INTERNATIONAL BACCALAUREATE PROGRAM
Sophomore Orientation
by Charlotte Kirkpatrick
IB Coordinator
Wednesday, January 13, 2015 & Thursday, January 15, 2015
7:00 p.m.
3:30p.m.
Welcome
Charlotte Kirkpatrick
Special Programs Coordinator
714-626-4422
ckirkpatrick@fjuhsd.net
Please call or email with any other
questions not answered tonight.
Why did we receive the letter?
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Student’s have taken the most
rigorous courses and are on track
for IB courses
They are very successful in their
courses, high GPA
I want you to be able to make an
informed decision about entering
the IB Diploma Program
IB Mission
Statement
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
programs of international education and rigorous assessment.
These programs encourage students across the world to become
active, compassionate and lifelong learners who understand
that other people, with their differences, can also be right.
The IB Learner Profile
The aim of all IB programs is to develop
internationally minded people who,
recognizing their common humanity and shared
guardianship of the planet, help to create a better and
more peaceful world.
IB Learners Strive to be:
Inquirers
Open-minded
Knowledgeable
Caring
Thinkers
Risk-takers
Communicators
Balanced
Principled
Reflective
Academic Record
Recommended academic standing for three
semesters to date: first - second decile (weighted
grade point average of approximately 4.0 and
above)
Accepted academic standing for three semesters:
weighted grade point average of 3.8 and above
Clean disciplinary record
University Policies and Attitudes: Selected American Universities
“One of the advantages of an IB curriculum is its structure and quality.
It is a coordinated program, well established, well known and well
respected. We know the quality of IB courses, and we think the IB
curriculum is terrific.”
“IB is well known to us for excellent preparations. 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.”
University Policies and Attitudes: Selected American Universities
cont
“I have always been a supporter of the International Baccalaureate. It is a
thoughtful and genuinely intellectual curriculum with an unusually high degree
of integrity and connectedness. There is no other curriculum anywhere that does
a superior job of both educating students and inspiring a true and broad-based
love of learning.”
“The rigor of the IB Diploma requirements meets our recommendation for
the strongest high school preparation possible . . . In sum, the IB Diploma
candidate who has met the challenge successfully receives strong
consideration from the William and Mary admission committee.”
University Policies and Attitudes: UNIVERSITY of CALIFORNIA
International Baccalaureate credits
Students who complete the IB diploma with a score of 30 or above will receive 30 quarter (20
semester) units toward their UC degree. Students who receive IB certificates with scores of 5, 6
or 7 on Higher Level exams will receive 8 quarter (5.3 semester) units.
Designated examinations may be considered equivalent to UC freshman-level courses in the
subject and may be used to satisfy general education or breadth requirements.
Students or counselors should contact individual campuses for more information on how subject
credit may be granted.
The units granted for IB exams are not counted toward the maximum number of credits required
for declaration of a major or the maximum number of units a student may accumulate prior to
graduation. Students who enter the UC with IB credit do not have to declare a major earlier than
other students, nor are they required to graduate earlier.
Duplication with college courses: College courses taken before or after attending UC may duplicate
IB examinations. Duplicate exams will not earn duplicate credit.
http://www.universityofcalifornia.edu/admissions/counselors/ib-credits/index.html
University or college
University of Florida
Florida State University
Brown University
Stanford University
Columbia University
University of California - Berkeley
Harvard University
New York University
University of Michigan - Ann Arbor
University of Miami
IB students
Total
IB students vs
acceptance
population
total
rate
acceptance rate population
82%
42%
+40%
92%
60%
+32%
18%
9%
+9%
15%
7%
+8%
13%
9%
+4%
58%
26%
+32%
10%
7%
+3%
57%
30%
+27%
71%
51%
+20%
72%
30%
+42%
Source: IBDP Graduate Destinations Survey 2011/12 conducted by i-graduate International Insight
Strictly copyright © IGI Services 2011
01 January 2012
University or College
Cornell University
Duke University
University of Pennsylvania
Yale University
University of Central Florida
Boston University
University of California - Los Angeles
University of Virginia
UNC Chapel Hill
Princeton University
IB students
Total
IB students vs
acceptance
population
total
rate
acceptance rate population
31%
18%
+13%
28%
16%
+12%
24%
14%
+10%
18%
7%
+11%
90%
47%
+43%
70%
58%
+12%
48%
23%
+25%
64%
32%
+32%
63%
32%
+31%
16%
8%
+8%
Source: IBDP Graduate Destinations Survey 2011/12 conducted by i-graduate International Insight
Strictly copyright © IGI Services 2011
01 January 2012
Charmaine Lim
California State University-Fullerton
IB Extended Essay topic: History
Factors Leading to the Downfall of
Ferdinand E. Marcos
IB Creativity, Action, and Service
• Piano Benefit Concert and
competition
• Tae Kwon Do Competition
• World Vision MOVE
TT Internship: Anaheim Regional
Medical Center
Freshman Recommended Coursework
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English Honors
Foreign Language I
World History Honors
Biology Honors (or higher)
Geometry Honors (or higher)
Physical Education
Fundamentals of Programming and Computer
Logic and Algorithms, if Troy Tech
Sophomore Recommended Coursework
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AP English Language
Foreign Language II (if Spanish, Spanish II
Honors)
AP European History
Chemistry Honors (or higher)
Algebra II Honors (or higher)
Physical Education
Troy Tech Class, if Troy Tech
IB Diploma: Program
Overview
IB Diploma – Program Overview cont
Theory of Knowledge
The Theory of Knowledge is the central course in the IB
curriculum. It places the learners at the center and engages them in
critical thinking not only about what they are learning but also how
they come to know it. This graphical representation is helpful in
understanding how the course works.
Theory of Knowledge cont
Theory of knowledge offers students the opportunity to
 reflect critically on diverse ways of knowing and on
areas of knowledge

