John Marshall High School’s
Academic Integrity Policy
(Approved February 21, 2017)
John Marshall High School strives to produce graduates who will be responsible and productive members of society. Our learner outcomes include the demonstration of inquiry, communication, collaboration, creativity and respect for ourselves, the school, and the community. Our school objective is to achieve these learner outcomes through honesty, trust, and integrity.
Cheating is defined as “tak[ing]credit for work by any dishonest means or assist[ing] another in doing so. Some examples of cheating include, but are not limited to, lying to obtain an academic advantage; copying from another’s exam or assignment …taking or receiving copies of an exam without the permission of the [teacher]; and using notes or other information devices inappropriate to the test conditions” (Source: http://www.oxy.edu/student-handbook/academic-ethics/academic-ethics
Plagiarism is defined as when a student takes another person’s ideas or exact words and language and uses it for their own work without giving credit to the original source. Even after re-writing it in the student’s own words, the original ideas must be cited in a reference, unless it is common knowledge, which is something known by most people. More commonly, plagiarism is when students copy sentences from another person’s paper and submit it as their own work or words and/or when students copy an assignment from the internet or other sources that are not their own.
The Offenses and Consequences
When students engage in academic dishonesty such as cheating or plagiarism, it will result in disciplinary actions. It is up to the school community to enforce honesty and to validate the hard work achieved by students. The severity of a violation depends on the degree of premeditation, calculation, and the potential impact of the act on the students’ or others’ grades.
Phase 1 (Teacher Responsibilities)
- Copying any minor homework assignment such as a one-night homework assignment assigned to be done independently (whether the originator or the copier).
- Collaborating on a minor assignment in a manner inconsistent with the explicit and implicit expectations of the assignment for individual work.
- Sharing work on a minor assignment with another student with the reasonable expectation and intention that the other student might plagiarize the work.
- Any violation on a major assignment (such as tests, quizzes, labs, projects, essays, assignments requiring multiple days to complete etc.) that is consistent with the descriptions set forth in the Phase 1 Offense above.
- Submitting plagiarized work (other than copying a minor assignment). Both the originator and copier are guilty of the violation.
- Looking at another student’s work or paper during a quiz, test, or exam.
- Using any unauthorized material or device during a quiz, test, or exam (including translators, calculators, cell phones, etc.)
- Giving or receiving test information, in any form, to or from students in other periods of the same teacher or same course or from previous school years.
Phase 2 (Dean responsibilities)
- Two or more documented offenses from Offense 1 and/or 2 within the same academic year from the same or different teacher.
- Altering a returned quiz, test, or assignment with the purpose of deceiving a teacher about the students’ performance on that assignment.
- Stealing (or photocopying) exams, projects, or assignments
- Distributing quiz, test, and exam materials on a large scale in any form (electronic, paper, or oral etc.)
- Altering grades on a computer database or in a grade book.
Phase 1- Teacher Responsibility
Phase 2 - Dean Responsibility
- Teacher counsels student.
- Student receives no-credit on the assignment with no make-up.
- Teacher notifies parent (via email, phone call, or mail).
- Documenting the incident on MISIS or the most updated school-wide discipline system (teacher should keep a record of evidence on file).
- Consequences are given at the discretion of the teacher.
- On the second documented offense within the same academic year from the same or different teacher, registering* the student in an Academic Integrity Registry, held by the administrator (in charge of student discipline), which may affect students’ school ranking and teacher’s college recommendation letters.
- Parents/guardian will be notified of the violation.
- Before documenting in the registry, parents and student can appeal the decision before a board, which consists of an administrator, the dean, and a teacher.
- Counselors will report concerns about a student’s academic integrity in college recommendations when required by a college or university if the student’s name is found in the registry.
- If an AP or Honors class, the credit for the grade point average increase will not be given (for the internal ranking).
- Restorative Justice Process*
Restorative Justice Process*
Students may choose to participate in the Restorative Justice (RJ) process. The RJ process is intended to achieve two goals: genuine learning that leads to a change in behavior, and restoration for the wrongs done to individuals and the community affected by the individual’s actions. For the RJ process to be initiated, both the student and his/her parent/guardian must consent. Participation in the RJ process concedes that the student violated the Academic Integrity policy and the violation will be recorded in the school registry.
The RJ panel will consist of a trained administrator or school representative, a person representing those harmed, the student, and the students’ parent/guardian or another adult.
The restorative process to address violations of Academic Integrity Policy will be as follows:
- The trained administrator or school representative will meet with the student and parent/guardian to provide an overview of the Restorative Justice process and to assure consent.
- The trained administrator or school representative will meet with the teacher of the student to assess whether or not he or she would like to participate in the Restorative Justice process. If the teacher would prefer not to participate, he or she will provide input to facilitate the process.
- The Restorative Justice meeting will be scheduled.
- The established facts of the violation will be reviewed.
- Individual speaking on behalf of those harmed by the violation, and others speaking as parties harmed by the violation, describe the nature of the harm done to them and the community.
- The student responds to the statements made by those harmed by the violation.
- The panel and the student have a moderated discussion by the trained administrator or school representative of the statements and the student’s response to determine that the student fully understands and accepts the nature of the harm done and his/her responsibility for actions that led to that harm.
- The student provides potential solutions to repair the harm presented.
- The panel and the student then have a moderated discussion of how the student can provide a satisfactory restoration for the harms done.
- All parties agree to a specific plan for the restoration of harms done, including dates for their completion.