CAS STUDENT HANDBOOK
EXPLORE, EXPERIENCE, EXCEL
2015-2016
Creativity Activity Service A place for students to develop new talents while
exercising responsibility to the community in which they live.
Student Name:___________________________________
Class of:________________________________________
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TABLE OF CONTENTS
Mission Statement 3 IB Learner Profile 4 7 Learning Outcomes 5 The Nature of CAS 6-‐7 CAS Strands 8 Samples of CAS Activities 9 CAS Stages 10 CAS Project 11-‐12 Expectations of Students 13 Responsibilities of Student 14 CAS Documentation Timeline 15 CAS Calendar 16 Appendices 17 CAS Checklist 18 Self Review 19-‐23 Proposed Project/Activity Form 24 CAS Activity Supervisor Form 25 SA CAS Project/Activity Log 26 CAS Student Evaluation/Reflection 27 Supervisor Introduction Letter 28 CAS Coordinator Student Evaluation Form 29-‐30 Steps for Success 31 CAS Reflection 32-‐35 CAS Portfolio 36-‐37 CAS Service Opportunities 38 It is the student’s responsibility to have parent permission and an adult supervisor at all CAS activities/projects that are not school-sponsored activities. Sussex Academy does not officially sponsor any outside activities and students assume their own risk for these events.
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THE IB MISSION STATEMENT
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. The CAS component of the Diploma Program challenges students to develop new skills, to learn more about themselves and to make a difference in the communities in which they live and learn. It is a fundamental part of the program and takes seriously the importance of life outside the world of scholarship, providing a counter balance to academic studies. A good CAS program will be challenging and enjoyable while allowing a personal journey of self-‐discovery. Students are expected to be involved in CAS activities each week during the two years of the Diploma program and are encouraged to reflect on their CAS activities on a regular basis.
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IB LEARNER PROFILE The aim of all IB programs is to develop internationally minded people who recognize their common humanity and shared guardianship of the planet while helping create a better and more peaceful world. The goal of the IB Diploma Program is for students to become: INQUIRERS Developing their natural curiosity. They acquire the skills necessary to conduct inquiry and research while showing independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. KNOWLEDGEABLE Exploring concepts, ideas, and issues that have local and global significance. In doing so, they acquire in-‐depth knowledge and develop understanding across a broad and balanced range of disciplines. THINKERS Exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems and make reasoned, ethical decisions. COMMUNICATORS Understanding and expressing ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. PRINCIPLED To act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, group and community. They take responsibility for their own actions and the consequences that accompany them. OPEN-MINDED Understanding and Appreciating their own cultures and personal histories and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of point of views and are willing to grow from the experience. CARING Showing empathy, compassion and respect. A commitment to service, and we act to make a positive difference in the lives of others in the world around us. RISK-TAKERS Approaching unfamiliar situations and uncertainty with courage and forethought, and having the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. BALANCED Understanding the importance of intellectual, physical and emotional balance to achieve personal well being for themselves and others. REFLECTIVE Giving thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
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LEARNING OUTCOMES OF CAS “Learning outcomes are differentiated from assessment objectives because they are not rated on a scale. The completion decision for the school in relation to each student is,
“Have these outcomes been achieved?” As a result of their CAS experience as a whole, including their reflections, there should be evidence that students have: 1) Identify own strengths and develops areas for growth.
Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others.
2) Demonstrate that challenges have been undertaken, developing new skills in the process. A new challenge may be an unfamiliar activity 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. 3) 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. 4) Show commitment to and perseverance in CAS experiences.
Students demonstrate regular involvement and active engagement in CAS.
5) 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.
6) 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.
7) 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. All seven outcomes must be present for a student to complete the CAS DP component. Some may be demonstrated many times, in a variety of activities, but completion requires only that there is SOME evidence for every outcome. CAS projects must be satisfied with a minimum of three of the seven learning outcomes.
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The Nature of Creativity, Activity and Service (CAS) “If you believe in something, you must not just think or talk or write, but must act” Alec Peterson
What is CAS? Creativity, activity, service (CAS) is at the heart of the International Baccalaureate (IB) Diploma Program. It is one of the three essential elements in every student’s Diploma Program experience. It involves students in a range of activities alongside their academic studies …CAS enables students to enhance their personal and interpersonal development through experiential learning. Creativity, Action, Service Guide (2008) CAS aims to develop students who : -enjoy and find significance in a range of CAS experiences -purposefully reflect upon their experiences -identify goals, develop strategies and determine further actions for personal growth -explore new possibilities, embrace new challenges and adapt to new roles -actively participate in planned, sustained and collaborative projects - understand they are members of local and global communities with responsibilities towards each other and the environment. CAS is intended to move students out of the academic arena and promote learning through life experiences. It involves students in a range of activities that each individual selects, engages in, and reflects upon. CAS helps you become a more rounded and thoughtful person. A good CAS experience should both be challenging and enjoyable. Each student has a different starting point, and therefore will have different goals and needs but your CAS activities should include experiences that are profound and life changing. CAS complements the academic program in a holistic way by providing opportunities for self-‐determination, collaboration, accomplishment and enjoyment. CAS is a mandatory component of the school’s curriculum for all students in the 11th and 12th grades. The CAS program formally begins at the start of 11th grade and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity and service. Students will engage in CAS experiences involving one or more of the CAS strands. A CAS experience can be a single or an extended series of events. Further, students must undertake a CAS Project of at least one month’s duration/(30 hours) that challenges students to show initiative, demonstrate perseverance and develop skills such as collaboration, problem solving and decision-‐making. The CAS project can address any single strand of CAS or combine two or all three strands. All 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 that showcases CAS experiences and for student reflections; it is not formally assessed. Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS
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portfolio, students provide the school with evidence demonstrating achievement of each of the learning outcomes. The three strands of CAS: (see pages 8 for detail description of each strand)
Creativity: Arts and experiences that involve creative thinking. Activity: Physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Program. Service: An unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all involved are respected.
