Presented by

IB Parent

IB Co-ordinator: Matt Herinckx

Principal: Chris Woods

at

• 1965 International Schools Examination founded geographically mobile students in need of a common curriculum and university admission credentials

• 1967 renamed International Baccalaureate Organization

• 2010 - 2,984 IB World Schools in 139 countries

• Emphasis on critical thinking and a variety of viewpoints that fosters tolerance and intercultural understanding among students

• Integrated, challenging curriculum taught from a global perspective

High School, City Year NotesFormed

Henry Foss, Tacoma 1982

Mt. Rainier, Des Moines 1987 U.S. News & World Report's 2009 list of Best High Schools

A.C. Davis, Yakima 1987

Columbia River, Vancouver 1994 Newsweek's 2009 list of top 5% of public high schools in U.S.

Interlake, Bellevue 1995 Newsweek's 2009 list of top 5% of public high schools in U.S.U.S. News & World Report's 2009 list of Best High Schools

Kennewick, Kennewick 1995

Edmonds-Woodway, Edmonds 1996 Closed to out of district students. Restrictive admission

Ingelmoor, Kenmore 1997 Newsweek's 2009 list of top 5% of public high schools in U.S.U.S. News & World Report's 2009 list of Best High Schools

Thomas Jefferson, Auburn 1997

Capital, Olympia 1997

Skyline, Sammamish 1998

Kent-Meridian, Kent 2001

Ingraham, Seattle 2002 Newsweek's 2009 list of top 5% of public high schools in U.S.

Chief Sealth, Seattle 2007

Sumner, Sumner 2007

Annie Wright, Tacoma 2009 Private girls 9-12 IB High School

IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

Life in the 21st century, in an interconnected, globalized world, requires critical-thinking skills and a sense of international-mindedness, something that International Baccalaureate® (IB) Diploma Programme students come to know and understand.

The IB Diploma Program is designed as an academically challenging and balanced program of education

• is always curious

• is a fully engaged citizen

• grasps issues across international borders

• has an understanding of nuances and complexity

• has a balanced approach to problem solving

• embraces their own culture, while being open

and responsive to other cultures and views

The curriculum contains six subject groups and a core of three parts

1.The Extended Essay (EE) 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.2.Theory of Knowledge (TOK) 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).3. Creativity, Action, Service (CAS) 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.

Students study concurrently

• 3 subjects at a Higher Level (HL)

• 3 subjects at a Standard Level (SL)

Subject Groups:

1. Language A

2. Second Language

3. Mathematics

4. Individuals and Societies

5. Experimental Sciences

6. Electives

3 Part Core

Certificate Candidates

• Take one or more IB classes

• Take IB test for class at end of year

• May be granted college credits for tests taken – depending on scores and college

Interested Students

• Take one or more IB classes

• Do not take IB test at end of year

• Get regular CHS credits

• Rigorous curriculum

• Inquiry based instruction

• Individual and team projects

• Emphasis on depth over breadth

• Internationally recognized

• Authentic evaluations:

• Internal assessments

• Oral presentations

• Choices, but no multiple choice answers on final exam

• Experience being part of international community of students

• Become well-rounded citizens

• Be prepared for college and college level classes

• Unique opportunities to develop own interests

•Gain portable skills:• understand how you learn• understand how learning is connected• understand how to apply learning

School and Staff:

• Unified and coherent approach to learning

• Ongoing professional development

• Tailored curriculum updated regularly

• Accessible to all students - attracts motivated students

• IB has a 34 year successful track record

Community gains:

• Stronger school system

• Choice in district

• Well educated students give back to community

• Attracts new community members

Six IB World Schools in the United States Featured in Newsweek’s Top 10

                                                                                   The International Baccalaureate® is pleased to

announce that six IB World Schools have been ranked in the top 10 of Newsweek’s annual list of “America’s Best High Schools”. The schools are: •Jefferson County IBS, Irondale, Alabama (2) •Stanton College Prep, Jacksonville, Florida (3) •Signature School, Evansville, Indiana (7) •Paxon School for Advanced Studies, Jacksonville, Florida (8) •Suncoast Community, Riviera Beach, Florida (9) •City Honors, Buffalo, New York (10)

A total of 32 IB World Schools are ranked in the top 100 with 117 represented in the top 500.

