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IB Preparatory and IB Diploma
Programmes
Lisa Harper, IB Programme Coordinator
1120 NNW
(903) 262-2871
(903) 262-2852 (fax)
IB Preparatory and IB Diploma
Programmes
(pending authorization)
Becky Martin, IB Programme
Coordinator Designee
411 ESE
(903) 262-2661
(903) 262-2630 (fax)
International Baccalaureate Organization
The International
Baccalaureate Organization 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 IBO 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.
International
BaccalaureateParent/Student Handbook
Table of Contents
International Baccalaureate
Programme Overview
1
IB
Preparatory Programme
...1
IB
Diploma Programme
1
TISD IB Programme Policies and
Procedures
.2
Success
Guidelines
2
-Learner
Profile
.3
IB
Expectations
.4-6
Understanding
Academic Honesty and Malpractice IBO
..7-9
Code
of Ethics/Academic Honesty Policy
10-11
-Ethics/Academic
Honor Pledge Form
.
12
Probation
and Programme Removal Policies
... 13-14
-Academic
Probation
.13
-Behavioral
Probation
....14
Late
Work Policy
...15
Field
Trip Policy
15
Parent/Student - IB
Prep Commitment Form
...16-17
IB Curriculum (4 year overview)
....18
IB
Preparatory - 9th grade
-10th grade
..18
IB
Diploma - 11th grade
-
12th grade
.18
IB Diploma Programme Assessments
19
Internal
vs. External Assessments
..19
-Average
Cost of Assessments
...19
Tentative
Assessment Calendar
..20
IB Diploma Programme Requirements
.21-25
Community
Service Hours (CAS)
21-24
-9th/10th
Requirements and Guidelines
.21-24
-11th/12th
Requirements and Guidelines
...21-24
Extended
Essay (EE)
..25
Theory
of Knowledge (TOK)
.25
Resources
..26-32
IB Preparatory Programme
To prepare students for the rigors of the
International Baccalaureate Diploma program, Tyler ISD has established a two
year IB Preparatory Programme, which is a course of study in grades 9 and
10. Teachers in the IB Prep Program
receive grade level training from IB and/or IB subregional groups in their
subjects and diploma level training. In
addition to training, IB teachers at all levels collaborate on vertical
alignment of the IB Prep and IB Diploma curriculum so that IB students may
follow a 4 year plan that seamlessly prepares them for the IB internal and
external assessments in grades 11 and 12.
The IB Prep Programme follows requirements
similar to those of the Diploma Programme 6 IB Prep subjects and service
hours, while completing requirements for the
IB Diploma Programme
The IB Diploma Programme offers a broad and
balanced curriculum in which students are encouraged to apply what they learn
in the classroom to real world issues and problems. The programme is a rigorous, two-year
comprehensive program, designed for 11th and 12th grade
students who have a desire to excel. It
seeks to prepare students for post-secondary study by offering courses and
instructional techniques that emphasize critical thinking, application of
knowledge and skills, and an interdisciplinary approach with strong
international focus. Unlike other honors
and advanced programs, the IB Programme requires each student to take courses
in six academic areas, including both the sciences and humanities; completing
150 hours of volunteer work over the two years of the program; writing an
extended essay; and taking a unique course called Theory of Knowledge, which
allows students to explore connections among various subjects, to learn to
think, and to apply interrelated concepts.
In order to meet the demands of this Programme,
it is necessary for the student to have the full support of his/her
parent(s). The parents must agree to
support the IB Programme and follow the teachers, counselors, and
coordinators guidance regarding the academic needs of the student.
Successful completion of the IB Programme offers
a student the necessary elements to qualify for a high school graduation, an IB
Diploma, and a minimum of 24 hours credit at a
1
TISD IB Programme Policies and Procedures
IB Preparatory Programme / Diploma
Programme
Guidelines for Success
Parents Must:
- Recognize that children will not be experts in
all areas of the curriculum
- Accept that standards are being raised and will
have an impact on grades, ranking, etc.
- Recognize that goal of the TISD IB Programme is
to help the student know how to earn his or her own success
- Expect their children to focus on developing new
skills that are personally and academically important
- Support teachers in their efforts to enhance
their childs performance to new levels
- Recognize students must work hard to be
successful in this program
- Understand and accept that the standards by which
students are graded/scored are set internationally by the IBO, not by the
teacher, the high school or TISD, and that this standard prepares students
for success in all areas of high school, standardized tests, and
university courses
Students Must:
- Have time to practice and understand the value of
the IB programme
- Be able to self-select areas of interest
- Complete long-term assignments that enable them
to demonstrate persistence, planning, and the effects of procrastination
- Be able to demonstrate their abilities through
the production of sophisticated products
Many students who enter the IB Prep and Diploma
programmes will already exhibit qualities that are typical for highly motivated
students; however, the IB strives to help students develop into active,
compassionate, and lifelong learners by further developing those already
existing qualities and by adding additional qualities. By adhering to the Guidelines for Success,
students and parents will pave the way for IB students to be models of the IB
Learner Profile.
IB promotes the
education of the whole person, emphasizing intellectual, personal,
emotional and
social growth through all domains of knowledge. By focusing on the dynamic
combination of knowledge, skills, independent critical and creative thought, and
international-mindedness, the IBO espouses the principle of educating the whole
person for a life of active, responsible citizenship. The education of the whole person as a
lifelong process is the goal of IB. The learner profile is a profile of the whole
person as a lifelong learner.
2
IB
Learner Profile
The aim of all IB programmes is
to develop internationally minded people who, recognizing their common humanity
and shared guardianship of the planet, help to create a better and more
peaceful world.
IB learners strive to be:
Inquirers: They develop their natural curiosity. They acquire the
skills necessary to conduct
inquiry and research and show
independence in learning. They actively enjoy learning and this love of
learning will be sustained throughout their lives.
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.
Communicators: They understand and express ideas
and information confidently and creatively in more than one language and in a
variety of modes of communication. 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. They take responsibility for their own
actions and the consequences that accompany them.
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. They are accustomed
to seeking and evaluating a range of points of view, and are willing to grow
from the experience.
Caring: They show empathy, compassion and
respect towards the needs and feelings of others. They have a personal
commitment to service, and 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.
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 experience. They
are able to assess and understand
their strengths and limitations in order to support their learning and personal
development.
