IB Programme Brochure

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A Return on Your Investment: What IB Means After You Leave IPA

Volume 1, Number 1 December 2012

Dr. Benjamin Feinstein, Director of Studies 6-12 / IB Diploma Programme Coordinator

[email protected] Having an IB education is recognized around the world. But what specific payoff will your sons and daughters get? One quick way to see this is how Colleges and Universities treat an IB education. In 2011, the IB Global Recognition Department conducted the IB Diploma Programme (DP) Graduate Destination Survey in the seven countries with the most IB DP schools: the US, Canada, Mexico, the UK, Spain, India and Australia. Among other findings, the survey showed:

• The average SAT score of Diploma Programme candidates is 1953, and the average for IB Certificate candidates is 1794. The national average SAT score is 1500.

• The average acceptance rate of DP students into university/college is 22 percentage points higher than the

average acceptance rate of the total population. The full results for the 2011 IB Diploma Programme Graduate Destination Survey are available online at: http://www.ibo.org/recognition/dpdestinationssurvey One state many IPA students consider attending college in is Oregon. Let’s take a look at what has happened at the State level. On January 7, 2010, The Oregon Joint Boards of Education approved a statewide IB alignment policy. Under this policy, post-secondary credit will be awarded for scores of 5, 6 or 7 on either Standard Level or High Level IB exams. The number of credits awarded is listed in the table on page 15 of the Oregon University System (OUS) College Handbook, which is available at the following link: http://www.ous.edu/sites/default/files/stucoun/counres/files/2012-13CollegeHandbookFinalsmall.pdf A student who earns an IB diploma with a score of 30 or above is eligible to receive additional post-secondary credits beyond the IB score, up to a total of 45 credits. The number of additional credits awarded and the subject area(s) in which they are awarded is up to each OUS institution.

Island Pacific Academy

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Institutions participating in this policy include Eastern Oregon University, Oregon Health Sciences University, Oregon Institute of Technology, Oregon State University, Portland State University, Southern Oregon University, University of Oregon, and Western Oregon University. For example, let’s look at Oregon State University and Western Oregon University; both schools that IPA graduates have been accepted to. Oregon State University: OSU grants additional benefits for students who complete the full IB diploma, as follows:

• Sophomore standing for any student with a total score on IB exams of 30 or higher. • IB Scholarships are available to students with a total score on IB exams of 30 or higher. Students that

qualify are eligible to receive a renewable scholarship of $3000.

Western Oregon University: Students completing the full IB Diploma with a score of 30 or higher receive the following:

• Guaranteed admission to WOU. Students are required to submit ACT (including writing) or SAT scores for placement purposes.

• Provost’s Achievement Scholarship (a renewable four-year award of $2,500 per year) and automatic consideration for other WOU scholarships provided the student meets application deadlines.

• Sophomore standing - a score of 30 and full IB diploma is required. • Automatic acceptance into the WOU Honors Program. • Priority residence hall housing if housing application is received by June 25th.

If you are interested in finding which Universities have IB Acceptance Policies, that information is available on the IB website at the following link: http://www.ibo.org/country/US/index.cfm Scroll down to the drop-down menu and select the College or University you are interested in. Coming up in the next exciting issue of A Return on Your Investment:

• IB Policies at HPU, BYUH, Chaminade, and the UH System • How an IB education at IPA prepares your kids to compete and succeed in the 21st-Century Global

Workforce

Please contact me if you have any questions or concerns. Dr. Benjamin Feinstein Director of Studies 6-12 IB Diploma Programme Coordinator [email protected]

The IB Primary Years Programme

21st century education

Students in the 21st century are faced with the challenge of learning about an interconnected world where knowledge is constantly developing. The International Baccalaureate (IB) Primary Years Programme prepares students to be active participants in a lifelong journey of learning.

The most signifi cant and distinctive feature of the IB Primary

Years Programme is the six transdisciplinary themes.

