Toomer Elementary School Academic Honesty Policy for IB PYP

Revised: 2025–2026

This policy establishes Toomer Elementary School’s expectations and shared responsibilities related to academic integrity, helping all students learn to act with honesty, respect, and responsibility.

IB Mission Statement: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Toomer Mission Statement: At Toomer, we cultivate global citizens and lifelong learners through inquiry, voice, choice, and agency. We provide a safe and equitable community that embraces diversity to inspire students to become critical agents of change.

Toomer Vision Statement: A caring school embracing community, respect, honesty and hard work

Purpose

Toomer Elementary is committed to raising principled, reflective, and balanced learners who act with honesty, take responsibility for their actions, and treat the ideas of others with respect. This Academic Integrity Policy explains how our school community supports students in learning what integrity looks like in schoolwork.

The policy establishes shared expectations for students, teachers, families, and school leaders and describes how we model, teach, and reinforce ethical behavior in learning. Our goal is to ensure that students understand how to create original work, how to credit the ideas of others, and why honesty is essential for learning and personal growth. The policy is reviewed yearly to ensure our practices remain clear, fair, and aligned with school expectations and IB values.

Our philosophy reflects the IB’s five fundamentals of academic integrity—honesty, trust, fairness, respect, and responsibility—and guides all members of our learning community

What Academic Integrity Means at Toomer

Academic integrity means producing work that reflects one’s own thinking while also acknowledging when someone else’s ideas, words, images, or creative effort contributed to that work. It includes honesty when researching, collaborating, writing, creating, presenting, and completing assessments.

Students show academic integrity when they:

• Give credit when they use another person’s idea
• Do their own work on assignments and assessments
• Take responsibility for their role in group projects
• Use information in ethical and responsible ways
• Communicate their thinking clearly and truthfully

Academic integrity is not just about avoiding misconduct—it is about learning how to use information thoughtfully and respectfully.

Why Academic Integrity Matters

At Toomer, we believe that integrity strengthens our learning community. When students act with academic integrity, they:

• Build confidence in their own abilities
• Learn to think critically and independently
• Develop trust with teachers and peers
• Show respect for the work and creativity of others
• Gain skills needed for future academic success

Academic integrity helps ensure that the student work product  truly reflect student understanding so that teachers can provide meaningful assessments and support.

Rights and Responsibilities of the Learning Community

Academic honesty is a shared responsibility. Everyone in the Toomer community plays a role in creating an environment where honesty is expected and valued.

Student Rights and Responsibilities

Students are expected to:

• Demonstrate honesty in all learning activities
• Submit work that reflects their own understanding
• Acknowledge when they use someone else’s ideas or images
• Use age-appropriate ways to show where information came from
• Ask questions when unsure about expectations
• Act responsibly during group work and assessments
• Ensure that their work is respected
   

Students learn these skills over time, and teachers support them as they grow.

Teacher Rights and Responsibilities

Teachers are expected to:

• Model ethical behavior in their own work and communication
• Teach students how to acknowledge sources in simple, age-appropriate ways
• Design tasks that encourage original thinking and creativity
• Provide clear expectations for assignments and assessments
• Support students in reflecting on their learning process
• Create a classroom culture where mistakes become learning opportunities

Teachers help build the foundation students need to develop responsible research and self-management habits.

School Rights and Responsibilities

To support academic honesty, the school will:

• Promote a culture of integrity across the campus
• Provide staff training related to academic honesty expectations
• Clearly communicate school-wide expectations to families and students
• Address instances of dishonesty fairly and consistently
• Ensure students have access to tools and guidance that support ethical learning

The school is committed to maintaining practices that encourage responsible and honest academic behavior.

Parent/Guardian Rights and Responsibilities

Families support academic honesty when they:

• Encourage students to complete work independently
• Communicate openly about the level of help given at home
• Reinforce the value of honesty and responsibility
• Support students in using information appropriately

Parents and guardians partner with staff to help students grow as principled thinkers and learners.

Understanding Academic Dishonesty

At Toomer Elementary School, academic dishonesty is viewed as a learning opportunity. Most cases occur because children are still learning what “original work” means or how to acknowledge the ideas of others.

