Honesty, trust and integrity are vital components of the education process.  The Governing Board believes that academic honesty and personal integrity are fundamental components of a student's education and character development. The Board expects that students will not cheat, lie, plagiarize or commit other acts of academic dishonesty. 

Disciplinary Process for Violations of Academic Integrity

Categories of Violations of Academic Integrity

• • • • • • Copying any minor assignment, such as a one-night homework assignment (not including tests or quizzes) assigned to be done independently. If it is not clear which student did the original work, and which student copied the work, both are guilty of a Category A violation.
      • Collaborating on a minor assignment in a manner inconsistent with the expectations of the assignment for individual work.
      • Sharing work on a minor assignment with another student with the reasonable expectation that the other student might plagiarize that work.

• Collaborating on a major assignment, such as an assignment requiring multiple days to complete, in a manner inconsistent with the expectations of the assignment for individual work.
• Submitting plagiarized work, (other than copying a minor assignment as defined in Category A.) In the case of work plagiarized between students, if it is not clear which student did the original work, and which student plagiarized the work, both students are guilty of a Category B violation.
• Sharing work on a major assignment (as determined by the instructor) with another student with the reasonable expectation that the other student might plagiarize that work.
• Looking at another student’s work or paper during an exam, test, or quiz.
• Talking to or communicating with another student during an exam, test, or quiz.
• Using any unauthorized material or device during an exam, test, or quiz, such as a calculator, digital device or written notes.
• Giving or receiving test information to or from students in other periods of the same teacher or same course or from previous school years if that information gives the recipient an advantage in the testing situation.
• Altering a returned quiz, test or assignment with the purpose of deceiving the teacher about the student’s performance on that assignment.

• Stealing, receiving, or photographing exams, projects or assignments in any form.
• Altering grades on a computer database or in a grade book.

• A “V” notation in the Aeries gradebook for the assignment. The “V” notation denotes a violation of Academic Integrity. 
• A record of the violation in the student’s discipline file.
• Notification of the student’s family of the violation. 

Process for Restorative Justice

• The trained administrator or school representative will speak or meet with the student and parent/guardian to provide an overview of the Restorative Justice process and to assure consent.
• The trained administrator or school representative will speak or meet with the teacher of the student to assess whether or not he or she would like to participate in the Restorative Justice process. If the teacher would prefer not to participate, he or she will provide input to facilitate the process.  
• The Restorative Justice meeting will be scheduled.
• The established facts of the violation will be reviewed. 
• The individual speaking on behalf of those harmed by the violation, and others speaking as parties harmed by the violation, describe the nature of the harm done to them and the community.
• The student responds to the statements made by those harmed by the violation.
• The panel and the student have a moderated discussion by the trained administrator or school representative of the statements and the student’s response to determine that the student fully understands and accepts the nature of the harm done and his/her responsibility for actions that led to that harm. 
• If there is no agreement at this stage (as determined by the trained facilitator), the sanctions of the Traditional Disciplinary process will be imposed.
• The student provides potential solutions to repair the harm presented.
• The panel and the student then have a moderated discussion of how the student can provide a satisfactory restoration for the harms done. 
• All parties agree to a specific plan for the restoration of harms done, including dates for their completion.
• If the parties cannot agree to a specific plan for the restoration of harms done (as determined by the trained facilitator), the sanctions of the traditional discipline process will be imposed.
• The administrator or school representative follows up to ensure that the agreements are completed. If the student does not complete the agreements by the specified dates, he/she is referred for additional discipline.  

Process for Traditional Discipline