PALMER HIGH SCHOOL: CREATIVITY, ACTIVITY, SERVICE (CAS) IN THE IB THE FUTURE DEPENDS ON WHAT YOU DO TODAY. MAHATMA GANDHI

PALMER HIGH SCHOOL: CREATIVITY, ACTIVITY, SERVICE (CAS) IN THE IB THE FUTURE DEPENDS ON WHAT YOU DO TODAY. MAHATMA GANDHI

Palmer High School CAS Student Guide Table of Contents Frequently Asked Questions... 2-5 Description of Learning Outcomes... 3 Description of Student Responsibilities... 4 CAS Student Profile... 6 Brainstorming for Creativity... 7 Brainstorming for Activity... 8 Brainstorming for Service... 9 Initial CAS Plan... 10-11 Planning Documentation (Matrix)... 12-14 Documentation of Formal Interviews... 15-17 Important Dates for the class of 2018 Official Start Date of CAS Experience... May 29, 2016 Completion of Initial Plan... on or before September 25, 2016 First Formal Interview With Coordinator/Adviser... on or before October 15, 2016 Second Formal Interview With Coordinator/Adviser... on or before April 15, 2017 Official End Date of CAS Experience... May 1, 2018 Third Formal Interview With Coordinator/Adviser... on or before May 1, 2018

Creativity, Activity, Service (CAS) in the IB at Palmer High School The future depends on what you do today. Mahatma Gandhi Q: Why do I have to do CAS? A: You don t have to you get to! How often have you thought about your education, When am I gonna use this in the real world? The CAS experience is all about bridging the often wide gap between formal schooling and the world outside of school. With its holistic approach, CAS is designed to strengthen and extend students personal and interpersonal learning. Q: What does CAS mean? A: CAS is organized around the three strands of creativity, activity and service defined as follows: Creativity: exploring and extending ideas leading to an original or interpretive product or performance Activity: physical exertion contributing to a healthy lifestyle Service: collaborative and reciprocal engagement with the community in response to an authentic need Q: What do I get out of CAS? A: CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize your role in relation to others. Students develop skills, attitudes and outlooks through a variety of individual and group experiences. CAS experiences provide students with opportunities to explore your interests and express your diverse passions, personalities and perspectives. CAS complements the challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. A meaningful CAS programme is a journey of discovery of self and others. In addition, your CAS portfolio can be a useful tool for the college admission process, college interviews, and/or job interviews and internship opportunities. Q: But really. Do I have to do CAS? A: Successful completion of CAS is a requirement for achievement of the IB Diploma. Q: Ok, so how many hours do I need for CAS? A: There is no hard and firm requirement for hours. The CAS programme formally begins at the start of the Diploma Programme and continues regularly, ideally on a weekly basis, for at least 18 months. This means that you cannot finish CAS early, nor can you wait until the last minute to do CAS. There must also be a reasonable balance between creativity, activity, and service. In addition, students undertake at least one CAS project of at least one month s duration that challenges you to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem-solving, and decision-making. The CAS project might take place inside a classroom experience or as a student-initiated project outside of school.

Q: How do I prove to you that I ve experienced CAS to the best of my ability? A: All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence (a scrapbook, video log, blog, files, infographics, website, etc. or combination thereof) that showcases your CAS experiences and reflections. Completion of CAS is based on your achievement of the seven CAS learning outcomes (NOT on the number of CAS experiences and/or hours of completion). Through your CAS portfolio, you will need to provide the school with evidence demonstrating achievement of each learning outcome. Q: What are the seven CAS learning outcomes? A: Student completion of CAS is based on the achievement of the seven CAS learning outcomes (LO) realized through the student s commitment to his or her CAS programme over a period of 18 months. Through meaningful and purposeful CAS experiences, you need to develop the necessary skills, attributes and understandings to achieve the seven CAS learning outcomes. Some learning outcomes may be achieved many times, while others may be achieved less frequently. Students provide the school with evidence in your CAS portfolio of having achieved each learning outcome at least once through your CAS experience. LO1: Identify own strengths and develop areas for growth. Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others. LO2: Demonstrate that challenges have been undertaken, developing new skills in the process. A new challenge may be an unfamiliar experience or an extension of an existing one. The newly acquired or developed skills may be shown through experiences that the student has not previously undertaken or through increased expertise in an established area. LO3: Demonstrate how to initiate and plan a CAS experience. Students can articulate the stages from conceiving an idea to executing a plan for a CAS experience or series of CAS experiences. This may be accomplished in collaboration with other participants. Students may show their knowledge and awareness by building on a previous experience, or by launching a new idea or process. LO4: Show commitment to and perseverance in CAS experiences. Students demonstrate regular involvement and active engagement in CAS. LO5: Demonstrate the skills and recognize the benefits of working collaboratively. Students are able to identify, demonstrate and critically discuss the benefits and challenges of collaboration gained through CAS experiences. LO6: Demonstrate engagement with issues of global significance. Students are able to identify and demonstrate their understanding of global issues, make responsible decisions, and take appropriate action in response to the issue, either locally, nationally or internationally. LO7: Recognize and consider the ethics of choices and actions. Students show awareness of the consequences of choices and actions in planning and carrying out CAS experiences.

