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Mission Statement
Briscoe Elementary is committed to developing life-long learners through a program of differentiated and rigorous inquiry, equipping students to become innovative and collaborative learners in a global society.

Through a student-centered framework, our learning community engages our students in challenging, real world opportunities. We are thinkers and problem solvers that exemplify the attributes and skills of global citizens who value cultural diversity. By fostering open-mindedness and tolerance, we maintain an ethical community that respects the differences in others. As we grow and acquire social awareness, we take responsible action and make an impact in the world.

Vision Statement
Briscoe Elementary will provide academic rigor through the implementation of the International Baccalaureate Primary Years Program (PYP). Our staff will collaborate to plan together, working with parents to incorporate the Learner Profile through inquiry based learning as students study interdisciplinary themes. As an IB World School, the Approaches to Learning Skills will motivate students to learn how to think for themselves and take responsibility for their own learning through an inquiry and conceptual approach to teaching and learning.

Our Guiding Principles
The IB states, “ Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. This can only be successfully achieved in a culture of collaboration, mutual respect, support and problem solving. Inclusion is the learner profile in action, an outcome of dynamic learning communities.” At Briscoe, we foster a respectful environment where all individuals are welcome. We actively strive for a nurturing environment where all individuals become reflective and active members of society, contributing to the common good through universal values based in acceptance and mutual respect.

Admission to Briscoe Elementary
Briscoe Elementary operates within the San Antonio Independent School District (SAISD). SAISD is a choice district meaning students have options when it comes to selecting the best-fit school. Within that context, Briscoe is an in-district charter school partnered with Texas Council for International Studies (TCIS).

Admission to IB Programmes

Regardless of how students apply to our school, once registered and enrolled, they have full access to the IB Programmes and all they offer. All students are in the IB Primary Years Programme (PYP) in grades PK-5 and in the IB Middle Years Program (MYP) in grades 6-8. High school students benefit from choosing the IB Diploma Programme which prepares individuals for success in IB higher education.

Rationale At Briscoe, we believe that all students have the right to engaging learning experiences that challenge them to explore multiple perspectives, further develop their own identity, and set personal goals for academic and personal growth. Our staff works to both encourage and counsel students at their point of entry to our school as well as prepare them for their next steps upon leaving our school.

It is the policy of San Antonio ISD not to discriminate on the basis of race, color, national origin, age, sex, gender identity, gender expression, sexual orientation or disability in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, as amended, and SAISD's board policies DIA, FFH, and FFI.

Cycle of Review

Policy to be reviewed by all staff at the end of the academic school year: 5/21, 8/22, 8/23

Mission Statement

Briscoe Elementary is committed to developing life-long learners through a program of differentiated and rigorous inquiry, equipping students to become innovative and collaborative learners in a global society.

Through a student-centered framework, our learning community engages our students in challenging, real world opportunities. We are thinkers and problem solvers that exemplify the attributes and skills of global citizens who value cultural diversity. By fostering open-mindedness and tolerance, we maintain an ethical community that respects the differences in others. As we grow and acquire social awareness, we take responsible action and make an impact in the world.

Vision Statement Briscoe Elementary will provide academic rigor through the implementation of the International Baccalaureate Primary Years Program (PYP). Our staff will collaborate to plan together, working with parents to incorporate the Learner Profile through inquiry based learning as students study interdisciplinary themes. As an IB World School, the Approaches to Learning Skills will motivate students to learn how to think for themselves and take responsibility for their own learning through an inquiry and conceptual approach to teaching and learning.

Purpose

The purpose of this document is to clarify the Briscoe Elementary Inclusion Policy. This policy applies to all stakeholders in the Briscoe Community. The inclusion policy will ensure access to the Primary Years Program for all students with the goal of building a community and relationships that will support and benefit all students. The policy will define and implement structures and systems that support the diversity of learning opportunities and student agency.