Meaningful CAS experiences/projects come from spending time with others building relationships and developing the self-worth of both server and served. In designing and constructing your CAS schedule, you are reminded of the equal importance of all three areas (Creativity, Activity and Service). There must be a balance between the three. Students should use the CAS stages as a framework for both CAS experiences and projects. These stages include: -Investigation, Preparation, Action, Reflection, Demonstration By using these 5 stages, students increase their own self awareness, explore new and unfamiliar challenges, employ different learning styles, develop communication and collaborate with others, experience and recognize personal development while developing attributes of the IB learner profile. A Final Word The beauty of the CAS program is that it is an individual experience designed by you, for you. CAS is about reaching out to your local, national and global communities to share your energy and special talents while developing awareness, concern and the ability to work cooperatively with others. Experiences, Projects and Reflections will challenge you to develop new skills and bring awareness of your own strengths and weaknesses while making a difference in the world in which you live. It’s about becoming an active member of life and learning who you are. We hope you enjoy this journey and allow us to help guide and advise you through this adventure. I look forward to sharing this experience with you. Sharon Mews CAS Coordinator Sussex Academy 302-‐856-‐3636 [email protected] Sussex Academy Mission The mission of Sussex Academy is to foster academic achievement and social responsibility in a small school
environment where students participate in an accelerated college preparatory program that prepares them for the technological and global challenges of the 21st century and fosters ethical conduct and service to others in their daily lives.
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CAS STRANDS ‘Experiential Learning’
“Learning is a process whereby knowledge is created through transformation of experience.” David Kolb 1984:28(Experiential Learning)
**CREATIVITY: Creativity in CAS allows students to explore their own sense of original thinking and expression. Creativity will come from the student’s talents, interest, passions, emotional responses and imagination. This can 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. If students are accomplished in a particular creative form, they may choose to extend their involvement and deepen their skill level. **ACTIVITY: Activity involves physical activity that results in personal growth., its aim is to promote lifelong healthy habits related to physical well being. Key words for this component are doing and moving. This could include projects involving physical exertion such as hikes, individual and team sports, or an activity carrying out creative and service projects. This can include coaching, planting trees, organized cleanup projects. SERVICE: It is essential that service activities have learning benefits for the student. Otherwise, they are not experiential learning/CAS and have no particular claim on the student’s time. This rules OUT mundane, repetitive activities without real responsibility. Service involves interaction with others; doing things in school, community, national or international levels. Service includes any activity where a contribution is made without any form of compensation. This category involves actions on the part of the student that benefits others and improves an existing situation.
• * Creativity and Activity Strands should have a definite goal/outcome. They should be planned and evaluated like all CAS activities. This can present a challenge where for example a student is a dedicated musician or athlete. It would be artificial to rule that something that is both a pleasure and passion for the student could not be considered part of their CAS experience. How though, can it help fulfill the CAS learning outcomes? By referring back to the learning outcomes, particularly to the second ‘Undertaking New Challenges” and the second principal of CAS criteria of personal challenge-‐ it is stated: “tasks must EXTEND the student and be achieved in scope.” By asking the student to develop his passion/pleasure for music or sports the components of CAS are met.
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SAMPLES OF CAS ACTIVITIES Creation of bulletin boards (c) Development of agendas, programs or
signs for events (c) Teaching children with disabilities to swim (a,s)
Taking a dance class (a)
Team Sports (hours on field count, sitting on bench-no) (a)
Designing/developing plans for activities with senior citizens or children (going to activity is not creativity but planning is) (c)
Teaching an instrument to a younger class (a, s)
Organizing a ‘walk-a-thon’ to raise money for guide dogs for the blind (c,a,s)
Helping in a soup kitchen (a,s) Volunteering with a non-profit (c,a,s) Building a house for Habitat for Humanity (c,a,s)
Walking, running or biking with an organization (a)
Working with children to paint a mural (c,s)
Creating a website for others (c,a)
Assisting victims of a natural disaster (c,a,s)
Writing and performing a play (c,a,s)
Running a science fair for younger children (c,a,s)
Planting trees/landscaping for others (a,s)
Tutoring/mentoring children (s) Taking a yoga or spinning class (a) Teaching a language to immigrant children (c,s)
Raising funds for an international organization (c,s)
Beach Clean up Day (a,s) Starting and Implementing a Recycling program (c,a,s)
Student Council (s) Making a documentary movie (c,a) Volunteering at Boys /Girls Club (a,s) Learning to play a new instrument
(c,a) Being camp counselor (c,a,s) Organizing bookdrive (c,a,s) Dancing, Singing Performing (a) Self Defense Class (a) EXAMPLES OF WHAT IS NOT COUNTED FOR CAS -‐Money or compensation for service -‐Repetitive and mundane service (filing, replacing books on library shelves, club meetings and any routine activities) -‐Unsafe Service Projects -‐All forms of duty within the family -‐Church activities (any activity that can be considered proselytizing) -‐Passive pursuits (visits to sporting events, exhibits, concerts, conventions or museums) -‐Fund raising without clearly defined purpose -‐Work experience that benefits student only -‐No double dipping hours (can not count if using for another service project) -‐CAS hours that are NOT certified by responsible adult-‐ (parents or relatives can NOT certify CAS hours)
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CAS STAGES As you plan your CAS program, the CAS stages (adapted from Cathyrn Berger Kaye’s The five stages of service learning, 2010) offer a helpful and supportive framework and continuum of process of CAS students as they consider what they would like to do in CAS, make plans and carry out ideas. The CAS stages are applicable to the 3 strands of CAS (Creativity, Activity and Service) and the CAS project.
Stage 1/Investigation: Identify interest, skills and talents to be used in considering opportunities for CAS experiences, as well as areas for personal growth and development. Stage 2/Preparation: Clarify roles and responsibilities, develop a plan of actions to be taken, identify resources and timelines and acquire any skills needed for experience. Stage 3/Action: Implement idea or plan. This often requires decision-‐making and problem solving. Students may work independently, with partners or groups. Stage 4/Reflection: Students will describe feelings, what happened, generate existing or new ideas, and raise questions. Reflection can occur anytime during CAS to further understand, revise plans, learn from experience, and to make connections. Stage 5/Demonstration: Students make explicit what and how they learned and what has been accomplished, for example, by sharing their CAS experience through their CAS portfolio or with others in an informal or formal manner.
