8th grade students who are applying to the IB program at DeLand High School will need to come to one of the essay writing sessions. The first session is Saturday, January 19 at 9:00 AM at DeLand High in the media center. The second session is Thursday, January 24, at 7:00 PM in the media center at DeLand High. You do not need to register—just show up for one of the sessions.

Click the following link to view the 2013-2014 IB Application: IB Application
 

  What is the IB Program?   Profile of an IB Student   Suggestions for Success   Diploma Curriculum   Class Guide  Sixth Area Options   How to get an IB Diploma   Diploma Assessments   FAQ   Difference between   Programs   CAS - Creativity, Action,   and Service   IB Application   IB/AP credit by   Examinations at FL   Universities   Comments  Request your IB Scores

What is the IB Program?

IB (International Baccalaureate) is an international academic high school program leading to the examinations for the International Baccalaureate diploma. The curriculum, considered the most rigorous high school curriculum in the world, is comprehensive and demanding and available to qualified candidates at high schools throughout the world. Based upon the educational program of study of no single country, it represents the desire of the founders to provide students of different linguistic, cultural and educational backgrounds with the intellectual, social and critical perspectives necessary for the adult world that lies ahead of them.

Among the goals of the International Baccalaureate program are:
• students will learn how to learn
• students will reach considered conclusions about man, his languages and his literature
• students will understand the ways of man in society and the scientific forces of his
environment
• students will critically reflect upon the larger issues of international awareness
• Students will be informed, tolerant and willing to communicate readily with others on a
range of topics about which they have already formed considered opinions as a result of
having shared a common two-year experience with other young adults around the
world.

The International Baccalaureate program, with its three subjects at higher level and three at standard level, requires all participants to engage in the study of languages, sciences, mathematics and humanities until the completion of their secondary schooling. The International Baccalaureate Program for Volusia County Public Schools endeavors to carry out the intentions of the International Baccalaureate Organization.

Only schools officially approved by the International Baccalaureate Organization (IBO) are authorized to offer the IB curriculum and to present candidates for examination. Approximately 70-75% of Diploma candidates worldwide earn the Diploma. At DeLand High School, over 70% of the students receive the IB Diploma. The student who does not satisfy the requirements for the full program is awarded a certificate for each of the examinations satisfactorily completed. Students who earn the IB Diploma are awarded advanced standing at universities throughout the world. Many colleges and universities recognize the IB Diploma for course credits. In Florida, all the state universities award up to 30 semester hours of credit to IB Diploma holders. The IB curriculum fulfills the requirements for the Bright Futures Scholarship.

*Some of the above information provided, with permission, from Winter Park High School

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Profile of an IB Student

At DeLand High School, we encourage students who want to challenge themselves academically to seriously consider making application to our International Baccalaureate program. In order to help each student (and his/her parents) make a realistic decision about pursuing the IB program, we have provided a profile of what we have found are essential characteristics of a successful IB student.

The successful International Baccalaureate student would...
...be self-motivated and family- supported (the desire to pursue and succeed in the IB Program must ultimately come from within the student);

...have a desire to challenge him/herself intellectually and academically (someone who just wants to "get by" or who is "going through the motions" to get into college will be uncomfortable in the IB environment);

...be a competent reader (so as not to struggle with more difficult reading in IB courses, the student should be reading at or above his or her respective grade level);

...speak and write the English language clearly and effectively (since English is the primary language of the IB program at DHS. and since the IB program demands clear and effective communication skills across the curriculum, this asset is essential for IB success). Many second language learners have been successful IB Diploma students at DHS but the degree of English proficiency at the beginning of the ninth grade year makes the other challenges of this rigorous curriculum more easily met;

...possess (or be willing to acquire) good time and stress management skills;

...be open to new ideas and tolerant of different beliefs;

...participate in school and community activities. Just as colleges and universities expect applicants to be fully developed in all areas beyond the purely academic, IB requires involvement in creative, physical and community service commitments essential for an IB Diploma;

