IBSO Coordinator and Counsellor Conference

January 2011

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Practices for IBSO Schools in Reporting to Universities: January 2011 Selection of Ontario Course Code(s) for IB courses: Each school is responsible for selecting the most appropriate Ontario course and code, but please note the agreement reached re: Math HL/SL/ Studies course codes. Reporting Form(s) for Universities: IBSO Interim and Predicted Grades Report forms for Diploma and Certificate candidates should be used when reporting grades to universities or for scholarship purposes. IBSO stationery should be used. Details on the form: Please note the exemplars as attached: Heading: Note Diploma /Certificate Candidate Note Interim / Predicted Grades Examinations Heading: This should correlate with the heading: Interim/Predicted Point Total Heading: Interim/Predicted – be consistent throughout the report OUAC #: Note only if relevant EE and TOK grades: A matrixed grade /3 - no letter grades should be used Diploma Points: If no matrixed grade is available – note pending

Bilingual Diploma: Note only if candidate is enrolled in a Bilingual Diploma EE: Note the field of the EE CAS: In progress/completed – please do not report hours Grade point total: Indicate if the total is /42 or /45 (as appropriate)

Make it easy for the university to understand the total Submission of IB Grades: IB & Ontario Grades are disclosed to all universities. To OUAC: • IB grades cannot be reported electronically to OUAC • The student will identify themselves on OUAC as an IB Diploma/Certificate candidate • The Counsellor/Coordinator will submit the IB Interim/Predicted grades to OUAC • OUAC is committed to photocopying and distributing the IBSO report form(s) (Interim, Predicted and Final) to

Ontario universities ONLY Final Results • Students will indicate to the Coordinator to which university(ies) their Final Results are to be sent (3 Choices max for

Canada) • Please note rules/due dates differ per country • The coordinator will inform The IBO • Counsellors/Coordinators may elect to send a school report/IBSO Final Grades Report to OUAC or the chosen

university(ies) in order to facilitate a student’s registration/discussion of transfer credits; however, • Universities will expect an official IB transcript sent by The IBO. To Out of Province Universities: • Electronic reporting/self reporting is available at some universities. • The counsellor/coordinator will send a paper copy of the IB (Interim, Predicted) grades to out of province

universities.

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University Recognition With the adoption of the IBSO Table of Equivalent grades, Canadian Universities currently use IB grades primarily for placement, not as an admission credential. Most universities will review the IB grades if a student is not admissible on their Ontario % grades. OUAC Reporting Timelines for 2011 Submission of the paper IBSO Interim/Predicted Form a full week prior to the OUAC deadline is recommended to allow for timely photocopying & distribution. These reports should arrive at OUAC no later than Monday February 7th 2011. Mail to: The Ontario Universities’ Application Centre (OUAC) 170 Research Lane Guelph ON N1G 5E2 Recommendations: 1. Use the listed IB University Contact person for queries/concerns re: a given student. 2. IBSO Support is available – please contact University Liaison Exec member:

David Hanna 416 -646-5274 david_hanna@tys.on.ca

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IB Subjects – Grade 12 Credits…

IB SUBJECT ONTARIO CODES

Language A1 (English)Higher Level & Standard Level

ENG4UETS4UEWC4U

Language A1 FrenchLanguage A2 EnglishLanguage A2 French

FRA4U, FIF4UEAE4U, ESLE0, ENG4UFRA4U, FLO4U

Language BFrenchSpanishGermanLatinGreek (Classical)

FSF4U, FEF4U, FIF4U, FLC4MLSWDU, LWEDULWGDULVVDULVGCU

…IB Subjects – Grade 12 Credits…

IB SUBJECT ONTARIO CODESIndividuals & SocietiesHistory HL, SLGeography HL, SLEconomics HL, SLPhilosophy HL, SLPsychology SLITGSBusiness ManagementWorld CulturesSocial & Cultural Anthropology

CHY4U, CHI4U, CPW4U, IDC4UCGU4U, CGW4U, IDC4UCIA4U, BBB4MHZT4UHHS4M, HSB4MTGJ4MBOH4MHSB4MNDW4M

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IB SUBJECT ONTARIO CODESExperimental SciencesBiology HL, SLChemistry HL, SLPhysics HL, SLEnvironmental Systems & Society

