The IB Diploma Program

AgendaIntroduction to IBWhy IB? Authorization

ProcessThe IB Learner

ProfileComponents &

Requirements of the IB Program

Course Offerings IB and Advanced

Placement (AP) IB and BeyondFacts and FiguresFinal thoughts….Q & A

Introduction to the International Baccalaureate

The International Baccalaureate Organization (IBO) is a nonprofit educational foundation established in 1968.

IB currently works with 2,650 schools (56% public) in 136 countries to develop and offer three challenging programs to over 560,000 students aged 3 to 19 years.

IB helps develop the intellectual, personal, emotional and social skills to live, learn, and work in a rapidly globalizing world.

Continued…Introduction to the International Baccalaureate1965 Diploma Program (for 16-19 year olds) established as the International Schools

Examination Syndicate (ISES)1967 Named International Baccalaureate

Organization as a high school credential that could be earned in any country and interpreted in any country, sharing characteristics with many national systems, participating in none

1994 Middle Years Program (for 11-16 year olds) added

1997 Primary Years Program (for 3-11 year olds) added

The three programs span the years of kindergarten to pre-university. The programs can be offered individually or as a continuum.

The Primary Years program (PYP) for students aged 3 to 12.

The Middle Years program (MYP) for students aged 11 to 16.

The Diploma program (DP) for students aged 16 to 19.

Organization: What does the IBO offer?The IBO develops three programs of international education for students aged 3 to 19, working in cooperation with IB World Schools.

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Mission

IB Philosophy “Through high quality education we create a better world.”Quality program, high-level standards

Culturally-aware graduatesIdealistic, peace promoting missionUniversity recognition & Challenge

The IBO’s goal:

To provide students with the values and opportunities that will enable them to develop sound judgment, make wise choices, and respect others in the global community.

learn how to learnask challenging questionsdevelop a strong sense of their own identity

and culturedevelop the ability to communicate with and

understand people from other countries and cultures

become independent, self-motivated learners.

Students learn more than a collection of facts. The Diploma Programme prepares students for university and encourages them to:

Why IB for DMHS?To provide the students of Downtown Magnets High

School an opportunity to benefit from the academic rigor, international perspective, and authentic, service-oriented experiences surrounding the International Baccalaureate Organization.

Having a systemic program to uphold DMHS’ focus on what it means to be STELLAR, LAUSD is excited about the possibility of offering the Diploma Programme and is committed to supporting students, parents, teachers, and staff on this journey.

Diploma Programme—School Authorization Process Schools wishing to offer the Diploma

Programme must be authorized by the IB. The process is the same for all schools, even though it is administered slightly differently in each IB region.

To become eligible for authorization, schools must fill in an Interested schools form and successfully complete a number of stages. These include the following three key stages:

1. Feasibility study and identification of resourcesTo complete this stage, which leads to the filing of

Diploma Programme application form part A, a school should acquaint itself thoroughly with the programme by:

obtaining the Diploma Programme publicationsexamining the programme's philosophy and curriculum

to determine whether these meet the needs of its students

conducting a feasibility study on the possible consequences of implementing the programme

arranging for teaching and administrative staff to undertake IB-approved professional development.

2. Candidate statusFollowing acceptance of Diploma

Programme application form part A, the school is designated an IB candidate school.

At this stage, the school has access to the IB online curriculum resources, teachers attend IB-approved professional development, and the school prepares itself administratively and educationally for the programme.

3. Authorization visit by an IB team Provided previous stages have been completed

successfully, the school files Diploma Programme application form part B and the regional office arranges for the school to be visited by an IB team. The purpose of this visit is to:

consult those involved in the implementation of the programme

evaluate the school's preparedness to implement the programme

complete a report on the school's commitment and ability to deliver the programme.

The IB Learner Profile—The IBO Mission Statement translated into a set of learning outcomes for the 21st century.

The Learner Profile promotes the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.

IB learners strive to be:

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

IB Learners strive to be:

Inquirers - They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

IB Learners strive to be:Knowledgeable - They

explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

IB Learners strive to be:

Thinkers - They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

IB Learners strive to be:Communicators - They

understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

IB Learners strive to be:Principled - They act

with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

IB Learners strive to be:

Open-minded - They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

IB Learners strive to be:Caring - They show

empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

IB Learners strive to be:Risk-takers - They

approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

IB Learners strive to be:Balanced - They understand the importance of intellectual, physical

and emotional balance to achieve personal well-being for themselves and others.