The IB learner
profile
© International Baccalaureate Organization 2006 3
IB Expectations
Because of the challenging
nature of the program you have chosen, enrollment in the IB Prep and IB Diploma
programmes encourages you to become a lifelong learner and responsible
citizen. IB students are expected to
make a commitment to the following guidelines:
1.
PARENTAL INVOLVEMENT:
Parental
involvement and support is crucial to student success. Parents are encouraged to support teachers
and administrators in any way requested and to help the school and the IBPO
through generous donations of time and energy.
2.
CHARACTER:
Students
will be expected to demonstrate time management skills, organizational skills,
good study habits, morally sound work ethics, and academic integrity. Students in the programmes are expected to
respect and care for all personal and school equipment, supplies, textbooks,
property, and fellow students.
3.
CITIZENSHIP:
Students
in the program must be self-disciplined and self-motivated. Students and parents recognize the negative
impact on the entire class when students do not conduct themselves in a
satisfactory manner. Students are
expected to maintain Ss in citizenship.
Students agree to adhere to the school codes of conduct and dress. An IB student is expected to maintain the
highest standards of personal and academic honesty in personal life and
in school life - while on campus, on field trips, etc.
In
accordance with TISD Grading Policies (Local EIA), Citizenship grades
reflect Conduct, Cooperation, Promptness, and Study Habits. Citizenship traits are defined as follows:
·
Conduct
o
Satisfactory: conforms to school and class rules
o
Unsatisfactory: disrupts class, poor attitude, lacks respect for
teacher or
class
·
Cooperation
o
Satisfactory: helps keep class at a smooth tempo, shows
positive attitude, follows instructions
o
Unsatisfactory: fails to follow through with activities
and/or
assignments; claims more than his/her share of class
time
4
·
Promptness
o
Satisfactory: turns in assigned work on time; makes up
work missed
due to absence
o
Unsatisfactory: fails to hand in assigned work; either slow
in making up
work or fails
to make up work
·
Study Habits of
the Student
o
Satisfactory: prepares assigned work; seeks additional
work after doing
assigned
work; comes to class with materials for work; seeks tutorial assistance when
needed
o
Unsatisfactory: comes to class without materials; lacks
evidence of
proper preparation and planning; rarely/never
attends
tutorial although assistance is needed
4.
DISCIPLINARY REFERRALS:
Students
violating certain general conduct regulations and other more serious conduct
regulations as outlined by the TISD Student Code of Conduct Handbook will
immediately be removed from the programme.
5.
ATTENDANCE:
Due
to the challenging nature of the IB Programme, regular attendance is
expected. Student achievement is greatly
impacted when students are absent from class.
Therefore, students are expected to attend school every day, arrive
promptly to each class, and remain throughout the scheduled hours. Students will stay in each class with
limited and infrequent requests to leave.
6.
CURRICULUM:
Students
in the IB programme must be enrolled in the appropriate IB Prep and IB Diploma
classes. Because the IB Programme
is holistic in nature, the program must
be taken in its entirety. Isolated
enrollment in IB courses is not permitted.
7.
RESEARCH:
The
IB Programme is a research intensive course of study, occurring in all subject
areas. Although research can occur on
campus, students may need to seek resources for research beyond the school day
and outside of the schools media center and/or library.
5
8.
GRADES:
Academic
expectations and grade standards are high and homework is frequent, possibly
2-3 hours of homework each night. Both
individual and group projects will be assigned throughout the year. Parental involvement and support is a crucial
element for student success. In order to
be successful in the IB Diploma Programme (grades 11 and 12) and the IB Prep
Programme (grades 9 and 10), students should maintain at least a 74 average in
all classes.
9.
LATE WORK POLICY:
·
Thirty (30)
points will be deducted for all late homework.
·
Late class work acceptance is decided by the
individual teacher. The teacher may
choose to deduct points by accepting it late or not accepting the work at
all. Class time must be used wisely and
as directed by the teacher.
·
Homework is
considered to be late if it is turned in after the teachers assignment
deadline and if it has already been collected in class.
·
Late homework
will be accepted when the class meets next (or anytime before) UPON ENTRANCE OF
CLASSROOM.
·
Late homework
turned in after missing the late deadline as described above will receive a
zero.
10. CAS HOURS:
Fulfillment of CAS hours requirement in a timely
manner is
expected and required to continue in the IB
Prep and IB Diploma Programmes.
The program
emphasizes and requires Community, Action, and Service (see pgs 21-24)
·
9th
grade students are required to complete 25 hours of community, action, and
service activities by the first week in April
·
10th
grade students are required to complete 25 hours of community, action, and
service activities by the first week in April
·
11th
and 12th grade students are required to complete a minimum of 150
hours from the last day of their sophomore year through February of the senior
year
6
Understanding academic honesty and
malpractice IBO
1 Academic honesty
1.1 All Diploma Programme candidates must understand the
basic meaning and
significance of concepts that relate to
academic honesty, especially authenticity
and intellectual property. Ensuring that
candidates understand and respect
academic honesty should not be confined
to original authorship and ownership
of creative material: academic honesty
includes, for example, proper conduct
in relation to the written examinations.
In reality, it is probably easier to
explain what is academic dishonesty,
with direct reference to plagiarism,
collusion and cheating in examinations.
However, whenever possible the topic
should be treated in a positive way,
stressing the benefits of properly
conducted academic research and a
respect for the integrity of all forms of
assessment for the Diploma Programme.
This is preferable to simply warning
candidates that plagiarism, collusion,
cheating etc are unacceptable and will be
penalised by the IBO.
1.2 An authentic piece of work is one that is based on the
candidates individual and
original ideas with the ideas and work
of others fully acknowledged. Therefore,
all assignments, written or oral,
completed by a candidate for assessment must
wholly and authentically use that
candidates own language and expression.
Where sources are used or referred to,
whether in the form of direct quotation or
paraphrase, such sources must be fully
and appropriately acknowledged.
1.3 The concept of intellectual property is potentially a
difficult one for candidates
to understand because there are many
different forms of intellectual property,
such as patents, registered designs,
trademarks, moral rights and copyright.
Candidates must at least be aware that
forms of intellectual and creative
expression (for example, works of
literature, art or music) must be respected
and are normally protected by law.
