Vista Heights IB MYP Policies

 

Approved by IB Pedagogical Leadership Team: December 14, 2023

Philosophy

Vista Heights Middle School (VHMS), guided by the philosophy of the International Baccalaureate Organization, places great value on the ethical qualities of personal integrity and academic honesty in all of our classrooms, programs, and activities.  Academic honesty is expected of all members of the school community; students, faculty, administration, and parents.  Understanding and gaining the practical skills to apply these concepts to the academic environment is our goal.

Academic Honesty and Integrity Policy Purpose

 

The VHMS Academic Honesty and Integrity policy is designed to define and clarify the expectations associated with the submission of authentic student work. As a result, stakeholders will gain a greater understanding of malpractice and will be able to examine their roles and responsibilities in preventing all such transgressions. This policy has been aligned with the Canyon Springs High School Academic Honesty and Integrity Policy in order to provide a continuum of expectations for students grades 6-12.

 

Academic Honesty and the IB Learner Profile

 

“Academic Honesty connects with the IB learner profile, which is the IB’s mission translated into a group of learning outcomes for today’s students, and links to students’ developing competencies in self-management, research and communication” (IB Academic Honesty in the Middle Years Programme brochure). Academic honesty is part of being “principled”, a learner profile attribute where learners strive to “act with integrity and honesty” as we question, inquire and act (IB learner profile in review: Report and recommendation).

 

Definitions

Intellectual Property: Any thoughts, words, or expressions of creativity that are protected under copyright, patent, trademark or other laws.

Collaboration: Cooperating on a common academic project by sharing information, while maintaining one’s own independent analysis and intellectual point of view. 

 

Malpractice: Any actions that give a student an unfair academic advantage or any action that affects the results of another student. These may include, but are not limited to: 

 

Cheating: Intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. 

Collusion: An illicit agreement between students to copy one’s original work for assessment by another. 

 

Duplication: Submission of the same required academic work for more than one course. 

 

Fabrication: Deliberate falsification of any information. 

 

Facilitation: Assisting another student to violate the standards of academic honesty. 

 

Plagiarism: Representing the ideas or works of another without proper acknowledgment or as one’s own, whether intentional or not. 

Roles & Responsibilities

 

Student Responsibilities:

• Read, review and sign the VHMS Academic Honesty and Integrity Policy as part of the annual information update via Q Parent Connection with their parents.  Read all course syllabi and sign, as appropriate.

• Ensure that all work submitted is authentic, with the work or ideas of others fully and correctly acknowledged in appropriate MLA, or APA format in accordance with the syllabus of the class. Acknowledge help and resources used.

• Comply with all school deadlines. Allow yourself time to do the work properly.

• Understand the definitions of what is considered malpractice.

• Be an active participant in the prevention of malpractice.  Ask for clarification of instructions when necessary and seek help when needed.

• Talk to the IB Coordinator, teachers or guidance counselor when feeling overwhelmed.  Ask for assistance when needed and discuss assignments and time management strategies to reduce the stress.

• Understand the proper way of citing or acknowledging original authorship of works or ideas per class syllabus. 

• Report malpractice to IB Coordinator or teachers and help cultivate a culture of academic honesty.

• Understand the consequences of academic dishonesty and malpractice.

 

Parent Responsibilities:

• Review the VHMS Academic Honesty and Integrity Policy with your student.

• Review course syllabi with your student.

• Read, review and sign the VHMS Academic Honesty and Integrity Policy as part of the annual information update via Q Parent Connection.

• Encourage your student to practice academic honesty and integrity at all times.

• Encourage your student to help cultivate a culture of academic honesty at their school.

• Encourage your student to seek assistance when needed from IB Coordinator, teachers or guidance counselors

 

Teacher Responsibilities:

• Begin each semester by reviewing the VHMS Academic Honesty and Integrity Policy with each class.

• Begin each semester by reviewing the course syllabus and requirements with students.

• Understand and implement all school policies and the policies set for in the VHMS Academic Honesty & Integrity Policy.

• Provide guidance to students on preventing academic dishonesty.

• Purposefully monitor testing environments.

• Report and record academic dishonesty in accordance with the consequences listed in the VHMS Academic Honesty & Integrity Policy. 

 

IB Coordinator/Administrator/School Responsibilities:

• Ensure that all students, parents, and teachers understand what constitutes academic honesty and integrity and how best to avoid dishonesty and malpractice.

• Provide all IB students, parents, and teachers with the VHMS Academic Honesty & Integrity Policy.

• Facilitate meetings of the IB Pedagogical Leadership Team to review the VHMS Academic Honesty Policy and Integrity Policy as needed.

• Provide teachers with materials and training necessary, in regards to academic honesty and integrity.

• Maintain parent contact.

• Actively participate in the investigation of academic dishonesty and malpractice.

• Document and report academic dishonesty and malpractice to IBO when necessary.

 

Measures Taken to Provide Education and Support

 

The staff of Vista Heights Middle School expects that through the use of preventive measures, students will not commit infractions regarding academic honesty. In order to assist all stakeholders, the following preventive strategies will be applied:

 

1. Digital citizenship lessons. Students will participate in lessons designed by the Moreno Valley Unified School District to educate students on digital citizenship. Topics include appropriate use of digital resources in academic research and cyberbullying issues.

 

2. Regarding plagiarism, the burden of proof should rest with the student. Formal or informal citations aside, students should be prepared to present, when asked, their actual sources of information, ideas, data, graphs, and quotations used in a piece of writing or an oral presentation.

 

3. Always require drafts. Confronting malpractice is less confrontational when a draft is under examination and the focus is upon improving it than when a final paper has been submitted and the focus is upon evaluation.

 

4. Students should be actively and continuously encouraged to ask a teacher’s advice whenever there is a question or uncertainty about the appropriate use of source material; advice in response to a student query should be non-judgmental.

 

5. Always give a suspicious piece of writing a second reading 24 hours later. Suspicion of plagiarism is often intuitive: suspicions do not always hold up against a second reading.

 

6. Parents need periodical guidance regarding what the school considers appropriate and inappropriate parental support. The school’s parent-student handbook should address this issue specifically. Since values related to intellectual honesty can vary significantly among different cultures, the school has a responsibility to define, and discuss, its own values.

 

7. Do not neglect the basics. Explain the rules and the consequences of violating the rules. Publish the rules for students, parents, and staff if necessary in the appropriate languages of the community. Supervise examinations with diligence and sufficient staffing.

 

8. When something bad happens, the fair and transparent application of the rules, and their consequences, is an effective deterrent. Students will receive the message that the school will not tolerate malpractice.

 

9. A student’s understanding of intellectual honesty is developmental, not intuitive. Primary, middle, and secondary teachers need to explain good practice and apply the school’s rules in a consistent and age appropriate fashion.

 

10. Teachers need to review periodically the school’s rules and procedures: a useful topic for a semi-annual staff meeting. The issues vary significantly with subject area as well as age: it is in everyone’s interest to refresh awareness of the differences.