consider the role and nature of knowledge in their own
culture, in the cultures of others and in the wider world.
It also prompts students to

be aware of themselves as thinkers, encouraging them
to become more acquainted with the complexity of
knowledge,
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recognize the need to act responsibly in an increasingly
interconnected but uncertain world.
Theory of Knowledge cont

As a thoughtful and purposeful inquiry into different
ways of knowing and into different kinds of
knowledge, TOK is composed almost entirely of
questions. The most central of these is "How do we
know?"

It is a stated aim of TOK that students should become
aware of the interpretative nature of knowledge,
including personal ideological biases, regardless of
whether, ultimately, these biases are retained, revised
or rejected.

It provides coherence for the student as it transcends
and links academic subject areas, thus demonstrating
the ways in which they can apply their knowledge with
greater awareness and credibility.
IB Diploma – Program Overview cont.
The Extended Essay
The extended essay is an independent, self-directed piece of
research, culminating in a 4,000-word paper. As a required
component, it provides
 practical preparation for the kinds of undergraduate research
required at tertiary level
 an opportunity for students to engage in an in-depth study of a
topic of interest within a chosen subject.
Emphasis is placed on the research process:
 formulating an appropriate research question
 engaging in a personal exploration of the topic
 communicating ideas
 developing an argument.
Participation in this process develops the capacity to:
 analyze
 synthesize, and
 evaluate knowledge.
Students are supported throughout the process with advice and guidance
from a supervisor at the school.
The Extended Essay
cont.
These subjects are available at Troy:
 Biology
 Business and Management
 Chemistry
 Computer Science
 Design Technology
 English
 History
 Mathematics
 Physics
 Philosophy
 Visual Art
 Film
The student must have completed or must be enrolled in
an honors, AP, or IB course in the subject area chosen.
Others may be available upon request.
IB Diploma: Program Overview cont
Creativity, Action and Service
CAS takes seriously the importance of life outside the world of
scholarship, providing a refreshing counterbalance to academic
studies.
Students are expected to be involved in CAS activities for the
equivalent of at least 3-4 hours each week during the two years of
the program.
A self-evaluation system encourages students to reflect on the benefits
of CAS participation to themselves and to others, and to evaluate
the understanding and insights acquired.
The formal CAS project incorporates at least two of the CAS
components and is of a significant duration. It does not overlap the
Troy Tech Internship.
CAS
cont
CREATIVITY
 Students may participate in a wide range of arts
activities through which they design and implement
service projects, grow personally in their creative
abilities or develop creative ideas for projects.
CAS
Action
cont
 Students may participate in local or international sports
teams and projects that require physical exertion.
Alternately, action may be physical exertion as part of a
service activity. It is not political action!
CAS cont
SERVICE
Students may participate in a host of community and
social service activities. Some examples include
helping children with special needs, visiting
hospitals, and working with refugees or homeless
people. Many are available through the clubs the
students are a part of on campus.
CAS
cont
 In identifying and designing their CAS project, students are
