IB's Middle Years Programme at South Salem High School

The Personal Project is a student-driven research project that lives in the HECP (Higher Education Career Pathways) course during sophomore year.  This in-depth project focuses on the impact of service learning on self, school, and one's greater community. The Personal Project emulates both DP's Extended Essay (EE) and CP's Reflective Project (RP). 

Salem-Keizer Inclusion Statement: Salem-Keizer Public Schools believes all students should see themselves honored and reflected in the curriculum they experience every day, as well as learn to respectfully examine multiple perspectives, cultures, backgrounds, and events. We are committed to ensuring all students feel safe and welcome at school regardless of their background.

Philosophy

The purpose of this document is to clarify the South Salem High School Middle Years Program (MYP) Inclusion Policy.  Our schools are committed to supporting the needs of our various student populations.  We value student diversity and respect individual learning differences- working to meet students where they are and  helping them grow through scaffolded support.  This policy is to be communicated to, and understood by, all continuing and new educators, students, parents, and administrators.   

Inclusion Policy: Students with special education needs and 504 plans will be included in the general curriculum to the greatest extent possible, with special education services provided as outlined within each IEP (individual educational plan). All students are provided access to the curriculum in the least restrictive environment. 

MYP Program Requirements for Inclusion from IB Continuum: Learning diversity and inclusion in IB programmes (IBO, 2016, p. 1): Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. Inclusion is a continual process of increasing learning and participation for all students. It is an educational approach to which all schools should aspire. Inclusion is facilitated in a culture of collaboration, mutual respect, support and problem solving involving the whole school community. The MYP helps students develop both subject-specific and interdisciplinary understanding alongside their same aged peers.  

English Language Learners

Salem-Keizer believes in honoring the multilingualism of our students as an asset they bring to their education, their future careers, and our community. Students identified as English Language Learners benefit from support in learning academic language involved in the classroom setting.  South Salem believes in the potential of all students, and that the language(s) spoken should not be a barrier to learning.  We further recognize the value different cultural backgrounds bring to the classroom.

English Language Learners at South are supported through co-taught curriculum, classroom support, and stand alone classes that explicitly target language instruction and academic support. 

Talented and Gifted  

South Salem High School and the Salem-Keizer School District identifies and serves intellectually gifted students and academically talented students in grades K-12. Our goal is to provide appropriate educational programs and services through instructional, curricular, and administrative modifications to create educational opportunities for TAG students, which will maximize their potential.  Salem-Keizer Public Schools is committed to identifying and providing for the unique intellectual, social, emotional, and career needs of Talented and Gifted (TAG) students. 
 
It is our goal to provide appropriate educational programs and services through instructional, curricular, and administrative modifications to create educational opportunities for TAG students, which will maximize their individual potential. 
 
We believe that Talented and Gifted students exist in all racial, ethnic, and socioeconomic groups across gender, and we are committed to identifying them and providing appropriate services. All students at South Salem High School will be provided opportunities to participate in Honors level curriculum through embedded honors in their English, Science, and Social Studies courses.

Students with an IEP or 504 Plan

South’s Middle Years Program’s goal is to support students with special needs in gaining college and career readiness skills, as well giving opportunity for all students to actively engage in grade-level curriculum.  A continuum of services, outlined in an IEP or 504 Plan, is adhered to in order to meet the needs and learning styles of individual learners.  South’s inclusion model uses co-teaching, and/or classroom support, intervention, and opportunities for scaffolded instruction per each Individual Education Plan or 504 Plan. If a student’s IEP or 504 team has determined that a modified diploma is an appropriate diploma type, and have documented this in their IEP or 504, modifications to the curriculum’s breadth and depth may be made.  

