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General Information
Higher Level, Standard Level: What it all means to a Certificate Student Graduation Timeline Cliff Notes for Parents Sequoia High School Web Site:
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The Extended Essay Component
of the Diploma Programme begins a new cycle in January, 2008 as second
semester I.B. juniors enter the Theory of Knowledge (TOK) course. The TOK
course is taught during seventh period, in the spring of the junior year and
fall of the senior year and is where students receive guidance for the
Extended Essay. This article is being re-printed from an earlier E-Newsletter
so that current parents of junior anticipated IB Diploma candidates better
understand this particular program facet. The IB extended essay is defined
by the International Baccalaureate Organization as “an in-depth study of a
limited topic within a subject. Its
purpose is to provide candidates with an opportunity to engage in independent
research. Emphasis is placed on the
process of engaging in personal research, on the communication of ideas and
information in a logical and coherent manner.” In a nutshell, the IB extended
essay is a roughly 12-14 page research paper each diploma candidate will
write during the junior spring and senior fall semesters. Early in the process, each student selects
a faculty advisor to assist with both the research process and specific
subject area knowledge. The toughest part for most students is finalizing a
focused research question. Once the
basic background reading is completed, and a focused research question
formulated, the rest seems to fall into place for most students. Some challenges to the
completion of the paper include poor time management and the realization that
finding primary and secondary sources on a specific topic can often require
ingenuity and resourcefulness – that’s what the faculty advisors are
for! The rare student who feels this
paper can be put off until the last moment will learn the hard way that it is
a serious mistake! The rough draft of the student
essays are due to the Extended Essay advisor in June of the junior year. Students who do not submit the rough
draft will change status from diploma to certificate students, as completion
of the Extended Essay is a requirement for the diploma. Once the
first completed drafts are reviewed by the advisors, the students have one
last chance to make any necessary improvements before sending the final
products off to IB for assessment.
The benefits of completing such a paper here in high school have been
attested to repeatedly by recent Sequoia IB graduates away at university.
They ‘already know how to do it.’ In
addition, a good showing on the extended essay can translate into extra
points above and beyond those awarded toward the diploma from the subject
area exams. In the scramble to earn
at least 24 points total to earn the prestigious IB Diploma, an extra point
or two from the extended essay is well worth the effort. If you have any questions
about the extended essay, please do not hesitate to contact IB extended essay
coordinator Florian Shasky at Fshasky@seq.org. 2007 Extended Essay Titles D-Day Buffalo Hunting – The impact
of hunting Frontiersmen on the Native American peoples in the Great Plains Communist Oppression in
Vietnam and Hungary – A Comparison of the First Eleven Years Abraham Lincoln and His True
Ideals on Slavery The Treatment of Autism
Through Applied Behavior Analysis and Sensory Integration What’s the Deal With Video
Games? A Psychological Investigation
of Video Games The Chinese in California’s
San Francisco – Is there a relationship between the Treatment of Chinese
immigrants in San Francisco and their contributions to the local and state
economies? The Damming of the Hetch
Hetchy Valley – Were the City and County of San Francisco justified in their
choice of the Hetch Hetchy Valley as a water supply? “Don’t Ask, Don’t Tell, Don’t
Pursue” An Analysis of the United States Military’s Policy Concerning
Homosexuals The United States and German
Organ Donation Laws and Their Effectiveness with Respect to the Organ
Shortage An
analysis of the effectiveness of the Balcerowicz Plan in transforming the
Polish economy into a market system especially with regard to the GDP,
inflation, and unemployment from 1988 to the present |
General Information
IB/ICAP Parent Group
The IB/ICAP Parent Group meets the 2nd Wednesday of each month at 7 p.m.