Philosophy

In the IB Primary Years Program, we commit to the development of internationally-minded learners by meeting the diverse needs of our learning community. This will be accomplished through a rigorous, nurturing learning environment, high-quality instruction, and support services that enable all students to reach their full potential.

Principles of Teaching

According to the IBO guide Meeting Student Learning Diversity in the Classroom, we follow the IB’s four basic principles of good instructional practice that promote equal access to the curriculum for all learners:

Affirming identity and building self-esteem

Affirming identity and building self-esteem is crucial to education. Students’ self-esteem and confidence as learners are boosted by creating an environment where different languages, cultures, and identities are valued and respected.

Reinforcing Learner Profile
Create an “affirmative model”
Reinforcing the Approaches to Learning

Prior Knowledge

Previous experiences and prior knowledge are activated and become the focus of student learning through the development of learning opportunities.

Visual Thinking Strategies (ie. See-Think-Wonder, QFT)
Artifacts
Authentic conversations

Scaffolding

Strategies that enable learners to accomplish a new task that supports the development of new skills to ensure independence and mastery.

Thinking/questioning stems
Graphic organizers
Pre-teaching vocabulary
Visual Aids
Demonstrations
Level of questioning

Extended Learning for All

Provide a curriculum in which content, product, and process are based on the diverse needs of the classroom through the use of a variety of learning resources and teaching strategies.

Creating Optimal Learning Environments
Technology
Collaboration
IB Approaches to Learning
Assessment
Differentiation

Inclusive Practices to Meet the Needs of Our Diverse Learners

Special education teachers and general education teachers will communicate and plan together on a regular basis to support the needs of their students and ensure effective use of the GEC teacher and assistant during classroom support.

Gifted and Talented teachers, GT coordinator, and general education teachers communicate and plan together on a regular basis to support the needs of their students and ensure effective use of strategies for the development of Gifted and Talented students.

Dual language teachers, LPAC coordinator, and the committee will communicate to align the goals on a regular basis to support the needs of English/Spanish Language Learners and inform on effective instruction and use of strategies.

The counselor will support students in their social and emotional learning and development.

General Education teachers will keep open communication with parents and families to ensure families have an understanding of supporting their child in specific contexts.

All special education students will participate in nonacademic and extracurricular services and activities.

Grading for special education students will be in accordance with their IEPs and district guidelines.

Teachers and staff will follow the guidelines of FERPA (Family Educational Rights and Privacy Act).

General education teachers and the special education department will consult when making changes to their classroom schedules.

Special education teachers will participate in data and IB unit planning.

Master Teachers facilitate professional development to impact student learning and performance.
Equitable access to the internet and technology for remote learners.

ARDs and IEPs

Special education teachers will provide a copy of student IEPs and BIPs to all teachers and administrative staff members that work with students at the beginning of the school year and/or following an ARD meeting.

All teachers and/or administrative staff members will be required to read the IEPs of all their special education students and be aware of and implement all accommodations/modifications and the Behavior Intervention Plan (BIP) noted in the IEP.

Parent Notification of the Policy

The Inclusion policy will be posted on the Briscoe Elementary campus website.

Learner Profile & Approaches to Learning

The learner profile attributes and the approaches to learning (ATL) provide the foundational skills and dispositions for the development of inclusion. An inclusive learner:

is a competent communicator and participates in providing positive feedback and encouragement.

is open-minded & knowledgeable and is developing a sense of ownership

is a caring and principled thinker

uses curiosity and research skills to inquire about the world

thinks and reflects critically about opportunities and challenges with the understanding that learning from mistakes is part of growing.

takes action for positive changes (for example, to promote intercultural understandings, foster caring relationships, to care and advocates for self and others)

takes risks to further self-development and understanding of others

demonstrates integrity through classroom essential agreements

reflects on practices that help develop successful and engaged learners who are advancing self-discipline and a sense of responsibility within the world

Reflection

We regularly reflect on how we can recognize learner’s differences and best support students in an inclusive, intercultural environment. It influences our teaching practice and leads to personal growth for the entire school.