 

Procedures for Handling Breaches of Academic Honesty

 

Students will be held responsible for actions that are not consistent with the VHMS Academic Honesty and Integrity Policy. “The candidates are responsible for ensuring that the final version of any work is authentic. Candidates themselves must bear the consequences if they submit any work for assessment that is not their own, regardless of whether the plagiarism was deliberate or a careless act. The same principle applies to collusion.” (Handbook of Procedures for the Diploma Program, IBO, 2013, p. 74)

To ensure consistency and fairness when mistakes are made, it is important that the school keeps central records of each situation and the consequences; therefore, teachers will record instances of suspected policy breaches in the online student management system. Doing so may highlight general trends or problems with particular students. Each incident may be treated on a case-by-case basis by the teachers themselves according to established classroom rules and procedures, or may be handled by the administration in accordance with the MVUSD Secondary Sequential Discipline Guidelines.

 

CALPAD Code	Examples of Student Behavior	1st Intervention	2nd Intervention	3rd Intervention
K		1st Consequence	2nd Consequence	3rd Consequence
	Code of Conduct Violation • Fraudulent use of student’s meal pass • Falsify documents or school passes, misuse of ID, wrongful possession of school materials • Gambling • Dress Code • Cheating • Misuse of computer network • Theft of network account • Violation of computer security	•Behavior Contract • Counseling Intervention • Community Service • Campus Beautification • Restorative Practice • Modeling/Role Play • Problem Solving Conf • Conflict Mediation • Peer Mentoring • Peer Mediation • Apology letter/in person • Change of clothes (dress code) • Reflection Activity	• Behavior Contract • Counseling Intervention • Community Service • Campus Beautification • Behavior Support Plan • Restorative Practice • Modeling/Role Play • Apology letter/in person • Problem Solving Conf • Conflict Mediation • Peer Mentoring • Change or clothes (dress code) • Reflection Activity • SRO Intervention	• Behavior Contract • Counseling Intervention • Community Service • Campus Beautification • Behavior Support Plan • Restorative Practice • Problem Solving Conf • Conflict Mediation • Peer Mentoring • Modeling/Role Play • Change of clothes (dress code) • SRO Intervention
		• Warning • Detention(s) • Saturday School • Administrative removal from one or more class periods • Confiscate item (if appropriate) • Behavior Intervention Room • Remove/limit students access to computer and/or network up to the remainder of the semester	• Detention(s) • Saturday School • Administrative removal from one or more class periods • Administrative removal from one or more school activities • May suspend 1-2 days • Confiscate item (if appropriate) • Behavior Intervention Room • Remove/limit student’s access to computer and/or network up to the remainder of the semester	• Detention(s) • Saturday School • May suspend 3-5 days • Administrative removal from one or more school activities • Administrative removal from one or more class periods • Behavior Intervention Room • Remove/limit student’s access to computer and/or network up to the remainder of the semester

 

Administrators may assign consequences or interventions according to the guidelines. Factors to be considered include student’s history in terms of academic honesty, age and level of awareness (previous teaching), severity of the incident, intent or non-intent, or other factors. In order to preserve students’ due process rights, students will be expected to file a written incident report and administrators will follow proper incident investigation procedures.

Academic Honesty Policy Implementation, Evaluation and Review

 

Through professional development efforts, Vista Heights Middle School School is implementing data driven instruction as a tool for continuous improvement in each discipline. Acknowledged as a working document, the VHMS Academic Honesty and Integrity Policy is written and compiled by the Vista Heights staff, students, and IB MYP Coordinator. In order to facilitate the complex dynamic between teaching and learning, the policy is reviewed annually by the IB Pedagogical Leadership Team, which includes the representatives from the IB MYP Coordinator, administration, guidance department, and staff.

 

IB Pedagogical Leadership Team Members (2023-2024):

Stephanie Williams-Mayrant-Principal

Stacey Lerma  - Assistant Administrator of Instructional Improvement and Academic Coaching

Jill Dayton, IB MYP Coordinator; Professional Development Specialist

Elliott Holt - Lead Counselor

Teachers:

Mychelle Blandin, Valerie Gardea, Michelle Hoffman, Karissa Lang, 

Marisol Magana, Donald Mooneyham, Renee Mowrey, Kimberly Naoki,

Kathleen Orque, and Elicia Placencia

 

References and Resources

Academic Honesty in the IB Educational Context, IBO, 2014

Academic Honesty Guidelines, Hellgate High School Diploma Programme, Missoula County Public Schools, 2015.

Academic Honesty Policy of Vanguard High School, Marion County Public Schools, March 2014.

Academic Integrity, Atlanta International School, Georgia, 2009.

Academic Integrity, University of California, San Diego, 2017, http://academicintegrity.ucsd.edu/.

Canyon Springs High School Academic Honesty and Integrity Policy, Canyon Springs High School, February 2016.

IB MYP Academic Honesty Guidelines, White Bear Lake Area Middle Schools, White Bear Lake Area Schools, 2013.

IB Report: Academic Honesty in the IB, IBO, 2012.

Diploma Programme Academic Honest, IBO, 2007.

Rutgers Center for Teaching Advancement and Assessment Research: Policy on Academic Integrity for Undergraduate and Graduate Students, http://ctaar.rutgers.edu/integrity/policy.html.

 

 

Vista Heights Middle School International Baccalaureate (IB) Admissions Policy 2023-2024

Vista Heights Middle School is proud to offer enrollment in the International Baccalaureate (IB)Middle Years Program (MYP) to all students within our attendance boundaries.

 

If you do not live within our attendance boundaries, but would like to transfer to Vista Heights Middle School, please visit MVUSD Transfer Information for information on how to apply to transfer to attend Vista Heights Middle School and be part of our IB MYP. 

 

ALL Vista Heights Middle School students are IB students, and will study within the framework of the MYP. Students are included regardless of learner variability and we promote students' access to all components of the IB MYP unless specific exceptions need to be made due to a student’s Individualized Education Plan (IEP) or other unique need (English Learner Status, 504 etc. Please see VHMS Inclusion Policy/Policy for Students with Unique Needs for more information.    

 

Approved by Pedagogical Leadership Team on: December 14, 2023

 

IB Pedagogical Leadership Team Members (2023-2024):

Stephanie Williams-Mayrant-Principal

Stacey Lerma  - Assistant Administrator of Instructional Improvement and Academic Coaching

Jill Dayton, IB MYP Coordinator; Professional Development Specialist

Elliott Holt - Lead Counselor

Teachers:

Mychelle Blandin, Valerie Gardea, Michelle Hoffman, Karissa Lang, Marisol Magana, Donald Mooneyham, Renee Mowrey, Kimberly Naoki, Kathleen Orque, and  Elicia Placencia

References: 

Ann Arbor International Baccalaureate Admissions Policy, November 2021

 

Vista Heights Middle School IB Assessment Policy

Approved by IB Pedagogical Leadership Team: December 14, 2023

Philosophy: Mission Statement: 

The Vista Heights Middle School (VHMS) IB mission statement, the IB Learner Profile and Common Core State Standards and Frameworks establish the foundation for our Assessment Policy. It is by gathering and analyzing data from formative and summative assessments in various forms, that students, teachers, administrators, and parents are able to evaluate the students’ progress. This crucial component helps to ensure students are on track toward reaching their academic goals. All of our administrators and teachers are committed to the use of common formative assessments, criterion based assessments, and formal and informal assessment that is supported by the following ten principles. 