...understand the commitment and persistence needed to meet the challenges of the program's rigor. Both students and parents need to realize that the IB Diploma program is not for every student. Due to the very nature of the IB ("an internationally recognized curriculum and examination program"), each student's performance will be assessed in large part on pre-established standards set by the International Baccalaureate Organization and that failure to meet these standards could result in poor or failing grades. Additionally, the student must be aware of the fact that he/she must take one or two IB exams in May of the junior year and complete the remainder of the six area assessments for each IB course in which he/she is enrolled. Although IB teachers are committed to helping all their students succeed, they will not be able to "water down" or "slow down" their assignments, expectations or exam(s). This is not to say that only straight "A" students, only gifted students or only high-IQ students will succeed. The student who has demonstrated adequate past academic performance, who is highly motivated, and who has acquired good time and stress management skills should succeed in his/her IB courses;
We hope that students who participate in the International Baccalaureate Program develop to become:

INQUIRERS
Who acquire the skills necessary to conduct purposeful, constructive research
THINKERS
Who exercise initiative in applying thinking skills critically and creatively to make sound decisions and apply these skills to complex problems
COMMUNICATORS
Who receive and express ideas and information confidently in more than one language, including the language of mathematical symbols
RISK TAKERS
Who approach unfamiliar situations without anxiety, have confidence and independence, are courageous and articulate in defending things in which they believe
KNOWLEDGABLE
Who have spent time in school exploring themes with global relevance and importance, and have acquired a critical mass of significant knowledge
PRINCIPLED
Who have a sound grasp of the principles of moral reasoning, integrity, honesty, and a sense of fairness and justice
CARING
Who show sensitivity towards the needs and feeling of others and have a personal commitment to action and service Some of the above information provided, with permission, from Cypress Creek High School

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Suggestions for Pre-IB Success

Because of the rigor involved in the DHS Pre-IB Program, it is important that you get a very strong start to the school year. In order to help you reach your highest level of success, we offer the following suggestions:

For students:
• Do all summer (pre-course) assignments before school starts in August.
• In the first week of school you will be getting information from each teacher about requirements and expectations for each of your classes. Read this information carefully; it is very important. If there is something that you don't understand, ask for clarification.
• Have a planner on the first day of school to record all assignments each day. Use this planner to help you plan your work schedule outside of class so that you don't procrastinate.
• Do all work and turn it in on time. This is very, very important. In many classes late work is not accepted and where it is accepted there will be a grade penalty. Homework is a vital part of the learning experience and usually carries significant weight on your total grade.
• Be here on time every day. If you are ill and must miss more than one day of class, call the school for assignments. You have limited time to make up missed work. It is your responsibility to take care of this in a timely way.
• Find out when your teachers offer tutoring and make note of this in your planner so that if you start to have trouble you can get help right away. Also tutoring will be available through junior /senior IB students. See your counselor for more information.
• Keep track of your grades so that you know where you stand in your classes. You may pick up a progress report form in the Guidance Office which may be filled out on Friday.
• Talk to your teachers about concerns that you have. Ask questions in class when you need to do so - even when you would prefer to keep quiet. No one can help you if you don't ask for help.

For parents:
• As your student is making the transition from middle school to high school it would be helpful for you to monitor the use of the planner mentioned above. Help your student learn to make good use of time. There will be homework every night, but with planning it does not have to be overwhelming.
• We have progress report forms that may be filled out by teachers on a weekly basis. If the
progress reports indicate that a conference is needed, that conference should be scheduled through your student’s counselor.
• Be supportive of your student but allow him/her to take the responsibility for the work that is to be done. There may be times of frustration as adjustments are made to new demands (both for students and parents), but that is a natural part of the growth process and your support will enable your student to resolve his/her own problems in a responsible way.
• If you are not already on Parent Portal please call Data Processing to get information.
386- 822-6909 ext. 23412 or ext. 23377.

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The Diploma Program Curriculum

The Diploma Program (DP) has the strengths of a traditional and broad curriculum, but with three important additional features, shown at the centre of the hexagonal program model. The six academic subjects around the program model are studied concurrently; students are required to study both the humanities and the sciences.

Theory of knowledge (TOK)
TOK is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyze evidence that is expressed in rational argument.
TOK is a key element in encouraging students to appreciate other cultural perspectives. The course is unique to the IBO, which recommends at least 100 hours of teaching time spanning the program's two years.