Resources

International Baccalaureate Organization (May 2017). PYP: From principles into practice. Accessed from wwwibo.org.

Learning Diversity and Inclusion in IB programmes (May 2020). Accessed May 1, 2020. Accessed from www.ibo.org.

Family Educational Rights and Privacy Act website: https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Inclusion policies from various schools. Cycle of Review

Policy to be reviewed by all staff at the end of the academic year: 4/21, 8/22, 8/23

Mission Statement

Briscoe Elementary is committed to developing life-long learners through a program of differentiated and rigorous inquiry, equipping students to become innovative and collaborative learners in a global society.

Through a student-centered framework, our learning community engages our students in challenging, real world opportunities. We are thinkers and problem solvers that exemplify the attributes and skills of global citizens who value cultural diversity. By fostering open-mindedness and tolerance, we maintain an ethical community that respects the differences in others. As we grow and acquire social awareness, we take responsible action and make an impact in the world.

Vision Statement

Briscoe Elementary will provide academic rigor through the implementation of the International Baccalaureate Primary Years Program (PYP). Our staff will collaborate to plan together, working with parents to incorporate the Learner Profile through inquiry based learning as students study interdisciplinary themes. As an IB World School, the Approaches to Learning Skills will motivate students to learn how to think for themselves and take responsibility for their own learning through an inquiry and conceptual approach to teaching and learning.

Purpose

This policy is a reflection of our school’s beliefs and values about language and is a statement of the purpose and practices for teaching and learning language at Briscoe. It describes how we will achieve and evaluate our goals of providing support for the mother-tongue languages and offering second-language teaching to all students that reflects the principles of the PYP.

Language Philosophy

Language is the foundation of learning and essential to communication within the learning process. All teachers, parents, and staff members are teachers of language and value it as the most significant element connecting curriculum. Language is the major contributor for listening, speaking, reading, writing, and is the tool students need for transdisciplinary learning and inquiry. Learners are encouraged to listen, think, discuss, and reflect on information and ideas to engage in the world around them. Language is critical to the development of international mindedness. Honoring the mother-tongue of our students is crucial to respecting and inquiring about and developing cultural awareness. To encourage the cultural identity of our learners, families are encouraged to speak, read, and write in their mother tongue and appreciate their contribution to our world’s valued diversity.

Campus Language Profile and Identification

All parents/guardians of students enrolled at Briscoe Elementary must complete a Home Language Survey to identify language proficiencies and needs. The Language Proficiency Assessment Committee (LPAC) will determine language proficiencies. Placement of a student in a Bilingual or English classroom will be established by the committee. The state of Texas requires that every student with a home language other than English and that has Limited English Proficiency be provided the full opportunity of the (ESL) bilingual education programs. Students will be classified as either native language (L1) or language being acquired (L2). San Antonio ISD uses diagnostic assessments to test new students. The Texas Education Agency (TEA) designed the Texas English Language Proficiency Assessment System (TELPAS) to assess the progress that Limited English Proficient (LEP) students make in learning the English language. This assessment is taken from Kindergarten through 12th grade each year and aligns with the Texas English Language Proficiency Standards (ELPS). TELPAS includes evaluations in the areas of reading, writing, listening, and speaking. Teachers are trained to interpret writing samples using the state rubric (beginning, intermediate, advanced, and advanced high) and LEP students in grades 2-12 take an online reading assessment in order to measure their progress during a given school year.

San Antonio Independent School District Policy E-1 Bilingual

Language Instruction

Briscoe Elementary offers a Dual Language program as well as language acquisition classes; therefore, the languages of instruction are English and Spanish.

