Section 4.01       Academic Honesty and Integrity Policy

Students in the International Baccalaureate Diploma Programme are held to the same Academic Honesty and Integrity Policy as outlined in the IHSNO Student and Family Handbook and copied below:

IHSNO Academic Honesty and Integrity Policy

2022 – 2023 Academic Year

International High School of New Orleans expects all students to abide by ethical academic standards.  According to International Baccalaureate guidelines, Academic Honesty in the IB Educational Context, academic honesty is “making knowledge, understanding and thinking transparent”.  The purpose of IHSNO Academic Honesty and Integrity Policy is to provide students, parents, teachers, and faculty with regulations that promote academic honesty in defining what constitutes academic integrity and academic misconduct; establish clear procedures in the event that academic dishonesty and misconduct occurs; describe the rights, roles, and responsibilities of all members of the school community; and hold all members of International High School of New Orleans accountable to the Principled core value of the IB learner profile.

Academic Integrity can be defined by honest academic work where (1) the ideas and the writing of others are properly cited; (2) students submit their own work for tests and assignments without unauthorized assistance; (3) students do not provide unauthorized assistance to others; and (4) the responsible use of social media and (5) students report their research or accomplishments accurately.

IB defines academic misconduct as a behavior (whether deliberate or inadvertent) that results in the student or other student gaining an unfair advantage (or that disadvantages other students) in one or more assessment components.  Academic misconduct includes:

Plagiarism - the representation, intentionally or unwittingly of the ideas, words, or work of another person without proper, clear and explicit acknowledgement.

Collusion - supporting misconduct by another candidate, as in allowing one’s work to be copied or submitted for assessment by another.

Duplication of work - the presentation of the same work for different assessments components and/or diploma requirements

Misconduct during an examination, including the possession of unauthorized material.

Disclosing information to another candidate, or receiving information from another candidate, about the content of an examination paper within 24 hours after the examination.

Authentic Authorship  

According to the IBO, “An authentic piece of work is one that is based on the candidate’s individual and original ideas with the ideas and work of others fully acknowledged.  Therefore all assignments, written or oral, completed by a candidate for assessment must wholly and authentically use that candidate’s own language and expression.  Where sources are used or referred to, whether in the form of direct quotation or paraphrase, such sources must be fully and appropriately acknowledged” (“Academic Honesty” 2011).

Intellectual Property

There are many different forms of intellectual property rights, such as patents, registered designs, trademarks, moral rights, and copyright. Students must respect these rights as well as other forms of intellectual and creative expression (like works of art, literature, or music).

Collaboration

Collaboration is working together in a joint intellectual effort to arrive at a common aim. This is appropriate, encouraged behavior and does not result in “allowing one’s work to be copied or submitted for assessment by another,” as defined above. According to the IBO, “…there are occasions when collaboration with other candidates is permitted or even actively encouraged, for example, in the requirements for some internal assessments. Nevertheless, the final work must be produced independently, despite the fact that it may be based on the same or similar data as other candidates in the group.  This means that the abstract, introduction, content and conclusion/summary of a piece of work must be written in each candidate’s own words and cannot therefore be the same as another candidate” (“Academic Honesty” 2011).

Roles and Responsibilities of all members of the school community

Student Responsibilities

●        Reference work

●        Cite sources

●        Acknowledge others’ ideas and concepts

●        Acknowledge all sources using MLA or APA style referencing in a consistent manner, including sources that have been paraphrased or summarized

Sign acknowledgement form saying you have received, read, and understand IHS’s Academic and Integrity Policy and the IBDP General regulations handbook

Teacher Responsibilities

●        MYP English Language Arts (ELA) teachers’ will review this policy with candidates during the 9th and 10th grade years and prior to beginning the Diploma Programme in the 11th grade

●        IB English teachers will continue to review this policy with students throughout the two years of the Diploma Programme in the 11th and 12th grade

●        Set clear expectations for assignments and provide guidance to candidates on how to correctly cite the sources they have referenced

●        Design assignments that do not lend themselves to academic misconduct

●        Discuss the benefits of submitting assignments that are correctly referenced

●        Devote time to teach and practice these skills until students master the skill of referencing

●        Be a role model – make sure all shared materials are correctly referenced.

