The International Baccalaureate

1. The International Baccalaureate The IB Diploma Program—Academic Rigor with A Compassionate Viewpoint

2. WE ARE IB! WE ARE IB!

3. We realize this presentation may not answer all of yourquestions or concerns. For more individualized information and scheduling questions, please make an appointment with me. My contact information is on my card, at the end of this presentation, and on the CHS website.

4. AGENDA for the EVENING • Introduction to the IB • The IB Learner Profile • Compare to CCS? • Components & Requirements • YOUR CHS/IB Teachers • Courses/Assessments • Sample student schedule • IB and Advanced Placement (AP) • Facts and Figures • IB and College • Is IB right for my child? • How Parents Like You Can Make a Difference • Q & A

5. Let's play match! How many can you find? As I read the IB’s General Information, please underline or circle similarities with CCS (handout).

6. 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.

7. 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.

8. 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

9. 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.

10. International Mindedness (means) • Students are educated in a way that helps them better understand themselves, their community, the country they live in, and the world in general. • Students have develop a deeper sense and awareness of their own culture as well as other peoples, cultures, countries, and customs.

11. 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.

12. 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 Diploma Programme and is committed to supporting students, parents, teachers, and staff on this journey.

13. 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.

14. 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.

15. IB Learners strive to be: • Knowledgeable - They explore concepts, ideas and issues that have intellectual and social significance.

16. 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.

17. 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.

18. 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.

19. IB Learners strive to be: • Open-minded - They understand and appreciate their own cultures and personal histories. They respect and accept the perspectives, values, and traditions of other individuals and communities.

20. 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 the environment.

21. 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.

22. 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.

23. 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.

24. What matches did you find? • Our Vision • The Carrollton City Schools and community nurture and empower individuals to be life-long learners who take personal responsibility for improving our world. • Our Mission • The Carrollton City Schools will meet or exceed the expectations of the people we serve by providing: • a safe, healthy environment for students, teachers and staff • the best prepared teachers, administrators and staff • a challenging curriculum and learning opportunities • the highest quality instructional resources and tools • a plan of continuous improvement • a plan for developing and supporting school and community partnerships • Guiding Principles • Focus on success for all students and eradicate the reasons some children fail • Promote a climate of high expectations, respect and dignity • Provide a curriculum that will have relevance to the lives of students • Provide an environment that emphasizes democratic classroom processes in which students learn independently and through group work while learning to value diversity • Recruit, employ and nurture dedicated, well-qualified and highly professional employees who adhere to professionally recognized standards and board policies • Support system and school improvement plans and contribute to their implementation

25. The IB Program model

26. 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

27. 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.

28. 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

29. 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.

30. 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

31. IB Programme Faculty/Staff • Dr. Albertus • Ms. J. Holley • Ms. Teague • Dr. Bagby • Ms. Hook • Ms. Whiteside • Mr. McCormick • Ms. Swindle • Mr. Daugherty • Ms. K. Ingui • Mr. Hitzeman • Ms. Graner

32. 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 “products”

33. DP PROGRAM SEQUENCE OF COURSES

34. Sample IB Schedule 11th Grade *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)

35. Sample IB Schedule 12th Grade *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)

36. 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. Colleges typically accept 5, 6, 7 scores in IB courses. • Students must earn minimum total of 24 points

37. 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. • 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.

38. IB Grades Comparison

39. IB Certificate/Course Students • 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.

40. AP and IB

41. 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.

42. 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

43. 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

44. For MORE ABOUTIB and COLLEGES . . . See next Presentation…

45. IB by the Numbers • Global IB Diploma recipients: • 1990 – 3,237 • 2000 – 14,473 • 2008 – 35,408 • Global pass rate (1990-2008) ---80% • Average Diploma score (1990-2008)--- 30 points

46. Who is an IB candidate? IB is suited to the motivated learner, 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 academic risks • Is academically honest • Has good math skills • Has very good writing skills • Wants to emulate the Learner Profile

47. 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).

48. 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: Officers, Exam Proctors, Fundraising, Public Relations, Parent Website, IB Meals, Events, Treats, Host Families, Chaperones, Newsletter, IB and Pre-IB Leaders, IB Boosters • JOIN IB BOOSTERS!

49. CONTACT ME Dr. Sonja S. Bagby • Instructor, Theory of Knowledge • Instructor, AP Language and Composition • Coordinator, International Baccalaureate Diploma Program • Carrollton High School • 202 Trojan Drive • Carrollton, GA 30117 • 770-834-7725, ext 5031 (leave a message with front office and/or leave a voice mail)

50. Concerns; Q & A THANK YOU for attending! Final Note: We are COMMITTED to doing our jobs excellently in all areas for the development of your children.