IB Diploma Programme
IB Diploma Programme Coordinator:
Mr. Bill Daughtridge - firstname.lastname@example.org
|IB Boosters Website|
|The IB Diploma Programme|
IBO Mission Statement
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 programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
An Introduction to the International Baccalaureate Program
In 1965 the International Baccalaureate (IB) Office was established at Geneva as a foundation under Swiss law. The IB Diploma program is recognized as the most academically rigorous high school program in the world. Since 1967, the IB program has grown to 2800 authorized IB world schools in over 138 countries. Working in three official languages (English, French, and Spanish), the IB programs enjoy (PYP, MYP, DP) the respect and support of many governments, colleges and universities.
The IB Diploma Program (DP) is a rigorous pre-university course of study, which meets the needs of the highly motivated secondary school student. Designed as a comprehensive curriculum that allows its graduates to fulfill requirements of the various national systems of education, the IB DP is based on the pattern of no single country or educational system. It provides 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.
All IB Diploma candidates are required to engage in the study of modern languages, sciences, mathematics, and humanities in the final two years of their secondary schooling. This program is a deliberate compromise between the preference for specialization in some countries and the emphasis on breadth often preferred in others. The intent is that students should learn how to analyze; how to reach considered conclusions about people, their languages and literature, their ways in society, and the scientific forces of the environment
Millard North High School IB Diploma reciients have been accepted to prestigious institutions of higher education.
Arizona, American, Arizona State, Brown, Cal-Berkeley, Carnegie Mellon, Colorado-Boulder, Columbia, Cornell, Creighton, Denver, Drake, Drexel, Franklin and Marshall, Georgetown, Georgia Institute of Technology, Loyola, Marquette, Miami, Michigan State, Middlebury, Minnesota-Twin Cities, Nebraska-Kearney, Nebraska-Lincoln, Nebraska-Omaha, Nebraska Wesleyan, Northwestern, Notre Dame, Oberlin, Oklahoma, Oreon State, Pennsylvania, Rice, Royal Melbourne Institute of Technology (Australia), Rutgers, St. Louis, Saint Mary's (India), St. Olaf, Southern California, Stanford, Texas A & M, Tufts, Tulane, UT-Austin, Washington, Yale, and others.
Portions Reprinted with the permission of the IBO
What is IB?
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.
An Internationally Recognized Program
The headquarters of the IB programs are located in Geneva, Switzerland. There are 2800 authorized schools in 138 countries. The IB-Americas office is located in Bethesda, Maryland with a second branch in Vancouver, British Columbia. Millard North High School is one of close to 700 schools in the North America Region authorized to teach the IB diploma curriculum. The number of IB DP schools in the US is increasing rapidly.
A Rigorous Pre-University Course of Studies, Leading to Examinations, That Meets the Needs of Motivated Secondary School Students Between the Ages of 16 and 19.
Designed as a comprehensive two-year curriculum that allows its graduates to fulfill requirements of various national education systems, the diploma model is based on the pattern of no single country but incorporates the best elements of many. Study skills, research skills, organization, and time management are taught within the academic area as an aid to student success.
A Program Designed for the Academically Able and Motivated Student
The intent is that students learn how to analyze; how to reach conclusions about people, their languages and literature, their ways in society, and the scientific forces of the environment. The IB Diploma Programme graduates students know for their integrity, motivation, intellectual promise with the skills needed in an interconnected world.
The IB Student
The ideal IB student combines intellectual potential with motivation and a love of learning. Interested seventh and eighth students and parents are invited to attend IB Application Night in late January.
Students begin the program in the ninth grade and progress through two years of Pre-DP, followed by the two IB Diploma Programme years. As students progress through the four years of study, they will grow in many ways. Successful IB students will:
- Demonstrate superior performance in higher level thinking skills such as analysis, synthesis, and evaluation.
- Acquire a depth and breadth of knowledge in world literature, history, science, modern language, mathematics, and the elective areas of computer science, music, visual arts, and theatre arts.
- Develop the ability to communicate in writing with a high degree of competence
- Become proficient in research and independent study
- Be leaders in service to others
The IB Learner Profile
|Inquirers||They develop their natural curiosity. The 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 toward the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference in 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.|
Why Do It?
IB has an international acceptability that allows for both flexibility and mobility.
- IB schools worldwide offer subjects from within six major disciplines.
- IB teachers worldwide are trained in the IB curriculum.
IB educates the "whole person."
- In a required segment of IB, Creativity, Action, Service (CAS), students give of themselves to their communities through volunteer activities.
- In the CAS requirement, students are asked to lead physically active lives.
IB encourages students to appreciate cultures and attitudes other than their own and to be informed, tolerant, and willing to communicate with others.
The IB approach to education is not encyclopedia. The emphasis is on helping students learn how to learn and how to analyze.
- The IB curriculum encourages interdisciplinary study.
- In the Theory of Knowledge (TOK) course, students study what counts as knowledge in different disciplines. While learning to think critically, they question how we know what we know.
IB provides a broad liberal arts education wile still allowing specialized study in areas corresponding to the individual student's particular interests and plans for the future.
- Students take internationally graded exams in six subjects, at least three and no more than four at the higher level and two or three at the standard level.
- Students write an independent research paper of 4000 words which is also graded internationally.
IB Diploma recipients may receive up to 30 credits at the University of Nebraska - Lincoln.
There are many colleges and universities that award scholarships and credits based on the IB Diploma and individual exam scores.
- For more information visit www.ibo.org. Follow the link to Services, universities and governments, United States.
IB students have been shown to have higher SAT and ACT scores and increased success in the first year of college.