Language Acquisition

All students, grades K v through 5, receive language acquisition instruction in Spanish from a certified Spanish teacher. In essentials class, students will learn to speak the language, learn about the language (conventions and structures), and explore cultures of Spanish - speaking countries. They will also learn about different customs, basic greetings and phrases as well as numbers. The class will be taught as an exploratory course so that students can be better informed of the world around them as well as able to make a better decision when moving onto Harris Middle School (IB MYP).

Dual Language

This program develops strong cross-curricular cognitive skills in Spanish and English focused on strengthening cultural competence with a social justice lens.

Instructional Strategies and Practices

The primary language of instruction at Briscoe Elementary will be English. Teachers will support the acquisition of oral and written language through the following approaches to learning:

1. Modeling

2. Language taught through the curriculum

3. Transdisciplinary skills of reading, speaking, writing, and listening

4. Cooperative learning

5. Eliciting prior knowledge

6. Making connections

7. Differentiated instruction

Parent/Guardian Support

Parents/Guardians will be included in the language development of their children through:

Parent English Second Language (ESL) classes
Newsletters/Flyers distributed in English and Spanish
Bilingual Parent Liaison
Parent Volunteers
Open House
Student Led Parent Conferences
Community Work and Acts of Service

Assessment

Student language will be assessed on the district guidelines and campus assessment policy.

Communicating the Policy

The policy was shared with stakeholders. Feedback was received and incorporated into the policy.

Letter
Campus website
Family events
Student/parent handbook
Staff handbook

Professional Development

Texas English Language Proficiency Assessment System (TELPAS) -( Applicable to Bilingual teachers, teachers with denials, and Raters only)
SIOP Training

Resources International Baccalaureate Organization (April 2008). Guidelines for developing a school language policy. Accessed January, 2018 and October 10, 2021 from www.ibo.org. International Baccalaureate Organization (May 2014). PYP: From principles into practice. Accessed January, 2018 from www.ibo.org. San Antonio Independent School District Policy E-1 Bilingual ESL Assessment PYP language resources https://www.pypresources.com/teachinglearning/language PYP Language Scope and Sequence Guide. Accessed January 2018 from www.ibo.org. Language policies from various schools

Cycle of Review

Policy to be reviewed by all staff at the end of the academic year: 8/20, 5/21, 8/22, 8/23

Mission Statement
Briscoe Elementary is committed to developing life-long learners through a program of differentiated and rigorous inquiry, equipping students to become innovative and collaborative learners in a global society.

Through a student-centered framework, our learning community engages our students in challenging, real world opportunities. We are thinkers and problem solvers that exemplify the attributes and skills of global citizens who value cultural diversity. By fostering open-mindedness and tolerance, we maintain an ethical community that respects the differences in others. As we grow and acquire social awareness, we take responsible action and make an impact in the world.

Vision Statement Briscoe Elementary will provide academic rigor through the implementation of the International Baccalaureate Primary Years Program (PYP). Our staff will collaborate to plan together, working with parents to incorporate the Learner Profile through inquiry based learning as students study interdisciplinary themes. As an IB World School, the Approaches to Learning Skills will motivate students to learn how to think for themselves and take responsibility for their own learning through an inquiry and conceptual approach to teaching and learning.

Purpose of Assessment The purpose of assessment is to guide instruction, set student goals, and plan for growth.

Philosophy or Assessment Beliefs
Assessment is an essential part of the instructional cycle. The purpose of assessment is to support and differentiate student learning and help teachers and the community better understand the progress of the learner.

Types of Assessments

Formative

Essential to learning in order to guide instruction, set student goals, and plan for growth.

Summative

Takes place at the end of the teaching and learning process giving students an opportunity to demonstrate what is learned and assess the effectiveness of classroom instruction.

State and District Assessments

Required per district and state guidelines.

