Academic Integrity Policy

Appendix I: The ISA Mission & IB Learner Profile

Appendix II: Roles and Responsibilities in Upholding Academic Integrity within the ISA Community

Appendix III: IB Principles to Practice & IB Assessment Policies (PYP, MYP, DP)

Appendix IV: Acceptable Use of Technology Policy

Introduction

The ISA Mission and IB Learner Profile are the backbone of the Academic Integrity Policy (See Appendix I).

At ISA we believe that authenticity in learning is vital to the intellectual, social, emotional, and ethical growth and well-being of our students. To this end, students in elementary, middle, and high school are expected to know and understand the principles of academic integrity and to honor them always. We thus aim to foster an equitable learning environment where genuine creativity, critical thinking, communication, and collaboration are valued and where each student can succeed through his or her own efforts, with support and encouragement from teachers, staff, and family (See Appendix II).

What is Academic Misconduct?

Honoring the principles of academic integrity means understanding what academic misconduct is and not engaging in it. Academic misconduct can be considered as any conduct, intentional or otherwise, that gives a student an unearned or unfair advantage over other students or undermines the authenticity of the student’s own learning process. This Academic Integrity Policy covers, but is not necessarily limited to, the following types of academic misconduct which are outlined in IB’s From Principles to Practice documents (See Appendix III).

Plagiarism - Intentional or unintentional presentation of ideas or content (i.e., written words, visual images, auditory expressions, or any material that comes from another source, including digital resources and print-based reference materials), without crediting the source of that material. Even material that has been paraphrased in the student’s own words is considered plagiarized material unless proper credit or explicit reference is given.Examples of Plagiarism may include:
- Copying material from the Internet and presenting it as your own without properly crediting the source.
- Copying directly from a book, magazine, or other print source without properly crediting the source.
- Using a foreign language translator to switch from one language to another and then presenting that translation as if it were your own.

Self-Plagiarism, Double Dipping, and Dovetailing - Submission of one’s own work that has been prepared for another course without fair citation of the original work and prior approval of This work will have had to have been previously submitted for a grade.Examples of Self-Plagiarism, Double Dipping, or Dovetailing may include:
- Turning in an old project done by you or someone
- Using the same piece of work for two
- Not citing your own previous

Fabrication - Falsification or invention of any information, citation, data, orExamples of Fabrication may include:
- Artificially creating data in a lab report when it should be collected from an actual experiment.
- Unauthorized altering or falsification of data, documents, images, music, art, or other work.
- Unauthorized omission of data, information, or results in documents, reports, and presentations.
- Hiding data, results, or information using inappropriate scales, magnification, or representation in charts, graphs, and other forms of

Unauthorized Assistance – Using materials or tools not authorized by faculty members to complete an academic exercise. This includes purchasing services for partially or fully complete academic work or using unauthorized materials in the completion of assignments and assessments.Examples of Unauthorized Assistance may include:
- Collaboration on any assignment beyond the standards authorized by the course instructor(s) or this Academic Integrity Policy.
- Submission of work completed or edited in whole or in part by another person and/or any forms of collusion or duplication of work.
- Supplying or communicating unauthorized information or materials, including graded work and answer keys from previous course offerings, in any way to another student.
- Use of unauthorized information or materials, including graded work and answer keys from previous course offerings.
- Unauthorized use of digital devices such as cell phones, smartwatches, or laptops (See Appendix V: Acceptable Use of Technology Policy).

Irresponsible Use of Artificial Intelligence (AI) – Using AI technologies such as, but not limited to, Grammarly, Quill Bot, ChatGPT, or any other Generative AI tools in a manner inconsistent with the ISA Mission, Academic Integrity Policy, and/or clearly communicated teacher instructions and expectations. This can include using AI tools to produce or refine, whether wholly or only partially, any work presented as the student’s own. AI tools must be used ethically, transparently, and cited appropriately in accordance with teachers’ instructions and expectations.

Copyright Infringement - Acquisition or use of copyrighted works without appropriate legal license or permission, which includes peer-to-peer file sharing.Examples and explanations of Copyright Infringement may include:
- Reproducing (copying) a work of the original author
- Creating derivative works based upon another’s
- Distributing copies of the work to the
- Publicly displaying or performing the work of the original
  - This means a wide variety of activities can be copyright infringement including performing a copyrighted play without permission, writing an unauthorized sequel to a work, or simply making copies of the work.
  - Copyright infringement has one victim, the copyright holder(s); plagiarism has two sets of victims, the copyright holder(s) and the people who were misled or lied to about the origin of the work.
  - The other important way to look at this is that plagiarism is an ethical construct and copyright infringement is a legal Though they have a lot of overlaps, they are not the same and can never really be the same.
  - So, while plagiarism may come up in copyright discussions and vice versa, it is important to know that the two are different in some particularly important ways.