●        Authenticate student work

Report alleged academic misconduct to IHSNO’s Academic Integrity Board

School Responsibilities

●        IB Coordinator and/or her designee will check all candidates’ work prior to submission to the IB for assessment and moderation utilizing plagiarizing software technology.

●        IHSNO’s Academic Honesty and Integrity Board will investigate all allegations of academic misconduct and communicate consequences to the Head of School, Principals, and IB Coordinator

IB Coordinator reports academic misconduct to IB

Parent Responsibilities

●        Encourage your student to plan each assignment

●        Provide support with the scheduling of their work, as your son or daughter may have many assignments to complete.

●        Let your student do his or her own work, but show them how to research and plan their work.

●        Establish a good level of communication with the school so that you understand the requirements of the Diploma Programme and what is expected of students.

●        If your son or daughter is having difficulty with their work, encourage him or her to ask a teacher for advice.

Sign acknowledgement form saying you have received, read, and understand IHS’s Academic and Integrity Policy and the IBDP General regulations handbook

Procedures

All parties involved—students, parents, and administrators—are to understand that the teacher’s professional judgment will determine whether a violation of the Academic Integrity Policy has occurred.

Whenever a student is found to have violated the Academic Honesty and Integrity Policy the following procedures will be followed:

1. Teacher reports the infraction to the academic honesty and integrity board within three days, in writing and via e-mail.  The report must include a:

1.       full account of the incident

2.       statement from student(s) involved

3.       statement from teacher/proctor

4.       any other supporting documents

2. Student accused of academic misconduct must:

   1. provide a statement containing relevant information in regards to allegations of academic misconduct, in writing and via email

3. Academic Honesty and Integrity Board will investigate a case of suspected academic misconduct only when there is clear evidence to justify a suspicion of wrongdoing. The Board will:

   1. decide whether to dismiss or uphold the allegation

   2. e-mail the decision reached by the Board to the Head of School, Principals, and IB Coordinator

4. After the board makes a decision, the IB Coordinator writes his/her own statement.  The report must:

   1. explain what guidance on academic honesty is given to all students

   2. provide relevant information: explanation of accusation, board’s determination, supporting evidence, and consequences.

Consequences

Students found to have engaged in academic misconduct shall be subject to disciplinary action as well as academic penalties, as outlined below.

First Offense

●        Referral will be sent to the Principal and Academic Honesty and Integrity Board

●        Teacher will contact parent or guardian and explain consequences for present and subsequent offenses.

●        Student will receive a zero on the assignment and re-do the assigned task again

●        Academic Detention

Second Offense

●        Referral will be sent to the Principal and Academic Honesty and Integrity Board

●        Teacher will contact parent or guardian to explain the consequences for present and subsequent offenses.

●        Student will receive a zero on the assignment and re-do the assigned task again

●        Counselor will inform all of the student’s teachers

●        Students will lose all privileges for one academic quarter, which includes but is not limited to participating in extracurricular activities, dances, and game admissions.

●        Academic Detention

Third Offense

●        Referral will be sent to the Principal and Academic Honesty and Integrity Board

●        Administrator will meet with parent or guardian, student and teacher

●        Student will receive a zero on the assignment and re-do the assigned task again

●        Student will not receive recognition as an IB candidate or course option student

●        Counselor will inform all student’s teachers

●        A student who has committed at least three offenses of the Academic Honesty and Integrity Policy will have a notice placed in the student’s permanent record.

●        Student will lose all privileges for the remainder of the academic school year, which includes but is not limited to participating in extracurricular activities, dances, and game admissions.