Assessment, learning, and teaching are intertwined and interdependent and should be focused on critical thinking skills, 21st century skills, and knowledge and attitudes that will provide for success within the Middle Years Program, high school, college, and beyond. Assessment is as critical a tool for teachers as it is for students, and is meant to engage teachers in self-reflection of their own practice. We recognize that assessment is an evolving tool and one that is constantly changing and improving. When done correctly, all forms of assessment have educational and pedagogical value; we assess what we value and we value what we assess.

Principles: 

1. There are many forms of assessments that can be utilized in order to determine the effectiveness of teaching 

2. Assessments should be utilized in several forms 

3. Assessments can be formal and informal 

4. Assessments are to be used to monitor the progress of student learning 

5. Student learning is to be evaluated using predetermined criterion 

6. Common formative assessments allow administrators, teachers, students, and parents to appraise their progress in relation to their peers. 

7. Assessment by IB criteria allows administrators, teachers, students, and parents to appraise their students’ progress in relation to state, national, and worldwide performance 

8. Effective assessments provide feedback 

9. Effective assessments provide data that informs instruction 

10. Assessments should reveal what the student knows and understands 

Purposes of Assessment 

The VHMS Assessment policy is designed to define and clarify the expectations associated with authentic assessment. As a result, stakeholders will gain a greater understanding of assessment and will be able to examine their roles and responsibilities in evaluation and usage. Assessments are to support and encourage student learning by providing appropriate and timely feedback. As a measure of student progress, assessments play a crucial role in informing instruction. Assessments are intended to support and encourage students, and provide valuable information to all stakeholders to support student learning.

Types of Assessment 

Formative Assessment is an integral part of our school’s academic culture and is used to measure student’s knowledge and experience. The results of these assessments assist teachers with informing instruction, creating curriculum, re-teaching, and assessing. Teachers use a variety of assessment forms including but not limited to verbal assessments, written assessments, progressive assessments, web based assessments, etc. Formative assessment provides ongoing feedback regarding students’ learning that can be used by instructors to improve their teaching and by students to improve their learning. This type assessment is usually low-stakes, low point value, and allows instructors to address issues immediately.

Summative Assessment evaluates a student’s knowledge, skills, and abilities acquired over a large section of a course, such as at the end of an IB MYP unit, for the purpose of evaluating student mastery. Examples of summative assessments include unit exams, research papers, in class writing, experimental science labs, and completed unit projects. The level of mastery is pre-determined using a rubric for the assessment, and/or grading policy. Teachers are encouraged to use them as an important role in the final grade a student earns in a course. 

Teachers must translate achievement levels attained on a rubric (either IB or other) into point totals that can be entered into the grade book. The letter grades recorded in the grade book as a result of the use of these rubrics correlates reasonably to the IB mark bands for each assessment. Assessments allow teachers to monitor student progress towards meeting IB standards. Overall, formative assessments check for understanding and learning and prepare students for the “higher-stakes” of summative assessments, which measure achievement and are used to evaluate student knowledge, problem solving, and skill level. 

Homework: 

Assignments are given to students to complete at home throughout the entire school year, for the purpose of reinforcing or reviewing important skills or concepts taught during the day. Homework may be used for grade generation. Homework is an important tool for teachers to monitor student progress. Homework serves as a form of both formative and summative assessment and provides an opportunity for students to explore topics in a course. Students are expected to produce work that reflects their own ideas and thought process. Collaboration will allow teachers to schedule and plan long-term projects in a way as to avoid major conflicts in student time commitments. Teachers are responsible for designing the practice necessary for students to demonstrate excellence in their subject matter. Extra credit must be meaningful and pertain to the subject matter and school mission. It should be assigned in a fair manner so that no student is excluded for economic or access reasons. 

Communication:

Students receive meaningful, detailed, and timely feedback that supports improvement. Parents and students are encouraged to access in-progress grades on Q, which is the electronic grade reporting system used by Moreno Valley Unified School District (MVUSD), and Google Classroom (when applicable). Parents receive student report cards and the completion of every quarter and receive progress reports approximately half way through each quarter. Students engage in self-reflection on their progress and participate in student-led conferences during Parent Conference Day, which occurs twice during the school year. We are currently working with our Technology, Innovation, and Assessment (TIA) Department to include a report on the IB Subject Area Criteria for all eight courses on the semester report card in addition to the A-F Grades in each course.  This will be rolled out for the first time at the end of Semester 1 of the 2023-2024 school year.  

Criterion-related:

Assessment within the Middle Years Program is criterion-related, as it is based upon predetermined criteria. The MYP identifies a series of objectives for each subject group, which are directly related to the subject area criteria. The level of student success in relation to reaching the predetermined objectives is measured in terms of levels of achievement described in each assessment criterion. Students’ grades are determined by evidence of the degree of standards mastery under an MYP criterion descriptor within an MYP rubric. Teachers are working towards using the MYP assessment levels based on criterion-related rubrics for formative and summative assessment. These practices will help deepen the understanding of IB assessment criteria for teachers, students, and parents. Students are working towards using criterion-related rubrics for self-reflection on their progress towards IB objectives. As a site, we are currently working with our Technology, Innovation, and Assessment (TIA) Department to include a report on the IB Subject Area Criteria for all eight courses on the semester report card in addition to the A-F Grades in each course, that will report on student progress in these areas. The first report will take place in semester 1 of the 2023-2024 school year. 

Figure 1 - IB MYP Subject Criteria

Subject	Criterion A	Criterion B	Criterion C	Criterion D
Arts	Knowing and Understanding	Developing skills	Thinking creatively	Responding
Design	Inquiring and analyzing	Developing ideas	Creating the solution	Evaluating
Individuals and Societies	Knowing and Understanding	Investigating	Communicating	Thinking critically
Language Acquisition	Listening	Reading	Speaking	Writing
Language and Literature	Analyzing	Organizing	Producing text	Using language
Mathematics	Knowing and Understanding	Investigating patterns	Communicating	Applying mathematics in real-life contexts
Physical and health education	Knowing and Understanding	Planning for Performance	Applying and Performing	Reflecting and improving performance
Sciences	Knowing and Understanding	Inquiring and Designing	Processing and evaluating	Reflecting on the impacts of science

Assessment Policy Evaluation:

The VHMS IB Leadership team is working towards an assessment policy that will be in keeping with IB assessment philosophy and expectations. We are working to design an effective way to communicate summative student progress towards meeting IB objectives on the end of semester report card. This is an evolving process with many stakeholders, including teachers, administration, district officials, the Moreno Valley Educators Association (teachers’ union), and parents. VHMS IB Leadership team is rolling this out Semester 1 of the 2023-2024 school year, but there will be revisions to this as it is implemented based on input from any stakeholder group in order to streamline and clarify this process. 

IB Pedagogical Leadership Team Members (2023-2024):

Stephanie Williams-Mayrant - Principal

Stacey Lerma  - Assistant Administrator of Instructional Improvement and Academic Coaching

Jill Dayton, IB MYP Coordinator; Professional Development Specialist

Elliott Holt - Lead Counselor 

Teachers:

Mychelle Blandin, Valerie Gardea, Michelle Hoffman, Karissa Lang,

Marisol Magana, Donald Mooneyham, Renee Mowrey, Kimberly Naoki,

Kathleen Orque, and Elicia Placencia

IB Parent or Legal Guardian and Student Complaints Procedure

Approved by IB Pedagogical Leadership Team 12/14/2023

General School Complaints

For complaints or concerns with Vista Heights Middle School staff, students policies or procedures, please visit https://vistaheights.mvusd.net/uniform-complaint to view the Uniform Complaint Procedures.