2 Malpractice
2.1 The Regulations define malpractice as behaviour that
results in, or may result
in, the candidate or any other candidate
gaining an unfair advantage in one or
more assessment component. Malpractice
includes:
(a) plagiarism: this is defined as the
representation of the ideas or work of
another person as the candidates own
(b) collusion: this is defined as
supporting malpractice by another
candidate, as in allowing ones work to
be copied or submitted for
assessment by another
(c) duplication of work: this is defined
as the presentation of the same work
for different assessment components
and/or diploma requirements
(d) any other behaviour that gains an
unfair advantage for a candidate or
that affects the results of another
candidate (for example, taking
unauthorized material into an
examination room, misconduct during an
examination, falsifying a CAS record).
7
2.2 Although the Regulations define plagiarism as the
representation of the ideas
or work of another person as the
candidates own, this definition alone does
not provide candidates with sufficient
information or guidance on what
constitutes plagiarism and how it can be
avoided. For example, many students
incorrectly believe that because the
Internet is in the public domain and largely
uncontrolled, information can be taken
from web sites without the need for
acknowledgment. Even when the need for
acknowledgment is recognized,
many candidates believe that simply
listing sources in a bibliography or in
footnotes is sufficient. It must be made
very clear to candidates that:
using the words and ideas of another
person to support ones arguments
while following accepted practices is an
integral part of any intellectual
endeavour, and integrating these words
and ideas with ones own in
accepted ways is an important academic
skill
all ideas and work of other persons,
regardless of their source, must be
acknowledged
CD-Rom, e-mail messages, web sites on
the Internet and any other
electronic media must be treated in the
same way as books and journals
the sources of all photographs, maps,
illustrations, computer programs, data,
graphs, audio-visual and similar
material must be acknowledged if they are
not the candidate's own work
passages that are quoted verbatim must
be enclosed within quotation marks
and references provided.
2.3 The issue of plagiarism is not confined to groups 1 to 5
of the Diploma
Programme. In general, copying works of
art, whether music, film, dance,
theatre arts or visual arts, also
constitutes plagiarism. There are circumstances
where the creative use of part of the
work of another artist is acceptable, but
the original source must always be
acknowledged. Candidates must understand
that passing off the work of another
person as their own is not acceptable and
constitutes malpractice.
2.4 Plagiarism by candidates is not always a deliberate
attempt to present the ideas
or work of another person as their own.
In the experience of the final award
committee it is apparent that many candidates
are not aware of how or when to
acknowledge sources. In frequent cases
passages from a book, journal or web
site appear in the candidates work and
are not enclosed within quotation
marks, but the source is listed in a
footnote or bibliography. Although each
case requires separate judgment, in
general such cases involve only negligence
on the part of the candidate and do not
warrant an allegation of malpractice.
They will not attract the penalty of no
grade being issued for the subject
concerned.
2.5 For most assessment components candidates are expected to
work independently
with support from their subject teacher,
or supervisor in the case of extended
essays. However, there are occasions
when collaboration with other candidates
is permitted or even actively
encouraged, for example in the requirements for
internal assessment. Nevertheless, the
final work must be produced
8
independently, despite the fact that it
may be based on similar data. This means
that the abstract, introduction, content
and conclusion or summary of a piece of
work must be written in each candidates
own words and cannot therefore be
the same as another candidates. If, for
example, two or more candidates have
exactly the same introduction to an
assignment, the final award committee will
construe this as collusion, and not
collaboration. It is essential that both
teachers and candidates are aware of the
distinction between collaboration and
collusion. Teachers must pay particular
attention to this important distinction
to prevent allegations of collusion
against their candidates.
2.6 The presentation of the same work for different
assessment components and/or
diploma requirements is a duplication of
work and therefore constitutes
malpractice. If, for example, a
candidate submits the same or very similar
piece of work for the in-depth study in
history internal assessment and for an
extended essay in history, this would be
viewed as malpractice. However, it is
perfectly acceptable for a candidate to
study one aspect of a topic for internal
assessment and another aspect of the
same topic for an extended essay.
2.7 Malpractice most commonly involves collusion or
plagiarism. However, there
are other ways in which a candidate may
commit malpractice and thereby
breach the Regulations. The following
examples of malpractice do not
constitute an exhaustive list and refer
mainly to the written examinations:
paraphrasing another persons work without acknowledging
the source
fabricating data for an assignment
taking unauthorized material into an examination room
(for example, an
electronic device other than a permitted
calculator, own rough paper, notes,
a mobile phone)
misbehaving during an examination, including any attempt
to disrupt the
examination or distract another candidate
exchanging or in any way supporting, or attempting to
support, the passing
on of information that is related to the
examination
copying the work of another candidate
referring to, or attempting to refer to, unauthorized
material that is related to
the examination
failing to comply with the instructions of the
invigilator or other member of
the schools staff responsible for the
conduct of the examination
impersonating another candidate
including offensive material in a script for reasons other
than analysis or
intellectual inquiry
stealing examination papers
disclosing or discussing the content of an examination
paper with a person
outside the immediate school community
within 24 hours after the
examination
using an unauthorized calculator during an examination.
For all cases of malpractice in relation
to the examinations, the coordinator
must send a report to the coordinator
help desk at IBCA.
9
TISD CODE OF ETHICS & ACADEMIC
HONESTY POLICY
The IB Programmes structure a quality educational
experience that not only offers knowledge but also cultivates the virtues of
honor, courtesy, and perseverance. Of
these virtues, honor is of great importance, for it is personal integrity that
will influence and finally determine many of our actions and beliefs. Integrity is an essential component of a just
and civilized society and, therefore, of a successful learning
environment. Students are expected to
demonstrate high standards of academic, personal, and social integrity at
school and within the community as members of the TISD IB Programmes. Students should also be aware of the
consequences of behaviors and take responsibility for their own actions. To help the development of these values, the
TISD IB Prep and IB Diploma Honor Code has been established to compliment and
to work in conjunction with IBOs previous explanation of Academic Honesty and
Malpractice.
So that the expectations of the IB faculty are
clear, the following compiled behaviors are agreed upon forms of cheating:
- Looking on someones paper during a test or quiz.
- Plagiarizing anothers words or ideas (including data downloaded
from the internet) in a report, research paper, or extended essay.
- Revealing to someone who has not taken a test or quiz what the
questions or problems are.
- Copying or conferring with other students or with adults on any
independently designated assignment.
- Writing notes in a convenient place and referring to them during a
test or quiz.
- Sliding your paper into viewing range of another student during a
test or quiz.
- Working out signals and using them to help someone on a test or
quiz.
- Looking at the paper of a student who is still working on a test
when you come into the room from another class; checking out the teachers
desk to see what might be helpful.
