1. International Baccalaureate Diploma Program MVHS Candidate School

2. Timeline for MVHS Authorization November 2008: Application Form, Part A November 2008: Application Form, Part A January 2009: MVHS candidate school January 2009: MVHS candidate school January 2009 and ongoing: Teacher training and curriculum writing in subjects January 2009 and ongoing: Teacher training and curriculum writing in subjects April 2009: Application Form, Part B April 2009: Application Form, Part B Fall 2009: Anticipated Authorization Visit Fall 2009: Anticipated Authorization Visit Spring 2010: Projected Authorization Spring 2010: Projected Authorization Fall 2010: IB Authorized School Year Begins Fall 2010: IB Authorized School Year Begins

3. IB History International Baccalaureate was founded in Geneva, Switzerland in 1968 as a non-profit educational foundation International Baccalaureate was founded in Geneva, Switzerland in 1968 as a non-profit educational foundation Over 1800 IB World Schools exist in over 132 countries Over 1800 IB World Schools exist in over 132 countries 642 schools offer the Diploma Program in the United States 642 schools offer the Diploma Program in the United States First school authorized in 1971 First school authorized in 1971 US is part of IB Americas with Canada and South America US is part of IB Americas with Canada and South America

4. IB 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. 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. 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. 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.

5. Aims and Objectives To provide an internationally accepted qualification for entry into higher education To provide an internationally accepted qualification for entry into higher education To promote international understanding To promote international understanding To educate the whole person, emphasizing intellectual, personal, emotional and social growth To educate the whole person, emphasizing intellectual, personal, emotional and social growth To develop inquiry and thinking skills, and the capacity to reflect upon and to evaluate actions critically. To develop inquiry and thinking skills, and the capacity to reflect upon and to evaluate actions critically.

6. IB Learner Profile Inquirers They develop their natural curiosity, acquire the skills necessary to conduct inquiry and research and show independence in learning. Inquirers They develop their natural curiosity, acquire the skills necessary to conduct inquiry and research and show independence in learning. 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. 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. 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. They work effectively and willingly in collaboration with others. Communicators They understand and express ideas and information confidently and creatively in more than one language. 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. 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.

7. IB Learner Profile 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. 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. Caring They show empathy, compassion and respect towards the needs and feelings of others. They act to make a positive difference to the lives of others and to the environment. Caring They show empathy, compassion and respect towards the needs and feelings of others. They 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. 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. 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 are able to assess and understand their strengths and limitations in order to support their learning and personal development. Reflective They give thoughtful consideration to their own learning and are able to assess and understand their strengths and limitations in order to support their learning and personal development.

8. IB Diploma Curriculum Students study 6 subjects chosen from the 6 subject groups Students study 6 subjects chosen from the 6 subject groups 6 th subject can be from the arts or any group of student’s choice 6 th subject can be from the arts or any group of student’s choice Minimum 3 subjects studied at higher level (240 teaching hours) Minimum 3 subjects studied at higher level (240 teaching hours) Maximum 3 subjects studied at standard level (150 teaching hours) Maximum 3 subjects studied at standard level (150 teaching hours) Core requirements: CAS, TOK, Extended Essay Core requirements: CAS, TOK, Extended Essay

9. MVHS IB Diploma Subjects Group 1: Language A1 Group 1: Language A1 English A1 HL (two year course) English A1 HL (two year course) Group 2: Second Language Group 2: Second Language French B SL / HL (two year courses) French B SL / HL (two year courses) Spanish B SL / HL (two year courses) Spanish B SL / HL (two year courses)

10. MVHS IB Diploma Subjects Group 3: Individuals and Societies Group 3: Individuals and Societies History Route 2 HL (Required-2 year course) History Route 2 HL (Required-2 year course) Psychology SL (one year course) Psychology SL (one year course) Group 4: Experimental Sciences Group 4: Experimental Sciences Biology SL / HL (two year courses) Biology SL / HL (two year courses) Chemistry SL / HL Chemistry SL / HL Physics SL / HL Physics SL / HL

11. MVHS IB Diploma Subjects Group 5: Mathematics Group 5: Mathematics Math Studies SL (two year course) Math Studies SL (two year course) Math SL (two year course) Math SL (two year course) Group 6: The Arts Group 6: The Arts Music SL (one year)/HL (two year) Music SL (one year)/HL (two year) Visual Arts SL (one year)/HL (two year) Visual Arts SL (one year)/HL (two year) Can choose a class from a different group Can choose a class from a different group

