You are on page 1of 19

Page 1

MISSION AND VISION




Mission

The Mission of Cooper Academy is to develop a
community of life long learners who collaborate with par-
ents and staff to create a better world through inquiry,
intercultural understanding and respect.

Vision

Cooper Academy strives to become a world class school
implementing the International Baccalaureate Middle Years
Program; one in which all students are challenged with a
rigorous instructional program adhering to high academic
standards. Students will leave our care as confident,
inquisitive, and self-motivated learners who use critical
thinking skills and an expanded understanding of their
world to become globally competitive and productive
members of society. Engaged in the local community, yet
culturally connected to the world, Cooper Academy students
are reflective, and are able to assess and appreciate
divergent points of view.

Page 2

C
A
L
E
N
D
A
R
S

2014-2015 Bell Schedule

ATLAS STICKER
GOES HERE
ATLAS Login Informaton Library Database Login Informaton
Database Name Username Password
Grolier cooperms grolier
Gale Virtual Library no username cooper
ABDO eBooks fresno-abdo fusd2012
Period
Odd/Even Day
Block
Minutes
Scholar Meeting 9:10AM9:55AM 45
1/2 9:59AM11:12AM 73
Break 11:12AM11:19AM 7
3/4 11:19AM12:32PM 73
Lunch 12:32PM1:10AM 38
5/6 1:10PM2:23PM 73
Break 2:23PM-2:30PM 7
7/8 2:30PM-3:43PM 73
Period Odd/Even Day Block Mins
1/2 9:10AM-10:38AM 88
Break 10:38AM-10:44AM 6
3/4 10:44 AM-12:09PM 85
Lunch 12:09 PM-12:47PM 38
5/6 12:47 PM-2:12PM 85
Break 2:12PM-2:18PM 6
7/8 2:18 PM-3:43PM 85
Period Odd/Even Day Block Mins
1/2 9:10AM-10:11AM 61
Break 10:11AM-10:19AM 8
3/4 10:19AM-11:17AM 58
5/6 11:21AM-12:19PM 58
Lunch 12:19PM-12:55PM 36
7/8 12:55PM-1:53PM 58
Odd/Even Scholar Meeting Schedule
Student Information
Odd/Even Block Day Schedule Minimum Day Schedule
BELL SCHEDULES

Page 3

C
A
L
E
N
D
A
R
S

AUGUST SEPTEMBER OCTOBER
M T W T F


13 14 15
18 19 20 21 22
25 26 27 28 29
M T W T F
1 2 3
6 7 8 9 10
13 14 15
16
17
20 21 22
23
24
27 28 29 30 31
M T W T F
1 2 3 4 5
8 9 10
11
12
15 16 17
18
19
22 23 24 25 26
29 30
M T W T F
3 4 5 6 7
10 11 12
13
14
17 18 19
20
21
24 25 26 27 28

M T W T F
1 2
5 6 7 8 9
12 13 14 15 16
19 20 21 22 23
26 27 28 29 30
M T W T F
1 2 3 4 5
8 9 10
11
12
15 16 17
18
19
22 23 24 25 26
29 30 31
M T W T F
2 3 4 5 6
9 10 11
12
13
16 17 18
19
20
23 24 25 26 27

M T W T F
1 2 3
6 7 8 9 10
13 14 15
16
17
20 21 22
23
24
27 28 29 30
M T W T F
2 3 4 5 6
9 10 11
12
13
16 17 18
19
20
23 24 25 26 27
30 31
M T W T F
1
4 5 6 7 8
11 12 13 14 15
18 19 20
21
22
25 26 27
28
29
M T W T F
1 2 3 4 5
8 9 10 11



NOVEMBER
DECEMBER JANUARY
FEBRUARY MARCH APRIL
MAY
JUNE
I I
B
O E O E O
E O E O E
O E O E
O E O E O
E O E O E
E O
LEGEND
E/O Even/Odd Day