Support Practices for Inclusion:

• All teachers, with the support of case managers, differentiate their lessons to meet student’s academic needs, as outlined by the student’s individual plan (TAG, IEP, 504)
• All teachers and special education teachers (IEP) or counselors (504) collaborate and communicate on a regular basis
• Off-campus trips, in class activities, and/or on-campus events will include all special education students
• Grades for special education students are assigned per their IEP and district guidelines
• Faculty and staff adhere to the Family Education Rights and Privacy Act (FERPA) and Individuals with Disabilities Education Act (IDEA).   
• IEPs and 504s are readily available to all teachers and administrative staff members that work with students at the beginning of the school and/or second semester
• All teachers and/or administrative staff members are required to read and uphold the IEP and 504 modifications and accommodations listed in the plans of all their students

Language is the foundation of learning, as it is integral to exploring and sustaining our social and personal development, as well as our identity. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking.

Because language is essential to learning as it is the medium of inquiry and communication, as well as the means by which students can experience a variety of perspectives on the world, we nurture and celebrate the cultural and linguistic diversity in our community as we seek greater intercultural understanding.

Therefore, we strive to create a learning environment that demonstrates respect for the cultural, ethnic, and linguistic diversity of our students, while preparing students for success in their future academic and career development. To this end, South Salem faculty:

• Prepare all students to be fluent in English
• Support all students in developing proficiency in at least one language other than English, pursuing the Oregon State Seal of Bi/Multi-Literacy as an academic goal
• Foster an environment where all languages and cultures are valued
• Utilize instructional materials that include multicultural perspectives
• Provide access to materials for parents and students in languages other than English 

Throughout South Salem’s curricular program we foster the development of literacy in the language of instruction, world (acquired) languages, and the mother tongue. At South Salem, all teachers are teachers of language, with a responsibility to include literacy as an important component of their course of study. Professional development to support all teachers as language teachers is part of the school wide PD plan.

We recognize that students vary in their ability to learn in their mother-tongue as well as a second language. Some students will achieve proficiency in a second language while some students may need additional or varied instruction.   Language profiles and language mapping can give information to the levels of language development and assist in developing the knowledge of how to help the student succeed. Student abilities will determine student schedules and courses, so as to best support the individual learner. 

ELD (English Language Development) Language Policy

The English Language Development program provides intensive instruction in English to those whose levels of English proficiency require additional support for success in mainstream classes.

• Support structures are in place to identify and assist those students who have a range of language skills in English Language Development
• English Language Development support courses are offered at grade-level to support students with intensive instruction in English and targeted support in academic vocabulary of core content areas
• Certain courses are co-taught with support from English Language Development teachers
• Structures are in place to validate the importance and use of mother-tongues, as well as the study of additional languages
• Translation services and liaisons are available to students, parents, teachers and school staff on the district level.  

South Salem High School IB Principles for Language Learning

To support students in meeting their language learning goals, teachers and staff at South Salem High School will: 

• Provide all MYP students with a classroom experience in a Language B
• Use both languages as a medium of inquiry, providing opportunities to challenge language learners and to develop multilingual speakers
• View the on-going language development for students as the responsibility of all teachers, parents and students
• Teach language through context and relate new information to existing knowledge
• Encourage international mindedness beyond the classroom through language instruction
• Accommodate for different learning styles with differentiated instruction according to individual needs
• Incorporate a variety of learning strategies for the students
• Give on-going feedback on students’ progress in all languages of instruction

Validations & Supports for Mother Tongue:

Supports for Mother Tongue include:

• Heritage Spanish courses
• Dual Language Program starting fall of 2025
• Newcomer Center for recent arrivers starting fall of 2025
• Student use of translation tools to support mother tongue in the classroom
• STAMP Testing in students’ mother tongues to earn Oregon State Seal of Bi/Multi-Literacy 

Language and Literature Sequencing at South Salem High School

South High offers Language and Literature 9 and 10 to all. However, active English Language Learners (ELLs) and students on Individual Educational Plans (IEPs) are placed in an English 9 cohort class with two teachers. Each cohort is taught by a Language and Literature teacher as well as a special education teacher or an English Language Development teacher. Students who need additional language support are also placed in ELD 1. Students who need additional support in academics and are not on track for a regular diploma are not in English 9 and 10, but are in a sheltered special education class called Language Arts X.  

