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IB Preparatory and IB Diploma
Programmes
Lisa Harper, IB Programme Coordinator
1120 NNW
(903) 262-2871
(903) 262-2852 (fax)
IB Preparatory and IB Diploma
Programmes
(pending authorization)
Becky Martin, IB Programme
Coordinator Designee
411 ESE
(903) 262-2661
(903) 262-2630 (fax)
International Baccalaureate Organization
The International
Baccalaureate Organization 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 IBO 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.
International
BaccalaureateParent/Student Handbook
Table of Contents
International Baccalaureate
Programme Overview
1
IB
Preparatory Programme
...1
IB
Diploma Programme
1
TISD IB Programme Policies and
Procedures
.2
Success
Guidelines
2
-Learner
Profile
.3
IB
Expectations
.4-6
Understanding
Academic Honesty and Malpractice IBO
..7-9
Code
of Ethics/Academic Honesty Policy
10-11
-Ethics/Academic
Honor Pledge Form
.
12
Probation
and Programme Removal Policies
... 13-14
-Academic
Probation
.13
-Behavioral
Probation
....14
Late
Work Policy
...15
Field
Trip Policy
15
Parent/Student - IB
Prep Commitment Form
...16-17
IB Curriculum (4 year overview)
....18
IB
Preparatory - 9th grade
-10th grade
..18
IB
Diploma - 11th grade
-
12th grade
.18
IB Diploma Programme Assessments
19
Internal
vs. External Assessments
..19
-Average
Cost of Assessments
...19
Tentative
Assessment Calendar
..20
IB Diploma Programme Requirements
.21-25
Community
Service Hours (CAS)
21-24
-9th/10th
Requirements and Guidelines
.21-24
-11th/12th
Requirements and Guidelines
...21-24
Extended
Essay (EE)
..25
Theory
of Knowledge (TOK)
.25
Resources
..26-32
IB Preparatory Programme
To prepare students for the rigors of the
International Baccalaureate Diploma program, Tyler ISD has established a two
year IB Preparatory Programme, which is a course of study in grades 9 and
10. Teachers in the IB Prep Program
receive grade level training from IB and/or IB subregional groups in their
subjects and diploma level training. In
addition to training, IB teachers at all levels collaborate on vertical
alignment of the IB Prep and IB Diploma curriculum so that IB students may
follow a 4 year plan that seamlessly prepares them for the IB internal and
external assessments in grades 11 and 12.
The IB Prep Programme follows requirements
similar to those of the Diploma Programme 6 IB Prep subjects and service
hours, while completing requirements for the
IB Diploma Programme
The IB Diploma Programme offers a broad and
balanced curriculum in which students are encouraged to apply what they learn
in the classroom to real world issues and problems. The programme is a rigorous, two-year
comprehensive program, designed for 11th and 12th grade
students who have a desire to excel. It
seeks to prepare students for post-secondary study by offering courses and
instructional techniques that emphasize critical thinking, application of
knowledge and skills, and an interdisciplinary approach with strong
international focus. Unlike other honors
and advanced programs, the IB Programme requires each student to take courses
in six academic areas, including both the sciences and humanities; completing
150 hours of volunteer work over the two years of the program; writing an
extended essay; and taking a unique course called Theory of Knowledge, which
allows students to explore connections among various subjects, to learn to
think, and to apply interrelated concepts.
In order to meet the demands of this Programme,
it is necessary for the student to have the full support of his/her
parent(s). The parents must agree to
support the IB Programme and follow the teachers, counselors, and
coordinators guidance regarding the academic needs of the student.
Successful completion of the IB Programme offers
a student the necessary elements to qualify for a high school graduation, an IB
Diploma, and a minimum of 24 hours credit at a
1
TISD IB Programme Policies and Procedures
IB Preparatory Programme / Diploma
Programme
Guidelines for Success
Parents Must:
- Recognize that children will not be experts in
all areas of the curriculum
- Accept that standards are being raised and will
have an impact on grades, ranking, etc.
- Recognize that goal of the TISD IB Programme is
to help the student know how to earn his or her own success
- Expect their children to focus on developing new
skills that are personally and academically important
- Support teachers in their efforts to enhance
their childs performance to new levels
- Recognize students must work hard to be
successful in this program
- Understand and accept that the standards by which
students are graded/scored are set internationally by the IBO, not by the
teacher, the high school or TISD, and that this standard prepares students
for success in all areas of high school, standardized tests, and
university courses
Students Must:
- Have time to practice and understand the value of
the IB programme
- Be able to self-select areas of interest
- Complete long-term assignments that enable them
to demonstrate persistence, planning, and the effects of procrastination
- Be able to demonstrate their abilities through
the production of sophisticated products
Many students who enter the IB Prep and Diploma
programmes will already exhibit qualities that are typical for highly motivated
students; however, the IB strives to help students develop into active,
compassionate, and lifelong learners by further developing those already
existing qualities and by adding additional qualities. By adhering to the Guidelines for Success,
students and parents will pave the way for IB students to be models of the IB
Learner Profile.
