L A N G U A G E P O L I C YS H O R T R I D G E H I G H S C H O O L

2018-2019 School Year

FROM THE HIGH SCHOOL PRINCIPAL

As the world becomes increasingly more complex and interdependent, the necessity to study cultures different from our own becomes increasingly essential. Thus, our curriculum in grades nine through twelve places an emphasis on international mindedness, inter-cultur-al understanding, and academic rigor.

Shortridge High School (Shortridge High) offers a unique opportunity to distinguish itself as a high school dedicated to the principles of leadership, scholarship, and service. Shor-tridge High is a home for educational excellence and sound values in a society in search of both. As participants in our programs, students may compete in national math or music events, master a foreign language, curate an art exhibition, or perform on stage.

As we enter our sixth year, we have placed an emphasis on retaining educational leaders that both reflect our core values and are experts in their respective fields. I am proud of their commitment to the ideals and promise of education. As the faculty implements a curricu-lum that is rigorous and flexible, expansive in breadth and depth, we welcome curiosity and inspire greatness.

Committed to serving a community of diverse cultures and backgrounds, Shortridge High is dedicated to having a representative community of learners and teachers. We are proud that our school reflects the diversity of Indianapolis. As an inner-city school we are confronted with the images of poverty, homelessness, racism, and conflict. To help eradicate these so-cial ills, our students are taught to lead remarkable, compassionate, and socially significant lives.

We have a singular, visionary goal of producing citizens who think freely, possess intellec-tual vitality, and address needs and realities greater than themselves. I am pleased you have joined me at Shortridge High, and I look forward to working toward these goals with you.

Sincerely,

Shane M. O’DayPrincipal

PHILOSOPHY

MISSIONOur mission is to challenge scholars from diverse socioeconom-ic and cultural backgrounds to become lifelong learners who develop personal and social awareness. Self-knowledge leads scholars to identify and pursue personal strengths, and awareness and understanding of one’s own personal and local culture lead to an openness and understanding of global cultures. As students identify and explore local and then global issues, they will be encouraged to take meaningful action. Shortridge High Believes in Our FutureEducation is a powerful force that must be leveraged to create a safer, more equitable, and prosperous community. Our vision is that through education our students will not only become academically successful, but become active and engaged citizens working for the greater good of society. To overcome challenges such as violence, poverty, racism, hunger, homelessness, and unemployment, we must have an educated citizenry willing to become engaged in civic discourse.

Education can help solve society’s ills. We must teach our chil-dren tenacity, integrity, a sense of empowerment and the impor-tance of service; our graduates will apply their skills and passions to create a lasting impact on their community.

Shortridge High Champions Its StaffFaculty members are selected for their professionalism, academic qualifications, skills, and creativity. Individual professional devel-opment is both supported and expected. Shortridge High creates an atmosphere in which the staff’s expertise and talents enrich the school community as a whole.

Shortridge High Invites Family InvolvementParents are encouraged to participate as partners in the education of their children and in the continuing development of the school. We support, respect, and desire such an active role for parents. Shortridge High School, a community of students, staff, and parents, is committed to the creation and support of a dynamic model school with high academic, social, and ethical standards.

Shortridge High School (Shortridge High) offers an opportunity for students to become active participants in the learning process. Shortridge High fosters critical thinking and inquiry-based skills to ensure its students achieve to their full potential as individ-uals and as members of the global community. In this setting, students, staff and parents cooperate in the educational process guided by our mission.

SCHOLAR CONTRACTOur school’s common goal is the development of Shortridge High scholars. We strive to create a learning environment that enables scholars to discover themselves and their learning passions while collaborating with peers and adults in a respectful, supportive, and nurturing climate. Through collaboration and shared responsibility, we seek not only to provide an engaging and rigorous academic program, but also to form a community that fosters personal and social awareness and a school culture that celebrates scholars and recognizes each for their individual and unique strengths.

To reach our common goal, each stakeholder must be committed to this aim. This agreement identifies not only roles, but an under-standing of common values and a commitment to education that reflect the IPS Core Values of Respect, Excellence, Scholarship, and Courage.

Each Shortridge High scholar, as he/she grows and matures, assumes more responsibility for their education and for supporting the values of the community. He/she makes the following commitments:

RespectThe promise to build community.

This means that Shortridge High scholars agree not to form cliques or become dependent on their friends or others. Each scholar promises to commit personal talents, energy, and passion to helping others succeed while pursuing personal growth. Scholars shall value the attributes of our Learner Profile, including respect of self, others, and property.

ExcellenceThe promise to assume responsibility for academic success.

This includes coming to school each day and on time, coming prepared for each class with the necessary school supplies, com-pleting all homework, using class time productively, engaging fully in classroom discussion, and working to 100 percent of their ability.

Scholarship The promise to meet all of the expectations of a Shortridge High scholar.

This means that Shortridge High scholars set aside sufficient time each night for study and the on-time and quality completion of class assignments. In the case of online work, scholars will ensure that resources necessary to complete course assignments are downloaded to their laptop, if they don’t have Internet access at home. Each Shortridge High scholar is expected to work hard at meeting educational challenges of the IB course work. Scholars take on the responsibility for meeting with their teachers and/or advisors before falling behind on work assignments. The academic honesty policy is upheld by all Shortridge High scholars.

CourageThe promise to participate in the unique learning opportunities offered at Shortridge High (such as Week Without Walls, student leadership, field experiences, clubs and student-led conferences).

Students at Shortridge High understand that learning extends beyond the classroom walls. Shortridge High scholars are expected to participate in preparation activities as well as events, which often extend the regular school day into evenings and weekends. They also agree to dedicate their time to community service.

IB LEARNER PROFILEAs a community of globally minded citizens, our scholars are becoming:

CaringThey show empathy and compassion towards the needs andfeelings of others. They have a personal commitment to actionand service to enhance the human condition, and respect forthe environment.

Critical ThinkersThey exercise initiative in applying thinking skills criticallyand creatively to make sound decisions and approach complex problems.

CommunicatorsThey understand and express ideas and information confidentlyin more than one language and in a variety of literacies.

InquirersTheir natural curiosity is nurtured. They acquire the skillsnecessary to conduct purposeful, constructive research, andbecome independent active learners. They actively enjoylearning and this love of learning will be sustained throughout their lives.

KnowledgeableThey explore concepts, ideas and issues which have globalrelevance and importance. In so doing, they acquire, and areable to make use of, a significant body of knowledge across arange of disciplines.

Open-MindedThrough an understanding and appreciation of their ownculture, they are open to the perspectives, values and traditionsof other individuals and cultures and are accustomed to seekingand considering a range of points of view.

PrincipledThey have a sound grasp of the principles of moral reasoning.They have integrity, honesty, a sense of fairness and justice andrespect for the dignity of the individual.

ReflectiveThey give thoughtful consideration to their own learning andpersonal development. They are able to analyze their strengthsand weaknesses in a constructive manner, and act on them.

Risk-TakersThey approach unfamiliar situations with confidence and havethe independence of spirit to explore new roles, ideas, andstrategies. They are courageous and articulate in defendingthose things in which they believe.

Well BalancedThey understand the importance of physical and mentalbalance and personal well-being for themselves and others.

OUR VALUESShortridge High School (SHS) is proud to promote and cele-brate linguistic diversity among scholars, faculty, and the greater community. This policy is reviewed yearly to evaluate the type and degree of support provided to Shortridge scholars to meet the growing needs of our school community.

The International Baccalaureate (IB) program challenges scholars to become global citizens, skilled at understanding the sociallycomplex nature of problems facing our society. It is each educa-tor’s responsibility to foster international mindedness by devel-oping scholars’ knowledge and understanding of other world cultures. The development of a sensitivity to and awareness of one’s first language, as well as the acquisition of a second andpossibly a third language, is central to the development of a mul-ticultural perspective.

Shortridge High School is designed for scholars from diverse socio-economic, ethnic and cultural backgrounds and who seek a rigorous academic program that leads to the International Baccalaureate Diploma. Scholars typically apply for admission following their eighth grade year; however, scholars may enter Shortridge High School in the 10th or 11th grade. As the Diploma Program (DP) and Career Program (CP) are two year programs, the only transfer students accepted in 12th grade are those who have completed the 11th grade at another IB school.

There are no admission requirements for the IB DP or CP for scholars who have been enrolled in Shortridge High School prior to their eleventh grade year.

The following data points are collected in order to assist students in selecting the best language course: scores on the Indiana State-wide Testing for Educational Progress-Plus (ISTEP+) assess-ment or equivalent data, teacher recommendation, and academic records. Scholars of all linguistic backgrounds are supported. Scholars with limited English proficiency are accepted into the school’s Middle Year Program (MYP) and supported through our district English as a New Language (ENL) program. Scholars should be proficient in English to begin the Diploma Program in their eleventh grade year or pursue self-study as the mother tongue language.

ADMISSIONS

As an IB school we believe that:

• Parents/guardians are crucial as they are a child’s first lan-guage teachers.

• Appreciation, awareness, and refinement of one’s first lan-guage is a lifelong process that plays an important role in a scholar’s intellectual and personal growth.

• Language is an expression of culture and as such is integral to scholars’ understanding of their cultural identities.

• All teachers are language teachers, responsible for devel-oping first-language communication in each subject area in written, oral and visual form.

• Individual scholars may need special language support in En-glish to acquire language appropriate to academic and social situations.

• The study and acquisition of a second/third language is criti-cal to the development of international mindedness, cultural awareness, and global citizenship.

• Acquisition of a second/third language creates different ways of viewing and interacting with the World.

• Second/third language classes at SHS are immersion classes that make use of a wide range of techniques and methods, including total physical response (TPR) and comprehensive input (CI), that encourage scholars to acquire the language.

• While English is the primary language of instruction, edu-cators must recognize distinct language needs of non-native English-speaking scholars and work to address their needs within and outside of the classroom.

• Equity of access to IB coursework is the right of all qualified scholars, regardless of their linguistic background.

OUR BELIEFS

As an Indianapolis Public School (IPS) magnet school program, Shortridge High School accepts scholars from communities locat-ed throughout the Greater Indianapolis Area. Although the vast majority of scholars live in a predominantly anglophone commu-nity, there is a growing second language community, representing speakers of many other languages in IPS schools. According to 2017-2018 enrollment data, approximately 16% of currently IPS enrolled students were identified as English Language Learn-ers (ELL) and another 28% of students attending IPS schools, self-identify as being of Latino background. It is assumed that most ELL students speak Spanish at home. During Shortridge High School’s first year of operation, 17% scholars self-identified as being Hispanic and 3% were classi-fied as ELL since English is not the primary language spoken at home. Based on population trends, it can be anticipated that future scholar enrollment will include both an increasing percent-age of Spanish speaking ELL scholars and scholars from other language backgrounds. The school is situated in the Mapleton Fall Creek neighborhood, a residential area on the edge of the inner city. The community is a low-income area with high unemployment. Shortridge High School provides transportation to students from all over the IPS district.

LANGUAGE PROFILE

COMMUNICATIONAll school administrative activities are conducted in English. However, written communications/letters sent out by the district to parents are generally available in both English and Spanish. At the school level, written and oral communications are generally conducted in English, but can readily be made available in Span-ish, French, and Chinese.

Shortridge High School staff recognizes the value of effective and timely communication with parents/guardians regarding a child’s academic progress. School-wide strategies for com-municating with those parents/guardians with limited English proficiency skills include the utilization of either a school staff member or a family member as a translator between school and parent/guardian.

Because of issues related to scholar confidentiality, approval of translators and permission to share information should be ob-tained from parent/guardians prior to the translation of sensitive scholar information.

INSTRUCTIONEnglish is the primary language of instruction at Shortridge High School. As teachers of language, every subject teacher develops units of instruction designed to advance a scholar’s ability to communicate effectively in written and spoken English. Teachers across the subject areas have regular opportunities to collaborate to ensure that scholars make cross-curricular connections and develop greater understanding of written texts. Written critical analysis is taught in all grade levels and across all subject areas. Scholars are also exposed to a wide range of texts, representing different cultural viewpoints. In addition to English language classes, other academic subjects expose scholars to a variety of written text forms (narrative, procedural, expository, hortatory, descriptive) and written forms (newspaper and maga-zine articles, brochures, blogs, essays, poems, short stories). In English class, analysis of a literary text includes consideration of voice, diction, tone, characterization, and other literary fea-tures. Scholars are taught organizational skills, sentence fluency, language conventions, and presentation in the MYP Language A: English coursework, and evaluated in these areas using the ru-brics prescribed through the MYP, DP and CP Programs. Schol-ars are also systematically taught to cite research and outside sources using MLA citation style, and then are expected to use it consistently in all academic classes when writing research-based papers. Listening and speaking are also important language skills. For that reason, scholars are actively engaged in group discussions that encourage both spoken contribution and active listening. Scholars are specifically taught and expected to follow the rules of conversation, stay on topic, and focus attention on the speaker, through participation in Philosophical Chairs and Socratic Semi-

nar discussions. On a more formal level scholars participate in a variety of curriculum based scholar presentations throughout the year, assigned in all academic areas, and are formally assessed using a subject or task-specific rubric as prescribed in the MYP. English Language instructional strategies typically include problem-based learning, direct instruction, and inquiry methods supported by technology integration. Scholars receive additional academic support through an advisory program that incorporates the teaching of organizational and study skills and an after-school tutoring program. These steps are taken to ensure scholars are well supported and guided towards greater academic success. Instructional strategies are derived from scholar data including PSAT, current academic progress across subject specific MYP criterion, state standardized tests such as the ISTEP and End of Course Assessments (ECA), and achievement levels. All teachers collect exemplars and anchor papers to ensure concurrency of grading across all grade levels and subject areas. Additional support is available during school breaks, as well as through after-school tutoring.

ROLE OF STAFFStaff at Shortridge acknowledge their role as language teachers. Through all courses in the MYP, DP and CP, teachers are ex-pected to continue to develop language skills by promoting and fostering a culture and climate of growth. This occurs in different ways based upon the IB subject group and program, but common threads include:

• Utilizing the Writing Center for academic writing support including research, hypothesis development, argumentation and formal writing

• Providing a diverse and wide-range of texts and other print publication sin each course

• Promoting language growth by providing reading, writing and speaking tasks at varying levels of difficulty

• Utilizing library resources or making recommendations to enhance library collection and resources.

SUPPORTShortridge strives to support the development and maintenance of mother tongue languages of its student body by:

• Offering after school academic instruction and support

• Establishing clubs and student-to-student social activities

• Providing community-based resources including texts and library materials, external tutoring and

• Participation in linguistics-based community activities in-cluding lectures and presentations

ENL SUPPORTFor many scholars enrolled at Shortridge High School, English is their first and primary language. However, the school year of 2018-19 saw a ten percent increase in the enrollment of scholars whose mother tongue is not English. While most scholars may be first language Spanish speakers, others come from other linguistic backgrounds.

To varying degrees, these scholars may require additional aca-demic support. This is provided through the IPS district’s English as a New Language (ENL) Program, a comprehensive state-man-dated support program for English Language Learners. The main focus of this program is to support scholars in their academic studies and teach English vocabulary and grammar through the core subject material. ENL scholars are challenged and encour-aged to reach their potential and to succeed in their academic classes. The goal of the ENL teacher is to help English language learners to build the skills and confidence necessary to become literate, and contributing members of their communities. Key components of the district ENL program include:

• Initial screening through the completion of a Home Lan-guage Census form as part of the scholar enrollment packet.

• Completion of a formal Language Assessment for scholars indicating a non-English language heritage. Those scholars scoring below a set standard score are classified as Limited English Proficient (LEP) and become eligible for ENL sup-port services.

• ENL services are based on annual Language Assessment test. The scores from this test determine the ENL scholar’s language level.

• Each scholar has an Individual Language Learning Plan based on Language Assessment score and the ENL teacher’s observation of the scholar’s performance.

• A continuum of support services are made available to ENL scholars, including self-contained classes, support in main-stream content area classes and assignment of bilingual tutors, where necessary.

It is the ENL’s teacher’s responsibility to ensure that individualized scholar accommodations and adaptations are developed, shared with teachers and implemented consistently across subject areas. Academic area teachers are then responsible for providing accom-modations, differentiating instruction, and using scholar perfor-mance data to determine overall effectiveness of instruction.

APPROACHAs an International Baccalaureate high school, scholars are en-couraged to become multilingual speakers with a global perspec-tive. World language acquisition studies provide scholars with the opportunity to foster lifelong learning by becoming culturally and linguistically proficient in at least one second or additional language.. By exposing students to 21st century issues of diver-sity and equity regarding language, migration, and multicultural-ism, we also hope to cultivate the belief in our students that they have a role in creating a more equitable and peaceful world.

As a growing school, Shortridge High School currently offers Spanish, Chinese (Mandarin), and French because of their in-creasing use by people throughout the United States and within the international business community. Spanish in particular is the most commonly used language by people residing in the Western Hemisphere; in our Indianapolis and Indiana community, it is the second most common language as our population of immigrant families from Mexico and Central America continually grows. Cultural and linguistic proficiency in a second or additional language and to work effectively across lines of difference will serve Shortridge scholars well as they embark on their future educational and professional careers in an increasingly globalized world.

Spanish, Chinese, and French learning objectives include four communicative processes: oral communication, visual and audi-tory interpretation, reading comprehension, and written expres-sion. The primary focus is on the acquisition and use of a second or additional language in a range of contexts and for different purposes while developing an understanding of other cultures through the study of language. The IB Language B course and assessment requirements guide the development and progression of language acquisition instruction through the MYP and DP Programs.

Given the cultural and linguistic diversity of our student popula-tion, the world languages department also recognizes the impor-tance of meeting the unique needs of native and heritage speakers of the target languages of study. Shortridge High School serves a diverse range of native and heritage speakers, particularly in our Spanish and French classes, from newly arrived immigrants with limited English proficiency to second- and third-generation heritage speakers who speak English as a dominant language. As a department, we make differentiation for native and heritage speakers a fundamental goal in our classrooms and for our own professional development. We also emphasize the importance of quality literacy instruction in the students’ mother tongue, with an emphasis on academic and professional language.

The methodology of instruction is data-driven and based upon current best practices including total physical response (TPR) and comprehensible input (CI), reading across the curriculum, project-based instruction, and communicative language teach-ing. Classroom instruction is active rather than passive; scholar engagement and application are the goals.

COURSE OFFERINGSAll scholars who attend Shortridge High School in the ninth or tenth grade will be enrolled in the Middle Years Program (MYP). As part of this program, language instruction is a core curricular component as indicated by Language and Language B course offerings. For those scholars whose primary language is not English, additional support will be provided through the district-wide English as A New Language (ENL) program.

Language Acquisition coursework provides scholars with the opportunity to pursue second language learning over the course of four or more years of study. Scholars may select from either Spanish, French, or Chinese for completion of their Language B course re-quirements at Shortridge. In the event that a scholar is already proficient in either Spanish, French, or Chinese, (s)he must enroll in the other, non-proficient language course sequence. The following chart describes the language choices and levels offered:

Subject Area Freshman - 9th Grade Sophomore – 10th GradeGroup 1: Language A(1 credit per semester)

English, Honors English English, AP English

Group 2: Language B(1 credit per semester)

Spanish I (Phase 1)Spanish II (Phase 2)French I (Phase 1)French II (Phase 2) Chinese (Mandarin) I (Phase 1)

Spanish II (Phase 2)Spanish III (Phase 3)French II (Phase 2) French III (Phase 3)Chinese (Mandarin) II (Phase 2)Chinese (Mandarin) III (Phase 3)

At the Diploma Program level, Shortridge High School offers Language A and Language B coursework at the Higher Level (HL) and Standard Level (SL) of study. Every scholar enrolls in Language and Literature at either the SL or HL level; scholars select their Lan-guage B course based upon their past years of study. Scholars entering Shortridge as eleventh grade scholars with no second language experience will enroll in the ab initio level courses. Choice of language level depends upon the scholar’s past academic record, level of proficiency and literacy in that language, and his/her overall diploma program. The following chart describes the language choices offered:

Subject Area Junior and Senior – 11th and 12th GradeGroup 1: Language A(1 credit per semester)

English Language and Literature – (SL or HL)Self-Study (SL or HL)

Group 2: Language B(1 credit per semester)

Ab Initio Spanish, French, Chinese (Mandarin) Spanish B, French B, Chinese (Mandarin B) SLSpanish B, French B, Chinese (Mandarin B) HL

At the Career Program level, Shortridge High School offers Language A and Language B coursework at the Standard Level (SL) of study. Every scholar enrolls in Language and Literature at either the SL level; scholars select their Language B course based upon their past years of study. Scholars entering Shortridge as eleventh grade scholars with no second language experience will enroll in the ab initio level courses. Choice of language level depends upon the scholar’s preference, level of proficiency and literacy in that lan-guage, and his/her overall diploma program. The following chart describes the language choices offered:

Subject Area Junior and Senior – 11th and 12th GradeGroup 1: Language A(1 credit per semester)

English Language and Literature – (SL or HL)Self-Study (SL or HL)

Group 2: Language B(1 credit per semester)

Ab Initio Spanish, French, Chinese (Mandarin) Spanish B, French B, Chinese (Mandarin B) SLSpanish B, French B, Chinese (Mandarin B) HL

REVIEW PROCESSThe language policy committee will meet annually to review the current language policy issues, consider the introduction of new languages and/or to change the level of support in a current lan-guage. Committee decision-making will be guided by the results of an annual language policy survey distributed to the school and community.

In May of each year, the language policy is presented to all share-holders prior to final adoption for the following school year. SHS’ language policy will be communicated to the school community through links on the school’s website and Facebook page, the Magnet Office IB brochure, and the school newsletter. As a com-munity, we welcome contributions that will lead to the continued linguistic success of our scholars.

PARENTAL ROLEParents and Guardians play an integral role in the linguistic development of their child. As a Title I funded school, Shortridge allocates funds to provide parents with seminars and workshops that focus on language support within the home.

In addition, parents and guardians are instrumental in assisting their child and the school in making language course decisions. Defining the appropriate level, language and course of study is heavily reliant on parents and guardians. Counselors and IB Coordinators work in conjunction with families to ensure every students receives the appropriate level of language support.

SELF-STUDYStudents have the option to study their mother tongue through Self Study Language A: Literature course, offered at standard level as part of the IB Diploma Program. This enables students to study in their mother tongue.

The course is supported by either the IB Diploma Coordinator or a Language A teacher. The student enrolls in a study hall and then works independently during this time. This time is allocated to provide students with scheduled time to meet with the supervi-sor and tutors, as well as complete coursework.

Our staff will act as a supervisor, students will receive the nec-essary supports and resources to understand the course require-ments an assessments. This includes time lines, tasks, prescribed list of authors, oral commentary questions, copies of the guide and subject reports.

The school will provide logistic support, but if an instructor is required it is the responsibility of the student to cover any costs associated with hiring a language instructor.

LIBRARY SUPPORTShortridge employs a full time media center librarian who over-sees the purchasing, cataloging and distribution of print and elec-tronic resources. This is supported by a full-time writing center who provides academic research and writing support.

Access to print and electronic resources is essential. Shortridge High School serves as a local branch to the Indianapolis Marion County Public Library (IMCPL) system. As a recognized branch of the library, Shortridge students and staff have full access to the library’s entire collection. This includes access to millions of print resources, along with ebooks, databases and reference resources. Members of the library also have access to school based materials.