Renton High School
Academic Honesty Policy
The primary goal of Renton High School is to provide academic and social development and growth for students. Renton High School’s expectation is that students will exhibit mature, responsible and honest characteristics, and will not cheat, copy, plagiarize, or falsify documents. The academic work of principled IB learners must embody the values of honesty and integrity. Furthermore, staff and/or students will not condone or assist these behaviors. Academic dishonesty discredits the mission of Renton High School and endangers the academic career of the student(s) involved.
The Renton High School faculty and administration are responsible for establishing, upholding, and enforcing the academic standards, expectations, and integrity for the student body to abide by. Successful implementation of such academic standards, expectations, and integrity are most effective when staff and students understand and accept accountability of the integration, as well as having consistent implementation and enforcement of the academic policy. Teachers must know the following enforcement system and are obligated to enforce it when academic dishonesty occurs. Enforcement supports honest learners and promotes commitment to academic integrity. Enforcement of academic honesty allows the ability to better monitor the quantity and nature of academic dishonesty incidents, tracking students who repeatedly commit academic dishonesty.
Renton High School’s academic honesty policy will be distributed to families, students, and staff via newsletters and other communications, presentations, and student handbooks. Teachers at RHS educate our learners on how to prevent the unintentional infringement on other’s rights, discuss the laws concerning copyright and plagiarism and, most importantly, help learners understand that cheating can adversely impact learning. Standards, expectations, and policies regarding academic dishonesty must be clear, consistently upheld, and enforced at all times. Expectations and policies regarding academic dishonesty should be clear within and across academic disciplines and classrooms should be conducted in a manner to support those policies.
Definition of Academic Dishonesty
Renton High School defines academic dishonesty as contravening procedures protecting the integrity of a given assignment, project, exam, or evaluation. Academic dishonesty reflects poorly on the academic integrity of Renton High School. The administration and staff consider it a serious offense. If a student is unsure about what would be considered “cheating” or “plagiarism” it is the responsibility of the student to seek clarification from teachers, staff, peers, and parents.
Academic Dishonesty, or Cheating includes, but is not limited to:
- Submitting unoriginal material as your own. Working on or completing an assignment, project, examination, or evaluation for another student.
- Use of unauthorized devices, tools, or information to work on or complete an assignment, project, examination, or evaluation.
- Falsifying information on an assignment, project, examination, or evaluation.
- Working with others without permission on an assignment, project, examination, or evaluation.
Plagiarism is defined as the representation, intentionally ort unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgement. It occurs when a student omits, misrepresents, or inaccurately documents how the work of others appears in and influences the student’s work, such as:
· Use of words or images of others without quotation marks or proper acknowledgement.
· Using or submitting previously submitted work by themselves or another student.
Collusion is the act of helping or allowing another student to be academically dishonest. This could include, but is not limited to, allowing a student to copy your work, telling a student what was on an exam, and letting another student turn in your work as their own.
It should be noted, however, that legitimate collaboration is different from collusion. Legitimate collaboration is when the teacher instructs students to work together on a specific task or assignment. This requires that work is divided equally and that all students are contributing. The ideas from the group should still lead to a collaborative piece of work and everyone’s contribution needs to be acknowledged.
Collusion at Renton High School is considered to be a serious academic offence. Examples of collusion include the following:
· Giving a student in the same class a copy of the homework
· Allowing another student to copy an assignment or essay
· Giving another student the information that was on an exam
· Hiding the truth from a teacher when you are aware of someone who is cheating
Traits of an Academically Honest RHS Student
· His/her own work
· Seek help from teachers, parents, other students and friends (after school tutoring, peer tutoring, Homework Help Center, King County Library System, study groups etc.)
· Acknowledge sources of direct quotations
· Acknowledge information taken from books, CD-ROMS and the Internet
· Know what constitutes cheating and abides by the rules
· Bring the effort of others who cheat to the attention of school officials
· Follow all exam rules
Does not …
· Use notes during a test unless allowed by a teacher
· Copy from another student during a test
· Copy from books, papers, the homework of another student
· Hand in work as his/her own that has been copied
· Do homework for another student
· Give another student his/her own work to copy
· Communicate with other students during a test
· Copy from the Internet
Teacher, Student, Parent, and Administrator Responsibilities
· Read and know the Academic Honesty Policy.
· In addition to observing the RHS Academic Honesty Policy, observe all course-specific rules and consequences established by your teachers.
· Report to the teacher if cheating is taking place and how it is being done.
· Do not copy homework or let someone else copy your homework.
· Do not use study aids (such as Sparknotes) as an alternative to completing an assignment.
· If collaboration has not been specified, the assignment must be your individual honest effort.
· Seek only appropriate help from parents, tutors, or other students; check with the teacher prior to receiving the help to know what help and assistance is appropriate.
· Take responsibility for doing your fair share on a collaborative assignment.
· On papers, do not summarize, paraphrase or quote without proper documentation.
· During tests and quizzes, keep your paper covered and your eyes on your own paper.
· Clarify with the teacher what aids may be used on the test (calculator, notes, etc.).
· Do not talk during test except to teacher.
· Do not discuss any aspect of the test until the teacher has returned it or given permission to discuss it.
· Be precise about expectations for students by clearly stating the Academic Honesty Policy, orally and in writing.
· Communicate the range of consequences for Academic Honesty violations to the students.
· Address the use of study aids (e.g., SparkNotes, tutors, etc.) in course work.
· Clearly specify when collaboration with other students is permitted on an assignment.
· Review student work regularly for violations of the Academic Honesty Policy.
· Report violations of the Academic Integrity Policy regarding your own class assignments to an administrator.
· Report violations of the Academic Honesty Policy regarding another teacher’s class assignments to that teacher (i.e., when an English teacher observes students copying Math homework in English class, the English teacher should report that to the Math teacher).
· Tell students when they can discuss a test after it has been given.
· Read and know the school’s Academic Honesty Policy.
· Help the student understand you value academic integrity and expect the student to comply with the school’s Academic Honesty Policy.
· Support the imposition of consequences if the Academic Honesty Policy is violated.
· Require students to do their own work.
· When helping students with assignments, ensure that their work remains their own.
· Make a copy of the school’s Academic Honesty Policy available to all students, teachers and parents.
· Facilitate ongoing conversations and reflection about the Academic Honesty Policy.
· Administer fair and consistent consequences for offenses of the Academic Honesty Policy.
· Maintain records of Academic Honesty Policy offenses.
(Modified from Piedmont High School: http://www.piedmont.k12.ca.us/phs/academics/academic-integrity.php)
Reporting Academic Dishonesty
When a teacher believes a student has violated Renton High School’s academic honesty policy, he or she will directly contact the student informing him or her of the allegation. In order to maintain the integrity of this policy, teachers must report all such incidences at the first instance. The teacher will also notify the student’s grade level administrator and/or the Dean of Students of the allegation each and every time by completing and submitting a Discipline Referral. The grade level administrator and/or Dean of Students will address the student and notify student’s parents.
Consequences of Academic Dishonesty
If a student is found to have violated the Renton High School’s academic honesty policy, the following consequences will be enforced. These consequences are per academic school year and are accumulative, not per class.
· 1st Offense: The student will initially receive a zero for the given assignment, project, examination, or evaluation. The learner will have the option to receive a tutorial on academic honesty and can re-do the assignment within one calendar week in the presence of the teacher for partial credit up to 70%. The student will also receive a Wednesday School detention.
· 2nd Offense: The student will receive a zero for the given assignment, project, examination, or evaluation. The student will also receive a Wednesday School detention.
· 3rd Offense: If a student commits a third offense of academic dishonesty, he or she will receive a failing semester grade for the class, with the possibility of academic dishonesty being noted on the transcript.
Academic Student Appeal Process
A student may appeal an academic dishonesty allegation within two school days of the Discipline Referral being submitted. Students wishing to appeal an academic dishonesty allegation must submit a typed request for appeal to the grade level administrator and/or Dean of Students, with the letter including the appeal date, the basis of the appeal, and any information not included on the Discipline Referral. Based on the information from the Discipline Referral, the appeal letter, and discretion of the grade level administrator and/or Dean of Students one of the following actions will take place:
· The allegation will be upheld or overturned.
· Disciplinary consequences will be upheld or reduced.
· Further disciplinary consequences could be added.
Examples of Conventions for Citing and Acknowledging Original Authorship
In the academic community, it is commonplace to draw upon the work of others, and it is fundamental to acknowledge that work’s authorship. At Renton High School, the preferred method for citing and acknowledging original authorship is that of the Modern Language Association (MLA) - unless the course requires another format. Regulating document format, in-text citations, and the culminating works cited of a paper, the MLA method is easily accessible for all disciplines: when properly taught, opportunities for plagiarism are greatly reduced for all learners.
The MLA format uses parenthetical citations that depend upon two things: the medium (for example, print, web-based, DVD) and the source’s entry on the Works Cited page (a signal word in the text is the first thing in the corresponding entry on the Works Cited page). Any source information that you provide in-text must correspond to the source information on the Works Cited page.
· Wordsworth states that Romantic poetry is marked by a “spontaneous overflow of powerful feelings” (263).
· Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263). Wordsworth extensively explored the role of emotion in the creative process (263).
Corresponding Works Cited Entry:
· Wordsworth, William. Lyrical Ballads. London: Oxford U.P., 1967.
Works Cited Page
Follow these basic guidelines to format your works cited page.
· Begin your Works Cited page on a separate page at the end of your research paper.
· Center label the page Works Cited (do not italicize the words Works Cited or put them in quotation marks).
· Double space all citations.
· Indent the second and subsequent lines of citations to create a hanging indent.
· For online sources, you should include a location to show readers where you found the source. The DOI or URL is usually the last element in a citation and should be followed by a period.
· Alphabetize entries by the signal (first) word of the entry.
· All works cited entries end with a period.
Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May 2007, www.nytimes.com/2007/05/22/science/earth/22ander.html?_r=0. Accessed 12 May 2016.
An Inconvenient Truth. Directed by Davis Guggenheim, performances by Al Gore and Billy West, Paramount, 2006.
Milken, Michael, et al. "On Global Warming and Financial Imbalances." New Perspectives Quarterly, vol. 23, no. 4, 2006, p. 63.
Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming." American Economic Review, vol. 96, no. 2, 2006, pp. 31-34.
Uzawa, Hirofumi. Economic Theory and Global Warming. Cambridge UP, 2003.
One of the advantages of the MLA format is its flexibility – it can be used for a wide range of mediums, including the Internet, and comprehensive resources such as the Purdue Writing Lab (http://owl.english.purdue.edu/) are readily available to assist learners in proper citation and acknowledgement.
"MLA Formatting and Style Guide." The Purdue OWL, Purdue U Writing Lab. Accessed 17 Apr. 2019. https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html.
RENTON HIGH SCHOOL INTERNATIONAL BACCALAUREATE (IB) PROGRAM
Assessment Philosophy and Principles
Assessment should be used to assess the progress of students towards meeting the established objectives of each course, identifying strengths and areas for growth through formative assessments. Summative assessment is also used to reinforce course content and objectives and present students with feedback on their personal level of achievement in understanding and meeting those objectives.
Purpose of Assessment:
· Teachers develop assessments based the on the learning objectives for their course.
· Assessment is used to support and encourage student learning.
· Assessment occurs in frequent and timely manner and provides students and parents with regular feedback on achievement of skill and content objectives.
· Assessment is used as a tool to provide data for determining best practices in a course and/or subject area.
· Students are given multiple opportunities to demonstrate their learning in order to ensure accuracy in overall student assessment.
General Principles for IB classes:
· IB courses offer formative classroom assessments aligned to IB standards for the purpose of providing feedback on student progress, as well as for the purpose of encouraging student practice and learning.
· IB courses use summative classroom assessment to determine the achievement level of an individual student in relation to the course objectives.
· Teachers use IB Internal Assessment (IA) products, including formative products contributing to completion of IAs in their overall assessment practice.
· Student grades in IB courses reflect student proficiency, and represent more than an average of all assessments combined.
· While class grades should show overall correlation with final IB scores, we recognize that a grade in an IB class may also reflect performance against learning outcomes specific to that class, over and above the scores that directly contribute to an overall IB grade.
· Departmental collaboration, where applicable, is essential to ensure consistent assessment across multiple teachers and sections of a given course.
· Assessment is reported to students and parents through the secured online Skyward program.
· Syllabi outlining content, objectives, and specific assessment criteria for all courses at Renton High School are distributed to students at the start of the course and are also available online via Canvas learning management system.
· Student grades are determined based on the percentage of points earned out of points possible. Achievement is symbolized by the letter A-F model, where 90% or more is an A, 80-89% is a B, 70-79% is a C, 60-69% or is a D.
· Formative grades encourage and shape student learning as a form of regular feedback on progress in demonstration of understanding. Summative grades mark overall achievement on learning objectives in the course. Summative grades are weighted to ensure that the overall grade for a course reflects student performance. Students are offered at least one summative assessment per unit in a course, in addition to the semester and year-end course finals. In this way, students have multiple opportunities and formats by which to demonstrate what they know.
· Where assessments are holistically determined, rubrics are used to establish criterion-referenced equivalencies for letter grades and inform students of achievement expectations. Where appropriate, rubrics are aligned to subject specific IB rubrics and scoring guides.
· IB rubrics and scoring guides are used wherever possible to provide feedback and direction to students preparing for IB criterion-referenced assessments. Teachers examine both local performance and grade boundaries to establish appropriate equivalencies on the IB 1-7 scale for grade awards under the school’s A-F system.
Recording and reporting
· Grades are recorded for assignments related to the building of skills and content knowledge for each course, as well as for summative assessment following each unit. This grade includes oral and written communication activities and assessments related to course objectives.
· Students and parents may consult the online Skyward grade reporting system at any time throughout a grading period to monitor grades. In addition, teachers often post grades, or distribute reports, in the classroom. A weekly advisory class at least once per month is focused on students reviewing grades and setting plans and goals to improve them.
· Grades are private and students are issued secure identification numbers for the purpose of locating grades. Sharing of grades and other competitive behaviors between students are discouraged. Students are encouraged to set individual goals that reflect student-centered progress toward meeting course objectives.
· Homework is comprised chiefly of formative activities that students are capable of completing independently: background reading and research, skills practice, draft development and additional time for completing assignments.
· In order to cover all course material and master related objectives, the completion of homework is an expectation for all students in IB courses. Therefore, homework is often graded for effort and completion and is often used as a component in determining the course grade.
Evaluation, Review and Implementation of Assessment Policy
· All Renton High School (RHS) teachers are engaged in regular school-wide professional development focused on criterion-referenced, performance-based grading practices. Individuals and departments are encouraged to actively engage in discussion, reflection, and revision of classroom grading practices to accurately reflect and support student achievement.
· All RHS teachers meet monthly in departments, with other teachers of the same academic discipline, to communicate and reflect on best practices as well as maintain a shared understanding of scope and sequence that supports coherent and progressive student learning over the four years of high school.
· IB scores and feedback are reviewed each fall by IB teachers to identify areas of strength and areas for improvement. Subject reports and grade boundaries are reviewed annually to establish a clear relationship between IB rubrics and scores, and the school-based A-F percentage system.
· IB teachers attend IB trainings to develop familiarity and practice with assessment related to IB course objectives and the achievement levels indicated by the IB rubrics.
· The administrative staff – principal and vice-principals - monitor published grading policies for each course and instructor via required course syllabi and mediate an appeals process for students contesting a grade decision.
· The IB Coordinator is responsible for supporting new and experienced teachers in planning and funding IB teacher training as well as supporting IB teachers and departments with curriculum revisions, resources for curriculum and assessment delivery, and individual student compliance and counseling.
Last revised by Instructional Council, April/May 2019
RENTON HIGH SCHOOL INTERNATIONAL BACCALAUREATE (IB) PROGRAM
Renton High School (RHS) is proud to pursue an “IB For All” model which seeks to remove barriers to participation for IB Diploma and Course students. All students in 9th and 10th grades are prepared for the rigor of IB classes, and the program encourages maximum participation. A consistent goal for our IB exam cohort is that it should mirror the overall population of the school in ethnicity, socioeconomic standing, English Language Learners (ELL), and Special Education students. IB classes at RHS are open to all students who wish to pursue them. Listed below are some of the policy supports that are in place to pursue this vision. Information on support for ELL students is found in the RHS Language Policy.
Washington State pays for IB registration and exam fees for income eligible students, and the IB coordinator must ensure filing of the relevant paperwork and grant applications as determined by Office of Superintendent of Public Instruction (OSPI). For students who do not meet state income eligibility guidelines, the school pays 50% of IB registration and exam fees (updated for May 2019 exams). Students can also apply to the IB coordinator for additional financial support if necessary.
Special Education Needs
Students with special education needs require differentiated instruction and/or conditions of assessment in order to fairly demonstrate academic understanding and achievement.
Under federal and state law, Renton Schools ensures that all children with disabilities are identified and evaluated. Eligibility decisions must be made by a special education team. The special education team must always include someone who is knowledgeable of and experienced in the education of students with the suspected disability, and also include one of the student’s general education teachers.
The Special Education team at Renton High School (RHS) consists of special and general education teachers teachers, a psychologist, a speech pathologist, an occupational therapist, a school nurse, educational assistants, and instructional specialists serving our qualified students.
Revised Code of Washington (RCW) Chapter 28A.155 specifies the provisions and procedures for determining eligibility for and level of services provided for specific disabilities. Any and all eligible accommodations are provided for in IB classrooms.
General Education With Special Education Support (Push-in model)
General Education with Special Education Support is a push-in service model for the delivery of specially designed instruction. Special education instruction and practice are provided to the student in the general education classroom. The inclusion philosophy at Renton High School is to utilize the push-in model as much as possible. In 2018-19 the number of co-taught push-in classrooms in language arts and mathematics classes was greatly increased, including extensive professional development for special and general education teachers.
Furthermore, the Special Education team develops an Individualized Education Plan (IEP) and/or a 504 Plan (accommodations to the learning environment for any student who has a disability that is not covered by the legal IEP franmework) for each qualified student that clearly outlines and communicates any accommodations that must be made to allow a student to fully demonstrate learning in the classroom. General Education teachers use these documented plans to tailor instruction and conditions of assessment for affected students.
Accommodations for IB Testing
Candidates with special assessment needs, who register to participate in the IB assessment process, are eligible for accommodation through the IB Organization. The IB Coordinator must submit Form D1: Request for special assessment arrangement with appropriate documentation of student needs in full accordance with IB requirements.
Renton High School
Renton High School Language Policy
Date Updated & Published:
Date Last Reviewed:
At Renton High School (RHS) we believe language is a primary means
of communicating and learning. The acquisition of language is a life-long
process and is a central component of intellectual and personal growth.
Language is an expression of culture and must be valued as an integral part of
a student’s identity. We believe all teachers are literacy teachers, facilitating
student awareness of the power of communication through spoken and written
languages. Teachers collaborate across subject areas to ensure that students
make cross-curricular connections and express them appropriately. Language
learning promotes internationalism and multicultural understanding.
Renton High School respects and promotes Native languages. We
recognize that our students have a variety of linguistic backgrounds and that an
understanding and respect for this diversity is important in creating intercultural respect and a
sense of school community. The development of one’s Native language is critical for maintaining
one’s cultural identity. Language is important in facilitating inclusiveness and fulfilling
Renton High School’s vision of enabling students to “acquire 21-st century skills, develop an international mindset, enhance knowledge, and nurture the ability to make thoughtful decisions.”
Our school motto of “Pride, Tradition, Excellence” is reflected in the linguistic traditions
at RHS. Over eighty languages and dialects are represented in our student body: 57% of our
students speak two or more languages. (Figures need to be updated for 2018-19)
12 Top Languages Spoken by Students at Renton High School
English 94% Spanish 24% Vietnamese 10% Tagalog 7%
Somali 6% Chinese 5% Japanese 4% Ilocano 2%
French 2% Arabic 2% Lao 1% Russian 1%
The majority of RHS students are fluent in English and speak English at home. A large
number of our students speak a diverse array of World languages at home. Among non-native
English speakers, most are fluent in English, while some need additional assistance,
such as English Language Learners (ELL) instruction. RHS is committed to their academic
success and has support services of various levels for ELL students. Eleven and a half per cent of our student body is comprised ELL students.
Students and parents are encouraged to recommend books in Native tongue languages to
the school and we strive to add these titles to our library collection. The RHS library supports
World languages by selecting and acquiring literature from around the world and promoting these
titles in frequent book displays. We are very fortunate in Renton to also have access to two major
library systems in this country, the King County Library System and the Seattle Public Library.
We support the development and fostering of Native languages through cultural sharing
and celebration. We attempt to include Native language in the academic environment by
encouraging our students to share and read books written in their Native language.
The language of instruction in all classes at Renton High School is English. We therefore
recognize that all teachers are not only subject teachers but also language teachers.
Washington state has adopted common core standards, and the literacy standards are used in all
courses to enable the acquisition and proficiency in the English language.
Since we teach in the 21st century, it is important to us at Renton High School that our
students are prepared to compete globally. The purpose of offering a World language is to
encourage students to gain competence in a modern World language, other than English and their
Native tongue. Such language acquisition will make our students competent to work in an
environment that is different from our own. Renton High School currently offers one World language: Spanish.
Spanish is available for up to four years at Renton High School, with International Baccalaureate Spanish at the ab initio and B (SL) levels being taught in the third and fourth years. Cultural experiences provided in Spanish courses include learning about/discussing: Hispanic artists and their works of art, food, cooking, singing, reading
stories (myths, legends, short stories, short biographies, ect.), cultural holidays, and celebrations
(Día de los Muertos, las Posadas, la quinceañera, etc), as well as learning about the history,
geography, and culture of different Spanish speaking countries.
Our Support Services:
(i) English Language Learners
Incoming students who indicate on their Home Language Survey that English is not the
primary language spoken at home are given a Washington English Proficiency Assessment
(WELPA) placement test by the district to see if they qualify for ELL services. Students are
recommended for placement in ELL classes based on WELPA test scores, academic history and
educational background from their home country (US Education, if applicable), Measurement of
Student Progress/High School Proficiency Exam(MSP/HSPE) scores (if available), and
recommendations from previous teachers.
New incoming students and their families meet with guidance counselors and a
representative from the ELL Department to determine an academic schedule. Mainstreamed
ELL students are monitored by ELL staff through discussions with their current teachers and
Counselors, and by monitoring their quarterly grades. Students are exited from the ELL
program by scoring at the transitional level on the WELPA.
Students are encouraged to use their Native language in class when doing so can help
clarify and better understand the curriculum. We encourage our students and parents to continue
to speak in their Native tongue at home and during parent/teacher conferences. Translators are
available during these conferences. Students are encouraged to use dictionaries, both paper
and electronic. Some of the ways in which RHS teachers support the development of Native
Ø Making copies in Native languages
Ø Recommending novels/readings in Native languages
Ø Native language group reads
Ø Peer interactions, as needed
Ø Sheltered Instruction Observation Protocol (SIOP) strategies
Ø Actively talk about other languages
Ø Mathematics is a universal language
Ø Analyzing, comparing, contrasting in Native languages, especially Spanish and English
Ø Review of new vocabulary, vocabulary walls
Besides providing academic support to such a diverse population, we also have translation services available in Chinese, Russian, Somali, Spanish, Vietnamese, and Tagalog. As much as possible, we try to translate important communication to the parents and other stake-holders.
(iii) Special needs in language:
RHS has support services for students with special learning needs. When a teacher notices that a student is not making satisfactory progress in their language skills, despite appropriate responses to intervention to their reading, writing or communication skills, then a referral to Special Education may be generated.
Upon receiving an initial referral, the Evaluation Team may proceed with assessment. If the findings of the assessment are that a student does have a disability, and that disability is interfering with the student’s education, then the student may be given an Individual Education Plan (IEP). Many students have IEPs for language disabilities which can include reading, writing or communication disabilities involving expressive and receptive language disorders.
Special Education placement for students with language disorders involves specialized instruction in small group settings, often utilizing direct instruction methodology, assistive technology, picture communication, ASL support, and even direct instruction or consultation services from a speech and language pathologist.
When the IEP team determines that a student’s skills, and/or coping strategies have developed enough for the student to be successful in general education language arts classes, they may be re-assigned to a general education class with accommodations and modifications. Some of our RLC (Resource Learning Class) students have participated in advanced classes, like Honors Language Arts, History or Biology.
An additional means of support for our student body is the Learning Assistance Program. Students qualify for placement based upon their prior state standardized reading test scores, and an individualized student learning plan is written to assist the student in developing their literacy skills to meet and exceed standard.
Our Clubs and Events:
The following clubs and other extra-curricular language and cultural opportunities are available to all RHS students to enrich experiences in Native tongue languages, second languages or additional languages. The aim is to increase cultural awareness and international-mindedness:
Ø BSU (Black Student Union)
Ø LSU (Latino Student Union)
Ø ASU (Asian Student Union)
Ø Multicultural Club
Ø ELL Open House, with translators
Ø ELL Parent Conferences, with translators
The choirs sing songs in Zulu, Swahili, Japanese, French, German, Spanish, Italian and Latin as
literature choices allow. One of the primary standards for literature selection is the year’s music
should reflect a variety of cultures.
One of RHS’s major annual cultural celebrations is our spring Multicultural Week. This event includes a world food fair catered by student clubs, performances of music and dance created by students (such as the Polynesian Haka Warriors and the Chinese Lion Dance), and an international traditional fashion show. Past shows have featured songs in Tagalog, Spanish, Vietnamese, Japanese, German and Italian.
Annually, Renton High School also sponsors a student talent show which often reflects our students’ various cultural heritages.
We aspire to add a world language in addition to Spanish for both our 9th and 10th grade students and our IB program. We would also like to develop a Higher Level Spanish class and/or the opportunity for Spanish native speakers to pursue the bilingual IB Diploma.