You are on page 1of 13

Midvale Middle School Academic Honesty Policy

Academic honesty is an important value we expect of all Midvale Middle School students. We explicitly teach academic honestly as part of the MYP Approaches to Learning. A complete Approaches to Learning vertical planning document is included at the end of this policy. Midvale Middle School focuses on three main areas within academic honesty; personal skills, social skills, and technical skills. Personal skills include teaching students to have condence in their own work, providing the necessary skills and knowledge, and teaching students how to act with integrity. As students develop condence in themselves in combination with the needed knowledge to work independently students will have skills necessary to act with academic honestly. Through self-evaluation and reection in all MYP units students gain the ability to evaluate their efforts and progress. Self-evaluation allows students to take ownership for their learning and their work. In addition, we teach students to act with integrity. The Learner Prole plays an integral role in class discussions and self-evaluations in regards to acting with integrity. Teachers challenge students to be principled in their actions and academic work. In addition, we help students develop the social skills needed to be honest. We teach social skills through lessons on collaboration. Students are taught how to work together, how to acknowledge the work of others, and how to be a valued team member. Technical skills is another important area of academic honestly. Students are taught how to properly acknowledge sources including writing a bibliography. Language A classes hold discussions on plagiarism and how to recognize when and how the ideas of others should be acknowledged. Students are expected to act with academic honesty at all times. If a student acts with academic dishonesty, the teacher will conference with the student and with the administration as needed. Consequences will be enforced for all academic dishonesty.

ATL Skill Area: Organization


Student Learning Expectation Time Management: including using time effectively in class, keeping to deadlines.

Approaches to Learning Vertical Planning Document


MYP Year 3 8th Grade MYP Year 4 9th Grade

MYP Year 2 7th Grade

Teacher-directed and parent-supported use Students independently use of planner. of planner. Students independently use of project Explicit instruction of how to use the planner timelines. in students! homeroom class. Teacher-directed use of project timeliness. Explicitly taught in Language A. Teacher-directed and parent-supported instruction of how to use Skyward to view grades and citizenship. Explicitly taught by the media specialist in the rst weeks of school and reinforced by the homeroom teacher. Teacher-directed and parent-supported use of materials for each class. Student use of Skyward to set personal goals. Student use of materials for each class.

Self Management: including personal goal setting, organization of learning materials.

Key questions for use with MYP units of work: - What organizational tools do I have? - What aspects of my organization do I need to develop? - How can I best organize myself?

Approaches to Learning Vertical Planning Document ATL Skill Area: Collaboration


Student Learning Expectation Working in Groups: including delegating and taking responsibility, adapting to roles, resolving group conicts, demonstrating teamwork. Accepting Others: including analyzing others! ideas, respecting others! points of view, using ideas critically. MYP Year 2 7th Grade In group situations where roles have been identied and delegated the student is able to take responsibility, adapt and demonstrate teamwork in familiar situations. The student is able to identify ways in which others! ideas differ from their own and through guided analysis accepts and shows respect for these differences. MYP Year 3 8th Grade MYP Year 4 9th Grade

Within a group situation the student is able to, with guidance identify and delegate the required roles and responsibilities, resolve group conict using teacher identied teamwork skills and adapt to various roles in familiar and some unfamiliar situations.

The student identies and analyzes others! ideas, demonstrates respect for their viewpoints and with guidance uses others! ideas critically.

The student independently recognizes the importance of and has the ability to analyze others ideas, respect others! points of view and uses ideas critically even though they may differ from their own personal ideologies.

Approaches to Learning Vertical Planning Document ATL Skill Area: Collaboration Continued
Student Learning Expectation MYP Year 2 7th Grade MYP Year 3 8th Grade MYP Year 4 9th Grade

Personal Challenges: With help from the teacher including respecting cultural the student identies cultural differences, negotiating goals differences and the and limitations with peers and importance of negotiating with teachers. goals with peers and teachers.

With guidance the student identies personal challenges and demonstrates knowledge of the importance of respecting cultural differences, negotiating goals and limitations with peers and teachers.

Key questions for use with MYP units of work: - How do I work with others? - What successes have I had when I worked with others? - How can I work with others; how can they work with me?

