International Baccalaureate

Philosophy

Eakin Elementary School values academic integrity as an integral part of learning and as an essential component of developing principled members of the school community and the wider world. Students should be able to demonstrate their knowledge, skills, understanding, and ideas with honesty and integrity, taking into account developmental appropriateness and respect for the ideas of others.

Eakin actively promotes academic integrity and encourages its practice during the Primary Years Programme. The school emphasizes academic integrity as a responsibility of students, as a skill which develops progressively  throughout years of schooling as learners advance in their research, collaborative, citation, and overall digital literacy. The IB Learner Profile informs Eakin’s approach to academic integrity, as students demonstrate their understanding of being principled by being honest and responsible in their actions, acknowledging the ideas of others, and demonstrating integrity in their responsibilities. Moreover, responsible inquiry encourages students to develop as inquirers, thinkers, communicators, open-minded individuals, and reflective members of the school and wider community through practicing responsible research, thinking, communication of their ideas, and reflection on their impact

Purpose

• Establish clear, developmentally appropriate expectations for academic integrity across grades K–5.
• Teach students how to complete work honestly and responsibly.
• Develop research, source acknowledgment, citation, and digital-literacy skills.
• Provide consistent, educational responses when academic integrity concerns occur.
• Ensure that technology, artificial intelligence, translation tools, and other digital resources are used in ways that support rather than replace student learning.

What academic integrity means at Eakin

At Eakin, academic integrity refers to a commitment to reflecting one’s learning accurately and giving credit to the source of information, inspiration, materials, or guidance used in the educational process.

Conversely, academic misconduct refers to cheating, plagiarizing, using prohibited materials or assistance during an evaluation, presenting false information, and providing support to other students, and utilizing digital or artificial intelligence resources to complete assignments inappropriately. The expectations are applied depending on the students’ ages, the nature of the task, teacher instructions, accommodations, and language support services.

Student Expectations

Students will be taught what academic integrity means in their grade level and learning context. In doing so,students will be expected to:

• Do their own work to the best of their ability when a task is intended to be completed on their own.
• Work cooperatively when partner or group work is expected without copying or allowing others to copy their work.
• Give credit for information, ideas, images, or sources using the appropriate acknowledgment or citation as instructed by their teacher
• Use research materials, technology, artificial intelligence, translation tools, and other digital resources only in ways permitted by the teacher and appropriate to the learning goal.
• Be honest about how work was created and what resources were used
• Reflect honestly on mistakes, revise work when appropriate, and take responsibility for restoring trust when an academic integrity concern occurs

Academic integrity instruction develops progressively across the elementary years as our students develop. As such, expectations increase as students become more independent researchers and writers.

Primary grades (K–2)

Students learn that ideas, images, facts, and story elements can originate from others or outside sources. With teacher guidance, students identify and cite sources, differentiate between their own and others’ words and ideas, and practice producing original responses.

Intermediate grades (3–5)

Students use more sophisticated paraphrasing, document sources by noting their origin, apply simplified citation or bibliography formats with teacher guidance, distinguish between quoting and paraphrasing, assess relevance and value of sources, and attribute images, media, interviews, and digital resources. Expectations are reinforced in unit studies, research projects, Exhibition preparation, and other sustained investigations.

Collaboration and independent work

Collaboration plays an important role in each of our various curriculums and the  PYP but collaboration doesn't mean that students must present identical work unless it is intended that their work will be a joint product. Teachers will inform  when it is appropriate to discuss, divide responsibilities, provide peer feedback, or create work together and when students will be responsible for demonstrating individual understanding.

Digital tools, artificial intelligence, and translation

Digital tools can support inquiry, accessibility, language development, creativity, and feedback when their use is transparent and aligned with the learning goal. Teachers communicate when specific tools are permitted and what type of assistance is appropriate.

Students may not use artificial intelligence, answer-generating tools, translation tools, or other digital tools to produce work that they then submit as their own in place of the critical thinking, writing, problem-solving, or language practice skills the task is meant to assess. Teacher-approved uses, documented accommodations, assistive technology, and language accessibility tools are not considered a breach of academic integrity.

Responsibilities of the school community

Students

Students participate honestly, follow directions about independent and collaborative work, acknowledge sources, ask questions when expectations are unclear, and reflect on and correct concerns when they occur. As students grow, they take increasing responsibility for tracking sources and explaining how their work was created.

Teachers and staff

Teachers and staff demonstrate academic integrity through their own use of sources. They explicitly teach research, paraphrasing, source acknowledgment, appropriate collaboration, and responsible use of technology; design learning experiences that emphasize and reward original thinking; teach what and when help or collaboration is appropriate; and provide scaffolds that enable students to meet expectations on their own. Faculty and staff understand the difference between intentional academic misconduct and a lack of skills in an area of academic integrity and provide opportunities for restoration.

Families

Families support academic integrity by promoting the students' own efforts and accomplishments, reinforcing school rules and expectations, supporting their children to do their own work by helping them to learn how to allocate their time and resources wisely, not completing assignments for them, and by recognizing effort and progress as well as the final product. Families should consult teachers if they have questions regarding the expectations and requirements of the assignment.