IB Learners strive to be:

Reflective - They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Over the course of the two-year program, students:

Study subjects chosen from the six subject groups

Complete an extended essay

Participate in creativity, action, service

Program Levels/Assessments:A minimum of three of the six subjects are studied at higher level (courses representing 240 teaching hours)

The remaining subjects are studied at standard level (courses representing 150 teaching hours)

Internal and External Assessments.

Group 1: Language A1 Language A1 is the study of literature and/or language in a student's first language, including the study of selections of world literature.

Group 2: Second language Language ab initio courses are for beginners

(that is, students who have no previous experience of learning the language they have chosen). These courses are only available at standard level.

Language B courses are intended for students who have had some previous experience of learning the language. They may be studied at either higher level or standard level.

Language A2 courses are designed for students who have a high level of competence in the language they have chosen. They include the study of both language and literature, and are available at higher level and standard level.

Group 3: Individuals and SocietiesEight subjects are available:

Business and managementEconomicsGeographyHistory (Meets California State Requirements)

Information technology in a global societyPhilosophyPsychologySocial and cultural anthropology

Group 4: Experimental SciencesFour subjects are available:

BiologyChemistryDesign technologyPhysics

Group 5: Mathematics and Computer Science

Four courses in mathematics are available:Mathematical studies standard levelMathematics Standard Level Mathematics higher levelFurther mathematics standard level.These four courses serve to accommodate

the range of needs, interests and abilities of students, and to fulfill the requirements of various university and career aspirations.

Group 5: Mathematics and Computer Science

Computer scienceComputer science higher level or standard

level, if chosen, must be studied in addition to a mathematics subject.

The aims of computer science are to develop an understanding of:The range and organization of computer

systemsThe use of computers in a variety of

disciplines, applications and contexts.

Group 6: The ArtsFour subjects are available:Visual Arts FilmMusicTheatreDance is in the

works

These subjects may be studied at higher level or standard level.

Another course from groups 1-5 can be substituted for The Arts.

Environmental Systems and Societies meets requirements for group 3 and group 5.

Theory of KnowledgeInterdisciplinary

Explores the nature of knowledge across disciplines

Encourages an appreciation of other cultural perspectives

1200 word essay for TOK

Write Extended Essay during this course

Presentation on knowledge

THE Extended Essay4,000 wordsOffers the opportunity to

investigate a research question of individual interest with a teacher in that discipline

Further familiarizes students with the independent research and writing skills expected at university

Creativity, Action, ServiceEncourages students to be

involved in artistic pursuits, sports, and community service

Continues education outside the classroom

Develops the learner profile

Stimulates curiosity about the world

Provides opportunities for developing cultural self-confidence

Builds awareness and respect for human dignity and diversity.

International mindedness. . .

In today’s highly interdependent world, individuals and nations can no

longer resolve many of their problems by themselves. We need one another. We

must therefore develop a sense of universal responsibility… It is our

collective and individual responsibility to protect and nurture the global family, to

support its weaker members, and to tend to the environment in which we all live.

(The 14th Dalai Lama of Tibet)

An individual has not started living until he can

rise above the narrow confines of his

individualistic concerns to the broader concerns of all

humanity. 

(Dr. Martin Luther King, Jr.)

Students are educated in a way that helps them be understand themselves, their community, the country they live in, and the world in general.

Students have a deeper sense and awareness of other peoples, cultures, countries, and customs.

International Mindedness means

I do not want my house to be walled in on all sides and my

windows to be stuffed. I want the cultures of all the lands to be

blown about my house as freely as possible. But I refuse to be

blown off my feet by any of them.

(Mohandas Karamchand Gandhi)

NEW! IB Career-Related Certificate

(IBCC)2 IB Diploma certificate courses,

including one second

language course

IB Core: approaches to

learning; reflective project;

community service

Vocational qualifications

offered by school

IB COURSE LOADIB courses are typically more challenging than regular high

school courses, and so students may be asked to do more homework. The challenge, however, is not always in the amount of homework assigned; rather, it is in the quality of the assignments and the extent to which students engage those assignments. The added benefit here is that students take greater responsibility for their own learning while they acquire the valuable skills of time management and organization.

Diploma students do not have to forego other important parts of high school life. They may still remain involved in sports, student government, clubs, theater, music, community events, and other extra-curricular activities. Such activities are incorporated into the Diploma Programme through the “CAS” (Creativity, Action, and Service) requirement.

Assessment: How are students assessed?Students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject.In most subjects at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include: oral exercises in language subjects projects student portfolios class presentations practical laboratory work mathematical investigations artistic performances

IB AssessmentWhat’s so special about the IB Assessment?

It is rigorous, criterion related, consistent and differentiating of student ability.

Diploma Programme Assessment includes both final examinations and internal assessment undertaken by the teacher to IB criteria and then externally moderated by the IB.