12. 9 th Grade10 th Grade11 th Grade12 th Grade Adv English IB English HL1IB English HL2 French I Spanish I or II French II Spanish II or III French SL1 or HL1 Spanish SL1 or HL1 French SL2 or HL2 Spanish SL2 or HL2 Health / Geography AP Euro or World History IB History HL1IB History HL2 BiologyChem or PhysicsIB Science SL1 or HL1IB Science SL2 or HL2 Geometry or Alg II Alg II or Pre-Calc Math Studies SL1 or Mathematics SL1 Math Studies SL2 or Mathematics SL2 Elective IB Arts/Music SL or IB Psych SL or additional science IB Arts/Music SL/HL or IB Psych SL or Additional Science PE Elective/TOKTOK/Elective Proposed Sample of a Four Year Course Sequence

13. Core Requirements Extended Essay: 4,000 words 4,000 words Independent, self-directed research Independent, self-directed research Familiarizes students with the independent research and writing skills expected at university Familiarizes students with the independent research and writing skills expected at university Students are supported throughout the process by a supervisor at the school Students are supported throughout the process by a supervisor at the school

14. Core Requirements Theory of knowledge: An interdisciplinary course that challenges students to question the basis of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyze evidence that is expressed in rational argument. An interdisciplinary course that challenges students to question the basis of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyze evidence that is expressed in rational argument. One year course taken second semester of 11 th grade and first semester of 12 th grade. One year course taken second semester of 11 th grade and first semester of 12 th grade. Internal assessment and essay requirement Internal assessment and essay requirement

15. Core Requirements Creativity, Action, Service (CAS) The CAS component raises students’ awareness of community needs and builds confidence in their ability to bring about change. The CAS component raises students’ awareness of community needs and builds confidence in their ability to bring about change. Creativity includes arts activities, and designing and implementing service projects. Creativity includes arts activities, and designing and implementing service projects. Action includes participation in sports and local and international projects. Action includes participation in sports and local and international projects. Service encompasses community and social service activities. Service encompasses community and social service activities. 150 total hours required; 50 for each component. 150 total hours required; 50 for each component.

16. IB Assessment Diploma Programme assessments are high stakes, criterion-related performance assessments Diploma Programme assessments are high stakes, criterion-related performance assessments Includes external final examinations in May Includes external final examinations in May Also, includes internal assessments completed in class assessed by the teacher to IB criteria and externally moderated by IB. Also, includes internal assessments completed in class assessed by the teacher to IB criteria and externally moderated by IB. Assessments are short answer and essay exams. Multiple choice exams are rare. Assessments are short answer and essay exams. Multiple choice exams are rare. Students take their external exams in May of their senior year, unless they are enrolled in a one year SL course in their junior year. Students take their external exams in May of their senior year, unless they are enrolled in a one year SL course in their junior year.

17. IB Scoring for Diploma Each subject is given a score of 1 to 7 based on the classroom internal assessments and the external assessment in May. Each subject is given a score of 1 to 7 based on the classroom internal assessments and the external assessment in May. 5 is typical passing score for college credit 5 is typical passing score for college credit Minimum 24 points = IB Diploma Minimum 24 points = IB Diploma TOK and EE can earn 3 points toward diploma (must score at least a grade of D in both) TOK and EE can earn 3 points toward diploma (must score at least a grade of D in both) Maximum 45 points for diploma (7 pts x 6 classes + 3pts from TOK/EE) Maximum 45 points for diploma (7 pts x 6 classes + 3pts from TOK/EE) Specific criteria must be met or will fail the diploma Specific criteria must be met or will fail the diploma

18. University Recognition The IB works closely with universities in all regions of the world to gain recognition for the IB diploma The IB works closely with universities in all regions of the world to gain recognition for the IB diploma Recognition in over 75 countries Recognition in over 75 countries Recognition by over 2,540 universities Recognition by over 2,540 universities A score of 30 on the diploma = 30 credits at UC schools A score of 30 on the diploma = 30 credits at UC schools Most IB classes are weighted and earn college credit Most IB classes are weighted and earn college credit IB Diploma candidates automatically make it to the final cut for college admissions for UC IB Diploma candidates automatically make it to the final cut for college admissions for UC Each University has its own recognition policy for the IB Diploma and Certificate student Each University has its own recognition policy for the IB Diploma and Certificate student

19. University Acceptance Rates University or CollegeTotal Population Acceptance IB Diploma Student Acceptance UC Irvine56.0%89.9% UC San Diego41.0%65.6% UC Berkley24.0%50.6% UC Los Angeles24.0%48.5% Virginia Polytechnic Institute 66.0%80.2% Duke University25.0%39.4% New York University33.0%52.8% Yale University13.0%15.1%