Scholar Meeting Day
I
Institute Day
B
Buy Back Day

Student Holiday

Minimum Day Odd/Even
O E O E O O E O E O
E O E O E
E O E O E
O E O E O
E O E O
O E O E O
B E O E
E O E O E
O E O E O
E O E O E
E O E O E
E O E O E
E O E O E
E O E O E
E O E O
E O E O
E O E O
E O E O E
O E O E O
O E O E O
O E O E
O E O E O
O E O E O
O E O E O
E O E O
O E O E O
O E O E
O E O E
E O E O E
O E O E
O E O E O
E
E O E
SCHOOL CALENDAR

Page 4

School Calendar Semester 1

August 18th Start of School
September 1st Labor Day
November 10th Non-Student Day
November 11th Veterans Day
November 24th-28th Thanksgiving Break
December 22ndJanuary 9th Winter Break
IB Summary of MYP Achievement
Academic Progress Checks
Scholar Check September 2nd
1st Progress Report September 15th
Scholar Check October 6th
1st Quarter Report Card October 10th
2nd Progress Report November 3
Scholar Check December 8th
2nd Quarter Report Card January 12th
Cooper Academy communicates student progress every 2 to 3 weeks through
the use of Scholar Checks (school based progress reports), Progress Report
Cards and Report Cards to ensure parents have access to students most recent
grades. Below is the 1st semester schedule of student academic progress checks
that will be sent home from the school.
The IB Summary of Assessment will be reported twice a year. Students will
receive a 1st semester and a 2nd semester report with dates to be determined.
CALENDARS

Page 5


Attendance


Administration


International Baccalaureate Coordinator Jason Roche 248-7050
Campus Culture Director Emily Faith 248-7050
Athletic Director James Wheaton 248-7050
Before/After School Program Dottie Troisi 248-7050
Home School Liaison (English + Spanish) Sandra Zucilla-Wilson 248-7050
Nurse/Health Questions TBD 248-7050
Office Manager Rebecca Prieto 248-7050
Absences (Parent/guardian to call day of absence)
Esther Lavado (A-L) 248-7050
TBD (M-Z) 248-7050
Kristne Belcher Principal 248-7057
Sandi Auble Vice Principal 248-7050
TBD Guidance Learning Advisor 248-7050
Mike Yates School Counselor 248-7050
Quarter 3
Girls Basketball
Baseball

Sports by Quarter
Quarter 2
Boys Basketball
Girls Soccer
Boys Soccer
Wrestling
Water Polo
Quarter 4
Tennis
Softball
Boys Volleyball
Track
Quarter 1
Football
Girls Volleyball
Cross Country
Golf
Water Polo
Contact Information
SPORTS AND CONTACT INFORMATION
Atlascheck grades, atendance and test scores htp://go.fresnou.org/parents
WebsiteCooper Academy informaton, news and updates www.cooperacademyfresno.org
Facebookannouncements and pictures of students in acton www.facebook.com/CooperAcademy
Twiterannouncements and updates @CooperAcademy
Connect with Cooper Academy

Page 6


Risk-taker/
Courageous
Scholars problem solve and look for multple solutons.
Scholars create safe environments for risk-taking and being courageous.
Scholars take wholesome risks to develop their thinking and learning.
Scholars develop and support environments where new roles (presentng, collaboratng, public
speaking) and ideas are faced with courage.
Principled

