Any member of the school community is welcome to contact any members of our team at any time, however, matters may be referred back to staff best equipped to provide intervention.
Good communication and clear procedures for responding to concerns, and respectful relationships, are the cornerstone in resolving student-related issues when they arise.
Therefore, we strongly encourage parents/guardians to follow the procedures listed below as the most appropriate and timely support for their child with classroom needs or any other concerns that they may have. The attached chart provides information on the departments, staff and programs each member of our administrative team supervises. This chart should be consulted and is meant to be a helpful time-saver in getting to the right member of our team.
1. If there is a complaint/issue that comes up involving a faculty member or class, the first step is for the student or parent/guardian to communicate with that faculty member.
2. After that interaction, if there is not a satisfactory resolution, the parent/student should approach their school counselor (if it is a non-IB issue) or the IB MYP or DP Coordinator if it relates to an issue involving the Middle Years or Diploma Programs.
3. If there continues to be an unsatisfactory outcome, the next step is to contact the administrator who supervises the department in question.
4. If the administrator in question is the Principal, that is the last step in this process. If the administrator in step 3 is an assistant principal, the last step in this process is to contact the Principal for a final decision.
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 behaviour in the production of legitimate, authentic and honest scholarly work.
Academic integrity goes beyond a definition and a well-structured school policy; it should also be part of an “ethical culture” of any educational institution, be that a primary school or a university. It is an obligation that must be embraced and fostered by the entire school community, so students continue their future life, whether in higher education or in the workplace, in strict adherence to this principle.
Fostering an academic integrity culture, and a personal positive attitude towards it, requires the design of a school strategy that combines policies and good academic practice, while understanding the fundamental dimension it has in the authentic construction of meaning and learning in all IB programmes. - IB Academic Integrity Policy, page 3
All relevant sections of IB’s “Academic integrity policy” are applied and enforced at City Honors School.
IB provides many resources with regard to Academic Integrity on its public website.
The purpose of the Academic Integrity Policy at City Honors School is to make transparent the policies and procedures with regard to Academic Integrity at CHS.
As an IB World School for both the Middle Years and Diploma Programs, City Honors School works to promote all ten (10) Learner Profile Traits in all students. The main learner profile trait that relates to academic honesty is Principled and the school works to help students internalize what that means. Specifically, that “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.” Honesty, trust, fairness, respect and responsibility are the basis for this policy.
IB and City Honors School at Fosdick-Masten Park, defines academic misconduct as deliberate or inadvertent behavior that has the potential to result in the student, or anyone else, gaining an unfair advantage in one or more components of assessment. Behavior 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 happens before, during or after the completion of the assessment or examination, paper-based or on-screen. This includes behavior in school, out of school and online.
This behavior can include, but is not limited to, the following:
plagiarism - this is defined as the representation, intentionally or unintentionally, of the ideas, words or work of another person without proper, clear and explicit acknowledgment
facilitating plagiarism - student facilitating the sharing or copying of their work, or the work of third parties, to peers and/or forums/essay mills
collusion - this is defined as supporting academic misconduct by another student, for example, allowing one’s work to be copied or submitted for assessment by another
duplication of work - this is defined as the presentation of the same work for different assessment components and/or DP core requirements
submitting work commissioned, edited by, or obtained from a third party. This list includes, but is not restricted to: friends, family members, or other students in the same or different school, college or university; private tutors; essay writing or copy-editing services; pre-written essay banks file sharing sites
falsification of data
misconduct during an examination (for example, taking unauthorized material into an examination, behavior that disrupts the examination or distracts other students, communicating with another student, removing materials from the examination room).
impersonating an IB candidate
failing to report an incident of academic misconduct
any other behavior that gains an unfair advantage for a student or that affects the results of another student (for example, falsifying a CAS record, disclosure of information to and receipt of information from students about the content of an examination paper within 24 hours after a written examination via any form of communication/media).