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CAS PROJECT
A CAS project is a collaborative, well-‐considered series of sequential CAS experiences, engaging students in one or more of the CAS strands of creativity, activity and service. CAS students must be involved in at least one CAS project during their CAS program. The primary purpose of the project is to ensure participation in sustained collaboration. Through this level of engagement, students will be able to discover the benefits of teamwork and of achievements realized through an exchange of ideas and abilities. A CAS project challenges students to show initiative, demonstrate perseverance and develop skills such as those of cooperation, problem solving and decision-‐making. A CAS project involves collaboration between a group of students or members of the community. Students can work as part of a team, with all members being contributors. A CAS project offers students the opportunity to be responsible for, or to initiate, a part of or the entire CAS project. All CAS projects should use the CAS stages as a framework for implementation to ensure that all requirements are met. The CAS project can address any single strand of CAS, or combine two or all three strands. All CAS projects should be designed with a defined purpose and goals. Students will identify three or more of the learning outcomes to further guide their role and responsibilities in the CAS project. Students will likely identify and/or modify more than three learning outcomes during the CAS project at its completion. A minimum of one month/30 hours is required for a CAS project, from planning to completion. Projects of longer duration can provide even greater scope and opportunities for all participants and should be encouraged. Students should aim to undertake their CAS project locally and if possible, engage in more than one CAS project over the duration of their CAS program. As expected throughout CAS, students reflect on their CAS project experience. Due to the collaborative nature of the CAS project, having occasions to reflect with others can prove most informative and assist in gaining insight into the process of their endeavor as well as personal growth. The following examples provided are to help generate ideas without limiting the scope or direction of the CAS project:
-‐ Creativity: A student group plans, designs and creates a mural. -‐ Activity: Students organize and participate in a sports team including
training sessions and matches against other teams. -‐ Service: Students set up and conduct tutoring for people in need. -‐ Creativity & Activity: Students choreograph a routine for their marching
band.
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-‐ Service & Activity: Students plan and participate in the planting and maintenance of a garden with members of the local community.
-‐ Service & Creativity: Students identify that children at a local school need backpacks and subsequently design and make the backpacks out of recycled materials.
-‐ Creativity, Activity & Service: Students rehearse and perform a dance performance for a community retirement home.
When a CAS project addresses the CAS strand of service, (service project), students must take into account the opinions and expectations of others involved and focus on meaningful and authentic needs to ensure actions are respected and reciprocal. Awareness of the possible impact and consequences of the students’ actions should be part of the planning process. For any service project it is important to ensure that there is:
-‐ A genuine need for the service project, which has been stated and agreed upon by the potential partners.
-‐ If required, a liaison officer who has a good relationship with the community where the service project is based.
-‐ An understanding of the level of student participation that is feasible in the service project.
-‐ A clear assessment of potential risks to participating students. -‐ Approval from school administration for the service project. -‐ A demonstration of how the CAS stages were followed. -‐ A thorough evaluation of the benefits of the service project for all involved.
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EXPECTATIONS OF THE STUDENT Throughout the Diploma Program, students undertake a variety of CAS experiences, ideally on a weekly basis, for a minimum of 18 months. They must also undertake at least one CAS project with a minimum duration of one month/30 hours. Students will reflect on CAS experiences at significant moments throughout CAS and maintain a CAS portfolio. Using evidence from their CAS portfolio, students will demonstrate achievement of the seven CAS learning outcomes to the CAS Coordinator’s satisfaction. Students are expected to:
• Approach CAS with a proactive attitude • Develop a clear understanding of CAS expectation and the purpose of CAS • Explore personal values, attitudes and attributes with reference to the IB
learner profile and the IB mission statement • Determine personal goals • Discuss plans for CAS experiences with the CAS Coordinator/Advisor • 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 the CAS program • 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 program • Communicate with the CAS Coordinator/Advisor/Supervisor in formal and
informal meetings • Ensure a suitable balance between Creativity, Activity and Service in their
CAS program • Behave appropriately and ethically in their choices and behaviors.
GUIDELINES TO CAS EXPERIENCE There are four guidelines that should be applied to any proposed CAS experience: A CAS EXPERIENCE MUST:
• Fit within one or more of the CAS strands • Be based on personal interest, skill talent or opportunity for growth • Provide opportunities to develop attributes of the IB learner profile • Not be used or included in the student’s Diploma course requirements.
While it is not necessary for each CAS experience to address a CAS learning outcome, upon completion of the CAS program, CAS students are required to present evidence demonstrating achievement of all CAS learning outcomes.
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RESPONSIBILITIES OF THE STUDENT
The CAS program is your responsibility. You will be provided guidance in creating your own personal CAS experience but the CAS experience will be your own to personalize. The following requirements must be satisfied for a successful completion of the program. You will be required to:
1) Students must complete a checklist and self-‐review at the beginning of their CAS experience and set personal goals for what you hope to achieve within their own CAS program. (Forms pgs.18-23 )
2) CAS Advisor must pre-‐approve any CAS experiences/projects IF the experience is to be used to satisfy one or more of the learning outcomes. It is the students’ responsibility to find, select and organize CAS activities during the 18 month period. (Form pg.24) (Ideas pg.9 & 38)
3) Students will engage and undertake a variety of CAS experiences, ideally on a weekly basis for a minimum of 18 months, beginning in their junior year. Students should record and log their CAS experiences/projects on a weekly basis. (Form pg 26)
4) Keep and maintain a CAS portfolio in which students will record, show evidence and reflect upon a variety of Creative, Activity and Service experiences and CAS Project over a minimum of 18 months. (Details Pgs. 36-37)
5) Students must show evidence of accomplishing the 7 Learning Outcomes. (Details pg. 5)
6) Students are required to meet with CAS Advisor at least 4 times within the 18-‐month period. (Two meetings in both junior and senior years) (Details pg. 16, Forms 29-30 )
7) Students are also required to complete ONE CAS project with a minimum duration of one month/30hours. The project must satisfy at least 3 learning outcomes. (Ideas pg.9 & 38) (Form pg 27)
8) In order for CAS activities and hours to be accountable toward completion, a supervisor (non-‐relative) must certify time/tasks. (Form pg. 25)
9) An final CAS reflection/post interview with CAS Advisor will be due by March 31st of Senior year. (Pgs. 29-30)
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CAS DOCUMENTATION AND TIMELINE
♦ Students and Parents will be asked to attend an informational meeting regarding CAS Objectives and review of Handbook. /Checklist
♦ Complete Self Review/September of Junior year and Senior Years ♦ Students are required to submit their Initial CAS Plan before any CAS
activities/projects can be counted. Using the 7 Learning Outcomes, students are required to write a 2-‐3 page typed paper proposing how they plan to accomplish the CAS requirement of the IB diploma. Consider what CAS activities/projects you would like to be involved in, global issues you consider important and what challenges you want to undertake or foresee. Discuss CAS activities as well as Service Project ideas. Meet with CAS Advisor for review. (October Junior Year)
♦ Students must complete the ‘Proposed CAS Project/Activity form for every new CAS experience IF it is to be used to satisfy a learning outcome. Once approved, students may embark on their CAS activities/projects.