School leadership and PYP coordinator

School leadership and the PYP coordinator support consistent implementation of this policy, ensure that staff have access to professional learning and common expectations, help address repeated or significant concerns, and review the policy in relation to other Eakin PYP policies and current district guidance.

Responding to academic integrity concerns

Academic integrity concerns should first treated as learning experiences with conversation and restoration. Responses to academic integrity at Eakin are developmentally appropriate, take into account the age of the student, the understanding of the expectation, the intent, previous instruction, the nature of the task, and any documented accommodations or language supports.

When a concern occurs, staff may:

• Discuss concern with student to determine what part of work or process did not meet expectations.
• Reteach skill or expectation (e.g., paraphrasing, source acknowledgment, collaboration, technology use).
• Ask student to revise, redo, or complete an alternate version of work so that evidence reflects their own understanding.
• Use reflection or restorative conversation to help them recognize the impact of their choice and repair trust.
• Speak with the student’s parent/guardian if the concern is significant, repeated, or requires additional support.
• Involve school administration if concerns are repeated, deliberate, significant, or linked to broader district expectations.

Responses should not prevent a student from continuing to learn the intended content or skills. Any disciplinary response will follow applicable MNPS procedures and will be considered separately from the instructional need to obtain accurate evidence of student learning.

Assessment and academic integrity

Assessment evidence should reflect the student’s own knowledge, understanding, and skill. Teachers use their professional judgment to determine whether assistance, accommodations, collaboration or the use of digital tools uphold the purpose of an assessment. If the source of evidence is not clear, teachers should seek to develop further understanding of what occurred and provide the student with another opportunity to demonstrate their understanding.

Eakin’s Assessment Policy provides additional guidance regarding assessment practices, access, feedback, and the use of multiple forms of evidence.

Connection to the PYP and Learner Profile

Academic integrity is reinforced throughout the inquiry process and embedded in the PYP. Students are encouraged to ask questions, obtain information responsibly, consider multiple viewpoints, communicate effectively, and evaluate and reflect on the decisions that they make as learners. The most evident link between academic integrity and the IB Learner profile is being principled. In addition, responsible inquiry fosters students as inquirers, thinkers, communicators, open-minded learners, and reflective learners.

Communication and review

Academic integrity expectations will be communicated through classroom instruction, family communication, student project guidance, and other school resources as appropriate. The policy will be available with Eakin’s other PYP policies and will be reviewed at least annually by school leadership and the PYP coordinator with input from staff and, when appropriate, students and families. Revisions will consider changes in technology, district guidance, student needs, and evidence from implementation.

This policy should be read alongside Eakin’s Assessment, Inclusion, Language, and Access/Admission policies so that expectations for academic integrity are consistent with the school’s commitments to equitable access, multilingualism, assessment validity, and student agency.

References

International Baccalaureate. Academic integrity. 2019.

International Baccalaureate. Programme standards and practices. 2020.

Metro Nashville Public Schools. Applicable student, assessment, technology, accessibility, and disciplinary procedures.

Purpose and access to the PYP

As a public school within Metro Nashville Public Schools (MNPS), Eakin Elementary welcomes all students. Our school serves students from kindergarten through fifth grade and is open to students residing within our zone of attendance, as well as to students outside the zone through the MNPS lottery system conducted by the MNPS Office of School Choice.

Enrollment for students living in zone

Eakin accepts eligible K–5 students living within its attendance zone through MNPS registration, without a lottery application. Families confirm their assigned school through the MNPS Zone Finder or an Enrollment Center. District rules govern age eligibility, residency, grade placement, and authorized assignments. [1]

Admission through MNPS School Options

Families outside Eakin’s zone may apply through the MNPS Optional Schools Application via the Office of School CHoice. Applicants must meet district eligibility requirements, including Davidson County residency at application. Families obtain an MNPS student ID, list Eakin on their application, and complete the application within the published deadlines. [2]

MNPS allocates available seats through computerized random selection, using district priorities and waitlists. Applying does not guarantee admission. Eakin follows district placements and operates no separate lottery. Families must accept an offered seat and complete registration. Continuing students do not ordinarily reapply to remain at Eakin; district continuation rules apply. [2–3]

Equitable enrollment and participation

Eakin follows MNPS nondiscrimination requirements. Any families requiring district assistance when language, disability, technology, or missing documents create enrollment barriers will be supported and connected to the appropriate supports by staff. Students experiencing homelessness receive immediate enrollment under applicable protections even when required documents are unavailable. [1, 4]

Eakin’s primary instructional language is English, while Spanish is offered in K–5. Families speaking another language at home are connected with the MNPS Office of English Learners for registration assistance and required screening to identify language support needs so that Eakin can best support them as learners. [1]

In addition, Eakin is the only MNPS elementary school that serves the district’s Deaf and Hard of Hearing elementary students, with ASL interpreters supporting communication in general education. Staff coordinates access with families, the Deaf education staff, interpreters, and specialists. Individualized Education Programs, Section 504 plans, and district procedures guide services and placement. Specialized services at Eakin do not replace district enrollment or placement procedures.