Q: Is there a specific framework that I have to use? A: Students should use the CAS stages (investigation, preparation, action, reflection and demonstration) as a framework for the CAS project and some (but not all) CAS experiences. CAS emphasizes reflection, which is central to building a deep and rich experience in CAS. Reflection informs students learning and growth by allowing you to explore ideas, skills, strengths, limitations and areas for further development and consider how you may use prior learning in new contexts. Q: What kind of adult supervision/help am I going to get? A: There are three formal documented interviews students must have with your CAS coordinator/adviser. You may choose to have a CAS adviser other than Ms. Rewey, based on your interests, strengths, weaknesses, goals, and relationships with other adults in the building. The first interview will be at the beginning of the CAS programme in the junior year, the second will be in the spring of the junior year, and the third interview will be at the end of the CAS programme in the spring of your senior year. Students and coordinator/advisers should maintain ongoing forms of communication through email, social media, face-to-face meetings, etc. In addition, Ms. Rewey will maintain her teacher website (https://reweyib.wordpress.com/) to include updates on CAS opportunities, news, deadlines, etc. Q: What am I responsible for doing to complete my CAS experience? A: Key to a student s CAS programme is personal engagement, choice and enjoyment of CAS experiences. Throughout the Diploma Programme students undertake a variety of CAS experiences on a weekly basis for a minimum of 18 months. You must also undertake at least one CAS project with a minimum duration of one month. Students reflect on CAS experiences at significant moments throughout CAS and maintain a CAS portfolio. Using evidence from your CAS portfolio, students will demonstrate achievement of the seven CAS learning outcomes to the CAS coordinator s satisfaction. CAS students are expected to: approach CAS with a positive and proactive attitude develop a clear understanding of CAS expectations and the purpose of CAS explore personal values and attitudes with reference to the IB learner profile and the IB mission statement determine personal goals discuss plans for CAS experiences with the CAS coordinator and/or CAS adviser understand and apply the CAS stages where appropriate take part in a variety of experiences, some of which are self-initiated, and at least one CAS project become more aware of personal interests, skills and talents and observe how these evolve throughout CAS maintain a CAS portfolio and keep records of CAS experiences including evidence of achievement of the seven CAS learning outcomes understand the reflection process and identify suitable opportunities to reflect on CAS experiences demonstrate accomplishments within their CAS experiences communicate with the CAS coordinator/adviser and/or CAS supervisor in formal and informal meetings ensure a suitable balance between creativity, activity and service in their CAS experiences behave appropriately and ethically in their choices and behaviors.

Q: Can classes I take for credit contribute to my CAS experience? A: If the class is NOT an IB class, it may contribute to your CAS experience. These classes include summer PE, The Lever/Journalism, Terror TV, band, orchestra, choir, student council, etc. Q: Does count for CAS? A: You will no doubt have numerous questions about what kinds of activities and experiences can count for CAS. The rules of thumb are as follows: the experience should be easily categorized as creativity, activity, and/or service in addition, the experience should lead to the accomplishment of at least one of the seven learning outcomes the experience cannot include proselytizing (encouraging others to believe in/subscribe to a certain religion) the experience cannot be one for which you are paid the experience cannot be part of the formal IB curriculum/requirements If you have a potential experience that you re unsure about after going through the above criteria, please see your CAS coordinator or adviser for clarification. Q: Can you give me some ideas to help me get started? A: Sure thing! Here are some popular CAS experiences: Creativity: Doing art, music, theatre, dance; solving problems, developing new enterprises, constructing things that didn t previously exist; problem-solving; learning and applying new skills; experiences that involve creative thinking. C Tech crew for theatre Acting/singing in a play Learning to play a new instrument Writing/photography for The Lever/ yearbook Writing your own music, poetry, short stories Decorating for dances (StuCo) Mock Trial History Day Activity: Participating in individual and team sports, physical activities, expeditions; physical exertion contributing to a healthy lifestyle, complimenting academic work. A Sports (school and/or club) Working out (including summer PE) Hiking, running, biking, swimming, etc. Marching band Rock climbing Winter sports Do the Incline Service: Doing things for and with others for their benefit, developing respect for others, building links to the community, fostering commitment and responsibility; an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. S Teen Court Restorative Justice Volunteering at The Marian House Soup Kitchen Volunteering at Care & Share PHS Tutoring Center Team Manager NHS/Key Club projects Service learning project

