What is the IB Learner Profile?It’s the IB mission statement translated into a set of learning outcomes for the 21st century.

Central High School IB Diploma Program Senior Class of 2017

IB learners strive

to be:

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

Questions for Student Panelists

What is your name and where did you attend middle school?

What IB Learner Profile trait best describes you and why?

What do you think is different about an IB education?

What are the IB Approaches to Teaching and Learning?

Teaching in IB programs is:

based on structured inquiry

focused on conceptual understanding

developed in both local and global contexts

focused on effective teamwork and collaboration

differentiated to meet the needs of all learners (student centered)

informed by assessment (formative and summative)

Teaching and learning in IB Programs incorporates:

thinking skills

communication skills

social skills

self-management skills

research skills

What is the IB Diploma Program?

An academically challenging and balanced program of

education with externally assessed final examinations

that prepares students for success at the university

and in life beyond.

A two-year intensive college preparatory program for

juniors and seniors.

A well recognized academic program that is respected

by the world’s leading universities.

What does the Diploma Program curriculum contain? The curriculum contains six subject groups and a core of three parts.

three subjects at

higher level

(240 hours each).

three subjects at

standard level

(150 hours each).

all three parts of the

core.

The IB Learner Profile and

the core are central to the

philosophy of the Diploma

Program.

Students study

concurrently:

What Diploma Program subjects are offered at CHS?

• Group 1 – The student’s native

language (English)

• Group 2 – Another modern

language (Spanish or French)

• Group 3 – Social studies (history,

psychology, environmental systems

& societies)

Four of the student’s courses are

two years long.

• Group 4 – The experimental

sciences (biology, chemistry,

physics, environmental systems

& societies)

• Group 5 – Mathematics

(mathematical studies, standard

level mathematics, higher level

mathematics)

• Group 6 – The arts and electives

(music, theatre, visual arts, film or

another course from groups 1-5)

Questions for Student Panelists

What are your IB subjects?

Offers the opportunity to

investigate a research

question of individual interest

and to expand on what

students are learning in IB

courses

Familiarizes students with the

independent research and

writing skills expected at the

university level

The Extended Essay

Questions for Student Panelists

What are you writing about for your Extended Essay?

Encourages students to be

involved in artistic pursuits,

physical fitness, and

service

Helps students take what

they are learning out of the

classroom and connects it

to the outside world

Develops the IB Learner

Profile traits

Creativity, Activity, Service (CAS)

Questions for Student Panelists

What activities are you involved in outside of your coursework?

Philosophy course that

connects IB subjects

together

Explores the nature of

knowledge across

disciplines

Encouraging an

appreciation of other

individual and cultural

perspectives

Theory of Knowledge

Questions for Student Panelists

Who wants to explain TOK?

What does the Careers Program curriculum contain?

The curriculum contains a minimum of two DP courses and a core of

four parts.

Students study

concurrently:• A minimum of two DP

courses of their choosing

(usually Language A and

another DP course of

interest)

• Career-related studies

• Personal & Professional

Skills class

• Reflective project

• Community & Service

• Language development

Comparison of DP and CP

DP:

•Theory of Knowledge

course

•Extended Essay

•6 exams passed

•CAS (Creativity,

Action, Service)

•2 SL/4 HL courses

CP:

•Personal &

Professional Skills

course (PPS)

•Reflective Project

•2 exams passed

•Service Learning

hours (50 hours)

•Career-Related

Course (2)

Career-Related Studies

• Pro Start • Culinary arts

• PLTW• Biomedical

• Engineering

• Computer Design

• Must take a Career-Related Studies course junior and

senior year (may take more)

• Must test in Pro Start or Project Lead The Way

• (other career paths we are exploring for next year

include law, education, and the arts)

What does IB Assessment Look Like?

