Assessment is the process of collecting, analyzing, and interpreting data about the learner’s achievement and performance to improve teaching and enhance learning. Assessment is viewed as an integral part of effective planning, teaching, and learning and is central to effectively guiding learners in:
• understanding concepts
• acquiring knowledge
• mastering skills and developing attitudes
• taking responsible actions
At HHHS, teachers implement different types of assessment using a balanced range of assessment strategies such as observation, selected responses, open ended tasks, and performance based assessments. Since assessment is criteria based, teachers and students use different tools like rubrics, checklists, and anecdotal records to record data collected on students’ performance.
All teaching faculty are involved in assessing learners who are directly involved in evaluating their own work and using the information provided in formative assessments to improve their learning and deepen their understanding. Parents are able to use descriptors to assess the work of their children and stay well-informed about their progress by reading reports and attending conferences.
The assessment policy is reviewed regularly as part of the curriculum review cycle and as part of the whole school strategic plan. The Pedagogical Leadership Team regularly reviews the implementation of the policy in classrooms and throughout the school. The complete version of the assessment policy is introduced to the school community through multiple path ways including Pedagogical Leadership Team meetings, staff meetings, and parents’ sessions. New staff are familiarized with the document during orientation.
At Houssam Eddine Hariri High School, we believe in language as a medium for communication, thinking, and creativity across the curriculum. Learning a mother tongue language, in addition to other languages, enhances the learner’s knowledge and helps deepen his/her understanding of life, culminating into an internationally-minded person. The Arabic language, our mother tongue, is valued and respected; therefore, we are firmly committed to maintaining and developing it in order to consolidate the cultural identity. In fact, learning language is a concept that is deeply rooted in the Lebanese history, culture, and educational and social systems. The English or French languages, in addition to the Arabic language, are the languages of instruction. French or English, as additional languages, are provided to learners from age seven, the fact that increases their intercultural understanding and international-mindedness.
Language is a key factor for intellectual growth; it allows learners to think and acquire knowledge, express their identity and interact with others, and communicate effectively in an ever-changing world. Language is also key to learning across the curriculum as we recognize that all learning takes place through language and all teachers are language teachers.
The school language policy identifies the principles and practices of teaching language. Reading, writing, listening, speaking, media awareness, and the study of literature, which is an integral part of the curriculum, are the focal points of language instruction. The Library and Media Centers in Houssam Eddine Hariri High School are used as main resources for inquiry and research. The school library has specialized sections for the three languages of instruction. An annual budget is allocated in order to expand the library collections, taking into account having a range that covers a variety of cultures to promote international-mindedness. The community is considered a valuable resource to aid language learning as students go on numerous field trips and use different languages in various contexts. Guest speakers are frequently invited to the school, and they communicate in English, in French or in our country’s mother tongue language, Arabic.
The language policy is reviewed regularly as part of the curriculum review cycle and as part of the whole school strategic plan. The Pedagogical Leadership Team regularly reviews the implementation of the policy in classrooms and throughout the school. The complete version of the language policy is introduced to the school community through multiple path ways including Pedagogical Leadership Team meetings, staff meetings, and parents’ sessions. New staff are familiarized with the document during orientation.
Special Education Needs Policy
The teachers, administrators, and staff of Houssam Eddine Hariri High School believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential. Accordingly, HHHS staff has developed agreements around the principles that drive the school’s approaches to inclusive education:
Every Child has the right to obtain an education in the setting most appropriate for his or her needs.
The education of children should take place in the least restrictive, most normalized education setting in which these children can benefit.
All children have the right to access an education that encompasses their spiritual, physical, social, emotional, and cognitive development to prepare them adequately for lifelong learning.
The purpose of the Division of Special Education is to provide leadership, guidance, and support to the school community in order to maximize learning for all students within an inclusive environment so that each student will contribute to and benefit from our diverse society.
Our educational program will give our students the tools to understand themselves, deepen their beliefs, explore the world around them, and enable them to live independent lives.
