East Irondequoit Central School District
International Baccalaureate Program
Academic Honesty Statement
The International Baccalaureate Program
of the East Irondequoit Central School District
Academic Honesty Statement
Date: March 2015
Contents based on Academic honesty in the IB by Jude Carroll (October 2012), Programme standards
and practices (2010), Guidance for Schools published by the International Baccalaureate Organization
(2003, 2011), Switzerland, MYP: From Principles into Practice (2008), General Regulations: MYP
(March 2011), and Program Standards and Practices (January 2011).
Composed and reviewed by the IB Coordinators of East Irondequoit (Candace Black – Eastridge DP,
Ingel Schmidt – East Irondequoit Middle School MYP, Meghan Bello – Laurelton-Pardee Intermediate
School PYP, Katie Van Eps – Durand-Eastman Intermediate School MYP, Terri Dunn – Ivan Green
Elementary School MYP, Cheryl Jakobovic – Helendale Road Elementary School MYP)
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East Irondequoit Central School District
International Baccalaureate Program
Academic Honesty Statement
The International Baccalaureate Program’s 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 IBO works with schools,
governments and international organizations to develop challenging programs of
international education and rigorous assessment. These programs encourage
students across the world to become active, compassionate and lifelong learners
who understand that other people, with their differences, can also be right.
East Irondequoit’s Mission Statement (revised July 2013)
The mission of the East Irondequoit Central School District is to provide a variety of
educational tools and programs that will enable our graduates to become college
and career ready.
Eastridge High School’s Mission Statement (revised June 2013)
Eastridge High School is a community that fosters a sense of belonging through
positive relationships, school involvement, and high academic expectations. Our
students will accept ownership of their academic achievement and utilize their
strengths for college and career preparation.
East Irondequoit Middle School’s Mission Statement(revised June 2014)
East Irondequoit Middle School aims to develop inquiring, knowledgeable and
caring individuals who help to create a better and more peaceful world through
intercultural understanding and respect.
Our goal is to encourage students to become active, lifelong learners. Through
rigorous standards, our school strives to prepare all students for college and career
readiness and success in a global society.
Durand-Eastman Intermediate School’s Mission Statement
Durand-Eastman strives to build a community of life-long learners
who are creative and critical thinkers. We recognize that we have a responsibility to
care for ourselves, each other, and the world around us.
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East Irondequoit Central School District
International Baccalaureate Program
Academic Honesty Statement
Laurelton-Pardee Intermediate School’s Mission Statement
We will develop lifelong learners with active, inquiring and creative minds,
a sense of understanding and compassion for others, and the courage to act on
their beliefs.
We will provide challenging programs that promote and measure growth
in order to ensure that our students become successful members of a global
community.
Ivan Green Elementary School’s Mission Statement: Where the love of learning grows
The mission of Ivan Green School is to develop self-motivated critical, creative and
caring thinkers that foster a love of learning. We will provide a safe, caring and
respectful environment where every child is accepted and celebrated. Ivan Green
School will provide a rigorous curriculum with the highest standards of academic
excellence, preparing our students for the world around them.
Helendale Road Elementary School’s Mission Statement
We at Helendale Road School, strive to be inquiring, knowledgeable, and caring
people, with a sense of community, a respect and tolerance for diversity, and a love
of learning.
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East Irondequoit Central School District
International Baccalaureate Program
Academic Honesty Statement
Philosophy
The East Irondequoit School District has established an expectation of academic
integrity for all members of the school community, including students,
parents/guardians and families, teachers, administrators, staff and residents of the
community. The work produced by students in the East Irondequoit School District
should exemplify the highest standard of academic honesty and appropriately
acknowledge the source of all material included within that work.
It is the statement of the East Irondequoit School District that:

IB program students understand and assimilate into their practice the
Academic Honesty Statement;

diploma program students in submitting any and all work for assessment
attest that said work is solely their own and that the ideas and words of
others are fully acknowledged.
The aim of this statement is to:

promote good academic practice and a school culture that actively
encourages academic integrity in preparation for the standards expected at
the university level;

inform all stakeholders what constitutes both academic integrity as well as
its opposite, academic dishonesty;

highlight the serious nature of plagiarism and the role that each stakeholder
has in maintaining the highest level of academic standards;

explain to all stakeholders the process for dealing with suspected cases of
academic dishonesty.
What is Academic Honesty?
Academic honesty refers to:

the production of authentic pieces of work;

the full acknowledgement of the original authorship and ownership of
creative material;

the protection of all forms of intellectual property;

the proper conduct before, during, and after examinations.
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East Irondequoit Central School District
International Baccalaureate Program
Academic Honesty Statement
The attributes of an IB learner are:

inquirers: by acquiring the skills necessary to conduct inquiry and research

knowledgeable: by exploring concepts, ideas and issues

principled: by acting with integrity and honesty and taking responsibility
for their own actions

open-minded: by being accustomed to seeking and evaluating a range of
points of view

risk takers: by being brave and articulate in defending their beliefs

communicators: by expressing their ideas and information confidently

caring: by having respect for the needs and feelings of others

reflecting: by thinking of where they’ve been and where they want to go

balanced: by becoming active in their learning and community

thinkers: by analyzing new information to make reasoned and ethical
decisions
These qualities, when applied to learning and student work, will establish skills and
behavior which support good practices to be found in the classroom, used for
homework, and projects and continued in the examination level. The good practices
are expected to be introduced, modeled, and used throughout the school.
What is Misconduct?

The IBO defines misconduct as “any behavior (whether deliberate or
inadvertent) that results in, or may result in, the student or any other student
gaining an unfair advantage (or that disadvantages other students) in one or
more assessment components.” (http://www.ibis.ibo.org) Misconduct
includes, but is not limited to plagiarism, copying, duplication, collusion, and
dishonest reporting.

The IBO defines plagiarism as “the representation, intentionally or
unwittingly of the ideas, words or work of another person without proper,
clear and explicit acknowledgment.” (http://www.ibis.ibo.org) This
includes using the writing, thoughts, ideas, visuals, music, or work of another
without acknowledging the source upon which the work is based.

Copying is the deliberate copying of another student’s work with or without
that student’s knowledge or allowing another student to copy your work.
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East Irondequoit Central School District
International Baccalaureate Program
Academic Honesty Statement

Duplication is the presentation of the same work for different assessments in
different courses.

Collusion is the purposeful cooperation of two or more students for the
purpose of submitting academic work that is not the sole and original work
of a single student.

Dishonest reporting is the deliberate falsification of data or records.

By the same token, paraphrasing, the writing of someone else’s idea in your
own words is permitted so long as the original source is acknowledged.
Collaboration vs. Collusion
It is important to distinguish between the encouraged practice of collaboration and
the discouraged practice of collusion. Collaboration occurs when two or more
students work together on an assignment with full disclosure of the authors of the
end product. This practice is both permitted and encouraged among our student
body to promote cooperative learning. Whenever an individual assessment is
produced while students are working collaboratively, the work must be written in
the student’s own words and therefore should not be identical to another student’s
work. As stated above, collusion is the purposeful cooperation of two or more
students for the purpose of submitting academic work that is not the sole and
original work of a single student.
The student’s responsibility

Students are responsible for ensuring that all work submitted for assessment
is authentically their own.

Students are responsible for fully acknowledging the work and ideas of
others using the established practice of citation:
o At the DP level: APA or MLA style.
o At the MYP level: MLA style.
o At the PYP level: MLA at the fifth grade level
o At the PYP K-4 level: author and source title

Students are expected to review their own work before submitting it for
assessment so as to identify any materials which require acknowledgement.