1. Students don’t have a life

Fact: IB students participate in many extracurricular activities

2. IB students are isolated from other students

Fact: IB students take courses and participate in sports and extracurricular activities with non-IB students

3. IB is a waste of time for students planning on attending state colleges and universities

Fact: WA State colleges and universities often grant advanced standing, credits, and/or scholarships to IB graduates

“The University of WA encourages and applauds students who have chosen IB courses as part of their high school curriculum. These courses are challenging and demanding…they provide excellent preparation for university study.”

• Often receive more favorable consideration in the college admissions process

• More likely to graduate college within 4 years

• Less likely to have college GPA decrease

• More likely to graduate college with honors

• More likely to be admitted to graduate programs

•US Dept. of Education research shows that the students most likely to finish college were those who took the most difficult courses in high school

From Supertest: How the International Baccalaureate Can Strengthen Our Schools, By Jay Mathews and Ian Hill

IBO works closely with universities and colleges worldwide to gain recognition for the IB Diploma

• IBO provides direct access for university admissions officers to course syllabuses and recent examination papers

• Student’s participation in IB diploma program’s rigorous pre-university course of study signal’s student’s hard work and dedication, often leading to acceptance at competitive universities

• IB diplomas and certificates recognized by more than 2000 colleges and universities in over 100 countries

• Many colleges and universities throughout the world offer scholarships, advanced standing, and/or course credit to IB students

“The required senior project and the TOK class’s interdisciplinary approach are prime examples of the kind of work the students will be expected to do on most college campuses today. Students who have graduated from schools with the IB curriculum are extremely well prepared when they arrive on our campus.”

Martha Merrill, Dean of Admissions and Financial Aid, Connecticut College, Connecticut

“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.”

Marily McGraff Lewis, Assistant Dean of Admissions, Harvard University, Massachusetts

“…we here at CMC have considered the full IB Diploma to be the ‘gold standard.’ We automatically consider the curriculum to be the most rigorous possible. It just doesn’t get any tougher. Unlike an AP program in which students who can pick and choose which AP courses to take, sometimes based on playing to their strengths and avoiding their weaknesses, the full IB Diploma is consistent, coherent, rigorous, and takes two full years to complete. It takes a tremendous amount of intellectual effort and academic commitment.”

Richard Voss, Vice President-Dean of Admission, Claremont McKenna College, California

International Baccalaureate AP• International standard of excellence

• Comprehensive curriculum of college level work

• Encourages academically and movtivated students

• Diploma based on educational philosophy

Courses and Exams• Six exams in six areas required for IB diploma

• Students must be enrolled in authorized school

• Scores include teacher assessments and external assessments graded by educators throughout the world

Scope• Exams based on broad general understanding of concepts and fundamental themes

• Exam questions emphasis essay writing

• Oral assessments in Language A & B

• Policies are determined by international educators

• National standard of excellence

• College level courses

• Diploma based on four courses in three academic areas

Courses and Exams• Students generally take courses and exams only in area of personal strengths

• Students do not have to be enrolled in authorized school

• Exams graded externally by College Board testing service in the US

Scope• Exams based on specific course content

• Emphasis on multiple choice

• Oral exams in foreign languages

• Policies are determined by national educators

•Talk with students about issues, ideas & interests

• Proctor IB exams in May

• Help with IB events throughout year

•Try something new.

•Model experimental exploration

• IB Exam Proctors

• Newsletters and Website

• Student Recognition Programs

www.ibparent.weebly.com

IB_Parent@yahoo.com

“Having an IB Diploma has been an awesome addition to my resume. It helped me get into two colleges after admissions deadlines had passed, and helped me get into the University of Cambridge (UK) for grad school. I'm pretty positive that I wouldn't have made the cut without such a highly-regarded credential on my resume. The study and analytical skills I learned in IB have also made college and grad school a breeze. AP just doesn't make the cut (in my opinion) in our global society. Because of my diploma I also had a year of college credits waived which saved my family an incredible amount of cash. This combined with carrying the max. amount of college credits per semester and going to school in the summer allowed me to finish in two years.” – T.R.

