DIMMITT MIDDLE SCHOOL INTERNATIONAL BACCALAUREATE (IB) MIDDLE YEARS PROGRAM

 

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Dimmitt Middle School

IB MYP Assessment Policy

The Assessment Policy is a document used collectively by the staff of Dimmitt. It was created in alignment with the school’s mission and vision statements, as well as the Middle Years Program (MYP) standards and practices. This document provides an overview of the school’s beliefs and practices regarding the purpose and use of assessments. Additionally, this policy aims to provide uniformity and clear expectations for students, families, staff, and administration regarding assessment policies and practices.

 

Assessment Philosophy

 

Assessment is an essential part of the teaching and learning process. A variety of formative and summative assessments are used before, during, and after learning experiences as a means of ongoing communication between teachers, students, and families. The goals of these assessments are to improve instruction, support student learning, and measure student growth.

 

Frequent and purposeful formative assessments are used to monitor student learning throughout a unit and help teachers adjust instruction. Formative assessment tasks allow students to demonstrate what they know and understand about concepts or standards. This information creates opportunities for teachers to give descriptive feedback to students about their learning and provide concrete next steps in how to improve. This level of individualization in instruction engages students in the learning process and provides appropriate challenge and support for success.

 

Metacognitive strategies, such as self-assessment and reflection, are also used to support student learning. Such opportunities actively engage students in the learning process by challenging them to think deeply about what was learned, strategies used, and reflect on their progress toward the learning target. Using metacognitive assessment tasks also empowers students to determine their next steps and advocate for themselves.

 

Summative assessments occur at the end of instruction and serve as an indicator of student proficiency in the overarching goals or standards of the unit or course. Summative assessments may also include standardized exams, such as iReady tests and the Smarter Balanced Assessments in English Language Arts and Math, the Washington Comprehensive Assessment of Science (WCAS), and End of Unit course exams.

 

Combined, these three types of assessments help to measure qualitative and quantitative student data, record a student’s learning journey toward mastery, and assist teachers in making informed instructional decisions in the best interest of the student.

 

Assessment Practices

 

Dimmitt teachers create multiple and varied formative and summative assessments aligned to Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and MYP assessment criteria to determine what students know, understand, and can do.

All student work is considered evidence of learning.

 

Assessment Types

Assessment Type	Examples	MYP Year
Diagnostic/Interim	iReady Math & English Language Arts	MYP 1, 2, & 3   MYP 2 & 3
Formative	Exit tickets, polls, quick writes, thumbs up/down,  think-pair-share, self-assessment	MYP 1, 2, & 3
Summative (State and District)	Smarter Balanced Assessments (SBA)   Washington Comprehensive Assessment of Science (WCAS)   OSPI and Locally Developed Assessments (Individuals & Societies, Physical & Health Education, & Performing Arts)	MYP 1, 2, & 3     MYP 3   MYP 3
Summative (DMS internal contributing to MYP grade)	classwork, class discussions, labs, quizzes, process journals, performances, performance tasks, projects, presentations	MYP 1, 2, &3

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Student grades in MYP courses reflect student proficiency, and represent more than an average of all assessments combined.

In each MYP subject, each strand of each criterion is assessed at least twice a year.

Departmental collaboration is essential to ensure consistent assessment across multiple teachers and sections of a given course. Grading of summative assessments using MYP rubrics is standardized is carried out collaboratively to ensure consistent application of the standards. This collaboration can happen through PLCs and departmental meetings. 

Recording and Reporting

 

Dimmitt teachers will:

 

· Use standards-based grading and official MYP Objectives rubrics to report on student knowledge and understanding. Standards-based grading emphasizes the mastery of a standard of performance rather than a completion of an amount of work or averaging of grades to receive a final score.

 

· Use clearly defined rubrics to score assessments and assignments

 

· Provide multiple opportunities for students to achieve mastery

 

· Provide timely feedback and regularly report student scores using the district’s adopted learning management system, Skyward. All strands of each MYP Objective for each subject area will be reported at least twice per year for each subject.