in the Parent Center located next to the Multi Purpose Room. All
parents of ICAP or IB students are welcome and encouraged to attend. If
you can't attend these meetings, be sure to get the latest information by
joining the IB Parent Group list serve at http://www.seq.org/mailman/listinfo/sq-ib
Sophomore to Graduation - A Timeline for IB Diploma Candidates
Sophomore Year
January – February:
Complete 2-year plan
March: Register for Junior Classes
May: Initial CAS Meeting (explanation
of CAS requirement & procedures, hand out CAS booklets)
Can begin turning in CAS
Proposals (turn in proposals early)
Summer: Begin
CAS activities
Junior Year
September: Begin IB Coursework, Year 1
Register for PSAT test
with Treasurer’s Office
Turn in CAS Activity Logs and evaluations for summer work
(no later than the 10th day of each month)
October: Take
PSAT
Register for May IB Exams with
IB Coordinator, if applicable
Turn in September CAS Activity Logs (no later that the 10th
of the month)
November: Turn in October CAS Activity
Logs (no later than the 10th of the month)
Select an area of study, a topic and a supervisor for the
Extended Essay
December: Turn in November CAS Activity
Logs (no later than the 10th of the month
Register for SAT I, and ACT exams (register for April/May
sessions)
Extend Essay Workshop ‘Utilizing
the Supervisor’s Knowledge and responsibilities’
January: Turn in December CAS Activity Logs (no later than the 10th
of the month)
Introduction to the
Extended Essay Project
Extended Essay Workshop “An Overview of the Research Process”
in TOK class
CAS check (go over
progress)
TOK begins
February: Turn in January CAS Activity Logs (no later than the 10th
of the month)
Work on Extended Essay
draft
March: Register for Senior Classes
Turn in February CAS Activity Logs (no later than the 10th
of the month)
Work on Extended Essay
Draft
April: Turn in March CAS Activity Logs
(no later than the 10th of the month)
In School CAS Check (go
over progress)
Work on Extended Essay draft
Register to retake ACT
& SAT
Take ACT
May: Take first IB Exam (if applicable)
Turn in April CAS Activity Logs
(no later than the 10th of the month)
Take the SAT
June: Retake SAT I or ACT (October date for SAT and ACT)
Turn in May CAS Activity Logs
Extend Essay rough
drafts due
July: Exam results available
Senior Year
September: Begin IB Coursework, Year 2
Turn in CAS Activity Logs and evaluations for any summer
hours done (no later than the 10th of the month)
Revise Extended Essay
October: College
Applications
Turn in CAS Activity Logs for September (no later than the
10 th of the month)
Final Draft of Extended Essay is
due
Register for IB Exams
with the IB Coordinator
SAT1 or ACT (try to
avoid taking after this date)
Finish taking SAT II’s
November: Turn in CAS Activity Logs for
October (no later than the 10th of the month)
December: Turn in CAS Activity Logs for November (no later than the 10th
of the month)
January: TOK
Ends for seniors
Turn in CAS Activity Logs for December (no later than the 10
th of the month)
February: Turn in CAS Activity Logs for
January (no later than the 10th of the month)
March: Turn in CAS Activity Logs for
February (no later than the 10th of the month)
Send Extended Essay off
for assessment
CAS documentation Deadline (all work, evaluations, final reflections
etc. must be submitted by March 31st)
May: IB Exams (5)
June: Graduation – TAKE A BOW!!!!!
July: IB Exam Results and Notification
of Award of Diplomas from Geneva, Switzerland
Higher Level, Standard Level: What
it all means to a Certificate Student
Students
who take IB courses but do not complete the Extended Essay, TOK or CAS
requirements are termed “I.B. certificate” students by IBO. Courses taken are
chosen based on the student’s academic strength and/or interest. For this
population, there is an important distinction between taking higher level
versus standard level courses when it comes to college credit.
Higher level courses are two year courses that must
be taught over two years. They require 240 hours of actual teaching time.
Sequoia teaches IB English, History of the Americas, Spanish, German, French,
Visual Arts and one Math course (Math HL) at the higher level. Students earn an
extra grade point for the course if an A, B or C is earned. Almost every major university now offers
equivalent college credit for IB or AP courses taken when the student earns a
qualifying score (3 – 5 for AP, 5 – 7 for IB), with some schools granting
credit for the score of 4 on IB higher level exams). For example, if a student
takes IB English HL, the UC system will grant 8 quarter units for an IB exam
score of 5 – 7, just as they would grant 8 quarter units for an AP exam score
of 3 – 5.
Standard level courses are one year courses that can
be taught over one or two years at the school’s discretion. They require 150
hours of actual teaching time. Sequoia teaches Chemistry, Environmental
Systems, Physics, Psychology, ITGS, Math Studies, Math SL and ITGS at the
standard level. Though students get the
extra grade point for these classes on their transcript after taking the
class and the corresponding exam, colleges
may or may not award college credit for standard level courses.
When a student completes the
full diploma however, credit is given based on the completion of the diploma
program rather than by individual course taken.
What’s TOK Anyway?
The
Theory of Knowledge (TOK) class provides coherence to the curricular program.
It is the course of study unique to the International Baccalaureate and answers
the question “how do I know what I know?”
TOK
students are encouraged to reflect on all aspects of their work throughout the
program by having informed discussion about the nature and purposes, strengths
and limitations of the particular knowledge systems covered by the curriculum.
“Students are encouraged to reflect on the nature of poetic truth in literature
and to contrast such truth with that obtained in other systems of knowledge –
the historical fact, the scientific fact, and a mathematical proof and so on.
They also examine the grounds for the moral, political and aesthetic judgments
that individuals must make in their daily lives. Emphasis is placed on the role
of language and thought and on the development of the student’s critical
thinking skills.
This
course is mandatory for all diploma candidates and is taught seventh period in
the spring of the junior year and the fall of the senior year. In addition to
the assessments required for successful completion of TOK, students are also
guided through the Extended Essay in this class.
Cliff Notes
Senior Parents
A few
major tasks are left before the senior class dons caps and gowns in June, 2008.
1.
Admissions are being processed on a rolling basis at many campuses so the
sooner they receive an application, the sooner an admissions decision is made.
Also, private universities have their own admission deadlines. Take care to not
miss those dates and to include everything they request; the admissions process
is a bit different for the private colleges. If you need help, please contact
the student’s counselor or the I.B. Coordinator.
