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Ncee boardexamproviders

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Ncee boardexamproviders Ncee boardexamproviders Presentation Transcript

  • NCEE Meeting ofBoard Exam ProvidersHartford, CT16 March 2010 Page 1
  • Over 40 years ...What started as a single programmefor internationally mobile students hastoday grown to be three programmesfor students aged 3 to 19, experiencedby 800,000 students from 3,000 publicand private schools in 136 countries. Page 2
  • IB Mission. . . develop inquiring, knowledgeable and caring young people who help to createa better and more peaceful world through intercultural understanding and respect IB Learner Profile 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 Practices set of criteria for measuring progress in implementation in the program IB Continuum of Learning PYP MYP Diploma Page 3
  • Programmes : What is the learner profile?It’s the IB mission statement translated into a set of learning outcomes for the 21 st century.The attributes of the learner profile express the values inherent to the IB continuum ofinternational education: these are values that should infuse all elements of the threeprogrammes 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: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective Page 4 Page 4
  • International Education and the IBInternational-mindedness - an ability to understand and interact with others, knowledge of othercultures and histories, ability to speak in more than language and consider issues from multiplepoints 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 inaccurateinfo; 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 Page 5
  • 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 CAGR PYP 27.75% MYP 12.65% DIPLOMA 10.43% Total 12.98%
  • The Continuum The three IB programs each contain four core elements: Primary Diploma Middle Years Years Ages 16 - 19 Ages 11 - 16 Ages 3 - 12 Student Professional School Authorization Curriculum assessment development 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. Page 8
  • What is the Diploma Programme?The curriculum contains six subject groups and a core of three parts. Students study concurrently: • 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 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. Page 9 --IB Teacher Page 9
  • IB Assessment and Scoring• 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. Page 10
  • What is special about IB assessment?IB assessment is rigorous, criterion related, consistent and differentiating of studentability. • Diploma Programme assessment includes • The diploma is graded over 45 points giving both final examinations and internal ample scope to differentiate student ability assessment undertaken by the teacher to IB criteria and then externally moderated by • Marks awarded for each course range from the IB. 1 (lowest) to 7 (highest). • The IB undertakes random inspections of • Diploma is awarded to students who gain at schools during exams. least 24 points. • Results are published on 5 July for May • Diploma Programme assessment – principles session and 5 January for the November and practice – available on www.ibo.org session. “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 Page 11
  • IB DP Assessment• 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 • Varied assessment tasks over the length of the Assessment Types course • Oral • Balance of tasks that are independent and • Multiple choice supervised • Short answer • Each subject has 3 or 4 components, with no • Portfolio component worth less than 20% or more than • Essay 50% • Exhibition • Assessment is a combination of Internal • Performance assessments that are given by the teachers and • Independent research 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) Page 12
  • Global IB diploma recipients
  • Global pass rate
  • Average global diploma score
  • IB Students and EngagementData from the 2008 High School Survey of Student Engagement (HSSSE) by Indiana University’s School ofEducationNumbers below represent the mean score for student responses to a series of questions relating to thedimension of Academic/Intellectual/Cognitive Engagement on a scale of 0 to 65. 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? Source: Data from 2008 HSSSE Survey, Indiana University School of Education Page 16
  • Academic Engagement of IB StudentsData from the 2008 High School Survey of Student Engagement (HSSSE) by Indiana University’s School ofEducationNumbers below represent the mean score for student responses to a series of questions relating to thedimension of Academic Engagement on a scale of 0 to 65. 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 Page 17
