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From YouTube: AACPS International Baccalaureate IB 10-01-2015
Description
Description
A
Hello
and
welcome
to
I
be
expanding
minds
and
opening
doors.
My
name
is
mary
austin
and
on
the
district
coordinator
for
the
International
Baccalaureate
program
continuum
here
in
Anne,
Arundel
County,
Public
Schools.
This
new
program
will
focus
on
the
International,
Baccalaureate
or
IB
program
continuum
in
our
school
system
and
across
the
world.
Currently
Anne
Arundel,
County,
Public
Schools
is
home
to
11
Ivy
elementary
schools,
3i
be
middle
schools
and
three
Ivy
high
schools
that
serve
approximately
14,000
students
in
our
system.
A
B
A
B
Great
I'd
be
happy
to
you'd
sort
of
have
to
rewind
more
years
that
I'm
care
that
I
kick
then
I
care
to
admit,
but
back
in
the
80s
I
actually
had
the
benefit
of
an
IV
education
and
took
part
in
the
diploma
program.
So
I,
you
know,
had
the
opportunity
during
my
final
two
years
of
high
school,
to
go
through
all
the
requirements
of
the
diploma
in
really
benefit
from
all
the
skills
that
the
diploma
program
fostered
during
my
learning
in
high
school
and
then
fast
forward.
B
Many
decades
later,
I
got
a
call
from
a
recruiter
who
was
looking
to
fill
the
position
for
the
regional
director
overseeing
the
Americas
for
the
International
Baccalaureate.
So
back
in
two
thousand,
eight
I
joined
the
organization
as
the
regional
director
and
in
my
role,
I
work
with
a
staff
of
50
regional
staff
members,
as
well
as
over
600
global
colleagues
who
work
to
support
schools
throughout
the
world,
offer
the
best
in
class
international
education
to
students
from
K
through
12.
It's.
B
Be
education
is,
as
many
things
I
think,
it's
important
to
sort
of
rewind
to
when
the
IB
was
founded
in
nineteen
sixty-eight.
So
originally
the
people,
the
founders
of
the
IB,
had
two
main
goals
in
mind
in
building
an
IV
education.
The
first
was
to
bring
about
a
better
world
through
education.
So
basically
the
students
of
today
will
be
the
leaders
of
tomorrow,
so
we
want
to
instilled
the
appropriate
internationally
minded
values,
as
well
as
critical
thinking,
skills
that
are
important
to
build
future
leaders
for
tomorrow
that
will
bring
about
a
future
peaceful
world.
B
In
addition
to
creating
a
better
world
through
education,
the
founders
wanted
to
create
a
graduation
credential
at
the
high
school
level.
That
would
be
recognized
around
the
world
for
what,
at
the
time
in
the
international
private
school
market,
where
the
founders
worked
was
very
important.
If
they
have
a
student
who
starts
high
school
in,
let's
say,
Geneva
and
is
moving
to
the
US
in
the
next
year.
They
want
to
have
that.
B
So
those
values
were
brought
down
to
the
the
elementary
and
middle
school
levels,
with
the
advent
of
the
pyp
and
the
myp
in
the
90s
and
then
most
recently
in
2012.
We
added
to
that
the
career
program
which
is
offered
by
some
schools
here
in
the
United
States
and
around
the
world
that
basically
takes
the
best
of
the
diploma
and
adds
a
career
or
vocational
element
to
the
IB
education.
A
B
You
see,
students
guiding
the
discussion
in
the
classroom
and
the
teacher
really
serving
more
as
a
mentor
coach
and
leading
the
students
through
a
particular
program
of
inquiry
or
lesson
unit.
If
you
will
so
walking
into
a
PYP
school,
is
pretty
unique
and
then,
of
course,
fundamental
to
all
of
our
programs
is
second
language
acquisition.
So
you
know
not
many
elementary
schools
or
you
know,
as
budgets,
become
constrained.
B
Elementary
schools
are
find
it
difficult
to
offer
second
language
instruction,
but
one
of
the
fundamental
pieces
of
the
primary
year's
program,
as
well
as
the
other
programs,
is
that
second
language
acquisition
so
moving
up
into
the
middle
school.
The
middle
years
program.
As
students
become
a
little
bit
more
specialized,
there
is
departmentalization
allowed,
so
there
can
have
subject
specific
teachers,
unlike
in
the
pyp,
where
the
homeroom
teacher
is
basically
teaching.