 

· Provide accommodations for all assessments and activities to Special Education students as outlined in the Dimmitt Inclusion Policy and accordance of policies set forth by Renton School District

 

· Work collaboratively to analyze student data on common formative and summative assessments during Pink Day PLC time

As well as district mandated reporting of Standards-based grades, Dimmitt teachers will use the IB assessment criteria for assessment tasks. Scores in each of the 4 MYP Objectives for each subject area will be reported in Skyward via the Community Grade function to students and families using the MYP 0-8 scale. At the end of the grading period, a teacher will determine the student’s overall grade by analyzing the student’s collection of evidence. The chart provided below is for reference only.

 

Translation Scale

 

MYP Score Earned	DMS SBG Equivalent
8	4
7	4
6	3
5	3
4	2
3	2
2	1
1	1
0	I

 

MYP 0-8 marks for each criterion/strand will be used as the basis for student-led parent-teacher conferences in the fall and spring so that progress against the MYP criteria can be communicated and understood in a supported environment and used as a clear basis for demonstrating and planning student development.

 

This policy will be available to the Dimmitt community on the school website in the IB section and individual requests for the policy can be sent to the IB Coordinator. The assessment policy will also be highlighted at back to school and curriculum nights. The Dimmitt Assessment Policy will be reviewed by staff, leadership, and other relevant stakeholders at least once per cycle in accordance with the MYP Self-study process which occurs every five years. Once reviewed, the policy will be submitted to the Instructional Leadership Team (ILT) for approval.

 

 

 

Revised October 2024

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Dimmitt Middle School

IB MYP Language Policy

 

The Language Policy is a document used collectively by the staff of Dimmitt Middle School. It was created in alignment with the school’s mission and vision statements, as well as the Middle Years Program (MYP) standards and practices. This document provides an overview of the school’s beliefs and aims regarding language instruction. The policy aims to provide uniformity and clear expectations for all stakeholders regarding language acquisition.

 

Philosophy

At Dimmitt Middle School we believe language is the primary means of communicating and learning. We believe all teachers are language teachers, whose responsibility it is to nurture various forms of communication for a variety of reasons. We believe language acquisition is a life-long process and a central component of intellectual and personal growth.

 

Aims	Therefore, we strive to…
Enable students to learn and use language effectively, appropriately, accurately, and confidently.	Teach subject specific + academic vocabulary, transfer skills between subject groups, and provide feedback to revise thinking along the way
Develop students’ powers of oral and written communication.	Teach speaking and writing for different purposes and audiences, encourage student to student talk, and provide opportunities to present/perform in front of a variety of audiences
Enable students to develop and use language skills in a variety of contexts and purposes.	Include a variety of products in our lesson objectives, student involvement in announcements/assemblies, and presenting community projects
Promote the appreciation, understanding, and analysis of literature.	Provide access to diverse levels of books, offer a variety of novel studies, book trailers, podcasts, informal book groups, and school plays
Encourage students to explore language to understand the differing perspectives of people from other cultures.	Make connections through Interdisciplinary Units, explore visual and performing arts from other cultures, discuss current events from around the world, learn a variety of culinary foods, and access to library section of books in other languages
Provide an opportunity for enjoyment, creativity, and intellectual stimulation through knowledge of language and literature.	Teach creative writing, offer choice in style (comic strips, websites, presentations, podcasts, etc.), teach debate, write dialogues, voiceovers, and create newscasts

Language Demographics

Dimmitt Middle School has a population of approximately 631 students. The primary language spoken is English. About 33.6% of our population have a Mother Tongue other than English. Languages spoken by students at home include Spanish, Vietnamese, Somali, Chinese, Dari, Cambodian, Russian, Tagalog, Bantu, Swahili, Ukrainian, Farsi, French, Khmer, Pashto, Pilipino/Filipino, Thai.

 

Primary Language Instruction

The primary language of instruction at Dimmitt Middle School is English. The majority of the student body speak English as their primary language. We therefore recognize that all teachers are not only subject teachers but also language teachers. Washington state has adopted common core standards, and the literacy standards are used in all courses to enable the acquisition and proficiency in the English language. Dimmitt Middle School also uses the WIDA English Language Development (ELD) standards to inform instruction and set high expectations for all students.

