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A Letter from the Coordinator
Welcome to the International Baccalaureate Diploma Program at Magnolia High School! The
purpose of the IB Diploma Program is to develop the whole student by way of guiding them to
effectively analyze, critically think, and reach conclusions about knowledge as it relates to the
world. We do this by exploring language and literature, a second language, individuals and
societies, the sciences, mathematics, and the arts in the effort to create scholars prepared to
take their place as citizens in the 21st century.
The IB Diploma Program is designed for the student who wants to work hard and seeks
increased learning opportunities and academic challenges. An IB student enjoys the free
expression of their knowledge in written or spoken form and enjoys creating and wrestling with
questions. IB students view subject material not as a static body of knowledge meant to be
absorbed, but rather something that is organic, ever-shifting, and open to multiple
interpretations.
The IB Diploma Program takes place over two years in junior and senior classes. During this
time the IB Diploma student will participate in and sit for examinations in six different subject
areas. The IB diploma student will also participate in three “core” requirements: an
independently written research paper, a course about the nature of knowledge, and a service
element. If a student scores well enough in all these areas, they will be awarded the IB
diploma.
We at MHS believe that the value of an IB education does not lie in the grades a student
receives, the GPA boost that might come as a result, the excellent resume it builds for
competitive college admissions or being awarded the IB Diploma. We rather believe the value is
in the exploration of knowledge, the interdisciplinary style of thinking and questioning, and the
specializing in subjects while also developing a well-rounded repertoire of knowledge. If we are
true to these pursuits, the college admissions, GPA, grades, and the IB Diploma take care of
themselves.
We hope you will take full advantage of this IB opportunity. This book has been composed to
help direct and inform potential students as well as current students in the program. We hope
it will be a great resource as you experience the IB program.
Sincerely,
Derek Parsons
IB Diploma Program Coordinator
281-356-3572 ex. 7122
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Table of Contents
The IB Learner Profile……………………………4
The IB Program…..………………………………..5
Application …………………………………5
The IB Diploma Pathway……………..6
The IB Core Components…………….7
Awarding the IB Diploma…………….9
Exiting the Program…..……………….11
IB Assessments……………………………………..11
College Credit……………………………………….12
Academic Honesty………………………………..13
Admissions Agreement…………………………16
IB Acronyms and Special Vocabulary…….17
FAQs…………………………………………………….19
Acknowledgments……………………..………..20
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The IB Learner Profile
The International Baccalaureate learner profile came into existence from the IB mission
statement. IB aims to develop inquiring, knowledgeable and caring young people who help to
create a better and more peaceful world through intercultural understanding and respect. It is
the backbone and beginning place for the entire IB program. The Learner Profile has become
the values that define the type of learner that IB students strive to be, but also something IB
teachers and administrators aspire towards.
1. Inquirers: Students develop a natural curiosity that allows them to become lifelong learners. 2. Knowledgeable: Students explore ideas of importance and dig deep into its meaning creating a balance of their learning. 3. Thinkers: Students apply thinking skills that allow them to tackle complex problems in creative ways. 4. Communicators: Students understand and can articulate information in confident, creative ways, including a second language. 5. Principled: Students are honest, fair, just and full of integrity. They strive to solve their own problems and to take responsibility for their own actions. 6. Open-minded: Students understand and embrace other cultures. They recognize and celebrate their own backgrounds and learn tolerance for others. 7. Caring: Students actively care about others and participate in active service. 8. Risk-Takers: Students are brave in the face of new challenges. They strive to take on new roles and to defend their own beliefs. 9. Balanced: Students understand the need to be emotionally, physically and mentally balanced. They strive for this in themselves and others. 10. Reflective: Students reflect on their own learning, and are able to adjust for weaknesses and strengths.
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The IB Program
The IB curriculum provides a cohesive and comprehensive liberal arts and sciences program of
study for highly motivated juniors and seniors of differing educational backgrounds, abilities,
and interests. It is not just a set of examinations, but a rigorous pre-university program, which
will provide the basis for life-long education.