Almost
everything
in
the
middle
years
program
there's
a
little
bit
more
freedom
to
explore
on
the
part
of
the
student.
B
But
again
you
see
full
school
implementation
and
the
interesting
thing
about
the
myp
it's
generally
housed
at
both
the
middle
school
and
then
grades
9
and
10
in
the
high
school.
So
the
my
PR
middle
years
program,
bridges,
both
middle
school
and
high
school
and
then
dovetails
beautifully
with
the
diploma
program.
That's
offered
at
grade
11
and
12,
and
really
focuses
on
college
and
career
preparation
and
rigorous
college
level.
Academics.
So.
B
Just
the
fact
that
it
is
forever
everybody
makes
it
different
from
any
other
academic
programs.
So
it's
not
a
gifted
and
talented
program.
It's
not
a
program
for
a
select
few
students
who
need
you
know
special
support.
It
is
a
program
for
all
students.
You
know
there's
still
opportunity
for
teachers
and
instructors
to
differentiate
instruction
within
this
whole
school
model,
but
what
it
is.
B
It
gets
all
of
the
teachers
within
a
building
really
excited
about
their
profession
again,
and
it
gets
all
students
in
a
way
working
together
towards
reinforcing
these
ideas,
international
mindedness
community
service
and
really
approaching
the
world
from
a
different
perspective
than
what
you
see
in
some
standard
academic
programs.
Wonderful.
B
So
the
career
program
was
rolled
out
or
introduced
to
the
IB
community
in
2012
and
what
it
does,
as
I
mentioned
before
it
takes
the
best
of
the
diploma
program
and
adds
to
it
what's
already
being
offered
in
the
high
school
from
a
career
and
technical
education
standpoint
or
a
career
related
study,
and
it
adds
things
like
a
community
service
component,
culminating
project
which
is
similar
to
the
other
three
program.
So
a
student
in
their
personal
project
will
work
on
an
ethical
issue
facing
their
career
related
field.
So,
let's
say
you're
studying
engineering.
B
You
might
do
a
civic
engineering,
personal
project
about
how,
let's
say
elderly
residents
within
a
community
are
transported
to
various
places
in
the
community.
So
it
might
be
a
civil
engineering,
ethical
project
that
you
might
focus
on
for
your
personal
project.
So
you
take
those
two
elements
and
you
put
them
together
and
you
really
prepare
a
student
for
either
college
or
going
directly
into
the
career
field
of
their
choosing.
And
the
interesting
thing
about
the
career
program
is
starting
in
2016.
B
C
A
B
Well
start
at
the
diploma
program,
because
that
is
probably
the
best
known
of
the
culminating
projects
and
it's
it's
called
an
extended
essay.
So
what
a
student
starts
working
on
as
they
enter
11th
grade
and
finish
up
towards
the
beginning
of
12th
grade
is
an
extended
essay.
It's
a
college-level
research
paper
in
a
subject
of
the
students
choosing
that
basically
will
be
roughly
20
pages
long
and
it's
like
an
end-of-term
thesis.
B
If
you
will
and
unique
to
the
ib,
is
the
extended
essay,
as
well
as
all
the
exams
that
the
students
take
either
at
the
end
of
junior
year
or
at
the
end
of
senior
year.
All
of
those
exams
are
externally
assessed
by
a
global
pool
of
IB
examiner's
that
are
looking
at
student
work
using
an
internationally
referenced
rubric.
So
students
here
in
Anne,
Arundel
County,
are
being
evaluated
on
the
same
standards
that
students
in
the
most
elite
private
school
in
Japan,
are
evaluated
on
exciting
yeah.
And
then
you
look
at
you.
B
Look
at
other
ib
poems
like
the
myp.
You
have
a
personal
project
at
the
end
of
10th
grade.
It's
a
very
similar
thing,
but
instead
of
producing
a
20
page
research
paper,
you
basically
have
to
produce
and
display
a
personal
project
that
you've
been
working
on
during
middle
school
and
generally
schools
have
a
personal
project
day
and
they
actually
an
exhibition
of
those
personal
projects
for
the
parent
community
and
the
broader
community
to
come
and
see
the
students
work
that
they've
been
working
so
hard
on.
For
you
know
a
year
or
more
and.
B
Very
similar,
it's
an
exhibition.
It's
a
little
bit
lower
sort
of
in
terms
of
intensive,
but
really
what
all
the
Ivy
programs
try
to
do
in
terms
of
instilling
students
is
the
ability
to
be
articulate
and
and
present
themselves,
and
really,
you
know,
hone
in
on
the
ideas
that
they
have
as
an
individual
in
the
society
that
we
all
live
in.
