Independent study programs are designed to offer students an opportunity to further their knowledge in a topic that is not offered within the school’s curriculum. Students elect to engage in an independent study; administrators do not mandate it as a decision of last resort. Students who choose an independent study must be self-motivated and able to meet all stated outcomes with minimal supervision. Generally, the student proposes a topic and outlines the way in which he/she will acquire and demonstrate the knowledge. A credentialed staff member is assigned to act as an advisor for the project.

State policy for independent study does not exist in Pennsylvania; however, it appears that most districts offer independent study to high school students only. Students choose independent study in lieu of attending a class. In other words, independent study is not used for scheduling purposes but rather is an opportunity for students to pursue knowledge that is not offered in an existing class. Further, independent study programs in Pennsylvania are not a full-time option nor do they override compulsory attendance requirements. Students in Pennsylvania who are unable to attend school due to health problems or other qualifying issues are offered homebound instruction . Students who wish to pursue independent study full-time as an alternative to required school attendance should consider home education.

The number of credits assigned to an independent study is determined by the advisor or is stated in the district’s school board policy. In either case, it is based on the nature and scope of the planned work.

Independent study is an instructional approach that puts the student in charge of his or her learning, allowing the student to select and study a topic in order to strengthen a college application, prepare for a future job, or pursue a personal interest. Independent study responds to students’ interests, aptitudes, and abilities within the confines of school board policy and allows students to learn at an accelerated or slower pace than is possible in a classroom setting. Independent study is especially appropriate for seniors who have exhausted the available course offerings in their desired area.

However, independent study is not a viable option for all students. In fact, an independent study may be more challenging than a traditional course because the student is working without peer support and is responsible for staying on track without teacher reminders or outlines. In California, where independent study is a full-time option, it “…is expected to be equal or superior in quality to classroom instruction.” Those interested in pursuing independent study should ask themselves the following questions:

• How motivated am I?
• Do I know what my curriculum will be? Am I prepared to design my own course?
• Do I have time to complete the work?
• Am I able to work and learn alone?

The range of independent study topics is as broad and diverse as students’ interests. Following are independent study examples from Phillips Academy Andover:

• English – The completion of a short novel that centers on youth, rejuvenation, and new horizons.
• Psychology – Exploring attitudes toward eating disorders and how they adversely affect the treatment of eating disorder patients.
• History – An examination of genocide in the 20th century through the work of those who spoke out against it, including Samantha Power.
• Foreign Language – Through the reading of three novels and analysis of relevant films, tracing the concept of the prostitute in the pages of Arab literature and the eyes of the culture itself.
• Chemistry – Study the synthesis of organic materials and the reaction mechanisms behind the synthesis, including nucleophilic substitution, reactions involving enolates, cycloaddition reactions, and actions involving aromatic heterocycles.
• Art – Create small-scale special effects in film, focusing primarily on Adobe After Effects, and briefly exploring the power of Autodesk Maya and/or 3D Studio Max.
• Math/Computer Science – The learning of Object Oriented Programming languages by familiarization with the programming language Objective C (the language of iPhone/iPod touch application development).

Data is unavailable to report the number of Pennsylvania students who engage in independent study each year. The six districts that were contacted for the purposes of obtaining data were unable to provide definitive numbers and reported that zero to 10 students each year complete an independent study.

Pennsylvania legislation does not address independent study programs. The development of such programs is accomplished at the local level where the school board’s authority to approve the program exists. Further, it is the school board’s authority to determine the credit that is awarded for the program based on students’ performance.

A review of high school independent study programs across the country indicate that the following components may be considered best practice:

• A district’s independent study program is clearly defined in writing and includes expectations, procedures, and assessment; the program has school board approval.
• Independent study is not imposed on students; students elect to engage in this instructional approach.
• Students propose the topic, learning objectives, and learning approach/activities.
• The independent study is substantially equivalent to or exceeds the quality and quantity of classroom instruction. Students’ work should reflect an alignment with academic standards.
• A written agreement is developed and approved by the school board. All students engaging in independent study must complete and fulfill the agreement.
• Independent study does not replace an existing course nor is it an alternative curriculum.
• A credentialed staff member acts as the students’ advisor throughout the independent study. If an independent study advisor is expected to have several advisees, he/she should have scheduled time to meet with each of the students or be provided with a stipend to meet with each of the students after school.
• Students engaged in independent study should have ample opportunities to communicate with their advisor.

Within Pennsylvania, there appears to be little to no cost associated with independent study programs.

Fulfilling Equity Goals

Independent study programs must be equally accessible to all students provided they demonstrate the ability to work independently and are motivated to gain knowledge in an area that is not offered through a school course. A written recommendation from at least one current teacher is advised. School districts should determine a minimum grade level for eligibility.

To ensure that all students have equal access, districts should sufficiently share the independent study program with parents and include it in the school’s catalog of courses.

Student Supports

Students engaged in independent study have access to the existing services, resources and equality of rights and privileges as other students. Students have ample access to their advisor as outlined in the independent study agreement that may include a combination of one-on-one meetings, email, and other forms of communication. The frequency of student-advisory meetings may be increased or decreased based on the advisor’s assessment of progress.

In Pennsylvania, many districts have an independent study program in place. Examples include the following:

Central York High School

“The Independent Study Program is designed for students who have demonstrated a high degree of motivation and the ability to work independently, and who have interest in furthering their knowledge in a specific area.

For a student to qualify for Independent Study, the student must have successfully completed all courses in the Core Academy, and have progressed to the Career Academy of his or her choice.”

Conestoga High School

As part of the district’s “…commitment to the empowerment of self-directed learners, independent study allows students to pursue topics not offered within the regular Conestoga High School curriculum. A preapproved Independent Study Agreement is a commitment between a student and a teacher that establishes learning outcomes, timeline of study and how the learning will be assessed. Typically, an independent study course is graded on an O, S, N, U basis and is awarded .25 or .5 credit.

Students must consult a faculty member in the department from which an independent study is being sought, the school counselor, and his/her parent or guardian. It is then the student’s responsibility to develop a proposal according to the outline on the back of this form. When the student has completed the proposal, an appointment must be made with an assistant principal to explain the purpose of the independent study.”

Parkland School District

“Independent study programs are intended to supplement the curriculum already established by each of the major discipline areas at Parkland High School. An independent study is intended to encompass rigorous learning activities for students who have a strong desire to study a subject in depth. Students interested in securing an independent study must contact prospective teachers to collaborate on a proposed course outline including goals and objectives that must be accomplished by the end of the course. The independent study contract must also identify appropriate resource materials and define strategies by which the student can successfully master the stated objectives. The following guidelines must be followed when requesting independent study programs:

1. Independent study programs will not be approved for courses that are already offered in the master schedule.
2. Independent study programs will not be assigned a weighted grade unless the program being offered is an advanced placement or honors course not offered through the master schedule. Administrative approval is required for all independent study course requests.
3. Independent study program contracts must be completed prior to the start of the semester in which the course is being taught.
4. Only one independent study program will be approved for a student each semester.
5. Independent study programs do not replace selected courses on a student’s academic schedule. An independent study is considered an addition to the required courses needed for a complete academic schedule.