Scholars live by the Golden Rule: Do to others as you would have them do to you.
Scholars develop, agree on and support classroom social contracts.
Scholars respect themselves, others and the campus.
Scholars use appropriate language for school and the professional world.
Reflective
Scholars refect on how their actons afect themselves and others.
Scholars refect on their learning to determine gaps that stll need to be addressed.
Scholars refect on their efort applied and the outcome shown in grades.
Scholars know their strengths and limitatons to best work with others.
Communicator
Scholars seek frst to understand, then to be understood.
Scholars strive to mediate conficts.
Scholars are aware of when to use private or public voices.
Scholars value and plan for feedback on how they are doing.
Scholars plan and are involved in lessons to include complex talk, text and writng.
Open-Minded
Scholars embrace the views of others and respect one anothers diferences.
Scholars acknowledge and learn from the beliefs and values of others.
Scholars utlize a non-judgmental attude of others.
Scholars support multple solutons to solving the same problem.
Balanced
Scholars have school spirit and are involved in community service and outreach.
Scholars set goals and take daily actons to reach those goals.
Scholars pledge to graduate on tme, ready for college and career.
Scholars support others involved in co-curricular and extra-curricular actvites.
Scholars are prepared with school supplies, backpacks and completed assignments.
Caring
Scholars respect each other in all situatons.
Scholars give back to community organizatons through service.
Scholars care about the campus by helping each other, by supportng our teams, and by keeping
our great school clean.
Scholars reach out to other students and staf members who are in need.
Cooper Academy staf show they care in multple ways (greet students, connect with students,
formally and informally mentor students, sponsor clubs and actvites)
Thinker
Scholars connect ideas to past experiences.
Scholars are willing to debate topics and challenge status quo.
Scholars are engaged and ask good questons; Warriors respectully ask, Why?
Knowledgeable
Scholars teach each other and impart knowledge to others as they gain experience.
Scholars are able to demonstrate their learning.
Scholars staf always share their successes with others.
Inquirer
Scholars are driven to fnd answers and accurate informaton.
Scholars use evidence and data to support our thinking and decisions.
Scholars ask questons to deepen their thinking.
Scholars are determined to fnd the answers to everyday problems and issues.
Learner Profle in Acton:
The Cooper Academy Way
COOPER ACADEMY WAY

Page 7

International Baccalaureate

IB programmes are recognized around the world and ensure an increased adaptability and mobility for IB
students.
The curriculum and pedagogy of IB programmes focus on international perspectives of learning and teaching,
while insisting that students fully explore their home culture and language.
IB World Schools must undergo an exhaustive authorization process in order to offer one or more of the
programmes, which includes a study of the schools resources and commitment to the IB mission and
philosophy.
IB teachers participate in a wide variety of professional development opportunities to constantly update their
knowledge and share their expertise with colleagues around the world.
Many students graduating from the Diploma Programme find that it enhances their opportunities at tertiary
institutions. The IB works closely with universities around the world to gain recognition for IB
programmes.
The core components of IB programmes encourage students to participate in creative and service-oriented
activities, while at the same time emphasizing the importance of reflection on a personal and academic
level.

Grades 6-10 Grades 11-12


INTERNATIONAL BACCALAUREATE
IB CONTINUUM
DAILEY ELEMNTARY
CHARTER
COOPER ACADEMY
FRESNO HIGH SCHOOL

Page 8

Cooper Academy Attendance Policy
Make Every Day Count!
Students who attend school regularly are more likely to graduate and find good jobs. In fact, a college
graduate (2-4 year degree) makes on average $2-3 million dollars more than a high school dropout. A
college degree is better than winning the lottery!
School only gets harder when you stay home too much. Sometimes its tempting to stay home because
youve got too much work or you dont understand whats going on in class. But missing a day only
makes things worse.
Attendance Procedures



3 tardies are equal to 1 day
of absence.
More than 2 tardies per
quarter will result in dis-
ciplinary consequences up to and including transfer revocation.
All absences become unexcused if not cleared within 5 days.
Any attendance clearance (e.g. teacher, coaches, parents, fieldtrip,
extra-curricular activities) requests will be updated on Atlas within
48 hours.
Any absent student is not eligible for extra- or co-curricular activities on the day of the absence.