Creativity, Action, Service (CAS)
The IBO's goal is to educate the whole person and foster responsible, compassionate citizens. The CAS component encourages students to share their energy and special talents with others. Students may, for example, participate in theatre or musical productions, sports and community service activities.
Students should, through these activities, develop greater awareness of themselves, concern for others, and the ability to work cooperatively with other people.

An extended essay of 4,000 words
Each student has the opportunity to investigate a topic of special interest. The essay requirement acquaints DP students with the kind of independent research and writing skills expected by universities.
The IBO recommends that a student devote a total of about 40 hours of private study and writing time to the essay. It may be written in one of 60 subjects, including many languages.
The essay permits students to deepen their programs of study, for example by selecting a topic in one of their higher level (HL) courses. Or they might add breadth to their academic experience by electing to write in a subject not included in their program choices.

Some of the above information provided, with permission, from Winter Park High School

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Class Guide

Click the following link to view an IB student's class guide: Class Guide

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Sixth Area Options

IB ART or PHOTOGRAPHY classes focus on a process of investigation, growth, and discovery. There has to be visual evidence that the student has pursued a way of selective working, and that the work shows an evaluation of an idea or a process of investigation, resulting in a portfolio that is original and sophisticated. They will explain through written documentation, reasons and defenses for creating their artwork. They are required to prepare a research workbook to respond to acquired research, produce related illustrations for quick study, and demonstrate creative problem solving. Their work should show the development of a visual language appropriate for their area of concentration. Pre requisite Art I DHS pre-IB 9th grade and Art II 10th grade, assess out end of senior year either at SL or HL level.

IB COMPUTER SCIENCE students learn to solve problems using algorithms and modularization. Large problems are decomposed into logical parts and solved using piece-wise refinement in the Java programming language. Students will learn to evaluate efficiency and improve program performance. The Computer Science exam at the junior year requires a detailed knowledge of computer hardware, networking, real-world computer applications, and of course, programming. This course prepares you for further study in the high-growth industry of computer science. Pre requisite Computer Programming III 10th grade, assess out SL level end of junior level, can continue and assess out HL level in senior year.

IB DANCE involves 3 parts: performance, composition and analysis, and world dance studies. Class content for students will include performance of class repertoire under performance, submission of students personal choreography for composition and analysis, and a written world dance investigation comparing and contrasting the dance styles of two different cultures along with an in depth analysis of a choreographers specific work from each culture. Students will be required to keep a weekly journal documenting and reflecting on their experiences. Pre requisite DHS Pre IB dance 9th grade, dance tech 4 10th grade, dance 2 IB junior year and assess out at either the SL or HL level end of the senior year.

IB MUSIC students should already have a relatively strong musical background. Students should be very comfortable reading music and are encouraged to be part of a separate performing group or be taking private lessons for voice or instrument. Pre requisite Music I DHS pre IB 10th grade, assess out end of junior year.

IB PHYSICS is about answering the question WHY. You will learn most of the laws that govern changes in the universe, because physics studies the interchanges of energy and matter. As you go through your daily life, physics leads you, allowing you to hold the glass of orange juice, drive your car, and write with a pen. There is nothing that you do that does not involve physics or its laws. Pre requisite Honors Physics 11th grade, assess out end of senior year SL or HL level.

IB THEATRE is geared toward the student who loves drama but would like to take the study far beyond performance. Students will learn about the analytical aspects of Theatre from Acting to Tech to criticism to World Theatre History. Each IB student must have production experience and be willing to partake in any aspect of Theatre production during the three year course. In addition, students will search for and examine the practice of theatre from several other countries, traditions, and time periods. The IB Theatre student will explore several genres of theatre and attempt to bring life to each tradition found. Pre requisite Drama I 9th grade, Drama II 10th grade, assess out end of junior year.

IB PSYCHOLOGY does NOT require a prerequisite. This course is taken in its entirety in the junior year. This course is an in depth study of human behavior from three psychological perspectives: biological, cognitive, and learning as well as a study of social psychology. Students will engage in psychological research and learn how to report their findings. Emphasis is on the historical and cultural events which have shaped this field, basic assumptions about human nature and the key concepts of each perspectives and an application to current psychological issues. Assess out end of junior year.