All independent study programs will operate under the supervision of a faculty member with prior written approval of the principal or counselor. Requests for independent study programs should be submitted to your school counselor during the regular registration period established for all course selections for the upcoming school year. Credit will be granted for the independent study program only if an approved contract is on file in the Counseling Office. Independent study program grades will be recorded each marking period and a final grade will appear on the student’s high school transcript.”

Pennsbury School District

“Independent Study is a series of learning experiences, activities and/or projects by self- motivated students who are eager to learn on their own with the supervision of a professional staff member. The student interested in Independent Study must be willing to accept responsibility, be intellectually curious, and have goals that extend beyond meeting minimum requirements in and out of school. In order to receive a grade all course work must be completed according to the course guide.

Independent Study is utilized when a student has exhausted the available course offerings within the requested content area. By providing for the interest and needs of individuals, independent study allows students the opportunity to pursue topics, interests, or experiences beyond the present course offerings. In addition, independent study should broaden the students’ horizons and offer them the opportunity to make valuable independent decisions.

All applications for independent study must be made by May 1. A student interested in independent study picks up the Independent Study Information Packet in the School Counseling Office.

Students are encouraged to discuss the independent study option with their school counselor before submitting an application. After reviewing this packet, a student completes the Independent Study Application form and should identify the staff member being requested to serve as the mentor. The student submits the application form to his or her counselor. If the application falls within the approved parameters of independent study, the counselor forwards the form to the prospective staff member. If the counselor has concerns about the application, he or she will conference with the student.

After the application is forwarded to the staff member, he or she will decide whether to serve as the student’s mentor for the independent study. Staff members are not obligated to participate in independent study and cannot be directed to provide independent study for students. If the staff member approves the application, he or she will forward the application to the Curriculum Coordinator for approval. Upon review the Coordinator will return the application to the counselor for final review by the Principal. If the application is declined at any level, the counselor will notify the student.

Students should keep in mind that because of illness, resignation or retirements, there is no guarantee that a staff member will be able to fulfill the role of mentor in an independent study. In cases where the staff member is no longer available, the counselor will contact the student. The student will have to schedule a traditional course or pursue another mentor.”

Other states have similar independent study programs as illustrated by the following examples:

Montville Township High School, New Jersey

Following is information taken directly from the Montville Township High School website: The district promotes their independent study program as “…an educational experience based on self-motivation, personal commitment, and in individualized approach to learning. It provides students with the opportunity to work in areas and in a depth that would be impossible in the regular classroom setting. Independent Study is designed for those students who wish to pursue advanced or additional study in a particular subject area where they have exhausted all course offerings or the study of interest in not available through a course offering.” Further, independent study is available only to “…students who have demonstrated academic or skill proficiencies, maturity of judgment, a strong motivation to learn, and self-reliance…” Students may engage in an independent study alone or with a group of students and the project must relate directly to at least one of the New Jersey Core Content Standards. The following procedures are outlined for students:

1. Students who are interested in pursuing Independent Study/Research should discuss this with their counselor during course selection. The counselor will verify that the student qualifies for Independent Study by checking grades in the respective subject area. The student must have A’s and B’s (or high performance indicators) in all related courses.
2. The counselor will provide the student with the Independent Study application and explain the process.
3. The student must recruit a teacher who is willing to advise and supervise his/her Independent Study. Teachers who assume this responsibility do so in addition to all their normal teaching responsibilities. This is a voluntary option for teachers and they are in no way obligated to participate. The student and teacher/advisor will work jointly to develop a plan for the Independent Study.
4. The applicant and teacher/advisor will develop work and evaluative schedules in which the student’s Independent Study will be monitored from beginning to end.
5. The applicant must fill out the Independent Study application in consultation with the teacher/advisor. The application must be typed. A copy of the plan, along with appropriate documentation is to be given to the student’s school counselor after the application/proposal is complete with appropriate signatures (see deadline dates).
6. The student must obtain the approval of his/her parents/guardians, and the case manager (if applicable) before submitting to the school counselor. The school counselor will review the application to determine accuracy and that all information is complete before signing and submitting to the Department Supervisor. If the application is not complete and/or accurate, it will be returned to the student for revisions.
7. The Department Supervisor will share the completed application with the Director of School Counseling for approval. Once this is done, the Director of School Counseling will forward the application to the Principal for final approval. The student must receive written approval before starting an Independent Study.
8. Approval of the Independent Study will be sent to the Director of School Counseling who will advise the school counselor. The school counselor will notify the student and the teacher/advisor. Approval is required prior to starting the Independent Study.
9. Credits for Independent Study will be awarded on the following basis:
   • Semester Course: 2.5 credits
   • Semester Course in Music during Lunch: 1.25 credits
   • Full Year Course: 5.0 credits
   • Full Year Course in Music during Lunch: 2.5 credits
10. Grades earned in an Independent Study Program will not be calculated in a student’s Grade Point Average (GPA).
11. A student may take a maximum of five credits per year through Independent Study.
12. Deadline Date for Application Submission:
    • A completed application is due to the student's counselor on or before:
    • June 1: For Full Year or Fall Semester
    • November 1: For Spring Semester

Special Notes:

• It will be up to the discretion of the teacher/advisor and the student to work collaboratively to execute a plan to include assignments and deadline dates.
• Teachers/advisors are required to submit progress reports and marking period grades (and exam grades if applicable) based on regular MHS submission guidelines/timelines.
• The student will be scheduled for Independent Study during a period when the teacher/advisor has a scheduled class and feels it would be most appropriate for the student to be scheduled. The teacher/advisor will work with the school counselor and student to determine this.
• The Independent Study will be part of the 35 credits the student will be scheduled for. The music independent study during lunch will be the only exception, if the student cannot fit it into their schedule.

The Montville Township High School Independent Study Application requests the following information:

• A detailed description of proposed independent study and the rationale for wishing to pursue it.
• Course objectives/goals including measurable performances, proficiencies and/or products/projects and the relevant New Jersey Core Curriculum Content Standards.
• Method of study including specific activities and/or strategies to be implemented.
• Resources to be used to obtain information.
• Timeline and important deadlines.
• Evaluation component.
• Signatures of the student, parent, teacher/advisor, and school counselor; approval by a department supervisor, director of school counseling, and principal.”

Marysville High School, Ohio

The district provides the following information regarding its independent study requirements: “A student may undertake an independent study for academic credit under the following stipulations:

For each 0.5 academic credits to be earned (except for physical education, which by law can only be 0.25 credits), there must be at least twenty (20) hours of direct instruction, and at least forty (40) hours of independent activities performed by the student. All Independent Study classes are graded pass/fail (P/F). Normal letter grades will not be recorded and these courses will not count in the student's GPA and Class Rank. Any exceptions MUST have the approval of an Administrative Committee prior to the start of any educational option or independent study experience.

