IB Policies

Inclusion Policy

Martin Luther King, Jr. Middle School and Maynard Holbrook Jackson High School embrace the diversity of all our students and do not exclude, for example, on the grounds of strengths, challenges, age, social status, economic status, language, gender, race, ethnicity, or sexuality.

Both schools fully embrace the aims and purpose of IB: “In all IB programmes, teaching is designed to remove barriers to learning. Teaching is inclusive and values diversity. It affirms students' identities and aims to create learning opportunities that enable every student to develop and pursue appropriate personal goals.” (What is an IB education? 2013:6)

The Atlanta Public School (APS) district's mission is: “Through a caring culture of equity, trust, and collaboration, every student will graduate ready for college, career, and life”.

Understanding Our Inclusion Practices

Student success is supported at every level. All students in grades 6 - 10 are part of the Middle Years Programme (MYP). As such, the MYP, the Diploma Programme (DP), and the Career-related Programme (CP) include students who are designated as gifted, homeless, English Language Learners (ELL), Students with Disabilities (SWD), and students with 504 accommodations plans.  Counselors and social workers are employed to meet routine and emergency needs. Professionals are on staff to provide a range of services, such as psychological, physical, health, social, language, enrichment, and any other student support that requires specialized service or instruction. A nurse is available to monitor specific medical needs. Teachers follow specific procedures when they observe students with learning difficulties. The teachers also have a variety of classroom diagnostic tools. If they suspect deeper issues, they observe and gather “Response To Intervention” (RTI) data and proceed to a series of meetings with a Student Support Team (SST).

Students with Special Needs

King Middle and Jackson High’s inclusive admissions policy includes welcoming students with a variety of different abilities and special needs. Both campuses have faculty members (paraprofessional, ESOL teachers, special education teachers) qualified to support students with various learning disabilities in each year of the programme. Accommodations for instruction and assessment are made, as necessary, in accordance with students’ Individual Education Plans, 504 plans, IB policies, ESOL accommodations, and/or practices of differentiated instruction. The students with special needs at both schools are part of the fabric of the schools and the community.

Inclusive Learning Environments

Students are allowed to receive instruction in the least restrictive environments. Teachers are trained to accommodate learners by differentiating instruction and assessments where applicable. Teachers also embed inquiry and problem-solving activities in their units to encourage student engagement for all learners. When appropriate, teachers use technology and collaboration to reach all students' learning needs. Teachers also engage in the gradual release model of teaching to encourage students to develop independence in their own education. If needed, special education paraprofessionals help conduct classes with an assigned roster of students to provide additional support. This approach allows students to thrive in an inclusive environment. Specially-designed classrooms to meet student needs are also provided, when applicable.

Inclusive Resources and Protocols

All teachers have access to the MYP/DP/CP special needs material located in the Programme Resources Center. Appropriate curriculum and assessment strategies are reviewed annually for all students with disabilities and English Language Learners. Classroom teachers, special education and/or ESOL teachers, parents, and administrators participate in these conferences. Training in the IB Approaches to Teaching and Approaches to Learning skills is required for all teachers and should be embedded in the teachers’ unit plans. When recommended, Individual Education Plans (IEPs) are written and followed. Students with significant cognitive or physical disabilities receive special consideration for grade promotion. Each student’s accommodations are received by teachers and coordinators ,and they are signed off on by all applicable parties to ensure understanding of the accommodations. Federal guidelines direct all efforts to accommodate learning problems. Parents and qualified coordinators monitor school activities and student progress. Parents are involved in all parts of these processes.

Inclusive Assessment Procedures

IB Coordinators regularly work in collaboration with the Special Education Lead Teachers, Student Support Coordinators, and ESOL Department Chair/Lead Teachers to ensure all students who require accommodations receive them in their IB classes as well as on applicable IB exams. Upon registration for any IB assessment, the IB Coordinator is responsible for facilitating requests for student needs and making the appropriate requests with the IBO. It is the discretion of the IBO to allow for the accommodations, which include, but are not limited to, extended testing time, larger font on paper exams, and the use of a word processor during examinations.

Both schools offer additional Remedial Education Program (REP) classes in math and reading to meet the needs of the most struggling learners. This option is also available for students who have mastered their native language (or mother tongue) but who cannot take Language Acquisition classes.

Complaint Procedures

King Middle School and Jackson High School strive to provide a positive and supportive learning environment for all students, parents, and staff members. However, we recognize that concerns or complaints may arise periodically. We take such feedback seriously and are committed to addressing and resolving issues promptly and fairly. To facilitate this process, we have established the following complaint procedure.