IB Program Complaints

For complaints or concerns with the IB program, its policies, procedures, or implementation, follow the steps below:

1. If possible, attempt to resolve the complaint with the teacher and/or counselor directly.

2. Present the complaint to the IB Coordinator.

3. If the resolution is not satisfactory, an appeal can be made in writing using this form to the site IB administrator. 

4. If the resolution is not satisfactory, an appeal can be made in writing using this form to the site principal.

5. If the resolution is not satisfactory, an appeal can be made in writing using MVUSD Uniform Complaint Procedures. https://vistaheights.mvusd.net/uniform-complaint 

 

Vista Heights Middle School IB MYP Language Policy

Approved by IB Pedagogical Leadership Team:  December 14, 2023

Language Profile of Vista Heights Middle School: The Language Profile of our school indicated that the majority of our students are English speakers, because they speak English more than 50% of the time in their homes. Many of these students are, however, multilingual, speaking languages such as Spanish, Mandarin, Arabic, Farsi, Urdu, Russian and Pashto. These languages represent the students’ heritages, cultures, and multilingual experience. Through this diversity of language new perspectives, curiosity, intercultural awareness, and appreciation of our diverse world are strongly encouraged.

Admissions: Vista Heights Middle School is a California public school, so proficiency in English is not a requirement for admissions. All students at VHMS are part of the IB MYP – no special admission requirements exist to be part of the program. Any student who speaks a language other than English at home is administered a language proficiency exam, English Language Proficiency Assessment for California (ELPAC) upon entering the district. The information gathered from the assessment is used to determine the level of additional support services needed. If a student demonstrates proficiency on this exam they are excused from the exam, if not, the exam is administered annually to demonstrate progress.

Language A: The importance of including the teaching and learning of additional language continuously throughout the program is well defined within our philosophy and steeped in the belief that by encouraging students to learn more than one language we encourage them to participate in more intercultural dialogues and develop further understanding of themselves and the world around them. For, it is through the development of language that crucial connections are made by students across the curriculum. Language A is limited to the English language. Students are taught English syntax, grammar, writing, and communication skills in all IB classes. All students are involved in Language A learning from grades six through eight, which aligns with the requirements of California Common Core state standards and the International Baccalaureate Language A objectives.

Language B: All VHMS students are encouraged to pursue proficiency in at least one of the other languages being offered. We recognize the importance of students becoming culturally and linguistically proficient and encourage this through the continuous development of their language, in hopes that they become life-long language learners. Reading, writing, listening, and speaking are all vital parts of language development. The Language B courses are aligned with the requirements of California Common Core state standards and the International Baccalaureate Language B objectives.

The majority of sixth grade students are enrolled in a trimester each of Spanish, French, and Mandarin Chinese. Some heritage speakers are enrolled in a full year Spanish for Heritage Speakers 2 MYP 1 6th grade course. In seventh and eighth grade, students choose to take year-long courses in one of these languages. The introduction of the IB MYP has allowed our world language department to grow from one teacher with 5 sections of Spanish to nine teachers with 10 sections of French, 10 sections of Mandarin Chinese, and 25 sections of Spanish, including sections designed for Heritage Speakers. Our language acquisition teachers collaboratively develop IB unit plans focused on the key concepts of communication, cultures, global connections, communities, and creativity. This is in keeping with the 21 Century Skills Map, which was developed through a collaboration between the Partnership for 21st Century Skills and the American Council on the Teaching of Foreign Languages.

Our sixth grade classes focus on cultural awareness and global citizenship while introducing students to the process of learning a new language. In order to introduce seventh and eighth grade students to language acquisition classes, we offer MYP classes in Spanish, Mandarin and French that build foundational language skills, extend a global vision, and support entry into high school level classes. Students who are ready for a more rigorous curriculum have the opportunity to choose high school level Spanish, Mandarin and French classes.

Students in Spanish 1 and 2 and Spanish for Heritage Speakers 2 and 3, French 1 and 2, Mandarin Chinese 1 and 2, and AP Spanish Language & Culture earn high school credit. At Vista Heights, if the student earns less than a B in one of these high school level courses, the student repeats the course in order to gain mastery before moving on to the next course. As many eighth grade students as possible are placed  into high school level language classes, eliminating barriers such as required GPAs and teacher recommendations which have restricted course access in the past. Earning high school credit in middle school improves A-G eligibility and prepares students to take higher levels of language courses in high school, including IB Diploma Program courses available at Canyon Springs High School. By exposing students to world languages beginning in sixth grade rather than ninth grade, we will improve comprehension, fluency, and retention rates. Our IB leadership team will focus on maintaining program quality and providing annual action plans for continuous program improvement.

Language Development and Support across the Curriculum: The core components of language development, reading, writing, speaking, and listening take place in all subject areas. Teachers are encouraged to help students develop language skills by reading in all classes while paying attention to student progress in reading comprehension and evaluating text complexity. School wide practices, such as close reading, and school-wide academic vocabulary are demonstrated in each class to enhance the student’s language development and academic involvement. Teachers use a variety of practices and tools such as graphic organizers, sentence stems, and paragraph frames to differentiate instruction for all levels of language proficiency.

Students are encouraged to further develop their language skills through writing. It is the policy of Vista Heights Middle School that students practice their writing and use of focused notes in all subject areas. Writing skills are fostered by the varied methods in which students are expected to write. They are exposed to varied, challenging, and meaningful opportunities to write that correspond to the specific requirements of the subject area and rigor demanded of their course. A variety of genres are used to develop student writing skills including but not limited to speeches, argumentative essays, supporting claims, use of textual evidence, collaborative writing with peers, journaling, blogging, and writing lab reports. Students receive skill-building feedback from teachers, peers, and other adults who are providing instruction as well as modeling the correct usage of written language, grammar, and syntax.

Students are provided ample opportunities to develop and utilize oral language in various forms across the curriculum. Beyond their daily social conversations, students develop skill through structured collaborative conversations, small group instruction, oral presentations, debates, speeches, poetry recitations, songs, and dramatic readings, Socratic seminars, reciprocal teaching, and classroom participation. Teachers model the correct language usage, utilizing academic language, through conversations and instructional presentations while maintaining sensitivity to the students’ language proficiency and cultural background.

Language Support:

Mother-Tongue Instruction: VHMS acknowledges the importance of the maintenance of mother tongue development. Maintaining mother tongue enables students to remain in touch with their language and the culture of their home country, supporting adjustments to life in the home community and education system if a student decides to return to their home country. VHMS will facilitate the learning of a second language and ensure continuous development and reaching competence and the possibility of bilingualism. In cases when VHMS cannot provide direct instruction in a mother-tongue language, the school will seek support for students and their families by providing both online and traditional learning materials with the assistance of the program teacher. We will continue to develop our library resources in the range of languages used by our students, and engage students in reflections in their mother-tongue and home culture across the curriculum. During class, students are encouraged to bring in their own language experiences and cultural observations to share with others. This practice supports the students’ mother tongue while helping to promote global mindedness and openness among our students. Additionally, multilingual students are eligible for esteemed awards such as the Riverside County Seal of Multiliteracy, State Seal of Biliteracy, numerous essay contests, and opportunities to celebrate and encourage their accomplishments in language development.

