International Baccalaureate

International Baccalaureate
The IB Diploma Program The IB Diploma Program is designed as an academically challenging and balanced program of education that prepares students, normally aged 16 to 19, for success at university and life beyond.

AGENDA for the EVENING Introduction to IB Why IB?
Authorization Process The IB Learner Profile Components & Requirements of the IB Program Teachers, staff, training Recap Initial Course Offerings & Sample student schedules IB and Advanced Placement (AP) IB and Beyond Facts and Figures Is IB right for my child? How Parents Like You Can Make a Difference Final 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.

Introduction to the International Baccalaureate
1965 Diploma Program (for 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 year olds) added 1997 Primary Years Program (for 3-11 year olds) added

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

Mission 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. 6

IB Philosophy “Through high quality education we create a better world.” Quality program, high-level standards Culturally-aware graduates Idealistic, peace promoting mission University 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.

Students learn more than a collection of facts
Students learn more than a collection of facts. The Diploma Programme prepares students for university and encourages them to: learn how to learn ask challenging questions develop a strong sense of their own identity and culture develop the ability to communicate with and understand people from other countries and cultures become independent, self-motivated learners. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why IB for CHS? To provide the students of Carrollton 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 expectation to uphold our tradition of excellence, the Carrollton City School System 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
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 resources
To 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 publications examining 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 status Following 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. IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective The Learner Profile promotes the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. 15

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.

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.

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

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.

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.

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.

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.

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.

Balanced - They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

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.

The IB Program model The curriculum is modelled by a hexagon with six academic areas surrounding the three core requirements. Credentialed, rigorous, narrower step from HS to university. Pragmatic: the need to provide a diploma that is widely recognized in universities around the world. Idealistic: focus on building a better and more peaceful world through intercultural understanding and respect. Pedagogical: the promotion of a broad-based education that focuses on learning HOW to learn.

Over the course of the two-year program, students:
Study six subjects chosen from the six subject groups Complete an extended essay Complete a theory of knowledge course Participate in creativity, action, service The extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying. Theory of knowledge is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical). Creativity, action, service requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.

Program Levels/Assessments:
Three of the six subjects are studied at higher level (courses representing 240 teaching hours) The remaining three subjects are studied at standard level (courses representing 150 teaching hours) Internal and External Assessments. What I learned…

Group 1: Language A1 Language A1 is the study of literature in a student's first language, including the study of selections of world literature. We will offer Language A1 at the HL level. Ms. Brown

Group 1: Language A1 English HL Paper 1 25% Paper 2 25%
World Lit Papers % (2) IA Oral Exam % Ms. Brown

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. Ditto Senorita

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. We will offer Spanish B at the HL level. Ditto Senorita

Spanish HL Paper % Paper % IA Oral Exam 30% Ditto Senorita

Group 3: Individuals and Societies
Eight subjects are available: Business and management Economics Geography History: We will offer at the HL Level Information technology in a global society Philosophy Psychology Social and cultural anthropology (Elective) Mr. Harvey

Group 3: Individuals and Societies
History HL Paper % Paper % Paper % IA Historical Investigation % Mr. Harvey

Group 4: Experimental Sciences
Four subjects are available: Biology: We will offer at SL. Chemistry Design technology Physics Bagby

Group 4: Experimental Sciences
Biology SL Paper % Paper % Paper % IA Experiment & Group 4 Project 24% Bagby

Group 5: Mathematics and Computer Science
Four courses in mathematics are available: Mathematical studies standard level Mathematics Standard Level Mathematics higher level Further 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. Mr. D.

Math SL Paper % Paper % IA Portfolio 20% Mr. D.

Computer 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 systems The use of computers in a variety of disciplines, applications and contexts. Bagby

Group 6: The Arts Four subjects are available: Visual Arts: Film Music
We will offer at SL. Film Music Theatre Dance is in the works These subjects may be studied at higher level or standard level. In lieu of taking a Group 6 course, students may choose to take an additional course from Groups 1–4 (we will offer Social and Cultural Anthropology). Bagby

Group 6: The Arts Visual Arts SL Sociology SL Studio (practical work)
Research workbook Exam Final Assessment (external and internal) Paper 1 50% Paper 2 30% IA Experimental Study 20% Bagby

THE IB CORE The extended essay: 4,000 words
Offers 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

THE IB CORE Theory of knowledge: Interdisciplinary
Explores the nature of knowledge across disciplines Encourages an appreciation of other cultural perspective Part I – focus on humans as knowers – perceptions, emotions, languages, reason Part II – development of skills to evaluate knowledge claims in the various disciplines.

