The Dalton High School International Baccalaureate Programme is open to any Junior or Senior who is on track for graduation, has maintained B average in all academic courses, and who has completed the prerequisite courses listed below.  Students who have a passion for academics, have an interest in world-minded issues, have a desire to complete an advanced program of study, and are interested in studying a world language for 4 years are encouraged to become a part of our IB diploma candidate group.  Students do not have to commit to seeking the full IB diploma to enroll in an IB course.  There is a community service component with IB which former IB students have found valuable as most colleges look for well-rounded students who are involved in community service activities as well as students who exhibit motivation to learn at high levels.

Prerequisites:

2 years Advanced Level World Language with minimum grade of B

AP World History

Advanced Government and Economics

Advanced 9^th Literature

Advanced American Literature

Algebra 2

Geometry

Pre-Calculus

AP Biology or AP Chemistry in 10^th grade

 

Any student who is interested in taking IB courses needs to schedule an appointment with Dr. Marybeth Meadows, IB Coordinator, or Dee Curtis, IB Counselor.  A parent and student informational meeting will be held each year in early January to learn more about the IB program.

DOWNLOAD PDF OF IB ADMISSION POLICY

Revised 1/20/2022

IB Language Policy:

 English is the primary language of instruction in all subject areas at Dalton High School, except the IB Group 2 Language B classes in French, German, Latin, and Spanish. In these classes the primary instruction is in the target language (French, German, Latin, and Spanish, respectively).

School Context

Our IB students are required to successfully complete four years of world language instruction, in addition to meeting the Georgia Academic Standard for World Language Proficiency, which is aligned with the standards of the American Council on the Teaching of Foreign Languages.  These standards, complied as the Dalton Public Schools District Curriculum for Modern Languages, are also aligned with the Standards for World Language Learning. 

 

Dalton High School offers four (4) world languages to students in the IB Diploma Programme and IB Course Only: French, German, Latin, and Spanish.  The IB DP full candidate students are required to participate in one of the four language programs. Under the current language curriculum, only Standard Level Language B (2^nd Language) is offered in our IB Programme.

 

Language A (1^st language)                                         English

Language B (2^nd language)                                        Spanish

                                                                                    French

                                                                                    German

                                                                                    Latin

Full DP students must complete four continuous years of world language study to prepare for the IB Standard Level Language B exam for their chosen foreign language track.  Higher Level courses are not offered at this time due to the lack of world language instruction in the feeder middle and elementary schools. No Ab Initio level courses are offered at this time.

School Personnel

Mrs. Stephanie Hungerpiller, Principal/Head of School

Dr. Marybeth Meadows, IB Diploma Programme Coordinator,

Mrs. Dee Curtis, IB Diploma Programme School Counselor

Mrs. Shanda Hester, IBDP French B Teacher

Mrs. Sandra Crow, IBDP Spanish B Teacher

Dr. Dana Miller, IBDP Latin B Teacher

Mrs. Ava Wyatt, IBDP German B Teacher

 

Learning Environment

Dalton High School has a diverse school environment with students and faculty from various countries and from different heritage speaking backgrounds.  These nations include The United States, Canada, Mexico, The Dominican Republic, Honduras, Colombia, Philippines, Chile, Puerto Rico, Germany, Pakistan, India, Korea, and China.  Dalton High has regularly hosted German exchange students (pre-Covid 19) in various student exchange programs.  These students lend additional opportunities for students to learn and practice languages with native speakers in their own school environment. 

Language B instructors use varied instructional strategies to further language acquisition and understanding as well as cultural differences and interdependency.  Students have the opportunity to travel abroad each year with language/cultural programs provided by various departments and instructors (pre-Covid 19). The next trip planned is to Italy in April, 2023.

Professional Development

Teachers in our language department are certified via IB trainings throughout the world and are either native speakers or hold university degrees in their language.  Language teachers are trained during professional development opportunities on the district, state, national, and international standards for language instruction and learning as well as on the latest methodology, trends, and best practices for classroom instruction and assessment.

Community Involvement

Language B instructors support families in the district by helping provide translation services at Individualized Education Plan meetings, at course registrations, and by teaching language courses to special interest groups within the community. 

 

Revised 1/20/2022

 

DOWNLOAD IB LANGUAGE POLICY

IB Inclusion Policy:

Inclusion Policy/Access Arrangements Requirements

School Context

In cooperation with the International Baccalaureate Organization, Dalton High School seeks to identify, examine and remove or reduce any barrier that may hinder full access to teaching, learning and assessment for all students. We are committed to upholding a high standard of academic rigor while providing “the optimal support to address challenges and to enable the student to work around them.”

