportunities for students to collaborate based on their strengths and abilities.  
• Recommendation (C1-practice 6) The school further incorporates differentiation with students’ learning needs and styles into collaborative planning and reflection.
• 0403-05 Approaches to teaching 5:  Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals. 
• (0403-05-0100) Teachers consider learner variability when planning students’ personal learning goals.   
• (0403-05-0200) Teachers integrate prior knowledge into the curriculum to aid and extend learning for all students.
• (0403-05-0300) Teachers use IB-mandated policies to support students.
• (0403-05-0400) Teachers support language development with consideration for the language profiles of students.
• (0403-05-0500) Teachers use multiple technologies to aid and extend learning and teaching.  

How

• 0404-02 Approaches to assessment 2: The school uses assessment methods that are varied and fit-for-purpose for the curriculum and states learning outcomes and objectives.
• (0404-02-0100)Teachers use a variety of assessment methods that are connected to stated learning objectives and outcomes.
• Recommendation (C1-practice 6) The school further incorporates differentiation with students’ learning needs and styles into collaborative planning and reflection.
• (0404-02-0200)The school demonstrates that assessment practices are formed around conceptual learning.
• (0404-02-0300) The school ensures that from the time of enrollment students and legal guardians are aware of and have access to documentation describing the relevant programme regulations and requirements regarding assessment.
• 0404-03 Approaches to assessment 3:  The school administrates assessment consistently, fairly, inclusively and transparently. 
• (0404-03-0100) The school administers assessments in accordance with IB rules, regulations, and/or relevant programme documentation.
• (0404-03-0200) The school regularly reviews and ensures compliance with all access arrangements.
• (0404-03-0400) The school ensures that external reporting and/or predictions are as accurate as possible, and are appropriately designed for the contexts in which they are required. 
• (0404-03-0400) The school implements, communicates and regularly reviews consistent and fair systems and processes for reporting student progress and handling appeals or challenges.  
• (0404-03-0500) The school monitors and evaluates the delivery of assessments to ensure that they are as seamless as reasonable.  

Why

• 0202-02 Student support 2:  The school identifies and provides appropriate learning support.
• (0202-02-0100) The school implements and reviews systems and processes to identify the needs of students.
• (0202-02-0200) The school supports the identified needs of students, and evidences this support through planning, policy and practice.  
• (0202-02-0300) The school provides staff, facilities and resources as outlined in their inclusion policy.
• (0202-02-0400) The school demonstrates a commitment to make the most effective use of learning spaces and learning environments in ways that meet the needs of all students. 
• 0202-03 Student support 3:  The school fosters the social, emotional, and physical well-being of its students and teachers. 
• (0202-03-0100) The school identifies and allocates the spaces and resources to support the social, emotional, and physical well-being of its students and teachers.
• (0202-03-0200) The school demonstrates in its systems, processes and policies attention to the social, emotional, and physical well-being of its students and teachers.
• (0202-03-0300) The pedagogical leadership team and teachers support students’ social, emotional, and physical well-being.
• (0202-03-0400) The school promotes open communication based on understanding and respect.  

Greeley-Evans District 6 Inclusion Policy

Dos Rios Elementary, Brentwood Middle School, and Greeley West High Schools (Greeley-Evans IB Continuum) will follow District 6's Equal Educational Opportunities Policy (Appendix A)

Greeley-Evans IB Continuum Inclusion Policy

Philosophy

Greeley-Evans IB Continuum believes that all students should be provided the support necessary to reach their full potential regardless of individual abilities and needs. Our schools will support a learning community that allows every student, including English language learners, Special Education, and Gifted and Talented, to be successful in the school and community settings in a way that: 

• Acts as a support service for general education programs
• Provides individualized educational experiences to support the unique needs of each student
  • Individualized support at Dos Rios Elementary would include: STAR Team, intervention programs, differentiated instruction within classrooms, scaffolded instruction
  • Individualized support at Brentwood Middle School would include: STAR Team
  • Individualized support at Greeley West High School would include: STAR Team
• Promotes collaboration between home, school, and community
• Provides specially trained staff
• Provides a variety of individualized instructional methodologies and instructional settings for students
• Supports and values cultural diversity

This policy is to be used in conjunction with district, state, federal, and IB guidelines. 

IB Programme Standards:

• A1.0 - The school supports access for students to the IB programme and philosophy. 
• B2.8 - The school provides support for its students with learning and/or special educational needs and support for their teachers
• C3.10 - Teaching and learning differentiates instructino to meet students' learning needs and styles

If providing equal access to the IB Continuum is our goal, what is the role of the stakeholders? 