THE IB CORE Creativity, Action and Service (CAS):
Encourages students to be involved in artistic pursuits, sports, and community service Continues education outside the classroom Develops the learner profile

International mindedness. . .
Stimulates curiosity about the world Provides opportunities for developing cultural self-confidence Builds awareness and respect for human dignity and diversity.

(The 14th Dalai Lama of Tibet)
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) My personal position: I believe in international mindedness, and try to live by it. It’s the closest thing I have to a personal and professional ideology. This quotation is itself BOTH a good example of international mindedness AS WELL AS a rationale for why schools should be international minded. Idealistic and pragmatic at the same time. Purpose of this session is to consider what we could do as educators to promote this sense of pragmatic idealism in school.

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.)

International Mindedness means
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.

(Mohandas Karamchand Gandhi)
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) Openness with Critical appreciation of all cultures, including one’s own.

IB Career-Related Certificate
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 Planned for open offer 2011 10 schools in pilot

IB Programme Participants
Dr. Albertus Ms. Holley Ms. McGinnis Dr. Bagby Ms. Hook Ms. Whiteside Mr. McCormick Ms. Swindle Mr. Daugherty Ms. Cook Mr. Hitzeman Ms. Graner Ms. Joyner Mr. Harvey

DP PROGRAM SEQUENCE OF COURSES
8TH 9TH 10TH 11TH 12TH ELA (Group 1) Honors 8th Language Arts Pre-AP/IB 9th Literature (1 unit/EOCT) American Lit. or AP Language IB World Literature I HL ( 1 unit) Literature II HL (1 unit) MATH (Group 5) Accelerated Math I Math II Math III IB Math I SL/AP Calculus AB IB Math II SL/AP Calculus BC SOCIAL STUDIES (Group 3) 8th Georgia Studies AP World History AP Econ.(EOCT) AP Government (2 units) IB History of the Americas HL ( 1 unit/EOCT) IB 20th Century World History HL SCIENCE (Group 4) 8th Physical Science Pre-AP/IB Physical Science (EOCT) or Physics (1 unit) Pre-AP Chemistry IB Biology SL (1.2 units/EOCT) Minimum 150 hours AP Chemistry or AP Physics MODERN LANGUAGE (Group 2) Spanish I Spanish II Spanish III IB Spanish I HL IB Spanish II HL IB FINE ARTS/ ELECTIVES (Group 6) Suggested that students take art courses before IB Visual Arts. IB Visual Arts SL or IB Social & Cultural Anthropology SL (1.2 units/minimum 150 hrs.) Theory of Knowledge TOK (.4 units/minimum 50 hours) (.5 units/ minimum 50 hours) Electives Health/PE/Weights STEM /CTAE Art, Band, Chorus, Debate (3 units) Weights Art, Band, Chorus, Debate(2 units) Band, Chorus, Debate (1.2 units) Art, Band, Chorus, Debate(2.5 units)

Sample IB Schedule 11th Grade
1ST SEMESTER A-DAY B-DAY 1ST BLOCK Elective TOK/Elective (Rotating Schedule) 2ND BLOCK IB World Lit I HL IB Math I SL 3RD BLOCK IB Spanish I HL IB Biology SL 4TH BLOCK IB History of the HL IB Art or IB Anthropology 11TH GRADE- 2nd SEMESTER A-DAY B-DAY 1ST BLOCK Elective IB Art/IB Anthropology/Elective (Rotating Schedule) 2ND BLOCK IB World Lit I HL IB Math I SL 3RD BLOCK IB Spanish I HL IB Biology SL 4TH BLOCK IB History of the HL IB Art or IB Anthropology *IB Exams in Biology and Art or Anthropology (2) EOCT’s in Biology and USH Possible AP Exams in Language, Calculus AB, Biology, USH, Art (4-5)