Dalton High School affirms the IB belief that “Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. Inclusion is an organizational paradigm that involves change. It is a continual process of increasing learning and participation for all students. It addresses learning support requirements and questions the broader objectives of education, the nature of pedagogy, curriculum and assessment. 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 IB program at Dalton High School embraces diversity and welcomes students of varied abilities, interests and backgrounds. Beginning their junior year at DHS, students are eligible to enroll in the IB diploma program. Administrators, counselors, the IB coordinator, parent/guardians and students engage in communication to decide if the IB program is the appropriate educational path for the student. Both IB and general curriculum students have access to physical, academic and psychosocial support during their tenure at Dalton High School.

 

Dalton High School will follow all guidelines set forth by the IB Access and Inclusion Policy as published. https://resources.ibo.org/data/access-and-inclusion-policy_956444e5-7b09-43a7-ad8e-519b88ac7ac4/access-and-inclusion-policy-en_1a60fbd7-7033-4b3a-b382-9737c2361b32.pdf

 

Resources and Provisions to Support Inclusion and Access for All Students at Dalton High School

·       All teachers at DHS are fully licensed in the state of Georgia

·       All teachers participate in Professional Learning Communities and stay abreast of educational best practices

·       The IB coordinator educates students and staff on policy and procedures for the Diploma Programme

·       All students have access to the services of a professional school counselor

·       All students have daily access to technology assistance

·       All students have physical access to classrooms and common areas in the building

·       All students have a daily forty-five-minute Flexible Learning Time

·       Instructional coaches provide training and support for differentiated instruction

·       All staff receives yearly training in anti-bullying and suicide prevention

·       Parent conferences are held in person twice a year and teachers are available for conferences as needed

 

Policies for Identifying and serving students with special needs.

Dalton High School seeks to identify, examine and remove or reduce any barrier that may hinder full access to teaching, learning and assessment for all students. Following is the procedure for identifying students with special needs.

 

1. Student is identified to the school counselor and the Special Education Department by previous school, parent, or testing by the district to identify the need of learning support or accommodation.
2. Special Education Individualized Education Program (IEP) or Section 504 Accommodation Plan is then reviewed by the Special Education team which may consist of the Special Education teacher, student, parent/guardian, Special Education chairperson, School Counselor, School Administrator, DP Coordinator, and IB teacher.
3. The policy is signed and authorized by all involved personnel.
4. Teachers and all involved parties made fully aware of accommodations and needs (whether IEP or Section 504 Accommodation Plan) of the student.
5. IB DP Coordinator ensures that the students’ accommodations are being met for course work, internal assessments, and external assessments in compliance with the IBO.
6. If the student requires special accommodations, the proper documents are sent to the IBO, and all parties are advised on the IBO’s guidelines.

 

Learning Support Student Policy Review

As mandated and in compliance with federal and state law, each student requiring learning support meets with parents, teachers, administrators, and district staff to review the students’ IEP and/or Section 504 Accommodation Plan.  The purpose of the meeting is to identify and review the continuing need for accommodations for the student.  At the beginning of every year, the student’s entire plan is given to each classroom teacher, and each classroom teacher is informed of the needs of the student.

 

IB Assessment and Special Education Needs

Arrangements and needs for exceptional education students follow the guidelines of the DP that are outlined in the document “Candidates with Special Assessment Needs” that is published by the IBO.  Some needs do not require approval from the IBO.  If a need has to be reviewed by the IBO, the coordinator is responsible for contacting IBO and completing the necessary procedure.

 

The coordinator informs the IBO of the special need using the proper procedure and documentation required by the IBO.  As the need is addressed, the coordinator informs the students, parents, and teachers involved.

 

Confidentiality

The faculty and staff of Dalton High School is committed to the highest level of professionalism in maintaining confidentiality of student records. All teachers will review the IB policies and procedures as relates to student access and special needs.  Dalton High School will strive to identify, examine and remove barriers that may hinder full access to teaching, learning and assessment for all students. 

 

School Personnel and Staff Support

Mrs. Stephanie Hungerpiller, Principal/Head of School

Mrs. Jessica Ashlock, Assistant Principal responsible for Special Education

Mrs. Amy Mayfield, Special Education Department Chairperson

Mrs. Sam Smothers, Special Education Department Chairperson

Dr. Marybeth Meadows, IB Diploma Programme Coordinator

Mrs. Dee Bonds Curtis, IB Diploma Programme School Counselor

 

Review

Dalton High School will review this policy yearly and include all stakeholders including administration, faculty, students and parent/guardians.

