Cholla High Magnet School International Baccalaureate Diploma Programme Every student, every day, charging fearlessly toward academic and personal excellence The Mission Statement of the International Baccalaureate Organization (IBO): 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. What is the Diploma Programme? The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students for success at university and life beyond. The programme is taught over two years and has gained recognition and respect from the world's leading universities. The IB and Success in Higher Education Colleges and Universities value IB. The average acceptance rate of IB students into university/college is 22% higher than the average acceptance rate of the total population. A 2011 study of almost 25,000 IB Diploma and certificate students found that IB students were more likely than the national average to attend college full‐time, with nearly 70% attending selective or more selected colleges. Students enrolled in IB are more likely to succeed in higher education. A 2010 study that looked at performance on IB exams and college GPA of over 1500 IB students enrolled in the University of California system found that IB students earned higher GPAs. This held across all family income levels. The study also found that performance in the Diploma Programme was the strongest predictor of college GPA. A 2011 study of IB students’ experiences after high school found that IB students graduated from college at higher rates, with 81% of IB students graduating within 6 years of enrolling full‐time at a 4‐year institution, compared to the national average of 57%. What Colleges Say about IB “IB is well known to us as excellent preparation. Success in an IB programme correlates well with success at Harvard. We are pleased to see the credential of the IB Diploma Programme on the transcript.” Marlyn McGrath Lewis, Assistant Dean of Admissions, Harvard University “In our minds, there is no more challenging curriculum than the IB curriculum. Not only does it prepare students for a demanding college programme, but the IB curriculum also instills in students a love of learning and an understanding of the truly interdisciplinary nature of education. Instead of working on each subject in a vacuum, IB students are shown how each of their classes connects both with the other classes and with the world around them.” Thyra L. Briggs, Dean of Enrollment, Sarah Lawrence College What Cholla IB Students Say about IB Class of 2011 “I’ve matured, in my opinion, so much in these past two years of school and I believe that the International Baccalaureate Programme has made me grow even more than I had ever expected . . . I wasn’t ever bored and the teachers were the most incredible. I felt as if I was more involved in my learning process . . . since I have started the IB programme I have thought in more complex and universal ways than I had thought prior.” 2 “If I had the chance, I would take the programme over again. . . . By going through these two years of [IB], I can now say I am a college student, the first one in my family to go to a four year college.” “I feel I am well prepared for college since I have been given the proper tools to succeed.” Class of 2012 “These have been two years of significant personal and educational growth. . . . Had someone told me in the beginning of this programme that I would be learning so much that it would carry into my every day life, I would never have believed it. However, now there is no denying the difference this level of education has had in my life.” “Being in IB has taught me so much about life in so many different ways I could never have imagined. . . . I feel more confident that I will be successful in college if I apply all the strategies I learned in IB.” “I have definitely gained the knowledge and motivation I couldn’t have learned anywhere else.” “Joining IB was one of the best decisions I made.” The IB Learner Profile 
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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. 3 
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 Curriculum The curriculum is modeled by a hexagon with six academic areas surrounding the three core requirements. Subject Areas IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5. In addition the programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding. Core Requirements 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. Courses available at Cholla Cholla High Magnet School offers the following IB Diploma Courses, taken continuously across junior and senior year: Group 1 Group 4 English: Literature, Higher Level Biology, Standard Level Spanish: Language and Literature, Standard Level* Chemistry, Standard Level Computer Science, Higher Level (projected for 2014‐
2015) Group 2 Spanish, Standard Level Group 5 German, Standard Level and ab initio** Mathematical Studies, Standard Level Arabic, Standard Level Mathematics, Standard Level Group 3 Group 6 History of the Americas, Higher Level Visual Arts, Higher Level Theatre, Higher Level Music, Higher Level (projected for 2013‐2014) Dance, Higher Level (projected for 2013‐2014) *for native speakers ** for beginners 4 Assessment Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners. The sum of these assessments gives students a 1‐7 score in each course. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points. Many colleges and universities award college credit for IB exam scores, in some cases offering up to a year of credits for earning the IB Diploma. Preparation Because of the rigorous nature of the International Baccalaureate Diploma Programme, Cholla High Magnet School has developed a series of IB Prep Courses in core classes designed specifically to help students attain high levels of achievement in the DP. The recommended courseload during freshman and sophomore year is as follows: 9th Grade 10th Grade IB Prep English IB Prep English IB Prep Algebra or IB Prep Geometry IB Prep Geometry or Honors Algebra II IB Prep Biology Honors Chemistry Spanish, German or Arabic Spanish, German, or Arabic AVID Government and Economics PE Health Support for Students There are a variety of support systems in place to assist students in being successful in both the IB Prep and Diploma programmes. IB staff works closely with parents and students to ensure the best possible learning experience. Every teacher has designated tutoring hours, and the Cholla After School Program’s Reading and Math Centers have sessions geared specifically toward IB students. Requirements to Apply We believe that all students have the ability to be successful in the IB’s rigorous coursework. A strong work ethic and the desire to learn are much greater indicators of success than grades or prior classes; however, we do recommend that students interested in the programme take Honors courses at the middle school level as well as maintain at least a 3.0 GPA and a 95% attendance rate. Applications can be downloaded from chollachargers.org or by contacting us directly (see back of packet). 5 For an application or more information, please contact: Natasha Conti, IB Coordinator natasha.conti@tusd1.org 520.225.4116 Kathryn Jensen, Magnet Coordinator kathryn.jensen@tusd1.org 520.225.4003 Tara Bulleigh, Assistant Principal tara.bulleigh@tusd1.org 520.225.4005 www.chollachargers.org www.ibo.org Delivering Excellence in Education Every Day TUSD Non‐Discrimination Policy Code AC: Tucson Unified School District is committed to a policy of nondiscrimination based on disability, race, color, religion/religious beliefs, sex, sexual orientation, age, or national origin. This policy will prevail in all matters concerning Governing Board, District employees, students, the public, educational programs and services, and individuals with whom the Board does business. 6