♦ Upon completion of activities, it is encouraged that students reflect as soon as possible. Ideally this would be within two weeks of activity. Students may reflect in their portfolios and should address any of learning outcomes met. This documentation may take many forms, including illustrated displays and videos, written notes, scrapbooks, photo essays, journals, web blogs.(printouts will support blogs). Students should focus on what they thought, perceived, felt, gained, valued, and the impact of their actions.
♦ CAS portfolio is the key for reflections, planning and keeping up with CAS requirements. It is the students’ responsibility to keep updated.
♦ A consultation with CAS Advisor will be completed twice yearly (Junior and Senior years – Fall/Spring respectively). These meetings will be documented on a CAS progress form.
♦ At the conclusion of CAS (March 31st Senior Year), a final CAS Reflection/Interview will be completed with CAS Advisor to ensure all requirements have been met. A final written self -‐ evaluation reflective piece summarizing the18th month CAS experience must be written. (pg 25-‐26) This will be submitted to CAS Coordinator together with a comprehensive portfolio of all CAS activities/projects.
EACH DIPLOMA CANDIDATE IS REQUIRED TO TURN IN ALL COMPLETED DOCUMENTATION TO CAS ADVISOR NO LATER THAN MARCH 31st OF THE
STUDENT’S SENIOR YEAR.
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Sussex Academy CAS Calendar 2015-16 All CAS work (e.g. planning, reporting, evidence, reflections, etc.) will be submitted to your CAS Advisor/Coordinator
MONTH IB YEAR ONE IB YEAR TWO
SEPTEMBER 1) Organize the introduction of CAS to students, parents and staff. 2) Handbook
review 3) Self Review/Checklist
completed
1) Review each student’s progress in CAS
/Suggestedwith 4 learning outcomes met
2) Students continue with CAS activities/projects
OCTOBER 1) Meet with the individual students to review self review and/or proposed activities 2) Begin work on CAS Activities 3) Brainstorm for Service Project
1) Students continue with CAS activities/projects
2) Individual Meeting with students to review progress
NOVEMBER 1) Finalize consultations with individual students.
2) Students: Plan, Initiate, Do, Reflect on CAS Activity/Projects
1) Individual meetings with students to review progress 2) Students continue with CAS activities/projects
DECEMBER 1) Students continue to work on CAS Projects/Activities 2) Advisors to submit student progress report to CAS Coordinator.
1) Complete individual meetings
2) Students continue with CAS activities/projects
3) Parent Notifications –not good standing
JANUARY Students continue to work on CAS Projects/Activities
1) Students continue with CAS activities/projects
2) Begin portfolio review with students.
FEBRUARY Students continue to work on CAS Projects/Activities
1) Students continue with CAS activities/projects
2) Summative interview with students scheduled
MARCH 1) Students continue to work on CAS Projects/Activities 2) 2nd Consultation Meeting scheduled with Students 3) Warning Letters sent to parents if student behind.
Have CAS coordinator have a summative interview with
students
APRIL 2nd Interview Due: CAS log due (evidence of Service Project/4 learning outcomes)
Sign off the students that completed CAS in April. CAS SHOULD BE COMPLETED
MAY Continue from April Schedule IB EXAMS JUNE Letter to parents if students
are not in good standing
Monthly: 1)Discuss your progress with group members. 2)(Meet with coordinator if necessary. 3)Ensure reflections are up to date. 4) Take photos, videos and keep records/portfolio current.
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APPENDICES (see page 14 for page numbers)
♦ Getting Started/CAS Checklist: A checklist to help you start your CAS
journey. Initial in each box when you fully understand. Due 9/15/15. ♦ Self Review: Worksheet to give you some ‘Jumping off’ points to begin
your CAS program. 2-‐3 typed page reflection to be completed with worksheet questions as a prompt. Due: September of Junior Year.
♦ Self Evaluation Questionnaire: Student will be required to answer all questions prior to the start of their CAS component. Due: September of Junior Year.
♦ Proposed Project/Activity Form: Must be submitted with student and parent signature to CAS Advisor prior to any new CAS activity/project IF using to satisfy one or more learning outcomes. The CAS Coordinator/Advisor must approve activity. Will be returned within one week of submission.
♦ CAS Activities –Supervisor Form: This form should be submitted to your supervisor at the beginning of your activity/project. This will need to be returned at the end of your activity with your supervisor’s signature and comments. Please include this with your CAS EVALUATION/REFLECTION FORM.
♦ CAS Evaluation/Reflection -Student Form: This form is to be submitted upon completion of CAS activity/project OR as they are due. For projects that extend beyond one semester you will submit an evaluation and reflection for the work that has been completed to date
♦ CAS Log: The CAS log is where you must record your hours for each CAS activity. All activities to be claimed for CAS must be included on this form
♦ CAS Coordinator Student Evaluation Form: Used by CAS Advisor to evaluate student’s progress and completion of CAS component for Diploma Program.
♦ CAS Project/Activity Supervisor Letter: This letter is to be share with you CAS Project/Activity Supervisor at the beginning or prior to your project/activity. This letter is meant to inform about IB and the purpose of CAS. The CAS Coordinator contact information is listed at bottom should there be questions. This must be completed and signed for CAS activity/project to count towards diploma by a qualifying supervisor. Family members are non-‐qualifying.
♦ Steps to Success: Informational pages to help in the success of your program. Includes helpful guides, examples of reflections; exceptional and not exceptional, contact lists for service organizations
GOOD LUCK!!!!