SBI4U, IDC4U, PSE4USCH4U, SES4U, SNC4MSPH4USNC4M, SES4U, CGR4M

Mathematics & Computer ScienceMath StudiesSLHLComputer Science

MDM4U, MHF4UMHF4U, MCV4UMHF4U, MCV4UICS4M, ICE4M

The ArtsMusicTheatreVisual Art

AMU4M, AMI4M, AMS4MADA4M, AEA4OAVI4M, AWT4M, AWM4M, AMC4M, AMN4M

Theory of knowledge HZT4U, HRE4M, IDC4U

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Common Practices… In September 2008, the following were agreed to by IBSO Diploma Schools

1. IB Mathematics and the OSSD Higher Level Math:

• A minimum of two Grade 12 (4U) credits should be awarded. • MHF4U and MCV4U are recommended.

Standard Level Math: • Two Grade 12 (4U) credits should be awarded. • MHF4U and MCV4U are recommended.

Math Studies: • A minimum of one Grade 12 (4U) credit should be awarded. • MCV4U is not an appropriate choice.

2. Theory of Knowledge (TOK) and the OSSD • A single 4U/M credit should be awarded. One of HZT4U, HRE4M, or IDC4U is

recommended. • IBSO Table of Equivalent Grades for TOK … (committee recc. pending) •

3. Applying the IBSO Table of Equivalent Grades A) The various stages in the reporting cycle are defined by IBSO as follows:

Interim IB Grades are those sent to universities at any point up until the reporting of official predicted grades to IBO. Predicted IB Grades are those reported to IBO by mid-April as firm predictions of final grades. Results are the final IB grades that become available in early July.

B) The IBSO Table of Equivalent Grades will be used to determine specific percentages (from within the appropriate range) for all HL & SL subjects in which any awarded OSSD credit is for 4U/M. This practice will apply to both Interim and Predicted Grades and, where possible, Final Results. IBSO recommends that the table also be applied in determining grades for 3U/M credits given the importance of marks at this level in early admission to some universities and the awarding of scholarships.

C) Because each grade on the 7 Point IB scale represents a broad band of achievement IBSO strongly recommends that its members recognize these differences by selecting a variety of percentages from within each range on the table for individual students. This may be done either through teachers exercising their professional judgement or the application of a consistent school policy.

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IB & Ontario

• Student selects IB configuration

• Ontario Credits awarded

IB OntarioHL English A1 ENG4U

HL History CHY4U CPW4U

HL Biology SBI4USL French A2 FRA4USL Math MHF4U

MCV4USL Chemistry SCH4UTOK HZT4UIB Diploma 9 4U/M Credits

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Assessment & Evaluation• Work is evaluated using IB criteria• IB levels 1 – 7 are reported• Ontario % grades are attached to IB 1 – 7 • The IBSO Table of Equivalent Grades is used

IB GRADE EQUIVALENTOSSD

PERCENTAGE

MoEASSESSMENT

LEVEL

7 96 to 100 4

6 90 to 95 4

5 80 to 89 4

4 70 to 79 3

3 60 to 69 2

2 50 to 59 1

Table of Equivalent Grades

Example

IB Ontario IB Grades Ontario GradesHL English A1 ENG4U 6 93

HL History CHY4U CPW4U 5

8787

HL Biology SBI4U 6 90SL French A2 FRA4U 5 84

SL MathMHF4UMCV4U 4

7575

SL Chemistry SCH4U 5 85TOK HZT4U A 90 ?Extended Essay - BIB Diploma 9 4U/M Credits 31 + 3

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Example University Admission forThe Humanities

• Prerequisite ENG4U + best 5 4U/M Credits

• Admissions average:ENG4U 93.00%SBI4U 90.00%HZT4U 90.00%CHY4U 87.00%CPW4U 87.00%SCH4U 85.00%

Ontario 88.67%IB Diploma 31 + 3 = 34 / 45

IB Diploma 31 + 3 = 34 / 45

• Prerequisite ENG4U, SBI4U, SCH4U, MCV4U, MHF4U + Next Best 1 4U/M

• Admissions average:ENG4U 93.00%SBI4U 90.00% SCH4U 85.00%MCV4U 75.00%MHF4U 75.00%HZT4U 90.00%

Ontario 84.67%

IB Diploma 31 + 3 = 34 / 45

IB Diploma 31 + 3 = 34 / 45

Example University Admission for The Sciences

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• Prerequisite ENG4U, MCV4U, MHF4U

• + Best 3 4U/M

• Admissions average:ENG4U 93.00%MCV4U 75.00%MHF4U 75.00%SBI4U 90.00%HZT4U 90.00%CHY4U 87.00%

Ontario 85.00%

IB Diploma 31 + 3 = 34 / 45

IB Diploma 31 + 3 = 34 / 45

Example University Admission for Commerce/Business

IBSO Reports to Universities• Please be consistent• Use IBSO Stationery • Layout• EE & TOK

– no letter grades• Diploma points

– List Matrixed # • Bilingual Candidate

– List if applicable• CAS

– State Complete / Incomplete– Don’t list hours

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University Reporting• Ontario – OUAC

– Student self identifies IB Candidate / Diploma– Counsellor sends Ont. % grades electronically– Counsellor mails paper copies of:

• February IBSO Interim Report• April IBSO Predicted Report• July IB Results (where appropriate)

• Out of Province– School MUST mail all IBSO reports or

student self reported (where applicable)

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IBSO TABLE OF EQUIVALENT GRADES

Once an IB Diploma candidate’s interim or predicted grades have been determined, specific percentages will be selected from the appropriate ranges shown below by authorized IB school personnel. These percentage grades will then be reported to the Ontario Universities Application Centre (and individually to universities in other jurisdictions) for the OSSD credits that are considered equivalent to the applicant’s IB subjects.

As shown in this table, both IB grades and percentage ranges reflect Ontario Ministry of Education assessment levels. The Ministry defines these levels as follows:

Level 4 A very high level of achievement that is above the provincial standard.

Level 3 A high level of achievement that is at the provincial standard.

Level 2 A moderate level of achievement that is below, but approaching, the provincial standard.

Level 1 A passable level of achievement that is below the provincial standard.

This is the Ministry’s definition of the provincial standard: “Teachers and parents can be confident that students who are achieving at Level 3 are well prepared for work in the next grade or the next course.”

IBSO-DP revised table February 2006

IB GRADE

EQUIVALENT OSSD

PERCENTAGE

MoE ASSESSMENT

LEVEL

7 96 to 100 4

6 90 to 95 4

5 80 to 89 4

4 70 to 79 3

3 60 to 69 2

2 50 to 59 1

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Using the assessment criteria

The method of assessment used by the IBO is criterion-related. That is to say, the method of assessment judges each student in relation to identified assessment criteria and not in relation to the work of other students.

• The aim is to find, for each criterion, the descriptor that conveys most adequately the achievement level attained by the student. The process, therefore, is one of approximation. In the light of any one criterion, a student’s work may contain features denoted by a high achievement level descriptor combined with features appropriate to a lower one. A professional judgment should be made in identifying the descriptor that approximates most closely to the work.

• Having scrutinized the work to be assessed, the descriptors for each criterion should be read, starting with level 0, until one is reached that describes an achievement level that the work being assessed does not match as well as the previous level. The work is therefore best described by the preceding achievement level descriptor and this level should be recorded.

• Only whole numbers should be used, not partial points such as fractions or decimals. • The highest descriptors do not imply faultless performance and assessors and teachers should not hesitate to

use the extremes, including zero, if they are appropriate descriptions of the work being assessed. • Descriptors should not be considered as marks or percentages, although the descriptor levels are ultimately

added together to obtain a total. It should not be assumed that there are other arithmetical relationships; for example, a level 4 performance is not necessarily twice as good as a level 2 performance.

• A student who attains a particular achievement level in relation to one criterion will not necessarily attain similar achievement levels in relation to the others. It should not be assumed that the overall assessment of the students will produce any particular distribution of scores.