District references

[1] MNPS. Register for School. View guidance

[2] MNPS. School Options. View guidance

[3] MNPS. Optional Schools FAQ. View guidance

[4] MNPS. Non-Discrimination Statement. View guidance

Revised August 2026

Philosophy

Assessment offers a window into what students know, understand, and can do. At Eakin Elementary, assessment is integral to planning, teaching, and learning. Collaborative reflection among teachers, students, and families helps make learning visible and guides decisions that support each student’s growth.

Assessment at Eakin serves three connected purposes:

• Guide instruction by identifying prior understanding, strengths, misconceptions, and next steps.
• Monitor and communicate progress in knowledge, conceptual understanding, and skills.
• Help students reflect, use feedback, and take increasing ownership of their learning.

Principles of assessment

Assessment is transparent, equitable, authentic, developmentally appropriate, valid, and reliable. Teachers select tasks that measure the intended learning and use clear criteria to support consistent judgments. Assessment is planned within subject learning and the programme of inquiry, with a purposeful balance of formative and summative evidence.

Teachers assess prior knowledge before new learning, communicate expectations, and provide timely feedback that students can act on. Through each of our curriculums and our units of inquiry, students have opportunities for peer assessment, self-assessment, and reflection.

Assessment also takes into consideration students’ cultural and linguistic backgrounds and provides opportunities, where relevant to the learning, to consider different perspectives and apply understanding in local and global contexts. Teachers select tasks and materials that allow students to draw on varied experiences without assuming a single cultural perspective. Reflection opportunities and continuous discourse with one another encourages students to consider how their learning shapes their understanding of others.

Effective assessments

For teachers, effective assessment supports planning, reveals understanding, informs differentiation, and produces evidence that students and families can understand. Teachers collaborate to review criteria and student work and use findings to adjust instruction.

For students, effective assessment offers varied ways to demonstrate learning, makes success criteria clear, and provides opportunities to explain thinking, consider feedback, revise work, and identify next steps. Reflection helps students recognize connections within and across units of inquiry.

Students participate in assessment by examining criteria and exemplars, reflecting on evidence of their learning, and identifying next steps with teacher guidance. Students use feedback and self-assessment to set and revisit learning goals. Opportunities for participation are adapted to students’ developmental and communication needs.

Assessment Strategies

What is assessed?

Eakin assesses learning against Tennessee academic standards, district curriculum expectations, and the learning goals of the PYP programme of inquiry. Evidence addresses subject knowledge, conceptual understanding, and approaches to learning. Within units of inquiry, teachers assess understanding of the central idea and relevant concepts. Students also reflect on the development of IB learner profile attributes. Academic achievement is communicated distinctly from behavior, work habits, and learner profile development.

How we assess

Formative assessment. Teachers use questions, discourse, quick checks, work samples, and reflection during learning to adjust instruction and provide feedback. Formative evidence does not receive a recorded grade but instead provides invaluable feedback to inform teaching practices.

Summative assessment. At meaningful points throughout our curriculums, including the conclusion of a unit of inquiry, students demonstrate learning through writing, investigations, presentations, performances, projects, or tests.

Required district and state assessments

Designated staff administer required assessments and follow current MNPS and state directions for eligible students, accessibility, security, and testing windows. The annual MNPS calendar governs changes. [3–5]

Assessments

• FastBridge and required academic or dyslexia screening
  • Students: K–5
  • Timing: Fall, winter, spring
• Intervention progress monitoring
  • Students: Students receiving intervention
  • Timing: Per intervention plan and district protocol
• MNPS District benchmarks
  • Students: Grades 3–5, as assigned
  • Timing: First three quarters, per district calendar
• TCAP Achievement
  • Students: Grades 3–5
  • Timing: Annual state window
• ELPA21 and eligible alternate form
  • Students: English learners, K–5
  • Timing: Annual state window
• DLM ELA and mathematics; TCAP-Alt science
  • Students: Eligible students, grades 3–5
  • Timing: Published assessment windows

Additional required measures, including written-expression screening, are administered according to the current district calendar. Curriculum assessments are used when they provide the needed evidence; teams develop common tasks when additional evidence is necessary.

Reporting and Recording

Report cards and progress reports

Families receive report cards every nine weeks and progress reports approximately midway through each quarter, using district-required formats and the MNPS calendar. Teachers explain achievement, strengths, and next steps and communicate concerns promptly. Eakin plans to introduce an IB reflection insert; this is not currently in use.

Parent–teacher conferences

Conferences occur on district-designated days and as needed. Families and teachers exchange information, review evidence of growth, identify concerns, and agree on goals and next steps.

As part of family reporting, teachers are expected to use classroom evidence to explain students’ conceptual understanding, approaches to learning, and learner profile development. These conversations should identify strengths, areas for growth, and next steps and complement district progress reports and report cards.

Student–teacher conferences

Ongoing conversations help students understand feedback, reflect on progress, and set goals.

Assessment results and records

Teachers share screening and assessment results through approved school and district channels. Staff maintain accurate records and use district grading procedures. Families may seek clarification from the teacher and refer unresolved concerns to school administration.