 

Available supports for multilingual learners include translated closed captioning on Microsoft PowerPoint within individual classrooms, translated texts, translation apps, partnering with peers who speak the same language, and allowing verbal responses/gestures when appropriate.

⮚      Making copies in Native languages

⮚      Recommending novels/readings in Native languages

⮚      Native language group reads

⮚      Peer interactions, as needed

⮚      Sheltered Instruction Observation Protocol (SIOP) strategies

⮚      Actively talk about other languages

⮚      Mathematics as a universal language

⮚      Analyzing, comparing, contrasting in Native languages,  especially Spanish and English

⮚      Review of new vocabulary, vocabulary walls

⮚      Careful adherence to accessibility standards on web pages

 

 

Language Acquisition Instruction

In MYP Year One, scholars who are proficient in English study a full trimester of Spanish that introduces them to the Spanish language through a variety of essential and high interest topics.

In MYP Year Two, scholars continue to develop their Spanish proficiency through a further full trimester study of a new range of essential and high interest topics.

In MYP Year 3, scholars have the choice to continue with a further full trimester of Spanish study that will introduce another set of topics, vocabulary, and grammar, or they can elect to study a full year of Spanish that will increase their proficiency to Intermediate level and introduce a wider range of topics, text types, and grammatical structures.

Students who successfully complete the full year Spanish program in Year 3 can receive one high school credit in Language Acquisition.

Multilingual Learners

 

Dimmitt Middle School is in alignment with Renton School District’s Mission Statement to prepare limited English proficient students to live successfully in an English-speaking culture and in a multilingual, multicultural world. This preparation includes providing developmentally appropriate instruction in the English language, maintaining respect for the student’s native culture and heritage, and developing a sense of self-worth and pride in the student.

 

Dimmitt Middle School offers beginner, intermediate, and advanced multilingual supports in place of Spanish Language Acquisition for students identified by the WIDA language screener. Students who have passed reading, writing, listening, and speaking portions of the language screener exit the program, join a Spanish Language instruction class, and continue to be monitored in other classes. 

 

Mother Tongue Support

 

Dimmitt Middle School encourages the development of Mother Tongue and culture both at home and school. We support families sharing their languages and cultures with our DMS family. For example, we host a “Multicultural Mathematics” evening [add other school events focuses on mother tongue support/celebration]. Teachers and families facilitate two way communication using mother tongue through district interpreters, access to the Language Link service, and via technology supports that provide end user language selection such as ParentSquare.

 

This policy will be available to the Dimmitt community on the school website in the IB section and individual requests for the policy can be sent to the IB Coordinator. The DMS Language Policy will be reviewed by staff, leadership, and other relevant stakeholders at least once per cycle in accordance with the MYP Self-study process which occurs every five years. Once reviewed, the policy will be submitted to the Instructional Leadership Team (ILT) for approval.

 

Revised August 2024

Dimmitt Middle School (DMS) is proud to pursue an “IB For All” model which seeks to remove barriers to participation in as much of the MYP Years 1-3 program as possible. All students in 6^th to 8th grades aspire to the Learner Profile and develop their Approaches to Learning skills. Scheduling of students encourages maximum participation in the IB program. Our House system encourage participation by all 8^th grade students in the MYP community project. Listed below are some of the policy supports that are in place to pursue this vision. More information on support for ML students is found in the DMS Language Policy and School Improvement Plan.

 

District Vision on Inclusion

 

Renton School District will be a leader in providing inclusive education for students with disabilities, high student outcomes will serve as evidence of success.

Inclusive Education Guiding Principles for Inclusion for Students with Disabilities

·        All students are educated in the general education classroom to the greatest extent appropriate.

·        All students are educated in the neighborhood school to the greatest extent possible.

·        Expectations are high for all students.

·        General education curriculum is the standard.

·        Instruction is standards-based.