Educators and Academic Integrity
Each teacher at City Honors references Academic Honesty/Integrity, and what that means at City Honors School, as necessary throughout the school year – details/examples are listed later in this policy. Educators are responsible for teaching a variety of practices related to academic integrity and these practices reflect the five fundamental of academic integrity – honesty, trust, fairness, respect and responsibility.
Proper use of referencing conventions is taught at every grade level in our English Language Arts classes, along with age-appropriate guidance on expected behaviors and relevant examples. Additionally, teachers use turnitin.com to help monitor and authenticate student work and to also help students to understand the proper use of paraphrasing, quoting sources, etc…. Non-ELA teachers also work with students and teach about academic integrity as it relates to their individual classes. Students are notified of the procedures each teacher will follow, should an incident of academic misconduct be suspected of taking place.
The essential aspect of academic integrity as it relates to reports, essays, or research projects is that the student acknowledges the contributions of others in the completion of work and does not misrepresent work as his or her own when it is not. Students should gather information and ideas from various sources and should select what is most relevant and reliable for the completion of projects. When producing reports or essays, students must acknowledge these sources. If teachers and students use third-party material as stimuli and/or as part of any of their tasks this material must be fully referenced. While MLA is mandated for the extended essay, there is no mandated school-wide referencing convention. The English Language Arts Department instructs students in the use of MLA and this instruction takes place at every grade level.
Acknowledging the contributions of others includes the use of Artificial Intelligence (AI). As per IB’s stance on AI, Students are informed that if they use the text (or any other product) produced by an AI tool—be that by copying or paraphrasing that text or modifying an image—they must clearly reference the AI tool in the body of their work and add it to the bibliography/works cited. The MLA in-text citation should contain quotation marks and the citation should also contain the prompt given to the AI tool and the date the AI generated the text (Appendix 6 of IB’s Academic integrity policy). (See this resource for more information on how IB approaches AI.)
Teachers are expected to minimize the opportunities for students to partake in collusion, misconduct, or academic dishonesty. These actions include, but are not limited to, making sure no student has a cell phone on their person during an in-class assessment, placing desks far enough apart so students cannot read each others' answers, differentiating homework assignments so students are less inclined to copy others’ assignments, varying/changing assessments and labs from year to year, creating several different versions of a test, and being vigilant while assessments are taking place in their classroom.
School procedures if Academic Misconduct is suspected on assessments:
a. If a student is suspected of academic malpractice during an in-class assessment, the teacher will move the student, remove from reach anything the student was using to gain unfair advantage on the assessment, and allow the student to finish the assessment.
b. If a student is suspected of academic malpractice on an assessment, the student will be notified of this fact and the teacher will contact and talk to the student’s parent(s)/guardian(s) - either on the phone or in person.
c. The student will be required to write a statement regarding the incident.
d. If the student is found to have committed academic malpractice (intentional or unintentional), the student will have to re-do the assessment and a 20% deduction from the in-school grade will be taken off the new assessment once it is graded as a sanction for academic malpractice.
e. In the case of an assessment that would have taken a significant amount of time to produce, the student will be given a reasonable amount of time to submit the new assessment.
f. Additionally, the teacher is responsible for entering details about this infraction into the Infinite Campus Student Information System. Specifically, information on the infraction, the penalty, and date/details of discussion with student and parent/guardian.
g. If a student or parent/guardian believes an incorrect determination has occurred, the student or parent/guardian may appeal the determination to the administrator in charge of supervising the academic department of the teacher (as per our parent complaint procedure). The decision of the administrator is final.
h. If a pattern of academic misconduct begins to emerge, an administrator will work with the school’s Student Support Team and the parent(s)/guardian(s) of that student. Additionally, other sanctions may be put in place toward the goal of permanent remediation of this issue.
Policy review and revision
This policy will be revisited at least every five years and revised when necessary by the school's pedagogical leadership team. Faculty are provided a comment period and it is also presented for comment to the CHS School Based Management Team. It is widely communicated through our website, student planners, and via our teachers.
Policy reviewed in Spring 2024
Rationale/Purpose
The IB Program at City Honors School strives to ensure that all students are given every opportunity to reach their fullest potential.