Role of the Student

Be committed to learning at an international level - to be globally aware regardless of learning styles

Role of Families

Understand and support our beliefs around inclusion

Role of the Classroom Teacher

Promoting the program within the continuum and to families. Including the whole school in the IB program through use of IB terminology within schools. Provide opportunities for students to become globally aware that supports their individualized learning styles. 

Role of the Coordinator

Communication between all stakeholders so support can be provided, including sharing of this document

Role of Administrators

Supporting board policy

Brentwood Middle School and Greeley West High School provides students with access to 6 of the 8 core subjects based on individual need. 

Dos Rios Elmentary School provides students with the Primary Years Programme. This school has been authorized as an IB World School. These are schools that share a common philosophy - a commitment to high quality, challenging, international education that Dos Rios Elementary School believes is important for our students. 

For further informatino about the IB and its programmes, visit www.ibo.org. 

Appendix A: Equal Educational Opportunities

Every student of this school district shall have equal educational opportunities through programs offered in the school district regardless of race, color, ancestry, creed, sex, sexual orientation, religion, national origin, marital status, disability or need for special education services. 

This concept of equal educational opportunity shall guide the Board and staff in making decisions related to school district facilities, selection of educational materials, equipment, curriculum and regulations affecting students. The district shall make reasonable accomodations fro students with identified physical and mental impairments that constitute disabilities, consistent with the requirements of federal and state laws and regulations. 

In order to ensure that district programs are in compliance with applicable laws and regulations, the Board directs the superintendent or disgnee(s) to periodically monitor the following areas:

1. Curriculum and materials - review curriculum guides, textbooks and supplemental materials for discriminatory bias. 
2. Training - provide training for students and staff to identify and alleviate problems of discrimination. 
3. Student access - review programs, activities, and practices to ensure that all students have equal access and are not segregated except when permissible by law or regulation. 
4. District support - ensure that district resources are equitably distributed among school programs including but not limited to staffing and compensation, facilities, equipment, and related matters. 
5. Student evaluation instruments - review of tests, procedures and guidance and counseling materials for stereotyping and discriminatino. 
6. Discipline - review discipline records and any relevant data to ensure the equitable implementatino of Board discipline policies. 

Adopted:                   June 22, 2009

Revised:                    October 8, 2012

LEGAL REFS.:        20 U.S.C. §1681 (Title IX of the Education Amendments of 1972)

                                   20 U.S.C. §1701-1758 (Equal Educational Opportunities Act of 1974)

                                            29 U.S.C. §701 et seq. (Section 504 of the Rehabilitation Act of 1973)

                                   C.R.S. 2-4-401 (13.5) (definition of sexual orientation)

                                   C.R.S. 22-32-109 (1)(ll) (Board duty to adopt written policies prohibiting discrimination)

                                   C.R.S. 22-32-109.1(2) (conduct and discipline code to be revised as necessary including based on any relevant school district data)

                                            C.R.S. 24-34-601 (unlawful discrimination in places of public accommodation)

                                            C.R.S. 24-34-602 (penalty and civil liability for unlawful discrimination)

CROSS REFS.:        AC, Nondiscrimination/Equal Opportunity

                                   ACE, Nondiscrimination on the Basis of Disability

                                            JBA, Nondiscrimination on the Basis of Sex

                                            JBB*, Sexual Harassment

Philosophy

We believe at Dos Rios Elementary that language is the foundation of thinking and communication. We view language as a means to express ourselves and believe it reflects cultural identity. At Dos Rios, we are all language teachers who collaboratively plan within our learning community to ensure the integration of oral, written, and visual communication throughout the Programme of Inquiry that emphasizes use of language to construct meaning and higher order thinking. 

We believe that students are best served through opportunities to utilize language in the following ways:

• Reflecting on learning and self
• Writing throughout the curriculum
• Responding to constructed response/prompts
• Using the fine arts to increase vocabulary
• Using technology to increase communicative circle
• Expressing using alternate forms of language, including our first language
• Participating in student-led conferences

We believe that teachers create the best language experiences using the following methods:

• Presenting language in authentic contexts
• Integrating language across varied curricula
• Helping students to identify and reflect on language structures
• Embracing alternate forms for student expression, including use of their first language
• Providing a language-rich physical environment
• Supporting positive attitudes toward improved communication skills and providing opportunities to do so
• Differentiating on the basis of student experiences, skills, and learning styles
• Utilizing a variety of assessment strategies
• Reflecting on language through the use of comparing Spanish to English as well as languages from other cultures
• Teaching as a facilitator of language instruction can take place in the following ways:
  • Planning, teaching and reflecting on Units of Inquiry
  • Mentoring in the writing/speaking process
  • Implementing a writing scope and sequence through each grade
  • Using Socratic discussions among student groups
  • Modeling expression of thoughts and feelings
  • Participating in Spanish instruction
  • Encouraging parent involvement
  • Displaying student work examples of language use
  • Facilitating student-led conferences
  • Approaching literacy as how we understand the environment around us; to include signs, symbols, and systems
  • Participating in staff development opportunities, including coaching for professional growth

Additional Language (Language B-Spanish)

There are several goals for our Spanish program: first, to build our students' confidence and competence as language learners; second, to facilitate the process of learning a new language that can be applied to learning other languages in the future; finally, to build the cultural awareness and sensitivity that is developed by expressing oneself in another language. The use of second languages is a continuum, not a mastery-laden program. Students will all learn and progress along the continuum, but at varying rates. 

Program Components:

• Classroom teachers participate in Spanish instruction with the Spanish teacher to be able to integrate within their own classrooms. 
• Using Calico Spanish Immersion curriculum
• Classroom activities focus on listening, speaking, reading, and writing skills.
• Introduction of the culture and geography
• Integration of language in the school's environment and Programme of Inquiry where appropriate
• Foreign language learning is supported by the availability of instructional materials (videos, literature, audio) for use in students' homeroom.
• Provide opportunities for extra-curricular activities or clubs to continue the learning of the Spanish language and culture

Mother Tongue Support

At Dos Rios, approximately 35% of students are English language learners, identified through the use of a home language survey at the start of school. Dos Rios provides any non-native speakers with adequate resources from the district level, including the curricula Language for Learning, Language for Thinking, and Language for Writing. The system provides a Culturally and Linguistically Diverse (CLD) teacher to support instruction of these curricula. Additionally, our library and media program has allotted resources to provide literature in Spanish and additional languages. Our library and media materials have been purchased in languages that reflect the student population to supplement our learning experiences. 

Students whose primary language is not English will be encouraged to continue to study and develop their mother tongue through the use of the following resources:

• School staff members will provide parents and students opportunities to maintain the child's mother tongue and to share cultural and language information with the school community and integrate it into the Programme of Inquiry when applicable. 
• A list of books and children's educational resources in the student's mother tongue will be made available to the parents and students. 
• Parents will be given referrals of indivudals, groups, or community organizations that operate in the mother tongue or who can assist with mother tongue literacy acquisition. 
• Dos Rios offers translators for conferences and Parent Teacher Group

Cultural Appreciation

Dos Rios Elementary School is a culturally and ethnically diverse school that develops an understanding of the perspectives of students from different backgrounds. Dos Rios emphasizes developing global awareness, cultural understanding, bi and/or multilingualism, and global engagement. Dos Rios develops students' ability to think critically about a range of global issues in all subject areas, including science, social studies, math, and English. 

• Teachers teach students about global issues and people from a wide range of cultures and traditions. Cultural awareness is promoted by the following:
  • Teachers structure their teaching to acknowledge different perspectives.
  • Teachers use scaffolding techniques in instruction for students who are English Language Learners.
  • Teachers draw on materials from a range of different cultures that promote understanding and multiculturalism.
  • Teachers and administrators maintain contact with families.
• Culturally diverse displays in classrooms and hallways

Language in the Learner Profile

Keeping with the Learner Profile and the PYP, Dos Rios utilizes a language-specific Learner Profile as it pertains to the students and teachers. 

• Inquirer - uses language to gain new information or knowledge in order to make sense of the world
• Thinker - able to express thoughts and ideas clearly and succinctly
• Communicator - competent users of oral and written language in a variety of situations; listen attentively to details; speak confidently; read and write with fluency and comprehend what is conveyed
• Risk-Taker - willing to attempt to read, write, and speak in all situations
• Knowledgeable - have acquired vocabulary and understanding to discuss literary styles
• Caring - show caring in the use of language and the effect language has on others
• Principled - aware that language is powerful and has a profound effect; must use it responsibly
• Balanced - express themselves orally, visually and in written form and balance listening and speaking when communicating with others
• Reflective - reflect on their language and usage and development and continuously work toward proficiency
• Open-minded - respect the differences and similarities in languages, dialects, and personal communication skills

Our language beliefs hold true for all students and we will continuously strive to provide opportunities for our students to learn in rich language environments, keeping in mind the individual needs of each child. Overall, Dos Rios is committed to developing lifelong language learners who use their skills to make a positive difference in the world.