Teachers are encouraged to select literary works that represent the cultural background of some of our students. Courses are designed to promote cultural awareness and sensitivity by allowing students the opportunity to hear different voices from various cultures. This practice enhances the class discussions, expands students’ international perspective, and helps all students develop an open mind about those cultures that are different from their own. This practice is supported and enhanced by the IB Mission Statement that affirms “people, with their differences, can also be right.” (IBO, 2008).

To further a students’ development of their mother language, classes are offered specifically for Native Speakers in Spanish. These classes are specifically designed to help enhance and expand the academic vocabulary and reading Lexile of a student’s mother tongue. Additionally, bilingual and multilingual students receive support from several areas such as differentiated instruction and the English Language Learners program (ELL). The school library and English Language Development (ELD) classrooms contain resources that support the development of students’ mother tongues as well as the development of their English. The English Language Development Facilitator holds workshops for students, teachers, and parent in parent education, English Language Development, as well as current educational laws and practices. Additionally, the ELD Facilitator can obtain a variety of materials in various forms in many different languages to meet the diverse needs of our student population. The ELD Facilitator oversees the language development of many of our students and assists teachers in meeting the diverse language needs of our students. The ELD Facilitator also helps to ensure that the staff receives professional development on the latest techniques for teaching language.

Parent Involvement: Parents are a key component to the furthering of both a student’s mother tongue as well as additional languages. With this in mind, parent advocacy groups such as ELAC (English Learner Advisory Committee) have been formed and are convened regularly. Through such meetings, parents are informed of the requirements and rigors of language development and provided with opportunities to expand on their own language skills. With multiple opportunities to expand their knowledge base and understanding of their child’s language development, all parents are encouraged to join and participate in ELAC. Additional opportunities for parental involvement include African American Parent Advisory Council (AAPAC), Parent Square communications, and social media interactions. 

IB Pedagogical Leadership Team Members (2023-2024):

Stephanie Williams-Mayrant-Principal

Stacey Lerma  - Assistant Administrator of Instructional Improvement and Academic Coaching

Jill Dayton, IB MYP Coordinator; Professional Development Specialist

Elliott Holt - Lead Counselor

Teachers:

Mychelle Blandin, Valerie Gardea, Michelle Hoffman, Karissa Lang,

Marisol Magana, Donald Mooneyham, Renee Mowrey, Kimberly Naoki,

Kathleen Orque, and Elicia Placencia

References:

Canyon Springs High School IB Language Policy, 2017.

 

IB MYP Coordinator Job Description

Approved by IB Pedagogical Leadership Team: December 14, 2023

IB MYP Coordinator is a full-time position at Moreno Valley Unified School District with the specific job title of Professional Development Specialist.

The role of the IB MYP Coordinator is to support the principal, administration, and staff of Vista Heights Middle School in overseeing all aspects of the implementation and delivery of the International Baccalaureate Middle Years Program at Vista Heights Middle School. The IB MYP Coordinator reports to the Director of Professional Development and Digital Learning.

Required by IB:

• keep up to date with and inform all staff of developments in and new publications from the IB

• set up systems for communication with the entire professional staff to ensure cooperation in implementing the program in the school

• circulate to teachers and students all relevant information received from the IB

• ensure that all regulations set by the IB concerning the program and all procedures are adhered to properly, and that all deadlines are met

• oversee the implementation of the published subject-specific assessment criteria

• collaboratively monitor the effective integration of the key and related concepts within teaching and learning

• collaboratively monitor teaching and learning through global contexts, including sustained inquiry into a wide range of locally, nationally, and globally significant issues and ideas

• ensure that the concepts of international awareness and international-mindedness permeate all subject groups

• provide teachers and students with guidance concerning the community project

• maintain accurate school information via the IB information system

• ensure that the document entitled General regulations: Middle Years Programme is distributed to parents (available to parents on the school website)

• is proficient in one of the IB working languages (English, French, or Spanish)

Specific responsibilities:

Related to students: The IB MYP Coordinator will:

• ensure that the aims and requirements of the MYP are provided to students

• accommodate transfer students by helping to introduce them to MYP and/or providing the receiving school with information about the MYP

Related to parents: The IB MYP Coordinator will:

• provide introductory information on the MYP

• support the administration to ensure that parent meetings concerning the MYP are organized on a regular basis

• help parents understand the MYP assessment criteria and the school assessment policy and procedures

Related to MYP teachers: The IB MYP Coordinator will assist the principal, and the administrators will support the coordinator in the following:

• inform all staff of developments in and new publications from the IB

• meet with all faculty members to ensure that the program is implemented and monitored in accordance with MYP guidelines, including:

  • strengthening the alignment between the written, the taught, and the assessed curriculum

  • ensuring that unit planning and internal assessment are organized and standardized according to MYP guidelines

  • monitoring the effective integration of the key and related concepts within teaching and learning

  • monitoring teaching and learning through global contexts (including the provision of opportunities for sustained inquiry into a wide range of locally, nationally, and globally significant issues and ideas)

  • ensuring that the concepts of international awareness and international-mindedness permeate all subject groups

• plan for teacher participation at MYP workshops and other professional development activities

• inform faculty of all requirements and deadlines related to completion/revision of unit plans and program evaluation

Related to MYP Program support:

• support the community project coordinator in:

  • organizing the procedures for the supervision and assessment of the community project

  • providing teachers, students, and parents with guidance concerning the community project, including updating the school’s digital community project handbook via the Google Classroom

• support the service in action coordinator in:

  • providing teachers, students, and parents with guidance regarding the school’s service as action requirements, including updating the school’s digital service in action handbook via the Google Classroom 

• support alignment of content and resources with MYP and the school’s expectations, including:

  • MYP unit and assessment information

  • school-based ATL descriptors

  • school-based standards in each subject group

Related to support of school administration: The IB MYP coordinator will:

• be a member of the school pedagogical leadership team

• be a member of the IB Pedagogical Leadership Team

• promote the effective coordination of the IB continuum

• promote the understanding, discussion, and effective implementation of 21st century educational pedagogy and methodologies

• keep the principal and district administration regularly informed of MYP developments

• collaborates with administration to plan for and implement the IB Budget

• notify business office of IB payments due

• participate in the designation of MYP leaders and committee membership

• liaise with the coordinators of the PYP and DP programs within the school district

• contribute to the presentation and promotion of the MYP within and outside of the school

• support the site administration to ensure that appropriate textbooks, resources, and facilities are available

Related to liaising with IB: The IB MYP Coordinator will:

• communicate with the IB office in one of the working languages of the IB

• keep copies of all correspondence with the IB, including forms, documents, and reports

• contribute to the organization and conduct of the procedures for the initial authorization and subsequent program evaluations

MVUSD Specific Responsibilities:

IB MYP Coordinator is a full-time position at Moreno Valley Unified School District with the specific job title of Professional Development Specialist. Following is the job description for the position:

PROFESSIONAL DEVELOPMENT SPECIALIST (TK-12) 

Salary Range:  $71,812 - $143,624 annually

Workdays: 199 Days Modified Traditional School Year

DEFINITION

Under the direction of the Director of Professional Development and Digital Learning.