IB promotes the
education of the whole person, emphasizing intellectual, personal,
emotional and
social growth through all domains of knowledge. By focusing on the dynamic
combination of knowledge, skills, independent critical and creative thought, and
international-mindedness, the IBO espouses the principle of educating the whole
person for a life of active, responsible citizenship. The education of the whole person as a
lifelong process is the goal of IB. The learner profile is a profile of the whole
person as a lifelong learner.
2
IB
Learner Profile
The aim of all IB programmes 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: 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.
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 learner
profile
© International Baccalaureate Organization 2006 3
IB Expectations
Because of the challenging
nature of the program you have chosen, enrollment in the IB Prep and IB Diploma
programmes encourages you to become a lifelong learner and responsible
citizen. IB students are expected to
make a commitment to the following guidelines:
1.
PARENTAL INVOLVEMENT:
Parental
involvement and support is crucial to student success. Parents are encouraged to support teachers
and administrators in any way requested and to help the school and the IBPO
through generous donations of time and energy.
2.
CHARACTER:
Students
will be expected to demonstrate time management skills, organizational skills,
good study habits, morally sound work ethics, and academic integrity. Students in the programmes are expected to
respect and care for all personal and school equipment, supplies, textbooks,
property, and fellow students.
3.
CITIZENSHIP:
Students
in the program must be self-disciplined and self-motivated. Students and parents recognize the negative
impact on the entire class when students do not conduct themselves in a
satisfactory manner. Students are
expected to maintain Ss in citizenship.
Students agree to adhere to the school codes of conduct and dress. An IB student is expected to maintain the
highest standards of personal and academic honesty in personal life and
in school life - while on campus, on field trips, etc.
In
accordance with TISD Grading Policies (Local EIA), Citizenship grades
reflect Conduct, Cooperation, Promptness, and Study Habits. Citizenship traits are defined as follows:
·
Conduct
o
Satisfactory: conforms to school and class rules
o
Unsatisfactory: disrupts class, poor attitude, lacks respect for
teacher or
class
·
Cooperation
o
Satisfactory: helps keep class at a smooth tempo, shows
positive attitude, follows instructions
o
Unsatisfactory: fails to follow through with activities
and/or
assignments; claims more than his/her share of class
time
4
·
Promptness
o
Satisfactory: turns in assigned work on time; makes up
work missed
due to absence
o
Unsatisfactory: fails to hand in assigned work; either slow
in making up
work or fails
to make up work
·
Study Habits of
the Student
o
Satisfactory: prepares assigned work; seeks additional
work after doing
assigned
work; comes to class with materials for work; seeks tutorial assistance when
needed
o
Unsatisfactory: comes to class without materials; lacks
evidence of
proper preparation and planning; rarely/never
attends
tutorial although assistance is needed
4.
DISCIPLINARY REFERRALS:
Students
violating certain general conduct regulations and other more serious conduct
regulations as outlined by the TISD Student Code of Conduct Handbook will
immediately be removed from the programme.
5.
ATTENDANCE:
Due
to the challenging nature of the IB Programme, regular attendance is
expected. Student achievement is greatly
impacted when students are absent from class.
Therefore, students are expected to attend school every day, arrive
promptly to each class, and remain throughout the scheduled hours. Students will stay in each class with
limited and infrequent requests to leave.
6.
CURRICULUM:
Students
in the IB programme must be enrolled in the appropriate IB Prep and IB Diploma
classes. Because the IB Programme
is holistic in nature, the program must
be taken in its entirety. Isolated
enrollment in IB courses is not permitted.
7.
RESEARCH:
The
IB Programme is a research intensive course of study, occurring in all subject
areas. Although research can occur on
campus, students may need to seek resources for research beyond the school day
and outside of the schools media center and/or library.
5
8.
GRADES:
Academic
expectations and grade standards are high and homework is frequent, possibly
2-3 hours of homework each night. Both
individual and group projects will be assigned throughout the year. Parental involvement and support is a crucial
element for student success. In order to
be successful in the IB Diploma Programme (grades 11 and 12) and the IB Prep
Programme (grades 9 and 10), students should maintain at least a 74 average in
all classes.
9.
LATE WORK POLICY:
·
Thirty (30)
points will be deducted for all late homework.
·
Late class work acceptance is decided by the
individual teacher. The teacher may
choose to deduct points by accepting it late or not accepting the work at
all. Class time must be used wisely and
as directed by the teacher.
·
Homework is
considered to be late if it is turned in after the teachers assignment
deadline and if it has already been collected in class.
·
Late homework
will be accepted when the class meets next (or anytime before) UPON ENTRANCE OF
CLASSROOM.
·
Late homework
turned in after missing the late deadline as described above will receive a
zero.