20. What is so special about IB? Recognized around the world Recognized around the world Focus is on international perspectives of learning and teaching Focus is on international perspectives of learning and teaching Insist students fully explore their home culture and language Insist students fully explore their home culture and language IB World Schools must undergo an exhaustive authorization process IB World Schools must undergo an exhaustive authorization process IB teachers constantly update their knowledge and share their expertise with colleagues around the world. IB teachers constantly update their knowledge and share their expertise with colleagues around the world. IB programmes enhance students’ opportunities at Universities. IB programmes enhance students’ opportunities at Universities. Students can demonstrate what they know both in class and on exams Students can demonstrate what they know both in class and on exams Educates the whole person – not simply academics Educates the whole person – not simply academics Student centered, inquiry based teaching Student centered, inquiry based teaching Builds student awareness of their role and responsibility towards humanity on a global level Builds student awareness of their role and responsibility towards humanity on a global level

21. What is gained from all your hard work? 1. Weighted grades 2. College credits 3. High School Diploma 4. International Baccalaureate Diploma 5. “An experience of a lifetime” (as reported by former IB students)

22. Similarities of IB and AP Both are rigorous programs devoted to educational experience with high performance expectations for students and faculty Both are rigorous programs devoted to educational experience with high performance expectations for students and faculty Both attract highly motivated students who wish to excel academically Both attract highly motivated students who wish to excel academically Both receive additional weight in calculating GPA Both receive additional weight in calculating GPA Both involve highly dedicated and creative teachers committed to their students, disciplines, and profession Both involve highly dedicated and creative teachers committed to their students, disciplines, and profession Both use external assessments and evaluators to score assessments Both use external assessments and evaluators to score assessments Both offer extensive professional development opportunities for teachers and administrators Both offer extensive professional development opportunities for teachers and administrators Both are recognized by most US universities for consideration for college credit or advanced standing Both are recognized by most US universities for consideration for college credit or advanced standing

23. Difference between AP and IB AP consists of independent courses for students who may excel in only 1 or 2 areas AP consists of independent courses for students who may excel in only 1 or 2 areas AP focuses on breadth of content AP focuses on breadth of content AP students have only one way to demonstrate knowledge - 1 exam AP students have only one way to demonstrate knowledge - 1 exam AP exams are multiple choice and short-answer or essay exams AP exams are multiple choice and short-answer or essay exams Any student may take AP exams; IB students may take AP exams Any student may take AP exams; IB students may take AP exams AP teachers work within their discipline; independent of other academic areas AP teachers work within their discipline; independent of other academic areas AP students form peer groups within individual classes AP students form peer groups within individual classes AP recognizes high achievement on AP exams through the AP scholars program AP recognizes high achievement on AP exams through the AP scholars program IB is a 2 yr well-rounded education program with 6 areas of study, an extended essay, TOK and CAS IB is a 2 yr well-rounded education program with 6 areas of study, an extended essay, TOK and CAS IB focuses on depth of content IB focuses on depth of content IB students have more than one way to demonstrate knowledge – In class assessments and final exam IB students have more than one way to demonstrate knowledge – In class assessments and final exam IB exams are all short answer or essay exams IB exams are all short answer or essay exams Only IB students enrolled in IB courses may take IB exams Only IB students enrolled in IB courses may take IB exams IB teachers work as a team to connect curriculum across the disciplines IB teachers work as a team to connect curriculum across the disciplines IB seeks to create a cohort or peer group around academics IB seeks to create a cohort or peer group around academics Successful IB candidates receive an IB diploma for the full program or IB certificate for individual courses taken Successful IB candidates receive an IB diploma for the full program or IB certificate for individual courses taken

24. Contact Information MVHS Principal: Renate Jefferson MVHS Principal: Renate Jefferson IB Coordinator: Alanna Fields IB Coordinator: Alanna Fields afields@murrieta.k12.ca.us afields@murrieta.k12.ca.us IB Counselor: Melanie Kayrell IB Counselor: Melanie Kayrell mkayrell@murrieta.k12.ca.us mkayrell@murrieta.k12.ca.us mkayrell@murrieta.k12.ca.us More info: http://www.murrieta.k12.ca.us/mvhs/ and click on Programs More info: http://www.murrieta.k12.ca.us/mvhs/ and click on Programshttp://www.murrieta.k12.ca.us/mvhs/ International Baccalaureate Website International Baccalaureate Website www.ibo.org www.ibo.org www.ibo.org