Facilitate curriculum development and implementation. Provide classroom support and

coaching. Strive to support higher student achievement in every classroom by working

towards the LCAP Goals and Superintendent priorities. Assist district staff in designing

and implementing highly-effective professional development sessions.

RESPONSIBILITIES

1. Provide professional development in a variety of formats, including coaching

teachers.

2. Provide support to individual schools and/or teachers in designing and implementing

effective instruction, focusing higher on student achievement and interventions.

3. Assist teachers with implementation of core curriculum and content; and practice

standards; specifically California State Standards.

4. Assist with selection of textbooks and instructional materials.

5. Present demonstration lessons.

6. Implement peer coaching and follow-up support.

7. Provide information on current research as needed.

8. Provide intensive, high-level professional development and coaching at program

improvement schools.

9. Provide initial training, demonstration lessons, co-plan, co-teach, observation and

feedback to teachers and staff.

10. Serve as a resource or presenter for Parent Education programs and trainings.

11. Assist with implementation of the District LEA plan.

12. Assist with the implementation of district-wide assessments.

13. Assist with development and implementation of grants.

14. Other related duties as assigned by the Director of Professional Development and

Digital Learning.

15. Assist staff with highly effective use of data including but not limited to MAP, etc.

16. Provide support and coaching to district teachers in identified areas of need.

17. Design presentation for off-site conferences.

PREFERRED QUALIFICATIONS:

● Effective knowledge of intervention techniques, direct interactive instruction (DII)

and other effective research-proven instructional strategies.

● Knowledge of State assigned curricular framework and the California State

Standards.

● Ability to show evidence as a leader and peer coach.

● Demonstrate proficient oral and written communication skills.

● Ability to develop and provide effective presentations and trainings.

● Knowledge of the effective use of technology, i.e., Chrome books, Ipads, Smart

Boards, Student Responders, etc.

EXPERIENCE AND CREDENTIAL REQUIREMENTS

● BA/BS from an accredited college/university

● Minimum 3 years of successful teaching experience.

● Valid and Clear California Multiple Subject or Clear Education Specialist.

● English Language Learner Authorization

Other Requirements:

• Requires use of personal automobile, the possession of a valid California Class C Driver's

• License, and proof of current and appropriate auto insurance coverage. If required to drivea district vehicle, must be insurable at standard market rates under the district's insurance policy while employed.

Working Conditions and Physical Demands:

Working Conditions:

• Indoor offices and classrooms

• Driving to district sites, non-public schools, and county facilities.

• Exposure to season temperature variations, dust, wind, and traffic.

• Use of office equipment and desk supplies

The physical requirements indicated below are examples of the physical aspects that this

position classification must perform in carrying out the essential job functions listed above.

Physical Demands:

• Ability to sit, stand, and circulate for extended periods of time.

• Ability to bend, stoop, squat, kneel, push, pull, use foot controls (occasionally), climb stairs, and twist.

• Ability to see and read with or without vision aids (extensive reading); hear and understand speech at normal levels with or without aids.

• Ability to communicate so others will clearly understand normal conversation and group presentations.

• Ability to grasp and manipulate materials, equipment/supplies; complete repetitive hand activities within close reach, such as files, keyboard, and handwriting (frequently).

• Ability to lift/carry/push/pull up to 25 lbs. on a regular basis and up to 40 lbs. occasionally.

• Ability to reach in all directions.

• Ability to lift/carry up to 25 pounds (occasionally), may lift/carry child up to 75 pounds (infrequently).

• Ability to apply appropriate techniques, (approved crisis intervention) to mitigate the threat of harming self or others, which may involve evading, blocking, and/or restraining.

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of this job.

IB Pedagogical Leadership Team Members (2023-2024):

Stephanie Williams-Mayrant-Principal

Stacey Lerma  - Assistant Administrator of Instructional Improvement and Academic Coaching

Jill Dayton, IB MYP Coordinator; Professional Development Specialist

Elliott Holt - Lead Counselor

Teachers:

Mychelle Blandin, Valerie Gardea, Michelle Hoffman, Karissa Lang, Marisol Magana, Donald Mooneyham, Renee Mowrey, Kimberly Naoki, 
Kathleen Orque, and  Elicia Placencia

 

Vista Heights Middle School Job Description for Head of School

Approved by the IB Pedagogical Leadership Team: December 14, 2023 

Definition

Under the direction of the Superintendent/Designee, the MYP Head of School/Principal serves as the IB educational leader and is responsible for leadership, administration, and management of all school site matters such as: promoting high levels of student achievement; selecting, evaluating and supervising certificated and classified employees; formulating and evaluating operations, policies and procedures; establishing and monitoring the implementation of the IB program as well as other goals, objectives and priorities; developing and monitoring school site budgets and expenditures; developing and implementing staff development; and providing recommendations to District level administration. 

Responsibilities 

• Establish and maintain an effective learning climate throughout the school. 

• Develop and implement an IB instructional program according to the IB Programme Standards and Practices as well as District-adopted curriculums that meet the needs of students. 

• Plan, organize and implement school-wide programs, including emergency drills for the supervision, control, safety and security of students. 

• Maintain and improve the external and internal image of the district, its divisions and its schools. 

• Schedule the supervision of students on campus before and after school, during lunch, recess, and other activities.

• Incorporate auxiliary services of the psychologist, speech-language hearing specialist, librarian, resource specialist, nurse, and other district personnel to improve the instructional programs. 

• Develop and implement a master schedule that aligns with the IB Programme Standards and Practices.

• Supervise, coach and evaluate the performance of all personnel assigned to the school in accordance with evaluation procedures.

• Adhere to board policies and administrative rules and regulations relating to the school.  

• Manage and oversee the site assessment programs for students. 

• Provide instructional leadership to the staff in assessing school needs and determining objectives as the basis for developing long and short-range goals and plans.

• Provide leadership in the delivery of appropriate staff development and the continued professional growth of faculty and staff enhancing the quality of the instructional program. 

• Conduct formal and informal classroom visitations and observations. Document evidence of substandard performance. 

• Develop a program of public relations in order to foster community involvement and support of the educational program.

• Manage all personnel resources at the school site, including: attracting and selecting top performers; providing professional development opportunities; developing collaborative team culture; sitting on interview panels; conducting reference checks on employee candidates as directed; and managing performance while adhering to MVUSD policy and state/federal employment laws. 

• Develop, maintain and oversee the school’s budget.

• Administer District and school site discipline and intervention policies and safety programs.

• Coordinate student and family assistance programs with social services and other agencies through Student Services In MVUSD.

• Attend professional meeting and other meeting regarding district business.

• Plan, develop, maintain and oversee the Single Plan for Student Achievement (SPSA) and ensure its alignment with the IB Programme Standards and Practices.

• Encourage staff, parents and community citizens to participate in school-community activities such as PTA, STEAM, Advisory Councils, School Site Council, and others.

• Attend IEP and other special education meetings.

• Ensure the health, safety and welfare of students; oversee attendance, behavior management, counseling, guidance, and other support services; provide individual academic and personal supports to students and parents. 

• Promote positive and effective relationships among staff, students, and parents. 

• Plan and organize student and staff recognition events.