Informal Resolution

In most cases, complaints can be resolved informally and efficiently. We encourage individuals with concerns to address the issue directly with the relevant teacher, staff member, or administrator. Addressing issues will be done through open communication and collaboration via email, phone call, in-person, or via virtual conferences.

Teachers or staff will contact the complainant via email, phone call, in-person, or virtually within a reasonable time-frame (72 hours) to achieve the desired outcome with the complainant.

Formal Resolution

Individuals may initiate the formal complaint process if issues are not resolved informally or if the nature of the complaint requires a more formal approach. The complainant must notify or provide details of the complaint to the appropriate school administrator via phone call or email. The complaint should include:

●       A description of the issue or concern

●       Any relevant supporting documentation or evidence

●       The desired outcome or resolution sought by the complainant

●       Complaints should be submitted within a reasonable timeframe from the occurrence of the incident, preferably within 48 hours of the concerned issue.

Investigation and Resolution

Upon receipt of a formal complaint, the appropriate school administrator will initiate an inquiry within 24 hours. Investigations may involve gathering additional information, interviewing relevant parties, and reviewing relevant policies and procedures.

The investigation will be conducted impartially and with sensitivity to the concerns raised. Depending on the nature of the complaint, the school administration will take appropriate action to address the issue and prevent its recurrence. Actions may include implementing corrective measures and providing additional training or support.

After the investigation is complete, the school administration will communicate the findings to the complainant and any other relevant parties.

Appeals Process

If the complainant is dissatisfied with the outcome of the initial investigation or believes that their concerns have not been adequately addressed, they may have their concerns addressed by the appropriate district personnel.

Appeals should be submitted in writing or via telephone to the Associate Superintendent or the appropriate district personnel.

At this point, the Associate Superintendent or appropriate district personnel

will conduct a review of the original complaint, the investigation findings, and any additional information provided by the complainant and/or other parties involved.

The decision of the Associate Superintendent and/or the appropriate district personnel will be final and binding.

Any timelines for resolutions at this stage of the process will be communicated by the offices of the Associate Superintendent and/or the appropriate district personnel. All complaints at this stage may not have a specified timeframe for an outcome.

Confidentiality and Non-Retaliation

All complaints, concerns, or issues will be handled with confidentiality, to the extent of what is in the school’s control, respecting the privacy of all parties involved.

Jackson HS and King MS prohibit retaliation against individuals who raise concerns or participate in the complaint resolution process. Any acts of retaliation will be subject to appropriate disciplinary action.

Documentation and Review

The school administration will maintain documentation and records of all complaints and their resolutions for review and analysis purposes.

This information will be used to identify any trends or recurring issues and to inform improvements to policies and procedures.

We encourage open communication and constructive feedback as we work together to maintain a safe and supportive learning environment for all.

Assessment Policy

King Middle School & Jackson High School

The purposes for assessment at Martin Luther King, Jr. Middle School (KMS) and Maynard Jackson High School (MJHS) are to inform teaching and learning, to assist in planning for classes, to regulate assessment and teaching practice within the school, to monitor achievement, and to determine final levels of achievement for students.

At the start of each course, teachers use diagnostic tools to determine the needs of the students. These assessments take many forms, from standard tests to student interest inventories and writing samples. Benchmark tests also inform the teachers’ instruction planning as the year progresses. These tools allow teachers to meet individual and group goals. Teachers examine the results of these assessment instruments as they meet to plan instruction and assignments.

As educators implement their units of study, various formative assessment methods will be utilized across both schools to gauge student understanding and progress. Observations, worksheets, interviews, portfolios, self and peer evaluation, demonstrations, checklists, essays, rubrics, reflections, and many other forms of assessment help students and teachers understand student progress. Teachers plan formative assessments together. They plan for reteaching, reinforcement of learning, enrichment, and curriculum compacting as needed. Classes are designed to allow for differentiation of instruction. Where special accommodations are required, teachers receive assistance from certified special needs teachers. Forms of assessment can be altered as needed. If assessment data indicate a need for individual instruction, any student’s needs can be addressed. Teachers post a tutorial schedule to offer assistance. Teachers employ the IB rubrics for formative as well as summative assessment. The school has aligned them to state standards to streamline this process.

Formative assessments are entered into the student information system so that parents and students are able to check on student progress toward mastery. Teachers devise formulas that weight the various project grades and assessments according to the goals and objectives of the class. After standardizing on achievement levels, teachers individually regulate their students’ grades for reteaching and adjust formative results to reflect progress. As learning advances, the recorded data changes to reflect improvement. Summative assessments are employed when teachers determine that time and effort are sufficient to show conclusive results on the objective of the unit. The scores for these summative tasks are recorded and shared with students and parents via the student information system.