Students are expected to comply with all internal school deadlines.
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East Irondequoit Central School District
International Baccalaureate Program
Academic Honesty Statement

Should misconduct be suspected, students are responsible to make
documentation available to support the authenticity of their work.
The teacher’s responsibility

Teachers are responsible for teaching proper academic writing, research and
citation skills to students in the context of their classes and to require the
application of the skills in appropriately designed and monitored
assessments. This includes, but is not limited to, teaching, reinforcing, and
enforcing the standards set forth in the Academic Honesty Statement.

Teachers are required to carefully review all student assessments for any
evidence of misconduct, including sudden changes in style and quality of
writing or performance. This includes monitoring the writing process and
checking student work prior to submission of the final product.

When an issue of misconduct arises, the teacher must address this first with
the student and then with the parent(s)/guardian(s), the IB Coordinator, and
finally with an administrator.

While subject teachers, having the most frequent interaction with students,
are in the best position to supervise student work, vigilance to uphold the
standards of academic integrity is the responsibility of all stakeholders.
The definition of a “teacher” for the purposes of this statement can be expanded to
include any adult that comes into contact with a student in the context of developing
an original piece of student work. As such, other adults, who are not subject teachers,
such as the IB Coordinator, the Librarian, an Extended Essay Mentor, Exhibition
mentors, Community Service Project Mentors, and others, are stakeholders in
upholding the academic integrity of student work in the East Irondequoit School
District.
The administrator’s responsibility

Administrators are responsible for supporting and encouraging students,
teachers and parents by modeling academic honesty and personal and
professional integrity.

Administrators will take appropriate measures in addressing instances of
academic dishonesty.
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East Irondequoit Central School District
International Baccalaureate Program
Academic Honesty Statement
The parent’s responsibility

Parents are responsible for encouraging academic honesty and supporting
their child by modeling personal integrity.

Parents are responsible for fostering a love for learning as well as the
importance of gaining knowledge.

Parents are responsible for encouraging their children to plan ahead when
studying for an exam or writing a paper.
Consequences for misconduct
Violations of the Academic Honesty Statement are divided into three levels.
Level 1 – These violations are dealt with by the teacher privately with the student
and then reported to the IB Coordinator and the parent(s)/guardians. Level 1
violations include but are not limited to the following:

copying homework from another student or allowing another to copy their
homework;

looking at another student’s test or quiz or allowing another student to look
at their test or quiz;

giving or receiving answers on a test or quiz including the use of any
unauthorized electronic resource during said test or quiz;

failing to properly cite a source of material used in an assessment when
required;

working collaboratively with another on an assessment that was designed to
be completed individually.
Consequences for a level 1 violation may include, but are not limited to, the
assignment of a zero (0) for the assessment in question.
Level 2 – These more serious violations are dealt with by the teacher in conjunction
with the IB Coordinator, administration and, if necessary, the misconduct division of
the International Baccalaureate Organization. Parents/guardians will be notified as
part of this process. Level 2 violations include but are not limited to the following:
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East Irondequoit Central School District
International Baccalaureate Program
Academic Honesty Statement

copying significant portions of information or papers from the Internet, print
publications, or from other students;

sharing or passing on information to another student about a quiz or test to
be taken, including stealing a quiz, test or portion thereof with the intent of
receiving or giving to other’s an unfair advantage.
A second level 1 violation will be treated at a level 2 violation.
Consequences for a level 2 violation may include, but are not limited to, the
assignment of a zero (0) for the assessment in question, suspension from the IB
Diploma Program, ineligibility for honor roll or any other academic honor presented
by the school, and exclusion from extra-curricular activities such as clubs, sports,
and other school-sponsored events.
Level 31 – These extremely serious violations are dealt with by the head of school at
the Diploma Level in conjunction with the IB Coordinator, the central office
administration and the misconduct division of the International Baccalaureate
Organization. No grade will be given for the work submitted; and the student will
be asked to complete a formal written reflection on the subject of academic honesty.
Parents/guardians will be notified as part of this process. Level 3 violations include
but are not limited to the following:

stealing, selling, purchasing or making public, through electronic or other
means, examinations;