All extended essays are externally assessed by examiners appointed by the IBO, and are marked on a scale from 0 to 36. This maximum score is made up of the total criterion levels available for each essay. The total score obtained on the scale 0 to 36 is used to determine in which of the following bands the extended essay is placed. This band, in conjunction with the band for theory of knowledge, determines the number of diploma points awarded for these two requirements. See the following “Award of diploma points” section for further details.

The band descriptors are:

A Work of an excellent standard B Work of a good standard C Work of a satisfactory standard D Work of a mediocre standard E Work of an elementary standard

Award of diploma points

The extended essay contributes to the overall diploma score through the award of points in conjunction with theory of knowledge. A maximum of three points are awarded according to a student’s combined performance in both the extended essay and theory of knowledge.

Both the extended essay and theory of knowledge are measured against published assessment criteria. According to the quality of the work, and based on the application of these assessment criteria, a student’s performance in each of the extended essay and theory of knowledge will fall into one of the five bands described previously.

The total number of points awarded is determined by the combination of the performance levels achieved by the student in both the extended essay and theory of knowledge according to the following matrix.

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The diploma points matrix

A student who, for example, writes a good extended essay and whose performance in theory of knowledge is judged to be satisfactory will be awarded 1 point, while a student who writes a mediocre extended essay and whose performance in theory of knowledge is judged to be excellent will be awarded 2 points.

A student who fails to submit an extended essay will be awarded N for the extended essay, will score no points, and will not be awarded a diploma.

Performance in both the extended essay and theory of knowledge of an elementary standard is a failing condition for the award of the diploma.

* From 2010 onwards, 28 points overall will be required to be eligible for the diploma if a student attains an “E” grade in either the extended essay or theory of knowledge. As previously, a grade “A” in one of the requirements earns an extra point even if the other is a grade “E”. Attaining a grade “E” in both the extended essay and theory of knowledge continues to represent an automatic failure. © International Baccalaureate Organization 2010

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CORE REQUIREMENTS: EXTENDED ESSAY, THEORY OF KNOWLEDGE AND CREATIVITY, ACTION, SERVICE SUBJECT BRIEF

The IB core elements of extended essay, theory of knowledge and creativity, action, service are described below.

The extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest, usually one of the student’s six Diploma Programme subjects, and acquaints them with the independent research and writing skills expected at university. It is intended to promote high-level research and writing skills, intellectual discovery and creativity—resulting in approximately 40 hours of work. It provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor.

This leads to a major piece of formally presented, structured writing of no more than 4,000 words, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject. It is recommended that students follow the completion of the written essay with a short, concluding interview—viva voce—with the supervisor. In countries where normally interviews are required prior to acceptance for employment or for a place at university, the extended essay has proved to be a valuable stimulus for discussion.

Extended essay assessment

Students are expected to demonstrate the ability to do the following:

• plan and pursue a research project with intellectual initiative and insight • gather and interpret material from sources appropriate to the research question • structure a reasoned argument in response to the research question on the basis of the material gathered • present their extended essay in a format appropriate to the subject, acknowledging sources in one of the established academic ways • use the terminology and language appropriate to the subject with skill and understanding • apply analytical and evaluative skills appropriate to the subject, with an understanding of the implications and the context of their research. The extended essay contributes to the overall diploma score through the award of points in conjunction with theory of knowledge. A maximum of three points are awarded according to a student’s combined performance in both the extended essay and theory of knowledge.

The interdisciplinary theory of knowledge course is designed to develop a coherent approach to learning that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. The theory of knowledge course is in part intended to encourage students to reflect on the huge cultural shifts worldwide around the digital revolution and the information economy. The extent and impact of the changes vary greatly in different parts of the world, but everywhere their implications for knowledge are profound. Theory of knowledge encourages critical thinking about knowledge itself and aims to help young people make sense of what they encounter. Its core content focuses on questions such as the following. • What counts as knowledge? • How does it grow? • What are its limits? • Who owns knowledge?