“It is because of the pace, structure and challenge of the IB Program at Capital High School that I excelled in both college and graduate school. It would be a grave mistake to trade the seminar and analysis focus of IB for the rank and file, fill-in-the-blank and "just give me the date" of AP. The educators and students who withstand the challenge of IB will be prepared for the next level far beyond what any other program can teach them. The world we live in does not offer us multiple choice answers; it forces us to quickly analyze, interpret and evaluate opportunities and challenges as we face them.

(I was also a two-sport varsity athlete and choir singer),.” – D.O.

“Because of my IB classes at Capital, my college classes have been a breeze. I learned how to properly research and I feel I am much a head of my class mates here. IB is awesome.” – M.G.

“I think it’s dangerous to measure IB by the number of credits that result. Of greater importance is how IB has had an effect on you - on how you learn to think and manage against rigor. Did the program change you for the better? The purpose of the program isn't for college credit. It is to educate.” – M.P.

“I have to admit I feel generally more well-informed about a lot of things than my peers. I assume IB had something to do with that.” – A.M.

“…humanistic knowledge isn't just fuzzy wuzzy [knowledge] that you use to impress somebody. It's about how you think, how you structure an argument, and whether you'll be able to analyze your way out of a paper bag in the future” – A.P.

“I was a full IB student and despite the fact that my test scores left me ineligible for a Diploma, I have utilized so much of what I learned from the program here atcollege. The benefits of IB are exponentially greater than any alternative” – K.V.“IB is a necessity for students who have the drive and wish to be held at higher expectations and take charge of their education.” – J.P.

“It gives a good amount of college credit and prepares you well for college. I came into UW with 30 credits thanks to it.” – P.B.

“Nothing has better prepared me for my college and future career than did my experience with the IB program at Capital. … the analytical and writing skills gained in the programs rigor eased the pains that I've seen so many struggle with upon entering liberal arts programs. Not only have I found classes to be less of a challenge having already been required to not only memorize, but process historical/scientific/literary/and other such information into cohesive arguments as is required at the college level, but it the skills gained in the program are apparent enough in the work I produce that it has been commented upon by several professors.

Beyond just making classes easier, the independent studies in the program have made me more academically inquisitive; I enjoy my classes because I learned in high school to search for personal interest in all subjects. Thus, I can connect all of my studies, in or outside of my concentration, to form a well-rounded knowledge of subjects that will be applicable to whatever path I follow upon graduation.

Furthermore, the structure of the program itself has helped me with work management and an appreciation for activities that will enhance my education. By having credit be solely based upon test scores as other high school programs, students lose focus on the essential element of education: to learn.

The focus is shifted to simply succeed on an exam, which will deter a student's connection to material; without personal connection to material, a student will not as effectively learn material and chances are all that one might learn in high school will be lost after the final exam.

The combination of oral presentation, research and analytical essays instead encourages students to build a broader repertoire of research and presentation skills, which will clearly better benefit a future member of academia or the work force.

Finally, by encouraging students to be active in the community, particularly through CAS, students are encouraged to connect their education with their life outside of school to build character that, again, will not be built in studying for an exam.

Overall, the IB program builds strong students at the high school level and beyond. In being required to explore materials they are being taught in ways not required by other programs, IB students, myself included, will be better off upon graduation from high school because they will be prepared to display their knowledge in a variety of forms.” - M.M.

• CAS = Creativity, Action, Service

• EE = Extended Essay

• H2O = History of the 20th Century

• HL = Higher Level – 2 years of instruction

• HOTA = History of the Americas

• IA = Internal Assessment

• IB = International Baccalaureate

• IBO = International Baccalaureate Organization

• IOP = Individual Oral Presentation

• SL = Standard Level – 1 year of instruction

• TOK = Theory of Knowledge

Presented by IB Parent

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Email: IB_Parent@yahoo.com