- Misrepresenting the submission of information (events, hours, or
other data) regarding the CAS component of the program.
- Unauthorized use of technological devices to complete, disseminate,
or reveal to self or to others information or answers.
- Any infraction that warrants a school referral, or violation of
civil or criminal law.
(This is not meant to be a complete list of
possible forms of cheating.)
The members of the IB faculty
are opposed to breaches of the Honor Code because:
ό
Cheating allows a
student to receive the same or better grade than students who have put in the
time and effort to master the material.
Dishonestly inflated grades ultimately and unfairly raise the violators
grade point and class rank, simultaneously lowering the rank of the students
who study.
ό
Cheating
misrepresents a students mastery of the subject to parents and to colleges.
ό
Cheating distorts
the teachers perception of curriculums effectiveness and classs progress.
10
TISD CODE OF ETHICS & ACADEMIC
HONESTY POLICY (cont.)
ό
Students who are
mature enough to select a difficult and valuable program must also be mature
enough to face a low score when they have earned it.
ό
The use of
academic maturity within the IB Prep and IB Diploma Programmes also requires
student analysis of reasons for errors or failures as part of the learning
process toward an ability to apply their knowledge, skills, critical thinking,
and connections among interrelated concepts.
ό
Every student has
the right to pursue an education free from the problems caused by any form of
intellectual dishonesty.
The IB course of study is
rigorous, and while a group study is at times appropriate, accepted, and
encouraged, ethical conduct is expected at all times. Students are to refrain from:
Ψ
The actual giving
or receiving of any unauthorized aid or assistance on any form of any academic
work.
Ψ
Plagiarism which
includes the copying of or representation of anothers work, thoughts, or ideas
as his own.
Ψ
Plagiarism which
claims as his own work any information from the internet.
Ψ
Violations of
individual teacher/course cheating policies.
Both IB and JT/REL will treat
cheating as a very serious matter. In
addition to receiving disciplinary action, an IB student who is found guilty of
cheating will be a candidate for exit from IB.
If a student has been found guilty of cheating, he or she will not be
recommended for the National Honor Society or any other honor societies. If the student is already a member, the
sponsor of the organization and the principal will be notified. In addition, letters of recommendation to
colleges may not be written.
The International
Baccalaureate Organization may withdraw a diploma at any time after its issue if a breach in
regulations is discovered and documented.
11
Tyler ISD IB Prep/IB Diploma
Programmes
IB Honor Pledge
I do hereby resolve to uphold the Honor Code of
the International Baccalaureate Programme at
The International Baccalaureate Programme
operates as a community which provides the foundation of freedom, trust, and
respect in society. Upon admission to
IB, I agree to make a commitment to uphold and support the Honor system.
Academic honesty and integrity are essential to
the existence and growth of any academic community. Without maintaining a high standard of honesty
and conduct, the reputation of the school and of IB are compromised and
society is poorly served.
All members of the IB community who have
knowledge that a student has violated the Honor Code are expected to report the
situation.
____________________________________________________________________________
I understand that if I breach the Honor Code, it
may result in my removal from the International Baccalaureate Programme.
I understand that the International Baccalaureate
Organization may withdraw a diploma at any time after its issue if a breach in
regulations is discovered.
I understand and agree to abide by the provisions
set forth in this document.
Student Signature Date
____________________________________________________________________________
As the parent/guardian of the
student listed above, I understand and agree to support the provisions set
forth in this document.
Parent/Guardian Signature Date
**NOTE**
This signed agreement must be
on file in the IB office as part of the student registration materials. Return this document with the signed course
selection sheet. Course requests will
not be processed until this document is on file. The Honor Pledge must be renewed annually.
12
IB ACADEMIC PROBATION POLICY
Academic expectations and grade standards are
high in the International Baccalaureate IB Prep and IB Diploma Programmes. Homework is frequent, and students are
expected to demonstrate self-discipline and good study habits. In addition, students are expected to work
hard and to strive for improvement when necessary in their classes.
In
order to be successful in the IB program,
students must:
Ψ
Maintain at least
a 74 average in each class
Ψ
Maintain Ss in
citizenship
Ψ
Have NO principal
referrals
Students
will be placed on probation for the following reasons:
- earning below 74 in a subject area; and/or
- receiving any U in citizenship; and/or
- receiving Ns in citizenship; and/or
- receiving principal referrals
Academic Probation: Students will
be given one 6-week probationary period to improve their grade/citizenship for
the subject area in which they are failing or are experiencing citizenship
issues.
REMOVAL FROM THE PROGRAM & Appeal Process:
Failing 2 consecutive six-week grading periods in any
semester will result in immediate removal from the program.
Failing any course for the semester will result in immediate removal from the
program.
Appeals for retention
in the IB program will be accepted under the following circumstances ONLY:
v
The
student has an overall IB Prep/IB Diploma average of 82 or higher.
(This is calculated by averaging the 6 wks grades for all IB courses
for the current school year.)
And
v
The
student has NO Ns or Us in citizenship.
If the student has
any citizenship grade less than satisfactory, he/she may not appeal the
removal.
If the student does
not have a current IB course average of 82 or higher, he/she may not appeal the
removal.
If a teacher recommends non-continuation for an IB course the next
year, a conference procedure will be enacted with the student to: determine if student agrees; ask why
consideration should be made if student disagrees; determine action based on
grades, study habits, motivation, agreement to weekly tutorial attendance, then
once plan of action is determined, a final decision to be made by teacher, IB
Coordinator, and Director of Advanced Studies.
13
IB BEHAVIORAL PROBATION POLICY
Behavioral expectations and moral and ethical
standards are high in the International Baccalaureate IB Prep and IB Diploma
Programmes. Students are expected to contribute positively to the
class atmosphere and may not become a distraction to other students; in
addition, IB students MUST conduct themselves according to Programme
expectations when on field trips or within the community.
In order to be successful in the IB Programme, students must
NOT:
Ψ
receive a U in
citizenship for any two
grading periods
Ψ
under any
circumstances receive Us in citizenship in two grading periods, regardless of
the classes in which they are received.
Students will be placed on behavioral probation for
the following reasons:
- receiving a single U in citizenship in any 6 weeks
- receiving 1-3 Ns in a single 6 weeks
- receiving 1-2 principal referrals for general
conduct violations according to the TISD Student Handbook
REMOVAL FROM THE PROGRAM:
1.
