The IB Diploma
Program
Agenda
 Introduction to IB
 Course Offerings
 Why IB?
 Authorization Process
 IB and Advanced
Placement (AP)
 The IB Learner Profile
 IB and Beyond
 Components &
Requirements of the IB
 Facts and Figures
Program
 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.
Continued…Introduction to the
International Baccalaureate
 1965 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
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 preuniversity. 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.
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.
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 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 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:
The Learner Profile promotes the education of the whole
person, emphasizing intellectual, personal, emotional
and social growth through all domains of knowledge.
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 indepth 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.
The IB Program model
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 Societies
Eight subjects are available:
 Business and management
 Economics
 Geography
 History (Meets California State Requirements)
 Information technology in a global society
 Philosophy
 Psychology
 Social and cultural anthropology
Group 4: Experimental Sciences
Four subjects are available:
Biology
Chemistry
Design technology
Physics
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.
Group 5: Mathematics and
Computer Science
Computer science
 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.
Group 6: The Arts
Four subjects are available:
 Visual Arts
 These subjects may be
studied at higher level or
 Film
standard level.
 Another course from groups
 Music
1-5 can be substituted for
 Theatre
The Arts.
 Dance is in the works
 Environmental Systems and
Societies meets
requirements for group 3
and group 5.
Theory of Knowledge
 Interdisciplinary
 1200 word essay for TOK
 Explores the nature of
 Write Extended Essay during
knowledge across disciplines
 Encourages an appreciation
of other cultural perspectives
this course
 Presentation on knowledge
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
Creativity, Action, Service
 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.
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.)
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.
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
IB Core: approaches
to learning;
reflective project;
community service
certificate courses,
including one
second language
course
Vocational
qualifications offered
by school
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 extracurricular 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 Assessment
What’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 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 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
IB Grade
Percentage Conversion
7
6
5
4
3
2
1
96 - 100
90 - 95
80 - 89
70 - 79
60 - 69
50 - 59
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 will
receive after testing.
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.
Student, teacher
Perspectives on IB:
http://www.youtube.com/watch?v=_nNYiKmjxwo
http://www.ibo.org/diploma/index.cfm
http://www.bing.com/videos/watch/video/international-baccalaureate-diplomaprogramme-overview/99ad552362d1b033076599ad552362d1b0330765172252529785?q=international%20baccalaureate&FROM=LKVR5&GT1=LKVR5&FO
RM=LKVR3
AP and IB: Similarities
 Both are rigorous programs devoted to educational
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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
AP and IB Differences
International 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
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
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
IB & University Recognition
“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 & University Recognition
“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
IB & University Recognition
Kedra Ishop, University of Texas, Austin
Michael Bluhm, University of British
Columbia
http://ibgeorgia.org/
IB & University Recognition
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 Richmond @
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
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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 (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
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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.