City Honors School works collaboratively with all stakeholders to ensure that students with disabilities are given access to a Free, Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).
According to the IB's Access and inclusion policy, published September 2022, IB believes in an inclusive approach to education that is designed to remove or reduce barriers so that every student can fully participate in, and develop through, IB programs.
The IB Middle Years and Diploma Programs for students with special education needs meet all state and federal requirements:
More information on IB’s access and inclusion philosophy can be found here.
This document is intended to be used as a tool for used communication and to clarify the expectations for creating and maintaining a positive, safe environment for all students at City Honors School.
Special Education Needs Policy Goals
The main goals of this policy are:
Overview of Eligibility
Students who are in need of additional supports and/or accommodations in order to be successful include students who have met the eligibility requirements to qualify under one of the thirteen categories of disabilities as defined by the USA's Individuals with Disabilities Education Act (IDEA) and the Part 200 Regulations of the Commissioner of Education of the State of New York or has been classified as a student with a disability and has supports under Section 504 of the Rehabilitation Act of 1973.
Thirteen Categories of Disabilities
Prior to a referral for evaluation for eligibility for special education services and supports, the Buffalo Public Schools (BPS) requires that pre-referral interventions are documented to remediate the student’s performance. Once there has been documented student response to interventions, then a written statement, or referral, asking BPS to evaluate the student is given to the Chairperson to the Committee on Special Education (CSE), evaluations are completed, and a meeting is held, where the student’s eligibility to be classified under one of the thirteen categories is determined. If the student is determined to be eligible, then an Individualized Education Program (IEP) is created and reviewed at least annually.
A 504 plan may be needed when a student does not require the extensive supports of special education services, which requires specially designed instruction, but still needs additional supports to be successful in the general education curriculum. A 504 plan communicates the accommodations needed for students with disabilities to be successful in the general education setting. When a disability is suspected, a referral to the 504 Review Team will be made, evaluations will be completed (or documentation of an outside diagnosis of a disability), and a meeting will be held to determine eligibility. If the student is eligible then a 504 plan is created and implemented in the general education classroom setting.
City Honors School Roles and Responsibilities
Differentiated Support
City Honors School implements a multi-tiered system of supports, or Response to Intervention (RtI), for students who are in need of additional supports and accommodations in order to be successful in the general education curriculum.
RtI is a model for assisting students with academic difficulties and identifying students with special needs according to IDEA. The purpose of RtI is to support students and to decrease the number of students being incorrectly identified as students who need special education services and/or who are incorrectly identified and classified with a disability. It consists of a multi-tier support system that provides interventions to assist students in building deficient skills, while systematically documenting the student’s response to the interventions. This process of determining whether a student’s academic deficits are due to the absence of an appropriate education and the student’s response to the interventions put in place to help close the gap.
When a student is showing a deficit in the classroom, the teacher must use Tier 1 Interventions to meet the needs of the child. The idea is to build the skills of the entire group. If it is determined that the student has had poor response to Tier 1 interventions and the instructional setting is not preventing satisfactory academic achievement then the student would receive Tier 2 interventions, which are individually tailored interventions that are layered in addition to the Tier 1 interventions and should not replace any instruction. They should be systemic, directed instruction to assist with any deficits for individual students.
If it is determined that the student has had poor response to both Tier 1 and Tier 2 interventions and the instructional setting is not preventing satisfactory academic achievement, then the student would receive Tier 3 interventions that are highly specialized in addition to the other interventions.
Students enrolled in the IB Diploma Program work towards achieving the assessment objectives as described in each of the subject guides. Although the objectives of each subject guide cannot be changed, special accommodations will be made for students who show a documented need for them. Additionally, if a student is in need of testing accommodations, they can be made if the student meets the criteria as stated by the International Baccalaureate Organization.