CAS Student Profile 1. What has been one of your greatest accomplishments (or worst failures) so far? How did this experience change/impact your life? What did you learn from it? 2. What are you really good at? 3. What s a skill that you ve always wanted to develop in your life but haven t yet? What s been standing in your way? 4. What s an activity that you ve always wanted to try but haven t yet? What draws you to that activity? What s been standing in your way? 5. Name a person that you admire. What qualities does this person have that you don t? 6. What s different about you now compared to what you were like 5 years ago? 7. In what ways would you like to be different in 5 years? 10 years?

Creativity: Exploring and extending ideas leading to an original or interpretive product or performance Creativity in CAS provides students with the opportunity to explore their own sense of original thinking and expression. Creativity will come from the student s talents, interests, passions, emotional responses, and imagination; the form of expression is limitless. This may include visual and performing arts, digital design, writing, film, culinary arts, crafts and composition. Students are encouraged to engage in creative endeavors that move them beyond the familiar, broadening their scope from conventional to unconventional thinking. (CAS Guide, 18) Ongoing creativity: What are you already doing that could be deemed creativity using the above definition? School-based creativity: What can you do at school (outside of the IB curriculum) and/or with others? Think about the CAS Project requirement. Community-based creativity: What creative outlets/ organizations can you get involved with in your local community? Individual creativity: What new creative pursuits would you like to undertake on your own?

Activity: Physical exertion contributing to a healthy lifestyle The aim of the Activity strand is to promote lifelong healthy habits related to physical well-being. Pursuits may include individual and team sports, aerobic exercise, dance, outdoor recreation, fitness training, and any other form of physical exertion that purposefully contributes to a healthy lifestyle. Students are encouraged to participate at an appropriate level and on a regular basis to provide a genuine challenge and benefit. (CAS Guide, 19) Ongoing activity: What are you already doing that could be deemed activity using the above definition? School-based activity: What can you do at school (outside of the IB curriculum) and/or with others? Think about the CAS Project requirement. Community-based activity: What opportunities for activity exist in the local community? Individual activity: What new activities would you like to undertake on your own? 2016-2018 8

Service: Collaborative and reciprocal engagement with the community in response to an authentic need The aim of the Service strand is for students to understand their capacity to make a meaningful contribution to their community and society. Through service, students develop and apply personal and social skills in real-life situations involving decision-making, problemsolving, initiative, responsibility, and accountability for their actions. Service is often seen as one of the most transforming elements of CAS by promoting students self-awareness, offering diverse occasions for interactions and experiences and opportunities for international-mindedness. Use of the CAS stages in developing a service experience is recommended for best practice. (CAS Guide, 20) Ongoing service: What are you already doing that could be deemed service using the above definition? School-based service: What can you do at school (outside of the IB curriculum) and/or with others? Think about the CAS Project requirement. Community-based service: How can you get involved in serving your local community? Individual service: What new service projects would you like to undertake on your own?

Initial CAS Plan This plan represents your best brainstorming concerning the activities you wish to accomplish during the next two years. As your CAS experiences will likely morph and grow as you continue through the programme, you are not required to stick to this exact plan; rather, it s an exercise in planning. The information recorded here will allow your CAS Coordinator and/or adviser to review your ideas and administer needed guidance if the totality of the plan shows a misunderstanding of the program requirements. This plan must be completed by the last school day in September of your junior year. Keep in mind this is a core CAS requirement and a foundational aspect of your CAS portfolio; treat it and complete it professionally! Offer a brief description of activities and/or projects you expect to engage in for CAS over the next two years. To the right, identify which areas creativity (C), action (A), or service (S) the activity will address, whether the activity is individual (I), or collaborative (C), and which Learning Outcomes (LO) each will likely address. Activities you will likely engage in for CAS: Description of experience/project and projected timeline Plan for documentation I or C C, A, S LO(s) Example: I plan on hiking the Incline at least once a week (if the weather is good and it s not too snowy/rainy) in order to improve my hiking time (and overall health). I will record my start and end times in a table so that I can see the improvements I make. I A 1, 2, 4 Identify potential obstacles you might encounter with your plan. How can you anticipate, plan for, and overcome these potential obstacles?