IB aims to provide a balanced program, which stimulates thought and creativity and enhances
the international perspective of students. Students who satisfy the demands of the program
demonstrate a strong commitment to learning, both in terms of mastery of content and the
development of skills.
The purpose of the IB curriculum is to:
Educate young people to act intelligently and responsibly in a complex society.
Ensure knowledge of traditional academic disciplines and of the individual's own
heritage, while fostering inquisitiveness and openness to new ideas.
Equip students with a genuine understanding of themselves and others, heightening the
capacity for tolerance and engendering respect for different points of view within the IB
Program.
Application
Even though Magnolia High School has an open enrollment policy, since the IB Diploma
Program serves as a school within a school, students wishing to enroll in IB courses must
complete an application. The application has four portions:
Collecting of information
Dissemination of information
Teacher recommendations
Student free response to reflective questions
The application is not used to determine a student’s suitability, but rather an avenue to open
pathways of communication between teachers, parents, student, and program coordinator.
Once the application has been submitted, a meeting with the student, parents, and program
coordinator takes place in order to discuss course selection.
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While MHS does practice open enrollment, it is important for the student to be honest
regarding their ability and commitment. It is recommended that students challenge themselves
as much as possible with advanced courses in 9th and 10th grade. That being said, any student
can be successful in IB if they are ready to work hard.
The IB Diploma Pathway
Students can choose one of two pathways with the IB Program:
The IB Diploma
Or
One or more IB course certificates
Students who enroll as an IB Diploma student embark on a two-year intensive curriculum,
testing in six different subject areas as well as satisfying the three elements of the diploma
core: CAS, Extended Essay, and Theory of Knowledge.
Building a Diploma student’s schedule is a very individualized process depending on what areas
they wish to focus. A student must select one course from six subject areas.
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Courses that are currently offered at Magnolia High School are as follows.
Courses Offered at MHS
Group 1 — Literature and Language Higher Level (HL) or Standard Level (SL)
Group 2—Spanish SL or HL, Spanish ab inito (Diploma only)
Group 3—&History HL or SL, *Psychology SL or HL
Group 4—*Biology SL or HL, *Chemistry SL or HL,*Physics SL,
Group 5—Math Studies (Diploma only), Mathematics SL, Mathematics HL
Group 6 — Film, Theatre Arts, Visual Arts
Core – $Theory of Knowledge (Diploma only)
* Can count as a Group Six course if already taking a course in that group.
& Students who complete the two years of IB History receive a waiver for Government and Economics.
$ Students who complete the Theory of Knowledge course receive credit for Speech.
In addition to selecting six courses, a student must select which three courses they will take at the Higher Level (HL) and which three at the Standard Level (SL).
SL examinations require less of the student than HL examinations, but should not be seen as an “easy” exam.
Courses associated with SL exams are sometimes two year courses, sometimes one year courses. Courses associated with HL exams are always two year courses. This allows for a student to specialize in subject areas while receiving a well-rounded education.
Students must at minimum select three HL exams but can have up to four.
The IB Core Components
The IB core components are only required of Diploma Students.
Theory of Knowledge (TOK)
This requirement is a course taken during the spring of the candidates’ junior year and the fall of their senior year. The course challenges students to investigate sources of knowledge (ways of knowing) and how it relates to the larger world (areas of knowledge). It is in effect a course
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on thought and student's relationship to it. TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge.
Students are given opportunities to:
Reflect upon knowledge and experience and the validity of the claims made about knowledge.
Recognize limitations on the degree of certainty possible in all areas of knowledge.
Be aware of subjective and ideological biases in themselves and others.
Develop a personal mode of thought based on constructive examination of evidence and expressed in rational argument.
Explore the relationship between belief and contrasting worldviews.
TOK is externally assessed (one essay of 1,200 - 1,600 words on a prescribed title). In addition, students must make one or more individual oral presentations and complete a self-evaluation report. The presentation is internally assessed by the TOK teacher.
Extended Essay (EE)
Every candidate is required to write a maximum 4000 word essay on a topic of their choice. This academic experience prepares a student to be able to conduct independent research, a skill highly prized at university. As this is a large undertaking, students select a faculty member to mentor them through the process. IB recommends 40 hours spent on this requirement.