Teachers document student learning through assessment results, dated observations, work samples, and student reflections. During instructional collaboration, teams examine evidence across time to identify growth in knowledge, conceptual understanding, and skills. Teachers use this information to plan instruction, provide feedback, and identify next steps. These practices provide ongoing documentation of learning while Eakin develops a consistent schoolwide portfolio process.

IB portfolios

Purpose

Portfolios document growth, higher-order thinking, creativity, and reflection within and beyond the programme of inquiry. They support student ownership and communication with teachers, peers, and families.

Implementation

A consistent K–5 portfolio process is planned and is not currently implemented schoolwide. Leadership and the PYP coordinator will work with teams to select a format, provide resources, and establish routines and an implementation timeline.

Contents

Once implemented, portfolios will include dated work showing growth, a student-selected piece and reflection from each unit of inquiry, and learner profile and approaches to learning reflections at least once each semester. Unit selections will identify the transdisciplinary theme and central idea. Reflections will explain learning and possible further investigation.

Management and location

Students will select and organize evidence with teacher guidance. Teams will establish an approved physical or digital location, family access, grade-to-grade transfer, and how students receive their collection when completing fifth grade or leaving Eakin. Evidence may include writing, mathematics, investigations, art, photographs, recordings, and performances.

Grade-level teams make common unit assessments and criteria available to the PYP coordinator and common Math and ELA assessments available to the instructional coach through approved shared systems. Individual records, recordings, and portfolio access follow district privacy, consent, and retention procedures.

Analyzing Assessment Evidence

Eakin’s instructional teams meet primarily on Tuesdays and Thursdays, incorporating the IB framework into collaborative planning for Math and English language arts. Teachers, the instructional coach, and school leaders use this structure to examine quick checks, work samples, discourse evidence, screening results, and benchmark data. Teams connect academic standards and conceptual understandings with success criteria and approaches to learning.

Teams identify what students understand, where misconceptions remain, and what instruction should follow. They specify the students needing support or extension, the next action, the person responsible, and the evidence that will show whether it worked. Responses include adjustments to Tier I instruction, flexible grouping, targeted reteaching, and personalized support or enrichment during R&R. Follow-up evidence determines whether to continue, change, or intensify support.

Teachers review common criteria and examples of student work to strengthen scoring consistency. Screening, diagnostic information, and intervention progress monitoring inform MTSS decisions. When state assessment results become available, teams examine patterns across the school and grade levels alongside classroom evidence.

Discourse as evidence of IB learning

In Math, ELA, and units of inquiry, teachers assess how students explain ideas, support claims with evidence, compare strategies or perspectives, ask questions, and build on or reconsider a peer’s contribution. These opportunities develop communication, thinking, and social skills and support students as communicators, thinkers, and reflective, open-minded learners. [7]

Teachers plan questions and discussion opportunities with the intended learning in mind. Observation notes, explanations, work samples, and follow-up tasks reveal understanding and misconceptions. Students reflect on how discussion changed their thinking. Teachers assess the reasoning demonstrated; frequency of speaking alone is not evidence of mastery.

Equitable access to assessment

Teachers plan accessible tasks and implement applicable IEPs, Section 504 plans, and English learner Individual Learning Plans, coordinating with specialists and families. Students may demonstrate learning through spoken or signed language, writing, visuals, demonstrations, or augmentative and alternative communication, as appropriate to the assessment’s purpose.

For Deaf and Hard of Hearing students, teachers coordinate with Deaf education staff and ASL interpreters to support access while preserving the student’s own response. For multilingual learners, teachers distinguish content understanding from English proficiency when language is not the target. Teachers communicate any modified learning expectations. District and state assessments follow their own eligibility and accommodation rules. Translation and qualified interpretation support family participation.

PYP Exhibition

All fifth-grade students participate in the PYP exhibition as the culminating experience of Eakin’s K–5 programme. Students pursue an inquiry into an issue or opportunity of significance to them, applying knowledge, conceptual understanding, approaches to learning, and learner profile attributes. Teachers and mentors guide the process while supporting student ownership. [6]

Assessment considers both the inquiry process and the demonstration of learning. Evidence includes questions, research and source use, reasoning, collaboration, individual contributions, reflection, and meaningful action arising from learning. Students and teachers use clear criteria and ongoing feedback. Each student has an accessible way to contribute and share learning with the community.

Reviewing assessment practices

Review is ongoing through collaborative planning. Teams evaluate formative and summative tasks during unit reflection, considering whether they revealed understanding, supported access, and informed instruction. Teachers participate in required state, district, and school training and professional learning on PYP assessment, feedback, task design, and consistent scoring.

The principal and PYP coordinator review this policy annually with community input, considering student learning, access, reporting, workload, and current guidance. Leadership establishes responsibilities, resources, and timelines for planned practices and reviews evidence of implementation. Revisions are documented and communicated to staff and families.

The principal and PYP coordinator will maintain a development plan for schoolwide portfolios, student-led conferences, and the IB reflection insert. The plan will identify the responsible staff, resources, target dates, and evidence of progress for each initiative. Practices will remain identified as planned until implemented. Policy revision records will include adoption and revision dates and the next scheduled review. Leadership will identify and communicate where staff and families can access the current policy.