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• What is the value of knowledge? • What are the implications of having, or not having, knowledge? Theory of knowledge activities and discussions aim to help students discover and express their views on knowledge issues. The course encourages students to share ideas with others and to listen to and learn from what others think. In this process students’ thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened. Connections may be made between knowledge encountered in different Diploma Programme subjects, in creativity, action, service experience or in extended essay research; distinctions between different kinds of knowledge may be clarified. The aims of the theory of knowledge course are to:

• develop a fascination with the richness of knowledge as a human endeavour, and an understanding of the empowerment that follows from reflecting upon it • develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed, by communities

and individuals and ways of living of individuals and communities, and an awareness of personal and ideological assumptions, including participants’ own

• encourage consideration of the responsibilities originating from the relationship between knowledge, the community and the individual as citizen of the world.

Theory of knowledge assessment

The theory of knowledge assessment model contains two components, both of which should be completed within the 100 hours designated for the course. Presentations are an integral part of the course.

Essay on a title chosen from a list of 10 titles prescribed by the IB for each examination session

The theory of knowledge presentation requires students to identify and explore the knowledge issues raised by a substantive real-life situation that is of interest to them.

The two assessment tasks, the essay and the presentation, are seen as complementary opportunities for students to show the extent to which they have achieved the theory of knowledge course objectives. Students should be able to demonstrate the ability to:

• analyse critically knowledge claims, their underlying assumptions and their implications • generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions in response to knowledge issues concerning areas of knowledge, ways of knowing and students’ own experience as learners • demonstrate an understanding of different perspectives on knowledge issues • draw links and make effective comparisons between different approaches to knowledge issues that derive from areas of knowledge, ways of knowing, theoretical positions and cultural values • demonstrate an ability to give a personal, self-aware response to a knowledge issue • formulate and communicate ideas clearly with due regard for accuracy and academic honesty. Both assessment tasks have at their centre reflection on knowledge issues but this reflection is demonstrated differently in each. The emphasis in the theory of knowledge presentation is on demonstrating an understanding of knowledge at work in the world. Diploma Points Matrix for EE and TOK Performance in the extended essay and in theory of knowledge is assessed using IB assessment criteria. Using the two performance levels and the diploma points matrix, a maximum of three diploma points can be awarded for a student’s combined performance in theory of knowledge and the extended essay.

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Creativity, action, service is at the heart of the Diploma Programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. The component’s three strands, 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 IB Diploma Programme • Service—an unpaid and voluntary exchange that has a learning benefit for the student Creativity, action, service encourages students to be involved in activities as individuals and as part of a team that take place in local, national and international contexts. Creativity, action, service enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be both challenging and enjoyable—a personal journey of self-discovery that recognizes each student’s individual starting point.

Activities should provide:

• real, purposeful activities, with significant outcomes • personal challenge—tasks must extend the student and be achievable in scope • thoughtful consideration, such as planning, reviewing progress and reporting • Reflection on outcomes and personal learning. Creativity, action, service evaluation

Creativity, action, service is not formally assessed, but students need to reflect on their activities and be able to demonstrate that they have: • increased their awareness of their own strengths and areas for growth • undertaken new challenges and developed new skills • planned and initiated activities and worked collaboratively with others • shown perseverance and commitment in their activities • engaged with issues of global importance • Considered the ethical implications of their actions. © International Baccalaureate Organization 2010

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IBSO POLICY FOR REPORTING TO THE ONTARIO UNIVERSITITES APPLICATION CENTRE

• By OUAC’s February deadline, all IBSO members will report their students’ interim IB grades to

the Application Centre for distribution to universities.

Schools will also report Ontario curriculum grades by the date. These interim and/or final percentages will be determined by means of the IBSO Table of Equivalents (see February 2006 table on page 29 of this booklet).

• By OUAC’s April deadline, IBSO members may update their students’ predicted IB grades on

file at the Application Centre.

Schools may also report updated Ontario curriculum grades by this date. These percentages will be determined by means of the IBSO Table of Equivalence

• By OUAC’s July deadline, IBSO members may report their students’ final IB results to the

Application Centre for distribution to Ontario universities only

• **Students should complete the B4 form which allows IB to release the grades directly to the university.

All IBSO University Reports (interim or predicted) should reflect the 2006 Table of Equivalence on page 29 of this booklet.

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OUAC Schedule of Dates 2010-11 These dates were approved by the Ontario Universities’ Council on Admissions and the Council of Ontario Universities (COU). Representatives from the Ontario School Counsellors’ Association (OSCA) and Ontario Principals’ Council (OPC) who attended the meetings of the COU have also reviewed and approved these dates.