Approaches to Learning Vertical Planning Document ATL Skill Area: Communication


Student Learning Expectation Literacy: including reading strategies, using and interpreting a range of contentspecic terminology. Explicitly teach MYP Year 2 7th Grade Students will show an understanding of graphic organizers, compare and contrast and context clues in content specic areas. Students will show an understanding of sources and their reliability, what types of media is available and the advantages and disadvantage of using one type of media over another. With Guidance MYP Year 3 8th Grade With Minimal Guidance MYP Year 4 9th Grade

With guidance the s/will With minimal guidance the s/will identify and identify and use content use content specic graphic organizers, specic graphic context clues and other literacy skills. organizers, context clues and other literacy skills. With guidance the s/will identify and use a variety of media explaining their reliability and the advantages and disadvantages of each type of media. With minimal guidance the s/will identify and use a variety of media explaining their reliability and the advantages and disadvantages of each type of media.

Being Informed: including the use of a variety of media.

Student Learning Expectation Informing Others: including presentation skills using a variety of media.

MYP Year 2 7th Grade Students will show an understanding of oral, visual and written presentations using power points, graphs and tables and other forms of technology. Students will show understanding of how to communicate in written form using the traits of writing, editing and re-writing.

MYP Year 3 8th Grade

MYP Year 4 9th Grade

With guidance the s/will With minimal guidance the s/will show an show an understanding understanding of oral, visual and written of oral, visual and presentations using power points, graphs and written presentations tables and other forms of technology. using power points, Students will use the traits of writing, editing graphs and tables and and re-writing in a written presentation other forms of technology. Students will use the traits of writing, editing and rewriting in a written presentation.

I (the teacher) do it

We do it

We do it

You do it

Key questions for use with MYP units of work: - What communication tools do I use? - Which ways of communicating do I need to improve on? - How can I better communicate my understanding?

Approaches to Learning Vertical Planning Document ATL Skill: Information Literacy


Student Learning MYP Year 2 Expectation 7th Grade Accessing The student is able to Information: including recognize and with researching from a variety guidance research of sources using a range using a variety of of technologies, sources and range of identifying primary and technologies.
secondary source.

MYP Year 3 8th Grade The student is able to recognize and with some guidance research using a variety of sources, range of technologies, and with teacher help identify primary and secondary sources.

MYP Year 4 9th Grade The student is able to access and research information from a variety of sources using a range of technology and with some guidance identities primary and secondary sources.

Student Learning Expectation

MYP Year 2 7th Grade

MYP Year 3 8th Grade

MYP Year 4 9th Grade The student identies points of view taking into account bias and weakness, with some guidance recognizes primary and secondary sources and begins making connections between resources that are valid and reliable.

Selecting and The student can identify different points of Organizing view and with guidance demonstrate an Information: including understanding of bias and weakness using a identifying points of view, variety of sources that are valid and reliable.
bias and weaknesses, using primary and secondary sources, making connections between a variety of resources.

Approaches to Learning Vertical Planning Document ATL Skill: Information Literacy Continued
Student Learning Expectation MYP Year 2 7th Grade MYP Year 3 8th Grade MYP Year 4 9th Grade

Referencing: including the use With guidance the student of citing, footnotes and references resources using referencing of sources, citing and footnotes of respecting the concept of sources and understands intellectual property rights. basic intellectual property rights.

With some guidance the student references resources using citing, footnotes and formal referencing of sources demonstrating knowledge and intellectual property rights.

Key questions for use with MYP units of work: - How can I access information? - How do I know if the information is reliable? - What will I do with this information?

ATL Skill: Reflection


Student Learning Expectation Self-awareness:

Approaches to Learning Vertical Planning Document


MYP Year 2 7th Grade MYP Year 3 8th Grade MYP Year 4 9th Grade Identify a learning goal, based on TOP BRRICCK or CTE test.

including seeking out learning is a staircase. positive criticism, reecting on areas of perceived limitation.

Students understand that Identify personal strengths and weaknesses and address them.

Self-evaluation: including the keeping of learning journals and portfolios, reecting at different stages in the learning process.

Students learn how to read a rubric.(Lang A) - Scale - Vocabulary Evaluate learning styles: Howard Garnder Multiple Intelligences Holland Codes CTE Test Identify TOP BRRICCK Learning journal/notebook/ portfolio for all classes. (Homeroom)

Academic realism: - Match self-evaluation with teacher evaluation. - Teach self-criticism (it!s okay to be realistic) (Lang A) Continue TOP BRRICCK Continue learning/journal/ notebook/portfolio. (Homeroom)

Keep goal journal throughout the year with quarterly reections. Have teach created rubric and standards. Turn in each quarter. (Lang A) Teacher guided standards and rubric. Continue TOP BRRICCK Continue learning/journal/ notebook/portfolio. (Homeroom)

Key questions for use with MYP units of work: - How do I reect? - How have my reections helped me learn? - What other reection tolls and resources can help me?