Shared responsibilities

Students have the right to understand the purpose and criteria of an assessment, receive appropriate access supports, demonstrate their own learning, and receive feedback that helps them improve. Students and families have the right to understandable information about progress and an explanation of assessment decisions. Questions should first be discussed with the teacher. Unresolved concerns may be referred to school administration for review in accordance with district procedures.

Teachers and specialists plan accessible assessments, provide feedback, maintain records, and coordinate responses. Students participate honestly, reflect, and use feedback. Families share relevant information and support student ownership. Leadership and coordinators support implementation, professional learning, and required testing procedures.

Assessment must represent the student’s own learning. Teachers explain permitted collaboration, assistance, and digital or AI tools in line with district guidance and the academic integrity policy. Staff follow testing security and privacy requirements. This policy works alongside Eakin’s language, inclusion, academic integrity, and access/admission policies.

References

[1] International Baccalaureate. About assessment.

[2] International Baccalaureate. Learning and teaching (2018), assessment section.

[3] MNPS. Tests and Assessments—annual testing calendar.

[4] MNPS. Multi-Tiered System of Support.

[5] Tennessee Department of Education. English Learner Assessments.

Dynamic Learning Maps. Tennessee assessment resources.

[6] International Baccalaureate. The learner—PYP exhibition.

[7] International Baccalaureate. Learning and teaching—conceptual inquiry and approaches to learning.

 

Philosophy

Eakin Elementary values the diverse strengths, identities, languages, and learning needs of its K–5 community. Every student enrolled at Eakin has access to the Primary Years Programme (PYP).

At Eakin, we provide differentiated instruction and individualized support to those students who need it. Eligible students receive services and documented accommodations or modifications through an Individualized Education Program (IEP) or Section 504 plan. Students with disabilities are educated in the least restrictive environment appropriate to their individual needs. Classroom support may be temporary or ongoing and does not depend on a formal diagnosis. [4–5]

Ensuring that all students have equitable access puts the IB learner profile into practice. Students and adults show caring by responding to others’ needs, act as principled members of the community by supporting fairness, and remain open-minded toward different experiences and perspectives. Learning alongside people with varied languages, cultures, abilities, and ways of communicating develops international-mindedness and respect for our shared humanity. [8]

Purpose

• Maintain open access to the PYP and meaningful participation in school learning and activities.
• Ensure that responsible staff understand and implement documented accommodations, modifications, and services.
• Support timely identification, intervention, enrichment, and review of student needs.
• Define the shared responsibilities of staff, students, and families.

Practice

Differentiation

Teachers, through the use of High Quality Instructional Materials (HQIM) identify clear learning targets and provide accommodations as needed so that all students are able to access information, participate, and demonstrate understanding. Specific strategies our teachers have explicit experience with include modeling, visuals, accessible texts, concrete materials, flexible grouping, language scaffolds, and extension. Eakin’s instructional teams meet primarily on Tuesdays and Thursdays, incorporating the IB framework into Math and ELA planning. In instructional collaboration, grade level teams use data collected from classes to adjust Tier I instruction and personalize support or enrichment during R&R.

Academic support through MTSS-A

Eakin uses MNPS’s academic multi-tiered systems of support to identify and address learning needs. FastBridge screening, classroom assessments, observations, and family input all provide data to inform decisions about what is best for students. Targeted and intensive interventions supplement core instruction and are assigned to based on their performance on our screening methods. Staff responsible for these interventions use progress monitoring and evidence of implementation to continue, adjust, or intensify support and communicate progress to families with the assistance of the MTSS-A Team. [2]

Figure 1. MNPS Multi-Tiered System of Support (MTSS) framework for academic, behavioral, and social-emotional support.

Alt text: Multi-Tiered System of Support (MTSS) is a framework that ensures the appropriate academic, behavioral, and social-emotional supports are in place for every student. Data-based decision making: evaluate, define, analyze, implement, connected by arrows. Inverted triangle with 4 layers. Descending arrows labeled "increased support for students". Top layer reads academic, behavioral, and social-emotional learning (RTI2 + RTI2-b). Tier 1: High-quality instruction and support for every student. Tier II: Interventions targeted to meet needs of some students. Tier III: Intensive interventions targeted to meet needs of a few students. Most intensive intervention for students with disabilities.

Legal framework

Eakin follows the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, the Americans with Disabilities Act (ADA), applicable Tennessee special education requirements, and MNPS policies and procedures.

Exceptional education and Section 504

When a disability is suspected, staff promptly follow district referral and evaluation procedures and ensure that families are connected and involved. Parents also have the right to request an evaluation.

For eligible students, the IEP specifies goals, specially designed instruction, related services, accommodations, and placement. The IEP team, including the family, makes decisions in collaboration to best support the student in their least restrictive environment.[4]

Section 504 procedures address qualifying disability-related access needs. General education and exceptional education staff collaborate to implement student plans across relevant settings, including Related Arts and school activities.

Deaf and Hard of Hearing students

Eakin is the only elementary school where Deaf and Hard of Hearing students learn alongside peers in general education settings with the assistance of district appointed American Sign Language(ASL) interpreters. Shared classes, daily interactions, and club opportunities also expose the wider school community to ASL and introduce our students to different ways of communicating. Interpreters’ primary responsibility is communication access for the students they support, while teachers remain responsible for instruction, assessment, and relationships with students.