Sample IB Schedule 12th Grade
1ST SEMESTER A-DAY B-DAY 1ST BLOCK Elective 2ND BLOCK IB World Lit II HL IB Math II SL 3RD BLOCK IB Spanish II HL AP Chemistry or AP Physics 4TH BLOCK IB 20th Ct. WH HL TOK 12TH GRADE- 2nd SEMESTER A-DAY B-DAY 1ST BLOCK Elective 2ND BLOCK IB World Lit II HL IB Math II SL 3RD BLOCK IB Spanish II HL AP Chemistry or AP Physics 4TH BLOCK IB 20th Ct. WH HL *IB Exams in ELA, Math SS, Spanish, TOK (5) EOCT’s – None Possible AP Exams in Literature, Spanish, Calculus BC, Chemistry or Physics, Art (4-5)

IB COURSE LOAD IB 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.

IB Diploma Courses Recap
Students take a course from each of 6 curricular groups Students also work in core elements: Theory of Knowledge (ToK), Extended Essay (EE), and Creativity, Action and Service (CAS) Students must take exams in at least 3 higher level (HL) courses while other courses are at standard level (SL) Students complete all internal assessments given by the IB teacher and external May exams administered by IBO. Students can receive up to 7 points per exam. Students can earn up to three bonus points for TOK and EE. Students must earn minimum total of 24 points

Assessment: How are students assessed
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

Diploma Programme Exams Diploma Programme students take six examinations:
one literature one foreign language one social science one experimental science one mathematics one 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 External Assessment
Group 1-6 assessments graded on a scale of 1-7 A 4 or higher must be made in HL classes EE and TOK paper can add up to 3 additional points A student can receive a total of 45 points towards gaining an IB diploma (42 points for assessments – 7 point max for each assessment, and 3 point max for EE and TOK) 24-28 points is required for a diploma (as long as a minimum of 4 points has been attained on each HL assessment) Jr. year – Each candidate may take at least one SL assessment The maximum score in a diploma is therefore 45 points. The minimum score needed to gain a diploma is 24 points (provided that all other requirements are fully satisfied).

IB and State Standards In 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 7 6 5 4 3 2 1 96 - 100 90 - 95 80 - 89 70 - 79
Percentage Conversion 7 6 5 4 3 2 1 Not Acceptable

Examination Results Examination 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 obtain from their Diploma Programme coordinator.

IB Certificate Students
Undergoing 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. To qualify as an IB transfer student, a student must take a minimum of three IB courses (TOK is included) and sit for all the exams.

Student, teacher Perspectives on IB: http://www. youtube. com/watch

AP and IB IB and AP are roughly equivalent to each other on a subject-to-subject comparison, although Higher Level IB courses tend to emphasize on depth of material rather than breadth. The IB examination process is much more intricate than the AP given its international scope. For example, IB classes are given written, oral, and taped examinations given over the course of the two year program which are sent to be graded globally, as opposed to examinations given at the end of the senior year which are graded nationally. Both Advanced Placement and the International Baccalaureate Programme offer unique strengths to the student. Students considering the IB track are encouraged to evaluate their desires for the future and speak with the IB Coordinator and AP/IB teachers to find out if a combination of programs or one program will best fit their wants and needs.

AP and IB AP IB Year-long or term-long course. One year-long minimum.
5 added points to final grade. Current policy: CHS will help pay for exams. AP and IB are roughly equivalent to each other on a subject-to-subject comparison. Higher Level IB courses tend to emphasize depth of material rather than breadth. AP exams include multiple choice and free-response (essay) sections. Internal assessment and project work are sometimes very different AP exams are given once at the end of each course. IB exams include written, oral, and taped examinations given over the course of the two year program. AP exams are graded nationally. IB exams are graded globally.