• The student must be under the direct supervision of a teacher holding a valid Ohio teaching certificate.
• That teacher is responsible for:
  • Making certain that the Educational Option Form and the related Educational Option (Instructional) Plan are completed and submitted for approval prior to the student beginning work on the plan.
  • Providing the 20 hours of direct instruction to the student, or for making sure that a qualified individual provides direct instruction. It may be required of the individual to submit credentials for inspection by and approval of an administrative committee.
  • Making certain that the student completes the required minimum of 40 hours of approved independent activities.
  • Collecting all of the completed documentation submitted by the student at the conclusion of the independent study, evaluating it, and issuing a grade for the independent study (through the Guidance Office).
  • An Independent Study in Physical Education must include at least five (5) different types of activities.

The California Department of Education provides its Independent Study Operations Manual (2000 Edition).

Research conducted by the International Baccalaureate does demonstrate that students in the IB Primary Years Program (PYP) and Middle Years Program (MYP) performed better than non-IB students in a global international schools’ assessment study that ran from 2009-2011. Their research indicates that Diploma Program (DP) graduates complete college faster than their peers, feel more prepared for college-level coursework involving research, and are better able to cope with demanding workloads and time management challenges.

Taylor, from University of Colorado’s Office of Academic Affairs, prepared a Survey of Research on Post-Secondary Outcomes for International Baccalaureate Students (Taylor, 2015). This document provides a synopsis of the research on IB. The summary from the document follows. Refer to the original document for the research references contained in the Survey Summary:

“A small body of research has focused on postsecondary enrollment and outcomes for students who participated in the International Baccalaureate (IB) program during high school. Research indicates that IB students generally have higher enrollment rates, higher retention and/or persistence rates, and higher graduation rates than the college population overall (Halic, 2013; Bergeron, 2015; Caspary 2011). Studies that attempt to control for academic achievement have yielded similar results (Shah, Dean, & Chen, 2010; Coca, et al., 2012; Conley, et al., 2014).

A small number of studies have examined student performance in particular subject areas and sought to identify differences based on exam score or type of exam (standard level or higher level). In their study of Florida IB students, Caspary & Bland (2011) found that IB students generally do well in their first college course in a subject area in which they have taken an IB exam. Higher IB exam scores were correlated with higher course grades and, in most cases, course grades showed little variation based on whether a student had taken the standard level or higher level exam. The exception was math, where students who took the higher level exam earned considerably higher course grades than students who took the standard level exam. Caspary & Bland also found that IB diploma recipients earned higher grades than students who participated in the IB diploma program but failed to earn the credential.

Shah, Dean, & Chen (2010) reached a similar conclusion in their study of University of California students. IB diploma recipients outperformed IB students who didn’t earn the diploma. They found that IB exam scores were the best predictor of college GPA; but unlike Caspary & Bland, they did find a difference in GPA between students who took the higher level versus standard level exam, determining that the higher level exam score was a better predictor of GPA.

It should be noted that there is a limited body of research related to the post-secondary outcomes of IB students and much of the work that does exist has been prepared for the International Baccalaureate Organization.”

In a 2007 study designed to determine whether IB courses represent a gold standard for high school coursework, the Fordham Institute examined the content, rigor and clarity of four core subject IB courses:

• Language A1 English-Standard Level
• Math-Standard Level
• World History-Standard Level
• Biology-Standard Level

For these courses, the researchers of the 2007 study conducted by the Fordham Institute identified an overall grade for each IB course and summarized the strengths and weaknesses of each course. These summaries follow:

• “Language A English SL: Grade B+
  • Strengths: Rigorous and comprehensive exam; a detailed and rigorous expectations for literary analysis skills
  • Weaknesses: U.S. students in IB programs might miss exposure to core U.S. literature
• Math SL: Grade B
  • Strengths: Curriculum guide clearly written; rigorous, comprehensive assessments
  • Weaknesses: Reliance on technology, resulting in a de-emphasis on analytical skills; some important pre-university content missing
• World History SL: Grade B
  • Strengths: Demanding, well-constructed, content-rich exams; strong content within the narrowly defined course parameters
  • Weaknesses: U.S. students in IB programs could miss exposure to almost all core U.S. History content; even as a world history course, its 20th-century focus is too narrow; lacks emphasis on important chronological knowledge
• Biology SL: Grade A
  • Strengths: Depth and coverage of content in curriculum guide; comprehensive assessment system
  • Weaknesses: “Systematization” of the program could confuse or overwhelm teachers or stifle curricular inventiveness (Byrd, Ellington, Gross, Jago, & Stern, 2007)

Research also shows that more than 70 percent of students pursuing Career and Technical Education (CTE) continue on to a two or four year college. Pennsylvania data shows that students exiting secondary CTE are prepared technically for postsecondary opportunities but would benefit from increased academic rigor. The Career-related Program is one avenue to provide increased academic rigor.

The four program components that schools can offer under the umbrella of International Baccalaureate are:

• Primary Years Program (PYP). This IB program is for students aged 3 to 12 and focuses on the development of the whole child in the classroom and in the world outside.
• Middle Years Program (MYP). The Middle Years Program is for students aged 11 to 16. It provides a framework of academic challenge and life skills through embracing and transcending traditional school subjects.
• Diploma Program (DP). The IB Diploma Program is a rigorous two-year curriculum with final examinations that prepare students aged 16 to 19 for postsecondary education and beyond. Students achieving sufficient exam scores may qualify for college credit.
• Career-related Program (CP). The IB Career-Related Diploma Program is for students aged 16 to 19 who wish to engage in career-related education as well a benefit from the IB Diploma Program.

Schools and career and technical centers can decide to offer any of the four International Baccalaureate programs. Current state regulation does not prohibit schools from offering the programs.

Pennsylvania regulation allows students who are eligible to take an International Baccalaureate exam to fulfill graduation requirements by obtaining a high score on an exam in a related content area. See 22 Pa. Code 4.24(c)(1)(iii)(C). The table that follows answers the following question: What scores for IB exams are comparable to the proficient level on the Keystone Exams for the purpose of meeting state graduation requirements?

Schools with a Diploma Program and the Career-related Program can be approved as a PDE Career and Technology Education Program of Study to meet the requirements of The Carl D. Perkins Vocational and Technical Education Improvement Act of 2006.

Schools in Pennsylvania are permitted to offer IB programs. Any school, or group of schools, wanting to offer IB programs must first be authorized by the International Baccalaureate Organization to offer the programs. The requirements are the same for all schools. The authorization procedure is designed to ensure that schools are well-prepared to implement the IB program(s) including both curriculum and pedagogy. The process can take two to three years to complete. Schools, once authorized by IB to offer the programs, can award certificates and diplomas and can use the IB logo.

Authorized schools are known as “IB World Schools”. All IB World Schools are required to participate in an ongoing process of review and development, using the same program standards and practices that mimic accreditation processes of self-study and site visitations. IB requires school administration and staff to participate in professional development as part of the application and candidacy process. In Pennsylvania, in 2016, there are 26 authorized IB World Schools offering one or more of the four available programs.

International Baccalaureate or Advanced Placement (AP). The IB is a comprehensive curriculum that requires students to demonstrate knowledge and skills through both in-class and outside assessments in six academic areas. A school entity that offers IB must be prepared to provide the total program upon initial implementation. Advanced Placement, on the other hand, permits a school entity to pick and choose from over 30 offerings. While neither program is better than the other, they each have different outcomes for students. Students whose main goal is college credit should probably choose AP because colleges offer credit on a more widespread basis for satisfactory AP test scores than for IB scores. Students whose main goal is preparation for either a career with an international perspective or college in another country may prefer IB because of its recognition at overseas universities. Also, IB diploma students who plan to attend selective colleges may receive preferential admissions consideration and/or college credit for satisfactory IB exam scores. See Appendix A for a listing of Pennsylvania colleges and universities that recognize International Baccalaureate courses in their admissions process.

A school entity can offer any one of three of the programs without offering other IB programs. However, to offer the Career-related Program, a school entity must first offer the Diploma Program since students enrolled in the Career-related Program must also enroll in two of the Diploma Program courses.

Typically, a school entity will stagger the implementation of different IB programs, adding additional programs as each program is successfully implemented. For a fall implementation within three school years, the school should begin the process in January at the latest.

If a school entity offers the Primary Years Program, the Middle Years Program and the Diploma Program, it is considered a continuum school. Professional development for continuum schools helps educators and administrators facilitate the articulation between programs, promote intercultural understanding and global engagement and develop practical ways to integrate the IB learner profile in the classroom.

The requirements to become an IB World School, regardless of program, address standards in the following areas:

1. Philosophy: The school’s educational beliefs and values reflect IB philosophy that the curriculum is a continuum of international education that encourages both personal and academic achievement, challenging students to excel in their studies and personal development.
2. Organization
   1. Leadership and structure: The school’s leadership and administrative structures ensure the implementation of the IB program(s).
   2. Resources and support: The school’s resources and support structures ensure the implementation of the IB program(s).
3. Curriculum
   1. Collaborative planning: Collaborative planning and reflection support the implementation of the IB program(s).
   2. Written curriculum: The school’s written curriculum reflects IB philosophy.
   3. Teaching and learning: Teaching and learning reflect IB philosophy.
   4. Assessment: Assessment at the school reflects IB assessment philosophy.

Details about implementing the four International Baccalaureate Programs follow. For detailed information about gaining authorization to be an IB World School in each of the four programs, visit the links in the Helpful Links section of this document.

The Primary Years Program (PYP) for pupils aged 3 to 12 focuses on the development of the whole child in the classroom and in the world outside as an inquirer. The authorization is linked to the building location, hence, in most cases, multiple elementary school buildings within a single district are required to each be authorized.

The Primary Years Program:

• Addresses students’ academic needs and their social and emotional well-being;
• Encourages students to develop independence and to take responsibility for their own learning;
• Supports students’ effort to gain an understanding of the world and to function effectively within it; and
• Helps students to establish personal values as a foundation on which international-mindedness will flourish.

The curriculum embraces five essential elements: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of positive attitudes and the ability to take responsible action. These essential elements are assessed using a broad range of assessment strategies. The IB does not set examinations or moderate grades in the PYP.

Collaboration is an essential part of planning for schools implementing the PYP. All teachers are engaged in the planning process, defining the curriculum’s central ideas, discussing how best to bring inquiry into those ideas in the classroom, and finding ways to meet the needs and interests of every student.

Teachers must attend training in order to implement the PYP. The IB offers a broad range of professional development to support educators in gaining a deeper understanding of the program.

To be eligible to implement the PYP, schools must:

• Have at least two consecutive grades/years;
• Appoint a PYP coordinator to lead the program and communicate with the IB;
• Commit to the mandatory professional development of PYP teachers;
• Engage all students in the building in the program;
• Ensure that students spend the majority of their time with one classroom teacher; and
• Ensure that the student experience is continuous, with students moving from one program to the next without any gap, in cases where a school chooses to offer other IB programs consecutively with the PYP.

The MYP is designed for students aged 11 to 16. It provides a framework of learning which encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and to the real world. It fosters the development of skills for communication, intercultural understanding and global engagement, qualities that are essential for life in the 21st century.

The International Baccalaureate Middle Years Program comprises eight subject areas. Click on the links below for detailed information about each subject area:

• Language acquisition
• Language and literature
• Individuals and societies
• Sciences
• Mathematics
• Arts
• Physical and health education
• Design

The MYP requires at least 50 hours of teaching time for each subject area in each year of the program. In years 4 and 5, students have the option to take courses from six of the eight subject areas within certain limits, to provide greater flexibility in meeting local requirements and individual student learning needs.

Each year, students in the MYP also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject areas. MYP students also complete a long-term project, where they decide what they want to learn, identify what they already know, discover what they will need to know to complete the project, and create a proposal or criteria for completing it. Students aged 13 to 14 pursue service learning through a community project while students in year 5 of the program complete a personal project.

Student candidates for the internationally-recognized IB Middle Years Program (MYP) certificate must complete eight eAssessments.

There are on-screen examinations in:

• Mathematics
• Language and literature
• Sciences
• Individuals and societies
• Interdisciplinary learning

ePortfolios (coursework) in:

• Language acquisition
• Physical and health education, arts, or design
• The MYP personal project

Candidates also must meet school requirements for participation in community service (known as “service as action”).

For a student to receive the MYP certificate, the student’s scores on each of the eight assessments must be 3 or higher (on a scale of 1-7), and the total score must be at least 28 points.

Any school with students aged 11 to 16 can apply to be an IB World School. Starting in 2016, the MYP can be implemented in partnerships between schools or by individual schools in abbreviated formats. The rule change allows schools to implement the MYP in any consecutive two-, three-, four- or five-year form, regardless of other IB programs offered. Schools that apply for MYP authorization after October 2016 will be able to use the flexibility of the new rule to initiate their MYP implementation.

The MYP can accommodate flexible models of implementation that reflect unique local contexts. New scenarios for flexible implementation of the MYP include:

• A school district or group of schools might offer the MYP for four or five years, in partnership with multiple campuses. The MYP strengthens teacher collaboration and curriculum alignment and helps create a consistent educational experience for students aged 11 to 16.
• An IB World School that enrolls students for four years of secondary education might implement two years of the MYP for 14 to 16 year-olds. The MYP prepares students effectively for the Diploma Program, Career-related Program or other challenging senior secondary curriculum options. Plus, MYP eAssessment for 15 to 16 year-olds provides an internationally recognized qualification that helps inform university admission decisions.
• A stand-alone middle school might offer a two- or three-year MYP for students aged 11 to 14. In this way, the school provides a framework for an international education.
• A school that provides secondary-or both primary and secondary-education as a single legal entity might use the MYP for two, three, four or five years. The MYP may be used alone or in combination with other curriculum frameworks that meet community needs or local/ national requirements. This approach covers the spectrum of student options while providing a superior international education.

The Diploma Program for students aged 16 to 19 is a demanding two-year curriculum that meets the needs of highly motivated students and leads to a qualification that is recognized by leading universities around the world. It has been designed to address the intellectual, social, emotional and physical well-being of students.

The International Baccalaureate Diploma Program (DP) curriculum sets out the requirements for the study of the DP. The curriculum is made up of the DP core and six subject groups.

The DP curriculum core aims to broaden students’ educational experience and challenge the student to apply their knowledge and skills. The three required core elements are:

• Theory of knowledge, in which students reflect on the nature of knowledge and on how we know what we claim to know.
• The extended essay, which is an independent, self-directed piece of research, finishing with a 4,000-word paper.
• Creativity, activity, service, in which students complete a project related to those three concepts.

The six subject areas are:

• Studies in language and literature
• Language acquisition
• Individuals and societies
• Sciences
• Mathematics
• The arts

There are multiple courses within each subject group.

In selecting the student’s scope and sequences of courses in the DP program, the student may opt to study an additional science, individuals and society, or language course instead of a course in the arts. Students will take some subjects at higher level (HL) and some at standard level (SL). HL and SL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at the higher level.

Each student takes at least three (but not more than four) subjects at higher level and the remaining at standard level. Standard level subjects take up 150 teaching hours. Higher level comprises 240 teaching hours.

The International Baccalaureate assesses student work as direct evidence of achievement against the stated goals of the Diploma Program (DP) courses. DP assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example:

• Analyzing and presenting information;
• Evaluating and constructing arguments; and
• Solving problems creatively.

Basic skills are also assessed, including:

• Retaining knowledge;
• Understanding key concepts; and
• Applying standard methods.

In addition to academic skills, DP assessment encourages an international outlook and intercultural skills, wherever appropriate. Student results are determined by performance against set standards, not by each student's position in the overall rank order.

For most courses, written examinations at the end of the DP form the basis of the assessment. These examinations have high levels of objectivity and reliability.

Externally assessed coursework, completed by students over an extended period under authenticated teacher supervision, forms part of the assessment for several program areas, including the theory of knowledge (TOK) essay and the extended essay (EE). In most subjects, students also complete in-school assessment tasks. These are either externally assessed or marked by teachers and then moderated by the IB.

In the DP, students receive grades ranging from 7 to 1, with 7 being highest. Students receive a grade for each DP course attempted. A student’s final Diploma result score is made up of the combined scores for each subject. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance including the successful completion of the three essential elements of the DP core.

Any school with students aged 16 to 19 can apply to offer the demanding two-year Diploma Program curriculum. To provide the DP, schools must demonstrate that the infrastructure and pedagogical skills are in place to deliver the program to the IB’s high standards. Schools must also:

• appoint a DP coordinator, to lead the program and communicate with the IB;
• commit to the mandatory professional development of DP teachers; and
• ensure that the student experience is continuous.

If a school chooses to offer other IB programs, then students must move from one program to the next, without any gap.

The Career-related Program is designed for students aged 16 to 19 interested in pursuing a career-related education in the final two years of secondary school. Each school works within the IB framework to create its own vision of the CP. The CP was specifically developed for students who wish to engage in career-related learning while gaining transferable and lifelong skills in applied knowledge, critical thinking, communication and cross-cultural engagement. The career-related study prepares students for higher education, an internship or apprenticeship, or a position in a designated field of interest.

The IB CP is a three-part educational framework. It consists of:

• courses from the IB’s Diploma Program (DP)
• the CP core
• career-related studies

The CP incorporates the vision and educational principles of the IB into a unique program specifically developed for students who wish to engage in career-related learning. The CP’s flexible educational framework allows schools to meet the needs, background and interests of students.

The curriculum for CP students is a minimum of two IB Diploma Program courses, a core consisting of four components and a career-related study. In Pennsylvania, the career-related study can be a PDE approved career and technical education Program of Study.

For CP students, Diploma Program courses provide the theoretical underpinning and academic rigor of the program; the career-related study further supports the program’s academic strength and provides practical, real-world approaches to learning; and the CP core helps the student develop skills and competencies required for lifelong learning.

Students complete at least two DP courses in any of that program's subject areas. Career-related Program students can enroll in the authorized DP courses online. These courses are offered, for a fee, via the student's IB World School, by Pamoja Education Ltd. All fees are found on the Pamoja Education Ltd website.

The CP core components give context to the Diploma Program courses and the career-related study, drawing all aspects of the framework together. The core consists of four interrelated components: personal and professional skills; service learning; a reflective project produced over an extended period of time; and language development. Through the CP core, students develop personal qualities and professional skills, as well as intellectual habits required for lifelong learning.

Each school chooses the career-related study most suited to local conditions and the needs of its students. The career-related study must satisfy IB criteria for accreditation, assessment and quality assurance.

CP students are assessed both internally by the school and externally by the IB.

Diploma Program courses within the CP are assessed in accordance with rigorous international standards. Students take written examinations at the end of their courses, which are marked by external IB examiners. The marks awarded for each course range from 1 to 7.

Every CP student must complete the four elements of the CP core: the reflective project; service learning; personal and professional skills; and language development. The reflective project is assessed by the school and moderated and graded by the IB. They are graded from A to E, with A being the highest. The school is responsible for confirming with the IB that students have completed the requirements for service learning, approaches to learning and language development. These are assessed by the school.

The career-related studies component is assessed by the school.

Schools pay different fees depending on their status with the IB. Schools can be either authorized schools or candidate schools.

Candidate Schools

Candidate schools are in the process of becoming authorized and pay fees used to meet the cost of administering the authorization process. Schools pay an application fee when they submit their application to become an IB World School. They also pay a fee during each year they remain a candidate school.

PYP, MYP, DPA: A school applying to implement the Primary Years Program (PYP), Middle Years Program (MYP) or Diploma Program (DP) pays a one-time $4,000 application fee before the Application for Candidacy can be uploaded. This fee covers the review and processing of the application for candidacy and advice and guidance on program implementation during candidacy.

Annually, as long as the school is a candidate, the school pays a fee of $9,500. The fee covers such items as access to the Online Curriculum Center, advice from the IB regional office or approved consultants, 20 hours of remote consultancy per candidate year, review and processing of the Application for Authorization and the two-day on-site verification visit including travel, incidental costs, and writing and processing the report. The local school must provide accommodations for the site visit team.

CP at approved DP schools: Fees are different for schools wishing to offer Career-related programs. The fees vary based on whether the school already offers the Diploma Program.

CP schools already offering the DP and Continuum schools are charged a candidate fee of $8,500 when applying for the CP program but do not pay an annual candidate fee in the subsequent years until authorization. This fee covers access to curriculum materials and updates, advice from the regional IB office or from approved IB consultants, 10 hours of remote consultancy, review and processing of the Application for Authorization, and the one-day on-site verification visit including travel, incidental costs, and writing and processing the report. The local school must provide accommodations for the site visit team.