August 30, 2010 The OUAC commences distribution of OUAC 101 application materials to secondary schools and school boards. November 12, 2010 All electronic student data files (from Ontario secondary schools) for both hardcopy and online applications should be received by this date. January 12, 2011 Deadline for Ontario secondary school students to submit completed hardcopy and online applications to the OUAC. A note regarding the January 12, 2011 deadline: Applications received after this date will still be processed by the OUAC and distributed to the universities. However, specific university deadlines will apply. Note that for January Admission (winter entry), earlier deadlines have been established. The original application procedure will include the collection of all final grades from previously completed Grade 11 and 12 courses and a list of all current-year courses in progress. January 27, 2011 Target date for Ontario universities to receive, from the OUAC, all application data and grades for all applications submitted by January 12, 2011. February 4, 2011 Recommended last date for students to submit all information to the OUAC, including university and program changes as well as additional active choices, to be eligible for consideration for early admission. Please note: This is not a deadline date. Changes will be accepted and processed by the OUAC at any time. February 15, 2011 Deadline for the OUAC to receive, from Ontario secondary schools, all final first-semester grades and current full-year midterm grades for 4U/M courses. March 10, 2011 Target date for Ontario universities to receive, from the OUAC, all final first-semester grades and current full-year midterm grades for 4U/M courses. April 28, 2011 Deadline date for Ontario secondary schools to report, to the OUAC, midterm grades for second-semester courses and interim grades for full-year courses. Grades that the OUAC receives earlier will be transmitted to Ontario universities when received. May 10, 2011 Target date for Ontario universities to receive, from the OUAC, second-semester midterm grades and interim grades for full-year courses. Grades that the OUAC receives earlier will be transmitted to Ontario universities when received. May 30, 2011 The latest date by which all secondary school applicants shall expect a response from an Ontario university. Such a response will be one of: 1) an offer of admission, 2) a refusal, or 3) a deferral pending the receipt of specific additional information.

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June 2, 2011 The earliest date by which Ontario universities may require a response to an offer of admission and a financial commitment of any kind (e.g., registration deposit, residence deposit, etc.) from an Ontario secondary school student. All other admissions-related elements including scholarships, other forms of student assistance or financial incentives, and offers of residence are considered part of the offer of admission. Therefore, a student may accept these other offers prior to June 2, 2011, but Ontario universities shall not compel a student in any way to make an earlier decision. July 6, 2011 Deadline for the OUAC to receive final grades for current semester/year courses from Ontario secondary schools. July 21, 2011 Target date for the OUAC to transmit all remaining final grades to the universities. By this date, the OUAC will have attempted to contact all schools that have not provided their grades.

Special Procedures

International Baccalaureate (IB) Applicants Applicants who are following the International Baccalaureate (IB) program within an Ontario secondary school will complete the OUAC 101 Application. Applicants will indicate whether they are following the IB Diploma or the IB Certificate program on the application. This information will be transferred to the universities selected by the applicant. Modifications to this information can only be made by counsellors who have access to the “Academic Updates” option in Counsellors’ Online Services. Applicants cannot change this information online.

IB Grades Collection Procedure

The OUAC does not record IB academic data electronically. Hardcopy IB transcripts sent to the OUAC are copied and forwarded to each of the applicant’s selected Ontario universities. Essays and extracts are not collected by the OUAC. School officials should ensure that they record the OUAC Reference Number on any transcripts sent to the OUAC. Faxed transcripts do not photocopy well, and therefore will not be accepted. Important: Schools are urged to transcribe IB courses and grades into equivalent Grade 12 courses, which can be forwarded electronically to the OUAC. Many universities require the OSS equivalents for scholarships and other adjudications (for example, determining successful candidates for the Ministry of Education’s “Queen Elizabeth II Aiming For The Top” scholarship program). February (Projected Grades): IB schools will forward an original hardcopy transcript of each student’s projected grades to the OUAC no later than the stipulated February grades deadline (see Appendix C: Schedule of Dates). April (Predicted Grades): Schools should send predicted grades no later than the stipulated April deadline (see Appendix C: Schedule of Dates). July (Final Grades): Schools may forward hardcopy transcripts of final IB results to the OUAC; however, it is preferred that they be sent directly to the applicants’ university selections. Doing so will ensure that students are appropriately considered for scholarships, admission, etc. Should grades be submitted to the OUAC, they must be received at the OUAC on or before the stipulated July grades deadline (see Appendix C: Schedule of Dates).