●        Academic Detention

Section 4.02       Admissions Policy

Enrollment in IB Programme

IHSNO is an IB World School with a mission and vision to foster education through the IB Programme schoolwide. The school community is constantly informed about the IB Programme as the center of all academic endeavors. The following are different ways in which enrollment in the IHSNO IB Programme is marketed, promoted and supported:

●        Open House recruitment events attended by interested community members seeking more information about our school and IB

●        The citywide open enrollment application, NOLA-PS Common Application Process (NCAP) lists IB and the language program as IHSNO special programs

●        Series of Orientation Sessions for students and families who are enrolled at IHSNO

●        IB information meetings in classrooms with IB Coordinator and counselors

●        Teachers facilitate preparation for the IB programme in all classes

●        Teachers embed IB aims and rubrics starting in 9th and 10th grade classes

Full Diploma Enrollment

Students receive a thorough explanation of the requirements and details of the full IB programme in 9th and 10th grades so that they know and understand their options. Each spring semester, all teachers consider their rosters of students and recommend students for IB courses in their subject area. Teachers are also asked to recommend students who would be a good fit for the full diploma programme. During this recommendation period, students have exploratory conversations with teachers, counselors and the IB Coordinator, and some shadow IB courses. Students are encouraged to attempt the full diploma and understand the benefits of the full programme.

Supporting and encouraging the full diploma students is a large portion of the IB Coordinator’s role. At IHSNO, we have stipend positions for a CAS Coordinator and an Extended Essay Coordinator. These positions report to the IB Coordinator and oversee their respective portions of the core. DP students are also rewarded with special privileges and celebrations. Full diploma juniors and seniors are the only students who are permitted to leave campus for lunch. Additionally, the IB core / teaching team holds celebrations (ice cream, pizza, etc.) for deadlines and milestones throughout the school year.

Information for Students

The IB Coordinator and counselors hold several meetings (either in classrooms or full grade assemblies) to inform students about all options and the scheduling process. Students are given course selection sheets to complete where they request all of their courses for the next school year.

Admissions Requirement

With the “IB for All” philosophy, admission into the IB Diploma Programme is based solely on teacher recommendation and student selection. There is no GPA or test score requirement and there is no application. Students are admitted as soon as they are scheduled for IB coursework for the following school year. Once the course offerings for the following year are determined, students complete course selection sheets. Then, teachers indicate on their rosters which students they recommend for honors courses (10th grade) or IB courses (11th and 12th grade). Next, counselors, IB Coordinator, and/or office staff complete the scheduling spreadsheet where student and teacher input is able to be compared. Next, IB Coordinator and counselors schedule students based on teacher recommendation and student requests in PowerSchool. In most cases, teacher recommendation trumps student request; however, this is the time that IB Coordinator and counselors meet with students and teachers to determine the best course selection for each student.

The scheduling process and timeline for all IHSNO students is below:

Retention in the IB Programme

All IHSNO students receive progress reports every three weeks during Advisory. At this point, students and advisors check in to monitor progress in courses. Students know in which courses they need to improve performance. At the six week mark, teachers make phone calls home and students receive another check in. Additionally, the IB Coordinator monitors grades of all IB classes and students at the 6 week mark and schedules meetings with all students who have failing grades. Supports and strategies are put in place to ensure that students improve progress and performance in their IB classes. Schedules should not be changed during the school year; thus, students will not exit the IB Programme or classes until transitioning into the next school year and may opt out of certain IB courses. If a teacher strongly recommends removal of a student and the change must be made, it can be made in December before the second semester.

Section 4.03       Assessment Policy

Students and teachers work in partnership to enable students to demonstrate what they have learned, assess their progress, and identify specific strategies to maximize their potential on their class assessments.

Teachers use multiple forms of formative assessment to inform students of their learning and progress. Formative assessments (assess students’ skills and or knowledge in a particular area as they develop) are used to prepare students to learn the skills needed for summative assessments as well as assignments. Additionally, they provide opportunities for students to learn from their mistakes.