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CAS CHECKLIST NAME:_________________________________ DATE:_______________ I have carefully read the CAS handbook and I fully understand the CAS requirements
Initial: Date:
I know who the CAS Coordinator is and where to locate the office.
I can always discuss CAS issues and concerns with my CAS Coordinator or member of CAS team.
I am aware of the 18-month timetable and will follow it.
I am responsible for my own CAS plan.
I know I must try and maintain a balance between Creativity, Activity, and Service in my experiences/projects.
My parents/guardians are aware of the CAS component and its’ requirements.
I will set goals for each activity and reflect carefully on each activity I undertake.
I have a responsible adult supervisor (no family) for each activity I undertake.
Supervisors and parents will sign Proposed Activity Form prior to CAS activity beginning.
I will maintain a log of my activities and keep it updated at least every 2 weeks.
I will keep all written records, photos in my portfolio.
I know I must have preapproval for all activities and projects.
I am aware that I must complete an evaluation form upon completion of activity/project.
I have copies or know where to locate copies of all necessary forms.
I clearly understand without satisfactory and timely completion of CAS, I will not be awarded the IB Diploma/SA Diploma
I fully understand the requirements of the CAS component: ________________________________________________ _____________ __ ___________________________________ __________ Student Name/Graduation Year Date Parent Signature Date ____________________________________________________________ _________________ CAS Coordinator/Checked Date
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SELF REVIEW As part of your CAS requirement you have been asked to write an Initial Self-‐Review. The questions in this worksheet are designed to give you some “jumping off points” for this written reflection. To be most helpful your answers should focus on basic CAS areas for growth such as physical activity, artistic pursuits, social situations, personal growth, service work, as these will give a better idea on where to focus your future CAS activities/experiences. Please use the questions below to help reflect on who you are and where you see yourself in regards to developing and share your talents in the community in which you live. Please submit your 2-3 paged typed reflection by September 15, 2015 of Junior Year to your CAS Advisor.(This is NOT a question and answer format, but a reflection piece.) 1. What is your greatest accomplishment so far? How has this affected your life? What did you learn from it? 2. What are you really good at? 3. Name one skill you have always wanted to develop in your life but that you haven’t yet. 4. Name one activity that you would like to try but that you haven’t yet. Why would you like to try this? 5. Name a person you admire right now. What qualities does this person have that you don’t? 6. What’s different about you now compared to what you were like when you were 10 years old? 7. Describe the kind of person you think you will be after graduation.
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NAME:______________________________________DATE___________
CAS SELF EVALUATION This self evaluation form is to help guide you in planning you CAS journey. Please answer the following questions with short answer responses. This self evaluation will be due September of Junior Year prior to beginning CAS. You may use a separate paper to complete answers. CREATIVITY: 1) Are you involved in any creative or artistic endeavors (orchestra, band,
yearbook, theater, and chorus? 2) Do you use your creativity in helping to plan events/activities? Explain your answers for each organization or activity. 3) How are you involved—as a participant or do you have a leadership role? What gifts or talents do you contribute? Explain your answers for each Organization/activity. 4) How committed are you to the activity? Is it a substantial, significant
commitment?
5) Do you take an active role in participation? Explain your answers for each organization or activity.
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6) What goals have you or will you set for yourself in terms of your performances or creative endeavors in each of these activities? Are these goals realistic and achievable?
7) For each of the goals, what challenges do you think you might face? What new
skills or new skill levels will you develop? 8) Will these goals “stretch” you? 9) How will achieving the goals for any of the above referenced activities result in your growth? ACTIVITY: 9) List any clubs, organizations, sports, or other teams in which you are currently
involved: 10) How are you involved—as a participant, as an officer, do you have a leadership
role?
11) What gifts or talents do you contribute? Explain your answers for each organization or activity.
12) How committed are you to the activity? Is it a substantial (of duration)
commitment?
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13) What club, organization, sports or other teams would you like to become involved in?
14) What goals have you or will you set for yourself in terms of your performance and endeavors in any of your existing and/or new endeavors? 15) Are these goals realistic and achievable?
16) For each of these goals, what challenges do you think you might face? 17) What new skills or new skill levels will you develop? 18) How will achieving the goals for any of the above referenced activities result in
your growth?
SERVICE 19) List community/national/global issues that concern you the most. 20) How have you currently involved yourself in these issues? 21) What issues would you like to learn more about?
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22) Consider all your current responsibilities. How much time can you realistically commit to service on these issues?
23) What skill(s) would you like to develop or learn in your service endeavor? 24) How do you anticipate “stretching” yourself in your service endeavor? 25) What challenges do you think you might encounter? 26) Do you want to work directly with people? If yes, would you prefer to work with
children, adults, or the elderly? 27) Using all the information above, write a 2-‐3 page double spaced paper how you would implement a CAS Project.
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PROPOSED PROJECT/ACTIVITY FORM
Student’s Name: ___________________________________________________Class of _______________ Proposed Activity/Description____________________________________________________________ Organization/Club Name:__________________________________________________________________ **Supervisor Name and Title:______________________________________________________________ Phone #_____________________________________ email: _________________________________________ **The supervisor attesting to the completion of this activity: (The supervisor cannot be your parent. If your parent happens to be the chairman, coach, etc., ask a co-‐chairman, assistant coach or other adult who is affiliated with the activity.) Hours proposed for activity: ________Beginning date: ________ Ending date: ____________ Select Category: _____ Creativity ____ Activity _____ Service Planning Goals: Please state specific goals/learning outcomes that you plan to achieve during this CAS experience. These goals should reflect personal or social values, accomplishments or experiences you would like to learn about as a result of this experience. The evaluation of this project is based on the success at which you achieved these goals. (Minimum 1 goal/learning outcomes required for each activity, and 3 learning outcomes needed for Service Project) Statement of Goals: (you may attach separate sheets) 1. ___________________________________________ ___________________________ 2. ___________________________________________ ___________________________ 3. ___________________________________________ ___________________________ 4. ___________________________________________ ___________________________ 5. ___________________________________________ ___________________________ I have reviewed this CAS proposal and have determined that it is consistent with the CAS guidelines, and therefore approve this CAS proposal. CAS Advisor: ____________________________________________________________ Date ____________ Student Signature:______________________________________________________ Date:____________ Parent Signature:________________________________________________________Date:___________ It is the student’s responsibility to have a parent’s permission and adult supervisor at all CAS endeavors that are not school-sponsored activities. Sussex Academy does not officially sponsor any outside CAS activities and students will assume their own risks for these events.