All 4,000 examiners are ‘quality checked’ through a process of moderation.

The IB undertakes random inspections of schools during exams.

Results are published July 5.

The diploma is graded over 45 points giving ample scope to differentiate student ability.

Marks awarded for each course range from 1 (lowest) to 7 (highest).

Diploma is awarded to students who gain at least 24 points.

The overall dipoma pass rate is broadly consistent year on year.

Diploma Programme Exams Diploma Programme students take six examinations:

one literatureone foreign

language one social science one experimental

science one mathematicsone arts/elective

 Students take their HL examinations at the end of the two-year Diploma Programme

Students will take the SL examinations at the end of the year they take the course.

IB and State StandardsIn their report, Chester Finn and Sheila Byrd found that

IB program and assessments are “rigorous, fair and intellectually richer than almost any state standard and exam for high school that we’ve seen.”

In addition, they recommended that policy makers “either make state high school exit requirements and assessments more like” IB or allow “credits to serve as proof that students have met rigorous high school exit expectations.”

Page 22•“•No Contest: Up Close, Typical State Biology Standards Don't Have the Content or Coherence of the International Baccalaureate”, American Educator, Spring 2008 by Paul R. Gross, one of the science curriculum reviewers for the

Fordham report.

IB Grades Comparison IB Grade Percentage Conversion

7 96 - 100

6 90 - 95

5 80 - 89

4 70 - 79

3 60 - 69

2 50 - 59

1 Not Acceptable

Examination ResultsExamination results are sent out in July for the May session and in January for the November session. Students may also obtain their results online at results.ibo.org with a personal identification number (PIN) they will receive after testing.

IB Certificate StudentsUndergoing changes with the IBO Students who enroll in individual courses

will receive an IB certificate noting the courses they took and the marks they earned.

Students choose to study any subject area. They take the course and participate in all IB assessments.

Certificate students may enroll in any number of IB courses and earn an IB certificate for each course successfully completed.

AP and IB: Similarities Both are rigorous programs devoted to educational

excellence; each program sets high performance standards for students and faculty.

Both programs involve dedicated and creative teachers committed to their students, their disciplines, and their profession.

Both programs provide for articulation with middle-school curricula.

Both programs have attracted the attention of international educators, policymakers, and the general public as ways to improve the quality of education worldwide.

Both programs value students in doing independent research, thinking, and writing.

Both programs offer extensive professional development opportunities for teachers and administrators.

AP and IB DifferencesInternational Baccalaureate Advanced Placement

Through challenging programs of international education assessment, IBO seeks to develop inquiring, knowledgeable, and caring young people, who will become compassionate citizens seeking a better, more peaceful world. (IBO).

To be a great educational organization dedicated to preparing, inspiring, and connecting students to college success and opportunity, with a commitment to excellence and equity. (The College Board)

Holistic or Total Program – The IB Programme is a course of study, encompassing six area: English, history, science, foreign language, math and an IB-approved elective.

Single strength or cafeteria style in which students choose AP Courses that fit their strengths and that are independent of one another.

Students write a senior research project, and complete 150 CAS hours

No additional requirements

More divergent-asks why more than what

More convergent-asks what more than why

Graded world-wide Graded in the United States

Many factors, such as papers, oral assessments, and projects, in addition to the written exam, determine the final score-teachers’ assessments vital to final score

Score hinges on the exam-teachers’ assessments have no bearing on the final score.

Emphasizes process, integration of content across content areas

Content driven

IB Students may also sit for AP exams

AP students may not sit for IB exams

Students earn a certificate for successful completion of a course. Students who complete the diploma programme, earn an IB Diploma

Students do not earn certificates for successful completion of a course. There is no available “AP Diploma”

The Benefits of IB Excellent university preparation

IB graduates develop skills that help them to find success in even the most challenging undergraduate programs

The development of strong time management, writing and study skillsGraduates tend to be high achievers

academically and professionallyThe development of advanced sills in oral and

written expression as well as research and analytical skills

IB & University RecognitionAdmissions assumptions: What do universities Admissions assumptions: What do universities

assume about the IB graduate?assume about the IB graduate?Accepts challengesAccepts challengesStrong academic foundationStrong academic foundationConsistencyConsistencyExcellent research & writing skillsExcellent research & writing skillsExcellent critical thinking skillsExcellent critical thinking skillsStrong oral presentation skillsStrong oral presentation skillsCommunity engagementCommunity engagementMature & responsibleMature & responsible

IB & University Recognition““Universities consider the IB Diploma to be one of Universities consider the IB Diploma to be one of

the most demanding secondary school the most demanding secondary school curricula, offering ideal preparation for post-curricula, offering ideal preparation for post-secondary studies. A student's participation in secondary studies. A student's participation in IB courses is, therefore, a very important IB courses is, therefore, a very important consideration in admission decisions. It is to a consideration in admission decisions. It is to a student's distinct advantage to have completed student's distinct advantage to have completed IB courses, but especially so if the student is IB courses, but especially so if the student is completing the IB Diploma.completing the IB Diploma.””