These themes are about issues that have meaning for, and

are important to, all of us. The programme off ers a balance

between learning about or through the subject areas,

and learning beyond them. The six themes of global

signifi cance create a transdisciplinary framework that allows

students to “step up” beyond the confi nes of learning within

subject areas:

• Who we are

• Where we are in place and time

• How we express ourselves

• How the world works

• How we organize ourselves

• Sharing the planet

The IB Primary Years Programme, for students aged

3 to 12, focuses on the development of the whole child as

an inquirer, both in the classroom and in the world outside.

The programme:

• encourages international-mindedness in IB students

• encourages a positive attitude to learning by

engaging students in inquiries and developing their

awareness of the process of learning so that they

become lifelong learners

• refl ects real life by encouraging learning beyond

traditional subjects with meaningful, in-depth inquiries

into real issues

What is the IB Primary Years Programme?

• emphasizes, through the learner profi le, the

development of the whole student–physically,

intellectually, emotionally and ethically.

The IB Primary Years Programme frames the learning

activities of the school community. Typically, the framework

is fl exible enough to incorporate national curriculum

requirements. It is used in national and international, state

and privately funded schools.

The written curriculum

The programme puts great emphasis on learning about

these transdisciplinary themes. Each theme is addressed

each year by all students, with the exception of students

aged 3 to 5, who may engage explicitly with four of the

themes each year. The themes provide the opportunity to

incorporate local and global issues into the curriculum

The traditional disciplines retain a role in the IB Primary

Years Programme. The six specified subjects are

language, mathematics, science, social studies, arts,

and personal, social and physical education. The overall

expectations for each subject area are defined for each

year of the programme.

The six transdisciplinary themes help teachers to develop

a programme of inquiries–in-depth investigations into

important ideas, identifi ed by the teachers, and requiring

a high level of involvement on the part of the students.

These inquiries are substantial, in-depth and usually last for

several weeks.

For example, in an inquiry about “Sharing the planet”

for students aged 8 to 9, we might look at “Finite

resources–infi nite demands”. In order to understand

better the central idea that “Our planet has limited

resources that are unevenly distributed” and using water

as an example, we would inquire into where water comes

from, how diff erent people and countries use water, how

much water we use, what happens after we have used it,

the distribution of usable water around the world, how

human activity has aff ected the availability of water, and

our responsibility for water conservation. To support this

inquiry, students would develop knowledge and acquire

skills derived from science and social studies. In addition,

they would develop transdisciplinary skills such as critical

thinking, communication and time management.

In an inquiry about “Who we are” for students aged 4

to 5, we might look at “Families and friends”. In order to

understand better the central idea that “People need

families and friends” we might look at how families are

similar and diff erent across cultures, how we make and

keep friends, why we need families and friends, and families

and friends through literature and the arts. To support this

inquiry, students would develop knowledge and acquire

skills derived from social studies, arts, and personal, social

and physical education. In addition, they would develop

transdisciplinary skills such as decision-making, listening,

collecting data and working cooperatively.

Since these ideas are related to the world beyond the school,

students see the relevance of the content and connect

with it in ways that are engaging and challenging. Students

who learn in this way begin to refl ect on their roles and

responsibilities as learners and become actively involved

with their learning.

All students will know that a unit of inquiry will involve

them in in-depth exploration of an important idea, and that

the teacher will be collecting evidence of how well they

understand that idea. They will expect to be able to work in

a variety of ways, including on their own and in groups, to

allow them to learn to their best advantage.

Students and parents will develop an understanding of the

IB learner profi le. The ten aspirational qualities of the learner

profi le inspire and motivate the work of teachers, students

and schools, providing a statement of the aims and values

of the IB and a defi nition of what we mean by “international-

mindedness”. IB learners strive to be inquirers, thinkers,

communicators, risk-takers, knowledgeable, principled,

open-minded, caring, balanced and refl ective.

The taught curriculum

© International Baccalaureate Organization 2007

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• Become an IB student

• Teach at an IB World School

• Become an IB World School

• Volunteer or work for the IB

Support our mission and join the

IB community at

http://www.ibo.org

or contact your IB regional offi ce:

IB Africa, Europe and Middle East

IB Asia-Pacifi c

IB Latin America

IB North America and the Caribbean

[email protected]

[email protected]

[email protected]

[email protected]

Assessment is an important part of each unit of inquiry as

it both enhances learning and provides opportunities for

students to refl ect on what they know, understand and can

do. The teacher’s feedback to the students provides the

guidance, the tools and the incentive for them to become

more competent, more skillful and better at understanding

how to learn.