Activities you might engage in for CAS if you had more information/resources: Description of experience/project Obstacles/needs to be addressed before engaging in the experience I or C C, A, S LO(s) Review the above plan and consider the following comprehensive questions about your CAS experience: 1. Does your plan address each of the three main areas (C, A, and/or S) with appropriate balance between them? If yes, briefly explain how you see them being appropriately in balance. If not, which is/are weaker, and what ideas do you have for addressing the imbalance? 2. Which of the learning outcome(s) appear(s) to be most thoroughly represented in your planned activities? 3. Which learning outcome(s) will you need to more closely target and keep in mind? What plans do you have for addressing the weaker outcome(s), and/or what might you need in terms of guidance?

Planning Documentation: CAS Experiences and Learning Outcomes Matrix Learning Outcome Example Experience: Hiking the Incline Experience: Experience: Creativity Activity Service Creativity Activity Service Creativity Activity Service Identify own strengths and develop areas for growth Demonstrate that challenges have been undertaken, developing new skills in the process I did the incline once a few years ago and hated it. But my friends really like doing it, and I hear they ve renovated it, so I m ready to try it again. I know that I will need to gain strength in my legs, and I ll probably need to do some weightlifting too. I d like to be able to keep up with my friends, which I know will be hard at the beginning. Ultimately, I d like to be able to finish the incline in less than 35 minutes. I m also interested in seeing how the incline contributes to my overall strength and health. Demonstrate how to initiate and plan a CAS experience Show commitment to and perseverance in CAS experiences I plan on doing the incline at least once a week when the weather is good. I think it would be a major accomplishment to do the incline at least 50 times between now and the end of senior year. Demonstrate the skills and recognize the benefits of working collaboratively Demonstrate engagement with issues of global significance Recognize and consider the ethics of choices and actions

Planning Documentation: CAS Experiences and Learning Outcomes Matrix Learning Outcome Experience: Experience: Experience: Creativity Activity Service Creativity Activity Service Creativity Activity Service Identify own strengths and develop areas for growth Demonstrate that challenges have been undertaken, developing new skills in the process Demonstrate how to initiate and plan a CAS experience Show commitment to and perseverance in CAS experiences Demonstrate the skills and recognize the benefits of working collaboratively Demonstrate engagement with issues of global significance Recognize and consider the ethics of choices and actions

Planning Documentation: CAS Experiences and Learning Outcomes Matrix Learning Outcome Experience: Experience: Experience: Creativity Activity Service Creativity Activity Service Creativity Activity Service Identify own strengths and develop areas for growth Demonstrate that challenges have been undertaken, developing new skills in the process Demonstrate how to initiate and plan a CAS experience Show commitment to and perseverance in CAS experiences Demonstrate the skills and recognize the benefits of working collaboratively Demonstrate engagement with issues of global significance Recognize and consider the ethics of choices and actions

Documentation of Three Formal Interviews IB requires three formal interviews throughout the CAS experience. You may, of course, meet more often with your coordinator/ adviser; keep notes of those meetings. The space below is for the three formal interviews only. Use additional paper as needed. Interview 1: Beginning of Junior Year (by October 15, 2016) Discuss initial plan, potential resources, potential obstacles, and timelines for experiences. (Take notes.) Next steps: Student Initials: Teacher Signature: Date:

Documentation of Three Formal Interviews Interview 2: Spring of Junior Year (by April 15, 2017) Discuss progress of CAS experience. What s going well? What obstacles need to be addressed? (Take notes.) Next steps: Student Initials: Teacher Signature: Date:

Documentation of Three Formal Interviews Interview 3: End of Senior Year (by May 1, 2018) Discuss CAS experience. What went well? What didn t? What would you change, if anything? (Take notes.) Student Initials: Teacher Signature: Date: