Guide about how to use Toddle as a Mentor

Assessment Tab:

Sample Supervisor Comments

It is MANDATORY that the students record three meeting reflections on the Academic Honesty Form in Toddle. The Mentor's role is to review the notes for accuracy and then lock them. 

The Academic Honesty form is a 500 word reflection that highlights the student’s progress through the inquiry cycle with the support of their Mentor. It validates that the Mentor has been aware of the process and that they can authenticate that the student’s work is their own academic voice and writing. 

Academic Honesty 1 (approximately 150 words) 

In the first reflection, the student discusses how they chose their topic and did their initial research. They may write about seeking Mentor assistance in refining their research question. 

The purpose of this reflection is to prove that the student developed the idea on their own. If they download someone’s Personal Project from the internet and present it to their Mentor, they won’t be able to describe the cognitive friction that comes with grappling with potential topics. They won’t have the beneficial frustration of word-smithing the perfect research questions for their learning goals.

The Mentor must be aware of this process and attest that it belongs to their student. 

Academic Honesty 2 (approximately 200 words) 

In the second reflection, the student reflects on how they created their product. They might write about developing their success criteria and making their specification rubrics. They could write about problems that arose in their creative process, the additional research required, and the decisions made. They could talk about the advice they sought (social skills) and the communications they used (e.g. emails, notes, etc.)

The purpose of this reflection is to prove that the student produced the product on their own. If a student is learning to sew and comes back with a beautiful, perfect hoodie, then there may be questions about whether a local tailor “helped.”  The Mentor should look through the student’s process journal for pictures of the student cutting fabric, sewing, ironing, etc. The Mentor should be looking for sewing mistakes that beginners make and what the student learned from them.

Again, the Mentor must be aware of how the product progresses and attest that the product was made (or the outcome was accomplished) by the student.  

Academic Honesty 3 (approximately 150 words) 

In the third (last) reflection, the student reflects on how they gathered data for the evaluation of their product and how they put their report together. They might discuss their survey samples or the data gathered in their experiments. They might discuss their pride in their final product and whether they think they accomplished their goal. They could also discuss feedback given on their draft Report and any changes they made.

The purpose of this reflection is to authenticate that the student wrote the Report on their own. If they copy a Report from the internet or generate it with AI, they won’t be able to discuss their first draft and the feedback from their Mentor. They won’t be able to discuss the surveys they conducted on their classmates. 

Again, the Mentor must be aware of how the Report was written from the draft, through revision, to the final submission.

Add Supervisor's Comment

Once the three Academic Honesty reflections have been reviewed and locked, the Mentor writes an overall comment on the Academic Honesty tab and uploads a digital signature (if they have one). This audience for this comment is the IB, and the statement should say that the student met with the Mentor and that the Mentor authenticates the product and report as the student's own work.

Here is a sample comment for this section:

Stanley and I met every 2 weeks for the duration of his project. He communicated well, attended meetings and mostly stuck to his timeline. He was actively engaged throughout the project and I am confident the research, product and report are his own work.

Then the Mentor ticks the "Mark AHF as complete." Mentors do this only if they can authenticate that the Report and all other aspects of the Product are the student's own work. 

The Coordinator will download and print the forms and seek signatures (if a digital one is not uploaded) for the several submissions that will be uploaded to the IB for external moderation. The Mentors do not need to do this.

1. Mentor has a conversation with student. The burden of proof of integrity is on the student, who should be ready to show samples of their process in creating their product. 

2. Student tells their parents and redoes the work. Redoing the work, and how it should be done is up to the parties involved. It can range from not doing it and not getting feedback, to redoing everything under control (no internet, school laptop, printed notes only...).

3. After allowing the student the time to alert their parents, the Mentor sends an email to the parents explaining the situation. This is cc'd to the Learning Leader, PP Coordinator(s), and the MYP Coordinator. 

4. The teacher fills out the Academic Integrity Issues form (found on the Secondary Hub). 

See the "Student - Parent Handbook" linked on the Key Documents column of the Secondary Hub. The handbook has an "Essentials" column that includes the section on Academic Integrity.

Furthermore, this links to the Academic Integrity Policy (2021). 

A couple things to note from the policy:

"In Secondary, AISL subscribes to the plagiarism prevention program Turnitin.com. Most assignments and all internal assessments will be submitted to Turnitin.com and available for review by the instructor and MYP/DP coordinator" (Academic Integrity Policy 4)

"Secondary students have the right to submit their work to Turn-it-in prior to submitting to their teacher, with no penalty for infractions that may be found in the pre-submitted work" (Academic Integrity Policy 2). If Mentors want to see these results, they can ask their student to upload a pdf copy of their Report to the draft assignment in Toddle. 

Here is how to use use Turn-it-in via Toddle to check similarity.

Modified from "Late work procedures - MYP" section of the Assessment & Reporting Guide on the Secondary Hub.

• If a student does not meet their formative checkpoints, the following process will be followed:

1. Student submit whatever is complete to date (in most cases the work will be in Toddle in the Process Journal already).

2. The Mentor speaks to the student privately to find out the reason for incomplete work. 

3. Mentor and student agree on the date/time for submission (if absent this may happen upon their return). 

   • The most common agreement will be the following school day before 7:30 am. 

   • The Mentor (or student) will then send an email to the student, Mentor, and parents with the agreement (lunchtime completion if not done by 7:30).  At a minimum, the student must have one evening to finish the work.

4. The student needs to email the Mentor that the work is completed and may be checked by the agreed time & date. 

   • If the work is still not completed by the agreed time, the Mentor will notify the PP Coordinator(s) and Grade Level Leader that the work was not completed by the agreed deadline.

   • The PP Coordinator will then supervise the student during lunch to complete the work as far as possible. Whatever is completed will be submitted at the end of lunch on the same day. 

5. The PP Coordinator will monitor the number of times this happens for each student. If a pattern develops, the parents and student will be called in for a meeting to develop a plan to address ATL Self-Management concerns in order for the student to thrive as a learner.