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NCEE Meeting of Board Exam Providers

Hartford, CT

16 March 2010

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What started as a single programme

for internationally mobile students has

today grown to be three programmes

for students aged 3 to 19, experienced

by 800,000 students from 3,000 public

and private schools in 136 countries.

Over 40 years ...

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IB Mission

IB Learner Profile

PYP MYP Diploma

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

A long-term vision of education, a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose

IB Programme Standards and Practicesset of criteria for measuring progress in implementation in the program

IB Continuum of Learning

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Programmes : What is the learner profile?It’s the IB mission statement translated into a set of learning outcomes for the 21st century.

The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools.

IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.

IB learners strive to be:

InquirersKnowledgeableThinkersCommunicatorsPrincipledOpen-mindedCaringRisk-takersBalancedReflective

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International-mindedness - an ability to understand and interact with others, knowledge of other cultures and histories, ability to speak in more than language and consider issues from multiple points of view

•Getting hold of accurate information about the world, from many sources

•Having critical thinking skills to analyze this information, and distinguish accurate from inaccurate info; truth from propaganda

•Learning the art of negotiation at all levels of human interaction

•Understanding what culture is and why different cultural groups behave differently

•Understanding other nation’s priorities

•Being able to study in depth and grasp issues that cross national frontiers

International Education and the IB

Countries with IB World SchoolsThere are 3,000 IB Schools Worldwide in 136 countries. 56% of these schools are public.

In the US, there are more than 1,000 IB World Schools, 92% of which are public.

IB programme growth

IB authorized 401 programmes in 2008- roughly equal to the total number of programs authorizedin 1993.

Programme 5 Yr CAGRPYP 27.75%MYP 12.65%DIPLOMA 10.43%

Total 12.98%

The ContinuumThe three IB programs each contain four core elements:

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Primary Years

Ages 3 - 12

Primary Years

Ages 3 - 12

Middle YearsAges 11 - 16

Middle YearsAges 11 - 16

DiplomaAges 16 - 19

DiplomaAges 16 - 19

CurriculumStudent

assessmentProfessional development

School Authorization and Evaluation

• require study across a broad range of subjects drawing on content from educational cultures across the world

• gives special emphasis to language acquisition and development• encourage learning across disciplines• focus on developing the skills of learning and encourage positive attitudes towards learning• include, to a varying extent, the study of individual subjects and of transdisciplinary areas• provide students with opportunities for individual and collaborative planning and research• include a community service component requiring action and reflection.

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What is the Diploma Programme? The curriculum contains six subject groups and a core of three parts.

• Six subjects at higher level (240 hours each) and standard level(150 hours each).

• Extended Essay – Paper of Original Research, 4,000 words

• Theory of Knowledge – A course on critical thinking that encourages students to make connections across disciplines

• Creativity Action Service (CAS) – Includes 150 hours of community service

Students study concurrently:

Students gain an understanding of connections across the curriculum… They realize that a topic like immigration is relevant even for math class. They see how each area

connects to create the world in which we live. --IB Teacher

IB Assessment and Scoring

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• Exams are scored and moderated multiple times to insure accuracy and monitor work of examiners.

• All 4,000 examiners are ‘quality checked’ through a process of moderation.

• Exams are remarked if there are unexpected deviations.

What is special about IB assessment?IB assessment 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.

• The IB undertakes random inspections of schools during exams.

• Results are published on 5 July for May session and 5 January for the November session.

• 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.

• Diploma Programme assessment – principles and practice – available on www.ibo.org

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“There’s nothing mystifying about this programme, except perhaps for the name. It doesn’t supersede the existing curriculum at a school, it enhances it. It injects an element of global

standardization that is very appealing in today’s world... Offering the IB curriculum is a great way to give our students an advantage.”

Mollie Pilling, IB English Teacher, St. Paul’s School

IB DP Assessment

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• Varied assessment tasks over the length of the course

• Balance of tasks that are independent and supervised

• Each subject has 3 or 4 components, with no component worth less than 20% or more than 50%

• Assessment is a combination of Internal assessments that are given by the teachers and external assessments given by the IB

Example: English A1 2 unsupervised papers (1 analytical, 1 comparative)2 oral examinations (1 prepared, 1 extemporaneous)2 timed written exams (1 based upon works read, 1 based upon unseen passage)

Assessment Types

• Oral• Multiple choice • Short answer• Portfolio• Essay• Exhibition• Performance• Independent research

• Designed to develop higher order cognitive skills, synthesis/analytical thinking and intellectual initiative

• Focus on students’ analytical skills, ability to integrate their learning, creativity, ability to work collaboratively, and written and oral expression skills

Global IB diploma recipients

Global pass rate

Average global diploma score

Data from the 2008 High School Survey of Student Engagement (HSSSE) by Indiana University’s School of Education

Numbers below represent the mean score for student responses to a series of questions relating to the dimension of Academic/Intellectual/Cognitive Engagement on a scale of 0 to 65.

