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{ Planning for AP and IB at OLGC. Academic Rigor Academic Rigor Intellectual Engagement Intellectual Engagement College Level Content College Level Content.

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Presentation on theme: "{ Planning for AP and IB at OLGC. Academic Rigor Academic Rigor Intellectual Engagement Intellectual Engagement College Level Content College Level Content."— Presentation transcript:

1 { Planning for AP and IB at OLGC

2 Academic Rigor Academic Rigor Intellectual Engagement Intellectual Engagement College Level Content College Level Content AP and IB Courses offer:

3 In : 74% of the Senior Class 74% of the Junior Class 20% of the Sophomore Class 41% of all OLGC Students! Who Takes AP and IB Classes?

4 College-Level Content College-Level Content Summative, Nationally Administered Exams in May Summative, Nationally Administered Exams in May Multiple Choice and Essays/Free Response Multiple Choice and Essays/Free Response Scored 1-5 Scored 1-5 Potential College Credit Potential College Credit “Cafeteria-style” “Cafeteria-style” AP defined:

5  An International Curriculum  A Two-Year Comprehensive Course of Studies  College-Level Coursework in English, World Languages, Social Studies, Science, and Math - with a Fine Arts Option  Potential College Credit or Advanced Standing IB defined:

6  Coursework in all academic areas over two years  Three on the Higher Level (HL) over 2 years  Three on the Standard Level (SL) over 1-2 years IB Program Requirements: Academics

7  Externally and Internally Assessed  Varied Course-Specific Assignments  Essays, oral presentations, labs, collaborative projects  Exams in May IB Formal Assessments

8  Theory of Knowledge  Interdisciplinary, discussion-based seminar  The Extended Essay  Independent research project  CAS (Creativity-Action-Service)  150 hours over 2 years  Overlaps with OLGC service requirements IB Program Requirements: “The Core”

9 OLGC’s IB Class of 2013 – 36 Students total:   Earned scholarships totaling $7,500,000   Were accepted into 42 Honors Programs Numbers Worth Noting

10 Georgetown Northwestern University Yale George Washington Columbia Princeton Penn UNC-Chapel Hill Stanford Duke Cal-Berkeley Boston College University of Virginia Notre Dame Johns Hopkins New York University The University of Maryland Honors Colleges And many more great universities! OLGC’s IB Graduates attend:

11 Acceptance Rates for the 20 Most Popular Institutions Among Survey Respondents © International Baccalaureate Organization, 2012 University or College IB Candidate Acceptance Rate Total Population Acceptance Rate IB Candidates vs Total Population Boston University71%57.97%13% Brown University18%9.34%9% Columbia University13%9.54%3% Cornell University32%18.36%14% Duke University28%16.48%12% Florida State University92%59.52%32% Harvard University9%7.23%2% New York University58%38.10%20% Princeton University17%8.80%8% Stanford University15%7.31%8% UC-Berkeley58%21.52%36% UCLA48%22.69%25% University of Florida82%43.22%39% UMd-College Park88%44.10%44% University of Miami72%39.22%32% University of Michigan71%50.63%20% UNC-Chapel Hill64%32.47%31% University of Pennsylvania24%14.26%10% University of Virginia64%32.60%31% Yale University19%7.88%11%

12 “IB students are terrific learners. They’re inquisitive and don’t just question what they’re learning, but why.” Martha Piper, former president, University of British Columbia, Canada IB beyond OLGC…

13 “We’re looking for students who are engagers-- students who are maximizing opportunities in and out of the classroom. What’s very unique about IB is that through its curriculum it allows students to be able to satisfy the requirements of the types of students that we’re looking for.” Dr Kedra Ishop Vice Provost and Director of Admissions University of Texas at Austin IB beyond OLGC…

14 “I felt more prepared for college than almost all of my peers who had not done IB. It gave me a great amount of confidence in myself as a student. From the time I began IB, I developed a strong love for learning because I was immersed in it constantly.” Georgia Chaconas, OLGC ‘03 B.A., George Washington University M.A., The University of Virginia AP-IB English Teacher, OLGC IB beyond OLGC…

15 “When I applied to the University of Maryland, I mentioned the IB Program and world travel in my essays. I believe this, plus the fact that the IB Program was on my transcript, is the reason why I was invited into the Global Communities Program at UMD, a two-year living-learning program.” Lauren Schneider, OLGC ’11 University of Maryland – College Park IB beyond OLGC…

16 “I have repeatedly given thought to how students in the US could use The Gambia as a way to better understand themselves and the greater world they live in. Plus I really value the line of thinking that it is by stepping outside the ‘world’ you know and learning about another, that you actually come to know/understand yourself and your own ‘world’ better.” Joanna LaHaie, OLGC ’01 B.A., Loyola College Peace Corps, Armitage Senior Secondary School, The Gambia, West Africa IB beyond OLGC…

17 What sets IB apart? The aim of Student Learning in the IB Program is to develop: research skills communication skills thinking skills social skills self-management skills IBO, November 2013

18 AP or IB? Jay Mathews of the Washington Post: “AP offers maximum flexibility …but if your student is an 11th or 12th grader and you are choosing between AP and IB, in my mind IB is the better program...” Davidson Institute for Talent Development, 2011

19  The Most Demanding Course Load Available  Consistent Academic Success  Dedicated Participation in Extra-Curricular Pursuits  Meaningful Service Locally and Globally  Intellectual Curiosity and Engagement What Do Colleges Want to See from Applicants?

20  4 years: English, Religion, Math  3 years: World Languages, Science, Social Studies Social Studies  1 year: Fine Arts, Technology  1 ½ year: Health/Physical Education Planning for the Next Three Years… Required for ALL Academic Levels:

21  A cumulative “A” at the time of registration  Teacher and/or departmental approval Requirements to “Advance” from “Regular” or “Ryken” to “Honors Pre-AP/IB”:

22  A cumulative solid “B” (85%) at the time of registration  Teacher and/or departmental approval Requirements to Remain at “Honors Pre-AP/IB”:

23  From “Honors Pre-AP/IB”:  A cumulative solid “B” (85%) at the time of registration  Teacher and/or departmental approval  From “Regular” or “Ryken”:  A cumulative “A” at the time of registration  Teacher and/or departmental approval Advancing to AP Classes:

24  Submit the IB Application by the End of January during Sophomore Year  3 Teacher recommendations  List of Activities and Service  Short Essay  IB Coordinator Approval (with Administrative and Departmental Assistance) Admission to the IB Diploma Program:

25  Complete Fine Arts and P.E. Requirements in 9 th and 10 th Grade  Switch from Latin to French or Spanish  Consider advancing a level in Foreign Language (II > III, III > IV, etc.)  Hold off on Technology requirement until 11 th or 12 th Grade (or take one during the summer sessions at OLGC!) Recommendations for Potential IB Diploma Candidates

26  Fine Arts Scholarships  S.T.E.M.  Athletics  Service  Extra-Curricular Activities Other Considerations for Potential IB Diploma Candidates…

27  Discuss options with their teachers and guidance counselors  Seek the advice of current IB Diploma Candidates  Talk to me Your Interested 9 th Graders should…

28 Aspire Aspire… Inquire… Achieve! (The future is now!)


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