The assessed curriculum

Deciding on how best to teach and how best to assess

student learning is a collaborative process within the

school. The IB has developed a planning tool to support

eff ective collaboration on the part of all teachers and the

programme coordinator.

Quality assurance and professional development

Any school wishing to off er the Primary Years Programme

and attain IB World School status must fi rst go through the

authorization process. The requirements for authorization

are the same for all schools, even though the process is

administered slightly diff erently in each IB region. The

process is designed to ensure schools are well prepared to

implement the programme successfully.

This is a challenging programme that demands the best

from both motivated students and teachers. Schools

can access an extensive package of IB professional

development for teachers and administrators and commit

to ongoing professional development. Teams from the

organization visit IB World Schools from time to time

in order to support an ongoing process of review and

development, using standards and practices that apply to

all IB World Schools.

IB teachers are challenged to constantly refl ect upon and

improve their practice. All teachers in IB World Schools

have access to the online curriculum centre, which

provides programme documentation, examples of student

work, and also acts as the hub of an international online

community. Teachers can talk to other teachers in IB World

Schools around the world, give and receive advice, and post

their own example resources for other teachers to share.

The IB Middle Years Programme


Life in the 21st century places many changing demands on students making the transition through adolescence. They are at a crucial period of personal, social, physical and intellectual development, of uncertainty and of questioning. The International Baccalaureate (IB) Middle Years Programme is designed to help them fi nd a sense of belonging in the ever-changing and increasingly interrelated world around them and to foster a positive attitude to learning.

The programme consists of eight subject groups integrated

through fi ve areas of interaction that provide a framework

for learning within and across the subjects.

Students are required to study their mother tongue, a

second language, humanities, sciences, mathematics, arts,

physical education and technology. In the fi nal year of the

programme, students also engage in a personal project,

which allows them to demonstrate the understandings and

skills they have developed throughout the programme.

The IB Middle Years Programme, for students aged 11

to 16, provides a framework of academic challenge that

encourages students to embrace and understand the

connections between traditional subjects and the real

world, and become critical and refl ective thinkers.

The programme:

• encourages international-mindedness in IB students,

starting with a foundation in their own language and

culture

• encourages a positive attitude to learning by

challenging students to solve problems, show creativity

and resourcefulness and participate actively in their

communities

What is the IB Middle Years Programme?

• refl ects real life by providing a framework that allows

students to see the connections among the subjects

themselves, and between the subjects and real issues

• supports the development of communication

skills to encourage inquiry, understanding, language

acquisition, and to allow student refl ection and

expression

• emphasizes, through the learner profi le, the

development of the whole student–physically,

intellectually, emotionally and ethically.

The IB Middle Years Programme may be taught as a stand-

alone programme but it is fl exible enough to accommodate

the demands of most national or local curriculums.

The curriculum

Students and parents will develop an understanding

of the IB learner profi le. The ten aspirational qualities

of the learner profi le inspire and motivate the work of

teachers, students and schools, providing a statement of

the aims and values of the IB and a defi nition of what we

mean by “international-mindedness”. IB learners strive

to be inquirers, thinkers, communicators, risk-takers,

knowledgeable, principled, open-minded, caring, balanced

and refl ective.

Teachers organize the curriculum through the five

areas of interaction:

Approaches to learning is concerned with developing the

intellectual discipline, attitudes, strategies and skills that

will result in critical, coherent and independent thought

and the capacity for problem solving and decision-making.

Community and service starts in the classroom and

extends beyond it, requiring students to participate in

the communities in which they live. The emphasis is on

developing community awareness and concern, a sense of

responsibility, and the skills and attitudes needed to make

an eff ective contribution to society.

Homo faber allows students to focus on the evolution,

processes and products of human creativity. It considers

their impact on society and on the mind. Students

learn to appreciate the human capacity to infl uence,

transform, enjoy and improve the quality of life. This

area of interaction encourages students to explore the

relationships between science, aesthetics, technology

and ethics.