Collusion – This involves supporting malpractice by another student, as in allowing your own work to be copied or submitted for assessment by another student.Examples of Collusion may include:
- Letting someone copy your work or assisting in their cheating in any way. Both parties are at fault.
- Letting your partner do all the work on a project and then putting your name on the project as if you had done an equal share of the work. You are at

Consequences for violating this Academic Integrity Policy will range depending on the student’s grade level, the nature of the offense, and the student’s history of infractions. In the most egregious cases of academic misconduct, students may face consequences beyond those outlined in this document, up to and including suspension or expulsion (See ISA Student Handbook).

The Teacher must document all cases of Academic Misconduct.

Academic Integrity in the PYP (Kindergarten through Grade 5)

Academic integrity in the Primary Years Program (PYP) means that students engage in the inquiry process as principled learners and critical thinkers who respect the ideas of others. Students are taught to take the initiative in being academically honest and to be proud of their accomplishments as they apply their understanding, knowledge, skills, and approaches to learning.

Students will learn:

The importance of crediting various sources when exploring a range of perspectives
The use of key words to research efficiently
How to highlight, take notes, paraphrase, and summarize
How to think critically about the validity of sources
How to cite sources
The difference between fact and opinion
What constitutes plagiarism?

Please Note: The first step for all infractions should be a teacher-student discussion to better understand what happened and why.

First Infraction: The Teacher will meet with the student to better understand what happened and review the student’s understanding of academic integrity. The student may redo the assessment.

Second Infraction: The Teacher will meet with the student again to understand what happened and to reinforce the student’s understanding of academic integrity. The student may redo the assessment. The student’s parents will be notified of the infraction.

Third Infraction: The Teacher will meet with the student, parents, and Principal to discuss academic integrity The student(s) may not redo the assessment.

Academic Integrity in the MYP (Grades 6 through 10)

In the IB Middle Years Program, students continue the acquisition of skills and knowledge and develop habits of mind through the inquiry process. Through research and discovery, students explore ideas to build on and expand existing knowledge. While engaging in the learning process, teachers help students to be principled inquirers, who critically analyze information to determine credible, reliable sources and who ethically report and document the information gathered.

Grades 6, 7, and 8

As middle school students are developing their research skills, ISA recognizes the vital role teachers play in building confident and capable learners who avoid instances of misconduct. The procedures reflect an appreciation for age, development, and intellectual differences of students in grade 6 through 8.

Please Note: The first step for all infractions is a student-teacher meeting to discuss what happened and why. The Teacher, MYP Coordinator, and Principal must be copied on all parent communications regarding infractions of the Academic Integrity Policy. In especially serious cases of academic misconduct, consequences may be increased at the discretion of the Academic Integrity Committee, which consists of the Teacher, MYP Coordinator, Principal(s), and College Counselor. Records of all infractions will be kept by the MYP Coordinator.

Students may be given a warning at the discretion of the Teacher or the Academic Integrity Committee. Warnings must be documented by the teacher and reported by email to the Academic Integrity Committee and the student’s parents and shall serve as justification for reporting future infractions.

First Infraction: The Teacher meets with the student to better understand what happened and why, and to review the Academic Integrity Policy together. The student may redo the assessment, or a comparable assessment, in accordance with written guidelines, IB rubrics, checklists, etc. The Teacher immediately informs the parents of the infraction. The teacher reports the incident to the MYP Coordinator as a first infraction.
Second Infraction: The Teacher meets with the student and Coordinator to discuss the infraction and consequences for further infractions of the Academic Integrity Policy. The student may redo the assessment or a comparable assessment in accordance with written guidelines, IB rubrics, checklists, etc. The Teacher immediately informs the parents of the infraction. The Teacher reports the incident to the MYP Coordinator as a second infraction.
Third Infraction: The Teacher meets with the student, parents, MYP Coordinator and/or Administration to discuss academic integrity concerns. The student may not redo the assessment. The Teacher reports the incident to the MYP Coordinator as a third infraction.