AP and IB Many IB schools teach the diploma program concurrently with the national curriculum, state standards, and/or AP and CP curricula. Both programs provide students with rich and challenging curricula and both enjoy national and international college and university recognition. The College Board and the IB issued a joint publication in 2005, IB & AP, which compares and contrasts both programs. To decide which programme is right for them, students are encouraged to compare their own interests, abilities, and goals with the requirements of both programs. The local school’s AP and IB programme coordinators should be able to assist students in reaching their decision.

IB and DE (Dual Enrollment)
1. Will schools accept your credit? 2. Does it actually look better on your application? 3. Are finances a factor? 4. Are you ready for college-level work? 5. How will dual enrollment impact your high school social life? 6. How will dual enrollment impact your college social life? 7. How will dual enrollment affect your post-college plans? Ask the colleges and universities these questions.

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 skills Graduates tend to be high achievers academically and professionally The development of advanced sills in oral and written expression as well as research and analytical skills

The Benefits of IB Being part of a cohort of students at CHS who WANT to learn Learning to ask challenging questions and developing a strong sense of self The development of strong communication skills, including the study of a foreign language Enrollment in the ultimate global program ––joining 701,000 IB students at 2,585 schools in 134 countries who share the same educational experience

IB & University Recognition
Admissions assumptions: What do universities assume about the IB graduate? Accepts challenges Strong academic foundation Consistency Excellent research & writing skills Excellent critical thinking skills Strong oral presentation skills Community engagement Mature & responsible

“Universities consider the IB Diploma to be one of the most demanding secondary school curricula, offering ideal preparation for post-secondary studies. A student's participation in IB courses is, therefore, a very important consideration in admission decisions. It is to a student's distinct advantage to have completed IB courses, but especially so if the student is completing the IB Diploma.” CURT (College & University Task Force), July, 2009

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

Kedra Ishop, University of Texas, Austin Michael Bluhm, University of British Columbia

Some Colleges & Universities Accepting IB Grads Auburn U Harvard UNC Chapel Hill Baylor U Jacksonville U U of Alabama Boston U Johns Hopkins U of CA Cornell MIT U of GA Vanderbilt New College of FL U of Florida Davidson Notre Dame U of Michigan Duke Northwest Florida UNY at Buffalo Florida State U Stetson U U of S. Carolina Embry-Riddle Rhodes College Wake Forest Georgia Tech U.S. Naval Academy West Point Univ. of Virginia FL .I.T. Samford University Univ. of West Florida FL International Univ. Southern CA Emory Univ./Oxford Rice University Univ. of South FL Flagler College Rollins College U of London Eckerd College Princeton U of Central FL Dartmouth College Savannah College of Art & Design

IB & University Success
IB 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 Success
At 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 has demonstrated 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 – 3,237 2000 – 14,473 2008 – 35,408 Global pass rate ( ) has consistently maintained at 80% Average global Diploma score ( ) 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.

Who is an IB candidate? IB is suited to the motivated learner, the curious mind. It is not just for the academically elite! An IB student Manages time well Balances his or her school life with other activities Is not afraid to take risks Is academically honest Has good math skills Has very good writing skills Wants to emulate the Learner Profile

Is the Diploma Program in the best interests of my child?
The answer to this question is very personal—it involves honest parental and self assessment— of and by the student (with help from counselors and teachers). The IBDP is a great programme for mature and academically able students interested in continuing their rigorous education. Such a student will also have a good command of English, and will be motivated and possess the self-discipline to cope with an individualized programme involving rigorous coursework.

How Parents Like YOU… IB takes an entire family of parents, students, teachers and community to work Parents play the most vital role in the IB Many possible roles to support our IB program: President, Secretary, Recruiter, Treasurer, Fundraising, Public Relations, Parent Website, IB Tuesday Treats, Host Families, Chaperones, Newsletter, IB and Pre-IB Leaders, IB Boosters

DISCLAIMER: We are in AUTHORIZATION stages
DISCLAIMER: We are in AUTHORIZATION stages. After authorization, and with the assistance of IBO, we will finalize plans and publicize any changes, slight as they might be.

International Baccalaureate

Similar presentations

Presentation on theme: "International Baccalaureate"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

International Baccalaureate

Similar presentations

Presentation on theme: "International Baccalaureate"— Presentation transcript:

Similar presentations

About project

Feedback