Examples of academic dishonesty include:

• Copying text or images without naming the source
• Using AI-generated work and presenting it as one’s own
• Allowing someone else to complete part of an assignment
• Using a friend’s ideas without acknowledgment

When these situations occur, the goal is to teach—not punish.

Teachers will:

1. Explain or revisit expectations
2. Teach or model how to use and cite sources
3. Guide the student in correcting and resubmitting the work
4. Help the student reflect on how to make honest choices going forward

Repeated concerns may be communicated with families but remain focused on growth and understanding.

Supporting a Culture of Academic Integrity

To maintain a culture of integrity, Toomer:

• Encourages inquiry-based learning that values student thinking
• Designs tasks that reduce copying and promote creativity or Design task where student collaborate with each other to help them understand how to use fairness and respect in group settings
• Teaches note-taking, summarizing, and paraphrasing strategies
• Models ethical behavior through staff actions
• Reinforces that process, effort, and reflection matter
• Helps students understand that honesty builds trust and credibility through collaborative projects

These practices support integrity as a shared community value rather than a rule to follow.

Policy Review

This policy is reviewed annually by the Pedagogical Leadership Team with input from staff, families, and the IB Coordinator. Updates are made to ensure alignment with the school mission and evolving needs of the learning community.

 

TOOMER ELEMENTARY SCHOOL
Assessment Policy
International Baccalaureate Primary Years Programme

Revised: 2025–2026

This policy outlines the philosophy, expectations, and practices that guide assessment at Toomer Elementary School in alignment with the International Baccalaureate (IB) Programme Standards and Practices.

IB Mission Statement: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Toomer Mission Statement: At Toomer, we cultivate global citizens and lifelong learners through inquiry, voice, choice, and agency. We provide a safe and equitable community that embraces diversity to inspire students to become critical agents of change.

Toomer Vision Statement: A caring school embracing community, respect, honesty and hard work

Toomer Philosophy of Assessment

At Toomer Elementary, we believe assessment is essential for providing adequate, equitable, and differentiated instruction to all students. Assessment gives teachers valuable feedback that supports individualizing instruction and ensuring each learner’s needs are met. It also provides the Pedagogical Leadership Team with meaningful data to align schoolwide practices with the needs of our students and community.

We use two broad categories of assessment: formative and summative. Formative assessments occur throughout learning and help teachers adjust instruction in real time, while summative assessments measure student understanding at key points in a unit or learning progression. Together, these practices create a balanced, responsive system that promotes student ownership, supports reflection, and strengthens learning.

Our approach aligns with the principles of the IB Primary Years Programme, emphasizing inquiry, reflection, fairness, and student agency. An example of this would be our Learner Profile reflections and personal goal setting. We view assessment as an ongoing process that deepens understanding, guides teaching, and helps students develop the knowledge, skills, and dispositions needed to flourish as lifelong learners. We utilize assessments such as exit tickets, small group checks, and conferencing to assess student learning and development. 

Developing an Integrated Assessment Culture

An integrated assessment culture at Toomer ensures that teachers, students, and families share a common understanding of learning expectations. Teachers design assessments that are purposeful and aligned with:

• IB Units of Inquiry
• Georgia Standards of Excellence
• Schoolwide goals
• Student needs and interests
   

A strong assessment culture includes:

• Collaborative planning among educators
• Transparent expectations for students
• Communicating transparent expectations and results with families
• Ongoing reflection on assessment practices
• Instruction informed by meaningful evidence of student learning
• Consistency across grade levels supported by the Pedagogical Leadership Team
   

Aligned Teacher Assessment Practices

Toomer teachers commit to assessment practices that promote:

Adaptability

Assessments offer multiple ways for students to demonstrate understanding. For example, students may show their learning through a combination of multiple-choice questions, written responses, and illustrations within the same assessment. 

Clear, Visible Learning Objectives

Criteria and expectations are shared before tasks. For example, Learning Targets are posted in the front of the class and communicated with students daily to open and close lessons. 