CP at schools not approved for DP: Until 2018, the application fee for CP schools without an authorized Diploma program is waived. Annually the school must pay the candidate fee which is $9,500. The waived application fee covers the review and processing of the Application for Candidacy and provides advice and guidance on program implementation. The annual Candidate Fee covers such costs as access to curriculum materials and updates, advice through the regional IB office or approved IB consultants, 10 hours of remote consultancy, review and processing of the Application for Authorization, and a one-day on-site verification visit including travel, incidental costs, and writing and processing the report. The local school must provide accommodations for the site visit team.

Application and Candidate Deadlines. For schools beginning the IB program in August or September, the application deadline is April 1. Schools should anticipate the candidacy process will entail two years with the program being implemented in the third calendar year. For example, if a school applies for candidacy in April 2017, the school should plan on the program being implemented in August/September 2019. The annual candidate fee is due September 1 of each year.

Authorized IB World Schools

Authorized IB World Schools are approved to deliver the various IB programs. Each year, an IB World School pays a fee for each program they are authorized to teach. There are other services available for a fee, but only one fee payment is required to deliver an IB program. The IB also conducts periodic evaluation visits, which have an additional fee attached.

The following fees are valid from September 2016 through August 2017.

In future years, schools will be able to offer CP without providing the Diploma Program. For those schools, the annual school fee will be $8,500.

If a school offers a combination of the Primary Years Program (PYP), the Middle Years Program (MYP) and the Diploma Program (DP)-or offers all three-that school pays a reduced fee, to reflect their commitment to the IB.

IB Examination Fees

In the Middle Years Program (MYP), Diploma Program (DP) and Career-related Program (CP), students take exams. Schools pay registration fees for each student and exam fees for subject areas tested. The costs of registration varies from $51 (MYP)-$168 (DP) per student. Subject examination fees vary from $72–$116 with core fees per student varying from $10-$89. Comprehensive information about examination fees can be found on the International Baccalaureate Organization website.

Schools and students receive a variety of services as a result of these fees. Schools receive a coordinator’s handbook, access to IB answers, access to the IB information system, and teacher feedback including subject reports. Students receive the assessment, access to results, a printed certificate and transmission of results to universities worldwide, upon request.

Pennsylvania International Baccalaureate Exam Fee Reduction: For 2016-17, Pennsylvania will provide financial support per International Baccalaureate Exam for qualifying low-income students on a first-come, first-serve basis until funding is exhausted. The most recent information on funding is found on the Pennsylvania Department of Education’s website.

There are various ways schools can help prepare students to be ready to enroll in International Baccalaureate programs. A school district can become a continuum school with programs at multiple grade levels. Or, a middle school can focus its curriculum on courses that are scaffolded to prepare students for the rigor of an IB Diploma program or Career-ready program.

Fulfilling Equity Goals

Before embarking on a program to address equity goals, best practice encourages the examination of school collected data to inform the decision-making process on the root causes of IB participation inequities. It is most critical to ensure that student admission criteria to the program are not unnecessarily disqualifying students, who, with proper extra supports, could reasonably be successful in an IB program.

Low-income and Minority Students: IB programs have shown growth in the numbers of low-income and minority students enrolled. These students have performed well post-graduation with college persistence and graduation. Hence, building a program that provides supports for these student populations can result in significant advantages for these students.

• Develop a curriculum pathway that includes IB preparation content to increase the number of students qualified to register.
• Remove school-based barriers that prohibit true open-enrollment.
• Make IB the default pathway (an opt-out rather than an opt-in model)
• Focus on mastery and deeper learning in DP courses by covering fewer topics in greater depth increases access for more student populations.

There are various ways schools can help prepare students to be ready to enroll in International Baccalaureate programs. A school district can become a continuum school with programs at multiple grade levels. Or, a middle school can focus its curriculum on courses that are scaffolded to prepare students for the rigor of an IB Diploma program or Career-ready program.

Student Supports

The IB curriculum is rigorous. Studies have found that successful students struggle to find a balance between academic and personal/social life while enrolled in the program. By providing robust supports for students, students can increase their success in the program. Potential supports include:

• nstitute peer and professional tutoring;
• Build peer support networks including peer and community mentors;
• Proactive and ongoing monitoring of individual student progress and tailored interventions;
• Establish wrap-around services to prevent or respond to factors that might interfere with student’s ability to focus on academics;
• Build a culture of high expectations for all students;
• Emphasize time management skills;
• Emphasize academic and study skills to prepare students for college success;
• Create systematic college planning processes for all students by focusing on the PA Career Education and Work Standards; and/or
• Proactively provide information to parents and families about college including an early focus on financing college through multiple avenues.

Each authorized IB World School has a primary contact that is listed on the IB website. Questions can be directed to these contacts.

• Chambersburg Area School District-Chambersburg Area Senior High School offers students the ability to enroll in an IB program. The IB Program offers a continuum of programs that is holistic and challenging for the highly motivated student. Students gain rigorous and balanced academic preparation while learning how to think critically and apply what they have learned in different contexts. CASHS will be offering the Diploma Program to 11th and 12th-grade students. The first cohort began in August 2015. The Program will only be offered at CASHS and will be taught by certified IB trained teachers who are currently successful CASHS teachers. A student may choose to enroll in the full Diploma Program or take specific IB courses to earn an IB Certificate.
• Harrisburg Academy-Harrisburg Academy is the first school in the Harrisburg area to receive IB World school accreditation and offers the IB Diploma Program to its Upper School students. The IB Diploma Program aligns with the Academy's high-quality college preparatory format and globally minded mission. Academy high school students may choose to pursue a full IB Diploma or may enroll in individual IB courses to earn a Certificate. At the successful completion of the program, students receive an IB Diploma in addition to their Harrisburg Academy diploma, which may also result in advanced placement in college or credits. Since 2009, Harrisburg Academy has awarded 55 IB Diplomas to its students.
  
  Harrisburg Academy's one-of-a-kind International Baccalaureate (IB) Scholarship for Summer Study provides up to four high school students travel funds for national or international travel and summer study to an academic or service learning program. Tenth-grade students pursuing a full IB Diploma or planning to take four or more IB Certificate classes at the Academy are eligible to apply for the award. This scholarship is awarded to both new and returning students.
• J.P. McCaskey High School–School District of Lancaster is the only district in Pennsylvania that has an authorized IB Career-related Program. The district also has an authorized Diploma Program and is currently working on adding a Middle Years Program. CP students can select a career focus from any of the career and technology education PDE-approved Program of Study offered by the district. While the CP program is only a small portion of students enrolled in IB programs at the district, the CP program adds a rigor and pedagogy for students who aspire to attend college and who have a career focus.
  
