UTICA ACADEMY FOR INTERNATIONAL

STUDIES  

CAS TRAINING  

May 2014

CAS in Five Parts

Part I: Defining Creativity, Action, Service

Part II: Requirements for Completion

Part III: CAS Roles, Interviews, Policies

Part IV: Online Training: CAS Website and Managebac

Part V: Reflection Training (PT)

Part I: Defining CAS

General overview of CAS

Qualities of CAS students

Defining creativity, action, service: what counts and doesn’t

The CAS Extended Project

Exploration of CAS activities

IB Framework

Why CAS?

The world has little use for socially awkward book worms.

CAS is experiential life-learning that cannot duplicated in the classroom setting.

Your GPA and ACT/SAT alone will no longer get you into your dream school or earn you that scholarship.

Why CAS?70,000+ students a year have perfect SAT

scores

70,000+ have 4.0 GPA’s or higher

60,000+ valedictorians annually

120,000+ team presidents each year

The nation’s most selective colleges accept 1,000 to 4,000 students per year

In 2011 alone, 70% of students with perfect SATs & 4.0s were rejected from Princeton.

How is CAS different from community service?

CAS Community ServiceAt least 150 hours Less than 50 hours

Goal-oriented Hour-oriented

Ongoing evaluation by interviews Evaluation by completion

Issues of global importance Typically local issues only

Requires extended project Requires none

Requires deep reflection Requires no reflection

Activities challenging Activities sometimes menial

Creativity and action required Only service required

All CAS activities must involve:real, purposeful activities, with significant

outcomes

personal challenge—tasks must extend you and be achievable in scope, not “more of the same”

thoughtful consideration, such as planning, reviewing progress, reporting

reflection on learning outcomes and personal learning

Professional, not personal, relationships

All proposed CAS activities need to meet these four criteria in order for your activities and projects to be approved in your interviews with your advisor.

What is Creativity?

Creativity involves the arts and other experiences that involve creative thinking or production in some measureable sense

Examples of Creativity

Drama/Theatre Photography Webpage design

Dance Choreography Learning a new language

Talent shows Visual Arts Making Crafts

Debate/Forensics Pottery Lesson planning

Scrapbooks/Posters Making a video

Cooking classes Planning a School Event/Project

Emceeing/Deejaying Writing newspaper articles

Creative writing Music ensembles

Not Creativity

An irrelevant blog or other online creation

Your personal journal or diary

Facebook, Twitter or other online communication

Doodling

Unfocused writing without goals

Thinking without implementation

Sitting through club meetings or classes

What is Action?

Action can be defined as physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Programme. Think sweat!

Option 1: UCS-Sponsored Sports

Option 1 for Earning CAS Action Hours:

A. Request a UCS coach to be your supervisor.

B. Decide on a goal or two that you both agree on during your season.

C. Work toward that goal. At the end of the season, your coach completes the supervisor completion form and comments on your progress.

Examples: Football, Soccer, Baseball, Basketball, Volleyball, Softball, Etc.

Option 2: Team Sports Outside UCS

Option 2 for Earning CAS Action Hours:

A. Request a certified instructor, trainer, teacher or coach to be your supervisor for the activity.

B. Decide on a goal or two that you both agree on during your season.

C. Work toward that goal. At the end of the season, your supervisor signs off on your hours and comments on your progress.

Examples: Gymnastics, Yoga, Tai chi, Martial Arts, Dance, Fencing, Hockey, Travel Sports Teams, Etc.

Option 3: Personal Fitness Program

Option 3 for Earning CAS Action Hours:

A. Perform a self-organized pre-test of your abilities

B. Propose a reasonable goal using the Presidential Fitness Test guidelines

C. Discuss how you will demonstrate completion (logs, videos, pictures)

D. Maintain a schedule, reflect, and produce documentation

Option 4: Elective gym class

A. Sign up for an elective gym class

B. Discuss goals briefly with your teacher and return supervisor agreement form to your advisor

C. Work on your goal throughout the year, reflect, and discuss the outcomes at the end of the class

Option 5: As Part of Another Project

A. Attain a small number of hours in some activities that are primarily creativity or service or other activities of a non-sport nature because of the physically-taxing nature of the activity. Simply split the total hours reasonably.

Examples: planting during a beautification project, powderpuff fundraiser, hiking or backpacking, running in a fundraiser for cancer, etc.

Not Action Hours

Learning to drive

A skiing or hiking holiday with your family

Recreational swimming

Walking to school (or anywhere else, for that matter)

Playing pool or bowling on a Saturday night

Painting a wall or playing an instrument

Dancing socially

What is Service?