Parent/guardian calls atendance ofce
Student Absence
Student brings parent/guardian note to
the atendance ofce upon returning to
OR
If leaving a message in-
clude:
Student name
ID# or Date of Birth
Absence date and reason
Name of caller and phone
number (must be on
emergency card)
Student Leaving Early
Parent/guardian (must be on
Arrive in person to atendance
ofce. Student will then be
summoned to leave
Calls atendance ofce with
clearance for student to leave
248-7050
POLICIES AND PROCEDURES

Page 9

Unexcused Days Letter Title Parent Action Required
At 3+ unexcused days First Notification of Truancy Follow instructions in letter
At 6+ unexcused days Second Notification of
Truancy
Following instruction in letter
and attend an A2A meeting.
At 7+ excused days First Excessive Excused Letter Follow instructions in letter
At 9+ unexcused days Third Notification of Truancy
Letter, Habitual Truant
Classification, Transfer
revocation initiated
Follow instructions in letter
At 14+ excused days Second Excessive Excused Letter Follow instructions in letter
ATTENTION TO ATTENDANCE Program (A2A):
Starting in 2012, Fresno Unified District implemented a computerized attendance intervention
program called A2A (Attention to Attendance). The system sends out automatic letters to
parents of students with excessive absences.











Independent Study
Independent Study Contracts are strongly discouraged and are only approved under special
circumstances.
If a student will be gone from school for 5-15 days, then a parent/guardian can request independent
study.
Parent/guardian meets with counselor two weeks before the expected absences.
Independent study contract approved and work picked up by student before the expected absences.
Student returns all assignments upon returning to school for attendance and grade credit.


Tardy Policy
To maximize the amount of instructional time per period, students are expected to be in class promptly.
By encouraging promptness, the school is aiding the students in developing self-discipline and a sense of
responsibility for college and career readiness. Teachers, counselors and administrators will deal with
tardiness. Excessive tardies may result in class detention, lunch detention, or suspension
If a student is late to school for a reason other than illness, doctor appointment or funeral, the tardy will
be unexcused. All students regardless of reason need to report to the attendance office. The student will
be required to sign a detention slip noting the time and reason the student is tardy. A student without a
parent note or a prior phone call to the attendance office will be assigned lunch detention.
POLICIES AND PROCEDURES

Page 10

Cooper Academy actively maintains a safe educational environment for all students and staff. Any conduct, which interferes
with the instructional process, will not be tolerated, and any students who cause or take part in a disturbance will be subject
to disciplinary action. All students will be accountable for their behavior and appropriate conduct will be expected from all.
As a school of choice program, a student must adhere to all school policies and procedures or risk revocation of transfer.
Students are expected to be responsible and respectful to each other and to all members of the school staff.

Student Safety Assistants are available on the campus during school hours.

Students are subject to school discipline at any time including, but not limited to: (1) while on school grounds; (2) while
going to or coming from school; (3) during the lunch period, whether on or off campus; (4) during or while going to or
coming from school-sponsored activities.

Student Consequences for Inappropriate/Disruptive/Illegal behavior include:
Detention-served before or after school in 1 hour segments;
Campus beautification (raking, sweeping, cleaning, etc.) may be assigned per parent permission;
Suspension or Recommendation for Expulsion- following procedures in FUSD Discipline Handbook; District Discipline
Code;
Police citation/arrest.
Discipline Policy
DISCIPLINE POLICY
Electronic devices may not be used at any time before school, during school (including passing periods), at lunch, or after
school.
Cell phones, music players, and/or headphones will be immediately confiscated by staff and taken to the main office.
Electronic devices will not be released back to the student, but will require parent pick up.
Electronic Devices
Junk Food Policy
In an attempt to promote healthy eating and a healthy lifestyle, Cooper Academy will not allow students to eat junk
food, candy, chips, etc on campus. Any students found eating these unhealthy snacks will be asked to throw them away.
Administration reserves the right to suspend this policy during times of celebration or fund raising and will announce
to students when/if this occurs.