·        Decisions are made based on each individual student needs and not labels and places.

·        Instructional and behavioral supports are considered prior to decisions about personal support.

From Guiding Principles regarding Inclusive Education Practices in Renton School District

The following principles guide our decisions and service delivery model to support students with disabilities.

 ·        RSD is committed to the practice of inclusive education for all students as defined by the following:  All students are full and accepted members of their school community in which their educational setting is the same as their nondisabled peers, whenever appropriate.

 ·        Inclusive education is not specifically about students with disabilities but relates to all students, with an emphasis on special population students, including at-risk, English Language Learners, highly capable and culturally diverse students.

 ·        RSD believes that for a clear majority of students with disabilities, there is a need (and an effective way) to increase their time and success in the general education classroom.

 ·        Students requiring special education services are, first and foremost, general education students who need additional services and support in order to succeed in school.  Their success, therefore, is the joint responsibility of all RSD educators.

 ·        When appropriately implemented, inclusive practices benefit the general education student population through increased in-class support, a focus on differentiated instruction, and improved resource sharing and collaboration.

 ·        Inclusive practices recognize that decisions about student services are based on specific needs of individual students.  When an objective, student-centered process is used, it is apparent that 1) many more students can find success in the general education classroom with appropriate supports and 2) there will be a continuing need for services provided outside of the general education classroom for some of our students. 

 

Special Education Needs

              Students with special education needs require differentiated instruction and/or conditions of assessment in order to fairly demonstrate academic understanding and achievement.

Under federal and state law, Renton Schools ensures that all children with disabilities are identified and evaluated. Eligibility decisions must be made by a special education team. The special education team must always include someone who is knowledgeable of and experienced in the education of students with the suspected disability, and also include one of the student’s general education teachers.

The Special Education team at Dimmitt Middle School (DMS) consists of special and general education teachers, a psychologist, a speech pathologist, an occupational therapist, a school nurse, educational assistants, and instructional specialists serving our qualified students.

              Revised Code of Washington (RCW) Chapter 28A.155 specifies the provisions and procedures for determining eligibility for and level of services provided for specific disabilities. Any and all eligible accommodations are provided for in MYP classrooms.

Furthermore, the Special Education team develops an Individualized Education Plan (IEP) and/or a 504 Plan (accommodations to the learning environment for any student who has a disability that is not covered by the legal IEP framework)  for each qualified student that clearly outlines and communicates any accommodations that must be made to allow a student to fully demonstrate learning in the classroom. General Education teachers in collaboration with specvial education teachers use these documented plans to tailor instruction and conditions of assessment for affected students.  

 

 

Inclusion models at Dimmitt Middle School

 

General Education With Special Education Support (Push-in model)

 

General Education with Special Education Support is a push-in service model for the delivery of specially designed instruction. Special education instruction and practice are provided to the student in the general education classroom. The inclusion philosophy at Dimmitt Middle School is to utilize the push-in model as much as possible. For SY 2024-25 the number of co-taught push-in classrooms in language arts and mathematics classes was greatly increased, including extensive professional development for special and general education teachers. In classrooms with a push-in teacher, the special education teacher is fully involved in unit and lesson planning and planning for differentiation and is part of the PLC for that subject area.

 

Resource Learning Center (pull-out model)

 

This model supports students with IEPs in working toward achieving success in general education classes, primarily using core curriculum and supplemented as needed.  RLC at DMS supports students in grades 6-8 in a pull-out classroom for English Language Arts and Mathematics. The RLC teachers collaborate with their general education counterparts in unit and lesson planning.

Instructional Learning Center (ILC)

These services are for students with moderate to severe cognitive challenges. The two ILC classrooms at DMS serve students in grades 6-8. Functional skills and academic skills are the focus, using specialized curriculums, for students with IEPs for a half day or more in this specialized setting. ILC teachers use MYP unit planning philosophies and procedures to ensure maximum participation in the program for their students.

 

 

The Dimmitt Inclusion policy will be available to the Dimmitt community on our school website. Individual requests for the policy or inquiries can be directed to the IB Coordinator. The inclusion policy will form part of any discussion with families of special education students at back to school night and parent teacher conferences.