Environment aims to make students aware of their

interdependence with the environment so that

they become aware of their responsibility, and may

take positive, responsible action for maintaining an

environment fi t for the future.

Health and social education prepares students for a

physically and mentally healthy life, aware of potential

hazards and able to make informed choices. It develops in

students a sense of responsibility for their own well-being

and for the physical and social environment.

For example, a group of students in year 1 of the

programme could learn about pure substances and

mixtures in sciences (chemistry). As part of their laboratory

activities, students apply simple techniques to separate

different types of mixtures, including techniques for

separating impurities from water.

The skills to be developed would include:

• using simple equipment

• making straightforward observations and measurements

• drawing scientific diagrams.

The teacher could then lead the students to explore

issues linked to environment and homo faber by posing

questions such as:

• How pure is pure?

• Can the energy costs involved in the production

of pure substances be justified?

• Why is only a fraction of the world’s water directly

drinkable?

• How can we produce enough drinkable water to meet

our needs?

The teacher could use these questions as a focus for

discussion, for written responses or to lead into a further

topic. They provide an authentic means of looking critically

at an increasingly relevant resource problem with ethical

dimensions.




and acid-free.






IB community at

http://www.ibo.org



IB Asia-Pacifi c

IB Latin America


[email protected]

[email protected]

[email protected]

[email protected]

Assessment is criterion referenced, so students around the

world are measured against pre-specifi ed criteria for each

subject group. Teachers may modify these criteria to be

age-appropriate in the earlier years of the programme.

Teachers set assessment tasks that are assessed internally

in the school. External checks (either moderation or

Assessment

monitoring of assessment by IB examiners) are carried

out on this internal assessment to ensure worldwide

consistency of standards. For schools that require offi cial

IB certifi cation for their students, moderation is carried out

every year.


Any school wishing to off er the Middle Years Programme

and attain IB World School status must fi rst go through the










to ongoing professional development. Teams from the

organization visit IB World Schools from time to time

in order to support an ongoing process of review and











The IB Diploma Programme


Language A1and second language

Students select two languages: one from group 1 and an additional

language normally from group 2. Group 1 is for students’ best

language and the course is literature based; Group 2 is

designed for students learning the language up to near

native speaker level.

Students select the language courses based on

their language profi ciency and the outcomes

of the course.

Individuals and societies

· Business and management

· Economics

· Geography

· History

· Information technology

in a global society

· Philosophy

· Psychology

· Social and cultural

anthropology

· Environmental systems

and societies*

Experimental sciences

· Biology

· Chemistry

· Design technology

· Environmental systems

and societies*

· Physics

Mathematics and

computer science

· Mathematical studies

standard level

· Mathematics standard level

· Mathematics higher level

· Further mathematics

standard level

· Computer science (elective)

The arts

· Music

· Theatre

· Visual arts

· Film

Life in the 21st century, in an interconnected,

globalized world, requires critical-thinking skills and

a sense of international-mindedness, something

that International Baccalaureate (IB) Diploma

Programme students learn to know and understand.

The availability of these subjects will vary in each IB World School

and students should consult their Diploma Programme coordinator.

Subject availability may also vary from year to year.

In addition the programme has three core requirements

that are included to broaden the educational experience

and challenge students to apply their knowledge and

understanding.

• The extended essay is a requirement for students to

engage in independent research through an in-depth

study of a question relating to one of the subjects they

are studying.

• Theory of knowledge is a course designed to encourage

each student to refl ect on the nature of knowledge by

critically examining diff erent ways of knowing (perception,

emotion, language and reason) and diff erent kinds of

knowledge (scientifi c, artistic, mathematical and historical).

• Creativity, action, service requires that students actively

learn from the experience of doing real tasks beyond the

classroom. Students can combine all three components or

do activities related to each one of them separately.

The IB Diploma Programme is designed as an academically

challenging and balanced programme of education with

fi nal examinations that prepares students, normally aged

16 to 19, for success at university and life beyond. The

programme is normally taught over two years and has

gained recognition and respect from the world’s leading

universities.

