About Us

The Brawley School Honor Code

IB World Schools create Honor Codes for academic honesty that support learners and safeguard the integrity of the International Baccalaureate Programme.   In the 21^st century, opportunities for misuse of resources are significantly greater than in the past. Developments in communication, technology, and information management have enhanced student academic opportunities but as well as pose potential threats to academic commitment and focus
Students who attend The Brawley School are expected to display academic honesty at all times.  These include a set of values that promote personal integrity and good practice in learning and assessment, as an approach to learning in MYP.  We realize that academic honesty is influenced by many factors, such as peer pressure, parental/teacher expectations, role modeling and taught skills. Students should display at all times honesty, use of all forms of resources appropriately, and follow teacher procedures when dishonesty is observed or discovered. Academic honesty is the responsibility of all, including teachers, students, administration, and parents.

The staff at The Brawley School support academic honesty by stressing the role of the approaches to learning skills, problem-solving, and being responsible for their choices. Academic honesty at The Brawley School looks like the following:

Personal Skills:	acting with integrity, working with confidence and independence, evaluating self, meeting deadlines, determining to achieve one’s potential
Social Skills:	working collaboratively, contributing to a group, acknowledging the work of group members, evaluating peers
Technical Skills:	recognizing the work and ideas of others, citing and referencing text and online sources appropriately, understanding plagiarism

Academic Honesty Offenses and Actions

Offenses include but are not limited to: copying classmates’ homework, allowing parents/guardians to complete assignments, talking/cheating on tests, using calculators improperly, plagiarizing text or online sources, informing classmates about assessments
Action for First Offense:	alternate assignment & resubmission, parent contact, and disciplinary referral
Action for Second Offense:	alternate assignment & resubmission, parent contact, and one-day suspension
Action for Further Offense:	alternate assignment & resubmission, parent contact, and extended suspension or removal from Mount Mourne, an IBO World School

The Brawley Language Policy

This policy currently under revision and will be shared later this year. Once this one is revised, we will add it. Thank you. 

Requirements for Student Dress During the Regular School Day

1. All clothing must be appropriately sized, securely fastened, and cover the midriff, back, sides, and all undergarments at all times. For example, pants should be secured at the waist, no underwear as outerwear, and no underwear exposed.

2. Shirts and tops must be below the beltline and at least a length that covers any exposure of the midriff. 

3. Rips, holes, or tears in clothing must be below mid-thigh. Shorts and dresses must be at or below the fingertips. 

4. See-through, revealing, or mesh garments must not be worn without appropriate coverage underneath that meets the minimum requirements of this dress code.

5. Garments, jewelry, tattoos, or other insignias, which display or suggest sexual, vulgar, drug, alcohol, or tobacco-related wording/graphics or may tend to provoke violence or disruption in school shall not be worn/visible.

6. Clothing must not state, imply, or depict hate speech or imagery targeting groups based on race, ethnicity, gender, sexual orientation, religious affiliation, or other characteristics protected by federal or state law or Board policy.

7. Any articles of clothing or jewelry that may cause injury including, but not limited to, items with spikes, sharp objects, wallet chains, and heavy link chains are not allowed.

8. Head gear, including but not limited to caps, hats, bandanas, sweatbands, and sunglasses, shall not be worn indoors on campus unless permitted by the principal. Students may wear sunglasses, hats, or other sun-protective wear outdoors during school hours; however, these articles must not violate this dress code. However, a principal may allow hats if their messaging is school related.

9. Clothing and footwear traditionally designed as sleepwear shall not be worn.

10. No costumes allowed, which could be parts of a costume such as tails, gloves, ears, non-prescription eyewear, or collars of any kind.  Exceptions include Spirit Week or other school-sponsored events.  On these special occasions, all clothing must be within dress code guidelines and must represent the particular school and its reason for celebrating.

 

Updated March 2023

 

Promotion Standards

MMS Middle Years Programme

Level 1 (Grade 6)

Definition of failing Teacher Standard:  Student receives a final criteria grade of 2 or below in two or more classes OR student receives a final criteria grade of 2 or below in Math, Language A, or Language B class.   

 Student fails Teacher Standard and passes EOGs

• Student will be retained at the IB school in current grade or go back to the home school where promotion or retention will be determined collaboratively by the IB principal and home school principal.

Student passes Teacher Standard and fails EOGs

• Student will be retained at the IB school in current grade or go back to the home school where promotion or retention will be determined collaboratively by the IB principal and home school principal.

Student fails Teacher Standard and fails EOGs

• Student must return to the home school where promotion or retention will be determined collaboratively by the IB principal and home school principal.

Student fails due to attendance

• Student will be retained or promoted at IB principal discretion.

Student fails to complete community service requirement

• Student must return to home school.