Summative assessments are a teacher’s final opportunity to assess the summation of learning before moving on to new topics or skills.

Quarter and semester grades will take into account the summative learning shown by a student in preference to the formative learning they showed along the way. In this way, summative quarter and semester grades are not an average of all assignments; rather, they are an indication of the level the student has attained and sustained.

Any instance of plagiarism will result in a zero for the assessment. Plagiarism on an IB assessment will be referred to IB and will result in a student not obtaining the IB diploma.

Student Responsibilities

●        Be   autonomous   learners   by   thinking   independently, assessing their own progress and taking responsibility for deadlines without excuse.

●        Analyze and monitor their own formative and summative assessment data to assess their own progress.

●        Arrange meetings with subject teachers to get personalized feedback and to assist with tricky areas to understand.

●        Apply effort on formative assessments to maximize progress and summative assessment scores.

●        Submit work on time, adequately attending to interim draft and final deadlines without exception.

●        Follow the deadlines posted on the IB calendar, syllabus and on handouts provided. Follow deadlines for large assignments to ensure adequate progress and maximize potential.

Teacher Responsibilities

●        Focus on the assessment of student learning outcomes.

●        Modify teaching in light of the learning that has taken place using formative assessment data.

●        Analyze assessment data to identify patterns of individual student performance and needs.

●        Work in collaborative teams to design and assess common assessments.

●        Compare common assessment data with other teachers to assess where student learning has been strong and where it has been less strong.

●        Comply with, implement and monitor all IEP and 504 accommodations for individual students.

●        Provide a minimum of 8 formative assessments and 1 summative assessment per quarter.

●        Show an awareness of the diversity of the learning styles of the class by using a variety of assessment and teaching strategies.

●        Provide timely written and oral feedback on assignments.

●        Assess summative work and return feedback before assessing formatively.

●        Bear in mind the student’s whole schedule and use only meaningful assessments.

●        Post assessments on the student calendar.

●        Work with  the  Special  Education  Coordinator  to design assessments that will effectively assess the learning of students with specific learning needs.

IB Coordinator Responsibilities

●        Observe and encourage peer-to-peer observations that cultivate a culture of dialogue and reflection surrounding the assessment of learning and assessment for learning.

●        Offer training on using and interpreting data and support staff in the use of multiple assessment strategies.

●        Distribute student related summary data to IB team and administration every quarter.

●        Meet with the IB team a minimum of twice a month to review lesson plans and reflect on individual student progress.

●        Analyze IB student data and plan IB professional development time to match achievement goals.

Grades and Reporting Grades

The International Baccalaureate grading scale is a numerical system from 7 (excellent) to 1 (very poor performance). A 4 is considered a satisfactory grade. The student’s 1-7 grade is a direct measure of the competency a student has shown in terms of skills and knowledge. All teachers will use the IB published subject specific grade descriptors to determine a student’s IB grade each quarter. This IB grade will be reported to the student alongside his or her IHSNO 100-point scale report card grades. These IB grades will be reported to students school wide, regardless of grade level or course.

IB Diploma Specific Assessments

The IBDP uses internationally benchmarked criterion-referenced assessments and awards points leading to an IB Diploma. The grading guidelines and rubrics used are identical for all IB schools across the world.

Section 4.04       Inclusion Policy

School Philosophy

IHSNO supports the learning of all students by appropriately addressing the unique learning needs of students with exceptional needs. The IHSNO Inclusion Program incorporates accommodations according to the student’s IEP that are implemented by the teachers and support staff to allow the student access to all levels of the general education curriculum of the school, including the IB Diploma Programme. It is the philosophy of IHSNO that providing students with open access to our entire curriculum fosters academic success in the school’s college preparatory environment and leads to the development of self-esteem and self-advocacy skills in the student.