Service is an unpaid, voluntary exchange that has learning benefit for the student but for which the rights, dignity, and the autonomy of all those involved are respected

Service HoursFood/Clothing drives Habitat for Humanity Relay for Life

Setting up/Helping in School-Related Programs/Orientations

Volunteering at hospitals, nursing homes, other schools

Organizing and running a fundraiser in or out of school

Volunteering in a district event (Career Expo, College Night)

Running a school club Taking a CPR class

Attending a soup kitchen Working with an international charity

Running or organizing any volunteer event

All NHS and Key Club sponsored hours

Not Service HoursAny service or community activity already a part of your IB program

Any activity for which you are paid

Service to (extended) family or friends

Babysitting for free

Doing simple, menial, repetitive tasks

Work not providing a service to those in need

Unwanted solicitation

Informally helping a friend with homework

Asking for donations without doing something

Not CAS Under Any Circumstances…Any work or class required to earn your IB diploma

Non-challenging activities (letter-stuffing)

Anything paid

Family trips, volunteer positions, or family business jobs

Activities that violate respect for individual views in politics and religion

Any part of your routine religious commitments

Works that primarily benefits a teacher (no aides)

IBO Mission Statement

“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect…These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

Politics, Religion, and CAS

“…the general rule is that religious devotion, and any activity that can be interpreted as proselytizing, does not count as CAS. However, there are exceptions, notably when a religious organization provides a service irrespective of whether the people benefiting from their service are members of that religion or not…Work done by a religious group in the wider community, provided that the objectives are clearly secular, may qualify as CAS…Furthermore, if a student is able to show that they are meeting one or more learning outcomes and the activity is not proselytizing, then it can be a CAS activity”

Source: Creativity, action, service: Additional Guidance (2012)

Politics, Religion, and CAS

To proselytize is to:

1. convert—or attempt to convert—someone from one religion, belief, or opinion to another

2. recruit, especially to a new faith, institution, or sociological or political cause

Politics, Religion, and CAS

Political work should never serve a personal cause but instead promote the democratic process

Religious promotion or expression is personal devotion, not CAS

Service from the house of worship outward to the community can count as CAS

Mission trips do not count if anyone providing service follows the service with proselytizing

Teaching catechism or leading a choir for Sunday church, by definition, is not proselytizing but fails to serve outward to the community

CAS Website Exploration

Let’s spend some time exploring the CAS website for ideas, projects, activities, and other specifics

Part II: CAS Requirements

Basic requirements for CAS completionRange and diversity of activitiesMinimum requirements The CAS extended project

Range and DiversityStudents should experience CAS in at least two

contexts (school, house of worship, community)

Students should challenge their comfort zones

Benefits are essential to college application process

Learning experience and personal reward are greater

Minimum Guidelines for Completion Minimum 150 hours of CAS

Reasonable balance among C, A, S

Program lasts 18 months between beginning Sept. junior year and March senior year

Completion of CAS extended project

5 meetings with CAS advisor

Evidence of 8 learning outcomes

Sufficient reflections and documentation

The CAS Extended ProjectA requirement for CAS completion, this project

challenges students to work on an extended activity they initiate themselves that may become a central focus of college application essays, teacher recommendations, or even scholarships

Can be completed at any time during the 18 months, but must be proposed by December of junior year at 2nd meeting

Counts toward the required 150 hours

Over 50 examples can be found at: uaiscas.com under “CAS Extended Project”

We’ll take a look at these later when we use the computers

Part III: Roles, Interviews, Policies

Roles of Individuals in CAS Coordinator Advisor Supervisors (and Supervisor Forms) Diploma Candidates

CAS Interviews Dates and Rubrics Preparation and Expectations

Intervention Levels & Academic Misconduct

Fundraising Protocol & School/District Policy

Defining Roles in CASThere are four types of individuals involved in the CAS programme, which include:

CAS Coordinator

CAS Advisors

Diploma Candidates (Students)

CAS Supervisors

What does the CAS coordinator do? Develop and maintain all UAIS policy statements

Provide training to all staff and students

Provide access to CAS opportunities to students

Problem-solve with students for CAS ideas

Train activity supervisors, whenever possible

Supervise CAS advisors

Publicize achievements

Assist with fundraising via the district, if necessary

Resolve all disputes and provide guidance whenever necessary

Report achievement to IBO

What do CAS advisors do?Your CAS advisor is your AMES advisor, who:

Conducts interviews with students

Monitors range of activities and reflections

Helps students develop and alter goals

Reads and respond to reflections in meetings

Verifies involvement of CAS supervisors

Discusses major concerns with coordinator

Helps troubleshoot potential issues

Makes final recommendations to coordinator

Student Responsibilities1. Self-review prior to beginning activities

2. Set personal goals

3. Initiate, complete, and reflect on CAS for at least 18 months

4. Meet/Communicate with advisor (likely more than 5 times)

5. Take part in range of diverse activities and experiences

6. Keep records on managebac.com

7. Show evidence of eight learning outcomes

8. Provide necessary documentation for approval and completion of activities

Who are CAS supervisors? An adult who is a non-family member to any

UAIS student

Provide oversight, training, support for an individual activity

Responsible for your safety and monitoring

Provide objective feedback on evaluation form at the end of an activity to your advisor

A variety of people: teachers, community leaders, business owners, volunteer coordinators

CAS Supervisors

Required for all activities/projects (one per activity)

Provide guidance/training and suggestions for an activity

Monitor student’s attendance, if necessary

Alert advisor/coordinator to any student issues

Report on student’s performance at end of activity by completion of an online supervisor evaluation form for the student

Can be teachers or other adults in the community, but not family members, family friends, extended family, parents of other UAIS students

Parents as Supervisors?Creates a conflict of interest

Counter to spirit of CAS

Student should inform advisor of familiar relationships and explain the reasoning behind the choice, with the following as exceptions to the rule:Another parent who is established supervisor for long

period of timeParent chaperoning an event when no one else is

availableA club or organization a parent already runs if there is no

alternative adult associated with the club/organization In any of these cases, the student must demonstrate

that no alternative option is available

Supervisor Agreement FormInforms an adult of their role as a supervisor

Instructs them to monitor and train you appropriately

Allows your advisor to be aware that an adult is responsible for you during this time

Provides the school’s contact information in the case of an issue or problem

Informs the supervisor they must complete an online form to award you credit for your CAS hours

A copy should be retained by your advisor

This form is required in order for ANY activity or project to be approved and must match your inputted info on managebac

UAIS vs. Outside SupervisorsAll activities require a supervisor, including

teachers in the school

Supervisors must be informed by supervisor agreement form, turned in to your advisor

Students may NEVER place themselves as a supervisor, not even temporarily (use Mr. Spear as default)

At least one significant project or activity where you collaborate with others should occur outside the walls of UAIS

Solitary Activities—Supervision?

Some creativity hours (painting, drawing, sketching, writing)

Some action hours (going to the gym, running on a treadmill)

Propose activity and list advisor as supervisor

Documentation is key: video, picture, log, product brought to advisor meeting for judgment of effort placed into activity

CAS Interviews

Student-initiated and student-led meetings used to approve, complete, discuss, problem-solve and reflect on CAS experiences

At least five meetings over the 18 months of CAS

Online rubrics detail how students should prepare

Treat these interviews as a sales pitch for your ideas

CAS Interviews: Student Responsibilities

Review the rubric

Prepare proposals

Acquire supervisor forms

Complete reflections (if closing out)

Sign up with CAS advisor

Prepare

Lead the interview

CAS Interview Dates & Rubrics

Five meetings:September of Junior YearDecember of Junior Year (Ext. Project proposal due)May of Junior YearOctober of Senior YearMarch of Senior Year (Culmination)

Rubrics are individualized by dateExpectations shift

Initial CAS Proposals

A collection of separate proposed activities that you build this summer and present in the fall to your CAS advisor

Should be 3 activities to start

Each activity must have a supervisor approval form signed prior to interview

Must be approved by advisor prior to beginning of the activity

Proposals due by first day of school

Intervention Procedures

Designed to align expectations across all students, all teachers, and the coordinators of the program

Covers CAS, EE, and all IAs in DP classes

Generates a paper trail and documentation

Provides clear deadlines for reconciliation

Informs parents and coordinators of students in danger of losing IB diploma eligibility

Minimizes delay-tactics and procrastination by students

Carries implications for college applications

Carries implications for letters of recommendation

Academic Misconduct and CASAcademic misconduct includes “…any

behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record” –”Academic Dishonesty” (2007)

Accurate records by the student are pivotal. Inconsistencies will be treated as malpractice.

This may result in the forfeiture of the IB diploma. See the student guide for details.

Fundraising ProtocolVerify the authenticity of the fundraiser you

participate in

Reflect on and present start-up costs

Decide if you wish to be reimbursed

Purchases must show receipts and be cash or check

Maintain the rule of pairs

For in-school fundraisers, students must: approve their fundraiser with Student Senate complete the student fundraising proposal form

Teachers are responsible for UCS policies on handling money

Fundraising ProtocolMinimize time in handling money; report to teacher

Teacher makes daily deposit

Do NOT store money in lockers

At end, always state clearly where proceeds go

A third-party account is required for a fundraiser to participate in CAS. Students who fundraise by keeping money in a family bank account will forfeit all hours for that CAS project or activity.