Since the late 1960s, the programme has:

• provided a package of education that balances subject

breadth and depth, and considers the nature of

knowledge across disciplines through the unique theory

of knowledge course

What is the IB Diploma Programme?

• encouraged international-mindedness in IB students,

starting with a foundation in their own language

and culture

• developed a positive attitude to learning that prepares

students for university education

• gained a reputation for its rigorous external assessment

with published global standards, making this a

qualifi cation welcomed by universities worldwide

• emphasized the development of the whole student–

physically, intellectually, emotionally and ethically.

IB Diploma Programme students study six courses at

higher level or standard level. Students must choose one

subject from each of groups 1 to 5, thus ensuring breadth

of experience in languages, social studies, the experimental

sciences and mathematics.

The sixth subject may be an arts subject chosen from

group 6, or the student may choose another subject from

groups 1 to 5.

At least three and not more than four subjects are taken

at higher level (recommended 240 teaching hours), the

others at standard level (150 teaching hours). Students can

The curriculum

study these subjects, and be examined, in English, French

or Spanish.

Students will develop an understanding of the IB learner

profi le. The ten aspirational qualities of the learner profi le

inspire and motivate the work of teachers, students and

schools, providing a statement of the aims and values of

the IB and a defi nition of what we mean by “international-

mindedness”. IB learners strive to be inquirers, thinkers,

communicators, risk-takers, knowledgeable, principled,

open-minded, caring, balanced and refl ective.

*transdisciplinary subject




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IB community at

http://www.ibo.org



IB Asia-Pacifi c

IB Latin America


[email protected]

[email protected]

[email protected]

[email protected]

Students take written examinations at the end of the

programme, which are marked by external IB examiners.

Students also complete assessment tasks in the school,

which are either initially marked by teachers and then

moderated by external moderators or sent directly to

external examiners.

The marks awarded for each course range from 1 (lowest)

to 7 (highest). Students can also be awarded up to three

additional points for their combined results on theory

of knowledge and the extended essay. The diploma is

awarded to students who gain at least 24 points, subject

to certain minimum levels of performance across the

whole programme and to satisfactory participation in the

creativity, action, service requirement. The highest total that

a Diploma Programme student can be awarded is 45 points.

Assessment

Assessment is criterion-related, which means student

performance is measured against pre-specifi ed assessment

criteria based on the aims and objectives of each subject

curriculum, rather than the performance of other students

taking the same examinations. Statistically the range of

scores that students have attained has remained stable and

universities value the rigour and consistency of Diploma

Programme assessment practice.

Students can choose to study for individual subject

certifi cates, rather than the full diploma, if the diploma

combination does not best meet their individual needs or

circumstances.


Any school wishing to off er the Diploma Programme and

attain IB World School status must fi rst go through the










to ongoing professional development. Schools are

required to participate in an ongoing process of review and











I B Am e r I c A s

Action Kit for PAr en t s

education for a better

world

Intr oduc tIon 1 © International Baccalaureate organization 2009-2010 .

IntroductionThank you for taking the time to learn about the IBthe international Baccalaureate has developed this Parent Action Kit to provide iB World Schools in the United States with information for parents on each of our three programmes:

The IB Primary Years Programme, for students aged 3 to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.

the most significant and distinctive feature of the iB Primary Years Programme is the six transdisciplinary themes. these themes are about issues that have meaning for, and are important to, all of us. the six themes of global significance create a transdisciplinary framework that allows students to “step up” beyond the confines of learning within subject areas: who we are, where we are in place and time, how we express ourselves, how the world works, how we organize ourselves, and sharing the planet.