 

Federal law prohibits discrimination on the basis of race, color or national origin (Title VII of the Civil Rights Act of 1964); sex (Title IX of the Educational Amendments of 1972, Title II of the Carl D. Perkins Vocational Education Act of 1984, Title VII of the Civil Rights Act of 1964 and Equal Pay Act of 1963); age (Age Discrimination in Employment Act of 1967); handicap (Section 504 of the Rehabilitation Act of 1973); disability (Title I and Title V of the Americans with Disabilities Act of 1990); genetic information (Title II of the Genetic Information Nondiscrimination Act of 2008); or retaliation in educational programs, employment or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Dalton Board of Education does not discriminate in any educational programs, including career technical and agricultural education programs, or activities or in its employment policies. The Director of Human Resources has been designated as the employee responsible for coordinating the effort to implement this nondiscriminatory policy. Inquiries concerning the application of Title II, Title VI, Title IX, Section 504, or ADA to the policies and practices of the Dalton Board of Education may be addressed to Mendy Woods, Equal Opportunity Employment Coordinator, Dalton Public Schools, P.0. Box 1408, Dalton, GA 30722; or to the Regional Office for Civil Rights, Atlanta, GA 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C.  20201; or to the U.S. Equal Employment Opportunity Commission (EEOC), 1-800-669-4000 (toll-free) or 1-800-669-6820 (toll-free TTY number for individuals with hearing impairments). EEOC field office information is available at www.eeoc.gov or in most telephone directories in the U.S. Government or Federal Government section. Additional information about EEOC, including information about charge filing, is available at www.eeoc.gov. 

DOWNLOAD PDF OF IB INCLUSION POLICY

Revised 2/1/2022

IB Assessment Policy:

Philosophy

The Dalton High School International Baccalaureate Programme is a rigorous programme designed to enable academically gifted and/or motivated students to earn an International Baccalaureate Diploma or take International Baccalaureate courses.  In order to be successful, students must be consistent, dedicated, and disciplined learners.  To ensure learning has occurred, a multitude of assessments are used to measure learning and student success.

 

School-wide Assessments

Teachers in the Diploma Programme use a variety of practices to assess student learning.  Assessments illustrate student learning, emphasize desired outcomes, and serve as a motivation for learning.  Teachers are expected to use a variety of methods to ensure student success.  Students are required to have a minimum of three tests per quarter, at least four quizzes per quarter, and at least ten homework assignments per quarter.  In every class, the teacher creates and gives a midterm exam and a final exam.

Midterms and final exams are administered on a special schedule during the fall and spring semesters.  Each midterm and final exam are allotted a minimum of three hours to accommodate for End-of-Course exam requirements.

 

Types of Assessments

Summative (including but not limited to):

●      Classwork

●      Homework

●      Socratic seminar/Discussions

●      Quizzes

●      In-class writings/Text-Dependent Analysis

 

Formative (including but not limited to):

●      Tests

●      Exams

●      Essays/Academic Writing

●      IB Internal Assessment

●      IB External Assessment

 

 

Diploma Programme Focus

●      Each student is provided a copy of the IB Learner Profile and is aware of the IB Learner Profile.  Each student is able to connect and reflect on the profile.

●      Assessments are a key component to demonstrate student learning at the beginning, middle, and end of the learning cycle.

●      Assessments are based on IB criteria, whether it be the official rubric or prescribed grading scheme.

●      Students are involved in the assessment process and are able to reflect on their grades and areas for improvement.

●      There should be a variety in grades, summative and formative, to ensure that all methods are used and best reach the variety of student learning styles.

●      Students are provided exemplars of assessments, where appropriate.

 

 

Assessment Feedback

Students and parents have real-time access to current grades in the Canvas Learning Platform (online gradebook). 

Teachers are expected to have assessments returned within five (5) school days of the assignment being due.  At the end of the five days, teachers are to enter the grades into Canvas. Teachers review the assessment with students and either provide written feedback or oral feedback.

 

Dalton High School’s Make Up Policy and Grading Policy

Students are permitted five (5) days to make up work for excused absences.  Teachers set their own policy regarding late homework or classwork.  Typically, major assessments (essays, projects) are deducted 10 points per day.

Students are provided with a Flexible Learning Time each day to meet with their teachers to receive additional support in regards to assessment preparation or review of material based on assessment performance.