  • IB Standards and College ReadinessAlignment Study•Develop and define academic content standards for the IB Diploma Program•Align IB’s academic content standards with the Knowledge and Skills for UniversitySuccess (KSUS)•Align the IB standards with several statesKey Finding“The results of this study clearly confirm the strong relationship between the IB Programmeand standards for college readiness and success. The IB standards demonstrate a very highdegree of alignment with the KSUS standards in all subject areas. In addition, many theindividual IB standards are at a level more advanced than entry-level college courses. . . Inshort, students who participate successfully in IB should be well prepared to succeed inentry-level college general education courses and in some cases to have already learnedmaterial covered in such courses.”- David Conley and Terri Ward, Educational Policy Improvement Center, Eugene, Oregon Page 18
  • IB Students in Postsecondary Education *Source: US Census, the Integrated Postsecondary Education Data System (IPEDS) of NCES, and the National Student Clearinghouse Page 19
  • 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 Page 20 Page 20
  • 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.”•“No Contest: Up Close, Typical State Biology Standards Dont Have the Content orCoherence of the International Baccalaureate”, American Educator, Spring 2008 byPaul R. Gross, one of the science curriculum reviewers for the Fordham report. Page 21
  • State policies supporting the IB Policies Supporting the IB include the following: • IB students receive exam fee subsidies, favorable admissions and credit policies WA MT ND ME at state universities, based on their IB Diploma or exam scores on certificates. VT OR MN NH MA ID WI NY SD WY MI RI CT NV NE IA IL IN OH PA DE NJ • IB World Schools receive special funding for program implementation, UT CO WV MD VA CA KS MO KY administration and teacher training. NC TN AZ OK AR SC NM GA • IB Courses are recognized as meeting MS AL TX LA FL high school graduation requirements. AK HIStates with strong policies include California, Colorado, Florida, Georgia Minnesota, Oregon andTexas. Page 22
  • State Policies and International Education State Policies Types of Policies Number of States Promoting 21st Century Skills Policies for international education; 21st Century 13 and International Education Skills; P-20 Alignment Expanding Access to IB Financial incentives for schools and teachers 16 Programs implementing the IB; Fee subsidies for low- income students Supporting IB Professional Funding for IB teacher training 10 Development Integrating IB into state Substitution or waiver of state assessments in 5 assessment systems high school for students in the IB Aligning IB with higher IB Students qualify for special scholarships or 17 education systems tuition waivers; Favorable admissions and credit policies for IB students within the state higher education systems Page 23
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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. Page 25 Page 25
  • IB Professional Development• Currently, IB trains more than 50,000 teachers and administrators around the world.• Another 50,000 use our Online Curriculum Center “The IB programme has (OCC) to access subject and curriculum information, revitalized me as an educator participate in a forum, or obtain information on new and I’ve also seen it revitalize others. The IB is like nothing else. developments and changes to the programs. I remember someone saying, ‘there are best practices• IB offers 3 levels of training that range from everywhere, what this does is create best practice in a whole introduction and overviews of the programs to in- school.’ Once you start seeing depth exploration of special topics and seminars. the impact on kids and how it really does make a difference,• Training is available online, onsite and offsite. it’s amazing.”• Workshop leaders are IB teachers and Jean Ramseyer, Primary and Middle Years Coordinator, Lone administrators with extensive experience in Pine Elementary and West Hills curriculum development, assessment, and Middle School, Bloomfield, implementation of the IB programs. Michigan Page 26
  • Authorization Process for the Diploma ProgramMore information available at http://www.ibo.org/ibna/educators/. Page 27
  • What does it cost to offer an IB programme?Our fees vary by programme but are just one of the costsexperienced by a school. IB Diploma Programme Fees (2009) per student Primary Years Programme (08/09)  Authorization fees $17,000  $7,000 annual fee $1,600  Evaluation after 4 years and then every 5 $1,400 years Average school Average school size is 46 $1,200 size is 46 examined Middle Years Programme (08/09) examined $1,000 candidates  Authorization fees $17,000 candidates ($850) ($850)  $8,000 annual fee $800 Fee  Moderation: $640 per subject and $60 per $600 student $400  Evaluation every five years $200 $0 Other school costs 10 20 30 40 50 60 70 80 90 100  Teacher training Number of candidates  Postage and mailing  Additional staffing  Publications Diploma Programme fees include fixed school fees (US$ 9,200) plus student  Special facilities (library, labs, etc) registration fees (of $128 per candidate) of subject fees ($88 per subject).  Special services (enquiry upon results, legalisation, etc)