School staff coordinate with Deaf education teachers and interpreters, share materials in advance when able, and provide accessible visual or captioned materials as appropriate. Assistive technology is provided by the district for our students and audiologists are available for consult when needed. ASL, spoken language, written language, and augmentative or alternative communication are all methods used to ensure these students have the same access to education that their peers do.

Multilingual learners

English is Eakin’s primary instructional language, and Spanish is offered as a related art weekly for all students across K–5. Home languages and cultural knowledge are viewed by our school as resources for learning. Classroom teachers and English language development staff collaborate to support grade-level content and inquiry. Eakin relies on MNPS identification procedures and Individual Learning Plans in order to guide services for affected students. [6] Additionally, families with language barriers do have access to appropriate interpretation and translated information via the district’s office of English Language Learners.

Behavioral and Social-emotional support through MTSS-B

Eakin utilizes MTSS-B to identify and address social, emotional, and behavioral needs. All students in all classes receive Tier I behavioral supports across all classes which includes explicit teaching of routines, expectations, communication, self-regulation, and relationship skills. The MTSS-B team meets bo-weekly to review screening, referrals, attendance, classroom observations, and student and family input. [2]

Targeted Tier II supports may include check-in/check-out, small-group counseling, scheduled breaks, and school–home notes. Teams match support to the student’s needs, establish measurable goals, identify responsible staff, and communicate with families, obtaining consent when required. Staff collect response data, including daily behavior ratings or intervention records. Teams review progress and implementation to continue, adjust, intensify, or gradually reduce support.

Individualized behavioral support is coordinated with applicable IEPs and 504 plans. Temporary medical or emotional needs are addressed through school and district processes, with support reviewed as circumstances change.

Gifted and Talented Education

Eakin provides support to students who need greater depth, complexity, and increased academic rigor. Eligible students receive differentiated enrichment through the MNPS Gifted and Talented Education (GATE) program. Service schedules follow current school and district arrangements. Classroom enrichment remains available according to learning needs, whether or not a student qualifies for GATE. [7]

GATE screening

K–5 students are considered through current MNPS screening procedures. Teachers and families may raise concerns about advanced learning needs with the classroom teacher, GATE teacher, or administration. Eligibility for the GATE program is determined through the district’s multiple-measures matrix, including benchmark and cognitive aptitude evidence. [7]

Eakin staff follows current district testing windows and referral procedures, including spring consideration and additional opportunities for eligible students who were not tested in the spring.

Accessible assessment

Students receive appropriate access supports in everyday instruction and classroom assessment. Responses may include speaking, signing, writing, visual representation, demonstration, or assistive communication. Evidence must reflect the student’s own understanding and the intended learning. Staff review whether supports improve access while maintaining an appropriate level of rigor. [1]

Classroom accommodations do not automatically authorize the same support on standardized assessments. Staff follow applicable district or state manuals and student plans. Eakin’s assessment policy provides further guidance on assessment access.

Rights of the school community

Students have the right to equitable access to the PYP, respectful treatment, appropriate challenge, and the supports for which they are eligible. They have opportunities to express their needs and perspectives through accessible communication. Families have the right to understandable information, appropriate interpretation, participation in decisions concerning their child, access to educational records as provided by law, and applicable procedural safeguards and review processes. [5, 9–10]

Staff have the right to respectful treatment, access to relevant student-plan information within their responsibilities, professional support, and consideration of reasonable workplace accommodations through MNPS procedures. Students, families, and staff may raise access or discrimination concerns through applicable district procedures. [5]

Roles and responsibilities

Teachers and case managers

Teachers implement plans, differentiate instruction, monitor progress, and follow referral procedures. Exceptional education case managers share IEP requirements, coordinate services, monitor goals, and communicate with families.

Specialists and paraprofessionals

Specialists coordinate services and classroom access. Paraprofessionals follow plans under teacher and case-manager direction, promote independence, and report observations. Interpreters provide communication access.

Students and families

Students share needs and seek help with adult support for self-advocacy. Families share strengths, concerns, updates, and communication preferences and participate in planning. Concerns may be raised with staff or through district review procedures.

School leadership and PYP coordinator

Coordinate resources, scheduling, professional learning, and implementation; address access barriers; and ensure staff have the information needed to support students.

Communication and evaluation

The policy will be published on Eakin’s website and available through the school office, with accessible communication support as needed. Professional learning and collaborative planning will address differentiation, assessment, ASL access, language development, and student plans.

The principal and PYP coordinator will review the policy annually with staff, student, and family input, considering progress, participation, referrals, barriers, and support effectiveness. Revisions will be documented and communicated. Related policies address access/admission, language, assessment, and academic integrity.

References

[1] International Baccalaureate. Access and inclusion policy (2018), pp. 1–7. General access principles; school-provided copy.

[2] MNPS. Multi-Tiered System of Support.

[3] U.S. Department of Education. OSEP Memorandum 11-07: RTI and timely evaluation (2011).

IDEA regulation, 34 CFR § 300.301.