B
So
through
the
the
exhibition,
the
personal
project,
the
extended
essay,
the
student
is
really
delving
into
an
issue
that
they
find
important
to
themselves
and
learning
how
to
express
themselves,
whether
it's
standing
up
in
front
of
a
group
of
people
or
parents
or
writing
a
thesis
paper
to
basically
demonstrate
all
the
skills
that
they've
acquired
in
there
ib
programs.
So.
A
B
So
you
know
we're
not
going
to
give
a
fifth
grader
the
the
assignment
of
doing
an
extended
essay.
Instead,
we
save
that
for
a
high
school
student
who's
about
to
go
on
to
college,
where
they're
going
to
be
expected
to
rate
you
know
long
papers
in
the
span
of
a
weekend
or
the
span
of
a
semester.
So
that's
a
skill
union
for
college.
B
The
the
exhibition
at
the
primary
year's
program,
you
know
reinforces
skills
that
that
student
is
going
to
need
to
succeed
in
middle
school
and
similarly,
at
the
personal
project,
culminating
experience
of
the
middle
year's
program.
It
basically
exhibits
and
reinforces
skills
that
a
students
going
to
need
to
succeed
in
high
school.
So.
A
B
The
thing
that
ties
all
the
programs
together
is
a
great
answer
to
your
question.
It's
the
development
of
critical
thinking,
skills
that
are
age-appropriate.
So
if
you
look
at
the
primary
years
or
PYP
program,
that's
here
in
anne
arundel,
at
elementary
schools
across
the
district,
a
student
is
developing
knowledge,
as
well
as
an
approach
to
how
to
look
at
the
world
through
inquiry
based
learning.
B
So
basically,
a
fundamental
piece
of
the
pyp
is
teaching,
or
you
know,
sort
of
guiding
students
really
and
in
the
development
of
skills
about
how
to
ask
questions
around
them
about
the
world
around
them,
so
that
that's
a
common
theme
that
we
want
students
across
all
the
Ivy
programs
to
be
really
good
at.
We
want
them
to
question,
not
just
questioning
authority
of
a
question.
Why
is
this
or
that
about
the
world
around
them?
B
A
B
In
taking
action
is
an
important
thing
that
we
haven't
touched
on
yet
and
again,
a
common
thread
through
all
of
our
programs
is
this
aspect
of
action
and
community
service.
So
if
you
look
at
the
diploma
program,
there's
something
called
Cass
or
community
action
and
service.
So
it's
about
taking
what
you're
learning
in
the
classroom
and
taking
the
questions
that
you've
learned
how
to
ask
about
the
world
around
you
and
taking
action
having
a
positive
impact
on
the
community
around
you
and
not
just
doing
things
inside
your
school
or
inside
your
home.
So.
A
B
Like
I,
you
know
referenced
with
the
career
program
and,
looking
at
you
know
how
to
transport
the
elderly
in
your
community,
to
you
know
whether
it's
the
supermarket
or
doctors
offices.
That
could
be
very
local,
but
it
has
an
externally
facing
question
and,
and
you
know,
exploration
of
a
solution
associated
with
it,
so
you're
positively,
impacting
your
local
community.
Certainly,
there
are
many
students
who
do
personal
projects
that
ask
broader
questions
that
go
on
an
international
level
and
they
might
form
you
know,
relationships
with
students
at
other
ib
schools
around
the
world.
B
Absolutely
I
think
one
of
the
great
things
about
being
an
IB
school
is
you
have
access
to
a
community
of
over?
You
know,
you
know
close
to
5000
programs
around
the
world.
You
know
right
here.
In
the
Americas
there
are
3,000
IV
programs
hosted
in
2500
schools,
sort
of
gives
you
an
instant
network
of
you
know,
pen
pals.
B
If
you
will
not
that
anybody,
you
know,
writes
letters
anymore,
but
I've
seen
you
know
a
couple
of
months
ago,
I
participated
in
an
event
where
a
school
in
Atlanta
had
partnered
up
with
a
sister
school
in
France
that
were
both
I,
be
my
P
schools
and
they
had
actually
created
over
the
years
of
cultural
exchange,
so
students
would
visit
each
school
and
they
not
only
you,
know,
visit
each
other
face
to
face,
but
stay
in
touch.
You
know,
through
over
the
year
through
skype
and
other
you
know
online
tools,
so.