Students should choose a topic that is:
Challenging and interesting.
Limited in scope to allow examination of an issue/problem in depth.
Allow the collection or generation of information/data for analysis and evaluation.
Research oriented.
Below listed are subjects in which students can write extended essays. It is highly recommended students pick a subject with which they and a faculty member are familiar.
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Creativity, Action, Service (CAS)
CAS is at the heart of the Diploma Program. It is one of the three essential elements in every
student’s Diploma Program experience. It involves students in a range of activities alongside
their academic studies throughout the Diploma Program. The three strands of CAS, which are
often interwoven with particular activities, are characterized as follows.
Creativity: arts and other experiences that involve creative thinking.
Action: physical exertion contributing to a healthy lifestyle, complementing academic work
elsewhere in the Diploma Program.
Service: an unpaid and voluntary exchange that has a learning benefit for the student. The
rights, dignity, and autonomy of all those involved are respected.
CAS enables students to enhance their personal and interpersonal development through
experiential learning. At the same time, it provides an important counterbalance to the
academic pressures of the rest of the Diploma Program.
MHS has a separate CAS guide which includes a greater amount of information related to what
are and are not good CAS activities, how to record reflections, and other formalized aspects.
Awarding of the IB Diploma
The IB diploma is awarded as a result of the student’s performance of the examinations,
successful performance on the EE and TOK requirements, and the completion of CAS.
In order for a student to be awarded the IB diploma, they must have a minimum of 24 total
points from their six examinations. The grading scale for IB examinations is 1-7. IB considers a
score of 4, 5, 6, or 7 to be passing.
We would like to think that students will pass all their exams, however, if they score below a 4
on one test but compensate for it with a high score on another exam, they may still be awarded
the IB Diploma. For instance, if a student scores a 3 in English but a 6 in Mathematics and the
remainder of the scores are passing, they can still be awarded the IB Diploma.
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Students can also gain additional points by scoring well on their TOK and EE assessments.
Rather than a 1-7 scoring range, TOK and EEs are graded on a scale of A-E, A being the highest
and E being the lowest. Below is the TOK/EE scoring matrix.
There are a few scenarios where a student might not be awarded the diploma even if they
receive 24 points. They are as follows.
By not sitting for all six exams.
By not submitting an Internal Assessment (IA) in each subject area.
By scoring an “E” on TOK or EE (TOK and EE grading scale is A-E).
By scoring a 1 on any subject or a 2 in an HL subject.
Must have at least 12 points from your three HL exams (16 points if four).
By not completing CAS requirements.
If a student is not awarded the IB Diploma, the exams in which they did pass are still eligible to
receive college credit. If a student wishes to retest an exam they did not pass, they may do so.
Retesting sessions take place in November and May.
The IB Course Certificate Pathway
Any student may register for one or more IB Course Exams and earn an IB Certificate in each course. A student may earn an IB Course Certificate in one or more of the six subject areas
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listed above by pursuing the same course of study in that subject as that required for the Diploma and successfully passing the corresponding exam.
Students on this path may take any number of SL or HL courses.
Course students are not required to complete core requirements.
Exiting the Program
IB caters to a particular type of student and is not for everyone. Occasionally a student begins IB courses but finds they would like to follow another academic path. When a student wishes to exit the program, they must meet with the campus coordinator. It is preferred that a parent attend this meeting as well. A withdrawal form is then given to the student which they and their parent must sign. Upon return of the withdrawal form, the student will formally be withdrawn.
The withdrawal window can take place during the first three weeks of the fall semester and returning from Winter Break.
IB courses taken for a half credit or full credit will appear as an IB course on the student’s transcript.
IB Assessments
IB courses culminate in comprehensive examinations. These exams take place during either the
junior or senior year in the month of May. Registration for these exams is in October of the
school year in which a student will test. The May examinations, however, are not the only thing
that determines a student’s score on the exams.
A standard IB examination is scored on a scale of 1-7. IB considers a score of 4, 5, 6, or 7 to be
passing. This score is derived from a number of different sources.