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CAS Activities –Supervisor Form The student that you have been supervising needs to satisfy 7 Learning Outcomes in their CAS program. Below you will find a list of these Outcomes. Please check the ones in which the student has been exposed to and in your opinion has satisfied in your
activity. STUDENT NAME:_________________________________________________________________
ACTIVITY/EXPERIENCE_________________________________________________________
HOURS SERVICED (APPROXIMATELY): ________________________________________
Punctuality and Attendance: Excellent Good Poor (Circle One) Name of Supervisor: __________________________________________________ Signature of Supervisor:_______________________________________________ Date:_____________________________________________________________________ Additional comments can be added on the back of this sheet. Thank You! LEARNING OUTCOMES ACHIEVED STUDENT’S
RESPONSIBILITIES (What and When)
Identify own strengths and develops areas for
growth
Demonstrate that challenges have been undertaken, developing new skills in process
Demonstrate how to initiate and plan a CAS
experience
Shows commitment to and perseverance in CAS
experience
Demonstrates the skills and recognize the benefits of working collaboratively
Demonstrate engagement with issues of global
significance
Recognize and consider the ethics of choices and
action
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Sussex Academy CAS Project/Activity Log
NAME:__________________________________________________________________________________ GRADE_________ Use the hour log below to track your CAS activities/project hours. There must be a Proposed Project/Activity form on file for any hours to be claimed. Retain this summary with your CAS portfolio to be submitted with proper evidence/documentation at your designated consultation with your CAS Coordinator. All activities to be claimed for CAS must be included on this log. Activity or Project Role/Job Start
date From
End date To
Approximate Hrs Each Creativity Activity Service
Total Hrs. for Activity
TOTAL
Student Signature___________________________________________________
Date______________________________
CAS Coordinator’s Signature______________________________________
Date______________________________
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CAS STUDENT EVALUATION/REFLECTION Student Name______________________________ Grade____________ Date:____________ Name of Activity/Project:_________________________________________________________ Hours Towards: __________ Creativity __________ Action __________ Service Is this a CAS project: Yes No (Circle) Learning Outcomes: Which Learning Outcomes were achieved during this CAS experience/project Check all that apply. __________ Identify own strengths and develops 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 experience ___________ 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 CAS Project:
___________30 Hours/One Month Service Project Completed __________ 3 or more Learning outcomes met __________ 1 or more of CAS components met Self Evaluation: Write a clear description of your personal participation in this activity/project. Include your extent of involvement, personal experiences, and what you gained from the service. Address all learning outcomes identified above. A separate sheet of paper should be used for your reflection. STUDENT SIGNATURE________________________________________ DATE _____________________ CAS ADVISOR SIGNATURE ___________________________________ DATE _____________________
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Sussex Academy 21770 Airport Rd Georgetown, Delaware 19947 Dear CAS Activity Supervisor: Sussex Academy is offering the International Baccalaureate Diploma Program for its 11th and 12th
grade students. The IB DP is a comprehensive, pre-university educational program that develops students’ self-organizational and study skills, and reflects international standards of education. In order to reinforce the International Baccalaureate philosophy that there is more to education than what occurs in the classroom, students pursuing the IB diploma are required to complete the Creativity, Action and Service (CAS) requirement of the IB Diploma Program. The emphasis of CAS is on experiential learning. Students learn by doing real tasks that have real consequences and then reflect on these experiences over time. Students will be engaged in a combination of activities that are creative, aesthetic, athletic and community service activities. Students should select activities that they find intrinsically worthwhile and rewarding, as well as mutually beneficial to themselves and their communities. Students should select activities that are congruent with their own interests, skills and abilities. The activities should represent a good balance of creativity, action and service, while enhancing students’ personal and interpersonal skills. When CAS activities are implemented successfully, the students build students’ self-esteem, self-confidence, autonomy and self-reliance. The CAS Program aims to provide the individual student with a challenge in three areas: CREATIVITY: This covers the performances of music, dance, choir, theatre, debate and the creation of art. It also includes activities that may include creative planning or design of other projects. Creativity can be interpreted as imaginatively as possible to cover the widest range of arts and activities. An ideal CAS project is one that a student creates, designs or plans. Creative experience must involve creative thinking. ACTIVITY: Includes projects involving physical exertion such as hikes, individual and team sports, or the activity involved in carrying out creative and service projects. This can include coaching, a “labor day” for an adult service organization, planting trees, political canvassing, or organized cleanup projects. SERVICE: Service activities involve doing things for others in school, community, national or international projects. It should involve interaction with others. Service does not mean exclusively social service, but can include environmental and international projects as well. Service includes any activity where a contribution is being made without any form of compensation. A minimum of 50 hours must be spent in each area in order for a student to meet the CAS requirements (a total of at least 150 hours). Your understanding, support, guidance and participation in this student’s life are important to their overall success. Should you have any questions regarding the CAS Program, please contact: Sharon Mews (CAS Coordinator) Sussex Academy 21770 Airport Rd Georgetown, Delaware 19947 302-856-3636 [email protected] Thank you for your support. Sincerely, Sharon Mews CAS Coordinator Sussex Academy
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CAS COORDINATOR STUDENT EVALUATION FORM(1of 2)
The CAS Coordinator will use this form to complete their evaluation of the student’s progress and completion of the CAS component of the Diploma Program.
Student Name__________________________________ Grade_______________ Date_______________ CAS Coordinator ___________________________________________________________________________
Event Date Signature Comments Student has declared an
acceptable plan for CAS activities
First Consultation between CAS
advisor & student
Second Consultation between CAS
advisor & student
Student has submitted
written work
Third Consultation between CAS
advisor & student
Student has submitted final reflection
Student has submitted
evidence that learning
outcomes have been met
Student has given an acceptable presentation of
their CAS portfolio
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CAS COORDINATOR STUDENT EVALUATION FORM(2of 2)
The CAS Coordinator will use this form to complete their evaluation of the student’s progress and completion of the CAS component of the Diploma Program.