[4] IDEA regulation, 34 CFR § 300.114: Least restrictive environment.

[5] MNPS. ADA and 504 Compliance.

[6] MNPS. English Learners.

[7] MNPS. Gifted and Talented Education.

[8] International Baccalaureate. Programme standards and practices, Culture 2 and Culture 6.

[9] Tennessee Department of Education. Special Education Legal Services—rules and procedural safeguards.

[10] IDEA regulation, 34 CFR § 300.501: Records and parent participation.

Purpose and language philosophy

As Eakin Elementary strives to prepare students to be life-long learners and global citizens, we recognize the importance of language as a key component of identity, learning, relationships, and connection with those around us in the world. At Eakin, language enables students to inquire, explain their thinking, consider different perspectives, and take meaningful action through the PYP. Language is an essential tool through which people can bridge differences, share ideas, and solve problems in a respectful, caring, and peaceful world. We embrace and encourage linguistic diversity within our school and strive to support the development of all mother tongues (home language) spoken within our community.

Additionally, Eakin’s linguistic community includes students who are Deaf or Hard of Hearing and use American Sign Language (ASL). Members of the wider school community encounter ASL through shared classes, everyday interactions, and school activities. ASL interpreters provide communication access for students whose educational plans include interpreting services. Clubs offer additional opportunities for students to learn skills, like ASL, and participate with the deaf and hard of hearing community. These experiences broaden opportunities for shared communication and understanding of linguistic diversity. Eakin values the languages and identities of Deaf and Hard of Hearing students as integral to our school community.

All teachers share responsibility for language development. Within the PYP, students learn language, learn through language, and learn about how language works. Language instruction supports inquiry, intercultural understanding, student agency, and the learner profile, especially the attributes of communicator, inquirer, open-minded, caring, and reflective.

Language across the curriculum

English is Eakin’s primary language of instruction. Teachers provide explicit instruction in foundational literacy, vocabulary, comprehension, oral language, and writing through the district-adopted curriculum (Wit and Wisdom for ELA, StemScopes for Math, and HMG for Science) and grade-level standards. The PYP Units of inquiry offers meaningful contexts for applying these skills across subjects and the programme of inquiry.

During collaborative planning, teachers identify both the content students will learn and the language they will need to participate. Instruction across all subjects includes purposeful discussion, teacher modeling, visual supports, accessible texts, structured collaboration, rehearsal, and feedback. Scaffolds are adjusted on an as needed basis as students develop independence while maintaining appropriately challenging learning goals.

Classrooms provide opportunities to listen, speak, read, write, view, and present. Teachers invite students to draw on prior knowledge, home languages, and multiple communication methods when these support the learning purpose. Students learn to communicate respectfully and to value differences in language and expression.

English language development

Eakin follows current MNPS and Tennessee procedures for identifying, serving, assessing, and monitoring English learners. Each of the Enrollment Offices across the district use the district Home Language Survey and relevant prior records to determine when state-approved English proficiency screening is needed. Speaking another language at home does not, by itself, establish eligibility for English learner services.

Students who qualify receive English language support services from appropriately licensed English learner (EL) teacher. The EL teacher and classroom teachers coordinate instruction and implement the student’s Individual Learning Plan (ILP), consistent with current state and district requirements.

English language development is delivered through targeted instruction and classroom supports according to student needs and current state and district requirements. English learner and classroom teachers coordinate language goals, instructional strategies, and progress monitoring. Scheduling decisions are made intentionally at the beginning of the year to ensure and support access to grade-level instruction without disruption.

Teachers utilize language proficiency data alongside other forms of student classroom evidence to plan instruction, review progress, and adjust support. Families receive information about services and progress. Exit decisions and follow-up monitoring follow current state and district procedures; they are not based on a single classroom assignment or teacher impression but rather on a preponderance of data that supports these decisions.

Spanish instruction: Kindergarten–Grade 5

In an effort to promote global-mindedness and reinforce the benefits of multilingualism, Eakin provides Spanish instruction to all students from kindergarten through fifth grade. Student exposure to a foreign language offers opportunities to develop communication skills, explore connections among languages, and understand perspectives and experiences within diverse Spanish-speaking communities.

Spanish instruction builds progressively across grades through age-appropriate interaction with spoken, written, and visual language. Learning experiences across grades include conversations, stories, songs, games, reading, writing, and presentations. The goal of Spanish instruction at Eakin is that students build competency in a foreign language and develop further cultural awareness and cross-cultural understanding.

Instructional schedule: Students in kindergarten through third grade receive 60 minutes of Spanish instruction every five school days. Students in fourth and fifth grades receive 60 minutes of Spanish instruction every seven school days. The schedule and curriculum progression are reviewed to support continuity and equitable participation.

Home and heritage languages

Because we serve students from a variety of backgrounds and cultures, a significant portion of our student population speaks a language other than English at home. Eakin encourages families to sustain these languages through conversation, reading, storytelling, and community connections. Classroom practices may include multilingual texts, bilingual glossaries, comparisons across languages, and opportunities to plan or discuss ideas in a familiar language before sharing learning with a wider audience.