Assessment Accommodations
City Honors School’s IB DP and/or MYP Coordinator will use IB's system for the submittal of arrangements for inclusive assessments for any student who requires special testing arrangements which need prior approval. The application will state the frequency and duration of any current testing accommodations which are based on any current conditions or disabilities that affect the student’s performance. Any current evaluations or documents that are available which show a need for specific testing accommodations are provided to IB with the submission. Educational evidence will also be provided to show that the requested accommodation is the typical way that the student is able to participate effectively and successfully in the activity or test.
Some accommodations, which do not require the prior approval of IB, may be provided at the discretion of City Honors School and the IB MYP or DP Coordinator and/or administration team if there is perceived need or benefit to candidates. Some of these accommodations may include: separate location, special seating, off-the-clock break time, and special medical arrangements.
Specific procedures for requesting candidate special arrangements are explained in IB's document, "Access and inclusion policy" published in September 2022.
Policy Use and Review
This policy is a working document that guides our school. It will be reviewed and revised at least every five years, or as necessary, by an administrator, IB coordinators, SBMT members, and the head of the school's Student Support Team (SST).
Terms and Definitions
Accommodation – Physical or environmental changes to help a student gain access to the general education curriculum without modifying instruction or curriculum.
Consent – Parents are made fully aware, in their native language, and is voluntarily agreeing to the activity for which consent is being sought.
Free, Appropriate Public Education (FAPE) – Every school-aged child is entitled to a public education that is appropriate for them and is at no cost to the family or student.
General Education Curriculum – Curriculum that is taught to students without disabilities.
Individualized Education Program (IEP) – Program that is written, planned, and reviewed in accordance to the Part 200 regulations of the Commissioner of Education of the State of New York, and is specific to the needs of each individual child who is classified as a student with one of the thirteen disabilities.
Intervention – a research-based method of supporting a student that targets a specific deficit and is implemented and documented with fidelity and consistency.
Least Restrictive Environment (LRE) – means that students are placed in the general education setting whenever possible and only removed when the nature or severity of the disability is such that even with the use of supplementary aids and services, education cannot be satisfactorily achieved.
Multi-Tiered System of Supports – see Response to Intervention (RtI)
Referral – Written request for an evaluation to determine eligibility
Specially Designed Instruction – Adapting the instruction to meet the needs of the students, while also ensuring access to the general education curriculum, so that the students can meet the expectations of all students.
504 Plan – Plan that is written, planned, and reviewed in accordance to the Rehabilitation Act for an individual with a physical or mental disability that affects one or more major life activities.
NOTICE OF NON-DISCRIMINATION
The Buffalo Public School District does not discriminate on the basis of an individual's actual or perceived race, color, religion, religious practice, national origin, ethnic group, sex (including sexual harassment and sexual violence), gender identity, sexual orientation, political affiliation, age, marital status, military status, veteran status, disability, weight or any other basis prohibited by New York state and/or federal non-discrimination laws in its programs and activities.
For more information, please click here.
Policy review and revision
This policy will be revisited at least every five years and revised when necessary by the school's pedagogical leadership team. Faculty are provided a comment period and it is also presented for comment to the CHS School Based Management Team. It is widely communicated through our website, student planners, and via our teachers.
Policy reviewed in Spring 2024
Admission to City Honors School
All applicants must live in the City of Buffalo at the time they apply to attend City Honors School. They must continue to reside in Buffalo the entirety of their time in attendance at the school.
Students are admitted in Grades 5 - 9. Due to the accelerated graduation requirements of City Honors School, no admission takes place after Grade 9.
Admission is based on student achievement on a standardized cognitive ability assessment, and grades and attendance from the school year previous to applying for admission.
Administration of the cognitive ability assessment is available in all Buffalo Public Schools and several Saturday mornings in October and November, the year before a student would be admitted.
All admission decisions take place at the district level. The only involvement City Honors administration and faculty have in the process is to assist with the administration of the cognitive ability assessment and provide a presentation about City Honors at each assessment session.
IB Middle Years Program
All students who attend City Honors School are automatically a part of the IB Middle Years Program (MYP) and all are expected to complete the culminating activity of the MYP in Grade 10. Variances are sometimes allowed in very specific and narrow circumstances.