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IB Requirements—6 Subject Areas

HL vs. SL
HL vs. SL
Three courses are to be taken at the "Higher Level" and three are to be taken at the "Standard Level." This accomodates the IB philosophy that every students does not need to excel at every subject equally. Students can thus choose to take the HL subjects they are either interested in the most or excel in the most.

What is the difference between "higher level" and "standard level"?
o It is NOT a difference in quality of instruction, only quantity of instructional time
>HL = 240 hours (i.e. a two year course)
>SL = 150 hours (i.e. a one year course)
o Difference also lies in the number of assessments per subject

Subjects Offered at DHS

The assessments in every IB subject are divided between Internal Assessments and External Assessments.
Internal Assessment = graded by the classroom teacher. Student samples are sent and moderated by an external examiner.
External Assessment - all work is sent to an IB examiner to grade independently of classroom teacher.

Some of the above information provided, with permission, from Winter Park High School

Every IB Subject is graded on a scale of 1 to 7. That score is a composite of various assessments.

Bonus Points
In addition to the 42 subject area points, IB also provides a way to earn up to 3 "Bonus" points using a matrix consisting of a student's grade in the Theory of Knowledge course and the Extended Essay grade.

TOK EE Matrix - click here to open

IB Diploma Points

How many points does a student need to achieve the IB Diploma?
24

Some of the above information provided, with permission, from Winter Park High School

In addition to achieving at least 24 points, an IB student must also:
• Earn a minimum of 12 points on higher level assessments
• all of the Creativity, Action, and Service hours
• the Extended Essay
• all of the internal and external assessments

A Cautionary Tale How Not to Get the IB Diploma

To summarize, how does a student achieve the IB Diploma?
1. Earn a total of at least 24 points in all 6 IB subject areas
2. Earn at least 12 higher level points and 9 standard level points
3. Do well on the Extended Essay and TOK course to accumulate up to 3 bonus points
4. Complete all CAS hours and internal/ external assessments

Some of the above information provided, with permission, from Winter Park High School

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Diploma Assessments

Click the following link to view an IB student's Diploma Assessments: Diploma Assessments

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Frequently Asked Questions

How many years does it take to earn the IB Diploma?
Students prepare for the program by entering DHS pre-IB classes in the ninth grade. After completing the DHS pre-IB curriculum, students enter the full diploma program at the start of eleventh-grade. The diploma program is a comprehensive two-year international curriculum.


What are the benefits of earning an IB Diploma?
The Diploma Program equips students with the skills and attitudes necessary for success in higher education and employment. The IB Organization's goal is to provide students with the values and opportunities that will enable them to develop sound judgment make informed decisions, and respect others in the global community. Just like Advance Placement, each university sets its own criteria for awarding college credit and/or scholarships. Students and parents can view each university's IB policy for awarding credit by calling up the IBO web page, www.ibo.org .

What do colleges and universities think about the Diploma Program?
Colleges and universities throughout North America view the IB Diploma Program as providing outstanding preparation for university work. Additionally, many of the selective institutions have established policies that recognize the work students have done. Some universities also offer scholarships to IB graduates. We encourage you to visit the University and Government page of the IBO web site; http://www.ibo.org/country/US/index.cfm.There you will be able to research the IB recognition policies of postsecondary institutions throughout the world.

Is a lot of extra homework involved in the Diploma Program?
IB courses are typically more challenging than regular high school courses, so students may be asked to do more homework, The challenge, however, is not always in the amount of homework assigned; rather it is in the quality of the assignments and the extent to which students engage those assignments, The added benefit here is that students take greater responsibility for their own learning while they learn the valuable skills of time management and organization. Diploma students do not have to forego other important parts of high school life. They may still remain involved in sports, student government, clubs, theater, music, community events, and other extra-curricular activities. Such activities are incorporated into the Diploma Program through the "CAS" (Creativity, Action and Service) requirement.