A
B
You
know
a
big
piece
of
you
know
becoming
an
IB
school,
is
professional
development
for
instructors
to
teach
them
and
get
them
more
comfortable
inquiry
based
learning
as
an
example,
but
at
those
workshops,
instructors
here
in
Anne,
Arundel
County
have
you
know
the
opportunity
to
interact
and
share
best
practices
with
teachers
at
other
ib
schools,
whether
it
be
here
in
Maryland
or
other
parts
of
the
United
States
or
even
in
some
circumstances
we
have
educators
from
Europe
or
elsewhere,
come
to
workshops
here
in
the
United
States.
So.
A
A
Welcome
back
we're
talking
with
drew
George
director
of
IB
americus,
so
drew
before
the
break.
We
were
being
to
speak
about
the
benefits
to
educators,
who
are
involved
in
international
baccalaureate
or
IB
program
as
well.
So
what
should
a
teacher?
A
principal,
a
guidance,
counselor
who's
lucky
enough
to
work
in
an
IV
school
expect?
Oh.
B
That's
a
great
question:
you
know
what
can
they
expect?
I
think
what
they
can
expect
is,
as
I
mentioned
before
the
break.
You
know
an
energized
instructional
team
that
recognizes
the
importance
of
collaborating
among
colleagues
across
grade
levels
across
subjects
and
from
you
know,
a
student
perspective.
I
think
what
educators
you
know,
tell
me
from
you
know
when
they
first
set
foot
into
a
high-performing,
ib
school
is
that
the
level
of
student
inquiry
and
intellect
and
curiosity
is
different
than
what
they
have
experienced
in
other
schools
during
their
career.
B
So
for
the
most
part
you
know
unanimously
really
what
I
hear
from
educators?
Is
they
love
working
in
ib
schools?
Yes,
it
means
a
little
bit
more
work
for
for
teachers,
but
really
you
know
the
the
fact
that
students
are
so
engaged
and
learner
really
gives
back
and
makes
that
hard
work
worth
it
for
teachers.
So.
B
Think
it's
it's
really
work,
that's
done
differently.
You
know
this
is
a
whole
different
way
of
teaching
an
IV
class
which
really
embraces
best
practices.
It's
the
secret
to
the
ivory
successes.
We
run
around
the
world
and
we
look
at
best
practices
in
different
educational
systems
and
educational
environments
and
we
bring
them
back
to
our
program.
A
B
A
big
piece
of
you
know,
being
a
part
of
the
IV
community
on
on
the
part
of
a
school,
is
a
commitment,
ongoing
professional
development
for
instructional
staff.
So
to
that
end,
here
in
the
Americas
alone,
we
trained
over
forty
thousand
teachers
a
year
from
Alaska
down
to
Chile,
with
the
majority
of
those
teachers
being
trained
here
in
the
United
States.
So
again,
a
big
piece
of
you
know
making
sure
that
an
IB
program
is
successful
and
that
students
have
the
best
possible
learning.
B
B
Really
various
so
we
have
trainings,
you
know
usually
once
a
year
in
Baltimore,
but
we
also
bring
training
here
to
the
local
Washington
DC
area.
I
think
we
had
a
most
recent
training
that
we
call
our
DC
large
workshop
and
we
had
about
600
teachers
from
across
seven
or
eight
local
districts,
where
we
brought
the
training
to
the
districts.
So.
A
It's
exciting
teachers
get
to
come
together
that
are
educators
from
other
parts
of
the
country.
The
region,
the
county
in
this
case
and
share
ideas,
absolutely
sounds
like
a
wonderful
opportunity.
So
one
of
the
questions
I'm
often
asked
about
from
parents
in
particular,
is
how
is
the
ib
going
to
give
my
child
an
advantage
in
terms
of
college
being
accepted
to
a
college
perhaps
receiving
a
scholarship
money
even
how
well
they
do
once
they're
in
college?
Could
you
speak
to
some
of
those
things
for
us
absolutely.
B
Well,
having
been
an
IV
graduate
myself,
I
know
the
benefit
of
my
ib
education
when
I
got
to
campus
at
Georgetown,
which
was
my
alma
mater.
Not
only
did
the
fact
that
I
had
gone
through
the
IB
Diploma
helped
me
get
in,
but
it
also
helped
me
develop
the
skill
that
I
needed
to
succeed
at
university,
whether
it's
the
ability
to
write
a
10-page
paper
over
the
weekend
or
to
think
about.