• Communicate incidents and/or situations which might impact the district or school to appropriate district office and/or school personnel in a timely and effective manner.

• Perform other duties assigned by the Superintendent and/or Designee. 

Qualifications 

Knowledge of:

• The IB MYP Program and completion on Head of School IB Training 

• Comprehensive organization, activities, goals and objectives of the District

• School law administration and applicable sections of the State Education Code and other State and Federal laws.

• State and local curriculum requirements.

• Board and District policies, procedures and regulations.

• Labor relation laws and employee contracts.

• Principles and practices of administration, policies and procedures.

• California Content Standards; California Standards for the Teaching Profession; California Professional Standards for Educational Leaders; Comprehensive knowledge of law, regulations, and procedures including teacher credentialing and assignment monitoring.

• Technology based student information systems.

• Human relation strategies, conflict resolution strategies and team building techniques.

• Counseling, guidance and discipline techniques.

• English Language Learner and Special Education strategies, requirements and programs.

• Evaluation practices and coaching techniques to evaluate quality and personnel performance.

• District, State and Federal policies, procedures, rules and regulations.

• Safety and security procedures.

• Public speaking techniques.

Ability to:

• Plan, organize, and direct the operations and personnel of an middle school.

• Organize, direct, evaluate and supervise assigned certificated and classified staff.

• Direct activities regarding personnel, facilities, budget, curriculum, and instruction.

• Establish, coordinate and maintain communication with community and parent groups. 

• Plan, implement, direct and evaluate instructional and categorical programs in accordance with applicable laws.

• Establish and maintain effective working relationships with staff, students, parents and stakeholders.

• Interpret, apply and explain rules, regulations, policies and procedures.

• Direct, lead, and coordinate the many components of school operations.

• Set school-wide operational priorities and manage time effectively.

• Demonstrate effective instructional, organizational and administrative leadership skills.

• Work in a diverse socio-economic and multicultural community.

• Understand and be sensitive to the diverse academic, socio-economic, ethnic, religious, and cultural background, disability, and sexual orientation of students and staff.

• Analyze situations accurately and adopt an effective cause of action.

• Communicate effectively both orally and in writing.

• Prepare and deliver oral presentations.

Experience/Education:   Completion of a Master’s degree or higher from an accredited college or university and evidence of professional growth within the last two (2) years. A minimum of three (3) years successful full-time teaching and two (2) years administrative and/or leadership activities at the site level.    

Credential Requirements: Possession of, or ability to obtain, a valid California Administrative Service credential and possession of a valid California teaching credential. 

Other: Must possess a valid California Driver's License during the course of employment. Must be insurable at standard rates and maintain such insurability during the course of employment.

Working Conditions Environment 

• Office/school campus

• Subject to frequent interruptions

• May need to provide own vehicle for traveling from site to site

• Noise

• Indoor/outdoor

Physical Abilities

• Ability to inspect records and reports

• Ability to exchange information

• Standing/Sitting for extended periods of time

• Reaching overhead, above the shoulders and horizontally

• Dexterity of hands and fingers to operate standard office equipment

• Bending, stooping and squatting

• Gripping and grasping

• Twisting at waist

• Climbing on step stools or step ladders

• Light work: lifting, carrying, pushing and/or pulling up to approximately 25 pounds

Hazards

• Exposure to noise, fumes, vapors and dust from equipment operation

• Exposure to abusive or uncooperative individuals

• Working in a cramped or restrictive work chamber

• Working around and with machinery having moving parts 

IB Pedagogical Leadership Team Members (2023-2024):

Stephanie Williams-Mayrant-Principal

Stacey Lerma  - Assistant Administrator of Instructional Improvement and Academic Coaching

Jill Dayton, IB MYP Coordinator; Professional Development Specialist

Elliott Holt - Lead Counselor

Teachers:

Mychelle Blandin, Valerie Gardea, Michelle Hoffman, Karissa Lang, Marisol Magana, Donald Mooneyham, Renee Mowrey, Kimberly Naoki, Kathleen Orque, and Elicia Placencia

Vista Heights Middle School Inclusion Policy/IB Policy to Support Students with Unique Needs

Approved by IB Pedagogical Leadership Team: December 14, 2023

Philosophy

Vista Heights Middle School (VHMS) strives to meet the unique needs of all students so that each learner will meet or exceed high standards of achievement in academic and non-‐academic skills necessary for success in a global community.   

Every child can learn, and all students have the right and opportunity to participate in all programs available at VHMS.  We use a variety of techniques to meet the individual needs and varied learning styles of all students.   

Therefore, all students with Individual Education Plans (IEPs), 504 plans, or who are English Learners should receive the necessary resources, guidance, accommodations, and differentiation needed to attain their highest level of personal success. 

Purpose   

Our policy for students who have unique educational needs guides our practices. We strive to:    

• Meet the diverse educational needs of all students.  

• Define the practices needed to support all students.  

• Provide all students with the opportunity to participate in all educational programs.  

• Monitor our practices and adjust for success.   

Background   

Federal Requirements for Special Education Students   

Three existing federal statutes address the rights of students with disabilities to receive a free and appropriate public education (FAPE); Section 504 of the 1973 Rehabilitation Act, Individuals with Disabilities Education Act (IDEA), and Americans with Disabilities Act (ADA). FAPE is a civil right rooted in the Fourteenth Amendment of the US Constitution, which includes equal protection and due process clauses.   

State and federal laws must be followed and the appropriate accommodations must be made.   The federal government guarantees each preschool and school-‐aged child an education in the least restrictive environment (aligned with IB philosophies). We must provide this education to all students with special needs between the ages of 3 and 21 years. This was written into federal law as PL 94-‐142, passed in 1975. Since then the law has been modified and refined by the Individuals with Disabilities in Education Act (IDEA 2004).     

The IDEA act requires that public schools create an Individualized Education Program (IEP) for each student who is found to be eligible under both the federal and state eligibility/disability standards. The IEP is the cornerstone of a student’s educational program. The IEP specifies the services to be provided and how often, describes the student’s present levels of performance and how the student’s disabilities affect academic performance, and specifies accommodations and modifications to be provided for the student. (Public Law 108-‐466 – 108th Congress).   

MVUSD Policies for Special Education Students

Moreno Valley Unified School District has adopted many board policies regarding students with special needs. They are available online at http://www.gamutonline.net/district/morenovalley/.  The MVUSD Special Education Local Plan Area (SELPA) Handbook can be found on the Special Education page of the MVUSD website.

The MVUSD SELPA handbook states that we will use the discrepancy model to identify students for Special Education Services.  If an IEP team determines that a discrepancy exists between the student’s ability, and their academic performance, based on standardized formal assessments, services will be provided for the student to access the general education curriculum in the least restrictive environment. Services, and staff responsible for providing those services will also be determined by the IEP team.

Once a student qualifies for special education services, the IEP team will formally reevaluate eligibility at least every three years. When the team reevaluates and determines that a discrepancy between ability and academic performance no longer exists, the team will elect to exit the student from Special Education and discontinue special education services. Our site has 4.5 credentialed Resource Specialists.  Those Resource Specialists serve approximately 126 students. The State of California requires all Mild and Moderate Special Education teachers to hold a current and valid Mild/Moderate Education Specialist Credential with an Autism Authorization. All Special Education teachers are required to attend professional development provided by the school district on a regular and continuous basis.  