IB Needs of Students with Exceptionalities Policy

The International Baccalaureate Organization defines an exceptional need as “any permanent or temporary diagnosed need that could put a candidate at a disadvantage and prevent him or her from being able to demonstrate skills and knowledge adequately.” This mirrors the definition under I.D.E.A. Students who qualify for accommodations under I.D.E.A. are given an IEP, whose enlisted accommodations are in turn recognized by the International Baccalaureate Organization.

Identification

Students with Exceptionalities are encouraged to apply for IB courses and are accepted, provided they meet the prerequisite criteria identified for each course. When students are enrolled in an IB subject for the first time, the IB Coordinator generates a roster of students and submits it to the Special Education Coordinator for review. The Special Education Coordinator provides teachers of IB students a copy of their IEP and teachers are required to grant accommodations in the IEP. The IB Coordinator works together with the IB faculty to ensure that all students enrolled in IB courses have full access to the curriculum and are able to demonstrate mastery of the course content.

Classroom Instruction

IHSNO faculty employ inclusive teaching techniques and design learning experiences that allow all students, including those who have exceptional needs, to meet the rigorous standards of the IB Diploma Programme. Students are provided with opportunities to achieve these goals by participating in carefully constructed differentiated teaching strategies designed to maximize students’ potential and also allow the student to demonstrate learning in different ways. Additional trained teachers provide push-in and pull-out services to meet necessary IEP accommodations. Teachers of students with exceptional needs share in the planning process and reinforce all lessons in small group settings.

Parent Expectations and Communication

Parents of IB students are encouraged to share information regarding any students with exceptional needs on behalf of their child. The expectation of collaboration between parent and IB faculty regarding students with exceptional needs is communicated to parents and students in the IHSNO Parent/Student Handbook, which is distributed to ALL parents and students at the beginning of every school year. This information is also shared on the IHSNO website.

IB Assessment and Students with Exceptional Needs

IHSNO, in accordance with IB policy, “believes that all students should be allowed to demonstrate their ability under assessment conditions that are as fair as possible. Where standard assessment conditions could put a student with exceptional needs at a disadvantage by preventing him or her from demonstrating his or her level of skill and knowledge attainment, special arrangements may be authorized.” Such arrangements follow the principles and guidelines of the IB Diploma Programme as set forth in the IB document entitled “Candidates with Special Assessment Needs” (IBO, May 2009). Parents may access further information regarding the possible arrangements available to their student on the IHSNO website in the document entitled, “International Baccalaureate Program” The IB Coordinator will inform the IBO using the appropriate procedures and providing the necessary documentation of the special needs of students requiring assessment adjustments. Once the IB Coordinator learns of the decision of the IB, the student, parents, and teachers involved will be informed.

Continued Education for Staff

IHSNO provides continued education for staff in the IB Programme and training in providing accommodations and differentiation for students with exceptionalities. Within the first year of employment all teachers are trained in the IB Philosophy. Each year, at the beginning of the school year, all teachers receive additional professional development regarding best servicing IEP students. Lastly, teachers receive monthly training in differentiation practices.

Section 4.05       Language Policy

Philosophy

Mission Statement

It is the mission of the International High School of New Orleans to educate and nurture a diverse learning community through the International Baccalaureate Programme, world languages, and intercultural appreciation to succeed in a global economy. 

Echoing the IB Learner Profile, IHSNO aims to “develop internationally-minded people who, recognizing our common humanity and shared guardianship of the planet, help create a better, more peaceful world.”

IHSNO continues to actualize our vision that students become compassionate, productive global citizens who positively impact the world. 

At IHSNO, we believe that all teachers are language teachers and that writing is an expression of language in each discipline. Additionally, IHSNO believes that teachers, parents, and students share the responsibility in developing language skills, both native and foreign.  

Exceeding state requirements, IHSNO students are encouraged to engage in four years of foreign language study. This curriculum supports inclusivity through cooperative learning in language acquisition, fostering multicultural respect and unity. 