Page 18

Standard Level (SL) Spanish

Type of

Assessment

Format Time

(hours)

Weighting of final

grade (%)

External

Paper 1 Text-handling

exercises of four

written texts

1.5 25%

Paper 2 Written productive

skills through one

writing exercise

1.5 25%

Written assignment Written exercise and

rationale based on

inter-textural reading

20%

Internal

Oral Activities Individual oral

presentation

20%

Interactive oral

activities

10%

Advance Placement (AP) International Baccalaureate (IB)

Norm-referenced scoring (ranks each

student in comparison to others in broad

areas of knowledge)

Criterion-referenced scoring (measures

specific skills and knowledge in a designated

curriculum)

Program consists of exams in

individual subject areas

Program includes 4,000 word research

paper, CAS, and TOK in addition to

assessments in six subject areas

Students do not have to be enrolled in

an authorized school

Students must be enrolled in an authorized

IB school

Exams include mostly multiple choice

questions

Exams require written responses, mostly

essay with up to three exam sessions

(papers) per course

Exams are graded externally Scores include teacher assessments

(internal assessments) as well as external

assessments constructed and graded by

educators throughout the world

Oral exams are given in foreign

languages

Oral assessments are given in languages A,

B, theatre, film, and other courses

A Comparison of AP and IB Programs

IB students are more engaged in high school

A 2009 study compared the academic, emotional and social

engagement of IB students against non-IB students in eight IB high

schools. It also compared IB students to non-IB students in a national

sample.

“Across each of the domains of student

engagement, IB students rated their levels of

engagement more highly than non‐IB students. This

held true for both the targeted sample of eight

schools, as well as the national sample.”

On all measures IB students were more engaged in

school than non-IB students.

Research Findings

IB students are prepared for college

2012 study of Chicago public schools interviewed Diploma Programme alumni and

found that:

Students reported they felt prepared by the Diploma Programme to

succeed in college.

Students reported that they:

•felt prepared to succeed and excel in their coursework

•had strong academic skills, especially related to analytical writing

•learned academic behavours like work ethic, motivation, time management,

and help-seeking that were sources of strength in the transition to college-

level work

•identified preparation in the IB programme as the source of their success

as college students.

Research Findings

In a 2012 study of diverse alumni from IB programs in Chicago public

schools, researchers from the University of Chicago found that,

compared to a matched sample, DP students are more likely to:

• enroll in college

• attend a more selective college

• stay enrolled in college.

This study suggests that IB students are not only

going to better colleges in greater numbers but are

performing better once there.

Research Findings

IB students enroll in and stay in college

Source: IBDP Graduate Destinations Survey 2011/12 conducted by i-graduate

International Insight

Strictly copyright © IGI Services 2011

• The average acceptance rate of IB students into

university/college is 22% higher than the average

acceptance rate of the total population.

• The acceptance rate of IB students into Ivy League

institutions (Princeton, Yale, Brown, Harvard,

Columbia, Cornell, Dartmouth, University of

Pennsylvania) is between 3% and 13% higher

compared to the total population acceptance rate.

Research Findings

IB students are accepted to more selective colleges

IB students graduate from college at higher rates

The 2011 study of IB

students’ experiences after

high school found that IB

students graduated from

college at higher rates, with

81% of IB students

graduating within 6 years of

enrolling full-time at a 4-year

institution, compared to the

national average of 57%.

Research Findings

How well is the IB Program recognized by universities?

More than 1,000 colleges and universities in North America have recognition policies on how they weigh IB in admissions, advanced standing, college credit and scholarships.

Locally, Drury and Missouri State have exceptional policies for granting college credit and scholarships for completion of the Diploma and/or for individual IB examination scores.

Specific college admissions, scholarships, and college credit are NOT promised, however, most IB Diploma graduates receive advance credit and/or scholarships and the Career-Related Program is also gaining recognition and interest.

Central IB grads have been accepted at the University of Michigan, Harvard, Johns Hopkins, Brown, Columbia University, University of Chicago, MIT, Northwestern, Duke, Georgetown, Stanford, Princeton, Swarthmore, Syracuse, Case Western Reserve, Yale, Dartmouth, Cornell, NYU and many other stellar public and private institutions.