Students
receiving a U in citizenship for any
two grading periods will be removed from the program.
2.
Students
receiving 3 principal referrals for general conduct violations (according to
the TISD Student Handbook) will be considered consistent behavioral problems
and will be removed from the program (i.e., three strikes you are out).
3.
Students guilty
of offenses beyond the general conduct violations (according to the TISD
Student Handbook) will be automatically removed from the program and any in-district
school transfers will be revoked.
4.
Students
receiving multiple Ns in citizenship may be removed from the program. Multiple
Ns in citizenship (4 or more) constitute a pattern of poor behavior. The teacher and the IB Coordinator reserve
the right to remove a student from the program when a pattern of poor behavior,
etc. occurs.
NOTE: Upon
removal from the IB Programme for behavioral problems, students will be placed
in on level classes only.
14
IB Late Homework Policy
v
Thirty (30)
points will be deducted for all late homework.
v
Homework is
considered late if it is turned in after the teachers assignment deadline
(date and time).
v
Late homework
will be accepted when the class meets next (or any time before), upon entering the classroom. (It is the students responsibility to turn
it in to the teacher.)
v
Late homework
turned in after the teachers late deadline as described above will receive a
zero.
IB Field Trip Policy
The IB Policy for field trip participation is as
follows:
v
Student must have all work
completed prior to the scheduled trip no zeros!
v
Student must have a passing
grade in all classes as reported since the last reporting period (progress
report or report card).
v
Student must have conduct that
is acceptable (no Us or Ns) for the previous six-weeks and no principal
referrals.
Field
trips are an exciting and valuable part of the IB curriculum. Students who have not completed assignments
leading up to the trip or who are performing below expectations in their
classes, however, will not have the necessary learning background to maximize
this hands-on experience. Likewise,
students who have demonstrated conduct that would distract or even endanger
other participants will be restricted from participation. The IB Coordinator reserves the right to make
final decisions concerning student participation at field trips.
15
TISD Student/Parent IB Commitment Form
Each undersigned family
member has read and understood the
expectations for participation in the TISD IB Prep and IB Diploma
Programmes. Each person commits his or
her support to this educational experience for the student with sufficient
time, energy, and priority, knowing that the privilege of attending the IB
Programme rests upon the personal responsibility of this student and the
parents.
ό
We understand
that this student must strive for academic excellence.
ό
We understand
that this student will be given opportunities for a variety of tutorial
assistance to maintain/achieve academic excellence. It is the responsibility of this student and
parent to request that assistance, when/if needed.
ό
We understand
that this student is expected to attend school every day, to arrive promptly,
and to remain at school throughout the scheduled hours.
ό
We understand
that this student is to cooperate and conduct him/herself with teachers, staff,
and classmates in a manner showing respect for all persons. This student must adher to the Code of
Student Conduct and the schools attendance policies.
ό
We understand
that this student is to complete all required assignments, including
homework. We understand that the
assignments must be in on time and of appropriate quality to be accepted by the
teacher and to receive full credit.
ό
We understand
that this student is to respect and care for all personal and school supplies, property,
equipment, textbooks, and fellow students.
ό
We understand
that the parents must be supportive of this student and of the IB programme by
providing time and a place for this student to study at home, and by participating
in school meetings, conferences, and other activities.
We understand that the IB
Programme at John Tyler HS / Robert E. Lee HS is comprised of a population of
students who want to attend school and to perform at a high level. We further understand that the program
maintains high expectations for individual effort, student behavior, and
citizenship. We have read the
expectations and guidelines and understand that enrollment in this program
constitutes our commitment to these principles.
We agree to attend the IB Programme for a minimum of one year. We further understand that should the student
not perform according to required expectations, the student will be placed on a
probationary status and/or may be recommended for immediate removal from the
program. If a student enrolled on an
in-district transfer is removed, the student will be returned to his/her home
campus.
(Please see reverse;
commitment document continues on the reverse of page.)
16
We welcome you to the TISD IB
family and look forward to your active participation in this unique educational
experience.
Commitment Form
Date:___________________ Middle School last attended: ________________
Student:
________________________________________
DOB: ___________
Mailing Address:
___________________________________________________
City:
Mothers Name:
____________________________ Work
#_________________
Fathers Name:
_____________________________ Work
#_________________
Yes, I will commit to the Tyler ISD IB Programme in all expectations
and aspects detailed above and in the TISD IB Programme Student/Parent Handbook. Also, my commitment to attend for a full year is noted by the signatures
below.
______________________________ ________________________________
Parent Signature Parent
Signature
_____________________________ _________________________________
Student Signature Date
Please circle any
address/phone information you wish NOT to be published in the IB Student
Directory.
17
International Baccalaureate Curriculum (4 year overview)
|
Subject Area |
Grade 9 |
Grade 10 |
Grade 11 |
Grade 12 |
|
Add'l.
IB Graduation Requirements |
25 hrs CAS |
25 hrs
CAS |
CAS/Extended
Essay begin |
Theory
of Knowledge (Full Year); 150 hrs. CAS/EE completed |
|
Sequence for testing |
|
|
|
|
|
Math |
|
|
|
|
|
Science |
|
|
|
|
|
Social
Studies |
IB
Prep World Geography |
IB Prep
World History |
IB
American History (History
of the |
IB
World Topics (History
of the |
|
Other
Languages |
IB
Prep Spanish I or II |
IB
Prep Spanish II or III |
IB
Spanish III or IV |
IB
Spanish IV or V |
|
The
Arts and Electives |
IB
Prep Music (choir/orchestra) IB
Prep Theater Arts/ Visual Arts |
IB
Prep Music (choir/orchestra) IB
Prep Theater Arts/ Visual Arts |
6th
Subject Area: Psychology
/ Second Science / Theatre (4 yr) / Computer Science (2 yr Min) / Art (4 yr)
/ Music Theory (2 yr) |
|
|
Technology |
IB
Prep BCIS |
IB
Prep BIMM/Webmastering |
IB Computer Science
(2 yrs) or IB ITGS (1yr) |
|
|
|
Add'l.
18 |
International Baccalaureate Programme Assessment
Grades and Methods of Assessment: It is important to remember that the IB Diploma
Programme is an international
system, so the final marks received by the students for each IB course
completed represent their success in meeting IBs standards, which apply to
students in over 1,200 IB schools all around the United States and the world.
