Eagle Valley Elementary IB World School

Academic Integrity 2025-2026

Introduction:

The purpose of this policy is to define academic integrity, honesty and the principles that will guide our practice

Definition of Academic Integrity

Academic Integrity is honest and responsible scholarship. 

Students are expected to submit original work and give credit to other people’s ideas.   

Principles 

At Eagle Valley, academic integrity is to be both modeled and explicitly taught. All stakeholders are required to act with integrity in all academic situations. Teachers will address academic integrity, honesty or dishonesty in authentic contexts. Instances of academic dishonesty are to be regarded as opportunities for “teachable moments,” and will be addressed in alignment with school and district policies. 

Role of Students

• understand academic honesty
• be principled in the use of resources including AI
• give credit/site sources

Role of Parents

• be informed of the academic integrity policy
• support the practice of academic integrity including through questions such as "How have you given credit for this idea that you read about?"
• encourage and recognize academic honesty from your child(ren)
• help their child(ren) access resources for personal inquiries

Role of Teachers

• model the practice of academic integrity with their words and actions
• explicitly teach the expectations for academic integrity and honesty with all resources including AI
• develop essential agreements with students regarding academic integrity and honesty
• hold students accountable in instances of academic dishonesty

To view this policy in its entirety click here: Full Academic Policy   

To view the ECSD Grading Handbook click here: ECSD Grading Handbook

To view the ECSD AI in ECSD  click here: AI in ECSD

Assessment Policy: 

Introduction & Philosophy of Assessment

Assessment at EVE supports the essential elements of learning (conceptual understanding, knowledge acquisition, Approaches to Learning skills, and responsible action). We are committed to best practices rooted in accessible and equitable grading:

• Formative assessment is essential for guiding instruction.
• Mistakes are an important part of learning and support a growth mindset.
• Grading values knowledge and academic proficiency 
• Grades are given in an equitable way that helps motivate students and supports every learner.

The Culture of Revision

Revision is treated not as a penalty for failure, but as an essential part of deep learning where students act as agents of their own academic growth.

This approach aligns with the Eagle County School District's commitment to Standards-Based Grading, ensuring that final grades reflect ultimate proficiency and mastery rather than a single first attempt. The culture thus encourages resilience, reflection, and continuous improvement, making errors a celebrated opportunity to build greater understanding.

Standardized Testing

Standardized assessments mandated by the State and/or Eagle County School District (including STAR, Bridges Unit Assessments, and CMAS) are administered. Teachers analyze this data to reflect on instruction and design future learning experiences for students.

 

 

 

 

Eagle valley elementary Inclusion Policy

 This policy outlines Eagle Valley Elementary's philosophy and practices which promote an inclusive school environment. 

Introduction:

The diversity of the student body at Eagle Valley Elementary School (EVES) contributes to the school climate and culture. This policy outlines the philosophy and practices which promote an inclusive school environment.  

Purpose:

Inclusion refers to a mindset as well as the structures and strategies that IB educators use to increase access and engagement in learning for all students. EVES defines inclusion as the practice of providing equal access to opportunities and resources for all.

Inclusion Practices: 

• Strength-Based Approach to Students’ Needs
• Affirm identity and self-esteem
• Value prior knowledge
• Guide instruction
• Extend learning opportunities
• Support Structures, Practices, and Resources

• Educator training in research-based ELL strategies
• Clear and structured systems for evaluation and identification for Exceptional Student Services
• Flexible scheduling to allow for individualized instruction
• Multiple avenues for intentional support and instruction including language access
• Identification of/and Actions Toward Barriers to Inclusion

• Teacher voice and agency are included when considering staff development opportunities at district, state, and international levels
• Purposeful planning and scheduling that makes intervention and individualized instruction a priority
• Targeted and cross-staff instructional practices focused on developing language learner skills
• Regular review and revision to action and program development plans 

 

 

Eagle Valley Elementary Language Policy:

Introduction: This document outlines the philosophy, goals, and practices of language instruction at Eagle Valley Elementary School.

Philosophy: Language is a means of establishing equity and empowerment for all. The IB believes that global citizens are multilingual, and multilingualism leads to intercultural understanding and respect. Dual language instruction builds resilience, flexible thinking, confidence, and perseverance.  Literacy includes reading, writing, speaking, and listening. Families are an asset in encouraging multilingualism outside of school.

Goals of Dual Language Instruction: All EVES staff, parents, and students work to:

• empower students to learn, enjoy, and use language confidently in a variety of contexts;
• develop bi-literate learners in English and Spanish;
• increase students' written and oral communication through transdisciplinary instruction;
• allow students to explore different perspectives through language;
• provide strategies to cross barriers culturally and linguistically, and
• embrace other home languages (including sign) based on student and staff population.  
• achieve the Eagle County School District Bilingual Pathways award at the end of 5th grade

Dual Language Instruction: Transdisciplinary instruction should be 50% in English and 50% in Spanish, with a balance of content and concepts taught in each.  With the intention of bringing the two languages together, professional educators create a schedule for bridging—weekly, after a unit, during the unit, etc.  Formal “Bridging” of unit content, concepts, and metalinguistic understanding is done consistently.