Students aged 10 to 12 who are in their final year of the programme are expected to carry out an extended, collaborative inquiry project, known as the exhibition, under the guidance of their teachers. the exhibition represents a significant event in the life of both the school and student, synthesizing the essential elements of the programme and sharing them with the whole school community.

for more information on the iB Primary Years Programme, please visit the iB website: http://www.ibo.org/pyp/

The IB Middle Years Programme, for students 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.

the programme consists of eight subject groups integrated through five areas of interaction (approaches to learning, community and service, human ingenuity, environments, and health and social education) that provide a framework for learning within and across the subjects. Students are required to study their

http://www.ibo.org/pyp/


mother tongue, a second language, humanities, sciences, mathematics, arts, physical education and technology. in the final year of the programme, students also engage in a personal project, a significant piece of work that is the product of the student’s own initiative and creativity. the personal project allows them to demonstrate the understandings and skills they have developed throughout the programme.

for more information on the iB Middle Years Programme, please visit the iB website: http://www.ibo.org/myp/ The IB Diploma Programme, for students 16 to 19, is an academically challenging and balanced programme of education with final examinations that prepares students for success at university and in life beyond.

the curriculum contains six subject groups together with a core made up of three separate parts. the six subject groups are: language A1, second language, experimental sciences, the arts, mathematics and computer science, and individuals and societies.

over the course of the two-year programme, students study six subjects chosen from the six subject groups, complete an extended essay, follow a theory of knowledge course (toK), and participate in creativity, action, service (cAS).

All three parts of the core—extended essay, theory of knowledge and creativity, action, service—are compulsory and are central to the philosophy of the Diploma Programme.

for more information on the iB Diploma Programme, please visit the iB website: http://www.ibo.org/diploma/

A tradition of the highest academic standards

Designed more than 40 years ago for internationally-mobile students, the iB today provides a common curriculum worldwide. All of our programmes emphasize global understanding, world history and literature, and foreign language study.

our integrated programme will provide your child with knowledge and skills that go well beyond typical high school programs. At each grade level and in each content area, we offer detailed and sequenced standards that are continuously tested and refined. in addition, the iB provides teachers with a wealth of high-quality materials while still allowing them considerable flexibility to adapt the curriculum to local interests and needs.

the sucess of the iB curriculm has led to its adoption on every continent, except Antartica!

http://www.ibo.org/myp/

http://www.ibo.org/diploma/


the IB learner profile

Perhaps the most concise expression of our core values, the iB learner profile is a collection of attributes that we believe best describe the internationally-minded, lifelong learners the iB seeks to develop through our three programmes.

IB learners are:

Inquirers iB learners 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 iB learners 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 iB learners exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators iB learners 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 iB learners 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 iB learners 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 iB learners 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 in the lives of others and to the environment.

Risk-takers iB learners 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 iB learners understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective iB learners 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.


An acclaimed, popular programme in the us

iB programmes have gained a reputation for high academic standards as we prepare students for life in a globalized 21st century. All across the world, iB programmes encourage students to become active, compassionate, lifelong learners.

today, iB programmes can be found in 47 states and the District of columbia. More than 1,000 US schools have implemented at least one iB programme. in canada, iB programmes can be found in 9 provinces and in over 280 schools. there are also nearly 150 colleges and universities that offer scholarships to iB Diploma students, and over 1,000 that offer recognition of iB achievement.

iB World Schools serve a diverse range of students in public, private, magnet, charter, international, parochial, and secular schools.

An exciting, challenging programme that will stimulate and invigorate your childMemorizing facts and formulas isn’t enough to help your child succeed in life. in an iB programme, your child will be engaged in compelling topics and real-world problems in all subject areas. Your child will learn to read critically, write persuasively, debate big ideas, design experiments, and present work regularly to peers and teachers.

Active, enthusiastic involvement from administrators, teachers, students and parentsAt the iB, we believe that educating students is an all-encompassing process that requires active involvement from the entire community, including parents like you. that’s why we encourage and support a wide range of parent forums and organizations that help us shape and adapt our programme to the needs of each community’s children.

one example of strong parent involvement occurs in robinson High School’s iB Diploma Programme in tampa, florida. Parents formed the robinson iB Link, or riBLi. the group performs a wide range of services, including connecting parents in car pools, producing an iB directory, helping host freshman orientation and offering student and faculty mini-grants. As iB guidance counselor Betsy Arizu commented, “to be linked with the parents creates a vital partnership that is a crucial component to student success in the iB.”

IB Programme Brochure

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