Balanced Assessment

Formative assessments guide instruction; summative assessments measure mastery.

Data-Informed Planning

Teachers adjust instruction based on student performance. For example, during our data meetings teachers are able to plan what and how to reteach students based on their performance on formative and summative assessments. 

Equity & Fairness

Assessments reflect developmentally appropriate and inclusive design. For example, on our kindergarten assessments we make sure label our multiple choice answers using different shapes and include words easy for students to read independently. 

Feedback for Growth

Feedback is timely, specific, and actionable.

Student Reflection

Learners regularly reflect on progress and set measurable goals. For example, every other Friday our students monitor a personal goal and their performance using a Learner Profile.

Use of Technology for Assessment

Technology supports assessment efficiency and learning visibility. Toomer uses:

• MAP Growth – Measures growth in reading and math
• Mastery Connect – Tracks progress on standards
• Google Classroom – Digital submissions, feedback, and organization
• AMIRA – Early literacy assessment and oral reading fluency

These digital tools help teachers differentiate instruction and monitor learning continuously.

Assessment in the Primary Years Programme (PYP)

What We Assess

• Conceptual understanding
• Knowledge gained through Units of Inquiry
• Approaches to Learning (ATL) skills
• Learner Profile development
• Georgia Standards in all subject areas

How We Assess

• Observations and anecdotal notes
• Performance tasks
• Writing samples and reading assessments
• Rubrics and checklists
• Student reflections

Four Types of PYP Assessment

1. Monitoring Learning – daily checks for understanding
2. Documenting Learning – work samples, digital portfolios
3. Measuring Learning – summative assessments

4. Reporting Learning – conferences, progress reports

Formative & Summative Assessment Practices

Formative Assessment

Used daily to guide instruction. Examples include:

• Exit tickets

• Running records

• Checklists

• Peer and self-assessment

• Conferencing

Summative Assessment

Used to evaluate mastery at the end of learning. Summatives:

• Align with standards and UOI goals

• Use clear rubrics

• Provide evidence of mastery
• Support reporting to families and stakeholders

Standardized Assessments at Toomer

Fall & Winter

• MAP Growth Reading
• MAP Growth Math
• AMIRA
• Universal Screeners
• Unit Assessments
• Benchmark Assessments

Spring Only

• Georgia Milestones (Grades 3–5)
• MAP Growth Reading (K-2)
• MAP Growth Math (K-2)

These assessments provide essential data for monitoring growth and planning instruction.

Rights and Responsibilities of the Learning Community

Students

Students are active participants who:

• Engage thoughtfully in assessment tasks
• Use feedback to revise work and set learning goals
• Demonstrate understanding in a variety of ways
• Participate in reflection and self-assessment
• Seek clarification when needed

Families

Families partner with the school by:

• Reviewing student performance through Infinite Campus and weekly folders
• Encouraging their child’s learning and goal-setting
• Attending parent-teacher conferences
• Communicating with teachers to support student needs

Educators

Educators are responsible for:

• Designing assessments aligned with the PYP and state standards
• Using varied strategies to gather evidence of learning
• Providing timely, constructive feedback
• Offer opportunities for Parent Teacher Conferences at least twice a year
• Maintaining accurate and current records
• Ensuring assessments are fair, transparent, and accessible
• Engaging in ongoing collaborative planning

Pedagogical Leadership Team

The PLT supports effective assessment by:

• Leading curriculum alignment and collaborative structures
• Providing resources and professional development
• Analyzing schoolwide data to inform decisions
• Monitoring assessment consistency across the schoo

Grading & Reporting

Grading and reporting reflect both academic achievement and the development of essential skills. Reporting practices are:

• Clear and easy for families to understand
• Based on shared criteria across grade levels
• Communicated through Infinite Campus, weekly folders, and conferences
• Aligned with IB expectations and learning goals

Teachers use rubrics, scoring guides, and written feedback to support student growth and transparency.