  CP students must take the required two-year IB Approaches to Learning courses to be prepared for the CP certificate. In addition to the Approaches to Learning (ATL) curriculum, the students explore ethical dilemmas within their career and technology field, culminating in the Reflective Project. The students achieve a minimum of 50 hours of extended world language instruction. The ATL class coordinates and monitors the service project hours. CP students must also elect two IB courses from the Diploma Program

• Program Authorization Booklets–Each of these booklets provide detailed information to aid a school seeking authorization to become an IB World School
  • Primary Years Program
  • Middle Years Program
  • Diploma Program
  • Career–related Program
• International Baccalaureate Organization–Information on IB around the world
• IB Americas (IBA)–Information about IB World Schools in Central, North and South America, including professional development workshops.
• Association of IB World Schools–The Associations of IB World Schools in the Americas are organizations of schools within a given geographic area.
• IB Digital Toolkit–The digital toolkit contains IB promotional resources (e.g., brochures, presentations, logos, etc.) for students, parents, teachers and others.

Job shadowing is a career exploration activity. Students gain exposure to careers that they are interested in pursuing by working with business volunteers. For a short period of time, up to several days, students spend the work day as a shadow to a competent worker. By visiting a workplace, investigating a career field and industry, and experiencing a typical day on the job, students can determine if the career and industry fits their interests and career aspirations (PA Department of Education: PA Career Standards; Electronic Toolkit).

Job shadowing allows students to clarify their career goals and understand how knowledge learned in the classroom translates to their ability to be successful in the workplace. An employer demonstrates the connection between academics and careers, inspiring students to learn by making their coursework more relevant. It also exposes students to career settings within their interests and offers firsthand knowledge about different career fields. Job shadowing should provide exposure to the day-to-day work environments, job characteristics, and responsibilities to assist them in determining a career fit and create a better understanding of the workplace and types of skills needed for specific occupations (PA Department of Education: PA Career Standards; Electronic Toolkit). However, these connections only happen if there is instruction aligned to the experience supporting the transfer of knowledge which assists students in making these connections.

Teachers sometimes are provided job shadowing opportunities as part of professional development activities in their districts. This helps teachers assist students in making real world connections.

There are two excellent work-based learning toolkits that have comprehensive school level implementation strategies, checklists and forms for job shadowing. The suggestions in these two documents are exhaustive and are highly recommended to schools to examine prior to implementing a job shadowing program. Kansas City, Kansas’ Toolkit includes discussion of the program, tools to use in working with stakeholders, and factsheets (Kansas City, Kansas Public Schools, 2003, pp. 50-58; Tools 15, 19 & 25; Factsheet #15) and Kentucky’s Office of Career and Technical Education’s Manual also provides checklists and forms (Kentucky Office of Career and Technical Education, 2015, pp. 4-1 to 4-11).