 

Statewide Grading Scale

The statewide grading scale is as follows:

A - 90 - 100

B - 80 - 89

C - 70 - 79

F - 0 - 69

Revision and Training of New Teachers/Stakeholders with Assessment Policy

Each new teacher to the International Baccalaureate Faculty is provided a copy of the policies of the DP: Inclusion Policy, Academic Integrity Policy, Assessment Policy, Admissions Policy, and Language Policy.  Teachers are made aware of all procedures for revision and feedback and contribute to the working document.

At the beginning of each school year (early August) the policies are reviewed and considered for revision by stakeholders of the programme.

The Academic Integrity Policy, Assessment Policy, and Admissions Policy are available via the school’s website.  The Inclusion Policy and Language Policy are kept on file and shared with the Diploma Programme Faculty and Staff.

 

DOWNLOAD PDF OF IB ASSESSMENT POLICY

 

Revised: 1/20/2022

 

 

 

 

International Baccalaureate Diploma Program

DHS Academic Integrity Policy

Statement of Purpose                       

The International Baccalaureate (IB) Programme at Dalton High School, including administration, faculty, parents and guardians of IB students will share the responsibility of supporting students in creating authentic work that reflects the highest degree of academic integrity and honesty. The local academic honesty policy of Dalton High School is a guide for students, faculty and parent/guardians. The International Baccalaureate Academic Integrity Policy is the basis for the Dalton High School Academic Integrity Policy and will supersede the local policy when necessary.

 

The International Baccalaureate Programme states, “Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision-making and behavior in the production of legitimate, authentic and honest scholarly work.”

 

As described in the IB Learner Profile, IB students will, “act with integrity and honesty, with a strong sense of fairness and justice...” and “take responsibility for our actions and their consequences.” Administration, faculty and parent/guardians will provide support and guidance as students learn how to create academically creative work based on honesty and integrity.

 

Clarification of Terms

What is Academic Integrity?

 “Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals.  It is the foundation for ethical decision-making and behavior in the production of legitimate, authentic and honest scholarly work.” (IB Integrity Policy, p.3)

 

What is Academic Misconduct?

Academic misconduct is viewed “as deliberate or inadvertent behaviour that has the potential to result in the student, or anyone else, gaining an unfair advantage in one or more components of assessment.  Behaviour that may disadvantage another student is also regarded as academic misconduct.  It also includes any act that potentially threatens the integrity of IB examinations and assessments that happen before, during, or after the completion of the assessment or examination, paper-based or on-screen.” https://resources.ibo.org/ib/works/edu_11162-58121?root=1.6.2.4.5&lang=en&odd=ibo.odd&view=div

 

Types of Academic Misconduct

·       Plagiarism: Copying external resources. Example: “A candidate submitted a piece of work that was almost identical to an internet source—more than 80%. No reference was provided in the body of the work or in a bibliography.” (IB Integrity Policy)

·       Peer Plagiarism: Copying or lending work from or to another student. Example: Candidate A was under pressure to finish their internal assessment task and asked a peer, candidate B, from the same school for support. Candidate B shared a draft of their work with candidate A so they could gain a better understanding of the structure, but specifically asked them not to use or copy their work. Candidate A submitted the shared draft work as their own. (IB Integrity Policy)

·      Collusion: knowingly supporting academic dishonesty of another IB student. May include copying work from another student or allowing ones work to be copied. Example: “Two candidates submitted identical work for assessment despite the subject teacher advising that candidates must collect and record their own data and write their own conclusions.” (IB Integrity Policy)

·       Improper Exam and Testing Behavior (including but not limited to the following behaviors)

o     Possessing unauthorized material in the examination room

o     Exhibiting misconduct or disruptive behavior during an examination.

o     Impersonating another candidate

o     Giving or receiving answers during an examination.

o     Sharing content of an examination within twenty-four hours of an exam

 

Resources available to support academic honesty at DHS

IB classroom teachers, the IB coordinator, the IB Librarian/Media Specialist, the Extended Essay Coordinator and the IB School Counselor are all available to instruct, mentor or encourage students in all phases of IB learning. The media specialist and IB English teachers encourage the use of Galileo, the Georgia State Online Library as a source of reliable, academic resources. Galileo provides over 100 databases that provide scholarly works, directories, eBooks and citation tools to support the IB curriculum. Students receive Instruction on the use of Galileo by the media specialist during IB English classes. Citation tools through Galileo support MLA, APA, Chicago and other citation styles appropriate for IB work.