Observation

Student reflection

Strategic questioning

Discussion

Pre-tests

Exit slips

Portfolios

Journals

Self/peer assessment

Individual whiteboard

Classroom polls

Progress monitoring

Signaling

Checklists

Benchmark assessments

Student led / teacher conferences

Exemplars

Anecdotal records

Individual review

Peer feedback

Rubrics teacher/student generated

Checking for transfer

Cold-calling

Quick writes

KWHLAQ

Unit assessments

Exhibition

District/state mandated Assessments

Student reflections

Rubrics

Multiple choice

Individual/group projects/presentations

Performance task

Written/oral product

Benchmark assessments

IStation

STAAR

MAP

CBAs

CFAs

F&P

Simulations-Math,

Reading,Science, Writing

Circle

TELPAS

Effective Assessments Allow students to:

Assess their own motivation to learn

Demonstrate and share their understanding and learning

Connect their learning to real world experience and guide the inquiry process

Engage in self and peer reflection

Set goals and action steps for reaching expectations

Identify and understand their learning and how to improve

Be accountable for their own learning

Understand the standard for creating a quality product or performance

Build confidence in their own ability to learn

Express their points of view to demonstrate their understanding

Use a variety of learning styles, multiple intelligences, and abilities to express their understanding

Learn material in a small group or one-on-one when a reteach of the material or intervention is needed to ensure students knowledge and understanding has met expectations

Allows teachers to:

Generate appropriate student learning activities

Provide timely feedback which students learn from

Determine the effectiveness of instruction

Define expectations for student outcomes

Differentiate instruction

Celebrate student learning and accomplishments

Use quantitative and qualitative data to communicate student academic growth and development

Plan in response to student and teacher inquiries

Intervene and plan action to support academic growth and development

Provide reteach in a small group setting for students not meeting standard at each grade level

Calibrate and collaborate for determining which assessments will be graded

Calibrate assessments in order to have consistency within the grade level

Allows parents to:

Understand the academic growth and development of their child

Celebrate student learning and accomplishments

Provide support

Reflect on their child’s assessments personally and with their child

See evidence of student learning and development

Ensure student and teacher are meeting needs on an individual basis based on reteach and interventions

Documenting and Reporting:

Notes and samples of student work sent home to parents

Conferences: Parent/Teacher and Student-led

District report cards are sent home to parents every nine weeks
Learner Profile report card once each semester
End of unit teacher feedback on the development of both the Approaches to Learning Skills and the Learner Profile attributes and a commentary on qualitative skills taught with the unit of inquiry. This also offers a place for parent/guardian feedback.

Expectations for learning at Home:

Learning at home is an extension of learning in the classroom. There will be times when specific learning engagements are sent home. Please know that this work is checked for understanding versus taking a grade. This allows the teacher to determine who understands the concept and who may need additional assistance. Some projects are given to encourage parent and family participation in the student’s learning. Below is an explanation of these practices.

Bear Cubs Only

At times, we need students to work independently at home. Although it might be tempting to help them, we encourage you to allow them to explore the content on their own as productive struggle is an important part of learning.

Bear to Bear

There will be opportunities for you to assist your child with some activities and we encourage this and will support you with questions and/or topics to explore.

The Whole Bear Den

We encourage the whole family to join in conversations around student learning. This information may be found in the IB at Home Newsletter and/or provided by teachers.

Read Bears Read!

Reading is an essential part of learning. We encourage you to read to/with your child and have them read to you as often as possible. Students can check out books from the Briscoe Learning Den (our school library) or your local public library.

The Bear Stretch

We encourage you and your child to explore learning experiences outside the classroom. This might include time to practice skills they are learning in the arts or physical education as well as investigating topics of interest through research and/or hands-on explorations. San Antonio is a rich, vibrant community where the whole family can explore museums, the zoo, parks, the river systems, the missions, and so much more.

Policy Specific to the PYP:

Student led conferences:

Students will select 2-3 items from their portfolio to share. Students will discuss what they learned and which learner profile and attributes they used and how it helped them as a learner.

Students can select items, with help from their teacher if needed, before the parent conference. The conference is viewed as a celebration of learning and is led by the student.