 

Level 2 (Grade 7)

Definition of failing Teacher Standard:  Student receives a final criteria grade of 2 or below in two or more classes OR student receives a final criteria grade of 2 or below in Math, Language A, or Language B class.   

 Student fails Teacher Standard and passes EOGs

• Student will be retained at the IB school in current grade or go back to the home school where promotion or retention will be determined collaboratively by the IB principal and home school principal.

Student passes Teacher Standard and fails EOGs

• Student will be retained at the IB school in current grade or go back to the home school where promotion or retention will be determined collaboratively by the IB principal and home school principal.

Student fails Teacher Standard and fails EOGs

• Student must return to home school where promotion or retention will be determined collaboratively by the IB principal and home school principal.

Student fails due to attendance

• Student will be retained or promoted at IB principal discretion.

Student fails to complete community service requirement

• Student must return to home school.

 

Level 3 (Grade 8)

Definition of failing Teacher Standard:  Student receives a final criteria grade of 2 or below in two or more classes OR student receives a final criteria grade of 2 or below in Math, Language A, or Language B class.   

Student fails Teacher Standards and passes EOGs/EOCs

• Student may not continue on to South Iredell for the Middle Years Programme but must return to traditional home high school as a ninth grade student.

Student passes Teacher Standard and fails EOGs/EOCs

• Student will be retained at the IB school in current grade or go back to the home school where promotion or retention will be determined collaboratively by the IB principal and home school principal.

Student fails Teacher Standard and fails EOGs/EOCs

• Student may not continue on to South Iredell for the Middle Years Programme but must go to traditional home high school where promotion or retention will be determined collaboratively by the IB principal and home school principal.

Student fails due to attendance

• Student will be retained or promoted at IB principal discretion.

Student fails to complete community service requirement

• Student may not continue on to South Iredell for the Middle Years Programme but must go to traditional home high school as a ninth grade student.

 

Level 4 (Grade 9)

Definition of failing Teacher Standard:  Student fails any 1 course.

 Student fails Teacher Standard

• Student must return to traditional home high school (failing students zoned for SIHS will be enrolled in traditional classes).

Student fails due to attendance

• Student must return to traditional home school (failing students zoned for SIHS will be enrolled in traditional classes).

Student fails to complete community service requirement

• Student must return to traditional home high school (failing students zoned for SIHS will be enrolled in traditional classes).

 

Level 5 (Grade 10):

Definition of failing Teacher Standard:  Student fails any 1 course.

Student fails Teacher Standard

• Student may not continue into the Diploma Programme but may apply to remain at SIHS in the traditional program with BOE approval if space allows (failing students zoned for SIHS will be enrolled in traditional classes).

Student fails to pass all courses with a C or higher

• Student must meet with Diploma Programme coordinator to determine appropriate pathway (i.e., continuing in the Diploma Programme, enrolling in the IBCC Programme, or enrolling in the traditional program). Students who are not zoned for SIHS but do not continue in DP or enroll in IBCC must apply to remain at SIHS in the traditional program with BOE approval if space allows.

Student fails due to attendance

• Student may not continue into the Diploma Programme but may apply to remain at SIHS in the traditional program with BOE approval if space allows (failing students zoned for SIHS will be enrolled in traditional classes).

Student fails to complete community service requirement

• Student may not continue into the Diploma Programme but may apply to remain at SIHS in the traditional program with BOE approval if space allows (failing students zoned for SIHS will be enrolled in traditional classes).

Student fails to demonstrate sufficient growth (i.e., achieve a minimum score of 15) through the Personal Project

• Student may not continue into the Diploma Programme but may apply to remain at SIHS in the traditional program with BOE approval if space allows (failing students zoned for SIHS will be enrolled in traditional classes)

 

SIHS Diploma Programme Promotion Standards

Grade 11:

Definition of failing Teacher Standard:  Student fails any 1 course.

Student fails Teacher Standard

• Student may not continue in the Diploma Programme but may apply to remain at SIHS in the traditional program with BOE approval if space allows (failing students zoned for SIHS will be enrolled in traditional classes).

Student fails due to attendance

• Student may not continue in the Diploma Programme but may apply to remain at SIHS in the traditional program with BOE approval if space allows (failing students zoned for SIHS will be enrolled in traditional classes).

Student fails to demonstrate sufficient growth (i.e., complete 5 of the 8 required learning outcomes) through Creativity, Action and Service by the end of the junior year

• Student may not continue in the Diploma Programme but may apply to remain at SIHS in the traditional program with BOE approval if space allows (failing students zoned for SIHS will be enrolled in traditional classes).

Student fails to submit a polished draft of the Extended Essay by the end of the junior year

• Student may not continue in the Diploma but may apply to remain at SIHS in the traditional program with BOE approval if space allows (failing students zoned for SIHS will be enrolled in traditional classes).