 

The Dimmitt Inclusion Policy will be reviewed by staff, leadership, and other relevant stakeholders at least once per cycle in accordance with the MYP Self-study process which occurs every five years. Once reviewed, the policy will be submitted to the Instructional Leadership Team (ILT) for approval.

 

Revised October 2024

Dimmitt Middle School

IB MYP Academic Honesty Policy

 

The Academic Honesty Policy is a document used collectively by the staff of Dimmitt. It was created in alignment with Middle Years Program (MYP) standards and practices, as well as Renton School District guiding principles for practice: service, excellence, and equity. The policy aims to provide uniformity and clear expectations for all stakeholders regarding academic integrity.

 

Academic Integrity Philosophy

 

IB students strive to uphold the values embedded in the Learner Profile throughout all aspects of their lives. As members of the International Baccalaureate community, Dimmitt Middle School believes academic honesty and personal integrity are fundamental components of a students’ education and character development. The IB Learner Profile states that students will “act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere”. They also “take responsibility for their actions and consequences”. We believe promoting academic honesty and personal integrity is the responsibility of our school community. 

 

Defining Academic Dishonesty

 

Academic Misconduct	Definition	Examples
Cheating	Behavior that gives an unfair advantage	·        Using notes, documents, or other aids (calculator) on an assessment or assignment without permission ·        Using communication or electronic devices to send or obtain information ·        Looking at another student’s paper, talking during an assessment, or violating directions given by the teacher
Collusion	Supporting academic misconduct by another student, as in allowing one’s work to be copied or submitted for assessment by another MYP: From Principles to Practice	·        Letting another student copy or submit your schoolwork ·        Working together on independent tasks (an assessment, writing an essay) ·        Sharing information about the content of an assessment with other students
Duplication of work	The presentation of the same work for different assessment components MYP: From Principles to Practice	·        Submitting another student’s assignment as your own ·        Completing an assignment in one course and submitting it in another course
Falsification of data	Unauthorized creation, alteration, or reporting of information	·        Artificially creating data when it should be collected from an actual experiment
Forgery	The act of falsely making, altering, or imitating (as a document or signature) with intent to defraud Meriam-Webster	·        Forging the signature of a Parent/Guardian, School Employee, or Physician on a document (permission slip, report card, medical document, etc.)
Plagiarism	The representation, intentionally or unintentionally, of the ideas, words, or work of another person without proper, clear, and explicit acknowledgement MYP: From Principles to Practice	·        Paraphrasing or copying external sources (articles, books, databases, websites) without proper citations ·        Copying work from another student
Submitting work commissioned, edited by, or obtained from a third party		·        Use of Chat GPT to answer assessment questions or write essays ·        Using papers or parts of papers that are purchased

 

 

Academic Honesty and Artificial Intelligence

 

In March, 2023, IB released guidance on the use of generative IA that proceeded from the principle that schools should support students in using these tools ethically, in line with academic integrity principles rather than banning them outright. Although this is an evolving area as of the time of writing, DMS will also move forward with a goal of learning how to incorporate and understand these tools in an academically honest way.

During some class sessions, teachers may leverage generative AI tools to support learning, provide students with an opportunity to explore how they can be used, and/or better understand their benefits and limitations. However, use of generative AI will be limited to exercises during class sessions. Examples of use during ungraded classroom exercises might include: 

o   brainstorming new ideas,

o   developing example outlines or approaches

o   generating different ways to talk about a problem.

In contrast, students may not use AI tools to generate work for an assignment to be submitted for a class grade or as part of any IB assessment, as this cannot be considered a substitute for developing the fundamental skills and expertise represented by the learning objectives of the IB program. Students are ultimately responsible for the content they submit and may not attempt to pass off any work generated by an AI program as their own. Any attempt to do so will be considered academic dishonesty and subject to the same procedures and consequences as other forms of academic dishonesty.