 

Guidelines for Avoiding Academic Misconduct

• Read and understand this Academic Integrity Policy
• Design time schedules or plans to manage tasks sensibly and responsibly
• Maintain organized notes and sources referenced during the production of the work
• Seek guidance and support from their teachers when doubts arise about referencing
• Format both in-text and bibliographic citations using an acceptable referencing style
• Cite words, ideas, images, and works are from others, including maps, charts, musical compositions, films, computer source codes
•  Give credit for copied, adapted, paraphrased, and translated material from other

 

Personal Responsibilities

Student responsibilities

• Understand Dalton High School and IB’s policies on academic honesty

·       Submit original work as assigned in a timely manner.

·       Ask for clarification when unsure of procedures relating to academic honesty

·       Provide proper citations for all resources used for written and oral assignments

·       Abstain from giving or receiving undue assistance on written or oral assignments

·       Observe and adhere to the Conduct for Examinations during IB examinations

·       Show responsible use of the internet and associated social media platforms

 

Teacher Responsibilities

·       Explain the importance of academic honesty on assessments and original work

·       Provide clear instruction on use of academic citations

·       Follow the DHS policy for consequences related to honesty and integrity infractions.

·       Model academic honesty

 

School Responsibilities

·       Implement a fair and equitable academic honesty policy for all students

·       Provide professional development to faculty on the academic honesty policy

·       Inform parents of the academic honesty policy

·       Investigate all reports for academic dishonesty and issue an appropriate consequence as stated in the policy

 

Parent Responsibilities

• Understand IB policies, procedures, and subject guidelines in the completion of coursework or examination papers by students
• Encourage honesty in all aspects of creation, presentation and assessment of academic work.
• Support their student in planning a manageable workload so they can allocate time effectively 
• Understand what constitutes student academic misconduct and its consequences
• Abstain from giving or obtaining assistance in the completion of work

 

DHS IB Programme School Policy for Academic Misconduct

 

·      Plagiarism:

 Copying work from an external source or from another student.

o   First Offense- Parent conference and redo the assignment with penalty

o   Second Offense- Parent conference and a Zero for the assignment

o   Third Offense- Parent conference with IB Coordinator, Zero for the assignment, and possible In School Suspension

·      Peer Plagiarism

Student giving work to or completing work for another student.

o   First Offense- Parent conference and redo the assignment with penalty

o   Second Offense- Parent conference and a Zero for the assignment

o   Third Offense- Parent conference with IB Coordinator, Zero for the assignment, and possible In School Suspension

 

·      Falsification of Data

Attempt to fraudulently amend a result in a subject - electronic or hardcopy certificates and transcripts.

o   First Offense- Parent conference and redo the assignment with penalty

o   Second Offense- Parent conference and a Zero for the assignment

o   Third Offense- Parent conference with IB Coordinator, Zero for the assignment and possible In School Suspension

 

Students violating the Academic Integrity Policy will review the policy with the IB Coordinator prior to submitting additional assignments. Infringements may be cumulative.

 

Questions or Comments Concerning the DHS Academic Integrity Policy

Contact IB Coordinator Marybeth Meadows via email (marybeth.meadows@dalton.k12.ga.us) or by phone (706-876-4800).

 

Review

Dalton High School will review this policy yearly and include all stakeholders including administration, faculty, students and parent/guardians.

 DOWNLOAD PDF OF ACADEMIC INTEGRITY POLICY

Revised: 2/1/2022

 

 

 

 

 

IB Parent Complaint Policy:IBParentComplaintPolicy10084_March_1_2022.pdf

 

If a parent or legal guardian or student has a complaint or concern about the Dalton High School International Baccalaureate Programme, or a decision made by the school regarding the International Baccalaureate Program, the parent should notify Assistant Principal, Chris Anderson, via email at chris.anderson@dalton.k12.ga.us or by phone at 706-876-4832.  The process for addressing a parent or student complaint will be as follows:

 

·       Parent conference with the teacher and the IB Coordinator, Dr. Marybeth Meadows

·       Parent conference with Chris Anderson, Assistant Principal, and Dee Curtis, IB Guidance Counselor

·       Parent Conference with Stephanie Hungerpiller, Principal and IB Head of School

·       Parent Conference with Don Amonett, Assistant Superintendent

·       Parent Conference with Tim Scott, Superintendent

All students and parents are provided with a paper copy of the complaint procedures at the beginning of the year. In addition, the IB Coordinator uploads all documents regarding the IB Program Procedures on the IB Canvas website. All students have access to this resource. This procedure is also on the school website under the IB tab – all required processes and procedures are linked on the school website.

DOWNLOAD PDF OF IB PARENT COMPLAINT POLICY

Revised: 03/01/2022