ATL Skill: Thinking


Student Learning Expectation Generating Ideas:
including the use of brainstorming.

Approaches to Learning Vertical Planning Document


MYP Year 2 7th Grade MYP Year 3 8th Grade The student identies and generates ideas in a variety of ways, including with some guidance the use of brainstorming in familiar and unfamiliar situations. MYP Year 3 8th Grade With some guidance the student plans for their learning using a variety of selfidentied and pre-identied techniques including the use of story-boarding, creating a rough draft, and outlining etc. MYP Year 4 9th Grade The student independently identies and generates ideas in variety of ways including the use of brainstorming in familiar and unfamiliar situations. MYP Year 4 9th Grade The student independently plans for their learning using a variety of selfidentied techniques including the use of storyboarding, creating a rough draft, and outlining etc.

With guidance the student identies ideas in a variety of ways in familiar situations.

Student Learning Expectation Planning: including story-boarding and outlining a plan.

MYP Year 2 7th Grade With guidance the student plans for their learning using a variety of preidenties techniques including story-boarding, creating a rough draft and outlining etc.

ATL Skill: Thinking Continued


Student Learning Expectation Inquiring: including questioning and challenging information and arguments, developing questions, using the inquiry cycle. Student Learning Expectation

Approaches to Learning Vertical Planning Document

MYP Year 2 7th Grade The student inquirers and with guidance formulates questions and argues using pre-identied guiding questions.

MYP Year 3 8th Grade The student inquires and formulates questions, with guidance argues using preidentied guiding questions.

MYP Year 4 9th Grade The student inquires, formulates, questions, challenges information, and with some guidance argues, develops guiding questions.

MYP Year 2 7th Grade

MYP Year 3 8th Grade With some guidance the student argues using step by step process of logic and justication in familiar and unfamiliar situations.

MYP Year 4 9th Grade The student applies guided knowledge and concepts to argue using step by step process of logic and justication in familiar and unfamiliar situations.

Applying With guidance the student Knowledge and argues using step by step Concepts: including process of logic and logical progression of justication in familiar arguments. situations.

ATL Skill: Thinking Continued


Student Learning Expectation Identifying Problems: including deductive reasoning, evaluating solutions to problems. MYP Year 2 7th Grade

Approaches to Learning Vertical Planning Document


MYP Year 3 8th Grade MYP Year 4 9th Grade The student identies problems in a variety of ways and with some guidance demonstrates problemsolving skills including deductive reasoning and solution evaluation.

With guidance the student With some guidance the identies problems in a student identies problems in variety of ways and a variety of ways and demonstrates basic demonstrates problemsolving problem solving skills skills including deductive reasoning. MYP Year 2 7th Grade

Student Learning Expectation Creating Novel Solutions: including the combination of critical and creative strategies, considering a problem from multiple perspectives.

MYP Year 3 8th Grade

MYP Year 4 9th Grade The student independently demonstrates their ability to create and produce relevant, logical, and creative strategies considering a problem from multiple perspectives

With guidance the student is able to The student, with some produce relevant, logical, and guidance demonstrates their creative strategies considering a ability to produce relevant, problem from multiple perspectives. logical, and creative strategies considering a problem from multiple perspectives

Key questions for use with MYP units of work: - How do I think? - What tools can help me think in different ways? - What planning tools do I have?

ATL Skill: Transfer


Student Learning Expectation

Approaches to Learning Vertical Planning Document


MYP Year 2 7th Grade MYP Year 3 8th Grade MYP Year 4 9th Grade The student analyzes the connections between content areas. The student applies the skills that are cross-curricular. The student will produce a product to demonstrates their understanding.

Making Connections: The student recognizes The student comprehends and including using and identies the applies the connections between knowledge, connections between content areas. The student understanding and skills content areas. The comprehends, and applies the across subjects to create student identies, skills that are cross-curricular. products or solutions, recognizes and uses The student will produce a applying skills and the skills that are cross- product to demonstrates their knowledge in unfamiliar curricular. The student understanding. situations. will produce a product that demonstrates their understanding. Inquiring in Different Contexts: including changing the context of an inquiry to gain various perspectives. The student begins to develop the ability to inquire in different contexts to identify various perspectives. The student begins to inquire in different contexts to develop various perspectives.

The student inquires in different contexts and gains various perspectives.

Key questions for use with MYP units of work: - What are the big ideas of each of the different subjects? - Do the big ideas of the subjects overlap? - How can I use my knowledge, understanding, and skills across subjects?

You might also like