Students may only enter the Diploma Programme as juniors if they have completed all prerequisite coursework and conferenced with the Diploma Programme coordinator.

Assessment Policy

Philosophy

• We believe that through rigorous academics, students will have the confidence to embrace new challenges in a changing world.
• We believe that students take control of their learning by using multiple criteria and rubrics to measure knowledge and opportunities for growth. This is done through the use of concept-based instruction, with criterion-based scoring that complements traditional grading practice.
• We view criterion-based scoring as the measurement of student knowledge based on MYP Criterion Rubrics.
• We believe this policy demonstrates our school’s commitment to the IB programme model as well as the NC traditional method of grading.

The Mt. Mourne School Grading Scale

90-100 A
80-89 B
70-79 C
60-69 D
below 60 F

Teachers’ grade books will use the following weights to compute quarterly grades:

20% - Classwork/Homework
30% - Quizzes/Formative Assessments
50% - Tests/Projects/Summative

Criteria-Related Grade

The student’s 0-8 grade is a direct measure of the competency a student has shown in terms of skills and knowledge as it relates to the specific criteria in that subject area. Assessments are broken into two categories-formative and summative.

Formative assessments (classwork, homework, quizzes) are indicators of the learning taking place throughout the instruction and learning of new concepts as students work through a unit. They are closely aligned with MYP Criterion descriptors and NC Essential Standards. They provide opportunities for students to try new concepts while learning from errors made. They will be scored using the traditional 0-100 grading scale.

Summative assessments (tests/projects) take place after new concepts have been fully explored. This provides significant evidence to help determine a student’s MYP Criterion score. Each subject area has specific criterion rubrics that progress in complexity from Year 1 (6th grade) to Year 3 (8th grade). All assignments are considered components of assessment and therefore, are vital to the learning process. Summative assessments will be scored using the MYP criteria rubrics on a 0-8 scale. These scores will then be translated to a 0-100 score for reporting purposes in the Power School Gradebook.

Student-led Conferences:

In an effort to clearly communicate between school and home, student-led conference forms will be shared with parents twice during the school year.

Courses for High School Credit:

Students taking the following courses can qualify for high school credit, but the grade does not factor into high school Grade Point Average: - Language & Acquisition Level 3 receives high school credit as Foreign Language (Spanish/French) - Math I receives credit as Math I (Students’ final Math 1 grade will include the NC End of Course score as 20% of the grade)

Student Responsibilities

• Students are expected to be autonomous learners who think independently, display academic honesty, assess their own progress, and take responsibility for deadlines.
• Be actively involved in their own learning by analyzing and monitoring summative and formative assessment scores to assess their own progress.
• Be proactive in arranging meetings with subject teachers to get personalized feedback to assist with troublesome areas/concepts in the curriculum.
• Submit all assignments on time without exception.
• Follow teacher-administered deadlines for larger assignments in order to manage time, ensure adequate progress, and meet task expectations.
• Share responsibility for creating a challenging and fruitful learning environment. Students should demonstrate respect and consideration for others. This assists in creating an atmosphere of harmony and cooperation, which is conducive to learning.
• Aspire to become compassionate, 21st century, lifelong learners who are responsible global citizens.

Teacher Responsibilities

• Use formative assessments to analyze classroom learning and modify instruction
• Analyze assessment data to identify patterns of individual student performance and needs
• Work in collaborative teams to design and evaluate common assessments
• Show an awareness of the diversity of the learning styles of the class by using a variety of teaching strategies
• Provide timely written and/or oral feedback on assignments
• Post assignments in classroom and on their Canvas course daily
• Use authentic assessments that tie curriculum to real-world applications

Mount Mourne Honor Code

IB World Schools create Honor Codes for academic honesty that support learners and safeguard the integrity of the International Baccalaureate Programme. In the 21st century, opportunities for misuse of resources are significantly greater than in the past. Developments in communication, technology, and information management have enhanced student academic opportunities but pose potential threats to academic commitment and focus as well.

Mount Mourne students are expected to display academic honesty at all times. These include a set of values that promotes personal integrity and good practice in learning and assessment as an approach to learning in MYP. We realize that academic honesty is influenced by many factors, such as peer pressure, parental/teacher expectations, role modeling, and taught skills. Students should display honesty al all times, use of all forms of resources appropriately, and follow teacher procedures when dishonesty is observed or discovered. Academic honesty is the responsibility of all, including teachers, students, administration, and parents.

