1. MYP: BACK-TO- SCHOOL REVIEW Policy and Classroom Design

2. Academic Honesty Policy A practicing philosophy Definitions of : Plagiarism Collusion Duplication Manipulation Penalties: Student given opportunity to resubmit / Code of Conduct still applies

3. The Process: Academic Honesty Reviewed Academic Honesty protocols from other districts Conversed as to how to create this protocol Sent key points to chair (M. Gibbons) Draft of philosophy statement, definitions of academic honesty/dishonesty, and consequences for academic dishonesty Considered MYP philosophy and difference between 6th and 10th grader Reviewed and accepted by the Board of Education as our Protocol

4. Scenario Students in your class have recently turned in their comic strip assessment which involves writing a short story and following the rules of plot structure. As you are reading through each comic strip, you realize one of your students has not made up their own creative story but rather followed the plot of a famous children's book. The rubric clearly stated to use your imagination and creativity to write the short story. 1. What, if any, violation did the student break? 2. What should be the consequence for the violation(s) broken? 3. Why is this consequence suitable?

5. Additional Questions Why are students allowed a second chance if caught cheating? What is the consequence for cheating? How does the teacher handle this? **The Academic Honesty policy works to remove a behavior from the grade. The grade should truly assess a students performance rather than a poor choices.

6. Special Needs Policy The goals of the protocol Expectations of all stakeholders (parents, students, administration, MYP staff) An outline of our population being addressed (Conditions, disorders, and barriers) How we identify and service these groups

7. The Process: Special Needs Reviewed and discussed MYP expectations before determining goals and expectations of all stakeholders Examined and described current procedures of student identification and assessment, as well as our policies of providing services to each unique group of students with special needs Reviewed by the Associate Superintendent for Student Services to ensure that all information and practices were correctly represented and in accordance with local and federal law Reviewed and accepted by the Board of Education as our Protocol

8. Scenario It is the second week of the school year and you notice a student who has not turned in a single assignment. It is difficult to assess him because he has not turned in anything so far. As you attempt to speak to this student individually, he does not respond to you or make any eye contact with you. After contacting the counseling department with your concerns, you learn the parents of this child did not follow through in the schools recommendation to have him tested for a learning disability last year. According the counselor, the family does not see the same behaviors as he has exhibited at school. 1. What course of action should you take? Who should you contact next? 2. What should happen if a month later nothing has changed?

9. Additional Questions Where do you go for tools and resources to support special need students? What are some ways we accommodate students with Special Needs? Considering Learning Impairment Emotional Impairment Physical Impairment

10. Language Policy Language Philosophy (all teachers are language teachers) Our Language Profile (Mother Tongue and Second Language Acquisition) An outline of goals for language teaching and learning How support is given/defined

11. The Process: Language Protocol Reviewed and discussed MYP expectations before determining our program goals Determined a policy based on our unique needs Policy created and reviewed by language (A & B teachers) and native/non-native English speakers Reviewed and accepted by the Board of Education as our Protocol

12. Scenario You have an ESL student in your class who is considered high functioning with few accommodations. This student does not go for any ESL support. As you are reading the first paper turned in for the year, you realize this child cannot spell simple words. While her accommodations do not state anything pertaining to spelling, you are not sure if she should be penalized as the other students. 1. What course of action should you take? Who should you contact? 2. What should happen if in a month or so nothing has changed?

13. Additional Questions What determines if language support is needed? How is language support provided? Why is it important for ESL students to receive language support?

14. Assessment Policy MYP subject requirements (**prescribed minimum tasks) Role of the parent, student, and teacher How subject teachers need to come to a common understanding of assessment criteria How final grades will be determined **Note: Prescribed Minimum Tasks should be reflected in a Class-Specific Assessment Matrix. If you have not yet done so, it needs to be submitted to Molly Darnell ASAP. It is required for the visit.

15. The Process: Assessment Reading articles on Best Practice Studying other MYP Schools current Assessment Protocols Created a philosophy and purpose statement Reviewed the work Discussed student, parent, and teacher roles and responsibilities Addressed assessment strategies (formative and summative) Philosophical discussions regarding grading scales Reviewed and accepted by the Board of Education as our Protocol

16. Scenario You and your colleague are meeting during your prep to discuss the recent common assessment given in your Humanities classes. After reviewing the data, it becomes clear that your colleagues’ students showed a much stronger performance on analyzing data and drawing conclusions than your students. As the two of you discuss how this topic was taught, you realize lecture and level 1 knowledge questions were common for most of your lesson plans. 1. What does this tell us about your formative assessments? 2. Are you surprised that your students did not perform well? 3. What changes could you make as you move forward for both this year and next? (considering: time, standards that must be covered)

17. Additional Questions Why is formative assessment so important? Before beginning the unit, what assessments should be determined and why? What does assessment teach us about our teaching? What are the Prescribed Minimum tasks you must do in your class? What role do the student have in assessment? (how might you incorporate these expectations into your classroom Essential Agreements?) What role do the parents have in assessment?

18. MYP Classroom: Physical Snapshot Posted in your classroom: Learner Profile and Areas of Interaction Agenda with the AOI and Unit question Student work (with MYP rubric) Essential Agreements Subject-related resources Task Sheet and task specific rubric Additional Preparation: Course Syllabi to match that of IB (as posted on Haiku: MYP in the classroom)

19. Learner Profile

20. AOI and Unit Question

21. Student Work

22. Essential Agreements

23. Subject-Specific Resources

24. Criterion-Related Assessment and Use of Rubrics

25. Formative Assessments: Assessments for Learning Use ongoing and daily assessment process to help students learn more: Formative assessment gives descriptive (versus judgmental) feedback that is informative to the learner Independent practice Observations Reflective journals/learning logs Homework Quizzes Self-assessment and reflection

26. Formative Observations

27. Formative Assessments

28. Self-Assessment and Reflection

29. On the day of the visit: Students working cooperatively and independently Activities are varied throughout the lesson Bloom’s Taxonomy is evident Topics of study are connect to other global/cultural issues Teachers are modeling outcomes and activities Teacher is using empowering language Teacher is checking for understanding Students are using organizational tools and graphic organizers Students have time to reflect and process information