You
know
the
topic
at
hand
in
a
very
critical
way.
B
So
those
skills
you
know
help
students
in
terms
of
college
success,
but
also
help
students
getting
into
college.
So
a
great
sort
of
anecdote
is
in
I
be
America's.
We
have
something
called
the
college
and
university
relations
committee,
which
is
made
up
of
a
number
of
admissions
officials
or
vp
of
enrollment
at
various
universities,
and
we
have
some.
You
know
great
universities
represented
on
that
committee
and
hands
down.
They
tell
me
at
every
meeting
that
we
have.
B
We
meet
a
couple
of
times
a
year,
how
much
they
value
IB
students
on
their
campuses
and
they
actually
go
out
of
their
way
to
make
sure
that
they
attract
as
many
Ivy
applicants
and
we're
talking
like
about
schools
like
Stanford
Michigan,
University
of
British
Columbia.
So
these
are
great
schools
that
have
highly
competitive.
B
You
know
application
processes,
yet
they
want
ib
students
they
what
they
want,
as
many
IV
students
to
apply
as
as
possible,
and
then
there
are
some
schools
around
across
the
United
States
and
around
the
world
that
not
only
do
they
give
preferential
treatment
to
IB
applicants,
but
they'll
even
give
advanced
course
credit,
whether
it's
placing
out
of
freshman
requirements
to
as
extreme
is
sophomore
standing
and
free
parking
spots
on
campus,
which
are
important
at
some.
You
know
larger
state
schools.
That's.
B
A
Fascinating
so
I
often
hear
from
Owen.
Aren't
own
I
be
graduates.
Excuse
me
about
their
experience
once
they
get
to
college
or
university
and
how
they
find
it
to
be
frankly
easier
than
perhaps
that
the
feeling
that's
experienced
by
their
peers.
What
is
it
that
makes
them
feel
that
way?
Do
you
think
I
think.
B
It's
the
level
of
rigor
that
is
present
in
the
diploma
program
curriculum.
So
if
you're
taking
you
know
an
IB
standard
level,
math
class
or
an
IV
higher
level,
math
class
you're
doing
college-level
math,
you
know,
I
did
standard
level
math
and
I
cruised
through
you
know,
calculus
one
when
I
got
to
georgetown
and
got
an
A
in
it
and
don't
really
have
to
think
I
had
a
great
math
teacher
in
high
school
and
the
curriculum
that
I
was
learning
at
the
time
in
high
school
really
matched.
B
You
know
what
I
was
doing
at
Georgetown,
so
it
really
does
prepare
students
not
only
from
a
Content
perspective
but
also
in
a
critical
thinking
way
and,
more
importantly,
give
students
confidence
so
going
through
the
diploma
program
in
the
middle
years
program
PYP
program.
Gradually,
as
students
get
older,
they
become
incredibly
confident.
You
know
most
freshmen
when
they
enter
that
first
freshman
class,
let
whether
it's
a
big
chemistry
in
a
lecture
hall
of
300
people.
B
B
They
can
go
on
our
website
and
if
they
just
search
for
destination
survey,
I
think
it's
still
up
there
too.
It's
a
self-reported
study,
so
we
surveyed
students
during
the
summer
after
their
high
school
graduation
in
terms
of
where
they
applied
and
where
they
were
accepted,
and
what
the
study
showed
and
obviously
it's
self-reported.
So
the
data
is
not,
you
know
bulletproof,
but
what
it
showed
is.
B
There
are
many
you
know
top
schools,
including
the
Ivy's,
where
the
admission
rate
for
ib
students
was
twice
as
high
as
the
general
acceptance
rate
for
places
like
Stanford
Brown.
So
you
know,
Ivy
education
really
helps
students
in
terms
of
the
competitive
college
admissions
process
and
then,
more
importantly,
what
what
I
look
to
is
how
well
an
IB
education
is
preparing.
Students
to
you
know,
stay
in
college
and
graduate
within
four
years,
so
I
have
a
couple
of
stats
that
that
I'd
love
to
share
with
you.
The
first
is
seventy-eight
percent
of
diploma
program.
B
A
B
Then
two
more
stats,
the
first-year
retention
rate
of
DP
students
was
ninety-eight
percent
at
college
and
university
versus
a
national
average
of
seventy-seven
percent.
So
seventy
percent
of
students
on
a
national
basis
don't
finish
out
their
freshman
year
of
college
ninety-eight
percent
of
I
bdp
grads
do
so.
