Academic Integrity Policy

Purpose and Expectations

AURA considers academic integrity a core educational value. Students are expected to complete academic work responsibly and ethically, produce authentic work that reflects their own abilities, and acknowledge the contributions, ideas, language, data, images, code, and creative work of others. The goal is to develop students who create original work, understand responsible scholarship, and can be trusted by teachers, peers, families, and the wider academic community.

Why Academic Integrity Matters

• Maintains fairness in learning and assessment.
• Builds trust, responsibility, and accountability.
• Protects the value of student work and school qualifications.
• Develops ethical research, writing, and communication habits needed for higher education and professional life.

Plagiarism and Forms of Malpractice

Plagiarism includes presenting another person’s work, ideas, or expression as one’s own without appropriate acknowledgement. Examples include:

1. Direct copying: reproducing text, images, code, or other work without citation.
2. Paraphrasing without attribution: rewriting another source without crediting it.
3. Inadequate citation: citing some borrowed material while omitting other sources or failing to follow the expected citation method.
4. Self-plagiarism: resubmitting one’s own earlier work without appropriate disclosure.
5. Contract cheating: paying or arranging for another person to complete academic work and submitting it as one’s own.
6. Uncredited AI use: including AI-generated text, images, graphs, or other output without identifying the software in the work and referencing it appropriately.

AURA may use Turnitin or similar originality-checking tools when an instructor determines that they are appropriate.

Citation Style

APA is AURA’s preferred formatting and citation style. Students receive guidance and training in APA conventions, including workshops and library support. Students are expected to cite sources in the body of their work and provide appropriate references.

Collaboration vs. Cheating

Collaboration is an important part of learning at AURA and in IB programs. Collaborative work is acceptable when the contribution of each participant is transparent and appropriately acknowledged. Cheating occurs when a student uses dishonest or fraudulent methods to obtain an unfair academic advantage in an assessment, examination, assignment, or other evaluation.

Consequences for Academic Dishonesty

AURA uses an educational approach that emphasizes learning from mistakes while still protecting fairness and academic standards. Consequences vary according to the seriousness and frequency of the conduct and may include coaching, resubmission, loss of credit, a reduced or failing grade, formal warning, suspension, or expulsion.

• First offense involving improper citation: the teacher provides coaching on correct citation and the student may be allowed to resubmit the work.
• Second offense involving improper citation: the matter is reported to the IB coordinator, the student meets with the coordinator, a grade of zero may be assigned, parents are notified, and resubmission on a new topic may be permitted at the coordinator’s discretion.

Students may appeal a disciplinary decision in writing by explaining the factual reasons they believe the action is unfair or inconsistent with school procedure.

Signed Declaration

AURA requires students and parents to acknowledge the school’s academic-integrity expectations as part of the enrollment process by reading and signing the appropriate declaration or acknowledgement.

Academic Integrity and Approaches to Learning

Academic integrity is treated as a combination of values and practical skills. Students must understand intellectual property, authenticity, collaboration, collusion, paraphrasing, citation, and the proper use of other people’s ideas. Instruction should emphasize the benefits of ethical research and scholarship, not simply the avoidance of punishment.

Students are taught that authentic work is grounded in their own thinking and expression while fully acknowledging outside sources. Direct quotation, paraphrase, images, and ideas taken from others must be identified clearly. Collaboration must not become collusion, and students must understand when joint work is permitted and when individually assessed work must remain independent.

Teacher Responsibilities

• Model and teach honesty, trust, fairness, respect, justice, and responsibility.
• Apply academic-integrity expectations consistently and fairly.
• Create a classroom environment where students can learn responsible research and citation practices.
• Teach students how to acknowledge sources and integrate the work of others into their own scholarship.
• Use librarians and other academic-support resources to provide additional instruction and guidance.
• Participate in professional development so that academic-integrity practices remain current and consistent across the school.

References

• IB guidance and publications on academic honesty and academic integrity.
• IB guidance on artificial intelligence in learning, teaching, and assessment.
• MYP: From principles into practice.

Access and Inclusion Policy

Introduction

AURA is committed to an inclusive learning environment that respects and values the abilities, talents, backgrounds, and needs of all students. The policy supports access to the IB programs and appropriate educational support for students with special educational needs and other learning needs.

Principles of Inclusion

• Diversity: AURA values differences in background, identity, ability, language, experience, and perspective.
• Equal opportunities: students should be able to participate meaningfully in the IB program regardless of disability or special educational need.
• Individualized support: students receive accommodations, differentiation, enrichment, intervention, or other support according to their needs.

Purpose

• Communicate expectations for an inclusive educational environment.
• Explain the IB vision and practices related to access and inclusion.
• Clarify responsibilities of students, parents, teachers, administrators, and coordinators.
• Describe accommodations and support available to students and teachers.
• Provide equal access to curriculum and academic rigor.
• Support development of the IB learner profile, including compassion, communication, and willingness to take appropriate risks.
• Promote creative and differentiated curriculum design.
• Clarify the responsibilities of stakeholders supporting students with special educational needs.

Definitions

• Special Educational Needs (SEN): needs requiring additional support, accommodations, challenge, or intervention beyond the general curriculum, including learning disabilities and giftedness.
• Inclusion: providing access to AURA’s IB programs for all students.
• Differentiation: modification of instruction or assessment to respond to individual learning needs.
• Stakeholders: people with a direct role in student success, including students, parents, guardians, teachers, counselors, administrators, and IB coordinators.
• IEP: an Individualized Education Program developed for an eligible student requiring special education services.
• 504 Plan: a plan under Section 504 of the U.S. Rehabilitation Act that provides accommodations to eligible students.

Access to the IB Program and Support

• AURA provides reasonable adaptations and accommodations intended to help students access curriculum and assessment.
• Students with significant needs may receive or be referred for additional support services when appropriate.
• Student needs, IEPs, 504 plans, and relevant documentation are reviewed as part of the admissions and support-planning process.
• When testing or specialized services are required beyond what AURA can provide directly, families may be referred to the student’s home public-school district or other appropriate service provider.
• Classroom support may include curriculum modification, enrichment, accommodations, small-group instruction, or one-to-one assistance.

Common Practices and Philosophy

AURA treats inclusion as an ongoing process of identifying and removing barriers to learning and participation. The school seeks to create a community in which students become active, compassionate, lifelong learners who respect differences and understand multiple perspectives.

• Parents are encouraged to communicate regularly with teachers and school staff about student progress and needs.
• Teachers, specialists, parents, administrators, and students collaborate in planning and reviewing support.

Documentation

• Student achievement and support information is treated as confidential and shared only with authorized participants.
• Progress and accommodations are monitored and documented.
• Documentation supports annual review of IEPs and 504 plans when applicable.
• When a student transfers, appropriate cumulative records are transferred according to applicable procedures.

Staff Development and Collaboration

• Teachers receive IB training on program philosophy, policies, and implementation.
• AURA schedules professional-development and collaboration time for curriculum, assessment, student learning, and differentiation.
• Teachers receive ongoing training in inclusive practice, differentiation, and support for students with SEN.
• Family participation and multidisciplinary collaboration are considered essential to effective support.

SEN in the Diploma Programme

Students who require special arrangements should be identified before or as early as possible in the Diploma Programme. Possible arrangements may include modified materials where authorized, extended deadlines when permitted, assistance with practical work, additional time, information and communication technology, a scribe, transcription support, or readers. Requests for IB assessment arrangements are coordinated through the IB coordinator and must follow IB requirements for the relevant examination session.

Monitoring and Evaluation

AURA reviews its inclusion and SEN practices as part of continuous school improvement and seeks to adjust services, procedures, and resources according to student needs and IB expectations.

Document Review

A committee including IB coordinators, administrators, teachers, and parents reviews IB-related policies during program evaluation and as otherwise needed. The Access and Inclusion Policy is communicated through the AURA website and is intended to be reviewed annually or when legal requirements, IB guidance, or best practices change.

References

• IB Access and inclusion policy.
• The IB guide to inclusive education.
• Learning diversity and inclusion in IB programmes.
• Long Beach Unified School District information regarding private-school special-education services.

Assessment Policy

Philosophy and Principles of Assessment at AURA

Assessment drives instruction and involves students, teachers, and families. It measures learning, identifies strengths and areas for growth, informs planning, and helps the school determine future learning targets. AURA aims to use authentic, criterion-related, varied assessment tasks and real-world applications whenever possible. Students participate through self-assessment, peer assessment, and teacher assessment, while teachers work to standardize expectations and judgments across the school.

General Assessment Philosophy

• Assessment is ongoing and intentionally designed to improve learning.
• Reflection is an essential part of assessment.
• Tasks should be authentic whenever possible.
• Feedback is central and should support revision and improvement.
• Assessment informs students, teachers, families, administrators, and the wider school community.
• Assessment should be sensitive to cultural, linguistic, racial, learning, physical, and gender differences.
• Assessment criteria are communicated or developed with students in advance when appropriate.
• Judgments are based on evidence from student work.

Aims of Assessment

• Provide valid and reliable information about student learning.
• Reflect growth and development.
• Identify strengths and areas requiring further development.
• Guide future instruction and planning.
• Develop a common language for discussing achievement.
• Evaluate curriculum effectiveness and inform academic target-setting.
• Help students take responsibility for their own learning.
• Build shared expectations across year levels, departments, and the school.
• Provide focused feedback to students and families.
• Inform decisions about resources, curriculum, staffing, professional development, and school improvement.

General Assessment Practices

• Pre-assessment: teachers determine students’ prior knowledge and experience before new learning begins.
• Formative assessment: regular formal and informal checks during learning, including quizzes, reflections, discussion, short presentations, observations, and anecdotal records. Results are used to adjust teaching and are recorded through school systems such as Toddle.
• Summative assessment: assessment at the end of a unit or major learning sequence, using transparent criteria and tasks designed to demonstrate knowledge, conceptual understanding, and skills.
• Internal standardization: when multiple teachers assess the same subject or year level, teachers compare judgments and agree on common standards.
• Peer-, self-, and teacher-assessment are all used.
• Feedback should be timely and generally provided within one week.
• A balance of strategies and tools is expected.
• Assessment evidence should also reflect development of IB learner-profile attributes and approaches to learning.

Middle Years Programme Assessment — Grades 9–10

MYP assessment is criterion-related. Teachers design authentic assessment tasks aligned with objectives and assessment criteria in the relevant MYP subject guides. Rubrics describe levels of achievement, and teachers use a best-fit approach when making final judgments. Formative and summative assessment frequency is determined by teachers, with summative tasks generally occurring throughout each unit. Students receive criteria in advance and written feedback after assessment.

MYP Assessment Criteria

Subject	Criterion A	Criterion B	Criterion C	Criterion D
Language & Literature	Analyzing	Organizing	Producing Text	Using Language
Language Acquisition	Comprehending spoken/visual text	Comprehending written/visual text	Communicating	Using Language
Individuals & Societies	Knowing & Understanding	Investigating	Communicating	Thinking Critically
Sciences	Knowing & Understanding	Inquiring & Designing	Processing & Evaluating	Reflecting on the impact of science
Mathematics	Knowing & Understanding	Investigating Patterns	Communicating	Applying mathematics in real-world contexts
Arts	Knowing & Understanding	Developing Skills	Thinking Creatively	Responding
Physical & Health Education	Knowing & Understanding	Planning for Performance	Applying & Performing	Reflecting & Improving Performance
Design	Inquiring & Analyzing	Developing Ideas	Creating the Solution	Evaluating
Personal Project	Investigating	Planning	Taking Action	Reflecting
Interdisciplinary	Disciplinary Grounding	Synthesizing & Applying	Communicating	Reflecting

MYP Grade Boundaries

Final MYP subject grades are based on the total achievement levels across the four criteria, converted to the IB 1–7 scale. The published boundaries progress from very limited performance at the lowest level to consistently sophisticated, independent, and innovative performance at the highest level.

Internal Standardization in the MYP

Where more than one teacher teaches the same subject or supervises the personal project, staff standardize judgments so that criteria and levels are interpreted consistently. Teachers compare samples of student work, discuss their judgments, and reach agreement on appropriate achievement levels.

The Personal Project

The Personal Project is a sustained, student-directed inquiry completed in the final year of the MYP. It allows students to apply disciplinary knowledge, approaches-to-learning skills, and understanding of global contexts. Supervisors and coordinators standardize assessment, determine achievement levels for each criterion, total those levels, and apply IB grade boundaries.

Diploma Programme Assessment — Grades 11–12

DP assessment measures students’ mastery of advanced academic skills such as analysis, presentation of information, evaluation of arguments, research, and creative problem-solving. Teachers communicate instructions and criteria in advance and provide detailed feedback. Internal assessments follow subject-guide expectations and the IB Handbook of procedures. Formal summative assessment contributing to the final diploma may be internally or externally assessed, depending on the subject and task.

Teachers and the DP coordinator establish internal deadlines for IB assessments, the Extended Essay, and Creativity, Activity and Service requirements.

Students Requiring Accommodations

Reasonable accommodations are provided when supported by appropriate documentation. The DP coordinator arranges access provisions, such as additional time, alternative seating, or a scribe, when appropriate and permitted. External assessment arrangements must comply with current IB procedures.

External Diploma Programme Examinations

In the final year of the DP, students sit externally assessed IB examinations during the official examination session. These examinations form an important part of the Diploma Programme’s final assessment process.

Assessment Tools and Strategies

Strategies	Tools
Observations	Rubrics
Performance assessments	Exemplars
Process-focused assessments	Checklists
Selected responses	Anecdotal records
Open-ended tasks	Continuums

Examples of Summative Assessment Tasks

Tasks may include formal essays, photo essays, academic investigations, scientific experiments, presentations, projects, website development, speeches, performances, problem-solving, design, planning, organization, debates, journals, competitions, and proposals.

Curriculum-Referenced Tests

Curriculum-referenced tests measure achievement against identified curriculum skills and knowledge rather than comparing students with a general population. AURA uses them to understand individual and group performance, identify patterns of strengths and weaknesses, inform planning, evaluate curriculum, moderate standards, and promote standardization. Results may support goal-setting, conferences, curriculum evaluation, and comparison of learning against school expectations.

Reporting Student Learning

Quarterly Reports

Students receive progress reports each quarter. Reports communicate performance in subject criteria, approaches-to-learning development, progress, effort, and an IB-style grade that may also be translated into a local A–F grade.

Student-Led Conferences

Students present learning outcomes and samples of work to parents and teachers. Conferences are designed to increase student responsibility, reflection, communication, and ownership of learning. Students discuss work, assessment evidence, strengths, areas for improvement, and future goals. Teachers support preparation and contribute as needed.

Parent-Teacher Interviews

Parent-teacher interviews may occur throughout the year under AURA’s open-door approach and may be initiated by the teacher, family, or school leadership.

Evidence of Policy in Practice

Teachers plan with assessment in mind, use reflection and feedback, communicate criteria, differentiate instruction, select appropriate tools, and communicate progress and goals clearly.

Students participate in self-assessment, understand strengths and areas for growth, set goals, use assessment tools, manage portfolios, understand expectations, and increasingly lead conferences about their learning.

Parents understand school expectations and assessment language, participate in goal-setting, recognize student ownership of learning, and share relevant information about student progress and needs.

Monitoring and Revision

The policy was developed during the 2023 school year, reviewed by the assessment steering committee, faculty, IB coordinator, Head of School, and governing body, and is intended to be reviewed and updated annually in consultation with the school community.

References

IB Programme standards and practices and MYP: From principles into practice informed the development of this policy.

Online Privacy Policy

Scope of the Notice

The Online Privacy Policy applies to information collected through auracademy.org and other websites owned or controlled by AURA that refer to the notice, unless a specific website states otherwise. AURA is the data controller for information covered by the notice. The policy is intended for website visitors and does not govern information collected from employees, contractors, volunteers, or other workers as part of an employment relationship.

Personal Information Collected and Processed

AURA may collect information that can reasonably identify a person, such as names, contact information, account or inquiry information, information submitted through forms, and technical information generated through use of the website. Certain categories of information may receive enhanced protection under applicable law. Information is collected and processed only for legitimate school, administrative, operational, communication, marketing, security, legal, or service-related purposes.

Cookie Policy

AURA websites may use cookies and similar technologies to support site functionality, remember preferences, improve user experience, analyze website use, and improve content and design. Visitors may be able to adjust or disable cookies through browser settings or available website controls, although some features may not function fully if cookies are disabled.

Sharing Personal Information

Information may be shared internally as needed to carry out the purposes described in the policy. AURA may also use third-party service providers for activities such as website hosting, application processing, marketing, communications, analytics, and other operational services. Information may be disclosed to government agencies, regulators, or law-enforcement authorities when required by law, legal process, or regulatory obligation, or when necessary to enforce school policies, pursue remedies, or defend legal claims. AURA states that it does not sell personal information to third parties for their own direct marketing or advertising purposes.

International Transfers

Information submitted by users outside the United States may be transferred to and processed in the United States or other jurisdictions where data-protection laws may differ. AURA seeks to take reasonable steps to protect information according to applicable law.

Non-Personally Identifiable Information

AURA may collect standard internet log and usage information, such as browser type, device or technical information, and navigation patterns, in aggregated or non-identifying form. This information is used for analytics, content improvement, site design, performance, and user experience.

Information Security

AURA takes reasonable measures to protect personal information against unauthorized access, misuse, alteration, disclosure, or loss. Security practices may include administrative, technical, and organizational safeguards appropriate to the nature of the information and the systems involved.

Marketing

Contact information submitted through AURA websites may be used to answer inquiries, complete requested transactions or services, and support internal marketing and development. Individuals may opt out of marketing communications by using the unsubscribe instructions provided in marketing emails or other available preference controls.

EEA Data Subject Rights

Individuals located in the European Economic Area may have rights under applicable data-protection law, which can include rights of access, correction, deletion, restriction, objection, portability, and withdrawal of consent where consent is the lawful basis for processing. Requests are handled in accordance with applicable law and identity-verification requirements.

Access and Choice

Where appropriate, individuals may manage certain privacy choices, communication preferences, directory settings, or consent selections through available school systems, website controls, or by contacting AURA.

Document Retention

AURA retains personal information for as long as necessary to fulfill the purpose for which it was collected, meet legal or regulatory obligations, resolve disputes, or protect legitimate institutional interests.

Updates to the Privacy Policy

AURA may update the privacy notice from time to time. When required, notice of material changes is provided before or around the effective date. Continued use of the website after a revised notice takes effect may be treated as acceptance to the extent permitted by applicable law.

Contact Information

Questions, requests, or complaints regarding privacy should be directed to AURA through the contact channels designated by the school. The current website should provide the appropriate privacy contact details and any request mechanism used by students, families, faculty, or staff.

Effective Date

The currently published privacy policy identifies July 21, 2023 as its effective date.

American University Research Academy Admissions Policy

Introduction

AURA is committed to an inclusive and diverse educational environment aligned with the principles of the International Baccalaureate. The admissions policy is intended to make enrollment decisions fair, transparent, consistent, and appropriate to the school’s programs and available capacity.

Equal Opportunity and Non-Discrimination

• Equal opportunity: AURA provides educational opportunities without regard to background, nationality, ethnicity, gender, religion, disability, or other protected status.
• Non-discrimination: applicants are not excluded on the basis of race, color, national or ethnic origin, gender, religion, disability, or another legally protected characteristic.

Admissions Requirements

• Grade levels: AURA serves the MYP in Grades 9–10 and the DP in Grades 11–12.
• Available space: admission depends on capacity in the relevant grade level.
• Age: applicants must meet appropriate age expectations for the grade and program. The policy identifies approximately ages 13–15 for the MYP and 16–19 for the DP.
• Academic readiness: readiness may be evaluated through prior school records, standardized test information, entrance or placement assessments, and other academic evidence.
• Interviews and assessments: AURA may interview prospective students and parents and may require assessments to determine readiness and program fit.

Priority Groups

• Siblings of currently enrolled students may receive priority.
• Children of AURA or AUHS employees may receive priority.

Application Process

Applications are accepted throughout the year for entry at the beginning of an upcoming quarter, including fall, winter, or spring. Families complete the official AURA application and submit the supporting documentation requested by the school.

Required Forms and Documents

1. Completed application form.
2. Enrollment agreement.
3. Release of information.
4. Release waiver.
5. Technology agreement.
6. Medical information.
7. Emergency contact information.
8. Parent/Student Handbook acknowledgement.
9. Prior school transcripts.
10. Immunization record.
11. Academic Honesty Policy acknowledgement.
12. New Student Information Sheet.
13. Proof of age, such as a birth certificate or U.S. passport.
14. Exit grades from the previous school when enrolling during an academic year.
15. Applicable legal documents, including restraining orders, custody documents, foster-placement papers, or guardianship documentation.

Students are registered under their full legal name, and families are expected to provide legal documentation needed for the school to recognize custody, guardianship, or restrictions involving a student.

Selection Process

An admissions committee made up of available faculty members and administrators reviews applications and makes decisions based on the student’s file, readiness, program requirements, capacity, and the school’s enrollment priorities.

Notification

The policy states that applicants are generally notified of an admission decision within 10 business days.

Appeals Process

Applicants may appeal an admissions decision when they believe the stated criteria or process were not followed. Appeals are reviewed by the administration.

Enrollment

Accepted students and families receive information regarding enrollment steps, required fees, documentation, deadlines, and other conditions necessary to complete enrollment.

International Baccalaureate Diploma Programme

Students in Grades 11 and 12 participate in the Diploma Programme. AURA encourages students to attempt the full IB Diploma so they can benefit from the complete educational experience. If a student is struggling and a different pathway is better aligned with the student’s abilities and future goals, teachers and administrators may discuss individual DP course certificates or other appropriate options. Students are expected to remain enrolled in at least one Diploma Programme course.

Review of Policy

The admissions policy was initially developed collaboratively in October 2023, reviewed by leadership in December 2023, February 2024, and April 2024, and is intended to be reviewed annually or whenever updates are needed to remain aligned with IB principles, law, and good admissions practice.