At the conclusion of the course at MJHS, whether it is a semester or a year-long, a summative assessment is completed. The results of this assessment determine the student’s success in the course. Where student achievement has improved over the length of the course, their final grade is based on the students’ best work toward the course objectives. Student performance over the period of the course is examined, employing the MYP rubrics and then an aligned percentage grade for that course is determined. Benefit of any doubt goes toward the students. At KMS, the students complete a summative assessment that is aligned with each unit of study, using the GRASPS model.

Final assessments and determinations of levels of achievement for completed courses are reported in two ways. MYP assessments are based on the MYP rubrics and other indicators of progress toward the published objectives in the course. Atlanta Public Schools require percentage grades. At MJHS, these are created using the same data as the IB grade, after the MYP grade is determined. Both MYP and percentage grades are reflected on the semester and final report cards. These are made available to parents and maintained in a permanent record.

Students with learning support requirements will receive arrangements during assessments. A Student Support Team meets to determine the needs of each student, and an assessment plan is written that applies to some or all courses the student takes. Student needs are also taken into consideration when planning a student’s schedule so they can best demonstrate their strengths.

For any student receiving services through special education or ESOL, a Special Education or ESOL Case Manager, or the Special Education Lead Teacher ensures that each subject area teacher is aware of student assessment plans and that the plans are in place at the start of each school year. Should students require inclusive assessment arrangements for IB-required assessments, the coordinator will apply for these arrangements with the IB. The inclusive assessment arrangements for our students are carefully planned, evaluated, and monitored throughout each student’s time with our schools.

We are a public school, and some courses that are offered in our schools require a state-mandated End of Grade or End of Course Exam. These exams are weighted in the total average score of each student. Students who require access arrangements are given them during these tests as well. The scores from these exams are stored in the student information system, designed to help teachers to reflect on improvements for the future students they teach, as well as understand the needs of individual students. The state also mandates that each sophomore and junior take the PSAT so that teachers, students, parents, and the district can use the data from the results to improve instruction and address specific student needs.

All students in MYP Year 5 (sophomore year) complete the personal project as an opportunity to consolidate their learning. Students create a report and product, which are assessed using the Personal Project criteria. The Personal Project Coordinator works in collaboration with the Special Education Lead Teachers, Student Support Coordinators, and ESOL Department Chair/Lead Teacher to ensure all students receive appropriate accommodations for the project. The criterion level totals (scores) are used to determine eligibility of the Diploma Programme and Career-related Programme courses.

All students in IB Diploma Programme courses submit both Internal and External IB Assessment work. DP teachers design a calendar of Internal Assessment due dates to spread out the IA timelines, and time is built in so that teachers can provide extensive feedback on IA drafts. All DP subject teachers collaborate on writing Assessments for their classes and calibrate the scoring of Internal Assessment work before it is submitted to the IB. Teachers are responsible for understanding Assessment Procedures for their own subjects to best prepare students for the IB Assessment work and all IB teachers receive invigilator training prior to the IB Assessments in May. IB Assessment material is received by the IB DP Coordinator and stored in a secure storage area with limited access to only the Coordinator and Head of School. The school complies with IB Regulations and procedures as relates to the conduct of IB DP/CP Assessments.

Maynard Jackson uses the data collected from the IB Diploma Programme assessments in multiple ways. The data is shared with the community and discussed in team meetings to inform instruction at the schools. Teachers work in teams using the data to make possible changes in their course of study plans as well. The district uses this data to plan for teacher allocation and possible funds for the IB Signature Program.

Admission Policy

King Middle School and Jackson High School

Martin Luther King, Jr. Middle School and Maynard Holbrook Jackson High School aim to provide high-quality educational experiences through its IB Middle Years Programme (MYP), IB Diploma Programme (DP), and IB Career-Related Programme (CP). As a school community, we follow an open and inclusive admissions policy, welcoming students with diverse backgrounds and a range of talents and abilities.

Primary Years and Middle Years Programmes

In Atlanta Public Schools (APS), students attend the cluster schools within their attendance zones for elementary, middle, and high school. In the Maynard Jackson cluster, students attending Primary Years Programme (PYP) feeder schools will advance into the MYP at King Middle School if they meet the local requirements for enrollment. Students may attend King Middle School for Year 1, Year 2, and Year 3 of the MYP. King Middle students may advance to the MYP at Jackson High for Year 4 and Year 5 if they meet the local requirements for enrollment.