Page 11

Cooper Academy approved colors: (tops) black, navy, white, khaki, purple and yellow; (bottoms) black, navy, khaki, blue
denim
Student ID and Lanyard
ALL STUDENTS MUST WEAR A SCHOOL ISSUED PHOTO ID WITH A LANYARD.
Lanyards must be solid and in school approved colors. One lanyard and school ID will be provided by the school
t the beginning of the year, additional ID copies must be purchased.
IDs, ID holders, and lanyards may not be defaced or altered in any way (i.e. no duct tape, no pins (except Cooper
Academy recognition ones), nothing hanging from it except a key or flash drive).
Students may not swap IDs with other students.
Tops and Shirts
APPROVED COLORS (Solid): Black, gray, navy, white, khaki, purple and yellowSOLID colors only (fluorescent shades
are not permitted).
All tops must have a collar and sleeves and be long enough to tuck into bottomspolos, dress shirt, oxford. Turtle necks
are acceptable.
If an undershirt is worn, it must be in one of the solid, school-approved colors.
Shirts must be plainno logos, no wording, no patterns, no see-through designs.
A manufacturers logo is permitted provided it is 2x2 or smaller.
Shirts must be tucked in at all times and must be appropriate to body size.
Bottoms (Pants, Shorts, Capris, Skirts, Skorts, Jumpers)
APPROVED COLORS (Solid): black, navy, khaki, denim (blue or black).
Bottoms must fit appropriately and be unadornedno bling or grommets, no excessive stitching, no rips, no fading.
Pants must fit at the waist appropriately. No sagging is permitted.
Pants may not be excessively tight in fit.
Shorts, skorts, and jumpers may not be shorter than 2 inches above the knee.
Cargo shorts/pants, carpenter pants/shorts, shorts/pants with side pockets are not permitted.
Jackets and Outerwear (sweaters, vests)
Solid, school-approved colors only (letterman style jackets are permitted)
Outerwear (including sweaters and vests) must be plainno logos, no wording, no patterns, no bling/grommets, no
excessive stitching.
A manufacturers logo or school logo is permitted provided it is 2x2 or smaller.
Hoods are not permittedthis includes jackets, winter jackets, sweatshirts, sweaters and vests.
Belts
Black or brown belts only are permitted.
Belts may not contain any adornmentsno grommets, no bling, no hardware, no patterns or wording of any kind.

Standard of Dress Policy (1 of 3)
STANDARD OF DRESS POLICY

Page 12

Socks/Tights
APPROVED COLORS: Black, white, skin-tone SOLID colors only.
Socks and tights may not have any designs or patterns.
Leggings or jeggings are not permitted.
Footwear
Acceptable shoes: tennis shoes, flats, loafers, sandals that have a back strap, boots.
APPROVED COLORS (SOLID): black, brown, navy, white, purple.
Tennis shoes may contain up to two colors as long as they are the appropriate, school approved colors.
Laces, logos, and any other visible part must match the color scheme of the shoe. Solid black or white laces are always
acceptable.
All footwear must be free of designs, patterns, bling (grommets), and otherwise unaltered.
Ugg boots (or similar styles/brands), knee and calf boots are not allowed.
No high-heels, platform shoes, or steel-toed boots.
Accessories (jewelry, sunglasses, glasses, scarves)
One jewelry item per style (i.e. one bracelet, one necklace, one ring, one set of earrings).
Jewelry must be small and not contain any spikes or gauges.
Piercings may only be in the ear--Earrings must be one inch or smaller and in school approved colors (silver and gold
tones are appropriate).
Prescription glasses are the only eye wear to be worn.
No fake glasses are allowed.
No sunglasses unless they are prescription.
Scarvessolid, school approved colors only.
Scarves may not have any designs or patterns.
Scarves must be removed once a student enters any building on campus.
Backpacks
Must be in solid, school approved colors with no patterns or writing. A small manufacturers logo is acceptable.
NOTEBackpacks must remain free from adornmentsno colored/patterned duct tape can be placed anywhere on the
backpack; nothing may hang from the back pack (no pins, stuffed animals, etc.).
Hair (and hair accessories)
All hair styles must be clean and neatly styled. Subtle shades of natural hair colors are ok.
Extreme styles (mohawks, faux hawks, carvings, unnatural colors, streaks or any other distracting additions) are not al-
lowed.
Standard of Dress Policy (2 of 3)
STANDARD OF DRESS POLICY