B
Diploma
program,
sorry
and
then
finally,
the
four-year
graduation
rate
among
all
DP
participants.
So
those
are
students
who
either
earn
the
Diploma
hopefully,
but
even
if
they
didn't
earn
the
Diploma
their
four-year
graduation
rate
was
at
seventy-nine
percent
versus
a
national
average.
Can
you
guess
what
do
you
think
the
national
average
was
53,
nine
percent?
So
if
you
look
at
that,
third
79
verses,
39
diploma
program,
students
have
an
edge
in
terms
of
their
success
in
college,
as
well
as
getting
into
college
of
their
choice.
So.
A
You
mentioned
a
moment
ago
with
whether
or
not
students
actually
achieve
the
IB
Diploma
earned
the
IB
Diploma.
Certainly
that's
a
goal
for
us
for
all
the
students.
We
hope
it's
a
goal
for
the
students
themselves,
but
often
we
talk
about.
Is
there
a
value
if
I
leave,
if
I'm
an
IB,
Diploma
student
and
I
leave
and
I
don't
actually
attain
the
IB
Diploma?
Is
there
still
a
value
added
to
my
experience?
How
would
you
respond
to
that
yeah.
B
I
mean
I
think
the
value,
obviously
it's
great
to
be
recognized
for
all
your
hard
work,
but
earning
the
Diploma,
particularly
in
the
US
college.
Admissions
process,
isn't
the
be-all
and
end-all,
like
the
most
important
thing,
in
my
mind,
is
as
a
student,
you
know,
attempted
and
really
you
know,
took
advantage
of
the
the
great
academic
program
that
is
offered
at
their
school
and
if
a
student,
you
know,
got
sick
during
their
exam
in
May
or
something
went
wrong
and
for
some
reason
didn't
get
the
the
diploma.
A
May
have
done
very
well
and
individual
exams
that
make
up
the
actual
diploma
score
itself.
Absolutely
so,
can
you
talk
about
outside
of
the
college
piece?
What
other
interesting,
unique
international?
Even
opportunities
might
be
available
to
IP
students
that
might
not
necessarily
be
there
be
as
readily
accessible
by
students
who
don't
go
through
the
I,
be
okay.
B
One
of
the
things
that
we've
done
over
the
last
few
years
is
we
host
an
IB
world
student
conference,
which
is
a
great
event
that
took
that
has
taken
place
in
places
like
Rochester
university,
a
university
in
Barcelona.
We
had
it
at
Wake
Forest
a
couple
of
years
ago.
We
also
hosted
it
at
McGill
and
what
it
is.
It's
a
week-long.
B
You
know
not
really
camp,
but
it's
a
world
student
conference
that
takes
place
over
five
days
where
students
delve
into
an
important
global
or
global
issue,
so
whether
its
sustainability,
the
environment,
entrepreneurship,
so
each
location
historically,
has
had
a
particular
important
topic
that
students
explore
and
what
we
call
global
action
teams.
So
they
form
groups
of
15
to
20
students,
and
it's
it's
basically
theory
of
knowledge
course.
B
On
steroids
and
theory
of
knowledge
is
one
of
the
key
aspects
of
the
diploma
program
where
it
gets
students
to
think
about
ways
that
we
know
the
world
around
us.
A
study
of
knowledge,
if
you
will
so
that
five-day
experience
is
where
students
from
across
the
ib
world
come
together.
So
I
sat
in
on
one
session
recently
where
there
was
a
student
from
an
inner
city
public
school
in
Philadelphia,
sitting
next
to
a
student
who
had
gone
to
an
elite
private
school
in
Africa,
and
they
were
talking
about.
B
You
know
what
are
their
common
links
in
the
world
and
they
were
brought
together
in
the
name
of
IB,
and
it
was
just
such
a
cool
experience
to
hear
those
students.
You
know
instantly
form
a
friendship
over.
You
know
their
common
I
be
experienced
and
that
they
also
had
similar.
You
know
experiences
in
the
world
where
they
were
in
inner
city,
philadelphia
or
you
know
in
zimbabwe.
So.
B
B
A
For
joining
us
for
this
episode
of
I
be
expanding
mines
and
opening
doors.
If
you'd
like
to
learn
more
about
the
IB
program
or
to
apply
for
a
seat
in
one
of
our
magnet
program,
schools,
please
visit
us
on
the
web
and
remember
the
magnet
application
window
is
open
from
october
one
to
December
second
2015
at
twelve
noon.
Thank
you.