Student Name__________________________________ Grade_______________ Date_______________ CAS Coordinator ______________________________
LEARNING OUTCOMES ACHIEVED NATURE /LOCATION OF EVIDENCE(ex; journal, weblog
page, reflection) 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
experience
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
How did student demonstrate how learning outcomes were met?________________
CAS PROGRAM COMPLETED: YES NO (Circle One) ________________________________________________ _______________________ CAS COORDINATOR DATE
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STEPS TO SUCCESS IN CAS 1) Pre-planning
You must self-‐review at the beginning of your CAS experience and set personal goals for what you hope to achieve through CAS. This will involve identifying your interests, strengths, weaknesses and resources.
2) Create your CAS Plan You must take part in range of activities, including at least ONE Service Project. Taking part in activities that involve you in the school community, local community, national community and international communities is part of CAS. You should spend 3 to 4 hours a week or approximately 150 hours in total, on CAS activities with a reasonable balance between creativity, action and service. HELPFUL QUESTIONS TO ASK YOURSELF IN DETERMINING WHETHER A ACTIVITY QUALIFIES AS CAS: -Is it a real task that I am undertaking? -Does it have real consequences for others as well as me? -What do I hope to learn from this activity? -How does this activity benefit other people? -How does this activity address the Learning Outcomes?
3) Carry out your CAS Plan You must plan your activities, carry them out and reflect what has been learned.
4) All activities must be pre-approved. The CAS coordinator must approve all activities before the start of a project. If your preferred activity qualifies as a CAS activity, complete the Proposed Project/Activity Form and return it to the CAS coordinator for approval. You will receive approval within one week. REMEMBER, CAS activities should continue on a regular basis for as long as possible throughout the program.
5) RECORDING AND REPORTING You should document your CAS activities, noting in particular your reflections upon the experiences. This documentation may take many forms, including web logs, illustrated displays, scrapbooks, videos /DVDs and or Standard written reflections. Its extent should match the significance of the particular activity to you. There is no point in writing lengthy accounts about relatively routine experiences. To help keep track of your hours, there is a log form in the appendices section of this handbook. The log DOES NOT take place of a reflection. However, a log is REQUIRED as a part of your documentation. .
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REFLECTION Being reflective is one attribute of the IB learner profile: “We thoughtfully consider our world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.” Reflection is central to building a deep and rich experience in CAS. Developing a culture of reflection helps students recognize and understand how to be reflective as well as deciding the best methods and appropriate timing to how and when to reflect. Students can grow in their ability to explore skills, strengths, limitations and areas for further development. Through reflection, students examine ideas and consider how they might use prior learning in new contexts. Reflection leads to improved problem solving, higher cognitive processes and greater depth of understanding while exploring how CAS experiences may influence future possibilities. ELEMENTS OF REFLECTION Reflection is a dynamic means of self-‐knowing, learning and decision-‐making. Four elements assist in the CAS reflective process. 1) Describing Happenings: Retell memorable moments; identify what was important or influential; what went well; what was difficult; what were the obstacles and successes. 2) Expressing Feelings: Articulate emotional responses to experiences. 3) Generating Ideas: Rethinking or re-‐examining choices and actions increases awareness of self and situations 4) Asking Questions: Questions about people, processes or issues prompt further thinking and ongoing inquiry. EXTENDING REFLECTION Students develop higher thinking skills by moving forward through deeper questions: What did I do? Could become: -Why did I make this particular choice? -How did this experience reflect my personal ideas and values? -In what ways am I being challenged to think differently about others and myself? How did I feel? Could become: -How did I feel about the challenge? -What happened that prompted particular feelings? -What choices might have resulted in different feelings and outcomes? Purposeful reflection is about quality rather than quantity. Students are not expected to reflect on every CAS experience, but ones that are moments worthy of reflection.
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Time For Reflection: Students should choose significant moments as the basis for reflection, for example when:
-‐ a moment of discovery is happening -‐ a skill is mastered -‐ a challenge is confronted -‐ emotions are provoked -‐ achievement deserves celebration
Forms of Reflection Reflection can appear in countless forms. CAS students should be able to identify forms of expression that have personal meaning and best enable them to explore their experiences. Some examples include:
-‐ A student might take photographs while hiking and use these to reflect in writing.
-‐ Compose a song describing how a service has helped a child. -‐ A student might dramatize a poem to capture a feeling of creative endeavor. -‐ A short video that summarizes a CAS experience. -‐ Creating a poster highlighting aspects of an experience.
When to Reflection: Reflection is the primary evidence used to determine whether students have successfully attained the 7 learning outcomes. Students should include reflections in their CAS portfolio that provides evidence showing that all 7 learning outcomes have been completed and the CAS strands are balanced and achieved. Since reflection is a key component in the holistic learning approach, students will need to:
Reflect at the end of each experience, or after 10 hours for extended experiences. An experience worth 20 hours requires 2 reflections. For a project, students should reflect at the beginning, middle and end of the CAS project.
Reflection involves observation, asking questions, putting facts, ideas and experiences together to come up with a new meaning. Reflecting on experience can help you: Take charge: being able to learn from experience gives us the power to influence the meaning and impact things that we do or that happen to us. Increases Problem Solving Abilities: Being able to analyze problems, generated alternatives and anticipate consequences. Power to Access your Personal Impact: Ongoing reflection helps reveal and even determine what personal changes are occurring in self-‐image, new skills and ideas about a career.
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EXAMPLES OF GOOD REFLECTIONS CREATIVE – WRITING POETRY
“For the past two years I have kept a journal of poetry and stream of consciousness pieces I have written. It now contains about 30 works. I write in it rather sporadically, either as ideas come to me that I feel would make good poems or if I need to vent emotion on to paper. I have shown this journal to certain teachers and friends and have submitted several of them to Mosaic . For me, this journal is a way to stay sane, sort of catharsis for my soul. By writing poetry about situations that I am in, I can think through my options and how best to deal with them. Similarly, it helps me to understand better what I am feeling. And if someone else can benefit from my writing through Mosaic, all the better. After all, art is not only beneficial for the artist, but also for the observer of the art.”