In order to provide quality education for all students, the department of Special Education recommends that the personnel are responsible to:
Provide a continuum of service and differentiated curriculum for HHHS students with special needs.
Provide procedures for the identification and assessment of students with special needs inside and outside school.
Attempt to address special needs as early as possible, recognizing the benefits of early intervention.
Foster and maintain cooperative relationships with agencies, associations and centers providing social and academic services to the special needs population.
Plan appropriate and useful professional development to assist school personnel in learning how to teach students with a variety of special needs.
Recognize specialized strategies and equipment to ensure the appropriate teaching methodologies and styles.
Make students with the special needs self-sufficient and productive citizens in the global market place.
Identify roles and responsibilities of stakeholders.
The detailed Special Education Needs policy is communicated with the school community through staff meetings and parents’ sessions. The policy is reviewed regularly as part of the curriculum review cycle and as part of the whole school strategic plan. New staff are familiarized with the document during orientation.
School Policy 2018/2019
Definitions of Academic Honesty/Integrity:
Academic Honesty must be seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment (IB Academic Honesty Guide).
Also, Academic integrity is the moral code or ethical policy of academia and includes values such as avoidance of cheating or plagiarism, maintenance of academic standard, honesty and rigor in research and publishing (IGI Global, “What is Academic Integrity”).
Aligned by the IB philosophy, Houssam Eddine Hariri High School fosters engaged learning, international education and rigorous inquiry in all of its students, faculty and staff. Academic honesty in one’s work, words, ideas and actions are essential to our vision. We reinforce our advocacy to academic freedom, meaningful exchange of ideas, the promotion of learning, and the pursuit of knowledge which can only be achieved when academic integrity prevails. The policies and procedures in this document are declared by HHHS mission and vision and by the attributes of the International Baccalaureate (IB) learner profile.
We are looking forward to a productive partnership with students and parents to ensure that we can achieve student’s best interest.
HHHS develops its own policy to foster a culture of academic honesty at school where individuals assume responsibility for their work, understand its basic principles and practices, and uphold its ideals.
Academic dishonesty (malpractice) includes:
1. Plagiarism: is the representation of the ideas or work of another person as one’s own. Also, the use of translated materials, unless indicated and acknowledged, is also considered plagiarism.
2. Collusion: is supporting the malpractice by another student or assisting another student’s academic dishonesty. Examples:
a. Allowing one’s work to be copied or done by another.
b. Allowing another student to copy from one’s examination, paper, homework, assignment, or other subject.
3. Cheating: the use or attempted use of unauthorized assistance during examinations, writing assignments, etc.
4. Duplication of work: presenting the same projects, assignments in different courses.
1. Ensure that all the work they submit “is authentic, with the work or ideas of others fully and correctly acknowledged” (IB, p.7)
2. Respect the school’s deadlines regarding assignments, projects, etc.
3. Understand the proper ways and methods for citations and referencing referring back to handouts and online citation sites provided by the teacher.
4. Ask the teachers and librarians for help if any of the citation methods is not clear and including internet sources.
5. Do not engage in any form of academic dishonesty at any time, including but not limited to collusion, duplication of work, plagiarism, and all other forms of cheating.
6. Understand the consequences of malpractice.
7. Understand and abide by the fair use and copyright permission.
8. Abide by netiquette ethics and rules.
1. Read and understand the Academic Honesty Policy after informative orientation session.
2. Ensure that the Academic Honesty policy is well discussed and understood by their children (sons, daughters).
International Baccalaureate Organization. (2013). Handbook of procedures for the diploma Programme. Cardiff, Wales, United Kingdom.
International Baccalaureate Organization. Diploma programme academic honesty. (2011, July). Wales, United Kingdom: Retrieved from http://occ.ibo.org/ibis/occ/Utils/getFile2.cfm?source=/ibis/occ/spec/malpr.cfm&filename=general%2Fspecific_interest%2Fmalpractice%2Fg_0_malpr_sup_1107_1HLD_e%2Epdf
International Baccalaureate Organization. (2011).
General regulations: Diploma programme. Cardiff, Wales, United Kingdom.