Students who do not attend any Jackson cluster feeder schools or King Middle School may advance to King Middle and/or Maynard Jackson if they live within the cluster’s attendance zone. There are no additional requirements for admission and/or access to the Middle Years Programme. All students in grades 6-10 are in the MYP.

IB Diploma Programme

It is recommended that IB Diploma Programme candidates meet the following requirements to be considered for enrollment:

● An overall grade point average of 3.0 (or 80%).

● Must have passed Algebra, Geometry, and Algebra 2 prior to eleventh grade.

● Recommended that students have passed at least two high school Spanish, French, or Mandarin Chinese courses prior to eleventh grade.

● Recommended completion of the MYP Personal Project.

IB Career-related Programme

It is recommended that IB Career-related Programme candidates meet the following requirements to be considered for enrollment:

● An overall grade point average of 3.0 (or 80%).

● Must be on track to complete CTAE or Fine Arts Pathway.

● Recommended completion of the MYP Personal Project.

Reviewed & Revised:2 September 2024

IB Course Candidates

IB course candidates are students who take at least one DP course, but are not full DP or CP candidates. IB course candidates should meet the following requirements to be enrolled in an IB course:

● An overall grade point average of 3.0 (or 80%).

● Recommended 85% grade average in 9th and 10th grade courses for the corresponding IB course ● All applicable course prerequisites should be met.

New students must meet all requirements listed above for IB Diploma, IB Career-related, and/or IB course candidates. Students enrolling in  MJHS during their senior year will not be able to enroll in DP or CP-level courses. Reviewed & Revised:2 September 2024

Academic Integrity Policy

King Middle School and Jackson High School

The IB programmes at King Middle School and Jackson High School firmly adhere to principles and guidelines provided in the IB Academic Integrity Policy (Integridad académica).

King Middle School and Maynard Jackson High School recognize that academic integrity is the foundation of academic excellence and student success. To support a positive learning environment, every student and employee must exhibit honesty, trust, fairness, respect, and responsibility in educational work. In congruence with the IB philosophy, Atlanta Public Schools (APS) upholds principles of academic honesty and integrity.

 Section 6A of the APS student handbook outlines the expectations for academic honesty. According to the handbook, academic dishonesty is described as: “Receiving or providing unauthorized assistance (to include plagiarizing, copying, use of artificial intelligence, or fabricating data) on classroom projects, assignments, exams, or state or national examinations.” (APS Student Handbook, Pg. 45)

Violation of Academic Integrity/Honesty Policy

 Any student behavior that has the effect of interfering with education, pursuit of knowledge, or fair evaluation of a student’s performance is considered an academic integrity violation. Students who are found in violation of the academic integrity policy will have the opportunity to resubmit assignments and will receive a disciplinary referral to their grade-level administrator. This is also outlined on page 45 of the APS Student Handbook.

 Examples of violations of this rule include, but are not limited to: copying or "borrowing" from another source and submitting it as one's own work; seeking or accepting unauthorized assistance on tests, projects or other assignments; fabricating data or resources; providing or receiving test questions in advance without permission; or working collaboratively with other students when individual work is expected.

Academic Misconduct Reporting

As our students strive to be principled learners, we hold high expectations of them to act with integrity and honesty, including being academically honest. Academic dishonesty is unfair to other students and demeaning to those who engage in it. Any student, staff, or administrator may report a suspected honor violation. Students may also self-report honor code violations. Any school teacher, administrator, or support personnel can investigate alleged instances of academic misconduct/dishonesty with appropriate evidence.

Academic Misconduct in the DP/CP

Upon submitting their internal and external assessments, DP and CP students must attest that they  have not committed any act of academic dishonesty in their classes as well as in any work submitted to the IB. Ultimately, DP/CP students at MJHS can be subject to the school-based guidelines for Academic Integrity in the DP/CP (MJHS).

 Statement on Artificial Intelligence

Regarding the use of Artificial Intelligence such as ChatGPT, both Jackson High School and King Middle School abide by the statement on IA provided by the IBO here: https://ibo.org/news/news-about-the-ib/statement-from-the-ib-about-chatgpt-and-artificial-intelligence-in-assessment-and-education/

 

Language Policy

 

Martin Luther King, Jr. Middle School and Maynard Holbrook Jackson High School recognize that language proficiency is essential to effective relationships in the modern world. Thorough practices in receptive and productive skills allow students to understand and communicate in spoken and written formats. A study of literature, social discourse, exposition, persuasive writing, information dissemination of data, and information literacy empowers students to appreciate their world. The ability to present thought in written and digital compositions permits students to move confidently into an ever-changing world.