Millard North High School graduates from the Classes of 2004 - 2006 have been accepted to prestigious institutions of higher education.
- Including American University, Oberlin, Tulane, UC Berkeley, University of Denver, University of Pennsylvania, Georgetown, Carnegie Melon, Creighton University, Marquette University, St. Olaf, University of Nebraska, Northwestern, Stanford, and Rice.
For More General Information International Baccalaureate Program
The Website of the IBO can be accessed through:
The IB at Millard North High School
Millard North High School became the first school in Nebraska authorized to offer the IB Diploma Program, beginning in 2001, with the Class of 2004 becoming the first IB Diploma graduates. Since then, the rate at which the IB Diploma has been successfully earned has ranged from 78-100%, with the average being 90% (compared to the world-wide average of 80%). The program has grown from 18 candidates in 2004 to 38 in 2011. The pre-DP curriculum in 9th and 10th grade includes honors classes, accelerated math classes, and a second and third year of a world language (or first and second years for Latin). The IB Diploma Program (DP) is a comprehensive two-year program in 11th and 12th grades during which students take predominantly IB DP courses (in 6 DP subjects) and a unique course called Theory of Knowledge (ToK), write a research-based Extended Essay (EE) of 4,000 words, and perform 150 hours of Creativity, Action, and Service.
What are the Admission Criteria?
An IB student is a highly motivated, hard working, good writer, who enjoys a challenge. Although not a requirement, it is recommended that the IB student take algebra and a foreign language in middle school.The International Baccalaureate Curriculum
The IB curriculum shaped over the years by educators committed to international education involves the student’s final two years of the secondary education sequence. During that time, study is undertaken in a broad range of subjects selected under the guidance of the IB coordinator, guidance counselor, and advisor.
The high standards implicit in the IB examinations assume high levels of achievement or preparation at the middle school and pre-IB levels (Grades 9 and 10).
The subjects that comprise the core of the IB curriculum are arranged according to six groups: the Diploma candidate is required to select one subject for each area.Millard North High School IB Subject By Group and Level
HL=Higher Level SL=Standard Level
Group 1 – Language A1
The students' first language - English (HL)
Group 2 – Language B
A second language - French (SL), German (SL), Spanish (SL), and Latin (SL)
Group 3 – Individuals and Society
20th Century World History Topics (SL)
History of the Americas (HL)
Group 4 – Experimental Sciences
Biology (SL & HL), Chemistry (SL & HL), or Physics (SL)
Group 5 – Mathematics
Mathematical Studies (including statistics) (SL)
Mathematics (including Calculus) (SL)
Mathematics Higher Level (HL)
Group 6 – Electives
Visual Arts (SL & HL)
Computer Science SL & HL
Theatre Arts SL & HL
or A second subject from Group 2, 3, or 4
The availability of specific courses is dependent on the number of student requests and teacher availability.Diploma Candidates
IB students must meet Millard graduation requirements to receive the MN diploma. If a student does not receive the IB diploma, the IBO awards certificates for any examination completed. All IB Diploma candidates are required to take one subject from each of the groups. At least three and no more than four of the six subjects are taken at a Higher Level, the others at Standard Level. Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). The award of the Diploma requires a minimum total of 24 points and the satisfactory completion of the following additional requirements:
- Extended Essay
- Theory of Knowledge course (TOK) which explores the relationships among the various disciplines and ensures that students engage in critical reflection and analysis of the knowledge acquired within and beyond the classroom
- CAS - which requires the student to demonstrate creativity, action, and service in relationship to school and community through 150 hours of participation.
IB Students testing during 11th and 12th grades incur fees which total approximately $650. The district policy is to reimburse the student $82 for each IB course grade of a 4 or above out of a possible 7.
For more information contact:
Mr. Bill Daughtridge– IB Diploma Programme Coordinator - 402-715-1363 begin_of_the_skype_highlighting 402-715-1363 end_of_the_skype_highlighting
Mr. Brian Begley – Principal - 402-715-1365
IBO Statement on Academic Honesty
What are the admission criteria?
Highly motivated students who are hard working, good writers, and who have completed Algebra and one year of a foreign language in eighth grade are encouraged to apply.
Are IB and Pre-IB students isolated from others?
No, IB students use the same classrooms and common areas as non-IB students. Elective classes and some foreign language classes include non-IB students. Teachers have both IB and regular classes.
What is the difference between IB and Honors/AP?
AP is a series of American examinations in specific subject areas. Honors/AP students may specialize in a subject area and not participate in other subject areas. IB is a comprehensive worldwide curriculum culminating in exams. IB students are required to engage in all six subject areas, take the Theory of Knowledge course, write an Extended Essay, and participate in service and creative activities. IB represents an entire diploma; AP is a single course. Both AP and IB programs offer possible advanced placement and credit in college. All three district high schools will continue to offer Honors/AP classes.
IB Diploma Candidates at Millard North High School
IB students must meet Millard Graduation requirements to receive a public school high school diploma. If a students does not receive the IB Diploma, the IBO awards certificates for any examination completed. All IB Diploma candidates are required to take one subject from each of the six groups. At least three and no more than four of the six subjects are taken at a Higher Level, the others at Standard Level. Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). The award of the Diploma requires a minimum of 24 points and the satisfactory completion of the following additional requirements:
- Extended Essay of some 4000 words
- Theory of Knowledge course (TOK) which explores the relationships among the various disciplines and ensures that students engage in critical reflection and analysis of the knowledge acquired within and beyond the classroom.
CAS, which requires the student to demonstrate creativity, action, and service in the school and community through 150 hours of participation.