Grades 9 and 10

In grades 9 and 10 of the IB Middle Years Program, students are expected to demonstrate an increased awareness of and responsibility for academic integrity. With the greater rigor and challenge of the program at these grade levels, teachers also recognize the importance of clear instructions, guidelines, and rubrics for continued support of students’ academic success.

Please Note: The first step for all infractions is a teacher-student meeting to discuss what happened and why. The Teacher, MYP Coordinator, and Principal are to be copied on all parent and student communications, starting with the first infraction. Teachers will keep records of all cases of academic misconduct in their classes. In especially serious cases, consequences may be increased at the discretion of the Academic Integrity Committee, which consists of the Teacher, MYP Coordinator, Principal(s), and College Counselor. Records of infractions across all MYP classes will be kept by the Program Coordinator.

First Infraction: The Teacher meets with the student to better understand what happened and why, to review the academic integrity policy together, and to discuss the consequences of further infractions. The student may redo the assessment or a comparable assessment in accordance with written guidelines, IB rubrics, checklists, The Teacher immediately informs the parents and reports the incident to the MYP Coordinator as a first infraction.
Second Infraction: The Teacher meets with the student, MYP Coordinator, and/or College Counselor and/or Parents to discuss the infraction and consequences of the next infraction. The student may not redo the assignment (teacher enters “M” in the gradebook). The Teacher immediately informs the parents of the infraction and reports the incident to the MYP Coordinator as a second infraction.

Third Infraction: The Teacher meets with student, parents, MYP Coordinator, and Principal to discuss academic integrity The student may not redo the assignment (teacher enters “M” in the gradebook). The Teacher reports the incident to the MYP Coordinator as a third infraction and the student is put on academic probation. This means removal from the Honor Roll and may also include ineligibility for induction into the NHS as a junior, ineligibility for the Diploma Program, and ineligibility to participate in sports teams and/or clubs.

Academic Integrity in the DP/CP (Grades 11 and 12)

In the IB Diploma Program (DP) and in the Career Related Program (CP), we are committed to “acting with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups, and communities” within and beyond the walls of our school (Academic Honesty in the DP). Students in grades 11-12 are expected to exhibit a prominent level of intellectual curiosity, respect for others, and responsibility for communicating with their teachers. Academic misconduct in the DP/CP may be intentional or unintentional, but each case must be investigated to ensure that an unfair advantage or a breach of policy or regulations has not occurred, and so that appropriate consequences may be applied.

Please Note: The first step for all infractions is a teacher-student meeting to discuss what happened and why. The Teacher, DP Coordinator, and Principal are to be copied on all student and parent communications regarding infractions of this policy, starting with the first infraction. Teachers in the DP will keep records of all cases of academic misconduct in their classes. In especially serious cases, consequences may be increased at the discretion of the Academic Integrity Committee, which consists of the Teacher, DP Coordinator, Principal(s), and College Counselor. Records of infractions across all DP classes will be kept by the Program Coordinator.

First Infraction: The Teacher meets with the student to discuss what happened and why, to review the Academic Integrity Policy together, and to discuss the consequences of further infractions. The DP Coordinator, Teacher, and/or College Counselor may be present for this first meeting, depending on the nature of the infraction. The student receives a zero (“0”) for non-criterion-based formative assessments but may redo a criterion-based assignment or comparable assessment. If a student chooses not to redo and resubmit a criterion-based assessment by the specified due date, then the student will automatically receive a zero (“0”). The Teacher immediately informs the parents of the infraction, reports the incident to the DP Coordinator, and keeps all relevant documentation regarding the incident.
Second Infraction: The Teacher must meet with the student, parents, DP Coordinator, and/or College Counselor and/or Principal to discuss the infraction and consequences of the next infraction. The student receives a zero (“0”) for non-criterion-based formative assessments but may redo a criterion-based assessment, or comparable assessment for 70%. If a student chooses not to redo and resubmit the assessment by the specified due date, then the student will receive a zero (“0”).
Third Infraction: The Teacher meets with the student, parents, DP Coordinator, College Counselor, and Principal to discuss the infraction. The student receives a zero (“0”) for the assignment and is put on academic probation. This includes removal from the Honor Roll and National Honor Society, (possible) ineligibility for the Diploma Program, ineligibility to participate in sports teams and/or clubs, and a (possible) notification being sent to colleges and universities about the incident.

Appendices

Appendix I: ISA Mission and IB Learner Profile

ISA Mission

The International Scholars Academy will be an IB World School that enables scholars to excel academically while maintaining the values of Islam and proficiency with the Arabic language. The Academy endeavors to provide a caring, challenging, and supportive learning environment where all students can achieve their highest potential while exemplifying civic responsibility and multicultural appreciation.