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IB Students and Engagement

Source: Data from 2008 HSSSE Survey, Indiana University School of Education

Types of Questions Asked in This Dimension

•Hours spent in a typical week: Reading and studying for class•Teachers try to engage me in classroom discussions•How often have you: Worked on a paper or project that required you to do research outside of assigned texts? •How often have you: Connected ideas or concepts from one class (or subject area) to another?

Academic Engagement of IB Students

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Comparison within a school School used in this comparison is nonselective IB program, approximately 200 candidates sit for IB exams.

•400 students indicated that they take IB classes.

•School offers both AP and IB.

•Approximately 85% of the students are proficient in math and reading.

•56% of the school population is African-American or Hispanic.

•20% of the students are low-income.

Source: Data from 2008 HSSSE Survey, Indiana University School of Education

Data from the 2008 High School Survey of Student Engagement (HSSSE) by Indiana University’s School of Education

Numbers below represent the mean score for student responses to a series of questions relating to the dimension of Academic Engagement on a scale of 0 to 65.

IB Standards and College Readiness

Key Finding

“The results of this study clearly confirm the strong relationship between the IB Programme and standards for college readiness and success. The IB standards demonstrate a very high degree of alignment with the KSUS 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, Oregon

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Alignment Study

•Develop and define academic content standards for the IB Diploma Program•Align IB’s academic content standards with the Knowledge and Skills for University Success (KSUS)•Align the IB standards with several states

IB Students in Postsecondary Education

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*Source: US Census, the Integrated Postsecondary Education Data System (IPEDS) of NCES, and the National Student Clearinghouse

IB and high-needs students

The Diploma Program (the “DP”) stands out among other high school curricula available today in the U.S. public education system because it offers a rigorous, aligned, integrated instructional system that is both appropriate and valuable for students of average skill proficiency, and transformative for minority and low-income, i.e., “high-needs,” students.

Understanding and Closing the IB Diploma Gap for High-Needs Students in the United States by McKinsey for the Diploma Gap Study, September 2008

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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.”

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•“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.

State policies supporting the IB

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MT

WY

ID

WA

OR

NV

UT

CA

AZ

ND

SD

NE

CO

NM

TX

OK

KS

AR

LA

MO

IA

MN

WI

IL IN

KY

TN

MS AL GA

FL

SC

NC

VAWV

OH

MI

NY

PA

MD

DE

NJ

CTRI

MA

ME

VT

NH

AK

HI

• IB students receive exam fee subsidies, favorable admissions and credit policies at state universities, based on their IB Diploma or exam scores on certificates.

• IB World Schools receive special funding for program implementation, administration and teacher training.

• IB Courses are recognized as meeting high school graduation requirements.

Policies Supporting the IB include the following:

States with strong policies include California, Colorado, Florida, Georgia Minnesota, Oregon and Texas.

State Policies and International Education

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State Policies Types of Policies Number of States

Promoting 21st Century Skills and International Education

Policies for international education; 21st Century Skills; P-20 Alignment

13

Expanding Access to IB Programs

Financial incentives for schools and teachers implementing the IB; Fee subsidies for low-income students

16

Supporting IB Professional Development

Funding for IB teacher training 10

Integrating IB into state assessment systems

Substitution or waiver of state assessments in high school for students in the IB

5

Aligning IB with higher education systems

IB Students qualify for special scholarships or tuition waivers; Favorable admissions and credit policies for IB students within the state higher education systems

17

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Working with States

We will provide work with the state department of education to provide a one day orientation seminar for districts and schools in the state.

We will pay for presenters and materials, and support from the IB office.

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IB Professional Development

• Currently, IB trains more than 50,000 teachers and administrators around the world.

• Another 50,000 use our Online Curriculum Center (OCC) to access subject and curriculum information, participate in a forum, or obtain information on new developments and changes to the programs.

• IB offers 3 levels of training that range from introduction and overviews of the programs to in-depth exploration of special topics and seminars.

• Training is available online, onsite and offsite.

• Workshop leaders are IB teachers and administrators with extensive experience in curriculum development, assessment, and implementation of the IB programs.

“The IB programme has revitalized me as an educator and I’ve also seen it revitalize

others. The IB is like nothing else. I remember someone saying,

‘there are best practices everywhere, what this does is create best practice in a whole school.’ Once you start seeing the impact on kids and how it

really does make a difference, it’s amazing.”

Jean Ramseyer, Primary and Middle Years Coordinator, Lone Pine Elementary and West Hills

Middle School, Bloomfield, Michigan

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Authorization Process for the Diploma Program

More information available at http://www.ibo.org/ibna/educators/.

$0

$200

$400

$600

$800

$1,000

$1,200

$1,400

$1,600

10 20 30 40 50 60 70 80 90 100

Number of candidates

Fee

What does it cost to offer an IB programme?Our fees vary by programme but are just one of the costs experienced by a school.