Page 13




Spirit Wear- Friday
Each Friday students are allowed to wear a Cooper Academy Spirit Wear t-shirt. All t-shirts must remain tucked in at all
times.
Acceptable spirit wear shirts include:
Cooper Academy official spirit wear shirts
Clubs (Drama, HERO, Book Club)
Art programs
Campus Culture related activities (Lip Sync, Talent Show)
Cooper Academy specialized program shirts (WEB, Leadership, Fitness)
Fresno Unified activities/programs shirts (Tournament of Technology, Math-o-Rama, Fresno High IB program,
Battle of the Books)
NOTE: students may not wear homemade spirit shirts unless pre-approved by school administrators
NOTE: Sports jerseys may be worn on Fridays only and must have a t-shirt underneath in a solid school ap-
proved color. All jerseys must be tucked in at all times.

Standard of Dress Policy (3 of 3)
End of Standard of Dress Policy
STANDARD OF DRESS POLICY

Page 14

Rationale: The purpose of Cooper Academys Assessment Policy is to articulate its assessment philos-
ophy, its purposes for assessment, its assessment practices and its assessment reporting processes.

Philosophy of Assessment
We believe and affirm that all students are primed for personal and intellectual growth. Cooper
Academys approach to assessment recognizes this natural developmental fact and seeks to sup-
port and enrich the process through a rigorous program of student-centered inquiry and reflection.
Assessment is herein understood as an academic measure for all stakeholdersstudents, parents,
teachers, and administratorsto gauge the growth of our students as well as the effectiveness of
our program. As such, Cooper Academy teachers and administrators commit to creating assess-
ments which are authentic and meaningful experiences as well as accurate indicators that can
guide our discussions and decision making. This document records and affirms our beliefs and
practices as a means of calibration and guidance in carrying out assessment at Cooper Academy.

Purposes of Assessment
Assessment is the ongoing process of collecting and analyzing student achievement that enhances
student learning and guides teacher planning and instruction.
For students: assessment should motivate and empower students, engaging them in their
own learning so that every student has an equal opportunity to earn the best achieve-
ment levels. Assessments will be a shared process in which students are given opportu-
nities for peer, self-assessment, and reflections on their learning.
For teachers: assessment improves teaching by providing information about student learn-
ing in order to guide teacher planning and instruction. Assessments will be a shared
process in which students are given opportunities for peer, self-assessment, and reflec-
tions on their learning.
For parents/guardians: by understanding the assessment practices used at Cooper Acade-
my, parents/guardians will be able to better assist and support their childs academic
development. Focusing on the entire assessment picture allows parents/guardians to
see the progress their child has made throughout the year.

Assessment Practices
Cooper Academy uses a range of strategies and tools to assess student learning including formative
and summative assessments. Assessments are of high quality and learner-centered accounting for
diverse learning styles, capabilities and talents. Additionally, assessments cultivate intercultural
respect and understanding. Students will participate in a varied and balanced array of assess-
ments. The following are the types of assessments that will be utilized by the teachers at Cooper
Academy:
Diagnostic assessments take place prior to instruction and are designed to determine a stu-
dents attitude, skills or knowledge in order to identify student need.













Assessment Policy
ASSESSMENT POLICY

Page 15

The following are examples of diagnostic assessments in which students may engage: journal re-
sponse, mind map, anticipation guide, survey, and graffiti wall,
Formative assessments are assessments FOR learning. These tasks allow students to confirm
developing knowledge and understanding and practice of essential skills. They are used to
help students improve and provide direction for improvement and/or adjustment to a pro-
gram for individual students or for a whole class. Formative assessments help students
demonstrate their progress and can identify the specific areas they need to develop further.
The following are examples of formative assessments in which students may engage: target-
ed discussions, exit slips, graphic organizers, learning response logs, collaborative activities,
concept maps, writing process activities, quizzes, writers notebook, design folder, self-
assessment, and peer assessment.
Summative assessments are assessments OF learning. Summative assessments ask students
to apply their knowledge, understanding, and skills to higher order thinking tasks in a variety
of forms. They are intended to provide information about a students achievement at the end
of a unit.
The following are examples of summative assessments in which students may engage: culmi-
nating/unit project, presentations, extended essays, exams that involve high-level skills such
as analyze, evaluate and create, performance tasks, and oral or visual productions.
Teachers at Cooper Academy will assess student progress using the MYP criteria published in the
appropriate subject guides. Teachers will make judgments a minimum of twice a year and award
levels of achievement to students based on their progress throughout the year.