The Mt. Mourne staff supports academic honesty by stressing the role of the approaches to learning skills, problem solving, and responsibility for one’s choices. Academic honesty at Mount Mourne looks like the following:

Personal Skills - acting with integrity, working with confidence and independence, evaluating self, meeting deadlines, determining to achieve one’s potential

Social Skills - working collaboratively, contributing to a group, acknowledging the work of group members, evaluating peers

Technical Skills - recognizing the work and ideas of others, citing and referencing text and online sources appropriately, understanding plagiarism

Offenses include but are not limited to:  copying classmates’ homework, allowing parents/guardians to complete assignments, talking/cheating on tests, using calculators improperly, plagiarizing text or online sources, informing classmates about assessments
Action for First Offense:	alternate assignment & resubmission, parent contact, and disciplinary referral
Action for Second Offense:	alternate assignment & resubmission, parent contact, and one-day suspension
Action for Further Offense:	alternate assignment & resubmission, parent contact, and extended suspension or removal from Mount Mourne, an IBO World School

Academic/Behavior Contract

At Mt. Mourne School, we expect every student to give 100% effort in regard to both academics and life skills. Any student not performing at a level consistent with their academic abilities may be placed on an Academic Contract/Behavioral Contract.

Revised May 2018

Electronics Policy

Electronic devices, including cell phones, iPods, mp3s, etc. should not be seen or heard (unless directed by a teacher as an educational tool) at The Brawley School upon arriving to campus (8:00am-3:05pm).  If an electronic device is seen or heard by a teacher, the following process will be followed. Please refer to the website for the entire Electronic Policy.
Action for First Offense:	Staff member will take the electronic device, deliver to the office to be secured, and the parent must pick up the device in the office.
Action for Second Offense:	Staff member will take the electronic device, deliver to the office to be secured, and the parent must pick up the device in the office.
Action for Third Offense:	Staff member will take the electronic device, deliver to the main office to be secured, the office will hold for one week, and then parent can pick up.
Action for Further Offense:	Administrative Conference

Due to the constantly increasing number of riders on our school buses, we are UNABLE to allow students to ride other buses home with friends. The only exception to this rule will be if a parent is out of town and the student is staying with another family. You will need to contact Dr. Basham at 704-892-4711 to obtain permission for that time period.

If your child wants to go home with another student you will have to provide the transportation.

Attendance Policy

Regular attendance by every student is mandatory. The state of North Carolina requires that every child in the state between the ages of seven (or younger if enrolled) and 16 attend school. Parents or legal guardians have the responsibility for ensuring that students attend and remain at school daily. Accurate records of attendance are kept by school officials.

School Attendance Policies/Make-up Time

• A student must attend school 50% of the school day in order to be counted present for the entire day.
• A student must stay at school until 11:30 am or must arrive at school by 11:30 am in order to be counted present for the day.
• If a student must miss school, please send in a parent or medical appointment note for the days missed within two days of the child's return. If the note is not received within two days, the absence is coded as unexcused. Parents may submit the online Student Absences Excuse Form within the same two day window.
• Students must be in attendance 50% of the school day in order to participate in or to observe extra-curricular activities.  (Examples: athletic events, school activities, class plays, concerts, etc.) Exceptions may be approved by the principal.
• After 10 excused or unexcused absences, a medical or dental appointment note will be required to excuse any future absences.
• Any student exceeding 10 unexcused absences who fails to make-up time may be at risk of being retained or being sent to their home school.
• 5 early dismissals and/or tardies = 1 absence.

Early Dismissals/Tardies

• To minimize classroom interruptions, if your student will be dismissed early, please send them to school with a note that indicates what time they will leave and who will pick them up. We also prefer that students only be dismissed between classes whenever possible. (10:00, 11:30, 1:30)
• Students may not be dismissed from the main office between 2:30 PM and 3:00 PM. 

Make-up Work

• Students will be responsible for making up missed assignments. It is the responsibility of the student to contact his/her teachers on the first day of his/her return following an absence to make-up work. All assigned make-up work will be completed outside of regular class time within 5 school days. 

Parent/Student Handbook and Code of Conduct

IBMYP Withdrawal Policy

Middle School Policy

• Students may withdraw from the program at the end of every quarter

• Parents must give the IB Middle Years Programme Coordinator prior notice of 10 school-days before withdrawal

• Student must participate in the school level intervention process prior to withdrawal

Students may not enter/withdraw from either the home school or the IB school multiple times during a school year.

High School Policy

• Parents must give the IB Middle Years Programme Coordinator (9^th and 10^th grade) or the IB Diploma Programme Coordinator (11^th and 12^th grade) prior notice of 10 school-days before withdrawal
• Due to credit requirements, students may withdraw from the program only within the first 20 days of the school year.  After the 20^th day, students must stay in the program for the entire year.

Please See School Nurse Info and Forms for more information regarding the ISS Medication Policy, or Click Here for more information.