- Internal Assessment - Each IB subject calls for
the teacher to contribute a percentage of the final IB mark by assigning
and then internally assessing IB-generated assignments and projects
according to established IB criteria.
The percentage varies by subject, but usually the teachers
internal assessment of these assignments contribute between 20%-30% of
the final mark. For example, IB
English and IB foreign language teachers assign and grade prescribed oral
presentations and commentaries; IB
science teachers assess students laboratory notebooks; IB math teachers score prescribed
portfolios or projects. The
internal assessment marks for all IB subjects are submitted to IB
Curriculum and Assessment (IBCA), headquartered in
- External Assessment In addition to internal assessments, each IB course has official
IB assignments and exams that are externally assessed by trained IB
examiners around the world, a system coordinated by IBCA. These externally assessed assignments
and exams are considered independent entities and are not averaged
with or contribute to students official TISD transcripts and overall
GPA. Instead, IBCA issues its own
final marks and IB Diploma to those students who have successfully met the
IB criteria.
Exams All subjects are assessed using both internal
and external assessment, including final exams given worldwide in May (Northern
Hemisphere schools) and in November (Southern Hemisphere schools). Each exam usually consists of two or three papers, generally written on successive
days. The different papers may have
different forms of questions, or they may focus on different areas of the
subject syllabus. For example, chemistry
Paper 1 has multiple choice questions, Paper 2 has extended response questions,
and Paper 3 focuses on the option topics which can vary according to the
schools preference. Resits for each
paper (sat in the next exam session) are possible for a maximum of three times. The
average cost of all assessments ranges from $600-700, which covers both junior
and senior exams.
The IB has a method of assessment that is criterion based. This means that IBCA publishes a set of
grading criteria for each IB assignment
and exam it administers. IB examiners
then mark each piece of student work based on how successfully and to what
achievement level the student has performed according to the given
criteria. In this way, all IB students
around the world are graded the same way for each piece of work they
submit. IB teachers are also trained
with the various assessment criteria and achievement levels, and are always
encouraged to share these with their students well before assignments are due
or exams are taken. Because the IB
grading system is very transparent, anyone who wishes to know how examiners
and/or IB teachers will be grading any IB-required piece of student work has
access to the criteria. Work generated
in IB classes MUST be graded according to IB criteria established by IBCA,
using only IB assessment criteria.
19
Tentative 2 Year IB Calendar
YEAR 1
August Pick up
schedules; meet with IB coordinator if necessary
September Return signed
CAS agreement to IB CAS coordinator. IB
coordinator to visit IB Eng. III
classes; students receive statement of cost for IB
exams to be taken at end of this year
October Finalize IB Exam Registration by delivering a check or money order directly to JT/REL
bookkeeper / IB coordinator (TBD)
December Have at least 50 hours of CAS activities documented and on file with the CAS coordinator
February Introduction to the Extended Essay (2 days) in English III classes
IB Internal Assessments due to IB subject teachers
March First meeting between student and extended essay advisor
Spring Student conducts extended essay research
May IB Examinations (students sit for 1-2 standard level exams)
Have at least 100 hours of CAS activities documented on file with the IB CAS coordinator
Summer Students continue to research and compose extended essay (draft 1)
July IB Examination results published
YEAR 2
August Students submit 3 copies of the Extended Essay (draft 1); pick up schedules; meet with IB coordinator if necessary
Fall Second and third meeting between student and extended essay advisor; 2nd draft of extended
essay due
October Finalize IB Exam Registration by delivering a check or money order directly to JT/REL
bookkeeper / IB coordinator (TBD)
December Students submit 3 copies of the Extended Essay (final paper)
February All 150 documented CAS hours due to the IB CAS coordinator
IB Internal Assessments due to IB subject teacher
Feb/Mar IB English and Language Oral commentaries conducted
May IB Examinations (students sit for the remaining 4-5 exams); students complete IB transcript request form
July IB Examination results published
IB North America mails official transcript to university of students choice
(This is only a tentative calendar so that you may see the big picture. Teachers will give students specific due dates well in advance.)
20
IB Diploma Programme Requirements
In order to earn an IB
Diploma, a student must earn a minimum of 24 points, on a 45 point scale, while
at the same time meeting all requirements for the possible point distributions
that apply individually. This is
determined by the number of standard vs. higher level exams, if the TOK and extended
essays were submitted and if CAS forms were completed and essays submitted,
etc. In some cases, receiving 24 points
will not earn the diploma because other requirements were not met. For the six IB courses assessed, a student
may earn up to 42 points, with each course receiving a maximum of 7 points. To summarize, in addition to course points,
students must complete CAS requirements, an extended essay, and the Theory of
Knowledge course requirements.
Creativity, Action, Service (CAS)
CAS Aims
The aims of the CAS
requirement are to enable students to develop:
ό
An appreciation
of the potential of the human mind and spirit.
ό
Knowledge, skill,
and understanding.
ό
An awareness of
humanitarian issues across the world.
ό
Recognition that
education imposes lifelong ethical responsibilities.
ό
A willingness to
inquire and an enjoyment of discovery.
ό
Confidence in
their ability to initiate change, both individually and collaboratively.
ό
Autonomy and
self-reliance.
ό
An appreciation
of their own and others talents.
CAS is intended to create a
well-rounded student; the program rewards the student for activities the
student already undertakes as well as moves him/her beyond his/her normal
sphere into completing and taking part in new activities.
The 150 hour CAS requirement MUST be
fulfilled in order to receive the IB Diploma.
What is CAS?
CAS is a framework for experiential learning, designed to
involve students in new roles. The
emphasis is on learning by doing real tasks that have real consequences and
then reflecting on these experiences over time.
It is designed to involve students in new roles. It aims to contribute to the students
personal development by educating the whole person.
The most meaningful CAS experiences come from spending
time with others to build relationships and develop the self-worth of both
server and served. CAS hours should be
spent in activities where the student works cooperatively with other people. Activities should reward and enrich all
involved. CAS, when well carried out,
should build self-esteem, self-confidence, autonomy, and self-reliance.
C Creativity
This aspect of CAS is
interpreted as imaginatively as possible to cover a wide range of arts and
other activities outside the normal curriculum, which include creative thinking
in the design and carrying out of service projects. This could involve doing dance, theatre,
music, and art, for example. Students
should be engaged in group activities, and especially in new roles, wherever
possible. Nevertheless,
21
IB Diploma Programme Requirements - CAS (cont.)
individual commitment to
learning an art form is allowed, where it reflects the requirements for all CAS
activities: that goals are set and that
the student reflects on progress.
