IB Program Policies

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

Our Vision

To ensure that each member of our community is equipped intellectually, socially, and emotionally to pursue their pathway of purpose.

Our Mission

To provide ALL students with an equitable and inclusive learning environment that cultivates the necessary knowledge, skills, habits of mind, and societal competence to thrive and contribute to a dynamic 21st-century world.

Our Core Values

Accountability, Equity, Growth Mindset, High Expectations, Relationships, Respect

Smoky Hill High School (SHHS) views academic integrity as a cornerstone of its teaching and learning process, aligning with both the school's mission and the IB Learner Profile's emphasis on principled and responsible action. This commitment fosters an environment where students act with honesty, fairness, and respect for intellectual property, reflecting the IB's core value of developing individuals who uphold integrity in all their endeavors.

Promoting academic integrity at Smoky Hill requires a whole-school approach. This means teachers actively model and embed ethical practices, while students receive clear guidance on expectations for research, collaboration, and presenting their own ideas. It also necessitates consistent policy enforcement by teachers and administrators, alongside clear communication of these policies to students and parents. As students navigate an increasingly complex information landscape, particularly with the evolution of Artificial Intelligence (AI), the internet and collaborative inquiry, a deep understanding of academic honesty is crucial to ensure they develop authentic work habits that extend far beyond their time at Smoky Hill High School.
 

Per the International Baccaleaurate Organization, “Academic Integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision-making and behaviour in the production of legitimate, authentic and honest scholarly work.” (“Academic integrity policy”)

Academic Malpractice is any activity, deliberate or inadvertent, that undermines the integrity imperative to learning and research. It is a behavior that allows an unfair advantage over others or leads to another student being disadvantaged, or anything that results in unearned or undeserved credit. It includes but is not restricted to plagiarism, collusion, collaboration, duplication, fabrication, or falsification.

• Plagiarism is the deliberate or unintentional presentation of ideas, work, or words of other people, including students, without proper, clear, and correct attribution. 
• Collusion is the supporting of malpractice by another candidate.
• Collaboration is encouraged in schoolwork and is a vital part of the learning process. Students are invited to discuss course content, ask questions of one another, and participate in study groups to deepen their understanding of the material. However, final work must be done individually.
• Duplication (also known as self-plagiarism or double dipping) is using the same work for previously submitted assignments. (Example: Student submitting English Extended Essay for English internal exam). 
• Fabrication or falsification is altering or creating false data, results or figures that cannot be verified in a presentation or piece of work.
• Classroom Disturbances that create an unfair advantage for self or disadvantage to others is malpractice.

Examples (not an exhaustive list):

• Cheating
  • Duplication of someone else's work
  • Stealing exams, divulging private exam information, and/or tampering with exams/tests
  • Communicating with other students during an exam
  • Using unauthorized notes, study aids, calculator, digital technology (i.e. cell phone, smart watch, earbuds, or smart glasses), or software during an exam 
  • Taking an exam for another person or having someone take an exam for you, submitting substantially the same paper for different classes
• Plagiarism
  • Copying oral, printed, or internet-based sources, word for word without proper attribution
  • Paraphrasing, changing another person’s written words or ideas, as if they were your own without proper attribution
  • Borrowing facts, statistics, graphs, or other illustrative material without proper attribution
  • Utilizing Artificial Intelligence systems to generate work without proper attribution
  • Further guidance about AI is found in Appendix 6: Guidance on the use of artificial intelligence tools of the IB’s Academic integrity policy
• Fabrication and Falsification
  • Fabricating data or failing to include where the data was gathered or collected
  • Falsification or altering of data, records, or official documents
  • Forging a signature
• Classroom Disturbances
  • Interference with the teaching of a course or administration of an exam
  • Noncompliance to instructions
  • Unauthorized talking, signaling, or creating noise during an exam/assessment that interferes with the equal opportunity of all students to succeed
     

Smoky Hill High School IB students will:

• Read, understand, and abide by the school’s and IB program’s academic integrity procedures.
  • Student and guardian signing the “International Baccalaureate Academic Integrity Pledge” upon entrance into the IB program at Smoky Hill High School.
• Take full responsibility for all assignments submitted.
• Submit works that are their own, original creations, include and cite the works of others appropriately (using a preferred citation method, predominately Modern Language Association (MLA)).
• Be purposeful when citing/referencing all sources (printed, electronic, graphical, artistic work, etc.) used. 
• Use online and digital resources legally, ethically, and responsibly.
• Be mindful of the consequences for academic malpractice.
• Report any known instances of academic malpractice to the teacher, IB coordinator, or administrator.
• Ask for clarification if uncertain about how to appropriately include and cite others’ works
• Be in attendance for every class, test/quiz and assignment barring serious illness or hospitalization.
  • Per school attendance policy, it is expected that students will schedule make-up work with teachers immediately upon returning to school.
  • Chronic absenteeism on days in which exams, quizzes, or major assignments are scheduled is an infringement of ethical academic behavior.
• Maintain ethical, principled behavior in and out of school.

Smoky Hill High School IB teachers will:

• Explicitly teach students how to properly include and cite others’ works within their own original works in order to avoid academic malpractice.
• Clearly communicate with students and parents how to abide by guidelines set forth in the academic integrity procedures.
• Consistently model attitudes and practices that promote academic integrity.
• Value learning academic integrity best practices and engaging in them.
• Be aware and observant of students’ writing styles to help develop their unique voice and style.
• Proactively monitor students’ work habits, guiding students to avoid dishonest practices.
• Report all instances of academic malpractice to administration in a timely fashion to ensure the procedures are adhered to and the instance of academic dishonesty is properly documented.
  • In the event that a student’s work constitutes academic dishonesty, follow the procedures outlined on the International Baccalaureate Academic Integrity Pledge.

Smoky Hill High School IB coordinators and administration will:

• Ensure that information about the school’s academic integrity procedures is clearly communicated to all community stakeholders, including students, parents and teaching and support staff (e.g. explained and sent via email, on the school’s website, etc.).
• Provide professional development for teaching and support staff regarding academic integrity best practices.
• Follow the protocols and consistently apply disciplinary procedures outlined in the school’s academic integrity procedures.
• Oversee and monitor curriculum as it is documented and presented in the classroom to ensure vertical articulation of academic integrity throughout the IB programs.

Smoky Hill High School IB parents/guardians will:

• Read, understand, and abide by the school’s and IB program’s academic integrity procedures.
• Student and guardian signing the “International Baccalaureate Academic Integrity Pledge” upon entrance into the IB at Smoky Hill High School.
• Be encouraged to attend IB program meetings (such as the Personal Project Showcase & Ceremony, IB Transition Night, IB Exam Registration Night) when scheduled.

Smoky Hill High School IB Diploma Program (IBDP) exam invigilators will:

• Be vetted through the IBDP coordinator’s office and provided with direct instruction on exam procedures.
• Maintain security of the exam in the locked storage until the DP coordinator removes the test just prior to exam administration.
• Not remove the exams from packaging until students have received initial instructions and expectations.
• Ensure that students are randomly seated and spaced in the exam room.
• Ensure that students do not have unsanctioned electronic devices (e.g. cell phones, laptops, smart watches, etc.) in the examination room.
• Actively monitor the exam.
• Upon completion of the exam, collect the exam materials prior to student dismissal and secure the exam back with the DP Coordinator for secure storage until the exam is shipped back to the IB for scoring.
   

Smoky Hill High School takes all instances of academic malpractice seriously and continually works to instill academic integrity in students. Infractions of the policy by students within the IB at Smoky Hill High School will be recorded continuously beginning in Grade 9 and ending in Grade 12. Each violation will build on the previous despite a potential difference in grade level; infractions do not ‘start over’ at the beginning of each academic year. In the event that academic dishonesty is discovered, teachers have an obligation to report violations to administration, and we will work to ensure the issue is remedied in a fair, timely, and consistent manner, and in accordance with the stated procedures:

1st Incident:

• The teacher will notify guardians and the IB Coordinator, and file a Dean referral.
• Per the Smoky Hill Student Handbook grading policy, a student's grade for any assignment found in violation of the Academic Integrity Policy will be scored with a zero. If the student and parent(s) engage in a restorative conversation, the student can attempt the assignment again. The highest grade this student can receive is 75%.
• After examining the evidence and evaluating the seriousness of the violation, the IB coordinator will meet with the student, speak with the parent(s)/guardian(s), and follow up in writing.
• Based upon the severity of the incident, the consequences will proceed in one of two ways:
  • Consequence 1: Issue a warning, document the incident, and place the student on the Academic Integrity Violation list.
    • The warning will consist of recording the violation on the Academic Integrity Violation list, with the student remaining on this list for the duration of their participation in the IB program.
  • Consequence 2: Immediate removal of the student from the IB program and inform the principal.

