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International

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sean meade

on 28 May 2015

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Transcript of International

Resources
Possible
Ramifications

International Baccalaureate
Report

http://www.ibo.org/
Videos
IB
Truth About IB
http://www.truthaboutib.com/home.html
LA Times
http://articles.latimes.com/keyword/international-baccalaureate-organization
Education.com
http://www.education.com/magazine/article/international-baccalaureate-program/
NY Times
http://www.nytimes.com/2010/07/03/education/03baccalaureate.html?pagewanted=all&_r=0
Pittsburgh Lawsuit
http://www.crossroad.to/articles2/006/edwatch/2-23-ib.htm
US News and World Report
http://www.usnews.com/education/articles/2008/12/11/american-high-schools-try-the-international-baccalaureate-program
Jay Matthews Washington Post
http://voices.washingtonpost.com/class-struggle/2010/07/post_5.html
http://www.baccalaureate.info/international-baccalaureate/
International Baccalaureate
Carol Jago (Pro) NYT
http://www.nytimes.com/roomfordebate/2013/12/16/finding-classroom-rigor-in-a-global-curriculum/the-international-baccalaureate-is-a-model-for-educating-global-citizens
http://www.usnews.com/opinion/articles/2011/05/26/international-baccalaureate-undermines-us-founding-principles
NPR Affiliate
http://stateimpact.npr.org/ohio/2012/01/18/is-the-international-baccalaureate-program-anti-american/
http://video.pbs.org/video/2245388470/


http://video.pbs.org/video/2296681153/
Long Island Schools
www.northport.k12.ny.us
Northport
Commack
www.IB.commack.site.eboard.com
Locust Valley
http://www.lvcsd.k12.ny.us/our_schools/international_baccalaureate_program_HS
Program
Scheduling
Class Size
Background
IB- "a mission to create a better world through education...We promote intercultural understanding and respect, not as an alternative to a sense of cultural and national identity, but as an essential part of life in the 21st century."

Mission Statement:The International Baccalaureate 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 organization 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.

From www.ibo.org
"The IB community focused on five issues:
•Education for all
•Peace and conflict
•Global infectious diseases
•Digital divide (access to technology)
•Disasters and emergencies"

West Islip
Diploma coordinator
Mr Peter McAllister
Diploma Coordinator
1 Lions Path
West Islip
NY
United States
11795

Contact by email
Phone (1) 631 893 3250
West Islip
http://www.wi.k12.ny.us/
Pierson
Diploma coordinator
Mr Gary Kalish
Assistant Principal
200 Jermain Ave
Sag Harbor
NY
United States
11963

Contact by email
Phone (1) 631 725 5302
http://www.sagharborschools.org/
Diploma coordinator
Mr David Storch
IB Coordinator
154 Laurel Hill Road
Northport
NY
United States
11768

Contact by email
Phone (1) 631 262 6890
Diploma coordinator
Mr Robert Buonaspina
IB Coordinator
99 Horse Hollow Road
Locust Valley
NY
United States
11560

Contact by email
Phone (1) 516 403 5329
Diploma coordinator
Mr Eliot Lewin
MYP Coordinator
1 Scholar Ln
Commack
NY
United States
11725-1297

Contact by email
Phone (1) 631 912 2154
Rockville Center
Diploma coordinator
Mr John Murphy

140 Shepherd Street
Rockville Centre
NY
United States
11570

Contact by email
Phone (1) 516 255 8834
Main activities

The IB works in four areas.
•Development of curriculum
•Assessment of students
•Training and professional development of teachers
•Authorization and evaluation of schools

The Diploma Programme core

•The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects.


•Theory of knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.


•Creativity, action, service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.


Groups of Classes
Group 1 consists of three courses:
•Language A: literature - always available with a prescribed list of authors in 55 languages and available by special request in all other languages provided there is sufficient written literature available.
•Language A: language and literature – available in 16 languages.
•Literature and performance (an interdisciplinary subject) – always available in English, and available by special request in Spanish and French.

Group 2:
Modern Languages
•Language ab initio courses are for beginners (that is, students who have little or no previous experience of learning the language they have chosen). These courses are only available at standard level.
•Language B courses are intended for students who have had some previous experience of learning the language. They may be studied at either higher level or standard level.
Classical languages
•Latin or Classical Greek coursework provides opportunities for students to study the language, literature and culture of ancient Rome or Greece.

The following courses are available online:
•Spanish ab initio
•Mandarin ab initio

Group 3
Subjects available:
•business and management (last assessment November 2015)
•business and management (first teaching September 2014)
•economics
•geography
•history
•information technology in a global society
•philosophy
•psychology
•social and cultural anthropology
•world religions (SL only)

All of these subjects may be studied at higher level or standard level except world religions, which is SL only.