Assessment Recording and Reporting
Continuous assessment is most effective when students, teachers, administrators, and parents have
a clear and current representation of student progress.
At the beginning of the school year, parents will be invited to Cooper Academy for an assess-
ment information meeting where they will be given a copy of the Cooper Academy Assess-
ment Policy. At this time, the parents will learn about the assessment practices of the Inter-
national Baccalaureate Programme as well as what assessment looks like at Cooper Academy.
Assessment at Cooper Academy provides students with accurate and prompt feedback about
their current levels of achievement and what they need to do to improve. Therefore, teachers
will regularly report the progress of student achievement so that students, parents, teachers
and administrators have access to a students current standing in each class.
The school will send home regular progress reports including a minimum of three scholar
checks each semester as well as district generated progress reports (one in each quarter).
Each subject area will determine how achievement levels are awarded.
Recording of achievement levels and reporting of levels will occur on a school wide MYP
achievement level tool.


Assessment Policy (Continued)
ASSESSMENT POLICY

Page 16

Teacher Agreements
At the beginning of each unit, teachers will provide for students the summative assessment rubric
so that students know where they are going during the learning process.
Each subject criterion must be assessed twice throughout the school year.
Teachers in each subject/grade level course will use the same assessment and rubric.

Assessment Practices and Policy Review
Assessment practices will be reviewed collaboratively by teachers as part of the reflection process
during and at the end of each unit.
Assessment practices will be reviewed and part of a whole staff discussion during staff meetings as
needed.
The Cooper Academy Assessment Policy will be reviewed and adjusted at the conclusion and/or be-
ginning of each school year.
Assessment Policy (Continued)
End of Assessment Policy
ASSESSMENT POLICY

Page 17

Academic Honesty Policy
Philosophy
As candidate members of the International Baccalaureate Programme, the Cooper Academy Com-
munity is committed to being principled, lifelong learners who strive to exhibit honest and ethical
behaviors academically as well as personally. The International Baccalaureate Organization de-
fines academic honesty as a set of values and skills that promote personal integrity and good prac-
tice in teaching, learning, and assessment. It is influenced and shaped by a variety of factors includ-
ing peer pressure, culture, parental expectations, role modeling and taught skills (IBO 2010). The
Center for Academic Integrity (CAI) defines academic integrity as a commitment, even in the face
of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility. From
these values flow principles of behavior that enable academic communities to translate ideals into
action (1999). Academic honesty means learning, understanding and demonstrating the personal,
social and technical skills that surround academic conventions.

Important Definitions
In order to understand the importance of Academic Honesty at Cooper Academy, the following
terms are included:
Cheating is defined as the fraudulent act of giving or obtaining assistance or information
during any academic pursuits.
Plagiarism is defined as taking the words, thoughts, ideas, data, illustrations and/or other
such intellectual property and passing them off as ones own either knowingly or un-
knowingly.
Collaboration is defined as engaging in an academic activity or discussion that promotes
and encourages active and responsible discussion or consideration of academic topics.
Collusion is defined as willful participation in an act either independently or with another
individual (s) that negates the academic honesty policy of Cooper Academy.
Intellectual Property is defined as students own language, expression, and ideas utilizing
honesty, integrity and transparency when presenting their work. Intellectual property
should not be violated or jeopardized by another student.