IB Language B Sequencing at South Salem High School (All courses)

Three languages are offered at the DP level at South Salem High School: Spanish, French, and German.  Each has a sequence suited to the required level of proficiency and the amount of experience students can commonly acquire before high school.

      9^th Grade         10^th Grade         11^th Grade         12^th Grade

 

Salem-Keizer Language Credit by Proficiency and Oregon State Seal of Bi/Multi-Literacy

In addition to opportunities within IB, South Salem offers language credit by proficiency for students who successfully demonstrate proficiency on standardized online testing aligned with ACTFL standards. South Salem students also have the opportunity to demonstrate their Bi-Literacy or Multi-Literacy skill by earning the Oregon State Seals of Bi/Multi-Literacy for their diploma, either through their IB exams scores or scores on approved online language proficiency tests. 

South’s  Goal: 

South Salem High school owes its students an environment that teaches and supports academic honesty and integrity. With the emphasis and expectation on the IB Learner Profile  that all students will strive to be principled throughout their high school careers, South High teachers will set clear expectations to all students for all assignments and exams, teach learning practices that reinforce integrity, and will confront all behaviors that violate South’s academic policy.  

 Plagiarism Detection Programs Used at South High

South High pays an annual subscription fee for the use of turnitin.com, which is an AI and plagiarism detection program: Plagiarism Detector: Prevent Academic Misconduct | Turnitin

Most teachers also regularly use AI and plagiarism detection sites online such as ChatGPT:  AI Detector - the Original AI Checker for ChatGPT & More

Responsibilities:  

Student 

Learning is a process, and students should always be able to make the construction of knowledge gained transparent by showing their work, demonstrating how ideas were constructed and acknowledging which resources were utilized or rejected.  

Examples of academic integrity:  

1. Check with the teacher to confirm the expectations of an assignment, test, and quiz rather than assume. 

2. Admit to a teacher when you did not complete homework or study for a test and accept the consequences. 

3. Give credit for copied or paraphrased material with proper citation. 

4. Make it clear where copied or paraphrased material begins and ends in your own notes as well as assignments submitted.  
5. Complete all assigned work in courses without any use of artificial intelligence unless explicitly instructed by a teacher to do so.

At Home (Parents/Guardians)

1. Planning and time management are key prevention tools.  Provide your student with support in organizing and scheduling homework. 

2. Encourage your student to reach out to their teacher if they are struggling. 

3. Use every opportunity to talk with your students about the importance of honesty and the real life consequences in personal and professional lives when it is lacking.   

Teacher 

1. Communicate clear expectations for collaborative work, individual work, quizzes, and tests. 

2. Teach research and documentation methods including sanctioned use of AI, specifically proper subject-specific citation styles for a variety of resources such as print, images, digital, etc. including APA, MLA, and Chicago.
3. Provide opportunities for students to practice quoting, paraphrasing, and citing.
4. Inform parents and administration when academic honesty standards have been violated. 

Definitions:

Academic Misconduct/Dishonesty: 

• Any behavior that results in gaining an unfair advantage for oneself or another student, that disadvantages other students, or the use of any source to complete work that was to be constructed alone. 
• Examples of misconduct are: 

Plagiarism:  

• Intentionally copying parts or all of the work of another source (student, parent, printed text, internet, etc.) 
• Unintentionally copying or paraphrasing parts of another’s work and not giving a credit with a citation 
• Presenting artificially generated work as your own

Collusion: 

• Lending an assignment to another student, even when assurances are offered that copying will not take place
• Allowing others to contribute to an assignment when the expectation is for a student to work unassisted
• Disclosing or discussing the conduct of a test to a student in another period of the same course 
• Letting another student look at your quiz or test during the assessment

Exam Misconduct: 

• Using unauthorized materials (ex: using hidden notes, using a cell phone, asking another student for answers during the exam) 
• Changing answers on a test after it has been returned (unless instructed to do so) 

Duplication: 

• Submitting the same work to meet two or more different requirements (ex: A student submits portions of, or the same exact essay in Sophomore Language Arts as they submitted in their Freshman Language Arts course ). 