Out-of-Province Institutions

The OUAC will not forward IB transcripts to out-of-province institutions. Ontario IB students who apply to one or more out-of-province institutions must arrange for their IB grades to be sent directly to those universities by the secondary school. However, OSS curriculum courses/grades will be transmitted to specified institutions under normal OUAC procedures (see Section F: Secondary School Grades Processing for details).

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2010 IBSO CONTACT LIST FOR CANADIAN UNIVERSITIES UNIVERSITY Contact Phone E-mail

Acadia Anne P. Scott 902-5851016 anne.scott@acadiau.ca

U.of Alberta Kelly Park 780-492-8589 kelly.park@ualberta.ca

Bishop's Jackie Billow 819-822-9600 X2681

U.of British Columbia Philip Varghese 604-822-6054 philip.varghese@ubc.ca

Brock Michelle Lea 905-688-5550X4445 mlea@brocku.ca

U.of Calgary Elaine Wong 403-220-3827 elwong@ucalgary.ca

Carleton Janice O'Farrell 613-520-2600X3710 janice_ofarrell@carleton.ca

Concordia Sophie Fontaine 514-848-2424X5252 sophie.fontaine@concordia.ca

Dalhousie Maired Barry 902-494-4547 mebarry@dal.ca

U.of Guelph Janette Hogan 519-824-4120X58529 jhogan@registrar.uoguelph.ca

Huron U. College Brandi Borman 519-438-7224X207 bborman@uwo.ca

U. of Kings College Josh Bragg 902-422-1271 josh.bragg@ukings.ns.ca

Kings College UWO Tracy Cunningham 519-433-3491 terb@uwo.ca

Lakehead Andrea Huillery 807-343-8153 ahuillery@lakehead.ca

Laurentian Diane Roy 705-675-4843 droy@laurentian.ca

McGill Karen J'bari 514-398-4752 keren.neuburger@mcgill.ca

McMaster Paula Johnson 905-525-9140X24034 pjohnson@mcmaster.ca

Mount Allison Ms. Chris Parker 506-364-2269 cparker@mta.ca

U.of New Brunswick Shawna Bergin 506-458-7727 sbergin@unbc.ca

Nipissing Lori-Ann Beckford 705-474-3461X4518 loriannb@nipissing.ca

U.of Northern BC April Todd 250-960-6302 unbc4u@unbc.ca

Claudette Gouger 250-960-6303 cgouger@unbc.ca

U. of Ottawa Helen dore-Lavigne 613-562-5800X1593 hdore-lavigne@uottawa.ca

Queen's Kevin du Manoir 613-533-6000X74118 dumanoir@queensu.ca

Quest University

Ryerson Ron Ferguson 416-979-5000X6003 rferguso@ryerson.ca

St.Francis Xavier Fred Rosmanitz 902-867-3724

Simon Fraser Ken Wong 778-782-3050 ken_d_wong@sfu.ca

U.of Toronto Merike Remmel 416-978-8345 m.remmel@utoronto.ca

Trent Michael Alcott 705-748-1011X1280 michaelalcott@trentu.ca

Heather Crowley 705-748-1011X7758 heathercrowley@trentu.ca

U.of Victoria Ravinder Burke 250-721-8815

U.of Waterloo Nancy Weiner 519-888-4567X32265 nweiner@uwaterloo.ca

U.of Western Ontario Lori Gribbon 519-661-2116 lgribbon@uwo.ca

Wilfred Laurier Lois Wood 519-884-0710X6099 lawood@wlu.ca

U.of Windsor Charlene Yates 519-253-3000X3332 yater@uwindsor.ca

York Monique Chen 416-736-2100X70551 mchan@yorku.ca

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SAMPLE DIPLOMA CANDIDATE

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SAMPLE CERTIFICATE CANDIDATE