  • How the IB model works in schools:IB is without a doubt better than other curricula available to IB replaces the dinner table. The high-needs students, and its more than just skills. It gives overlap and connections between students a college experience with support, and that keeps classes help high-needs students create high-needs students from being overwhelmed when they an academic world that makes sense to do go to college. them. Where a more privileged --IB District Coordinator student’s family helps them make connections through conversations at home, IB provides a richness for What I like about IB is that they are very clear students whose parents might not haveabout what they expect, so you can teach kids to gone to college, helping them makesucceed …the curriculum includes clear examples sense of the world and what they’re of what student performance should look like learning. --IB Principal --IB District Coordinator IB standards are higher and Students gain an understanding of connections across clearer than all others. We the curriculum… They realize that a topic like use IB to plan, and line up immigration is relevant even for math class. They see other standards [e.g., state how each area connects to create the world in which of Illinois] accordingly we live. --IB District Coordinator --IB Teacher Page 29 Source: McKinsey analysis
  • The IB DifferenceThe 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 students in a wide variety of schools—national, international, public and private . Page 30
  • For More Information Paul Campbell Head of Outreach Services Head of Regional Development IB Americas paul.campbell@ibo.org 646.315.9712 www.ibo.org. Page 31 Page 31
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  • Other IB Programs • The Middle Years Program for Grades 6-10 • The IB Career Related Certificate – merging international education with career and technical education • See following slides . Page 33
  • Middle Years ProgrammeThe 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 requirementThe 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 Page 34
  • MYP Areas of InteractionThrough approaches to learning, teachers What are the Areas of Interaction?provide students with tools to: •Approaches to learning•Take responsibility for their own learning •Community and service•Develop awareness of how they learn best •Health and social education•Develop problem solving and decision making •Environmentsskills •Human ingenuity (Homo faber)•Develop awareness of thought processes andlearning strategies•Develop critical, coherent and independentthought•Connect subject content to the real world Page 35
  • MYP AssessmentHow do we assess student learning in the MYP?Assessment in the Middle-Years Program (MYP), servesstudents in grades 6-10 and feeds in to the DP is designedto achieve the following objectives:•support and encourage student learning by providingfeedback on the learning process;•inform, enhance and improve the teaching process;  Involves a range of task types•promote positive student attitudes towards learning;  Assessment of knowledge,•promote a deep understanding of subject content by concepts, skills and attitudessupporting students in their inquiries set in real-world  Criterion referencedcontexts using the areas of interaction;  Internally assessed (by teachers)•promote the development of higher-order cognitive skills  Externally moderated for globalby providing rigorous final objectives that value these standardizationskills.“…candidates who wish to be stretched should, in my view, take the MYP. The rigour and work ethic it encourages willassist them strongly if they wish to progress to a degree that will require them to really engage with their subjectdiscipline.” - Mike Nicholson, Director of Undergraduate Admissions at the University of Oxford Page 36
  • Authorization Process for the Middle Years ProgrammeMore information available at http://www.ibo.org/ibna/educators/. Page 37
  • IB Career-Related Certificate (IBCC) 2 IB Diploma IB Core: approaches certificate courses, to learning; reflective including one second project; community language course service 10 schools in Vocational Planned for qualifications offered pilot by school open offer 2011 Page 38
  • Locations of IBCC Pilot SchoolsCollege Françoise- Xavier Garneau, Quebec City, Oulu Vocational College, North Karelia College, Canada Oulu, Finland Outokumpu, Finland Windermere St. Binghamton High Anne’s School, School, New York, United Kingdom USA West Island School, Pokfulam, Hong Kong Minneapolis Public School District, USA Wesley College, Melbourne, Australia Le Bocage International Diera International School, Mount Ory, School, Dubai, United Mauritius Arab Emirates Page 39
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