MNPS district staff gathers information about students’ language experiences and family communication preferences and that information is housed in our student information system Infinite Campus. Support for home languages does not imply that Eakin provides formal instruction in every language represented, but the district does offer translation services via the Office of English Language Learners.

Accessible communication and inclusion

Eakin recognizes that students communicate in different ways. Language differences and developing English proficiency are not, by themselves, evidence of a disability. Multilingual students with disabilities receive coordinated language and disability-related support appropriate to their individual needs.

Because Eakin is the only MNPS elementary school that serves students who are Deaf or Hard of Hearing, communication access is determined individually through the student’s educational planning process. Supports may include signed language, interpretation, spoken language, captioning, visual information, and assistive listening technology. As we do for all students, the methodology used to support these students is based upon what is necessary for the individual needs of the studemt.

Students who use augmentative and alternative communication (AAC) must have meaningful opportunities to ask questions, respond, collaborate, and demonstrate understanding. Teachers collaborate with exceptional education staff, speech-language professionals, interpreters, audiologists and families as appropriate. Required supports are implemented through applicable student plans and the inclusion policy.

Assessment and use of evidence

Language assessment informs next steps in instruction and helps students understand their growth. Teachers gather evidence through observation, conversation, reading and writing tasks, presentations, student work, and reflection. They explain learning goals and success criteria in language students can understand and provide specific, actionable feedback.

Classroom assessment

Teachers consider whether a task measures content understanding, language development, or both. Where language proficiency is not the intended target, students may use appropriate visuals, demonstrations, home-language resources, or other response modes to show understanding.

English proficiency assessment

Identified English learners participate in the state-required annual English language proficiency assessment. Current Tennessee guidance identifies ELPA21; alternate assessment participation and accommodations follow applicable eligibility and administration requirements. Annual proficiency testing is distinct from classroom progress monitoring. [3]

Spanish assessment

The Spanish teacher uses developmentally appropriate evidence of communication and understanding to monitor growth across the instructional sequence and provide feedback. Assessment accounts for students’ prior exposure and opportunities to learn without assuming the same starting proficiency for every student.

Collaborative response

Teachers and specialists review recent evidence during instructional collaboration to determine the next teaching response. Teams identify the skill or language demand requiring attention, plan an adjustment, and collect follow-up evidence. Reporting, grading, and reassessment procedures are addressed in the assessment policy.

Family communication

Eakin records family language preferences and uses district-supported translation and qualified interpretation to support meaningful participation in school communication and meetings. Families may request language assistance through their child’s teacher or the school office; staff coordinate support through district procedures and the Office of English Learners.

Shared rights and responsibilities

Students

Students are entitled to respectful treatment of their linguistic identities and access to appropriate communication supports. They participate in learning, use available supports, reflect on progress, and respect the languages and communication needs of others.

Families

Families are entitled to information in an accessible and understandable way, as well as opportunities to participate in decisions affecting their children without language barriers. They are invited to share language histories, communication preferences, and feedback, and to support language learning in ways that fit their circumstances.

Classroom and related arts teachers

Teachers plan for language demands, teach relevant vocabulary and communication skills, provide appropriate access, and use evidence to adjust instruction. They collaborate with specialists and implement relevant student plans.

Language and support specialists

English learner and Spanish teachers contribute language expertise, plan instruction, and communicate progress. Exceptional education staff, speech-language professionals, interpreters, and other service providers coordinate communication access within their professional roles.

Leadership and the PYP coordinator

School leaders and the coordinator organize policy review, staff learning, communication, and resource planning. They examine whether schedules and practices enable students to participate and ensure that adopted commitments have clear owners.

Resources and professional learning

School leaders, teachers, and the librarian review print, digital, and communication resources in relation to students’ needs. Priorities include culturally representative literature, multilingual materials, accessible formats, Spanish learning materials, and appropriate assistive tools. The school maintains a current inventory and identifies gaps to inform resource planning and purchasing.

Professional learning addresses language development across content areas, explicit literacy instruction, scaffolding, multilingualism, accessible communication, and interpretation of assessment evidence. Staff induction includes this policy. Coaching and collaborative planning support its application, with specialist roles documented according to current staffing.

Communication, review, and related policies

The principal and PYP coordinator lead an annual review of this policy and additional reviews when significant programme, demographic, or district changes occur. The review includes classroom and specialist perspectives and opportunities for student and family input. The team examines participation, language development, family access, resource needs, and classroom practice, then documents revisions and implementation actions.

School leadership is responsible for making this policy available to staff and families through school communication channels and providing accessible formats or language assistance as needed. The policy is included in staff induction and reviewed through professional learning. Leadership maintains a record of policy revisions, review participants, and actions to strengthen implementation.

This policy is read with Eakin’s access/admission, inclusion, assessment, and academic integrity policies and applicable MNPS procedures. Together, they address programme participation, communication supports, valid assessment, and transparent acknowledgment of translation or other assistance when relevant to a task.

References

[1] Tennessee Department of Education. English Language Development.

[2] Tennessee Department of Education. English as a Second Language Manual.

[3] Tennessee Department of Education. English Learner Assessments.

International Baccalaureate. Inclusive education in the IB.

International Baccalaureate. Investigating language policies in IB World Schools (research summary, 2014).