Language of Instruction

The primary language of instruction is English. During the MYP, students whose skills are below grade level are enrolled in Reading and/or ESOL courses along with the on-grade-level Language and Literature course in an effort to strengthen skills and knowledge in the primary language. The home language of the school (Language A), and world languages (Language B) are addressed at King Middle School and Jackson High School in language learning environments.

All teachers acknowledge that they are language teachers who support effective communication skills. Content is delivered in the language of the school and assists English Language Learners (ELL) and English as a Second Language (ESOL) students in acquiring that language. The teachers use language as a medium of instruction, an instrument of assessment, a means of all levels of conversation, and a tool for reflection.

Language classes are customized to meet the needs of learners. Teachers differentiate classroom practice and assessment to meet the needs of all learners. Students have access to bilingual media materials in the library as well as online platforms.

Language A instruction at all levels is meaningful and sequential. Teachers seek to help students develop skills in speaking, listening, reading, writing, and presenting information and ideas. Writing skills are stressed as part of communication and reflection essentials. Vertical planning allows for a learning continuum.

Language Acquisition

Language Acquisition classes are essential to the educational vision of both schools. At King Middle School, most students study at least two languages, Mandarin Chinese or Spanish. At Jackson High School, students study Mandarin Chinese, Spanish, and French. Communicating in more than one language provides the opportunity for students to obtain insights into the features, processes, and the craft of languages, as well as, help the students to develop intercultural understanding and respect.

King Middle School and Maynard Jackson High School provide a progression of language learning that builds on the students’ experiences gained from the PYP feeder schools.

In MYP Years 1-3, teachers are prepared to deliver a comprehensive program of daily Mandarin and Spanish instruction and differentiate to address the varied language proficiency of each student, following the Language Acquisition objectives for emergent, capable and proficient levels. All students who are on grade level in instruction in English (Language A) take sequential classes in Mandarin or Spanish (Language B). Below-grade-level students participate in intensive skills classes in Language A. These students proceed to Language B when they catch up to grade level in Language A. All other students begin Language B instruction in Year 1 (grade six) with Mandarin or Spanish and continue throughout Year 2 and 3 (grades 7 and 8) in the same language.

Students then proceed into the same language in Years 4 and 5 at Maynard Jackson High School or they have the option to begin a new language. Maynard Jackson High School provides the delivery of language instruction in Spanish, French, or Mandarin Chinese in the final years of the MYP. They can continue with both languages through the DP or CP. The IB Language B courses at Maynard Jackson High School prepare students for the IB examinations in Spanish, French, and Mandarin Chinese.

At both schools, Language acquisition teachers are highly qualified in world language teaching. The high school offers exchange programs, where students can host international students or travel to international destinations. World language instruction offers depth to authentic teaching and learning at both of the partner schools. Students are also required to take a language course in years 4 and 5 of the MYP to participate in the DP. Students in the CP must be exposed to 50 hours of a language other than their mother tongue to meet the CP language development requirement.

ESOL

All students in the Jackson cluster gain proficiency in an additional language while supporting the maintenance of their mother tongue and cultural heritage. The district’s ESOL program is a distinct program designed to provide ESOL language instruction to eligible students from certified ESOL teachers, with outreach and engagement activities to all limited English proficient and immigrant families. ESOL language instruction is based upon the WIDA Consortium English Language Development (ELD) Standards aligned with Georgia state standards. ESOL provides English Learners with support and instruction in the English language, American culture, and academic and cognitive areas to ensure success in the classroom, school, and the wider community. ESOL instructors acknowledge the different cultural norms and values of all students in the program. In addition to instructional support services to eligible students, the ESOL program provides ESOL parent and community engagement/outreach and language translation/interpretation services.

Both King Middle School and Jackson High School support bilingualism by also providing documents and resources in Spanish to meet the needs of our school community. Both schools utilize the district's translation services to communicate with the school community in both English and Spanish. King Middle School also has a bilingual parent liaison to communicate with the school community.

Dual Language Immersion (DLI)

The ultimate purpose of the Dual Language Immersion program at King Middle School is to provide educational experiences that support academic and linguistic development in English and Spanish and develop students’ appreciation and understanding of their own and other cultures. Students develop linguistic competence in both languages at the same time. Studying in two languages allows students to transfer knowledge and skills acquired in one language to the other. They can feel comfortable and successful in one language while gradually building the second language. ESOL and DLI teachers collaborate with Language and Literature teachers and/or Language acquisition teachers.