IB Diploma Programme Fees (2009) per student

Other school costs Teacher training Postage and mailing Additional staffing Publications Special facilities (library, labs, etc) Special services (enquiry upon results,

legalisation, etc)

Primary Years Programme (08/09) Authorization fees $17,000 $7,000 annual fee Evaluation after 4 years and then every 5

years

Middle Years Programme (08/09) Authorization fees $17,000 $8,000 annual fee Moderation: $640 per subject and $60 per

student Evaluation every five years

Diploma Programme fees include fixed school fees (US$ 9,200) plus student registration fees (of $128 per candidate) of subject fees ($88 per subject).

Average school size is 46 examined candidates ($850)

Average school size is 46 examined candidates ($850)

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How the IB model works in schools:

What I like about IB is that they are very clear about what they expect, so you can teach kids to succeed …the curriculum includes clear examples

of what student performance should look like --IB Principal

Students gain an understanding of connections across the curriculum… They realize that a topic like

immigration is relevant even for math class. They see how each area connects to create the world in which

we live. --IB Teacher

IB is without a doubt better than other curricula available to high-needs students, and its more than just skills. It gives

students a college experience with support, and that keeps high-needs students from being overwhelmed when they

do go to college.--IB District Coordinator

IB standards are higher and clearer than all others. We use IB to plan, and line up

other standards [e.g., state of Illinois] accordingly

--IB District Coordinator

IB replaces the dinner table. The overlap and connections between

classes help high-needs students create an academic world that makes sense to

them. Where a more privileged student’s family helps them make

connections through conversations at home, IB provides a richness for

students whose parents might not have gone to college, helping them make sense of the world and what they’re

learning.--IB District Coordinator

Source: McKinsey analysis

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The IB provides:

• A continuum of education

• A high-quality education sustained for over 40 years

• An international perspective for all students

• A positive attitude to learning by encouraging students to ask challenging questions, to critically reflect and to develop research skills

• Accessibility to our programmes to studentsin a wide variety of schools—national, international,public and private.

The IB Difference

For More Information

Paul CampbellHead of Outreach ServicesHead of Regional DevelopmentIB Americaspaul.campbell@ibo.org646.315.9712www.ibo.org.

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• The Middle Years Program for

Grades 6-10

• The IB Career Related Certificate – merging international education with career and technical education

• See following slides.

Other IB Programs

Middle Years Programme

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The MYP is:

• for students aged 11 to 16

• a framework of academic challenge

• 8 subject groups, plus personal project in the final year

• taught in any language

• Includes a community service requirement

The MYP encourages students to:

• understand the connections between subjects through interdisciplinary learning

• understand the connections between subjects and the real world

• become critical and reflective thinkers

MYP Areas of Interaction

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Through approaches to learning, teachers provide students with tools to:

•Take responsibility for their own learning

•Develop awareness of how they learn best

•Develop problem solving and decision making skills

•Develop awareness of thought processes and learning strategies

•Develop critical, coherent and independent thought

•Connect subject content to the real world

What are the Areas of Interaction?

•Approaches to learning

•Community and service

•Health and social education

•Environments

•Human ingenuity (Homo faber)

MYP AssessmentHow do we assess student learning in the MYP?

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Involves a range of task types Assessment of knowledge,

concepts, skills and attitudes Criterion referenced Internally assessed (by teachers) Externally moderated for global

standardization

Assessment in the Middle-Years Program (MYP), serves students in grades 6-10 and feeds in to the DP is designed to achieve the following objectives:

•support and encourage student learning by providing feedback on the learning process;•inform, enhance and improve the teaching process;•promote positive student attitudes towards learning;•promote a deep understanding of subject content by supporting students in their inquiries set in real-world contexts using the areas of interaction;•promote the development of higher-order cognitive skills by providing rigorous final objectives that value these skills.

“…candidates who wish to be stretched should, in my view, take the MYP. The rigour and work ethic it encourages will assist them strongly if they wish to progress to a degree that will require them to really engage with their subject discipline.”

- Mike Nicholson, Director of Undergraduate Admissions at the University of Oxford

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Authorization Process for the Middle Years Programme

More information available at http://www.ibo.org/ibna/educators/.

IB Career-Related Certificate (IBCC)

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2 IB Diploma certificate courses,

including one second language course

IB Core: approaches to learning; reflective project; community

service

Vocational qualifications offered

by school

10 schools in pilot

Planned for open offer

2011

Locations of IBCC Pilot Schools

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West Island School, Pokfulam, Hong

Kong

Wesley College, Melbourne, Australia

Windermere St. Anne’s School,

United Kingdom

North Karelia College, Outokumpu, Finland

Oulu Vocational College, Oulu, Finland

Minneapolis Public School District, USA

Le Bocage International School, Mount Ory,

MauritiusDiera International

School, Dubai, United Arab Emirates

Binghamton High School, New York,

USA

College Françoise- Xavier Garneau, Quebec City,

Canada

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