We also have 3 Special Day Class teachers that serve approximately 54 students maximum that hold the same credentials as the Resource Specialist.

State and District Policy for English Learners 

English Learners (ELs) must have full access to high-quality English language arts, mathematics, science, and social studies content, as well as other subjects, at the same time that they are progressing through the ELD-level continuum. The CA English Language Development (ELD) Standards correspond with the CA CCSS for ELA/Literacy and are designed to apply to English language and literacy skills across all academic content areas, in addition to classes specifically designed for English Language Development. (California ELD Standards) Moreno Valley Unified School District has adopted English 3D and iLit as their programs for designated ELD. These programs are specifically scripted, and therefore cannot be modified to fit the 50 required hours of an IB course, so our English Learner students take these designated ELD courses in place of their Arts & Design courses. English Learner students participate in the six other IB courses with ELD support. As soon as a student is reclassified as English Language Proficient the student moves into Arts and Design courses.   

Section 504 and Students with 504 Plans 

Section 504 of the Rehabilitation Act of 1973 states that “No otherwise qualified individual with a disability in the United States shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance or under any program or activity conducted by any Executive agency or by the United States Postal Service.” and defines a program as “a local educational agency system of vocational education, or other school system”. Students who have a disability, but do not qualify for an Individualized Education Plan (IEP) may have a 504 plan, that allows for accommodations as determined by their 504 team. If the team determines that it is in the best interest of a student to have modifications to their schedule such that they are no longer participating fully in all aspects of the IB program, then students' schedules will be modified as needed.  

Inclusion  

Inclusion at Vista Heights Middle School is an ongoing process of increasing access and engagement in learning for all students. The school and community and other authorized bodies actively seek to remove barriers to learning and participation. All students should have access to an appropriate education that affords them the opportunity to achieve their personal potential. The majority of students with special education needs, and/or a Section 504 plan will be successfully included in mainstream education with the right skills, training, strategies and support. Mainstream education will not be appropriate for every student. Equally, just because mainstream education may not be appropriate at a particular stage, it does not prevent the student from being included successfully at any other stage.  

If the IEP/504 team determines that the student requires a Special Education program that is not offered at Vista Heights, they receive services at a school that provides services as dictated by their IEP/504.

All students at Vista Heights Middle School, including students that are receiving Special Education services, have a 504 plan, or are an English Learner participate in the IB MYP to the greatest extent possible as appropriate based on each student’s needs. 

Accommodations 

We provide accommodations to all students who have special educational needs. Guidelines for the accommodations we follow are in keeping with the “Special Educational Needs within the International Baccalaureate Programmes,” unless additional accommodations are required as determined by the IEP team.

When the IEP team determines it is needed, students are placed into Special Day Classes for Mild to Moderate disabilities. This is only for students with qualifying conditions under the Individuals with Disabilities Education Act (IDEA) where the IEP team determines  that this is the best placement for the student according to individual need. The instruction in this classroom deviates from the overall IB Plan for the school and is geared towards meeting the cognitive, social, language, and emotional needs of these students. Read 180 provides a scripted reading intervention program in place of the MYP Language and Literature course. The Sonday System is a small, group focused literacy intervention program that provides diagnostic and prescriptive literacy support. This program supports students in place of having an MYP Design course. This is the case for no more than 54 Vista Heights students (in the 2022-2023 school year this affects 36 students). While these students are missing components of the overall school IB MYP program, the IEP team determines that the benefits provided by these two programs (i.e. time for the teacher to personalize instruction to the individual needs of the student, provide immediate feedback, time for reteaching, opportunities to build confidence through peer-to-peer collaboration) outweigh the loss of full participation in the IB MYP and therefore are in the best interest of the individual students and are in keeping with district-wide Special Education policy. 

The services provided at Vista Heights Middle School are Mild/Moderate in nature.  They range from the least restrictive Resource Specialists Program (RSP) which is a push-in collaborative model in the general education classroom, where the lessons are delivered by a general education teacher who has collaborated in lesson design and delivery with a Special Education teacher. The teacher to student ratio is 1:36 with the help of an instructional assistant and/or Resource Specialist. The next step in services along the least restrictive continuum is our Special Day Program which is a separate classroom where the general education instruction is delivered by a credentialed Special Education teacher. The teacher to student ratio is 1:18 with the help of at least one instructional assistant.

Each student in our Special Education program has their own Individual Educational Plan (IEP) which prescribes the specific services and accommodations they require to access the general education curriculum in the least restrictive environment. 

Some of these students, (less than 10) require the help of a personal instructional assistant throughout the school day. That decision is determined by the IEP team and is only used when required for the student to access the general education curriculum.

Speech services are also provided here at Vista Heights Middle School.  Those services are also determined by the IEP team and are delivered in a small group setting in a separate classroom. Usually the teacher to student ratio is 1:4 and that service is usually 30 minutes in duration once or twice a week, again depending upon the students requirements to access the general education curriculum.

Best Practices    

We follow four basic principles of good instructional practice that promote equal access to the curriculum for all learners across the continuum. These practices are particularly relevant to those with special needs.    

• Affirming identity and building self-‐esteem: Affirming identity and building self-‐esteem are crucial elements of instructional practices. Social and emotional conditions for learning that value all languages and cultures and affirm the identity of each learner promote self-‐esteem.    

• Prior Knowledge: When planning the range of new learning that can take place in any individual, previous learning experiences or prior knowledge are taken into consideration.    

• Scaffolding: Scaffolding is a dynamic practice in the learning process. It is a temporary strategy that enables learners to accomplish a task that would otherwise be too difficult to accomplish.    

• Differentiation: Differentiation is the process of identifying, with each learner, the most effective strategies for achieving agreed goals. Differentiation can help learners access the content at an appropriate level through a variety of resources.  

 IB Pedagogical Leadership Team Members (2023-2024):

Stephanie Williams-Mayrant - Principal

Stacey Lerma  - Assistant Administrator of Instructional Improvement and Academic Coaching

Jill Dayton, IB MYP Coordinator; Professional Development Specialist

Elliott Holt - Lead Counselor

Teachers:

Mychelle Blandin,  Valerie Gardea, Michelle Hoffman, Karissa Lang, Marisol Magana, Donald Mooneyham, Renee Mowrey, Kimberly Naoki,  Kathleen Orque, and Elicia Placencia

Special Education Teachers (2023-2024):

RSP:  Elizabeth Herrera, Marlin Camberos, Valerie Gardea, Maria Rodriguez

SDC: Nichlaus Elliott, Vanessa Williams, Katlynn Martinez

School Psychologist:  Veronica McLaughlin

Speech:  Alberto Castro & Christopher Trevino

Maria Esquivel, EL Facilitator 2023-2024

 

References:

El Sereno Middle School and Wilson High School IB Policy for Students Who Have Special Needs, 2016.

IBO document, Special Educational Needs within the International Baccalaureate Programmes, 2010.

Moreno Valley Unified School SELPA Handbook, http://www.mvusd.net.

Rosemary Nirschl, Professional Development Specialist: Special Education

California English Language Development Standards

Section 504, Rehabilitation Act of 1973

 

Here is a link to the VHMS Approaches to Grade Level Expectations Chart