IB Diploma Program
All students in Grades 11 and 12 are involved in the IB Diploma Program (DP) because all students are required to enroll and complete IB DP English Language A: Literature HL (transitioning to English A: Language and Literature HL for the Class of 2026 and after) during their last two years at City Honors.
During Grade 10, all students are given the opportunity to decide whether they want to be Course Candidates or Diploma Candidates. Admission is open access and students are only required to submit a one-page, double-sided short answer application that gauges interest by the due date set for a given year. Students who apply and who have poor/failing grades are counseled by his/her school counselor and the IB DP coordinator to make sure he/she understands what lies ahead. If a student still wants to pursue the program, they are allowed to do so.
NOTICE OF NON-DISCRIMINATION
The Buffalo Public School District does not discriminate on the basis of an individual's actual or perceived race, color, religion, religious practice, national origin, ethnic group, sex (including sexual harassment and sexual violence), gender identity, sexual orientation, political affiliation, age, marital status, military status, veteran status, disability, weight or any other basis prohibited by New York state and/or federal non-discrimination laws in its programs and activities.
For more information, please click here.
Policy review and revision
This policy will be revisited at least every five years and revised when necessary by the school's pedagogical leadership team. Faculty are provided a comment period and it is also presented for comment to the CHS School Based Management Team. It is widely communicated through our website, student planners, and via our teachers.
Policy reviewed in Spring 2024
City Honors School is a supportive learning community that provides a culture of collaboration and promotes critical thinking through the International Baccalaureate Program at all grade levels and for all students. By providing an accelerated curriculum and an enriched environment, where international-mindedness is promoted and celebrated, City Honors School endeavors to develop life-long learners who are caring and innovative global citizens.
The purposes of assessment at City Honors School are:
- To determine student preparation for further education, the work force, and to become a productive global citizen.
- To inform a teacher’s instructional planning and practices.
- To provide feedback for students and parents regarding what each individual student knows and is able to do relative to the demands of the accelerated instructional program.
- To serve as a benchmarking tool, informing students, parents, and teachers as to the progress students are making toward accelerated learning objectives.
What is assessed:
A student’s ability to recall, understand, apply, analyze, evaluate, and create/synthesize the knowledge and concepts acquired in an accelerated educational setting.
The practice of assessment is one of shared responsibilities. It is critical that each stakeholder understand their role in the process:
Types of Assessment: Formal and/or informal pre-assessments/ diagnostics that are used before the learning in order to guide teachers’ instructional planning:
City Honors students who are enrolled in an IB/AP class, that also has a New York State Regents examinations attached to it, take both the IB/AP assessments and also the New York State Regents examination in those courses. There are no national requirements or combining of IB/AP assessments with state requirements.
So that IB Diploma Program students at City Honors can understand their progress as it relates to IB benchmarks, students enrolled in IB Diploma Program classes are provided IB-generated subject/group grade descriptors for that specific course by instructors. Instructors periodically have students rate themselves by these descriptors and then give feedback on the student’s rating. This process informs the student as to their progress towards the course’s IB assessments. The results of this process are made available to parents upon request.
The IB/AP coordinators are also responsible for making sure that all faculty meet the professional development requirements set forth by those respective organizations.
Grading scales: All students in Grades 5-12 are scored on a numeric grading scale of 50-100.
Marking/Assessment:
Recording/Reporting:
Additional Teacher Responsibilities
Student Responsibilities
Policy review and revision
This policy will be revisited at least every five years and revised when necessary by the school's pedagogical leadership team. Faculty are provided a comment period and it is also presented for comment to the CHS School Based Management Team. It is widely communicated through our website, student planners, and via our teachers.
Policy reviewed in Spring 2024
English is the language of delivery for the Diploma and Middle Years Programs at City Honors School.
Currently, 47 different languages, not including English, are spoken in the homes of City Honors students.