encouraged to consider the IB maxim, “Think globally, act
locally.” With this in mind, students will certainly engage with
issues of global importance.
IB Diploma vs. IB Courses
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You may enroll in IB courses without
pursuing the full IB Diploma.
Generally speaking, IB HL exams do
earn college credit, whereas SL exams
do not.
Colleges will not give double credit for
AP and IB HL exams in the same
subject. See college websites to learn
how much credit the school will offer.
IB Exam fees: May 2015 testing
Registration
(junior year only for
Diploma students; both
years for Courses
students)
$160
Exams X 6
($108 each)
$660
Total
$820
**IB Exam fees can be offset for students that receive free and reduced lunch.
IB Diploma Students: Junior Year Classes and
Exams
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IB SL English (first year of two year curriculum)
IB SL Foreign Language (Level 3 – first year of 2-year
curriculum) or
AP/IB SL Language (Level 4)
AP US History
AP/IB SL Biology, AP/IB SL Physics, (AP Chemistry, APES)
Pre-calculus – Honors recommended (or higher)
Philosophy IB SL (first year of two year curriculum)
If Troy Tech student – IB SL Business and Management, IB
SL Computer Science, IB SL Design Technology, IB SL Film
Journalism or Yearbook
Summer: Troy Tech internship
Online IB/TT Class
Pamoja Education offers several IBO
approved courses online you can take at
your own expense.
http://www.pamojaeducation.com/
Extended Essay and CAS
Proposed Extended Essay subject area:
_______________________________
 Began in the junior year, finished except
for minor changes before the end of the
year. Final draft due October senior year.
 Proposed CAS project:
_______________________________
 Runs continuously both years of the
program. Final due in April of senior year.

IB Diploma Students: Senior Year Classes and
Exams
AP/IB HL English Literature (2nd year of course)
 AP (recommended) Gov’t/Macroeconomics (district
grad. requirement)
 AP/IB SL Calculus AB or BC (or higher)
 Theory of Knowledge/IB HL2 Philosophy
 AP/IB SL or HL Language (Level 4)
 Science (or other elective)
 _____ (Extra Troy Tech
Class/NJROTC/sport/ASB/Art)
 Troy Tech Internship (completed during summer prior)
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Extra-curricular activities: choices
will need to be made!
The junior year schedule is very full for
IB/TT students
 Involvement in extracurricular activities like
sports, ASB, NJROTC, Oracle, Yearbook, etc.
become much more difficult and time
consuming.
 They are not impossible to do, but require
extra effort on your part and an extra
allowance from your advisors/coaches. Not
all are willing to work with IB.
**Marching band can’t be done with TT & IB
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Next step: IB Individual Meetings
Online sophomore interest survey can
be found on the pre-IB sophomore
information page of my website. Must
complete by Monday 1/19
 I will contact you about an individual
meeting after I have reviewed semester
grades, class enrollment and your survey.
No one is guaranteed a meeting or
placement in IB.
 Meetings will take place throughout
February. Parents are welcome to attend.
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Thank you for coming today!
I am looking forward to meeting with you
about your future in the IB Diploma
Program at Troy!
Please make sure you fill ou8t the survey by Monday
January 19th for consideration in the IB Program. If I
do not receive a survey from you I will assume you are
not interested in pursuing the full IB Diploma but will
take a courses route instead.