• Academic Innovations. (n.d.). Secretary's Commission on Achieving Necessary Skills (SCANS): Overview. Retrieved from http://www.academicinnovations.com/report.html
• ACE Mentor Program: Architecture, Construction, Engineering. (2016). Pennsylvania Affiliates: Central, Eastern, Lehigh Valley, Western. Retrieved from http://www.acementor.org/affiliates/pennsylvania/
• Alfeld, C., Charner, I., Johnson, L., & Watts, E. (2013, February). Work-Based Learning Opportunities for High School Students. Retrieved from National Research Center for Career and Technical Education: http://www.nrccte.org/sites/default/files/publication-files/nrccte_work-based_learning.pdf
• Arkansas Department of Career Education. (n.d.). Bridging the Gap: A Community Mentoring Program for High School Home Room Advisory Groups. Retrieved from https://www.acteonline.org/uploadedFiles/Assets_and_Documents/Global/files/Policy/Mentoring_Program_Bridging_the_Gap.pdf
• Avon Grove School District. (n.d.). 2016-17 Curriculum Planning Guide. Retrieved from https://www.avongrove.org/uploaded/Schools/High_School/Guidance_Department/2016-17_Curriculum_Planning_Guide_FINAL.pdf
• Darche, S., Nayar, N., & Bracco, K. R. (2009, November). West Ed-Focus Research Report: Work-Based Learning in California - Opportunities and Models for Expansion. Retrieved from https://www.wested.org/online_pubs/workbasedlearning.pdf
• Greater Latrobe School District. (n.d.). Resources: Community Partners - Job Shadow & Mentorship. Retrieved from http://www.glsd.us/domain/611
• Halpern, R. (2006). After School Matters in Chicago: Apprenticeship as a Model for Youth Programming. Youth and Society, 38, pp. 203-235. Retrieved from http://yas.sagepub.com/content/38/2/203.abstract
• Hanover Research. (2013, December). Best Practices in High School Work-Based Learning Programs. Retrieved from District Administration Practice : http://tinyurl.com/z64hcw2
• Junior Achievement. (n.d.). JA Job Shadow. Retrieved from http://tinyurl.com/jashadow
• Kansas City, Kansas Public Schools. (2003). Quality Work-Based Learning Toolkit Including how-to guides, tools, factsheets and resources. Retrieved from New Ways To Work: http://www.newwaystowork.org/mastertools/guidebooks%20and%20toolkits/kcktoolkit/Print_Toolkit.PDF
• Kansas City, Kansas Public Schools. (n.d.). Career Mentoring - Fact Sheet: Quality Work-Based Learning Toolkit. Retrieved from New Ways to Work: http://tinyurl.com/jgj5cvl
• Kansas City, Kansas Public Schools. (n.d.). Internship - Factsheet #4. Retrieved from New Ways To Work: http://tinyurl.com/zlt4f22
• Kansas City, Kansas Public Schools. (n.d.). Workplace Partner Guide to Successful Internships, Tool #34. Retrieved from New Ways to Work: http://www.newwaystowork.org/qwbl/tools/kcktoolkit/Tools/Tool_34.PDF
• Kentucky Office of Career and Technical Education. (2015, March). Work-Based Learning Manual. Retrieved from https://www.education.ky.gov/CTE/cter/Documents/Work-Based_Learning_Manual.pdf
• Lehigh Carbon Technical Institute. (n.d.). Internships: Get real work experience and start planning for the future. Retrieved from http://www.lcti.org/uploads/Internships.pdf
• Lewis, M. V., & Stone, J. R. (2011, March). Should Your School Offer Apprenticeship Training? Techniques, 86(3), pp. 17-21. Retrieved from http://files.eric.ed.gov/fulltext/EJ926063.pdf
• National Academy Foundation. (n.d.). Guide to Work-Based Learning: A Continuum of Activities and Experience. Retrieved from http://www.ccsso.org/Documents/2016/NationalAcademyFoundationGuidetoWorkBasedLearning.pdf
• National Mentoring Partnership. (2016). The National Mentoring Partnership: Program Resouces. Retrieved from http://www.mentoring.org/program-resources/start-a-program/
• New Hampshire Department of Education. (n.d.). All Aspects of the Industry. Retrieved from Division of Career Technology and Adult Learning, Bureau of Career Development: http://education.nh.gov/career/career/aaoi.htm
• New Ways To Work. (n.d.). Retrieved from http://www.newwaystowork.org/
• New Ways to Work. (n.d.). Apprenticeship Factsheet. Retrieved from Work-Based Learning Resources (California): http://www.newwaystowork.org/qwbl/tools/caltoolkit/Factsheets/apprenticeship.pdf
• New York State P-TECH. (2016, July). P-TECH Work-Based Learning Toolkit. Retrieved from P-TECH 9-14 Model: http://www.ptech.org/docs/tools/P-TECH_WBL_Toolkit_JUL15_v2.pdf
• PA Department of Education. (2014, March). Cooperative Education Guidelines for Administration: How to Comply with Federal and State Laws and Regulations. Retrieved from https://www.education.pa.gov/Documents/K-12/Career%20and%20Technical%20Education/Teacher%20Resources/Cooperative%20Education/Cooperative%20Education%20Guidelines%20for%20Administration.pdf
• PA Department of Education. (2016). Ready to Learn Block Grant. Retrieved from http://www.education.pa.gov/Teachers%20-%20Administrators/School%20Finances/Pages/Ready-to-Learn%20Block%20Grant.aspx#tab-1
• PA Department of Education. (n.d.). Background Checks, Frequently Asked Questions concerning Act 15 of 2015. Retrieved from http://www.education.pa.gov/Teachers%20-%20Administrators/Background%20checks/Pages/Act-15-Faqs.aspx#tab-1
• PA Department of Education. (n.d.). Pennsylvania Child Labor Law: General Information and Frequently Asked Questions. Retrieved from http://www.education.pa.gov/Pages/Codes%20and%20Regulations/Child-Labor-Law.aspx#tab-1
• PA Department of Education: Career Zone. (n.d.). Career Zone PA: Assess Yourself, Explore Job Families; Budget Your Life. Retrieved from https://www.pacareerzone.org/
• PA Department of Education: PA Career Standards. (n.d.). Electronic Toolkit - Implementation Resources. Retrieved from http://www.education.pa.gov/K-12/PACareerStandards/Pages/default.aspx#tab-1
• PA Department of Education: PA Career Standards; Electronic Toolkit. (n.d.). Partners: Resources for Employers: Job Shadowing Guide. Retrieved from http://www.education.pa.gov/K-12/PACareerStandards/Partners/Pages/default.aspx#tab-1
• PA Department of Labor and Industry. (n.d.). Regulations Governing the Employment of Minors in Industry. Retrieved from http://www.dli.pa.gov/laws-regs/regulations/Pages/Minors-in-Industry.aspx
• Pennsylvania Apprentice Coordinators Association. (n.d.). Regional Chapters, Union Careers, Videos, and Occupations with Apprenticeship Programs. Retrieved from http://www.apprentice.org/
• P-TECH 9-14 Model. (n.d.). Retrieved from http://www.ptech.org/tools-sitemap
• Smart Futures. (2016). Career Mentoring for Teens and Young Adults. Retrieved from https://pa-ementor.org/#4
• Souderton Area School District. (n.d.). SAHS Pathways: Goals, Career Pathways and Milestones in the Pathway Process. Retrieved from https://sites.google.com/a/soudertonsd.us/pathways/
• Souderton Area School District. (n.d.). SAHS Pathways: Mentorship Resources and Senior Presentation Samples. Retrieved from https://sites.google.com/a/soudertonsd.us/pathways/internship
• Stasz, C., & Stern, D. (1998). Work-Basked Learning for Students in High Schools and Community Colleges. Berkeley: National Center for Research in Vocational Education: Centerpoint. Retrieved from http://files.eric.ed.gov/fulltext/ED425352.pdf
• Symonds, W., Schwartz, R., & Ferguson, R. F. (2011, February). Pathways to Prosperity: Meeting the challenge of preparing young Americans for the 21st Century. Retrieved from Harvard Graduate School of Education, Pathways to Prosperity Project: http://nrs.harvard.edu/urn-3:HUL.InstRepos:4740480
• The Lancaster Chamber of Commerce and Industry. (2016). Women in Business Mentoring Program: Making Career Connections. Retrieved from http://www.lancasterchamber.com/article.aspx?page=women-in-business-mentoring-program#.WCxsD_krJEa
• The Principal's Partnership. (n.d.). High School Student Mentoring Program: Research Brief. Retrieved from http://oemanagement.com/data/_files/mentoring.pdf
• U.S. Department of Labor. (2010, April). Fact Sheet #71: Internship Programs Under the Fair Labor Standards Act. Retrieved from Wage and Hour Division (WHD): https://www.dol.gov/whd/regs/compliance/whdfs71.pdf
• U.S. Department of Labor. (n.d.). Apprenticeship Basics: Frequently Asked Questions. Retrieved from https://www.dol.gov/apprenticeship/toolkit/toolkitfaq.htm#1f
• U.S. Department of Labor. (n.d.). Apprenticeship: Disability Employment Policy Resources by Topic. Retrieved from https://www.dol.gov/odep/topics/youth/Apprenticeship.htm
• Warrior Run School District. (n.d.). Middle School 8th Grade Job Shadow Day. Retrieved from http://www.wrsd.org/userfiles/53/My%20Files/WarriorRunMSJobShadowParentStudentPacket%202016.pdf?id=4462
• Youth Works, A program of Goodwill of Southwestern Pennsylvania. (2016). Youth Works Programs: HIRE Me Mentoring. Retrieved from http://www.youthworksinc.org/for_youth/youthworksprograms/youthworksprograms.html

Career mentoring is a career exploration component of work-based learning. Career exploration is one of the three developmental stages of career development and is a core element of the Pennsylvania Academic Standards for Career Education and Work. Career mentoring is one instance of youth mentoring which has a long history of success with at-risk students, students in the child welfare system, and diverse populations. Career mentoring should focus on career exploration, training, and related education.

Internships are career preparation work-based learning experiences in a particular occupational area that assist the student in developing technical competencies while they earn school credit. It is a short-term practical experience, giving the student a broad overview of the career area, and is supervised by an employer and a teacher. These experiences are especially useful when they supplement the technical competencies that the school can deliver by providing access to tools, equipment, facilities, and expertise that generally are not available at the school. The work experience is evaluated by the teachers and employers, with input from the student.

Internships differ from cooperative education in Pennsylvania in that a cooperative education program is integrated into a Career and Technical Program of Study with the development of specific technical skills linked to task lists as the goal, offers employability skills training to the student as part of the school-based program, works under a training plan and agreement, and is supervised by a certified Cooperative Education Supervisor. Students receive wages and school credit for cooperative education experiences (PA Department of Education, 2014, pp. 64-65).

Internships are intended to enhance workplace knowledge and awareness. They help build the skills required for specific occupations by exposing students to all aspects of the industry (New Hampshire Department of Education) and the multiple career options available. Internships engage students in their own learning and provide numerous opportunities for reflection on the experience, both verbally and in writing. Quality internships are designed to support academic learning directly.

Apprenticeship is a career preparation activity designed to prepare an individual—generally a high school graduate—for careers in the skilled crafts and trades. However, some apprenticeship programs accept high school students between the ages of 16 and 18 so that the student can get a head start on completing the program. Apprenticeships consist of paid, on-the-job training, supplemented by related classroom instruction. Apprenticeship training usually requires one to five years to complete, depending on which occupation is chosen (New Ways to Work).