Parent-Teacher Conferences

Toomer holds parent-teacher conferences twice yearly to:

• Review assessment data and learning progress
• Discuss strengths, needs, and next steps
• Share work samples and growth over time
• Strengthen partnerships between families and school

Assessment Policy Review Procedures

This policy is reviewed annually to ensure alignment with:

• IB Programme Standards & Practices
• Schoolwide instructional priorities
• Current assessment research
• Feedback from teachers, families, and the community
• District and state expectations

Revisions are documented and shared with the school community.

 

TOOMER ELEMENTARY SCHOOL
LANGUAGE POLICY
International Baccalaureate Primary Years Programme

Revised: 2025–2026

This policy outlines Toomer Elementary School’s beliefs and practices that support language learning, multilingualism, cultural identity, and equitable access for all students.

IB Mission Statement: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who

help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Toomer Mission Statement: At Toomer, we cultivate global citizens and lifelong learners through inquiry, voice, choice, and agency. We provide a safe and equitable community that embraces diversity to inspire students to become critical agents of change.

Toomer Vision Statement: A caring school embracing community, respect, honesty and hard work

Purpose

The Toomer Elementary Language Policy serves as a guiding framework for how we teach, support, and celebrate language in our school community. Language is central to learning, communication, identity, and cultural understanding, and this policy outlines our shared beliefs and practices for nurturing strong communicators. The policy was developed collaboratively with input from teachers, families, leadership, and other stakeholders and will be reviewed annually to ensure alignment with school goals and IB expectations.

Beliefs About Language

At Toomer Elementary, we believe language is a vital part of who we are. Language shapes how students make meaning, express themselves, and connect with others. It represents family history, culture, and lived experiences. Because of this, we view every student’s language profile as an asset that contributes to our school community.

Language development occurs continuously across all subjects and throughout the school day. Students grow as speakers, listeners, readers, viewers, thinkers, and writers through rich opportunities to engage with meaningful texts, dialogue, inquiry, and authentic communication. All teachers at Toomer are teachers of language, and every learning experience helps expand students’ language repertoires.

We honor and uplift the home languages, dialects, and cultural expressions students bring with them. This includes affirming linguistic varieties such as African American Vernacular English and ensuring students see their language identities represented, respected, and valued. We believe it is essential to counter practices that exclude or diminish students’ linguistic and cultural backgrounds and instead promote a learning environment where all voices are welcomed.

Language learning at Toomer supports students in becoming confident communicators who use language to inquire, reflect, share ideas, collaborate, and influence their world. Multilingualism is encouraged and celebrated as a pathway to deeper cultural understanding, empathy, and international mindedness.

Language Learning at Toomer

Language learning is integrated into everything we do. Students engage with language by:

Learning language: Developing vocabulary, fluency, and communication skills in English and additional languages.

Learning through language: Using language to explore ideas, make meaning, solve problems, and participate in inquiry across content areas.

Learning about language: Understanding how language works—its structure, purpose, social use, conventions, and cultural connections.

These three dimensions of language learning work together and support students as they build identity, understand multiple perspectives, and develop the attributes of the IB Learner Profile.

Honoring Linguistic Identity

We recognize that students enter school with diverse language backgrounds and varying levels of exposure to English and other languages. Because language is tied to identity, our goal is to ensure that students feel affirmed, respected, and empowered as language users.

Teachers intentionally create classrooms where:

• Students' home languages and dialects are welcomed
• Multiple modes of expression are encouraged
• Students share cultural and linguistic experiences
• Language strengthens belonging and community
• Mistakes are seen as part of learning
• Diverse perspectives are valued

Language is a shared community responsibility, supported by families, teachers, and students working together.

Identification of Language Needs

When students enroll, families identify the primary language spoken at home. Students who may benefit from additional English language support are connected with our English for Speakers of other Languages ( ESOL) team and/or the Multi-Tiered System of Supports (MTSS).

At Toomer:

• English Learners receive scaffolded instruction designed to make language clear, meaningful, and accessible
• Instruction may occur through small-group pull-out or in-class support

• Students develop reading, writing, speaking, listening, and viewing skills

• Lessons focus on phonics, vocabulary, comprehension, and structured practice

• Families receive translated documents and interpreter support

Student progress is reviewed regularly to determine continued or adjusted language support.