General Misconduct: 

• Lying to a teacher; forging notes from parents 
• Stealing from a teacher or a student 
• Changing answers on daily assignments when given responsibility for correcting the assignment 

Consequences/How Offenses will be handled: 

• Zero credit on work
• Parents notified by teacher
• Teacher completes a documented BIF (Behavior Intervention Form)
• Guidance center will be notified, jeopardizing letters of recommendation, scholarship opportunities, standing in National Honor Society, or other school organizations according to the by-laws of each

Repeat Offenses:

Continued violations of academic misconduct in the same or other courses or years will result in additional disciplinary action by administration such as after school or in school suspension. 

Philosophy

South Salem High School is committed to nurturing a community of learners where excellence is the norm. Our curriculum, aligned with IB standards, is designed to challenge students and foster growth. Assessment is key—it's not just about grades; it's about giving students, teachers, and parents the feedback they need to support each student's progress. We uphold integrity in assessment practices, emphasizing authenticity, relevance, balance, variety, communication of learning, and differentiation. By prioritizing these principles, we empower every student to thrive academically and holistically.

Principles of Assessment

At South Salem High School, assessment practices are guided by best practices and IB guidelines to foster student growth and ensure academic excellence. We employ both formative and summative assessments to evaluate progress aligned with specific learning targets.

Formative Assessments: Formative assessments monitor ongoing learning, allowing students to engage with feedback for target achievement. Teachers use data to adapt instruction, enhancing student progress and evaluating curriculum effectiveness. Examples include, but are not limited to, observations, peer evaluations, group discussions, journal entries, check-ins, quizzes, and lab activities.

Summative Assessments: Summative assessments demonstrate achievement towards course expectations, informing final grades. These criterion-based assessments include portfolios, quizzes, exams, essays, presentations, and projects.

At South Salem High School, assessment practices prioritize fairness, transparency, and student-centeredness to support learning and academic success for all learners. Our students also participate in external summative assessments that are not reflected in their course grades. The PSAT 8/9 is offered annually to students in year 4, while in year 5, the Pre-ACT is offered. Our 11th grade students participate annually in the Oregon Statewide Assessment System (OSAS). 

Assessment Practices

School-wide Practices:

• In all classes at South Salem High School, a variety of assessment strategies are employed to provide feedback on the learning process.
• Teachers ensure that all students experience challenges and a measure of success, promoting a growth mindset.
• Teachers prioritize identifying the most accurate demonstration of student knowledge and skill development rather than averaging all work over the course of a term.
• Clear and measurable learning outcomes are prominently displayed in classrooms and referred to throughout instruction.
• General education teachers provide accommodations or modifications for students with special assessment needs, including those with Individual Education Plans, 504 Plans, and from ELD programs.
• Assignments reinforce knowledge and skills learned in class and are generally used as formative assessments.
• Course grades are communicated to students and their parents/guardians at six-week intervals throughout the school year via progress reports and semester grade report cards. Electronic gradebooks are accessible to students and parents/guardians online.

Practices Specific to the MYP:

• MYP Rubrics for each content area are available. Teachers design task-specific rubrics based on these criteria.
• Report card grades reflect teachers’ professional judgments of student achievement based on the prescribed MYP assessment criteria, as well as district and state learning targets and standards.
• Prescribed tasks, such as end tasks for sophomores, are utilized to determine MYP final grades.

 

Reporting, Recording, and Responsibilities:

• South Salem High School faculty reports academic achievement in terms of academic course goals and standards, as well as behaviors affecting academic performance, separately.

• Letter grades and high school GPA information are provided upon request, aligning with the expectations of universities and post-secondary institutions.
• Common practices in calibrating, aligning, recording, and reporting MYP assessments are primarily within subject/grade level PLC groups (Professional Learning Communities) where teachers use the MYP subject area rubrics within our district gradebook system. It is an expectation of PLCs to share common assessments and examine assessment data accordingly; therefore, both calibration and data protocols/data evaluation happens most often within the PLC groups.