Questions for Student Panelists

Where are you thinking of attending college, or to which schools are you applying?

What is the pathway to the Diploma or Career-Related

Program at CHS?

Successfully complete up to five honors courses per year in the 9th and

10th grades. All CHS 9th and 10th grade courses are taught with the

IB Middle Years (MYP) curriculum framework.

Maintain strong grades and academic integrity in the 9th and 10th grades.

Take one or two elective courses per year to explore interests and as

possible 6th subject options.

Complete graduation requirements that will not be part of the IB DP or CP.

SPS Explore! summer classes can be a good option.

Get involved in clubs, activities and service opportunities to become a part

of the CHS community and to prepare for CAS or Service Learning.

Select a two-year plan of coursework for the Diploma, Career-Related

Program, or individual Diploma courses, based on interests, abilities, and

teacher recommendations in the spring of the 10th grade year.

Questions for Student Panelists

What is your favorite thing about attending Central High School?

About Central High School

Most historic high school in Springfield (1893)

One of the largest schools in Springfield (1,700+ students)

A safe and inclusive school

An eclectic school with a diverse student population (over 50% of students attend CHS on transfer from other schools)

A school with a caring and exemplary staff

Recognized by the AdancED (formerly North Central) Accreditation program as a high performing school according to all seven of it’s standards (5 highest, 2 next to highest ratings)

Regular recipient of U.S. News and World Report Gold or Silver Medals since 2008

Recognized as one of the top high schools in the US according to the Washington Post Challenge Index 2017

One of only eleven authorized IB Diploma Program Schools and of five authorized IB Career-Related Program Schools in Missouri

Additional Details

Only SPS district students are eligible for the IB Diploma or Career-Related Programs.

There is no district transportation provided especially to attend CHS for IB.

The cost to families is approximately $900 divided between grades 11 and 12 to cover the cost of IB registration and assessment fees. These fees do not fund our local program, but are sent directly to the IBO. Financial assistance is available for students in need.

Students may remain in the full DP or CP Program only if they meet the program eligibility requirements of a 3.0 un-weighted GPA, no D’s or F’s and established academic honesty and school citizenship standards.

A student who transfers to CHS but who changes his or her mind before the next school year may withdraw the transfer request and attend his or her assigned school.

Central High’s IB Past

An investigative phase began in 1996 at the request of district parents. Central was authorized by the IB Organization in 1998 and in 1999 the first students (13 in all) took 22 exams. The class of 2000 were the first student’s to receive IB Diplomas.

Central High’s IB Present

• There are currently 438 students at Central, representing every middle

school in Springfield, working towards the IB Diploma or Career-Related

Program or taking individual DP courses.

• 73 Diploma Candidates (seniors), 86 Anticipated Candidates (juniors)

and 77 Course Candidates (juniors and seniors) will be taking a total of

657 IB assessments this year.

• The retention rate of students entering the DP pathway in 9th grade and

completing at least one DP course has been historically over 80%.

• The world average pass rate of those who attempt the IB Diploma is

historically around 80%, the Missouri average for May 2017 graduates

was 68%, and the Central High average for May 2017 was 86%.

How do I begin the IB Diploma or Career-Program pathway?

Submit an online application through the CHS website by

December 1

Submit a district transitional transfer request electronically to the

CHS principal if the student lives outside of the CHS attendance

area between November 1 and December 1

Receive notification of admissions status by mail by winter break

Attend CHS freshman orientation in January

Submit district enrollment paperwork to the CHS counseling

center if the student lives in the SPS district, but does not

currently attend an SPS school (enrollment packet available in

room 135)

Schedule for five core honors courses for 9th grade (scheduling

paperwork will be given to students in the spring semester)

Attend an optional shadowing experience in the spring

Questions for Student Panelists

What factors influenced your decision to attend Central High School for the IB Program? How did you finally decide?

What is one unique experience or opportunity you have had because of IB?

What advice would you give a student who is thinking about applying for the program but isn’t sure?