2nd Incident:

• The teacher will notify guardians and the IB Coordinator, and file a dean referral.
• Per the Smoky Hill Student Handbook grading policy, a student's grade for any assignment found in violation of the Academic Integrity Policy will be scored with a zero. If the student and parent(s) engage in a restorative conversation, the student can attempt the assignment again. The highest grade this student can receive is 75%.
• After examining the evidence and evaluating the seriousness of the violation, the IB coordinator will meet with the student, speak with the parent(s)/guardian(s), and follow up in writing.
• The consequences will be immediate removal of the student from the IB program and inform the principal.

In some instances, universities and colleges explicitly ask for records related to academic dishonesty. In the event of such an inquiry, Smoky Hill High School has a duty to report this information, especially as it relates to the college application process.
 

The International Baccalaureate Organization holds students to the highest standards of academic integrity and considers breaches to this policy a serious affair. In addition to the above Smoky Hill High School consequences of academic dishonesty, there may be further implications for those students enrolled in the IBDP program. The complete list of consequences can be viewed on Appendix 2 of the IBO’s Academic Integrity Policy.
 

Smoky Hill High School is committed to a biennial review of the academic integrity policy procedures. The two-year cycle will involve administrative and teaching staff, who will work to ensure protocols are current, enforced in a consistent and fair manner, and will work to edit and/or modify existing procedures to reflect changes in the school community and any and all emerging technologies.
 

“Academic integrity policy.” International Baccalaureate. International Baccalaureate Organization, 3 March 2025. https://resources.ibo.org/ib/topic/Academic-honesty/works/edu_11162-58121?lang=en 

Carroll, Jude. “Academic Honesty in the IB.” International Baccalaureate. International Baccalaureate Organization, October 2012.
“Effective citing and referencing.” International Baccalaureate. International Baccalaureate Organization, April 2022. https://resources.ibo.org/ib/topic/Academic-honesty/works/edu_11162-33700?lang=en

IB Academic Integrity Pledge & Probation & Support Information. Smoky Hill High School International Baccalaureate. Smoky Hill High School, 2025. https://docs.google.com/document/d/1mok8Soh5sv0CPQNoLgUFRQS-I7kgWRlNeCjgxZfzpnU/edit?tab=t.0 

“The IB and Artificial Intelligence (AI) Tools.” International Baccalaureate. International Baccalaureate Organization, 2023. https://resources.ibo.org/data/g_0_malpr_sup_2305_2_e.pdf 

“IB Learner Profile.” International Baccalaureate. International Baccalaureate Organization, 2017. https://resources.ibo.org/data/g_0_iboxx_amo_1702_2_e.pdf 

MLA Formatting and Style Guide. Purdue OWL. Purdue University, 2025. https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/index.html

“Programme standards and practices.” International Baccalaureate. International Baccalaureate Organization, 2020. https://resources.ibo.org/ib/psp/Standards-and-Practices/?lang=en

“Student Handbook: Grading Policy.” Smoky Hill High School. Cherry Creek School District, 2025. https://smokyhill.cherrycreekschools.org/our-school/student-handbook

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

Our Vision

To ensure that each member of our community is equipped intellectually, socially, and emotionally to pursue their pathway of purpose.

Our Mission

To provide ALL students with an equitable and inclusive learning environment that cultivates the necessary knowledge, skills, habits of mind, and societal competence to thrive and contribute to a dynamic 21st-century world.

Our Core Values

Accountability, Equity, Growth Mindset, High Expectations, Relationships, Respect

The International Baccalaureate Middle Years Program (MYP) & Diploma Program (DP) at Smoky Hill High School serves as a powerful framework to fulfill the school's mission to “provide ALL students with an equitable and inclusive learning environment.” The IB's rigorous curriculum, focusing on global concepts and challenging programs (Middle Years and Diploma Programs), ensures students receive the quality education that Smoky Hill values. By promoting inquiry, critical thinking, and a comprehensive approach to knowledge, the program elevates student learning contributing to the goal of students becoming knowledgeable and active lifelong learners who are prepared to succeed in post-secondary education and beyond.

Smoky Hill High School believes that the full IB experience, encompassing both the MYP and DP, as well as core components like the Personal Project, Extended Essay, Creativity Activity Service (CAS), and Theory of Knowledge (TOK), is foundational in promoting self-management, critical thinking, problem-solving, and inquiry skills. Because this well-roundedness can only be achieved through the complete curriculum, students are not permitted to engage in a partial IB education. Those seeking individual advanced courses may utilize Advanced Placement (AP) or Concurrent Enrollment (CE) options instead. Exceptions to this policy apply only to specific IBDP courses where no AP or CE alternative exists, such as Sports, Exercise and Health Science or Business Management.

Colorado state law mandates school attendance for children between the ages of six (on or before August 1st of the school year) and seventeen years old. Local school districts, like the Cherry Creek School District (CCSD), are responsible for enforcing this law and must adopt their own attendance policies.
Cherry Creek School Admissions
CCSD Policy JEB: Entrance Age and Attendance Requirements
Colorado State Attendance Policy (C.R.S. § 22-33-104 (1)(a))

Additionally, Colorado law permits students to enroll in a public school outside of their assigned attendance zone, which is generally referred to as Open Enrollment. During the School of Choice window, Cherry Creek School District accepts applications from December 1 until May 31 for the following school year. 
Cherry Creek School District School of Choice Application
CCSD Policy JFBA-R: Intra-District School Choice Process
Public Schools of Choice Law (C.R.S. § 22-36-101)
 

As a public institution, Smoky Hill High School admits students who live within the boundaries or those accepted through the School of Choice process. To help families navigate these academic options, the IB office coordinates recruitment teams of staff and students. These teams present at Incoming Freshmen Night and visit our feeder middle schools, Horizon and Laredo. Additionally, families may request a school tour through the counseling department, where a meeting with the IB coordinator is also provided. Information is also shared with non-feeder schools, as students outside our immediate area are welcome to apply via the School of Choice process. Prospective students can apply for the MYP from December of their 8th-grade year through August of their Freshman year.
Smoky Hill High School IB Application Website
IB Application Form
 

Smoky Hill High School is committed to the IB principle of inclusive education, which aims to remove barriers to learning and increase participation for all students. We believe that a diverse student body enriches the learning environment and that every student should have the opportunity to engage with a rigorous IB curriculum. Our admissions process is designed to be an Access Policy, ensuring that the program is available to any student who can benefit from the IB experience, regardless of their learning profile or background.

Access for Students with Learning Support Requirements:

• Equal Opportunity: Students with identified learning needs, including those with Individualized Education Programs (IEP) or 504 Plans, are encouraged to apply and are not excluded from the MYP or DP. 
• Reasonable Adjustments: In alignment with the IB Access and Inclusion Policy, Smoky Hill High School provides reasonable adjustments to ensure students can access the curriculum and assessments. These accommodations are determined collaboratively by the student's counselor or case manager, the student, guardians, and staff representation.
• Inclusive Assessment: All students eligible for inclusive access arrangements (such as extended time, modified seating, or use of assistive technology) will receive these accommodations for both internal classroom assessments and external IB examinations.

Removing Barriers for Under-Represented Populations: To fulfill our mission of avoiding elitism, SHHS actively identifies and supports students from traditionally under-served populations:

• Targeted Recruitment: Grade reports and teacher consultations are used to proactively invite students of color and under-represented groups into the program.
• Financial Access: The school ensures that financial barriers do not prevent participation in the Diploma Program; families may seek assistance for exam fees and other program-related costs. Families that qualify for Free and Reduced Lunch will be able to submit their approval letter to receive a reduced rate on the IBDP exam fees.
• Multilingual Support: We utilize communication platforms like TalkingPoints to provide program information in over 100 languages, ensuring that non-English speaking families have equal access to the admissions process and program updates.
   

Students are evaluated for success in the IB based on their application, where the available GPA, current math courses and short response questions are used to screen applicants. 
The students are required to provide the following information on their application:

• Demographics information
• Most recent grades, with an emphasis on core subjects (English, Math, Social Studies, and Science)
  • Reflections or explanations for any of the grades below a C
• A series of short responses
  • Program Engagement: Explain why you are choosing this program and what your plan is to be successful.
  • Personal Project: What is something you have always aspired to do or more recently become very interested in? Why are you interested in this endeavor?
  • IB Learner Profile: Select an IB Learner Profile characteristic and explain how you have demonstrated this trait in your academic career.

Smoky Hill High School strives for broad access to the IB program; consequently, the majority of applicants are accepted. If a student’s recent core grades are below a C, they will be notified of the concern and given one quarter to show improvement. A final decision regarding their acceptance into the program will be made following that evaluation period.

For students wanting to enter the MYP after the first semester, the following guidance will be followed, and the application process will be forgone:
IB Program Entrance at Smoky Hill (MYP & DP; internal documentation)

Due to the course sequence that MYP students follow from 9th grade, students from the MYP will be automatically moved into the DP at the start of their 11th grade year. The course sequence ensures that students in the MYP will have completed the Cherry Creek School District required United States History and Government courses before entering the DP, which opens up more choices within the DP.

If an MYP student chooses not to continue into the DP, they must meet with the IB coordinator to begin the formal withdrawal process. During this meeting, the coordinator advises the student on the implications of leaving the program. The student and guardian must then complete and sign the withdrawal form, noting the reason for the transition. Once this documentation is returned, the coordinator works with the school counselor to transition the student into non-IB courses, where applicable. The withdrawal is considered official only after the counselor confirms the updated schedule.

If a student has not completed the MYP but wants to join the DP in 11th grade, the application process is individualized, where the IB coordinator will meet with the student, guardian, and counselor to review the following:

• Make sure that courses selected will meet the requirements of 3 Standard Level & 3 Higher Level IB exams
• Verify the student’s Language B level or seek placement in Spanish or French ab initio
• Check the student’s math course to ensure that the student will be on track for testing
• Verify that the student is on track with graduation requirements set by the school district
• Health, PE, US Government and US History

After the 11th grade year, students can only enter the DP if they are coming from another IB DP program, but a meeting would take place prior to acceptance to ensure that both graduation and IB DP requirements could be met.

Since Smoky Hill High School offers the MYP and DP, we view these programs as complementary, serving as a comprehensive and rigorous four-year curriculum that begins in the MYP and then leads to international exams in six subjects and pursuit of the International Baccalaureate Diploma. The student who satisfies the demands of the IB curriculum demonstrates a strong commitment to lifelong learning, both in terms of the mastery of subject content, and the development of the skills and discipline needed for success at the university level and in the competitive world.

Students who are admitted in 9th grade are required to take seven IBMYP-approved courses in their freshman and sophomore years of high school. Most of the core courses are honors-level courses aimed to prepare these students to meet the rigor of the DP. The MYP courses also include Cherry Creek School District courses that are required for graduation, such as health, physical education, United States government, and United States history. Additionally, all MYP sophomores will complete the Personal Project, in compliance with the IBMYP requirements.

During their sophomore year, students are advised of their IBDP options at a future DP meeting held after school for current 10th grade MYP students and their families as well as any non-MYP student who is interested. Students and families have access to the IB Diploma Program Plan to use at home or in guided sessions at school. The meetings will reference the DP plan and the International Baccalaureate Course Sequence (MYP & DP) for guidance. At this point, students are again reminded of the Diploma Program requirements, and parent meetings are initiated as necessary.

While there is an application process for entrance into the International Baccalaureate at Smoky Hill High School, it is not meant to be an exclusionary process. There is no limit to the number of students in the IB at Smoky Hill High School. We are a full Diploma Program school with exceptions in classes where there is no AP or CE equivalent. This said, we provide multiple pathways to rigor, and we recognize that the IB might not be the path for every student. 

Students who are not working at a high level and not experiencing some form of academic success might be administratively withdrawn from the IB. Others, who want to try IB but do not quite have the academic résumé, might be admitted to the IB Program with probationary status, which requires monthly check-ins with the IB Coordinator. All students who have demonstrated success in rigorous courses are targeted for entry into the IB, especially students of color and/or those who are traditionally underserved. These students receive letters commending them for their middle school successes and recommending them to consider IB. After the first quarter of school, grade reports are generated, and teachers are consulted to find additional students who might benefit from the IB experience, again especially students of color and/or those who are traditionally underserved. Successful students who elect not to do IB are encouraged to participate in other rigorous programs, such as AP Capstone.

Students who pursue the IB MYP and/or DP are offered a variety of supports:

• IB Bootcamp
  • Facilitated before the school year starts for all incoming 9th grade IBMYP students
  • IB Mentors, in conjunction with the IB Mentor coordinators, offer a variety of activities focused on welcoming the incoming students and also acclimating them to Smoky Hill High School and the IB program.
• IB Mentors
  • Application-based group of 11th and 12th students mentor 9th and 10th grade MYP students, respectively.
    • The application is provided at the end of the year for current 10th and 11th graders to be mentors for the next school year.
  • The 11th grade mentors provide monthly lunch check-ins for 9th graders in order to continue to foster the IB community and connection that was started at bootcamp.
  • The 12th grade mentors support the 10th graders with their Personal Project, attending planning meetings and the before school meetings with the 10th graders.
• IB Mentor Coordinators
  • Support the IB Mentors and the IB Bootcamp
  • Meetings take place before school
• Personal Project Coordinators
  • Support the MYP 10th graders through the process of the Personal Project with monthly, before school meetings
  • Approve the projects
  • Train supervisors and facilitate norming for marking
  • Facilitate the Personal Project Showcase and the Ceremony
• Creativity Activity Service (CAS) Coordinators
  • Initiate group and individual meetings to explore ideas and encourage creativity
  • Contact students and guardians to update progress
  • Approve experience based on the CAS guide
  • Inform students of possible CAS activities
  • Act as liaison between community and school to promote community involvement in CAS projects
• Extended Essay (EE) Coordinators
  • Coordinate EE advisors with student topic compatibility
  • Provide monthly, EE-specific lessons throughout the 11th grade year in English and Theory of Knowledge (TOK) courses
  • Establish and maintain timelines for students
  • Track progress on PowerSchool (gradebook)
  • Organize a research field trip to Auraria Campus Library
  • Provide training and support for EE supervisors
• PowerSchool
  • Student Information System used to manage student data, streamline operations, and connect parents, teachers, and students through online portals for real-time access to grades, attendance, and assignments
• TalkingPoints
  • A multilingual communication platform for schools, connecting teachers and families by automatically translating messages in over 100 languages via SMS text or a mobile app, allowing parents to communicate in their home language and receive translations for school messages
• Schoology
  • Primary Learning Management System used to provide tools for course management, communication, and collaboration for students, teachers, and parents
• ManageBac
  • An online curriculum planning, assessment, and reporting platform for schools, especially those offering the International Baccalaureate programs, helping teachers, students, and parents manage everything from unit planning to IB-specific tasks like internal assessments, Personal Project, CAS, and EE
  • Additionally, it provides a streamlined approach to exam registration and external assessment uploads for teacher review.
• IB Council
  • An IB-specific club that meets weekly after school
  • Plans events for IB student and for the school, such as:
    • Smokyoke
    • Prom Dress Drive
    • Valentine’s Day Roses
• Personal Project Showcase and Ceremony
  • Students present their Personal Projects to their families, teachers and students during the Showcase.
  • IB MYP 10th grade students are honored for their completion of the MYP Personal Project.
  • This ceremony takes place in April, after school, after the Personal Project Showcase.
• Junior Induction Ceremony
  • IB Juniors are honored as they embark upon their IB journey.
  • This ceremony takes place in September of the first year of the DP.
  • Held during the school day in order to allow MYP students to see the continued benefits of the IB
• Senior Recognition Ceremony
  • IB Seniors are honored and given stoles symbolizing their commitment to and completion of the IBDP.
    • These stoles are to be worn at their high school graduation.
  • This ceremony takes place in May of the final year of the DP.
  • Held during the school day in order to allow MYP students to see the continued benefits of the IB
• Academic Probation Meetings
  • Monthly meetings with the student’s counselor to discuss their academic progress, needs, and/or struggles
  • Students will be placed on academic probation for a semester grade of D in any core class (English, Social Studies, Math, Science, or World Language) and/or a D or F in any elective class.
  • Two consecutive semesters of probation with a grade of D in any class will result in removal from the IB Program, as a student’s graduation might be in jeopardy; this is a last resort after all reasonable adjustments and support mechanisms have been exhausted.
• Guidance and Support Meetings
  • Quarterly meetings with the IB Coordinator to discuss strategies for long-term goal/project planning, managing workload, and time management skills
  • A student is placed on Guidance and Support for a score of 9 or below on their MYP Personal Project.
  • A student will remain on probation for the duration of the IB Diploma Program.
• Smoky Hill International Baccalaureate Parent Association (SHIBPA)
  • The SHIBPA president, a current parent of an IB student, serves as another contact for parent inquiries.
  • A monthly newsletter is sent to all families of IB students, where current and future dates are communicated as well as important information about the IB.

To ensure our admissions philosophy remains central to the IB mission, a committee, including the IB Coordinator, faculty, students, and family representatives, will review and revise this policy every two years. Reviews may occur sooner if changes to IB or government/district regulations significantly impact our procedures. This policy is housed on our website to ensure transparency, with the primary goal of dismantling elitism. We are committed to encouraging all students, particularly those from traditionally under-represented populations, to not only join the program but to succeed as IB Diploma recipients.
 

IB Course Sequence
Smoky Hill High School Course Guide
Smoky Hill High School IB Assessment Policy
Smoky Hill High School IB Inclusion Policy
Smoky Hill High School IB Complaint and Concern Process
Smoky Hill High School IB Language Policy
Smoky Hill High School Student Handbook

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

Our Vision

To ensure that each member of our community is equipped intellectually, socially, and emotionally to pursue their pathway of purpose.

Our Mission

To provide ALL students with an equitable and inclusive learning environment that cultivates the necessary knowledge, skills, habits of mind, and societal competence to thrive and contribute to a dynamic 21st-century world.

Our Core Values

Accountability, Equity, Growth Mindset, High Expectations, Relationships, Respect

The International Baccalaureate MYP & DP at Smoky Hill High School serves as a powerful framework to fulfill the school's mission to “provide ALL students with an equitable and inclusive learning environment.” The IB's rigorous curriculum, focusing on global concepts and challenging IB programs, ensures students receive the quality education that Smoky Hill values. By promoting inquiry, critical thinking, and a comprehensive approach to knowledge, the program elevates student learning contributing to the goal of students becoming knowledgeable and active lifelong learners who are prepared to succeed in post-secondary education and beyond.
 

At Smoky Hill High School, we believe that effective assessment is a student-centered process that bridges the gap between foundational content knowledge and the development of higher-order thinking skills. By providing timely feedback and monitoring progress, we empower students to apply their understanding to unique, unpredictable situations, ultimately preparing them to act with agency in an ever-changing world. Our philosophy recognizes that while assessments must align with the rigorous expectations of the International Baccalaureate and Colorado Academic Standards, the most profound learning often transcends traditional examination and is vital to developing the whole person.

To ensure assessments are valid measures of college and career readiness, our Professional Learning Teams collaborate to design common formative and summative tasks that are both reliable and authentic. We utilize IB-specific rubrics and external marking criteria to maintain global standards, ensuring that internal tracking is anchored in formal marking traditions. This approach treats assessment not as a single event, but as a series of multiple, differentiated experiences over time that allow for the transfer of learning across disciplines. By embedding the Approaches to Learning (ATL) into our inquiry-based lessons, we create a reflective environment that informs instruction and supports every student’s journey toward conceptual understanding and collaborative excellence.

Smoky Hill High School is a Professional Learning Community (PLC) where educator growth and assessment integrity are driven by multiple Collaborative Teams (CT). These teams meet weekly to plan, align, and refine units of study, ensuring that while individual teaching styles may vary, all students are evaluated against the same rigorous rubrics. This structured collaboration guarantees that formative and summative assessments remain consistent indicators of student growth across the program. To maintain these global standards, teachers are provided with ongoing professional development through sanctioned IB training and local IB Roundtables, fostering a standardization of process that clearly articulates our vision for academic excellence and increased achievement.

Driven by a commitment to continuous improvement, our faculty actively engages in collaborative discussions to evolve our grading and assessment practices toward greater equity. This ongoing professional reflection ensures that our methods remain responsive to student needs, providing every learner with the necessary opportunities to master material and effectively demonstrate their knowledge. By prioritizing equitable grading practices, Smoky Hill High School ensures that the assessment process remains a valid and fair reflection of a student’s true potential and understanding. 

The unit planning process serves as the blueprint for high-quality instruction and assessment. It is an expectation that all IB educators utilize MYP and DP Unit Planners within ManageBac to guide their curricular formation. These planners are not merely administrative records but are tools developed within collaborative teams to ensure horizontal and vertical alignment across the program. By housing our curriculum on a centralized platform, we ensure that our written curriculum remains a transparent and living resource, identifying the course level, specific instructional dates, and relevant DP Assessment components to ensure rigorous preparation for all students.

The architecture of our unit plans is rooted in backward design, beginning with clearly defined transfer goals and the specific summative tasks that will measure student understanding. Within this framework, teachers explicitly map out the relationship between formative and summative assessments, ensuring a scaffolded approach to student growth. Furthermore, these plans act as an intersection for the holistic IB experience as they require the intentional integration of Approaches to Learning (ATL) skills and, for the DP, the core elements of Theory of Knowledge (TOK) and Creativity Activity Service (CAS). By incorporating specific differentiation models, our unit planners ensure that instruction is accessible to all learners. Finally, every unit concludes with a reflection component, allowing teachers to use assessment data and student feedback to refine and improve the curriculum for future cohorts.

An assessment is a valid tool used to assess, record, and report student progress throughout the various components within a program. Assessment must be an ongoing, fair, and authentic gathering of relevant information about students and their knowledge, understanding, and demonstration throughout the learning process.

Purpose of Assessment
Assessment is the primary vehicle through which students take ownership of their learning journey. It provides students the opportunity to:

• Identify personal strengths, academic interests, and areas for further inquiry
• Engage with tiered activities and varied assessment modes tailored to their unique learning styles and pace
• Establish and reflect upon individual learning targets and growth milestones
• Showcase mastery of content through diverse and authentic performance tasks
• Apply acquired knowledge and skills to unfamiliar contexts and real-world challenges
• Critically reflect on their own success and the evolution of their learning over time

Assessment is a continuous diagnostic tool that shapes the classroom experience. It allows teachers the opportunity to:

• Set learning goals for individuals, small groups, and the whole class based on evidence
• Monitor student understanding in real-time and apply differentiated instructional strategies to meet the diverse academic and socio-emotional needs of all learners
• Deliver timely, criterion-related feedback that encourages student persistence and growth
• Systematically record and report progress via PowerSchool and ManageBac
• Evaluate the efficacy of teaching methods and collaborative unit designs

We believe that assessment provides a window into the classroom, fostering a transparent partnership between the school and the home. It allows guardians and community members the opportunity to:

• Maintain a clear understanding of the school’s academic standards, values, and global performance benchmarks
• Partner with the school in reflecting upon and supporting a student's long-term academic success
• Effectively encourage, motivate, and recognize student achievements within a holistic framework

The Cherry Creek School District established the Assessment and Performance Analytics department to promote expertise and best practice in the collection, organization, and interpretation of data to support informed decision making related to student learning, accountability and statutory compliance. Within this department, they

• Coordinate and manage required State and District assessments and assessment data
• Provide comprehensive reports, data access and processes that support users as they plan, monitor and evaluate student performance
• Create understanding around District, State, and Federal accountability requirements
• Support the creation and evaluation of District and School goals and initiatives in service to educational programs and practice
• Create stability for measuring student, school, and district performance that is independent from changes to the state assessment system
• Maintain the District's recognition of the SAT assessment as the primary measure of College and Career Preparedness and Success
• Extend the measure of College and Career Preparedness and Success into elementary and early middle school grade levels 

The CCSD Assessment System incorporates three vertically aligned assessments for the secondary grade levels; the SAT, the PSAT and NMSQT, the PSAT 10, and the PSAT 9. All exams are considered college readiness exams and the SAT also aligns with the CCSD graduation requirement scores. The SAT is the state-mandated assessment for all high school juniors.

• PSAT and PSAT/NMSQT focus on the knowledge, skills, and understandings that research has identified as most important for college and career readiness and success. In addition to helping freshmen and sophomores practice for the SAT, it can identify students' potential for success in advanced course work.
• SAT is an exam that is accepted for admission and placement in all public colleges and universities in the state. Grade 11 is assessed in SAT in the middle of April.
• The Colorado Measures of Academic Success (CMAS) assesses student performance on the Colorado Academic Standards. The only assessment conducted at the high school level for CMAS is science.
• Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS) for Multilingual Learners (MLs) is the state-required, large-scale language proficiency test for K-12 students and is one component of the WIDA Consortium's comprehensive, standards-driven system designed to improve the teaching and learning of Multilingual Learners.

Content-specific IB exams do not align with the above state/national exams. However, the skills explored and honed by IB teachers do translate into success on the above state/national exams.
 

To ensure transparency, consistency, and alignment with IB standards, Smoky Hill High School adheres to the following assessment practices:

• Transparency and Reporting: All student achievement data is recorded and reported through our student information system, PowerSchool, which provides administrators, educators, guardians, and students with real-time access to formative and summative feedback and grades. In addition to digital reporting, Smoky Hill High School hosts annual Parent-Teacher Conferences to facilitate discussions regarding student performance, growth, and future goals.
• Targeted Support and Annual Reviews: For students with Individualized Education Plans (IEP), Advanced Learning Plans (ALP), or READ Plans, progress and growth are reported annually. These plans are reviewed collaboratively by educator teams and guardians to ensure tailored support.
• Inclusion and Differentiation: Recognizing diverse needs, assessments are differentiated to address a variety of learning styles and academic profiles, ensuring every student can demonstrate their understanding.
• Standardized and State Assessment Data: State-mandated assessment results are communicated directly to families, accompanied by explanations to help guardians interpret their student's performance data.
• Strategic Alignment: All assessments are intentionally designed to bridge Colorado Academic Standards with the specific aims and objectives of the MYP and DP frameworks.
• Authentic and Learner-Centered Design: Assessments are crafted to be inquiry-based and authentic, providing students with meaningful opportunities to transfer their knowledge and skills to real-life situations.
   

Promoting academic integrity at Smoky Hill requires a whole-school approach. This means teachers actively model and embed ethical practices, while students receive clear guidance on expectations for research, collaboration, and presenting their own ideas. It also necessitates consistent policy enforcement by teachers and administrators, alongside clear communication of these policies to students and parents. As students navigate an increasingly complex information landscape, particularly with the evolution of Artificial Intelligence (AI), the internet and collaborative inquiry, a deep understanding of academic honesty is crucial to ensure they develop authentic work habits that extend far beyond their time at Smoky Hill High School.

For further guidance, refer to the Smoky Hill High School IB Academic Integrity Policy.
 

Progress, growth and development of specific standards and skills are reported each semester on PowerSchool and in ManageBac. Teachers in all IB MYP subject areas continuously develop common MYP rubrics that integrate the IB MYP assessment criteria for their own use in evaluating student work produced through summative and performance assessments. Rubrics are also adapted to share with students so they understand what is expected of them before commencing work on the assessment or assignment. All task scores for the four criteria in each subject area for IB MYP are assessed twice a semester and stored in ManageBac. End of term grades are also given to each student in every IB MYP subject area and are stored in ManageBac.
 

All MYP 10th grade students complete the MYP Personal Project. This culminating project is assessed based on the MYP Personal Project Criteria. Students are supported by their supervisor, who provides guidance and feedback along the process. The Personal Project coordinators, with the support of the IB Mentors (12th graders), hold monthly meetings with the 10th grade students as they progress on their projects. Once the project is finished, students will write their report which is then provided feedback from a collaborative model of reviewing the project reports.

Progress is visible in ManageBac and PowerSchool. The completion of the MYP Personal Project is reflected on the student’s official high school transcript as a Satisfactory or Unsatisfactory. Students are awarded a 0.5 elective credit for each semester of their 10th grade year that they have a Satisfactory for the Personal Project, equating to up to 1.0 credits. The Personal Project does not affect a student’s overall grade point average, nor is it a Colorado graduation requirement.

There is a culminating Personal Project Showcase after school in April, where the students present their projects to their families and the community. After the showcase, there is a Personal Project Ceremony, where exemplary projects are highlighted as well as students who exhibit the IB Learner Profile characteristics. Every student who completed a personal project receives a certificate of completion.

The DP at Smoky Hill High School utilizes a rigorous assessment framework designed to mirror the global standards of the International Baccalaureate while fostering individual student growth. Our practices ensure that assessment is a continuous cycle of inquiry, where the written, taught, and assessed curricula are integrated. Every DP course is developed through a backward design model, ensuring that daily instruction is anchored in IB internal and external assessment criteria, DP subject aims, and Colorado State Academic Standards. By prioritizing vertical alignment, our educators build upon prior knowledge and conceptual understanding, ensuring students are prepared for the terminal requirements of the program.

Teachers explicitly define IB command terms and provide the specific evaluation tools, such as rubrics and scales, that will guide the grading process. This clarity is further supported by the use of exemplars, which provide students with a vision of high-quality work. Throughout the course, assessment tasks are frequently modeled after formal IB internal or external exam formats to increase student familiarity and confidence. Due to the assessment for learning model, teachers provide feedback in a timely manner, creating a cycle of challenge, performance, and improvement. While we provide multiple opportunities for students to demonstrate mastery on teacher-created tasks, we adhere to IB regulations regarding Internal Assessments (IAs); while formative scaffolding is provided, formal reassessments are not permitted on final IB-mandated components.

The integrity of our DP grades is maintained through a culture of professional collaboration and global alignment. Teachers of the same or similar subject participate in internal standardization, cross-marking work to ensure that professional judgment remains consistent and equitable across all classrooms. Furthermore, our faculty treats the DP as a global conversation, reviewing feedback from IB examiners and integrating those insights into their future instructional design. This commitment to professional excellence extends to inclusive access, where we work in coordination with the IBO to provide necessary accommodations for students with identified educational needs, ensuring that every candidate can demonstrate their potential under appropriate conditions.

Ultimately, the success of this system relies on student agency. Students are the primary architects of their own learning and are expected to move beyond simple task completion toward the synthesis of complex ideas. Responsibility is demonstrated through the timely submission of both formative and summative work, which is essential for a functional feedback loop. We encourage students to engage with assessment criteria, utilizing self-assessment, peer-review, and formal reflection to identify their areas for growth. By striving for quality and applying their knowledge to authentic, real-world problems, Smoky Hill students use the assessment process to transform from passive learners into principled, global thinkers.

To ensure the accurate and timely submission of all formal requirements, the DP Coordinator facilitates a specialized training session during the second semester. During this meeting, teachers are briefed on the finalized procedures for entering Internal Assessment (IA) marks and Predicted Grades (PGs) into the IB Information System (IBIS). This session covers the technical protocols for inputting data and the digital workflow for uploading student work to the eCoursework platform. The DP Coordinator maintains an inventory of all required student documentation and forms, providing direct oversight and support during the moderation upload process to ensure compliance with global IB deadlines.

To manage the academic rigor of the programme, Smoky Hill High School maintains a centralized IB Assessment Calendar. All faculty members are required to input the dates for major assessments and internal deadlines into this calendar. This strategic scheduling is designed to balance student workload, minimize assessment overlap, and ensure the completion of all major tasks by the end of March. By providing this overview of the curriculum, the DP Coordinator can proactively monitor progress and, when necessary, coordinate additional support or supervised time for students to complete outstanding assignments prior to the final IBIS upload deadlines.

To establish goals and to maintain the current assessment philosophy, a committee will review and revise this policy annually. This committee will consist of IB students, families, IB staff, IB coordinator, and the principal. Smoky Hill High School will review and revise the assessment policy annually because of the changing needs of our population and to ensure that it continues to be central to our IB mission. The reviewed, revised version of the policy will remain housed on our website. Our hope is that a transparent assessment policy will encourage more students to engage in an IB education.

Cherry Creek School District Assessment & Performance Analytics
Smoky Hill High School IB Academic Integrity Policy
Smoky Hill High School IB Inclusion Policy
 

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

Our Vision

To ensure that each member of our community is equipped intellectually, socially, and emotionally to pursue their pathway of purpose.

Our Mission

To provide ALL students with an equitable and inclusive learning environment that cultivates the necessary knowledge, skills, habits of mind, and societal competence to thrive and contribute to a dynamic 21st-century world.

Our Core Values

Accountability, Equity, Growth Mindset, High Expectations, Relationships, Respect

The International Baccalaureate MYP & DP at Smoky Hill High School serves as a powerful framework to fulfill the school's mission to “educate and inspire students to thrive.” The IB's rigorous curriculum, focusing on global concepts and challenging programs, ensures students receive the quality education that Smoky Hill values. By promoting inquiry, critical thinking, and a comprehensive approach to knowledge, the program elevates student learning contributing to the goal of students becoming knowledgeable and active lifelong learners who are prepared to succeed in post-secondary education and beyond.

The District is committed to providing a working and learning environment that is free from unlawful discrimination and harassment.The District shall promptly respond to concerns and complaints of unlawful discrimination and/or harassment; take action in response when unlawful discrimination and/or harassment is discovered; impose appropriate sanctions on offenders in a case-by-case manner; and protect the privacy of all those involved in unlawful discrimination and/or harassment complaints to the extent practical and appropriate under the circumstances. These privacy protections shall apply to the extent permitted by state or federal law or where personal safety is not an issue.Under certain circumstances, the complaint may be referred to law enforcement for investigation.

The District has adopted the following procedures to promptly and fairly address concerns and complaints about unlawful discrimination and/or harassment. Complaints may be submitted verbally or in writing.When a complaint is made verbally to the Compliance Officer or additional information is required, a request will be made to the complaining party to complete a Complaint Intake Form to facilitate an investigation of the complaint.Copies of the Complaint Intake Form may be obtained from the Compliance Officer or on the District website.

(Direct Link to Policy)

An aggrieved individual who believes he or she has been subject to unlawful discrimination and/or harassment in violation of law and District policy is encouraged to promptly report the incident as provided in Board policy and this regulation.When appropriate to do so, reports received by teachers, counselors, principals, or other District employees may initially be investigated and informal resolution pursued at a building level. Notice of these reports shall be provided to the Compliance Officer.If the Compliance Officer is the individual alleged to have engaged in the prohibited conduct, the complaint shall be forwarded to General Counsel for the District or his/her designee.

Alternatively, any aggrieved individual may directly file, with the Compliance Officer, a complaint charging the District, another student, or any school employee with a violation of Title II, Title VI, Title IX or Section 504/ADA or with a violation of District policies prohibiting unlawful discrimination and/or harassment.Initial complaints may be made either verbally or in writing and shall describe with reasonable specificity, the nature of the complaint.When a complaint is made verbally to the Compliance Officer or additional information is required, a request will be made to the complaining party to complete a Complaint Intake Form to facilitate an investigation of the complaint.Copies of the Complaint Intake Form may be obtained from the Compliance Officer or on the District website.

All complaints shall include a detailed description of the alleged events, the dates the alleged events occurred, and the names of the parties involved, including any witnesses. The complaint shall be made as soon as possible after the incident.

Upon receiving a complaint, the Compliance Officer shall confer with the aggrieved individual and/or the alleged victim of the unlawful discrimination and/or harassment as soon as is reasonably possible, but no later than ten (10) school-days following the Compliance Officer’s receipt of the complaint (unless otherwise agreed), to obtain a clear understanding of the basis of the complaint and to discuss what action the aggrieved individual is seeking.

Within ten (10) school-days following the initial conferral with the aggrieved individual and/or the alleged victim, the Compliance Officer shall attempt to meet with the individual alleged to have engaged in the prohibited conduct to obtain a response to the complaint. If the individual alleged to have engaged in the prohibited conduct is a student, the meeting should include the student’s parents.Such person shall be informed of all allegations, which in the Compliance Officer’s judgment, are necessary to achieve a full and accurate disclosure of material information or to otherwise resolve the complaint.

At the initial meetings, the Compliance Officer shall explain the avenues for informal and formal action and provide a description of the complaint process.The Compliance Officer shall also explain that both the aggrieved individual/alleged victim and the individual alleged to have engaged in the prohibited conduct have the right to exit the informal process and request a formal resolution of the matter at any time.

The Compliance Officer shall also explain that whether or not the individual files a formal complaint or otherwise requests action, the District is required by law to take steps to correct the unlawful discrimination, harassment and/or to prevent recurring unlawful discrimination and/or harassment or retaliation against anyone who makes a report or participates in an investigation.The Compliance Officer shall also explain that any request for confidentiality shall be honored so long as doing so does not preclude the District from responding effectively to the prohibited conduct and preventing future prohibited conduct.

Informal Action
If the aggrieved individual and/or the individual alleged to have engaged in the prohibited conduct requests that the matter be resolved in an informal manner and/or the Compliance Officer believes that the matter is suitable to such resolution, the Compliance Officer may attempt to resolve the matter informally through mediation, counseling, or other non-disciplinary means.If both parties feel a resolution has been achieved through the informal process, then no further compliance action must be taken.No party shall be compelled to resolve a complaint of unlawful discrimination or harassment informally and either party may request an end to the informal process at any time.Informal resolution shall not be used to process complaints against a school employee and shall not be used between students where the underlying offense involves sexual assault or another act of violence.

Formal Action
If informal resolution is inappropriate, unavailable, or unsuccessful, the Compliance Officer shall promptly investigate the allegations to determine whether and/or to what extent, unlawful discrimination or harassment has occurred.

The Compliance Officer may consider the following types of information in determining whether unlawful discrimination and/or harassment has occurred:

• Statements by any witness to the alleged incident;
• Evidence about the relative credibility of the parties involved;
• Evidence relative to whether the individual alleged to have engaged in the prohibited conduct has been found to have engaged in prohibited conduct against others;
• Evidence of the aggrieved individual’s and/or alleged victim’s reaction or change in behavior following the alleged prohibited conduct;
• Evidence about whether the aggrieved individual and/or alleged victim took action to protest the conduct;
• Evidence and witness statements or testimony presented by the parties involved;
• Other contemporaneous evidence; and/or
• Any other evidence deemed relevant by the Compliance Officer.In deciding whether conduct is a violation of law or policy, all relevant circumstances shall be considered by the Compliance Officer, including:
  • The degree to which the conduct affected one or more student’s education or one or more employee’s work environment;
  • The type, frequency and duration of the conduct;
  • The identity of and relationship between the individual alleged to have engaged in the prohibited conduct and the aggrieved individual and/or alleged victim;
  • The number of individuals alleged to have engaged in the prohibited conduct and the number of aggrieved individuals/alleged victims;
  • The ages of the individual alleged to have engaged in the prohibited conduct and the aggrieved individual and/or alleged victim;
  • The size of the school or worksite, location of the incident, and context in which it occurred; and/or
  • Other incidents at the school or worksite.

The Compliance Officer shall prepare a written report containing findings and recommendations, as appropriate, and submit the report to the Superintendent within forty-five (45) school-days following the Compliance Officer’s receipt of the complaint or within thirty (30) days following the termination of the informal resolution process, unless otherwise agreed.The Compliance Officer’s report shall be advisory and shall not bind the Superintendent or the District to any particular course of action or remedial measure.However, the report may be used by the Superintendent or other District administration officials as a basis for disciplinary or other appropriate action.Within ten (10) school-days of receiving the Compliance Officer’s findings and recommendations, the Superintendent or his/her designee shall determine any appropriate sanctions or other action deemed appropriate.

To the extent permitted by federal and state law, all parties, including the parents/guardians of all students involved, shall be notified in writing by the Superintendent or his/her designee of the final outcome of the investigation and all steps taken by the District to remedy the situation within ten (10) school-days following the Superintendent’s/designee’s determination.

District Action
Whether or not a complaint is filed, the District shall take appropriate action to end the unlawful discrimination and/or harassment, to make the student or employee whole by restoring lost educational or employment opportunities, to prevent unlawful discrimination and/or harassment from recurring and to prevent retaliation against anyone that reports unlawful discrimination and/or harassment or participates in an unlawful discrimination and/or harassment investigation.

If disciplinary action is recommended for a student or employee, that action shall proceed in accordance with applicable District policy.Remedial and/or disciplinary actions shall include measures designed to stop the unlawful discrimination and/or harassment, correct its negative impact on the aggrieved individual/alleged victim, and ensure that the unlawful discrimination and/or harassment does not recur, as applicable.
 

Either the aggrieved individual/alleged victim or any individual alleged to have engaged in any prohibited conduct has the right to appeal any decision made by the Compliance Officer and request a hearing.This appeal/hearing procedure will not address the appropriateness of any disciplinary consequences which shall instead by governed by the Board’s discipline policies and procedures. Said appeal must be initiated within ten (10) school-days of receiving the Superintendent’s/designee’s notice of the final outcome.

The hearing officer for the appeal will be a District level administrator designated by the Superintendent.The hearing shall be informal.A student shall be entitled to be represented by his/her parent(s) or by an attorney. An employee shall be entitled to be represented by an attorney or other representative of his/her choice. The aggrieved individual/alleged victim may appear at the hearing and shall be entitled to present testimony and other evidence. Formal rules of evidence shall not apply. The Compliance Officer or his/her designee may represent the district at the hearing and shall likewise be entitled to present testimony and other evidence. The hearing shall be closed to the public.

The hearing officer shall make a written recommendation to the Superintendent based on evidence presented at the administrative hearing. That recommendation will be submitted to the Superintendent no later than twenty (20) school-days following the conclusion of the hearing.Within ten (10) schools of receiving the hearing officer’s recommendations, the Superintendent or his/her designee shall determine any final action deemed appropriate.

Nothing contained herein shall be interpreted to confer upon any person the right to a hearing independent of this or another Board policy, administrative procedure, statute, rule, regulation or agreement expressly conferring such right.This process shall apply, unless the context otherwise requires and unless the requirements of another policy, procedure, statute, rule, regulation or agreement expressly contradicts with this process, in which event the terms of the contrary policy, procedure, law, rule, regulation or agreement shall govern.

Complaints regarding violations of Title VI, (race, national origin), Title IX, (sex/gender), Section 504/ADA, (handicap or disability), Racial Incidents and Harassment Against Students at Educational Institutions Policy (race, color, or national origin) may be filed directly with the Office for Civil Rights, U.S. Department of Education, 1244 North Speer Blvd., Suite 310, Denver, CO 80204.Complaints regarding violations of Title VII (discrimination in employment), the ADA (disability in employment), and the ADEA (prohibiting age discrimination in employment) may be filed directly with the Federal Office of Equal Employment Opportunity Commission, 303 E. 17th Ave., Suite 510, Denver, CO 80202, or the Colorado Civil Rights Commission, 1560 Broadway, Suite 1050, Denver, CO 80202.

In order to stay in compliance with Cherry Creek Board Policy, the Complaint and Concern Process will be updated when Board Policy AC-R is reviewed, as the board policy is the overarching policy for all district schools. Any updates or changes will be communicated to the community.
 

Cherry Creek School District Board Policy AC-R: Nondiscrimination/Equal Opportunity

(Complaint and Compliance Process)

Cherry Creek School District Board Policy JII: Student Concerns, Complaints and Grievances

Smoky Hill High School Student Handbook
 

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

Our Vision

To ensure that each member of our community is equipped intellectually, socially, and emotionally to pursue their pathway of purpose.

Our Mission

To provide ALL students with an equitable and inclusive learning environment that cultivates the necessary knowledge, skills, habits of mind, and societal competence to thrive and contribute to a dynamic 21st-century world.

Our Core Values

Accountability, Equity, Growth Mindset, High Expectations, Relationships, Respect

The International Baccalaureate MYP & DP at Smoky Hill High School serves as a powerful framework to fulfill the school's mission to “provide ALL students with an equitable and inclusive learning environment.” The IB's rigorous curriculum, focusing on global concepts and challenging programs, ensures students receive the quality education that Smoky Hill values. By promoting inquiry, critical thinking, and a comprehensive approach to knowledge, the program elevates student learning contributing to the goal of students becoming knowledgeable and active lifelong learners who are prepared to succeed in post-secondary education and beyond.

Cherry Creek School District shares the International Baccalaureate Organization belief that, “teaching is … designed to remove barriers to learning. Teaching is inclusive and values diversity. It affirms students’ identities, and aims to create learning opportunities that enable every student to develop and pursue appropriate personal goals.” (What is an IB education? 2013:6)

Furthermore, the Cherry Creek School District Special Education department’s mission statement underpins this belief as our mission is “to prepare our students with special needs for positive post-secondary outcomes by ensuring access, alignment, achievement, advocacy and accountability. Excellence and Equity is at the forefront of our decision-making.” (Cherry Creek School District Special Education)

The Inclusion Policy of Smoky Hill High School helps to inform all stakeholders of the beliefs, practices, structures, and systems that help our community set and reach goals, affirm identity, and build self-esteem with every learner. Inclusive learning environments allow students to develop empathy and open-mindedness as they value and support students with special needs.

At Smoky Hill High School, we believe that inclusion is an ongoing process aimed at identifying and removing barriers to ensure all students can fully engage with the MYP and DP curriculum. We foster a culture where every educator is an educator of all students, and where collaboration between staff, families, and students is the foundation of our success.

Collaborative Support Networks
Inclusion at Smoky Hill is driven by a multidisciplinary team dedicated to the holistic success of our Middle Years Programme (MYP) and Diploma Programme (DP) students.

• Integrated Counseling: Our counseling staff is trained to guide IB students, ensuring that academic goal-setting and course selection are tailored to individual needs.
• Mental Health & Wellness: A dedicated team of mental health specialists and the school nurse work in tandem with academic staff to support the emotional stability and well-being essential for rigorous study.
• Case Management & Advocacy: Students with Individual Education Plans (IEPs) or 504 Plans work with their caseworker/counselor who serves as a bridge between the student, their family, and the IB faculty. IB teachers actively participate in IEP and 504 meetings, ensuring that classroom instruction and program requirements are harmonized with the student’s specific needs.

Access to the IB Curriculum
We ensure that the high standards of the IB are accessible through strategic differentiation and formal accommodations.

• Inclusive Assessment: We adhere to IB’s Access and Inclusion Policy, ensuring that both formative and summative assessments are modified or accommodated to provide an equal opportunity for students to demonstrate their learning.
• Continuous Communication: The IB Coordinators are integrated into the support loop, staying informed of all accommodations required for the Personal Project, CAS, and external examinations to ensure no student is disadvantaged.

Resources for Equitable Access
In partnership with the Cherry Creek School District, we provide the human and technological capital necessary to sustain an inclusive culture.

• Specialized Human Support: Students have access to a wide array of specialists, including Para-Educators, Interventionists, Speech-Language Therapists, and School Psychologists, all of whom collaborate with classroom teachers to provide "wrap-around" support.
• Assistive Technology: Through our 1:1 laptop initiative, every student has immediate access to transformative tools such as Speech-to-Text, Google Translate, and digital audiobooks.
• Empowered Faculty: To maintain this culture of access, our teachers engage in ongoing professional development. This begins with briefings at the start of each year regarding student profiles and continues through year-round training on differentiation strategies and the latest instructional technology.
   

The Individuals with Disabilities Education Act mandates that “to the maximum extent appropriate, children with disabilities...are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” (IDEA 2004).

Gifted Education is addressed in the Exceptional Children's Education Act (ECEA) in the Colorado Revised Statutes. The Colorado State Board of Education promulgates the rules for the implementation of statutes. The rules provide the administrative framework for schools and districts for the provision of services to gifted students.

Cherry Creek School District Policy IHBA: Special Education/Programs for Handicapped/Disabled/ Exceptional Students

In keeping with the intention of the state of Colorado to offer educational opportunities to all students that will enable them to lead fulfilling and productive lives, the district shall provide appropriate educational opportunities to all resident students in accordance with the requirements of state and federal statutes. Any student identified as a child with disabilities pursuant to the Individuals with Disabilities Education Improvement Act of 2004 (the IDEIA) who is between the ages of three and 21 and who has not received a high school diploma, GED or otherwise graduated from high school has the right to a free and appropriate public education. 

These students with disabilities shall be provided individualized educational programs appropriate to meet their educational needs, as determined by the student’s IEP team. A student identified as a child with disabilities under the IDEIA shall become eligible for special education and related services on his or her third birthday. A student reaching age 21 after the beginning of an academic year shall have the right to complete the semester in which his or her 21st birthday occurs or attend until he or she graduates, whichever comes first. Students with disabilities are required by federal law to be included in state and district-wide assessments, with appropriate accommodations where necessary. Any IEP developed for a student with disabilities shall specify whether the student shall achieve the district’s adopted content standards or whether the student shall achieve individualized standards which would indicate the student has met the requirements of his or her IEP.
 

Students are placed on Advanced Learning Plans (ALPs) or Individual Education Plans (IEPs) based on a process that can be initiated by parent, teacher, or student referrals. Students’ plans are reviewed to make sure that students are having their needs appropriately met. This process may or may not include testing but does always include an ALP or IEP team that consists of teachers, parents, the student, and possibly administrators. All qualifying students are eligible for applicable accommodations under law.

Equitable access to traditionally underserved populations is also a priority of the Cherry Creek School District and Smoky Hill High School. District and school goals consistently focus on narrowing the achievement gap between white/Asian students and Black/Latinx students. To this end, students of color are targeted for growth both systematically and individually through classroom instruction.

While there is an application process for entrance into the International Baccalaureate at Smoky Hill High School, it is not meant to be an exclusionary process. There is no limit to the number of students in the IB at Smoky Hill High School. We are a full Diploma school with exceptions in classes where there is no Advanced Placement or Concurrent Enrollment equivalent; this said, we provide multiple pathways to rigor. 

Students who are not working at a high level and not experiencing some form of academic success might be administratively withdrawn from the IB. Others, who want to try IB but do not quite have the academic résumé, might be admitted to the IB Program with probationary status, which requires monthly check-ins with the IB Coordinator. All students who have demonstrated success in rigorous courses are targeted for entry into the IB, especially students of color and/or those who are traditionally underserved. These students receive letters commending them for their middle school successes and recommending them to consider IB. After the first quarter of school, grade reports are generated, and teachers are consulted to find additional students who might benefit from the IB experience, again especially students of color and/or those who are traditionally underserved. Successful students who elect not to do IB are encouraged to participate in other rigorous programs, such as AP Capstone.

Students who pursue the IB MYP and/or DP are offered a variety of supports:
Academic Probation Overview
Grades and performance are monitored throughout the year by the IB coordinator. Students will be placed on academic probation for a semester grade of D in any core class (English, Social Studies, Math, Science, or World Language) and/or a D or F in any elective class. A preliminary academic alert notification is sent to both student and guardian(s) within the last six weeks of the semester. At the end of the semester, the final notification of academic probation status is sent to both student and guardian(s).

Students are provided additional support and monitoring by their counselor, with the aim of helping them improve academically. Students are required to meet with their counselor every month to discuss strategies for success, any concerns, areas of struggle, and their academic progress. If significant improvement (earning grades of C or better) is shown over the course of this semester, students will be removed from probation. Continuing to earn Ds in a semester will lead to conversations about the best placement for the student, while continuing to earn Fs in a semester may result in a student being exited from the program, as a student’s graduation might be in jeopardy.

Guidance and Support Overview
Students may be placed on Guidance and Support status in the Smoky Hill International Baccalaureate Program due to obtaining a low score on their IB MYP Personal Project. In order to help our students achieve to the best of their abilities in the IB DP, we have support structures in place that are designed to assist them on their future tasks. This support remains in place for their two years in the Diploma Program.

Students are required to meet with the IB coordinator once per quarter. In these meetings, they discuss strategies for long-term planning of projects, managing their workload, and time management. 

Students enrolled in International Baccalaureate classes are afforded the same rights as all other students in the state of Colorado. All verified accommodations will be requested both in the classroom and for external examination. Approval or denial is dictated by the IBO.

In order to establish goals and to maintain the current special educational needs/inclusive education philosophy, a committee will review and revise this policy annually. This committee will consist of IB students, families, the Student Services Coordinator, IB coordinator, IB staff and the principal. Smoky Hill High School will review and revise the special educational needs/inclusive education policy annually because of the changing needs of our population and to ensure that it continues to be central to our IB mission. The reviewed, revised version of the policy will remain housed on our website. Our hope is that a transparent special educational needs/inclusive education policy will encourage more students to engage in an IB education.

Cherry Creek School District Special Education
Cherry Creek School District Neurodiverse (Gifted & Talented) Student Services
Colorado Department of Education – See Special Education and MTSS Resources
Colorado Department of Education Office of Gifted Education
Colorado Rules for the Exceptional Children's Educational Act (ECEA)
IB Access and Inclusion Policy
Individuals with Disabilities Education Act (IDEA)
Smoky Hill High School IB Assessment Policy
Smoky Hill High School IB Inclusion Policy
Smoky Hill High School Student Handbook

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

Our Vision

To ensure that each member of our community is equipped intellectually, socially, and emotionally to pursue their pathway of purpose.

Our Mission

To provide ALL students with an equitable and inclusive learning environment that cultivates the necessary knowledge, skills, habits of mind, and societal competence to thrive and contribute to a dynamic 21st-century world.

Our Core Values

Accountability, Equity, Growth Mindset, High Expectations, Relationships, Respect

The International Baccalaureate MYP & DP at Smoky Hill High School serves as a powerful framework to fulfill the school's mission to “educate and inspire students to thrive.” The IB's rigorous curriculum, focusing on global concepts and challenging programs, ensures students receive the quality education that Smoky Hill values. By promoting inquiry, critical thinking, and a comprehensive approach to knowledge, the program elevates student learning contributing to the goal of students becoming knowledgeable and active lifelong learners who are prepared to succeed in post-secondary education and beyond.

Language is the fundamental vehicle for learning, thinking, and communicating, serving as a critical catalyst for cognitive growth, emotional awareness, and the formation of cultural identity. We believe that language instruction is essential for developing the personal and intercultural awareness necessary to foster mutually beneficial relationships and fulfill the IB Mission. Consequently, we are committed to providing differentiated instruction that supports our diverse student population in mastering academic language while actively advocating for the maintenance of the mother tongue and the acquisition of additional languages. By modeling the use of our linguistic repertoire to explore new content, we ensure that every learner’s unique identity and values are respected, empowering them to engage in the critical thinking and civic involvement required to navigate a complex, globalized world.

The Cherry Creek School District, celebrating over 75 years of excellence, is in the southeast metro-Denver area. Our district boundaries include the cities of Aurora, Centennial, Littleton, Englewood, the incorporated communities of Greenwood Village and Glendale and a large unincorporated area of Arapahoe County. The student population is approximately 120,700 students since opening in 1974.

The Smoky Hill High School ethnic profile from the 2025-2026 school year shows a student population of 35% White, 17% Black or African American, 9% Asian, 33% Hispanic, >1% American Indian, 9% Multi-racial, 1% Native Hawaiian or other Pacific Islander. Of these students, 13% are Multilingual Learners (ML). And while the majority of our population speaks English proficiently, it is not necessarily the first language spoken at home. 

The Cherry Creek School District educates students who speak over 140 languages other than English. There are over 30 different languages spoken in the homes of Smoky Hill High School students. These languages include Akan, Amharic, Arabic, Bemba, Burmese, Bwamu, Chinese, Chuukese, Dari, Farsi, French, Ganda, Hindi, Indonesian, Karen, Khmer, Korean, Mandarin, Oromo, Pa'o, Pashto, Portuguese, Russian, Somali, Spanish, Swahili, Tajiki, Thai, Tigrinya, Tongan, Ukrainian, Urdu, Vietnamese. Within our school, the English Language Acquisition Specialists and teachers support close to 200 students who are identified as Limited English Proficient or Fluent English Proficient. 

To meet the needs of all students and their parents, we have a department of Multilingual Learner specialists to provide access to content learning and English language development. English Language Acquisition supports, whether specific accommodations or otherwise, are in place to address the needs of students who are not yet fully proficient in grade-level academic English. As of the 2025-2026 school year, a team-teaching model is employed to accommodate language needs while increasing proficiency in English. Included in this model are the following:

• Co-taught English 9, 10, 11, & 12
• Co-taught American Government, Economics, Global Studies, US History
• Co-taught Algebra 1, 2
• Advisory 9, 10, 11, & 12
• Newcomer English Language Support 1 & 2

Beginning in the 2026-2027 school year, the Multilingual Learner model will be changing to dedicated English Language Development courses. The chart below indicates these courses and the students who would benefit from them.

As the IB recognizes that all teachers are language teachers, our staff is supported through the ML department and professional development to implement the following practices:

• Utilizing a variety of methods, resources, and multiliteracies to meet the diverse linguistic needs of all learners
• Actively helping students bridge new information with their existing linguistic and cultural backgrounds
• Identify and explicitly teach the specialized vocabulary necessary for students to access the curriculum
• Modeling proficient literacy behaviors and providing explicit opportunities for speaking, reading, and writing across all disciplines
• Utilizing district translation services to ensure equitable access to curriculum and school communication
• Encouraging the use of a student’s native language as a cognitive tool to further their understanding of the language of instruction
• Integrating listening, verbal, and written practice in English, second languages, and mother tongues to highlight cultural context and real-world application
• Developing curriculum aligned with Colorado State Standards to ensure a continuous framework of language skill development across the continuum
• Adhering to the principle that language development is a collective responsibility involving all stakeholders
• Maintaining open communication with families and providing resources to support home-based language development

All students at our school are viewed as language learners. We provide comprehensive Multilingual Learner (ML) support across the curriculum, ensuring students are empowered as they engage in the following areas:

Literacy and Communication

• Students are supported as they speak, read, and write in the language of instruction across all subject groups.
• Students engage with a rich variety of literature from diverse cultures, broadening their global perspective and linguistic empathy.
• Students are encouraged to express themselves culturally and use their non-English expertise to further expand the thinking of the cohort.

Inquiry and Critical Thinking

• Support is provided as students develop and pursue their own lines of inquiry, using language as a tool for independent discovery.
• Students are taught to navigate complex information through research and to use language for deep reflection on their learning process.
• Language support is integrated into all fields of inquiry to help students expand their conceptual thinking and academic vocabulary.

Identity and Cultural Integration

• Students are actively encouraged to incorporate their unique cultural backgrounds and personal histories into all areas of learning.
• Language support is designed to be inclusive, ensuring that a student's linguistic profile is seen as an asset to the classroom community.

In order to recognize the importance of students learning multiple languages, the district has adopted the state recognition for the Seal of Biliteracy. This recognition goes to any graduating senior who has attained proficiency in English Language Arts and one or more World Languages; this becomes part of the student’s permanent academic record. This is a further statement of accomplishment beyond a high school diploma that supports a student’s preparedness for college/career and for engagement as a global citizen.

Smoky Hill High School believes that language is both a resource, a right, and an asset. Students who pursue the Seal of Biliteracy, whether they are students who are native English speakers learning another language or students who learned a different primary language and developed English proficiency, find themselves better equipped to enter the world and show an empathy for others.

English (Language A): 

• IB MYP English 9 & IB MYP English 10
• IB English Literature 11 & 12

Spanish (Language A):

• Spanish for Native Speakers
• Advanced Placement Spanish Language and Culture
• Advanced Placement Spanish Literature and Culture

Japanese (Language A): 

• AP Japanese Language and Culture

French (Language B): 

• IB MYP French 1 & 2
• IB French 3 & 4
• IB French ab initio 1 & 2

Spanish (Language B): 

• IB MYP Spanish 1 & 2
• IB Spanish 3 & 4
• IB Spanish ab initio 1 & 2

Japanese (Language B): 

• Japanese 1 Honors
• Japanese 2 Honors
• Japanese 3 Honors
• Japanese 4 Honors
• Japanese 5 Honors

In order to establish goals and to maintain the current language philosophy, a committee will review and revise this policy annually. This committee will consist of IB students, IB parents, the World Language Coordinator, the Multilingual Language Coordinator, the IB coordinator, IB staff, and the principal. Smoky Hill High School will review and revise the language policy annually because of the changing needs of our population and to ensure that it continues to be central to our IB mission. The reviewed, revised version of the policy will remain housed on our website. Our hope is that a transparent language policy will encourage more students to engage in an IB education.

Cherry Creek School District Language Supports and Services
Cherry Creek School District Seal of Biliteracy
Smoky Hill High School IB Assessment Policy
Smoky Hill High School IB Inclusion Policy
Smoky Hill High School Student Handbook
Smoky Hill School Profile