May Comprehensive Examinations (Written Examinations):
These are typical comprehensive examinations.
The exams are standardized in format, as is the testing environment, and they are
timed.
Each subject tested in May take place over two days (with the exception of foreign
language) and are split up into parts called “papers.” Each subject exams will be made
up of two or three papers.
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Internal Assessments (IA):
Each subject has an IA.
The IA tasks differ from subject to subject; some are written and some are recorded
orals.
Some subjects may have more than one IA.
The IA is always conducted during the school year and the IB teacher grades it.
A sample of the IAs in each subject area is sent to IB’s assessment office to ensure the
teacher’s grading is adequate.
The IA usually constitutes around 20% of the overall exam score.
Failure to submit an IA is equivalent to not sitting for the exam.
It is the combination of the IAs and the written examinations that make up the “exam score” of
1-7.
As May approaches, a separate guide will be given to students regarding the rules and conduct
of the examinations.
College Credit
Students who pass their IB examinations should be eligible to receive credit at universities.
Universities generally have their own credit policy. Parents and students are encouraged to
check the IB credit policies of prospective universities. In Texas, Senate Bill 111 mandates any
public university in Texas must award a minimum of 24 college hours to a student who has
been awarded the IB Diploma.
Generally speaking, if a course student takes and passes an exam at the SL, universities do not
award credit. They generally do for HL courses. This is due to the nature of an SL exam in
isolation as opposed to an SL exam taken in the context of the entire Diploma Program.
In order to secure further college credit, some IB students elect to take the AP exam of the
course in which they are testing. This is not uncommon. IB students generally do very well on
AP exams. It is recommended that IB students wishing to take an AP exam purchase a study
guide for the particular AP exam as the format is different.
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Academic Honesty
The International Baccalaureate Program encourages students to inquire and to think critically
and creatively; students are then asked to give shape to their thinking through oral discussion
or presentations, through visual representations and displays, and in multiple forms of writing.
However, we live in an age in which we are all flooded with information and opinions. How can
we help students navigate these waters so that they are able to confidently talk or write about
what they are learning, making visible and explicit how they have constructed their ideas and
what views they have followed or rejected? This is essentially what academic honesty is:
making knowledge, understanding and thinking transparent.
Although the following list is not exhaustive, academic dishonesty can, in general, take several
forms:
Plagiarism: taking work, words, ideas, pictures, information or anything that has been
produced by someone else and submitting it for assessment as one’s own.
Copying: taking work of another student, with or without his or her knowledge and
submitting it as one’s own.
Exam cheating: communicating with another candidate in an exam, bringing
unauthorized material into an exam room, or consulting such material during an exam in
order to gain an unfair advantage.
Duplication: submitting work that is substantially the same for assessment in different
courses without the consent of all teachers involved.
Falsifying data: creating or altering data which have not been collected in an appropriate
way.
Collusion: helping another student to be academically dishonest.
As a part of MHS advanced academics, IB students are subject to the MISD Honor Code.
Students who violate the Honor Code must appear before the MHS Honor Board, which is
comprised of MHS faculty members. Please see the MISD Honor Code below for further
information.