10. CAS HOURS:
Fulfillment of CAS hours requirement in a timely
manner is
expected and required to continue in the IB
Prep and IB Diploma Programmes.
The program
emphasizes and requires Community, Action, and Service (see pgs 21-24)
·
9th
grade students are required to complete 25 hours of community, action, and
service activities by the first week in April
·
10th
grade students are required to complete 25 hours of community, action, and
service activities by the first week in April
·
11th
and 12th grade students are required to complete a minimum of 150
hours from the last day of their sophomore year through February of the senior
year
6
Understanding academic honesty and
malpractice IBO
1 Academic honesty
1.1 All Diploma Programme candidates must understand the
basic meaning and
significance of concepts that relate to
academic honesty, especially authenticity
and intellectual property. Ensuring that
candidates understand and respect
academic honesty should not be confined
to original authorship and ownership
of creative material: academic honesty
includes, for example, proper conduct
in relation to the written examinations.
In reality, it is probably easier to
explain what is academic dishonesty,
with direct reference to plagiarism,
collusion and cheating in examinations.
However, whenever possible the topic
should be treated in a positive way,
stressing the benefits of properly
conducted academic research and a
respect for the integrity of all forms of
assessment for the Diploma Programme.
This is preferable to simply warning
candidates that plagiarism, collusion,
cheating etc are unacceptable and will be
penalised by the IBO.
1.2 An authentic piece of work is one that is based on the
candidates individual and
original ideas with the ideas and work
of others fully acknowledged. Therefore,
all assignments, written or oral,
completed by a candidate for assessment must
wholly and authentically use that
candidates own language and expression.
Where sources are used or referred to,
whether in the form of direct quotation or
paraphrase, such sources must be fully
and appropriately acknowledged.
1.3 The concept of intellectual property is potentially a
difficult one for candidates
to understand because there are many
different forms of intellectual property,
such as patents, registered designs,
trademarks, moral rights and copyright.
Candidates must at least be aware that
forms of intellectual and creative
expression (for example, works of
literature, art or music) must be respected
and are normally protected by law.
2 Malpractice
2.1 The Regulations define malpractice as behaviour that
results in, or may result
in, the candidate or any other candidate
gaining an unfair advantage in one or
more assessment component. Malpractice
includes:
(a) plagiarism: this is defined as the
representation of the ideas or work of
another person as the candidates own
(b) collusion: this is defined as
supporting malpractice by another
candidate, as in allowing ones work to
be copied or submitted for
assessment by another
(c) duplication of work: this is defined
as the presentation of the same work
for different assessment components
and/or diploma requirements
(d) any other behaviour that gains an
unfair advantage for a candidate or
that affects the results of another
candidate (for example, taking
unauthorized material into an
examination room, misconduct during an
examination, falsifying a CAS record).
7
2.2 Although the Regulations define plagiarism as the
representation of the ideas
or work of another person as the
candidates own, this definition alone does
not provide candidates with sufficient
information or guidance on what
constitutes plagiarism and how it can be
avoided. For example, many students
incorrectly believe that because the
Internet is in the public domain and largely
uncontrolled, information can be taken
from web sites without the need for
acknowledgment. Even when the need for
acknowledgment is recognized,
many candidates believe that simply
listing sources in a bibliography or in
footnotes is sufficient. It must be made
very clear to candidates that:
using the words and ideas of another
person to support ones arguments
while following accepted practices is an
integral part of any intellectual
endeavour, and integrating these words
and ideas with ones own in
accepted ways is an important academic
skill
all ideas and work of other persons,
regardless of their source, must be
acknowledged
CD-Rom, e-mail messages, web sites on
the Internet and any other
electronic media must be treated in the
same way as books and journals
the sources of all photographs, maps,
illustrations, computer programs, data,
graphs, audio-visual and similar
material must be acknowledged if they are
not the candidate's own work
passages that are quoted verbatim must
be enclosed within quotation marks
and references provided.
2.3 The issue of plagiarism is not confined to groups 1 to 5
of the Diploma
Programme. In general, copying works of
art, whether music, film, dance,
theatre arts or visual arts, also
constitutes plagiarism. There are circumstances
where the creative use of part of the
work of another artist is acceptable, but
the original source must always be
acknowledged. Candidates must understand
that passing off the work of another
person as their own is not acceptable and
constitutes malpractice.
2.4 Plagiarism by candidates is not always a deliberate
attempt to present the ideas
or work of another person as their own.
In the experience of the final award
committee it is apparent that many candidates
are not aware of how or when to
acknowledge sources. In frequent cases
passages from a book, journal or web
site appear in the candidates work and
are not enclosed within quotation
marks, but the source is listed in a
footnote or bibliography. Although each
case requires separate judgment, in
general such cases involve only negligence
on the part of the candidate and do not
warrant an allegation of malpractice.
They will not attract the penalty of no
grade being issued for the subject