A Action
This aspect of CAS can
include participation in expeditions, individual and team sports, and physical
activities outside the normal curriculum:
it also includes physical activity involved in carrying out creative and
service projects. Action may involve participation
in sport or other activities requiring physical exertion such as expeditions
and camping trips, or digging trenche to lay water pipes to bring fresh water
to a village. Students should be
encouraged towards group and team activities, and undertaking new roles, but an
individual commitment is acceptable where the general requirements of CAS are
met: that goals are set and that the
student reflects on the progress.
Incorporating the service
element can enhance both creativity and action.
Students involved in the arts and in physical activities might consider
coaching young children, or working with seniors in residential homes, homeless
children, and so on.
S Service
Service projects and
activities are often the most transforming element of the Diploma Programme for
the individual student; they have the potential to nurture and mould the global
citizen. Service involves interaction,
such as the building of links with individuals or groups in the community. The community may be the school, the local
district, or it may exist on national and international levels (such as
undertaking projects of assistance in a developing country). Service activities should not only involve
doing things for others but also doing things with others and developing a real
commitment with them. The relationship
should therefore show respect for the dignity and self-respect of others.
CAS REQUIREMENTS
Each student must have 150
hours total, 50 hours in each category.
The work must be extended over a period of two years. The purpose of this is not to merely acquire
the hours but to encourage continued growth outside of the academic arena over
the students entire senior high school experience. Passive activities must have an active
component. An activity that results in
financial compensation or has a grade component may not be counted toward the
CAS requirement. No more than 20 hours
may be counted per activity.
What is NOT CAS?
What is, or what is not, CAS
is a question which coordinators are frequently asked. The asking of the question may show an
inappropriate attitude. If CAS becomes a
points-scoring exercise, rather than an interesting variety of activities that
the student finds intrinsically worthwhile and rewarding, and which is mutually
beneficial to the student and to his or her community, then its purpose is
lost. It is important that the spirit of
CAS be considered at all times.
22
IB Diploma Programme Requirements - CAS (cont.)
Generally, CAS is not taking
place when the student is in a passive rather than an active role. There should be interaction. If the student is passive, nothing of real
value, either for the student or for other people, results from what the
student is doing; and no real reflection is
possible. In such circumstances the student will be
able to meet the objectives of CAS only to a very limited extent. Examples of inappropriate activities are
listed below:
§
Any class
activity or project which is already part of the students Diploma Programme.
§
An activity for
which a student is personally rewarded either financially or with some other
benefit (unless this benefit is passed on in full to a worthy cause).
§
Doing simple,
tedious, and repetitive work, like returning school library books to the
shelves.
§
Working in a retirement/nursing
or childrens home when the student:
*has no idea of how the home
operates
*is just making sandwiches (etc)
*has no contact at all with the
elderly or children
*actually does no service for other
people
(This example can be applied to many other activities
purporting to be CAS.)
§
A passive
pursuit, such as a visit to a museum, the theatre, art exhibition, concert, or
sports event, unless it clearly inspires work in a related activity in which a
student is already engaged.
§
All forms of duty
within the family.
§
Religious
devotion and any activity, which can be interpreted as proselytizing.
§
Work experience,
which only benefits the student.
§
Fund-raising with
no clearly defined end in sight.
§
An activity where
there is no leader or responsible adult on site to evaluate and confirm student
performance.
§
Activities which
cause division amongst different groups in the community.
§
Any activity in
the church where the objectives are not clearly secular (exs: babysitting for church nursery during worship
is not secular since the objective is to allow for worship)
Guiding Questions
The following questions are
helpful when determining whether an activity qualifies as CAS:
1.
Is the activity a
new role for me?
2.
Is it a real task
that I am going to undertake?
3.
Does it have real
consequences for other people and for me?
4.
What do I hope to
learn from getting involved?
5.
How can this
activity benefit other people?
6.
What can I
reflect on during this activity?
23
IB Diploma Programme Requirements - CAS (cont.)
Concluding Comment
It is not too much to suggest
(indeed many students have confirmed it) that CAS can assist in discovering the
true meaning of life, and in finding ones own place in the world by
transcending cultural and socio-economic barriers. This own place in the world has a number of
dimensions, including:
- Within oneself
- Through interaction with others
- Within a community
- Within a period of history
CAS is a privileged way to
build ones own place. It has
transformed the lives of those who undertake a commitment to it. We trust that students will find deep rewards
through their participation in CAS.
Objectives of CAS
Having completed the CAS
requirements, candidates should be able to demonstrate:
ό
Self-confidence
and modesty
ό
Attitudes and
values which respect human dignity and which transcend barriers of race, class,
religion, gender, and politics
ό
An awareness of
humanitarian and environmental issues, and the development of an ethical
position on them from a local, national, and international perspective
ό
A willingness to
interact meaningfully with others
ό
A sense of
responsibility toward all members of the local, national, and global
communities, and a commitment to be of value to those communities
ό
Personal
qualities of curiosity, honesty, and self-criticism
ό
An ability to
reflect on and to learn from experiences
ό
A spirit of
discovery, commitment, initiative, determination, and perseverance
ό
The ability to
meet challenges and an awareness of personal limitations
ό
Practical skills
which can be used in the service of others and in a future career
CAS Requirements of the TISD IB Prep Programme
9th and 10th
grade students in the IB Preparatory Programme of TISD are required to complete
25 hours each year. Students are
responsible for selecting their own projects.
Hours designated as ACTION may not exceed 5 hours of the 25 accumulated
hours each year. Neither students nor
parents can assume the appropriateness of CAS hours without the expressed prior verification of the CAS
coordinator. The CAS coordinator is
required to record and evaluate all students work and to submit IB
documentation as required by IBNA.
24
IB Diploma Programme Requirements Extended Essay
IB Diploma students are
required to undertake research and write an essay of 4,000 words. The Extended Essay is an independent piece of
research and writing by the student, under the direct supervision of a
qualified teacher of the school. This
project offers the opportunity to investigate a topic of special interest and
acquaints students with the kind of independent research and writing skills
expected at universities.
Students who do not submit an
extended essay in accordance with the International Baccalaureate Organization
and in accordance with the timeline set by Tyler ISD IB Programme will not
qualify to earn the IB Diploma regardless of the scores on the IB exams.