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11th and 12th Grade Magnolia ISD Advanced Academic (AP/IB) Honor Code
Purpose The advanced academic programs at Magnolia ISD High Schools (MHS, MWHS) seek to create an environment where academic integrity is celebrated and embraced. Part of this process is to ensure that student's original, authentic work and hard-earned achievements are given their proper due. It is the responsibility of every student, parent, teacher, and administrator to uphold, encourage, and promote the high expectations of academic integrity. In presenting a code of conduct based on individual integrity and ethics, we aim to create a vision of what we would like our community to be. We intend to reduce the level of unhealthy competition in the school by shifting peer pressure away from cheating toward ethical behavior. It is important to promote academic honesty because the lack of academic integrity undermines the philosophy of any educational program. Additionally, in our current context, intellectual property borders have blurred and it is exceptionally easy for a student to present information/research as their own work. This is detrimental to the student in that it robs them of the educational process intended for the assignment and harms their personal integrity. Definition of Malpractice This document defines malpractice as behavior that results in or may result in, the student or any other student gaining an unfair advantage in one or more assignments, formative or summative. Malpractice includes but is not limited to:
● Plagiarism ● Unauthorized collusion ● Possession, use, or attempted use of unauthorized materials in an examination setting ● Stealing examination materials ● Copying the work of another student or allowing work to be copied by another student ● Duplication of work and/or research submitted for different assignments ● Fabrication of data ● Sharing information related to an examination with other students
Magnolia ISD Academic Honor Board In order to promote an atmosphere of academic integrity in the MHS/MWHS advanced academic programs, an Honor Board will be established at each respective high school. Members of the Honor Board will be appointed by the high school’s principal and will be tasked with overseeing the Honor Code for the high school. The Honor Board will consist of selected members of the MHS/MWHS faculty, and anyone else the principal deems appropriate. Enforcement of the MHS/MWHS Academic Honor Code All students in the 11th or 12th grade in a Pre-AP, AP, or IB courses are subject to the MHS/MWHS Honor Code. If an instance of suspected academic dishonesty has occurred, the teacher involved will report the situation and an Honor Board will ensue. Honor Board proceedings are as such:
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1. First Offense
● A report of the incident is submitted to the Honor Board. The student’s parent or guardian is
informed of the incident.
● The student will appear before the Honor Board where they will be presented with the evidence of malpractice and given an opportunity to respond.
● If the Honor Board determines that malpractice has occurred, the student will be given a zero
on the assignment in question and be placed on academic probation for violation of the AP/IB Academic Honor Code. The student will sign a probationary contract and will remain on Academic Probation until graduation.
● The student will write a two-page personal response focusing on the importance of ethics and
character. The student's personal response will be submitted to the HONOR BOARD within two school days of being placed on academic probation.
2. An offense committed while on Academic Probation
● A report of the incident is submitted to the Honor Board. The student’s parent or guardian is informed of the incident.
● The student will appear before the Honor Board where they will be presented with the evidence
of malpractice and given the opportunity to respond.
● If the Honor Board determines malpractice has occurred, the student will be deemed in violation of the conditions of academic probation.
● Consequences for committing malpractice while on academic probation will be determined by
the members of the Honor Board in conjunction with the designated campus administrator and will result in one or more of the following:
● The student may receive a grade of zero on the assignment in question. ● The student may be ineligible to complete an advanced course(s) or exam(s).
The student will be responsible for reimbursing the school for any registration or examination expenses incurred by the district on behalf of the student in an instance where the student is ruled ineligible.
● National Honor Society (NHS) may be notified. ● Extra-curricular activity coordinator/coach may be notified. ● The student may be ineligible to continue as a candidate for an International
Baccalaureate Diploma or Certificate. ● The student may receive a failing grade for the course in question. ● The student may be removed from the MHS/MWHS advanced academics program
as a whole. ● The student may be suspended from school.
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3. Appeals Process
Decisions of the Honor Board may be appealed to the MHS/MWHS Principal. The appeal must be made within 3 school days of the Honor Board decision. The MHS/MWHS Principal’s decision may be appealed to the Assistant Superintendent of Curriculum and Instruction at the District Level. The appeal must be made within 3 school days of the Principal’s decision. Portions of this document are based on information from the International Baccalaureate Organization’s publication Principles to Practice (2014), Academic Honesty in the IB Educational Context (2014), and the Honor Code policies of
Plano East Senior High School (Plano, TX), Temple High School (Temple, TX), and Troy High School (Fullerton, CA).
Admissions Agreement
The MHS IB Admissions Agreement is stated and acknowledged by students and parents in the IB Program Application. It is reproduced here for reference.
INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM
MAGNOLIA HIGH SCHOOL
ADMISSIONS AGREEMENT
The International Baccalaureate Program is a rigorous, comprehensive program designed for the
academically motivated student with the potential to earn the International Baccalaureate Diploma. For
a student to be successful in this program and to be prepared for the IB examinations, students must be
engaged and enthusiastic learners who are willing to devote substantial energy to their education. With
this in mind, we ask the student and the family to make the following commitment:
I (we) agree to the following terms and conditions for participation in the IB Diploma Program: I (we)
will:
1. Follow the rules of Magnolia High School as specified in the Student Handbook.
2. Meet the expectations of each class by participating in daily activities including completing
homework, listening attentively, offering relevant comments and posing insightful questions.