World Languages Available for Study at City Honors
French and Spanish and Mandarin are the three world languages offered for study at our school. All three are Language B SL courses offered over two years. Due to the nature of Mandarin Chinese, students are evaluated by their teacher during junior year to assess the proper language assessment "level" for each student. Students will then take either Mandarin Chinese ab initio or Mandarin Chinese B SL based on that assessment.
The choice of language has no impact on students’ grades. In Grade 5, all students take Mandarin Chinese two of every six days (City Honors School is on a six-letter day cycle). They then choose whether to take French or Spanish for an additional two days a cycle. At the end of Grade 6, students then choose which one of our three world languages they will study through junior or senior year.
City Honors School also participates in the Seal of Biliteracy. The Seal of Biliteracy is available in every state and is an award given in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. At CHS, the opportunity is introduced in Grade 10 world language classes and students who have met the criteria are awarded it in Grade 12.
The great diversity of home/personal languages at City Honor is celebrated through a very large welcome sign in our foyer. It showcases the home/personal languages of many of our students.
Home/personal language support and how the school communicates with the parents of non-English speakers is also covered by the Buffalo Public Schools’ Language Policy, listed below.
English Language Learners
A primary goal of City Honors School the Buffalo Public School District with relation to language is to ensure that all students receive equitable access to the curriculum and to instruction that is differentiated appropriately to meet their academic needs. The District recognizes that the achievement of this goal requires the collaboration and shared responsibility of staff at all levels, including central office, building principals, teachers, and instructional support personnel. In order to ensure equity for English Language Learners (ELL), the District sets forth this policy, which aims to provide educational opportunities that will result in high academic achievement, English language proficiency, and attainment of post-secondary success.
The District will:
1. Identify students with limited English proficiency and place in appropriate English as a Second Language and/or bilingual education programs in accordance with New York State Regulations (CR Part 117 and CR Part 154) and Federal Requirements (NCLB Title I and Title III).
2. Provide access to appropriate instructional programs, across academic settings, that are grounded in an evidentiary base of scientific research in alignment with New York State Standards and that consider and/or include:
* English language proficiency/literacy skills
* Effective English as a Second Language (ESL) methodologies
* Native language proficiency/literacy skills as required
* Effective bilingual instructional strategies, as appropriate
* Effective academic interventions and support services
* Instructional materials that are culturally responsive and that support and facilitate language development
* Inclusion in District specialized programs (e.g. vocational, etc.)
* Acculturation support for newly arrived students and their families
3. Monitor progress of English Language Learners utilizing appropriate assessment instruments, as required by New York State regulations and as outlined in the District’s Three-Year Academic Plan, including:
* Yearly progress towards learning English (NYSESLAT)
* Literacy development in English
* Literacy development in the native language (Bilingual Programs)
* Academic progress in the content areas
* Timely and appropriate transition to monolingual programs
* Data collection that is timely and appropriate for program decision-making
4. Communicate with parents/guardians and community members to promote understanding, support, and involvement by:
* Disseminating information in multiple languages
* Providing informational sessions regarding programs, initiatives, and academic requirements
* Providing translators, whenever feasible, to facilitate face-to-face communication between families and the school
* Communicating with local agencies regarding refugee/immigrant issues
* Creating meaningful partnerships
Language Inclusion and Access
Our world language teachers tap into the rich cultural heritage of so many of our students – including their home/personal language – as a source of cultural discussion. ELL students have support via our ENL teacher and are provided required units of study for English as a New Language as per NYS regulation 154.
“IB for all” is a mainstay of the MYP and DP at City Honors School. As stated above, to facilitate this access, the district makes translators available. BPS also utilizes Talking Points and a Language Line, which will translate messages from home/personal languages to English and vice versa. Buffalo Public School teachers are required by the district to use these tools to communicate with students and families. All stakeholders at CHS understand that every teacher is, in practice, a language teacher/a teacher of English Language Learners. As such, all have responsibilities in facilitating communication.
This policy will be revisited at least every five years and revised when necessary by the school's pedagogical leadership team and the School Based Management Team. It is widely communicated through our website and our teachers.
Policy reviewed in Spring 2024