altering grades on a computer database;
Consequences for a level 3 violation may include, but are not limited to, removal
from the IB Diploma Program.
1
This level is only applicable to the Diploma Program
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East Irondequoit Central School District
International Baccalaureate Program
Academic Honesty Statement
Student Acceptable Use of Technology Guidelines
The East Irondequoit Central School District maintains and supports a highly
integrated information network and a diverse range of information technologies
that support learning and enhance instruction. This network is designed to provide
our students with an unparalleled degree of communication, collaboration, resource
sharing and access to information, thereby significantly enhancing educational
experiences and providing statewide, national and global communication
opportunities.
To promote efficient and appropriate use of our district information network and
information technologies, there are certain guidelines that must be
followed. Violations of these guidelines and other district procedures regarding the
use of these resources are subject to student discipline policies, as well as possible
legal action. The district, at its discretion, reserves the right to terminate access to
these resources at any time without prior notice.
1. All students may be periodically monitored in their use of the Internet and all
network resources. The district reserves the right to examine personal
electronic files in order to promote appropriate use as per these guidelines
and compliance with local, state and federal laws.
2. All students must use legally acquired resources (e.g. apps, software,
networks, databases, etc.) when operating on the district’s Internet
connection.
3. No student shall attempt to circumvent any information security measures
imposed by the District or non-District organizations on the Internet and
shall not attempt to infiltrate information systems or damage hardware or
software.
4. No student shall obtain passwords belonging to others, to represent oneself
as another student, or attempt to ascertain security access codes.
5. All students are to refrain from acts that waste resources or prevent others
from using them. These acts may include, but are not limited to, commercial
advertising, mass mailings for other than educational purposes, political
fund-raising and other activities that detract from the educational mission of
the institution/connection.
6. Each student is responsible for recognizing and honoring the intellectual
property of others (e.g. copyright, software licenses, etc.). Students are to be
aware of the potential for and possible effects of manipulating electronic
information and to verify the integrity and authenticity of information that
he/she compiles or uses.
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East Irondequoit Central School District
International Baccalaureate Program
Academic Honesty Statement
7. All students are responsible to respect and value the rights of privacy; to
recognize and respect the diversity of the population and the opinions of
other Internet students; to behave ethically; and to comply with legal
restrictions regarding the use of information resources. Accessing or
disseminating information that is illegal, defamatory, abusive, racially
offensive, and/or adult-oriented will be deemed a violation of this
agreement.
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East Irondequoit Central School District
International Baccalaureate Program
Academic Honesty Statement
Appendix A: IB Learner Profile
IB Learners strive to be:
Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know
how to learn independently and with others. We learn with enthusiasm and
sustain our love of learning throughout life.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a
range of disciplines. We engage with issues and ideas that have local and global
significance.
Thinkers
We use critical and creative thinking skills to analyze and take responsible
action on complex problems. We exercise initiative in making reasoned, ethical
decisions.
We express ourselves confidently and creatively in more than one language and
Communicators in many ways. We collaborate effectively, listening carefully to the perspectives
of other individuals and groups.
Principled
We act with integrity and honesty, with a strong sense of fairness and justice,
and with respect for the dignity and rights of people everywhere. We take
responsibility for our actions and their consequences.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the
values and traditions of others. We seek and evaluate a range of points of view,
and we are willing to grow from the experience.
Risk-takers
We approach uncertainty with forethought and determination; we work
independently and cooperatively to explore new ideas and innovative
strategies. We are resourceful and resilient in the face of challenges and change.
Balanced
We understand the importance of balancing different aspects of our lives—
intellectual, physical, (spiritual) and emotional—to achieve well-being for
ourselves and others. We recognize our interdependence with other people and
with the world in which we live.
Caring
We show empathy, compassion and respect. We have a commitment to service,
and we act to make a positive difference in the lives of others and in the world
around us.
Reflective
We thoughtfully consider the world and our own ideas and experience. We
work to understand our strengths and weaknesses in order to support our
learning and personal development.
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