3. Submit high-quality work at deadlines.
4. Exemplify the highest degree of academic and personal integrity. Cheating and repeated class
disruptions may result in dismissal from the program.
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5. Exert concerted effort to schedule recreational trips and appointments outside the school day.
6. Remain in the program unless released by the recommendation of the IB Coordinator and the school
administration.
I realize I must meet the standards of the program and abide by my signed commitment.
IB Acronyms and Special Vocabulary
Do you ever hear your IB student talking and it sounds like they are speaking a different
language? That is because there are a lot of acronyms and special words in the IB world.
Ab initio – Latin for “from the beginning.” It is a course in which a student has little or no prior
background knowledge.
Anticipated Student - A junior student who is completing the requirements for the IB Diploma.
CAS – Creativity, Action, Service
CAS enables students to enhance their personal and interpersonal development through
experiential learning. At the same time, it provides an important counterbalance to the
academic pressures of the rest of the Diploma Program.
Certificate – A document issued by the IBO once a student has taken an IB exam for an IB
course.
Course Student – A junior or senior student who is not working toward the IB Diploma, but is
taking an IB course and therefore is taking an IB exam.
Diploma Candidate (student) – A junior or senior student who is working towards achieving the
IB Diploma.
DP – Diploma Program
A fantastic college preparatory program that focuses on an inquiry model of teaching
and a holistic, multidiscipline approach to education.
EE – Extended Essay
An independent research paper completed the senior year.
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Group 4 Project – An interdisciplinary science project conducted during the course.
Example - “I love the Group 4 Project so much!”
HL – Higher Level exam
IA – Internal Assessment
Each IB examination has an internal assessment. The IA is part of the overall IB exam
score (usually between 20% and 30%) which is completed during the course and graded
by the teacher.
IB – International Baccalaureate
IBO – International Baccalaureate Organization
Invigilator – A really cool sounding name for “test proctor.”
Example – Q: “Who is administering your exam today?”
A: “Invigilator Parsons.”
Language A – The study of language in your native tongue.
Language B – The study of a language that is not your native tongue.
Mark Scheme or Mark Band – A grading rubric.
Example – Q: “Why did I get such a terrible grade?”
A: “I don’t know. Did you check the mark scheme?”
Marks – Grades in IB are called “marks.”
Example – “I got 5 marks on my last assessment.”
Orals - Students in English A (Group 1) and World Languages B (Group 2) must complete oral
presentations. These presentations are sent to IB examiners for assessment. (Students in Film
and Visual Arts complete a similar process.)
Paper – Portion of an IB examination.
Example – “How did your history Paper 1 go?”
“Pretty good but I felt better about Paper 2.”
SL – Standard Level exam
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TOK – Theory of Knowledge
A required course for all diploma students which deals with the nature of knowledge.
Written Examinations – These are the comprehensive examinations taken in May.
FAQs
Q: What if I don’t earn enough points to be awarded the IB Diploma?
A: Students can retest and attempt to score higher. Testing sessions are in November or May. If
a student chooses not to retest, college should still give credit for the exams the student did
pass.
Q: What will exams cost?
A: IB exam costs are partially subsidized by the district. Students pay $35 per exam or $10 for
students who qualify for free and reduced lunch.
Q: If I take an AP equivalent exam, will the cost be subsidized as well?
A: Yes. Students will pay $35 per exam or $10 for students who qualify for free and reduced
lunch for an AP exam.
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Acknowledgments
Portions of this handbook are based on information from or used portions from the following
sources:
IB Diploma Handbook
Academic Honesty in IB Educational Context
IB CAS Subject Guide
IB Extended Essay Subject Guide
IB Theory of Knowledge Subject Guide
The Codrington School IB Diploma Handbook
Navajo Preparatory School IB Diploma Program Handbook