For outside supervisors, set up a pay-pal account or direct deposits to the organization itself via your supervisor

Proposal of In-School Activities/Projects

Plan well in advance

Apply for a fundraiser, club, idea through Student Senate

Forms must be filled out (Mr. Layson)

First come, first serve

Monday’s Workshop: Online Exploration

Bring a flash-drive Monday

Bring today’s materials

Make sure you have logged in to managebac and changed your password!

Exploration of the CAS website

Managebac CAS tutorial

Revisiting Questions from FridayWhat questions do you have?

What concerns are occupying you at this point?

What clarifications do you need?

Part 4: Online Exploration

UAIS CAS website (uaiscas.com)Source for all additional handouts, trainings,

explanationsProvides numerous examples of activities and projects

Managebac (uais.managebac.com)Tour of featuresSample ProposalsQuestions and AnswersPSR Time

Tour of the uaiscas.com website

Provides all handouts/documentation

Answers many student questions

Access to rubrics for advisor meetings

Provides up-to-date lists of activities and extended projects

Take a few minutes to browse the list of extended projects

Managebac

Online hub for all that is IBO

Documents are permanently stored

Easy communication between teachers and students

Can upload pictures, videos, files, homework, IB assessments, and register for IB examinations

Managebac Exploration

Teach pdf formatting from doc/docx

Create a sample CAS activity

Completing questions and reflections tabs

Requesting a supervisor completion form and completing an activity

Personal Self-Review (PSR)• A two-year summary of the pre-CAS

student

• Student brainstorm for Initial CAS Proposal

• Shows strengths and areas for growth

• Primary goal to provide a strong characterization of yourself to your CAS advisor for the interview and generate some evaluative questions for you

Due August 15th, 2014 on uais.managebac.com

PSR Completion Time

CAS Successes: For a rewarding CAS experience, be sure to…

Start with a positive attitude and be proactive

Plan your activities around what you love, want to do with your life, and what you personally recognize you need to improve yourself

Work with others whom you judge professionally as worthy of your time

Reach to leadership experiences in clubs/activities you participate in

Accept constructive criticism

Recognize that CAS has no direct correlation to your GPA or other academic achievements

Be a risk-taker: do something you’ve never done before

CAS Pitfalls: For a stressful CAS experience, be sure to…

Start with a negative attitude and approach CAS reactively

Work on a project with a friend—or anyone, no questions asked

Plan a romantic CAS project with your awesome boyfriend/girlfriend

Forge, falsify or lie on any CAS document or reflection

Hide all issues of others’ dedication and commitment from adults

Be rigid, inflexible, or bossy while working with others

Take high-profile leadership positions and sink your reputation

Work in a group of four or more on anything

Treat all supervisors as a form-filler only

Considering Ethical Implications

The most difficult learning outcome to consider

Take one of the following ethical situations provided and explain how you would resolve, handle, or consider it

CAS Reflections Workshop

Ordered Sharing

Consider the following questions and statements. Choose one you are comfortable with, and proceed to answer in your group…

In which ways have you increased an awareness of your strengths and weaknesses and areas for growth? Be specific.

Name a new challenge you have undertaken in the past year. What did this feel like?

Name one meaningful activity you have initiated and planned in the past six months. Why did you choose to spend time on this?

Describe one activity in which you worked collaboratively in the past month. Was this a positive or negative experience? Why?

Describe an instance when you have shown perseverance and commitment in a time of difficulty. What drove you to persevere?

Name an issue of global importance that you have been involved with in the past year. Why were you drawn to this issue?

Describe a time when you were confronted with an ethical dilemma. What did you do?

What new skill have you learned in the past year. Describe the experience.

Learning Outcomes

1. increased your awareness of your own strengths and areas for growth

2. undertaken new challenges

3. planned and initiated activities

4. worked collaboratively with others

5. shown perseverance and commitment in their activities

6. engaged with issues of global importance

7. considered the ethical implications of their actions

8. developed new skills

CAS develops in IB candidates: reflective thinkers—you understand your own strengths and

limitations, identify goals and devise strategies for personal growth

the willingness to accept new challenges and new roles (avoiding “more of the same”)

awareness of yourself as a members of communities with responsibilities towards each other and the environment

being an active participant in sustained, collaborative activities and projects

balance—you enjoy and find significance in a range of activities involving intellectual, physical, creative and emotional experiences.

CAS Reflection GuidelinesProvides suggestions on how and when to

reflect

Reflections are NOT summary, but analysis of your own experiences

Should be frequent and relevant to your experiences

Supervisors, advisors, and the coordinator can see reflections

Should demonstrate the 8 learning outcomes

CAS Reflection ExamplesAs a group, read and T4 the example in front of

you.

Read and present your example to the class.

Identify the learning outcomes present using examples and explanations to indicate the quality of the reflection.

CAS Reflection Practice

Log-in to managebac. Let’s have you enter a reflection for your earlier activity.