Global politics is an exciting new addition to group 3, offering students an opportunity to explore fundamental political concepts such as power, liberty and equality, in a range of contexts and at a variety of levels. Global politics will be offered as a pilot course from 2012 and it is intended that this course will be available as open pilot offer from September 2015. Please note that at this stage only schools authorised to take part in the pilot may offer the course.

Studying any one of these subjects provides for the development of a critical appreciation of:
•human experience and behaviour
•the varieties of physical, economic and social environments that people inhabit
•the history of social and cultural institutions.


In addition, each subject is designed to foster in students the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies.

The following courses are available online:
•Business & Management SL
•Economics HL
•Economics SL
•Information Technology in a Global Society SL
•Information Technology in a Global Society HL
•Philosophy SL
•Psychology SL

Group 4
Six subjects are available:
•biology
•computer science
•chemistry
•design technology
•physics
•sports, exercise and health science (standard level only)



All of these subjects may be studied at higher level, except sports, exercise and health science.

Interdisciplinary subject
•Environmental systems and societies - which meets the group 3 and group 4 requirements (see additional subjects section).

Students explore the concepts, theories, models and techniques that underpin each subject area and through these develop their understanding of the scientific method.

A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary and provides an opportunity for students to explore scientific solutions to global questions.

Group 5: Mathematics
It is a requirement of the programme that students study at least one course in mathematics; computer science is an elective.

Mathematics
Four courses in mathematics are available:
•mathematical studies standard level
• mathematics SL
•mathematics higher level
•further mathematics higher level

These four courses serve to accommodate the range of needs, interests and abilities of students, and to fulfill the requirements of various university and career aspirations.

The aims of these courses are to enable students to:
•develop mathematical knowledge, concepts and principles
•develop logical, critical and creative thinking
•employ and refine their powers of abstraction and generalization.

Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.

The following courses are available online:
•Mathematics HL

Group 6: The Arts
Five subjects are available to students at higher level or standard level:
•Dance
•Music
•Film
•Theatre
•Visual arts

The following courses are available online:
•Film SL

History:
Founded in Geneva in 1968
Remember the source
Questions:
BBP
Advanced
Placement Program

AP Courses by Year Established
Available Prior to 2006
Literature
Biology
Chemistry
Physics
Calculus
American History
European History
Added After 2008
Language and Composition
Psychology
Government and Politics
Statistics
Music
Added for 2013/2014
Spanish
French
Added in 2014/2015
Environmental Science
Art History
Characteristics
Junior and Senior
Year
Comparisons
2011
2012
2013
BBP compared to New York,
USA, and Global
Application


1. What would be the average class size for an IB class? (minimum vs. maximum)

2. How much funding would we need for the IB program? Application fee? Additional FTE’s?

3. What are the different levels of the program? What is the difference between the diploma and certificates? Are the classes similar to AP courses we offer?

4. Do students take AP & IB courses simultaneously? What percent of students take both?
How does this affect scheduling? What impact will this have on AP enrollment and enrollment in elective courses?

5. How is the community service component incorporated into the program?

6. Is there a library research component?

7. What are the similarities and differences between the IB Diploma and/or Certificate vs. individual AP courses?

8. How many students would be enrolled in the program? What is the criteria?

-Many schools have open enrollment
-Many schools have interviews and some sort of selection process.

9. Do teachers need to be certified to teach in the IB program? What training is involved? What is the cost and quality of this training? How many teachers would need to attend?

10. Is there follow-up training after courses have begun?

11. Is it a difficult program to transition into? What effects does it have on the student body and/or teachers?

-RVC has been an IB school since the 1960’s, so perhaps we can find this out from another school who has recently established the IB program.

12. Will we have the opportunity to speak to schools that established the IB program and it failed?

13. What are the differences in the college experience for students who took IB courses vs AP courses?
14. What are the similarities and differences between Common Core and IB program? Will it be difficult to incorporate both curriculums?

15. What percent of students at Rockville Centre graduate with an IB diploma? What percent of students at Rockville Centre graduate with an IB certificates?