Language Profile

The population of IHSNO represents students of diverse backgrounds. About 26% of our students are Hispanic, and 14% are English language learners. IHSNO also serves a population of Vietnamese students equal to 9% of our school’s population.  Native English speakers and English language learners participate in collaborative study to, again, promote multicultural respect, but also to advance language acquisition. Our teachers regularly attend professional development to reinforce best practices and strategies for teaching English learners. 

Language A:

IHSNO believes that development of primary language skills is essential to future success as it ensures clear communication and promotes strength in self-expression. These skills are developed across the curriculum, providing frequent, rigorous opportunities for exploration, growth, and reflection.

Language A is supported by all teachers of English Language Arts from grades nine through twelve. On-level courses utilize a Louisiana-identified Tier 1 curriculum. All incoming freshmen must take, in addition to the standard English I course, an applied English course that provides the foundation for essay construction, focusing on structure, style, grammar, research, development, and revision. 

Sophomore students on an IB track will complete independent literary analyses and/or independent research projects, in line with the IB Extended Essay.

In each grade level, all students take part in diagnostic and interim assessments to track progress and provide useful data to the department that informs instruction. These assessments are administered through Louisiana’s LEAP 360 program in grades nine and ten, and all grades will track data through shared assessments directly from the Tier 1 curriculum IHSNO has adopted. 

English Language Arts curriculum at IHSNO aligns with Louisiana state standards and the International Baccalaureate Language A objectives. 

Language B:

At IHSNO, Language B acquisition is essential to students becoming well-equipped and compassionate global citizens. Offering studies in Spanish, Mandarin, Vietnamese, Arabic, and French, the World Language department emphasizes the four language skills: listening, speaking, reading, and writing. Language B standards and assessments are based on the Louisiana State Standards, 21st Century Guidelines, and the International Baccalaureate program. In achieving these standards, the World Language department utilizes the IB framework, authentic documents, project-based learning, and community connections to support students in their Language B acquisition. Students’ progress through their first two years of language acquisition culminates in writing a well-crafted essay developed from several thematic projects over the two years. [1] [2] 

Upon entering IHSNO, students rank their preferences of the five offered languages. Additionally, over the course of their four years at IHSNO, a student is offered the opportunity to take at least two additional languages. Especially for students entering IHSNO at an advanced proficiency level in two languages, the acquisition of a third language is encouraged. Upon completion of the state-mandated two years of Language B study during high school, students are offered the option of following the same or a different language acquisition course in the IB Diploma Program.

The five world languages offered at IHSNO are not confined to the classroom; rather, they are shared and appreciated among the school community through celebrations and gatherings. For example, language teachers and their students collaboratively create and host five school-wide cultural celebrations, one for each world language. In a similar way, theme-specific language and culture conferences [3] [4] offer language students the opportunity to research an aspect of the target culture - ranging from poetry to music and culinary art - and share it with the school community at large.   

Best practices in the IHSNO World Language curriculum rest upon supporting and continually assessing the basic skills for all types of communication - oral, written, and visual - using scope and sequence. When students are acquiring a second language, our teaching is informed by four main concepts: context, culture, reflection, and fluency. Students are encouraged to use critical thinking, recognize cultural patterns, develop theories, and construct meaning as they investigate the target language and culture. As students progress in second language acquisition, teachers facilitate an understanding of language as a means of self-expression, exploration of the self and others, community engagement, and lifelong enjoyment. 

English Language Learner Support

A. Identification of LEP (Limited English Proficiency) students:

As part of enrollment, students complete a home language survey in the registration packet. If  students indicate that they speak a language other than English at home and have not been exited from an EL program at a previous school, they will take the Louisiana standardized screener called the English Language Proficiency Screener (ELPS). If the student fails to score Proficient (scores consisting of all 4s and 5s) on the ELPS, the student will be coded Limited English Proficiency (LEP) and will receive supplementary supports and services to continue to develop English proficiency.