Throughout the school year, each academic discipline will provide students with in-depth
knowledge and instruction with regards to cheating, plagiarism and other instances of academic
dishonesty so that students and teachers alike develop collective understandings of appropriate
academic conduct.
ACADEMIC HONESTY POLICY

Page 18

Cooper Academy Community Practices
Academic honesty is the responsibility of all members of the Cooper Community. Each stakeholder
commits to modeling the following behaviors:

Students
Students will complete their own classwork and homework;
Students will submit work that uses their own language, expression and ideas;
Students will use honesty, integrity and transparency when presenting their work;
Students will demonstrate their level of competence by completing all work to the best of their
ability and in a timely manner so that teachers can evaluate their knowledge and abilities;
Students will communicate with their teacher in a timely manner if they do not understand the
assessment expectations;
Students will understand the benefits of properly conducted research in order to prevent
occurrences of plagiarism;
Students will actively model these behaviors as well as promote them in their classmates.

Teachers
Teachers will provide students with clear assessment criteria so that they understand how they will
be evaluated on a given assignment;
Utilizing the CHAMPS program, teachers will describe what behaviors are appropriate during forma-
tive and summative assessments;
Teachers will maintain a classroom environment that discourages opportunities for academic dis-
honesty;
Teachers will develop a classroom culture that promotes success and that ensures students that they
can communicate openly with their teacher if they are having difficulties with a particular assign-
ment or assessment;
Teachers will be cognizant of student stress and contact the academic counselor for help if needed;
Teachers will review the Academic Policy regularly so that students are mindful of its importance.

Parental/Guardian
Parents/Guardians will discuss the importance of students completing their formative and summa-
tive assessments in a timely manner so that teachers can provide students with prompt feedback
regarding their performance;
Parents/Guardians will promote an academic environment at home that provides students with the
space and time they need with which to complete their work;
Parents/Guardians will encourage their child to seek out a teacher when additional help is needed to
complete an assessment;
Academic Honesty Policy (Contd)
ACADEMIC HONESTY POLICY

Page 19

Parents/Guardians will become active members of the Cooper Academy Community in order to help
model the attributes of the Learner Profile.
Administrators
Working with teachers, administrators will fairly and consistently dispense consequences for in-
stances of the Academic Honesty Policy;
Administrators will foster a culture of Academic Honesty by facilitating ongoing reflection and col-
laboration among all members of the Cooper Academy community;
Administrators will be cognizant of student stress and contact the academic counselor for help if
Academic Honesty Policy (Contd
Citation Format
In alignment with the practices of our regional high school, Fresno High, the main citation formats
used by the staff and students of Cooper Academy is that of the Modern Language Association
(MLA) for Language A and Language B courses and APA for all other subject groups.

Processing Reports
All reports of academic dishonesty will be submitted to the School Counselor (if not available, then
the IB Coordinator) for investigation. Each instance will be handled on an individual basis in-
cluding consultation with, but not limited to, the student, parent (guardian), teacher, and Ad-
ministrator.

Delivery of Consequences
First Offense
Upon the first offense of academic dishonesty, the School Counselor (if not available, then the IB
Coordinator) will counsel the student to identify source of behavior. Then, the School Counselor
(or IB Coordinator) will notify the student that he/she will need to complete a Reflection on Ac-
ademic Honesty form and receive a No Credit for the assignment. The School Counselor (or IB
Coordinator) will also be responsible for notifying the students parent/guardian of the nature
of the offense, as well as the details of the consequences, including but not limited to lunch de-
tention, and will log offense in ATLAS under the category of Misbehavior with a starter line of
Violation of Academic Honesty Policy.
Second Offense
Upon the second offense of academic dishonesty, the student will receive a zero for the assignment.
A school administrator (Principal, VP, or GLA) will determine appropriate consequence based
on pattern of behavior and Education Code. This offense will require a meeting between said
administrator, student, and parent/guardian to develop a plan of action to correct behavior. Ad-
ministrator will log offense in ATLAS under the category of Misbehavior with a starter line of
Violation of Academic
Academic Honesty Policy Review
It is understood and agreed to by all parties of the Cooper Academy community that this policy will
be reviewed and revised on an annual basis.
ACADEMIC HONESTY POLICY