Report Cards for IB learner profile: All grade levels use a report card that communicates student growth in the IB learner profile.

Portfolios: A collection of non-evaluative student artifacts that represent individual student learning.

Portfolios will be used to document student growth. They provide an opportunity for students to track their learning process and document their growth as a learner. The campus will utilize essential agreements for guiding what will be included in the portfolio.

Exhibition: This will take place in 5th grade only and serves as demonstration of student growth throughout the PYP. Passion projects by PreK-4 to support the development of Approaches to Learning Skills will take place annually to support student success in Exhibition.

Resources:

Making the PYP happen: A curriculum framework for international primary education (December 2009). Accessed December 7, 2017. Retrieved from https://internationalbaccalaureate.force.com/ibportal

International Baccalaureate Organization (May 2014). MYP: From principles into practice. Accessed May 5, 2016 from www.ibo.org

Programme Standards and practices (October 2018). Accessed October 28, 2020 from www.ibo.org

Evidencing Learning (2019). PYP Playlist. Accessed October 28, 2020 from www.ibo.org

Inclusion policies from various schools

Cycle of Review Policy to be reviewed by all staff at the end of the academic year. 10/20, 5/21, 8/22, 8/23

Mission Statement
Briscoe Elementary is committed to developing life-long learners through a program of differentiated and rigorous inquiry, equipping students to become innovative and collaborative learners in a global society.

Through a student-centered framework, our learning community engages our students in challenging, real world opportunities. We are thinkers and problem solvers that exemplify the attributes and skills of global citizens who value cultural diversity. By fostering open-mindedness and tolerance, we maintain an ethical community that respects the differences in others. As we grow and acquire social awareness, we take responsible action and make an impact in the world.

Vision Statement
Briscoe Elementary will provide academic rigor through the implementation of the International Baccalaureate Primary Years Program (PYP). Our staff will collaborate to plan together, working with parents to incorporate the Learner Profile through inquiry based learning as students study interdisciplinary themes. As an IB World School, the Approaches to Learning Skills will motivate students to learn how to think for themselves and take responsibility for their own learning through an inquiry and conceptual approach to teaching and learning.

Philosophy
Briscoe Elementary strives to cultivate students that act with honesty and practice academic integrity. We encourage our students to exemplify the IB learner profile attributes and principles of international mindedness in all aspects of their lives. It is important for our students to learn what it means to be principled in their academic work, whether in-person, virtual, or distance learning. By promoting a culture of integrity and honesty from a young age, we develop principled learning habits. We empower students to demonstrate their knowledge by presenting authentic work that reflects their understanding through a balanced collaboration between student, teacher, and family support. We acknowledge that in order for students to develop in their approaches to learning skills, integrity in the presentation of the work is equally important to the work itself. We believe students take ownership of their learning and work when they know it is theirs. We believe this will prepare them to be successful in their future careers.

Learner Profile & Approaches to Learning Skills
At Briscoe Elementary, the Learner Profile attributes and individual classroom essential agreements are critical to promoting, encouraging, and teaching academic integrity. To encourage academic integrity, we aim for our students to be principled and act with honesty and fairness to be effective communicators of their personal understanding and reflective of the impact that academic dishonesty can have on others. At Briscoe, we encourage students to Respect ourselves and others, Own our commitments, Act with Integrity, and Radiate Empathy.

Respect ourselves and others
Own our commitments
Act with integrity
Radiate Empathy

Academic Integrity at Briscoe Elementary
Briscoe encourages students to demonstrate the ability to work both independently and interdependently within groups to increase productivity and achieve common goals. Students should act responsibly and ethically. In order to develop academic integrity in all students, Briscoe views cheating and plagiarizing as unacceptable behaviors. Cheating violates essential agreements and codes of conduct. Plagiarizing is falsely claiming authorship. Cheating and plagiarizing are offenses Briscoe takes very seriously. A campus tiered response will be utilized for student infractions.
Examples of Academic Integrity
The academically honest student agrees to:

Do his/her own authentic work
Not inappropriately copy and paste from internet sources
Acknowledge others’ work, including work produced in groups
Acknowledge information that is used from a variety of sources

Measures taken to provide student support and growth

Highlight academic integrity through morning announcements and newsletters to incorporate academic integrity into classrooms.
Review of the policy, during beginning of the year, as classroom communities are being established.
Focus on the learner profile and approaches to learning skills, and their application, for developing international mindedness.
Model appropriate behaviors and targeted behaviors by reinforcing the positive.
Demonstrate the appropriate way to cite sources within classrooms, library, health, art, Spanish, and music.
Assist fifth graders to use a citation organizer during the PYP Exhibition.
Reinforce when it is appropriate to copy and when it is necessary to cite sources as appropriate to grade level.
All Briscoe staff are involved in the development of principled learners and guide student reflection on their development.

Grade Level Academic Integrity Expectations

Preschool I can share where I got my ideas.
Kindergarten I can share and show where I got my ideas.
First Grade I can show where I got information for my inquiries with assistance.
Second Grade I can cite one source with a fill in the blank form
Third Grade I can use my own words. I can cite sources with a fill in the blank form.
Fourth Grade I can use my own words. I can cite more than one source using the appropriate format
(books, databases, magazines, online, primary sources).
Fifth Grade I can use my own words. I can cite more than one source using the appropriate format
(books, databases, magazines, online, primary sources).

Procedures for reporting, recording, and monitoring
As an elementary school, Briscoe is dedicated to the development of the whole child. Our responsibility as a campus community is to guide students to become principled learners whose infractions involving academic integrity lead to support in making better choices in the future. Students will be supported with tiered responses ranging from one-on-one conversations with students, completing a behavior reflection, conferences with teacher, parent, student, or administrators as needed, and formal infraction documentation. As a campus community, we will support one another by discussing academic integrity concerns during our Team and CLT meetings and providing feedback to interventions used by the teacher.

Academic Integrity
Students at Briscoe review and sign this agreement each year with their parents and teachers.

Resources:
Academic Integrity (February 2021). Accessed February 1, 2020 from www.ibo.org

Student Bill of Rights/Code of Conduct
https://www.saisd.net/upload/common/SCOCSBR111119-English.pdf

Student Code of Conduct in a Remote Learning Environment
https://online.fliphtml5.com/fasxc/drwa/#p=1

Academic Integrity policies from various schools

Cycle of Review

Policy to be reviewed by all staff at the end of the academic year. 2/21,8/22, 8/23

Question and Complaint Procedures

Briscoe Elementary

Whenever there are concerns, questions or complaints, students and parents are always welcome to discuss these so that a solution can be reached. The first step is to discuss any issue with appropriate school officials through emails, phone calls, and scheduled conferences.

The following framework ensures an efficient and effective process for communication between stakeholders and Briscoe IB World School.

Accessibility: The question/complaint procedure will be available on the campus website.

Attentiveness: A campus representative will communicate with you within 48 hours of question/complaint.

Respect: All communication relating to this process will be based on mutual respect, trust, and courtesy.

Fairness: Our process is based on a fair and equal process for all.

Effectiveness: The questions/complaints process will be monitored and reviewed for effectiveness.

To ensure all communication is timely and effective, please contact:

The classroom teacher when concerning student academic work, instructional resources, or classroom environment.

The school counselor when questions are of a personal nature or special learning accommodations.

The F.A.C.E. Specialist and/or data clerk when dealing with registration, resources, or family support.

The PYP coordinator concerning parent and student agency represented on campus.

The assistant principal or Head of School concerning academic and unresolved issues.

At Briscoe, we take all questions and complaints seriously. Each student and parent may speak to the school with confidence knowing we have the students’ best interest at heart.

Cycle of Review: 3/22, 8/23

Source: The IB Complaints Procedure