In addition to support in learning English, ELs are encouraged to continue to improve their literacy in their native language. IHSNO offers native Spanish and Vietnamese classes focused on exploring and celebrating these students’ native cultures through high level reading and writing skills. This also gives non-native English speakers the opportunity to become college and career ready in both English and their native language.

In order to support ELs academically, IHSNO employs a full-time ESL teacher to instruct ESL classes, English language lab classes, and general content classes in English specifically for ELs. There are also several members of staff that are multilingual, including faculty, administration, and staff and faculty members that are fluent in Spanish, French, Vietnamese, Mandarin, and Arabic.

B. Ensure EL students matriculate appropriately and with equal opportunity:

As an IB school focused around building international mindedness, ELs are integrated into their appropriate level of study as they continue to work towards English proficiency and be provided the same school-wide academic opportunities as their peers based on their individual talents, abilities, and goals. English learners are encouraged to join extracurricular activities, athletics, cultural celebrations, IB classes with proper prerequisites, and electives regardless of possible language barriers. Faculty, staff and the ESL department will ensure that EL students receive the proper supports and services to ensure we are offering equal opportunities to maximize EL students’ success as they seek these opportunities. 

C. Implement strategies to ensure academic success for ELs:

International High School has set up a structured matriculation system for ELs based on their varied language, academic, and socioemotional needs. Students are screened with the Louisiana ELPS screener and placed into classes appropriate for the English proficiency level and their completed prerequisite courses.Teachers regularly receive professional development on best practices and instructional strategies for supporting ELs. While materials, concepts, directions, or examples can be translated for ELs, it is the IHSNO philosophy that students will learn English most quickly and effectively through English immersion and being held to high expectations. 

English learners take the same Interim and Quarterly assessments as their peers. They receive accommodations on classwork, class exams and state exams including extended time, use of native-language to English dictionary, and text-to-speech read aloud. Teachers have the option of modifying exams for ELs, based on individual needs, but in general, they hold ELs to the same standards as their peers, while receiving the extra support needed to meet the standards.   

English learners also receive additional academic support in a bi-weekly tutoring program, held specifically for ELs during which they can practice English, receive help with homework and classwork, and receive mentorship from local university students. For state exams, EL students are targeted as needed for after school and pull out remediation. English learners also take part in the needs assessment administered by the Student Support Services department in their native language. 

The IHSNO Language Policy will be made available to our community on the IHSNO website as a single document, as well as included in both the Faculty and Staff and Student handbooks.

Language Policy Review

The IHSNO IBDP Language Policy will be reviewed annually at the end of each school year by the Academic Leadership Team.  As part of the review process, additional stakeholders such as students, parents, and board members may be consulted for input as necessary.  It is the responsibility of the IB Coordinator to ensure the success of the Language Policy review.

Section 4.06       Off Campus Lunch Policy

Off Campus Lunch Privilege

Eligibility:  IB Diploma Programme students who:

●        Pass all classes each quarter

●        Have less than 5 absences per semester 

●        Have not received any Level 2 or Level 3 infractions

●        Submit final version of Extended Essay to supervisor and EE Coordinator

●        Submit Internal Assessments on time

Rules

1. Students must sign in and out in the front office to go off campus. This will be monitored by an office assistant.  

2. Students must return at least 5 minutes before their class time to sign back in.

3. Students may not get in a vehicle during off campus lunch.  They can only walk to local establishments.

4. Students cannot bring outside food back on to campus. If student does not finish outside food, it must be wrapped up and stored in the book sack for the rest of the day.

5. Students may not smoke during off campus lunch.

Students will lose this privilege for the following reasons:

1. Arriving to class late two times

2. Eating food in class

3. Failing any class on report card

4. Failing to timely submit EE, TOK, Internal, External, or CAS reflection deadlines

***Students receiving this privilege are still under the supervision of IHSNO and are representing the school when off campus. Their behavior must be respectful and in accordance with all school rules and policies.

            *For full Policy including Student and Family Agreement signature lines, see Appendix L.