School Language Development Support

Language Practices Across the School

Language learning is a shared responsibility. All teachers intentionally develop students’ language skills by incorporating:

• Reading and viewing

• Writing and composing

• Listening and speaking

• Drawing, labeling, representing, and interpreting ideas
• Opportunities for inquiry, discussion, and collaboration

Teachers embed language learning in all subject areas and use scaffolds such as graphic organizers, modeling, sentence frames, read-alouds, questioning structures, and translanguaging practices that allow students to use their full linguistic repertoire.

Materials used at Toomer are chosen with equity and inclusion to represent all students in mind. We use the following instructional materials:

• Wilson’s FUNdations
• Lexia Core 5
• Benchmark Advanced
• APS Literacy Framework

Instructional Activities

• Explicit phonics instruction
• Writing workshop
• Small-group reading
• Vocabulary routines
• AR & Tablet2Read

These materials support structured and responsive literacy development.

Supporting Language Through School Services

Toomer provides a network of support programs that contribute to students’ language development, including:

• SST (Student Support Team)
• EIP (Early Intervention Program)
• Gifted Education
• Special Education services

These programs collaborate to ensure each student receives the support needed to access the curriculum and make meaningful progress.

World Language: Mandarin Chinese

Toomer Elementary introduces Mandarin Chinese beginning in third grade. Our curriculum includes speaking, listening, reading, writing, and calligraphy, along with exploration of Chinese culture, traditions, and celebrations.

Integration throughout the school includes:

• Classroom labels
• Calendar vocabulary
• Songs, greetings, and routines
• Cultural artifacts and visual supports
   

Teaching Mandarin through its cultural context helps students develop curiosity, empathy, and global awareness.

Roles and Responsibilities

Teachers

• Provide language-rich environments
• Integrate language instruction across subjects
• Support home language use
• Use scaffolding and differentiation
• Model inclusive communication
• Partner with families/community members to include different cultural perspectives in instruction

Students

• Explore language with curiosity
• Share cultural and linguistic experiences
• Use language to inquire, collaborate, and express ideas

Families

• Share information about home language
• Encourage communication and literacy at home
• Partner with teachers to support learning

Leadership

• Ensure resources and training for language development
• Promote a culture that values linguistic diversity
• Honor, support, and lift up student home languages
• Monitor implementation of the language policy
• Seek opportunities for families/community members to share their cultural experiences at school

Policy Review

This policy is reviewed annually by the Pedagogical Leadership Team with input from the school community. Revisions are made to ensure continued alignment with Toomer’s mission, district expectations, and IB programme guidance.

 

 

Parent/Legal Guardian Complaint Procedure

Purpose 

Toomer Elementary School is committed to creating a school environment where students, families, and staff communicate openly, respectfully, and collaboratively. This procedure outlines how parents, legal guardians, and students can raise concerns, seek assistance, and work with the school to resolve issues in a fair and timely manner.

Our goal is to ensure that every concern—whether academic, behavioral, procedural, or related to the school experience—is heard, respected, and addressed through a clear and supportive process.

Guiding Principles

Our complaints procedure is based on the following beliefs:

• Every voice in our school community matters.
• Concerns should be addressed as close to the source as possible.
• Families and students deserve multiple pathways to express their concerns.
• Communication should remain respectful, solution-oriented, and confidential to the extent appropriate and as other reporting obligations are not required.
• All concerns, big or small, are opportunities to strengthen our school community

Parent or Legal Guardian Complaints Procedure

Families may follow any of the steps listed below. They may begin at the level that feels most appropriate for the situation.

Step 1. Contact the Classroom Teacher

Parents are encouraged to first share concerns with their child’s teacher. Many issues can be resolved quickly when families and teachers communicate directly. Common topics may include classroom routines, academic progress, behavior, or peer interactions.

Teachers strive to respond within a reasonable timeframe and collaborate with families to find solutions. Teachers strive to respond within a 48 hour timeframe and collaborate with families to find a solution. 