Students should make every
effort to produce quality work without overstressing themselves. The official grade given for the extended
essay by the IBO carries a smaller weight compared to scores on the IB
examinations but could determine whether the student earns the IB Diploma.
IB Diploma Programme Requirements TOK
The interdisciplinary TOK course is designed to provide coherence by
exploring the nature of knowledge across disciplines, encouraging an
appreciation of other cultural perspectives.
The
course must be taken during the 11th and/or 12th grades,
taught by a trained TOK instructor.
The assessments generated from the course include an internal assessment,
based on a TOK presentation, and a TOK essay.
The subject of the essay must be based on one of the subject titles
prepared by IBO for the current year.
25
IB Programme Resources
IB
Websites:
http://www.ibo.org/country/US/index.cfm
University Recognition Websites:
www.ibo.org/ibo/index.cfm/en/ibo/services/universities
www.sanjuan.edu/schools/miraloma/pages/IBUnivRecog.htm
www.sanjuan.edu/schools/miraloma/pages/IBCollegeRecog.html
Foreign Language Websites:
http://www.utm.edu/departments/french/french.html
http://www.lepointdufle.net/cours-de-francais.htm
National and International Media Resources:
Newspapers.com http://www.newspapers.com/
This site includes links to almost any sort of newspaper you could be
looking for,
including national and international papers, business
publications and
newspapers, entertainment news, religious news, specialty news
and those of
colleges and universities. It also has links to TV and Radio
resources. Bookmark
this yourself because you can probably use the site for a
number of classes.
National
Newspapers
The
New York Times http://www.nytimes.com/
Look here for national and international current events, arts and
entertainment,
opinion, and financial news. You can access the NY Times
archives here, too.
USA
Today http://www.usatoday.com/
A newspaper with a national/international focus.
Wall
Street Journal http://online.wsj.com/public/us
The site for the major source of financial, technology, and business news
both
nationally and internationally.
The
Washington Post http://www.washingtonpost.com/
The newspaper of
federal government. A good site for international and national
news.
26
The
Los Angeles Times http://www.latimes.com/
Read the news from a West Coast perspective...a major, influential
Weekly National News Magazines
Time
Magazine http://www.time.com/time/index.html
US
News and World Report http://www.usnews.com/usnews/home.htm
Newsweek
Magazine http://www.msnbc.msn.com/id/3032542/site/newsweek/
Radio/TV Stations On-line
Public
Broadcasting http://www.pbs.org/
This is the site for public television stations. Check here for current
news and
issues of importance. You will also find information on local
stations and
programming.
National
Public Radio http://www.npr.org/
This site includes information about the daily and past news programs--see
"All
Things Considered" for evening news, and "Morning
Edition" for morning
programs. There are special programs, too, such as "Sound
Money" and "In the
Media." If you have a RealPlayer you can listen to the
broadcasts.
WNYC
News Source http://www.wnyc.org/
An excellent resource, this is the site for the
includes current news summaries as well as "On the Media,"
which discusses
events, trends, and important issues related to all
communications/entertainment
media.
CNN
News http://www.cnn.com/
Keep up with national and international happenings in politics, finance,
science,
sports, and other areas with this wide-ranging site.
BBC
(British Broadcasting Corporation) http://news.bbc.co.uk/
The major British news site.
The
Canadian Broadcasting Corporation) http://www.cbc.ca/onair/
The Canadian national TV network.
International Newspapers
The
London Times http://www.timesonline.co.uk/tol/global/
One of
27
The
International Herald Tribune http://www.iht.com/pages/index.php
One of the world's most respected international, English-language
newspapers.
The
Jerusalem Post http://www.jpost.com/
An English-language newspaper with an Israeli point-of-view.
Arabic
News http://www.arabicnews.com/
A daily news source for information from the Arab world-current issues and
country-by-country topics are available
Other
Interesting Sites
Molecular Expressions: Science, Optics and You
(Interactive Java Tutorials)
"Secret
Worlds: the Universe Within" http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/index.html
From the introduction to the page: "View the Milky Way at 10 million
light years from the Earth. Then move through space towards the Earth in
successive orders of magnitude
until you reach a tall oak tree just outside the buildings of
the National High Magnetic
Field Laboratory in
a leaf into a microscopic world that reveals leaf cell walls,
the cell nucleus, chromatin,
DNA and finally, into the subatomic universe of electrons and
protons."
The
Skeptic's Dictionary http://skepdic.com/
From the site's own description:
"A Collection of Strange Beliefs, Amusing Deceptions, and
Dangerous Delusions "
Multicurriculum
Resources
|
A multi-curriculum resource |
|
|
A fun place for overachievers to "play" |
|
|
Another multi-curriculum resource. |
|
|
SAT Question of the day... |
|
|
|
|
|
|
|
Take A Break (Learning Fun) »
|
PBS's A Science Odyssey |
|
|
Make your own puzzles |
|
|
Get your little brother or
sister (or parents) involved |
28
Helpful Study Links
Find a College
Useful Subject Area Links
Chemistry
http://www.madsci.org/ - provides answers to frequently asked science
questions, has suggestions for labs, & links to science related sites
http://www.liv.ac.uk/Chemistry/Links/links.html
http://www.chem.ucla.edu/chempointers.html
Extended Essay
http://www.cnn.com/
http://www.foxnews.com/
http://www.msnbc.msn.com/id/3032542/site/newsweek/
http://www.time.com/time/
www.phil.cam.ac.uk/teaching_staff/Smith/students/Essay_Paper.html
French
http://humanities.uchicago.edu/orgs/ARTFL/forms_unrest/FR-ENG.html - French to English & English to French
dictionary
History
http://www.history.com/ - The History Channel: study guides, quizzes, monthly features,
articles
http://www.loc.gov/index.html Library of Congress Home
Page - multimedia, research
material, catalogs, information on American government
Additional
Useful research links:
http://magazine-directory.com/
Pre-Calculus
http://www.geocities.com/CapeCanaveral/Launchpad/2426/menun.html Pre-calculus Study Page - created by Fireland High School in Oberlin, OH, has precalculus
lessons with pictures, quizzes, puzzles
http://www.spanishdict.com/ Spanish Web Dictionary -links to lists of stem changing verbs, numerous dictionaries on vocabulary, construction of words.
Theory of Knowledge
http://www.utm.edu/research/iep/ The Internet Encyclopedia of Philosophy -
encyclopedia of philosophy terms
32