Initial
http://www.edline.net/pages/SouthSide_High_School
School Sizes compared to BBP
Newsday
http://www.newsday.com/long-island/education/more-li-districts-offering-ib-program-1.3869072
Answers:
Instructional
Council Minutes

Pierson
West Islip
Bias-Anti
Rockville Center
Visit
School Administrator
Report
2012
https://www.aasa.org/content.aspx?id=24626
Washington Post
2004
http://www.washingtonpost.com/wp-dyn/articles/A47562-2004Dec8.html
Hauppage
Connetquot
IB Answers; IB Americas
Expanded AP
Program Sample
John Glenn

Pro's
Con's
March
Rockville Center Students: Arrin, Meghan, Liam, Lauris, Brittany-

-Improved work ethic
-choice of courses
-prepped for college
-Some tasks in classes can be used in others, dual purpose
-CAS class
-Acceptance to colleges

Rockville Center Students
Arrin, Meghan, Liam, Lauris, Brittany-
-Challenging, time consuming work
-Difficult
-No social life junior year (Lauris)
-Many projects at once
-Up late
-Senior year the toughest
-Average work depends, but some 5-6 hours of homework not unusual
-Mentor for extended essay only
-Few prepped in 9/10th grade
-No off periods
-No lunch period

Costs of IB

Application Fee:
Annual Fee to the school:
Training sessions:
Salary for the Coordinator:
Release Time:
Secretary for the Coordinator:
Extended Essay supervisor stipend:
Release Time:
CAS supervisor stipend:
Release Time:
Curriculum Writing
Books; texts and materials:
Postage:
Student registration fee:
Test fee:
Course moderation fee:

Additional FTE’s:

February
Dobbs Ferry
Questions
Subcommittee Minutes
February
March
April
Locust Valley
Bay Shore
Faculty Member QuestionsSpring 2014,
shared with the subcommittee

Dr. Passi's answers to
faculty questions
List from May 2014
Meeting

IB Answers
301-202-3025
Particpation and Passing
Rates

May
June
October 2014
Source: Newsday
AP particpant numbers by subject and year
June
September 2014
AP Scholars at BBP
Loss of AP
classes
FTE's
Benefits from AP (from the Sub-committee minutes)
-Already in place/comfort level/ known (at the college level and here)
-Rigorous
-Subject specific/student strength
-Flexibility
-Cost efficient
-Pervasive
-Time management skills
-College preparation
-Networking/collaboration/List Serve
-Revised AP better reflects college prep
-High-level courses/College credit

Benefits from IB
-Depth of curriculum
-Holistic, ToK , CAS, Ext. Essay
-Focus on writing
-Portfolio component/Internal assessment
-Program, not independent courses
-Globally recognized
-Whole school implications/PD/Lerner profile
-For diploma candidates; better preparation for college, seems to be more thorough
-Choice of essay topics
-Multiple assessments throughout the year with different formats
-Teacher based assessment development
-Scoring has quality control
-Emphasis on language
-Some SL courses are manageable for “non” AP students
-Coordination for the program

Similarities Between AP and IB (From the Sub-Committee
-Rigorous
-good college preparation
-stressful for student
-highly valued by colleges
-demanding on faculty
-require pre-requisite skills
-teach time management
-writing and critical thinking skills
-student support necessary

Differences Between AP and IB
-Service piece
-Ala carte vs. program (well-rounded diploma candidate take courses in 6 groups- holistic)
-all college level (AP) vs. multiple levels of IB (HL and SL, with HL more accepted by colleges)
-Extended essay
-Testing; focus on writing/internal assessments
-Implementation/training costs
-CAS/ToK
-International standards vs. National standards
-Potential for more IB student participation (ie. IB English for all)
-Community and faculty must buy into IB
-Climate of what we know vs. unknown, unestablished, new program in the current environment
-Constancy of program we know
-Method of examination.

Differences and Similarities
November 2014
December 2014
And January 2015
Under Consideration 14/15
for 15/16

AP World
17th AP Class
2014
Costs
Description of AP and IB by CollegeBoard and IB
The Subcommittee met to develop the
powerpoint presentation
Survey Monkey Response and Questions; December 2014
Tally of Responders
IB Answers: December 2014
Simplified version!
Survey Monkey Link:

https://www.surveymonkey.com/s/CN9ZLD7
Pierson's First IB Class
http://sagharboronline.com/sagharborexpress/tag/international-baccalaureate
December 2014
*Any numbers for positions to
be negotiated are estimates only.
They are dependent on negotiations.
Other $ figures are also estimates and
may vary to due many circumstances.
The fees from IB are accurate; 4,000, 9,500,
10,850, and 160 to register, 110 per exam.
Faculty Presentation
1/2015

Co-Seating
Opportunity Cost
Dropped applying for the program
after a significant investment in
time and money.
*Any numbers for positions to
be negotiated are estimates only.
They are dependent on negotiations.
Other $ figures are also estimates and
may vary to due many circumstances.
The fees from IB are accurate; 4,000, 9,500,
10,850, and 160 to register, 110 per exam.
Is the IB program
right for Bayport-Blue Point?

Developed by the
subcommittee
Some of the cost are difficult
to estimate. Many factors could
impact the costs of the program.
Full transcript