- CURT (College & University Task Force), CURT (College & University Task Force),

July, 2009July, 2009

IB & University Recognition““IB is well known to us as excellent IB is well known to us as excellent

preparation. Success in an IB preparation. Success in an IB program correlates well with success program correlates well with success at Harvard. We are always pleased to at Harvard. We are always pleased to see the credentials of the IB Diploma see the credentials of the IB Diploma Program on the transcript.Program on the transcript.”” -- Marilyn McGraff Lewis, Assistant Dean of -- Marilyn McGraff Lewis, Assistant Dean of

AdmissionsAdmissions

Harvard University Harvard University

IB & University Recognition

Kedra Ishop, University of Texas, Austin

Michael Bluhm, University of British Columbia

http://ibgeorgia.org/

IB & University RecognitionSome Colleges & Universities Accepting IB

GradsAuburn UHarvard UNC Chapel HillBaylor UJacksonville UU of AlabamaBoston UJohns Hopkins U of CA Cornell MITU of GA

VanderbiltNew College of FLU of FloridaDavidson Notre DameU of MichiganDukeNorthwest Florida UNY at BuffaloFlorida State UStetson U

U of S. CarolinaEmbry-RiddleRhodes College Wake ForestGeorgia TechU.S. Naval AcademyWest PointUniv. of VirginiaFL .I.T.Samford UniversityUniv. of West FloridaFL International Univ.

Southern CAEmory Univ./OxfordRice UniversityUniv. of South FLFlagler CollegeRollins CollegeU of Richmond @ LondonEckerd CollegePrinceton U of Central FLDartmouth College Savannah College of Art & Design

IB & University SuccessIB Standards and College Readiness Alignment Study:Key Finding:

“The results of this study clearly confirm the strong relationship between the IB program and standards for college readiness and success. The IB standards demonstrate a very high degree of alignment with university standards in all subject areas. In addition, many the individual IB standards are at a level more advanced than entry-level college courses. . . In short, students who participate successfully in IB should be well prepared to succeed in entry-level college general education courses and in some cases to have already learned material covered in such courses.”

- David Conley and Terri Ward, Educational Policy Improvement Center, Eugene, OR

IB & University SuccessAt a time when increasing numbers of college and university

applicants are presenting equally impressive GPAs or percentages, admissions officers must look for other evidence that the student will succeed in the challenges of the new academic environment. Admissions officers look for such factors as the quality of the courses represented on the transcript, the balance of courses across all disciplines, the record of the student’s research abilities, and the details of school and community involvement – all requirements of the Diploma Programme.

Research conducted at several North American universities hasdemonstrated that IB Diploma holders do enjoy success at their postsecondary studies, often earning higher grades than their colleagues. Increasingly, universities are actively recruiting IB students by offering enhanced recognition or scholarships for successful IB work.

IB by the Numbers IB currently works with 2,650 schools (56% public) in 136 countries to

develop and offer three challenging programs to over 560,000 students aged 3 to 19 years.

As of June 2009, there are over 1,005 IB World Schools in the United States and over 1,500 IB World Schools in 30 countries and territories within the IB Americas.

The diploma is well recognized by approximately 2,200 of the world’s leading universities, including the UC and CSU systems, the Ivy League schools, and over 1,200 other US universities.

Global IB Diploma recipients:1990 – 3,2372000 – 14,4732008 – 35,408

Global pass rate (1990-2008) has consistently maintained at 80%Average global Diploma score (1990-2008) has consistently maintained

at 30 points

Why IB? Students with IB Diplomas who now attend universities

report that their involvement with IB has given them the tools needed to succeed at university and to make the most of their post-secondary education. In particular, students comment on their sense of preparedness, self confidence, research skills, the ability to manage their time, and the willingness to be actively engaged in their own learning. Even more importantly, they have developed a sense of the world around them, their responsibility to it, and the skills with which to embrace the complexities of life.

Why IB? The need to prepare students to compete for 21st century jobs The best K-12 education you can get in Georgia A world-class education recognized all around the world A curriculum based on “best practices” IB teaches critical thinking skills IB students are prepared for college. Newsweek magazine ranks 40 of the top 100 schools

in America as IB schools. In addition to the top four spots, IB schools represent seven of the top 10 and 40 of the top 100.