Step 2. Contact the School Business Manager or Principal

If the parent does not receive a response, or if the concern requires administrative involvement, they may reach out to:

• The School Business Manager, Kaitlin Clark, kaitlin.clark@apsk12.org
• Assistant Principal, Jamie Manning, jmanning@apsk12.org
• The Principal, Caroline Brown, caebrown@apsk12.org
   

This step may be taken at any time. Administrators will work with families to understand the issue and determine appropriate follow-up actions.

Step 3. Request a Parent Conference

Parents may request a conference with the teacher, principal, or both. Conferences provide time to:

• Share detailed information
• Clarify concerns
• Work collaboratively on plans to support the student
• Establish follow-up steps

Families are welcome to bring questions, notes, or examples to help guide the conversation.

Share Broader Concerns Through the IB Parent Council

For concerns related to school-wide practices, programme development, communication systems, or overall family experience, parents may bring feedback to the IB Parent Council.

This group meets regularly to:

• Discuss family perspectives
• Offer ideas for improving the IB programme
• Strengthen home–school partnerships
   

The council is not designed for resolving individual student issues but is a meaningful avenue for shaping school improvement.

Student Complaints Procedure

Students are encouraged to share concerns in ways that feel safe and comfortable. Toomer Elementary values student voice and agency, and we provide several pathways for students to express themselves.

Step 1.Talk With a Teacher

Students are encouraged to speak with their classroom teacher about:

• Conflicts with peers
• Questions about assignments
• Worries about the school day
• Personal or academic challenges

Teachers will listen, provide support, and help the student resolve the concern.

Step 2. Share the Concern Through Student Government Association (SGA)

Students may speak with:

• Their grade-level SGA representative
• The SGA President
• The SGA Vice President
• The SGA Secretary

SGA leaders meet with school staff when necessary to communicate student concerns and advocate for improvements. This helps students learn leadership, responsibility, and respectful communication.

Step 3. Ask for Help From School Support Staff

Students may also request to speak privately with:

• The School Counselor
• The Assistant Principal
• The Principal
   

These staff members help students work through problems, resolve conflicts, or access additional support when needed.

Documentation & Follow-Up

• Concerns shared with teachers or administrators may be documented to ensure clarity and consistent follow-through.
• Families and students will receive updates on plans and next steps when applicable.
• Documentation is handled with care and kept confidential to the extent appropriate and as other reporting obligations are not required.
• Follow-up meetings may be scheduled to check on progress or additional needs.
   

FREQUENTLY ASKED QUESTIONS (FAQ)

For Parents and Legal Guardians

1. Do I need to start by contacting my child’s teacher?

While this is usually the quickest way to resolve most concerns, you may choose the step that feels most appropriate. Teachers are often the best first point of contact because they work closely with your child each day.

2. What if my teacher does not respond?

You may contact the School Business Manager or the Principal for help. They will follow up and make sure the concern is addressed.

3. Can I schedule a conference even for a small concern?

Yes. Conferences are available for any concern—big or small. Families are welcome to request a meeting whenever they feel it is needed.

4. What kinds of issues belong in the IB Parent Council?

The IB Parent Council is best for school-wide ideas or suggestions, such as programming.

5. How are student concerns handled?

Students are encouraged to begin with a teacher or trusted adult. They may also use SGA as a voice for grade-level or whole-school concerns. All student concerns are treated seriously.

6. Will my concern be kept confidential?

Yes. School staff handle concerns respectfully and confidentially. Only individuals directly involved in resolving the concern will be included.

7. What if I disagree with the solution offered?

In some cases parents/legal guardians will not be made aware of solutions due to teacher confidentiality.

If parents disagree with the solution they are made aware of, they may request a follow-up conversation with the principal to discuss additional steps. The goal is always partnership and open communication.

8. Can my child speak to someone privately?

Yes. Students may request a private meeting with a teacher, counselor, or administrator at any time.

Policy Review

This procedure is reviewed every year by the Pedagogical Leadership Team. Updates are made based on feedback from families, students, teachers, and school staff to ensure that the process remains clear, supportive, and responsive to the needs of our community.