Adapted from Carnegie Mellon University Eberly Center for Teaching Excellence and Educational Innovation and Heinz College of Information Systems and Public Policy 

 

 

Roles and Responsibilities

 

Media Specialist, IB/ATL Coordinator will support staff, students, and families by:

 

·        Creating and making available lessons and resources to teach ATL Research Skills of Information Literacy and media literacy that cover the elements of academic honesty. The media specialist is available to teach or co-teach the lessons to individual classes or teachers can use the resources to teach the lesson themselves.

·        Being available to staff and students to advise on matters of Academic Honesty.

 

Dimmitt Staff, Teachers, and Administration are committed to:

·        Proactively teaching students about our Academic Integrity Policy and the importance of upholding an ethical learning environment and protecting intellectual property rights

·        Explicitly teaching students necessary skills to maintain academic integrity at a developmentally appropriate level (copying versus paraphrasing, how to cite sources, creating a bibliography)

·        Explicitly teaching students what academic integrity looks like specific to their subject group

·        Explicitly teaching students digital citizenship using interactive lessons and activities (Common Sense)

·        Actively monitoring learning environments

·        Clearly communicating what instructional resources can or cannot be used on assignments and assessments

·        Reviewing, promoting, and supporting implementation of the academic integrity policy throughout the school year

·        Making use of internet search resources to investigate incidences of suspected academic dishonesty.

Dimmitt Students are committed to:

·        Reading, understanding, and asking questions about Dimmitt’s Academic Integrity Policy

·        Ensuring all work submitted is their own and giving credit to others when necessary

·        Avoiding situations that might contribute to academic dishonesty (saying no to peers who ask to copy their work)

·        Seeking clarification or help from teachers, coaches, or media specialist when needed

·        Crediting outside sources of information (articles, books, databases, websites, images, photographs, music, videos) by citing information within text and including a reference section. At Dimmit we use MLA citation format as a standard. Examples:

 

Citation Type	Example
Article	Author’s Last Name, First Name. “Title of Article.” Year of Publication.   Meagher, Caitlyn. “Why Making Mistakes is Good for Your Brain.” 2023.
Book	Author’s Last Name, First Name. Title of Book. Year of Publication.   Ride, Sally. Exploring Our Solar System. 2003.
Database	“Title of Article.” Name of Database. Website URL.   “Should Kids Be Allowed on Social Media?” Britannica School. https://news.eb.com/level2/should-kids-be-allowed-on-social-media/
Website	Author’s Last Name, First Name. “Title of Web Page.” Website URL.   Natural History Museum. “Creepy Crawlies.” https://www.nhm.ac.uk/visit/galleries-and-museum-map/creepy-crawlies.html

 

·        Reporting instances of academic dishonesty to staff, teachers, or administration

 

 

 

 

Dimmitt Families and Caregivers are committed to:

·        Reading, understanding, and asking questions about Dimmitt’s Academic Integrity Policy

·        Discussing Dimmitt’s Academic Integrity Policy with student/students and reiterating the importance of academic honesty and personal integrity as fundamental components of a students’ education and character development

·        Encouraging students to practice authentic authorship in their schoolwork and crediting others when necessary

·        Supporting staff, teachers, and administration when investigating/addressing student academic misconduct

 

Consequences of Academic Dishonesty

When staff, teachers, or administration suspect a violation of student academic misconduct, they will confer with the student to gather more information and determine the next steps for the student to appropriately complete the task.

Policy Communication & Review

The Dimmitt Academic Integrity Policy will be available to the Dimmitt community on our school website. Individual requests for the policy or inquiries can be directed to the IB Coordinator.

The Dimmitt Academic Integrity Policy will be shared annually with Dimmitt students, staff, teachers, and administration. Additionally, the policy will be reviewed by our Instructional Leadership Team in accordance with our MYP self-study process at least once every five years.

 

References

International Baccalaureate Organization. “Academic Integrity.” 2019.

International Baccalaureate Organization. From Principles to Practice. 2014.

Additional School Policies Consulted:

Angelo Giaudrone Middle School Academic Integrity Policy