2. The
second task is the finish the senior year strong. “SENIORITIS” IS NOT AN OPTION! Universities offer admission
on a provisional basis, meaning that if the final high school transcript for a
student does not live up to the expectations of the university, the admission
may be rescinded. Reasons this could happen are that (1) the courses students
reported they were taking were not completed or (2) the senior grades the
colleges expected to see based on the initial transcript were not satisfactory.
Please cheer your students to the finish line!
3. The
third task is that students begin to seriously consider what college/university
they will attend if accepted. The size of campus, demographics of student
population, rural or urban setting, class size, finances and proximity to home
are all considerations when making the final decision. If students begin to
think about what’s important to them now, it will make sorting through all
those admission envelopes a little easier in March and April.
Junior Parents
If your
student will be applying to a 4 year college, the SATI or ACT is a required
standardized test for many colleges. The SAT Subject Tests are also required
for the UC system and some private colleges.
Remaining test dates for this
year:
SAT I: January 26th, March 1st,
May 3rd, June 7th
Students
should plan to take the SATI on either May 5th or June 2nd
as a first time effort. It the scores are good, they’re done; otherwise, they
have 2 additional test dates in the fall to try and raise their scores. If
re-testing, don’t delay past the November test date.
SAT II Subject Tests: January 26th, May 3rd,
June 7th. These tests should be taken as close to the end of the
course as possible.
ACT: February 9th, April
12th, June 14th. Students that aren’t strong standardized
test takers often score higher on the ACT.
If
opting to take the ACT rather than the SATI, the April or June dates will work
best for the student.
In addition, it’s time to start
planning your summer college visitations. One of the important factors in choosing to apply to a
college is the comfort level the student feels when walking on the campus. It
doesn’t matter is classes are in session or not; plan to take your student to
as many prospective campuses as possible and let them just walk around the
grounds for a bit. It is amazing how the human psyche will indicate innate
comfort or distress in various surroundings. No matter how great a school might
sound, the acid test is how comfortable your student will feel once they become
a member of the school community.
Sophomore Parents
Every
February, the IB Coordinator meets with sophomore students and parents to
review the IB program and offer parameters to be used in making the decision to
pursue either the full diploma program or the IB certificate program. Many
factors should be considered before reaching this important decision and
attending this meeting will give you all the information needed in order to
make an informed decision. In addition, the CAS requirement and each I.B.
subject area will be discussed so that all will understand the structure and
expectations of each subject. Please plan to join us for this informative, must
attend meeting.
Sophomore Parent Meeting
February
5, 2008
6:00 –
7:00 p.m.
MPR,
Sequoia High School
Coming
Soon: As the program continues to grow, we continue to refine it so that
students gain the most meaningful experience possible. We are pleased to
announce that the current sophomore class will be the first to be offered
internationally focused CAS (Creativity, Action and Service) opportunities. In
May of this year, the CAS Coordinator, Ms. Patience and the IB Coordinator, Ms.
Bussey will meet with students to explain the CAS projects. Students will be
able to choose one of the three projects and earn all their hours for CAS: (1) Amigos, an outreach of Rotarian
International that offers a variety of service opportunities in Colima, Mexico
(students will be able to do a summer immersion experience), (2) Wild Life Direct, based in Kenya, a
joint program of the Africa Conservation Fund (UK) and the Africa Conservation
Fund (US). The organization is committed to protecting wildlife and habitats as
a means of bolstering the Kenyan economy. Students will use technology to
increase awareness of the issue of self-sufficiency (wildlife tourism is a
major source of revenue), and (3) Central
Asia Institute whose mission is to fight terrorism by promoting community
based education and literacy programs, especially for girls in the remote
mountain regions of Central Asia (Afghanistan, Pakistan, Kyrgzstan and
Mongolia.) Students will use technology to increase awareness and use creative
means to assist in building additional schools from a distance and ensuring
that the students have adequate supplies. The founder of the CAI and author of
Three Cups of Tea will be at Sequoia in the spring speaking with students about
the work he’s done over the last several decades.
Parents
are needed to serve with a teacher sponsor for each of these projects. If
you’re interested and can make a 2 year commitment, please let Mrs. Bussey
know.
Freshman Parents
The two
meetings listed below are must attend meetings for freshman parents.
Freshman 4 year Planning Meeting
Week of February 11th
(exact date and location, TBA)
This
meeting is hosted by the Sequoia Guidance Department and will help parents
understand our coursework in terms of high school graduation requirements
versus college entrance requirements, how to read your student’s high school
transcript, standardized testing and much, much more. Please keep the week of
February 11th open and look for a formal announcement from the
Counseling office for details.
Freshman Parent Q/A Session
February 20, 2006
6:00 –
7:00 p.m.
MPR,
Sequoia High School
This
parent meeting is being offered so that parents of freshman students can have
your specific ICAP related questions answered about the ICAP /IB programs,
Sequoia’s policies, and information on the College and Career Center Services.
It’s important to have a communications forum. You asked for it and we’ve
responded. Please mark your calendars and join us for an information filled
hour.
One Last Thing…
Please
accept our sincere gratitude for making this program so successful. Your time,
talent, hard work and financial sacrifice have not gone unnoticed or
unappreciated. We wish you peace, joy and love this holiday season and in the
New Year. Happy Holidays!