What are the advantages of enrolling in an IB program?
Students with IB Diplomas, who now attend universities, report that their involvement with IB has given them the tools needed to succeed at a university and to make the most of their postsecondary education. In particular, students comment on their sense of preparedness, self-confidence, research skills, ability to manage their time, and willingness to be actively engaged in their own learning. More importantly, they have developed a sense of the world around them, their responsibility to it, and the skills with which to embrace the complexities of life. The IBO often employs a variety of phrases to describe these traits and abilities: "learning how to learn"; "life-long learners"; "critical and compassionate thinkers"; and "informed participants in local and world affairs,"

Why Should a Student Consider the IB Program?
This program challenges and meets the needs of highly motivated, academically-oriented students in all subject areas. Preparation for college is assured, and many colleges give admission preference to successful IB students and award college credit for IB work. Being in this program assures students that the quality of their education is as high as that of students in fine schools all over the world. IB students have the opportunity to obtain a thoroughly well-rounded education. They take extremely challenging courses in areas of their strengths and areas in which they have less strength, as well. Graduates of these programs often point to their success in their weaker subjects with the greatest pride. IB insists that students challenge themselves in all areas of the broad curriculum. Beyond the academic advantages, through the CAS Project, students are encouraged to give time to make the world a better place. This is a key part of the global nature of IB.

Are There Advantages for College Admission?
Students in prepatory courses and IB classes receive weighted value for their grades, which enhances their grade point averages in the school and the district. Hundreds of colleges worldwide have recognition policies for students with IB diplomas. Each college sets its own criteria, so students should view their IB courses in the context of the perspective college's requirements. We will counsel students to be sure that they have the opportunity to meet the requirements. In some cases, a full year of college credit is awarded to IB diploma holders. Some students will be awarded college credit in selected courses.

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Click the following link to view a document detailing the difference between Honors, AP, Early College/Dual Enrollment and IB:  Differences between Honors, AP, Early College/Dual Enrollment and IB

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All junior and senior IB students will log their CAS hours online using the CAS Manager system.

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Comments from a current IB parent:
As a parent of a brand new DHS IB Program student, I am excited for 3 reasons.
1) I am looking forward to my daughter experiencing the powerful and enriching learning
program offered by DHS IB Program. The teachers I have met are over the top in enthusiasm
for teaching, and I can already see how this rubs off on their students' high school learning
accomplishments.
2) As a Harvard College Admissions interviewer, I have seen over the years how well prepared
IB program students are for admission to high ranking colleges and universities.
3) I urge you to become acquainted with the IB Program Admission requirement early so that
your child can participate in this Volusia County Public School Program which I think is the best bang for your tax dollar with respect to your children's high school education.
-Wayne S. Barry, MD

Comments from an IB graduate:
The IB program challenged me to reach for a standard of excellence in each of my subject areas, encouraging me to develop an informed and interdisciplinary approach in my intellectual endeavors. Thanks to doing well on my IB exams in my senior year of high school, I was able to graduate from Boston College in 3 years. I have since completed a master's degree, and I am currently working on a doctorate while working as a full time analyst at Tufts-New England Medical Center in Boston. The IB program also fostered my desire for international perspectives, which has led me to study 6 foreign languages and visit 18 foreign countries. My academic achievements and time management skills reflect the valued training I received as an IB student at DeLand High School. Unlike many of my colleagues who attended expensive private high schools, my IB education was unequivocally free. It is the best investment I have ever made.
-Michael Anastario, DeLand High School IB graduate, 2000

Comments from a current IB senior:
One of my most important achievements has been my acceptance into the International Baccalaureate Program at DeLand High School and my experience throughout the program. When I first moved to Florida from a small town in Pennsylvania before the summer of eighth grade, I had no idea what the meaning behind the acronym "IB" stood for; never in my dreams had I imagined the kind of impact it could have on my life.

Upon my entrance to DeLand High School, I knew not one of my peers because I was attending a magnet school due to my desire to join the program. However before too long, with a little bit of effort and commitment, I easily met amazing friends through my journey throughout the program and developed the skills necessary to excel in college and hopefully land the career of my dreams. Teachers, such as Mrs. Francis, shaped me into the aspiring writer that I am now by going the extra mile. The teacher that I have referred to genuinely encouraged students to write, and she even took her own free time to read my poetry and provide feedback the year after I was her student.

International Baccalaureate allowed me to find my place in the world as an achiever. The program opened multiple doors of opportunity for me, making me feel like it cares about me as an individual. I am eternally grateful for the support of the program and the influence it has had on my future.
-Nicole Lanniccari, DeLand High School, Senior, 2007

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