IB Learner Profile

Inquirer

A singular capacity for invigorating campus life Inquirers. They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning, and this love of learning will be sustained throughout their lives. University faculties regularly note IB students’ passion for discovery.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. IB students are extraordinarily well prepared for the academic requirements of university coursework.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. IB students contribute to discussions in a meaningful way. They do not shy away from challenging questions and, once they know the answer, follow up by asking “why?”

Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. IB students regularly deliver stimulating presentations and drive excellence in group assignments.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. IB students are infused with the academic integrity that is a fundamental value of universities and colleges.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view and are willing to grow from experience. IB students have a deep understanding of various cultures and views, bringing an appreciation of new views to both their academic study and their involvement in local and wider communities. Their international mindedness complements the missions of the best tertiary institutions. Encourage students to serve others both within our school and in the larger community.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. IB students tell us they bring this commitment to community and others to their activities and leadership roles at university and carry it throughout their lives. Teach and promote respect and appreciation for cultural differences and the natural rights of mankind.

Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new roles, ideas, and strategies. They are brave and articulate in defending their beliefs. IB students transition well to challenging university settings and show resilience and determination in their work. In academics, they have the confidence to approach new or unfamiliar subjects or material.

Balanced

They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves and others. IB students are active participants in a wide range of aspects of campus life, as well as focusing on their academic development. Promote physical and mental fitness through athletic participation while emphasizing sportsmanship and teamwork.

Reflective

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. IB students have developed an ability to reflect on their learning and to articulate how they learnt. They have learned that critical reflection is an important academic and life skill. Have respect for strong intellectual values and the relentless pursuit of truth through knowledge.

Appendix II: Roles and Responsibilities in Upholding Academic Integrity within the ISA Community

Successful implementation of this Academic Integrity Policy requires the active support and participation of all stakeholders in our school community, which includes students and their families, teachers, non-teaching staff, and administrative faculty.

Students are responsible for:

Following instructions and guidelines, including those outlined in this policy
Respecting deadlines and communicating with your teacher if you need more time to complete an assignment, project, or exam
Citing in-text or in-project sources consistently and accurately
Correctly formatting the works cited or bibliography page
Letting your teacher know if you have any questions or need help

Parents are responsible for:

Speaking with your child about the importance of academic integrity, as well as the consequences of academic misconduct
Asking questions and communicating concerns regarding this policy
Ensuring that members of our ISA Community are treated with dignity and respect

Teachers & staff are responsible for:

Explicitly teaching and modeling academic integrity by acknowledging and properly citing sources used in class materials, discussions, etc.
Giving assignments and assessments with detailed instructions and specific guidelines, including number and types of sources required or allowed, such as ChatGPT and other AI tools
Designing rubrics for grading projects, essays, and other student work
Assisting students who are having difficulty locating and evaluating information
Conferencing with students on formatting and composing projects or essays
Checking sources & requiring proper bibliographic citations (APA, MLA, or Chicago, depending on the subject)
Following all procedures outlined in this policy and keeping a record of all infractions
Ensuring that students and their families are treated with dignity and respect

Faculty & Administration are responsible for:

Following the procedures outlined in this policy
Ensuring that all teachers in their division adhere to this policy
Keeping track of all infractions reported
Ensuring that students, families, and teachers are treated with dignity and respect

College & Career (Academic) /Counselor is responsible for:

Providing guidance to support academic integrity
Participating in meetings, as necessary, when students violate this policy
Reporting to colleges and universities, if necessary, due to breaches of this policy
Ensuring that all members of our ISA Community are treated with dignity and respect

Administrators & Administrative Staff are responsible for:

Keeping a record of meetings and student schedules
Keeping logs of infractions using LMS and/or maintaining student files
Attending meetings with students, teachers, parents and providing guidance on all ISA policies and procedures
Ensuring that all members of the school Community are treated fairly, with dignity and respect

Guidance Counselor/Advisors:

Providing guidance to students and the school community in keeping with the Academic Integrity Policy

Librarian is responsible for:

Supporting grades 2-5 with understanding academic integrity during library and/or reading time so that MYP students move into the program with increased knowledge of academic integrity
Supporting students in grades 6-12 with research and citing skills when students are in the library

Data Management and IT Support are responsible for:

Ensuring that the ISA Community is informed about technological issues or developments pertaining to this Academic Integrity Policy
Providing relevant training and professional development as necessary