ACTIVITY – SERVICE
“As one of my service activities I wanted to help an elderly person as I realized that their problems are sometimes neglected or forgotten. That is why I turned to an environmental nurse so that she could find a person in need of help and willing to be helped. I stayed in contact with the nurse and after a while she gave me the name and address of an old lady whom she described as lonely and having problems with walking. I was happy that I found the opportunity to offer my help to a person in need. One day the nurse and I visited the elderly lady in her flat. Beforehand, the nurse had informed me that the lady used to work physically and retired early (at the age of 45 due to health problems). I got acquainted with her and from that day on I visited weekly. During our time, we went for walks and shopped at the nearest supermarket. However, the most important task turned out to be far more difficult than I had expected. I made the greatest effort to make the woman cheerful, to create a friendly warm atmosphere, but I noticed how reserved and depressed she was. She mentioned the fact that she had been lonely for a long time and it stuck in my memory. It made me realize how loneliness affects the human psyche. At the beginning I found it difficult to make her smile, because she always complained about her miserable life and the problems she faced. I tried to show my understanding and convince her that life is worth living regardless of the difficulties one faces but it seemed to me that it did not speak to her. Sometimes I wondered if my visits were doing any good. Surprisingly as time passed, and we became better acquainted, she started to become happier and more focused with the positive side of life. She was accepting and grateful for the support I was giving. The activity gave me fulfillment and made me understand how serious the problem of loneliness is and how it affects many people.
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SERVICE: VOLUNTEER AT WALKER METHODIST CENTER “I have seen first hand the harshness of the aging process. People who were once vibrant, bustling human beings are now confined and subdues by their deteriorating health. Jane has Parkinson’s disease and is inhibited by her soft speech and inability to use her hands. I know from the time we have spent together that she has so much to say and many interests, but is slowed and sometimes stopped by her illness. Anne’s only disease is the effect of time and how it has affected her memory and hearing. Although she always recognizes me, Anne does not remember my name or hear much of what is said to her. As time went by, I began to realize that they had wonderful lives. Both have successful and large families, with many experiences throughout their lives. Now they are slowed down, but maybe because it is time for them to rest. I have learned a lot from them, about many things, but mostly about how to live with what you are given. I hope that when I am their age and in their situation, I can have their attitude – life is what it is and the best thing to do is accept it and be happy.” EXAMPLE OF A POOR REFLECTION “Today I got to the nursing home at 2:00. Talked to some ladies. Passed out popcorn at the movie. Went home at 4:00. When you volunteer at a nursing home, the residents make you feel appreciated. It makes it all worthwhile.” The student who wrote this reflection on their social service missed the point of reflecting. The student was surrounded by human drama, whether it was loneliness, love, struggle, death, dignity, injustice, need or concern. In a nursing home, there are many health, trades, professional related careers that could be observed and experimented with. There were people with wisdom to draw upon and pains to ease. This student through their observation/reflection experienced nothing outstanding during their time spent in the nursing home. People learn from experience. In fact, it is not only a possibility but also a necessity. Aldous Huxley said, “Experience is not what happens to a person, it is what a person does with what happens to him.”
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CAS PORTFOLIO ‘SHOWCASING YOU’
The CAS portfolio is used to showcase the student’s CAS program and should be a source of pride. The portfolio is used by the student to plan their CAS program, reflect on their experiences while gathering evidence of the many experiences and projects the student undertakes during his junior and senior years. It is important that the student maintains and keeps this updated, as it is a summation of their CAS program. It can also be used as a valuable addition to a student’s resume for a prospective employer or educational institution. EXPECTATIONS -‐All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS and achievement of the seven learning outcomes. This includes: Reflections, Evidence, Logs and different forms needed for CAS. -‐All CAS students are expected to reflect on their experiences in a timely manner. -‐All CAS students are expected to provide the CAS portfolio to their Advisor/Coordinator during three of the scheduled interviews for review. The portfolio will help both the student and advisor in discussing the CAS experiences and project(s) All CAS students should assemble/organize their portfolio in the following format: Profile Section: In this section, students include their interests, skills, talents, plans and goals for their CAS program. At the start of CAS, students will map their interests against the three strands of CAS to identify possible CAS experiences. Experiences: This section chronicles the student’s journal in CAS, incorporating a variety of reflections, learning moments, personal achievements and how they have utilized the CAS stages. This section is used to demonstrate how the student has actively engaged in his or her individual CAS program. All throughout CAS, students should add their reflections regarding their own ongoing personal development and self-‐awareness. Evidence: In this section, students collect evidence in their involvement and achievements in CAS. Evidence could include, but is not limited to, planning documents, letters, emails, certificates, acknowledgement of participation
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and achievements, photographs, videos, posters, artwork or poetry. Students should correlate their involvement with the CAS learning outcomes and may extend their thoughts to future ambitions within and outside the CAS program. FORMS: In this section, notes and recommendations from Student/Advisor consultations should be maintained. This could include but not limited to: Student Proposals for Experiences/Projects, Supervisor activity forms, Experience/Activity logs, Advisor/Supervisor evaluations, Miscellaneous Notes and Recommendations.
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CAS SERVICE OPPORTUNITIES Below is a listing of a few local organizations that may have opportunities for service. These are only a few of places in which you may find satisfaction and
opportunity. American Red Cross 302-‐645-‐6620
SPCA Animal Shelter 302-‐856-‐6361
Delaware Association for the Blind 888-‐777-‐3925
Local Chambers of Commerce 302-‐856-‐1544
Blood Bank of Delmarva 800-‐548-‐4009
Salvation Army 302-‐856-‐7145
Big Brothers/Big Sisters 302-‐856-‐2918
Read Aloud Delaware 302-‐856-‐2527
Meals on Wheels 302-‐856-‐5187
Special Olympics 302-‐831-‐4653
Senior Olympics 302-‐736-‐5698
Sussex County Cheer Center 302-‐856-‐5187
Habitat for Humanity 302-‐855-‐1153
Sussex County Libraries 302-‐855-‐7890
Casa San Francisco 302-‐684-‐8694
State of De Forestry Service 302-‐856-‐2893
Georgetown Fire Dept. 302-‐856-‐7700
US Coast Guard 302-‐227-‐2439
Cape Henlopen Sr. Center 302-‐227-‐2055
Sussex County Board of Elections 302-‐856-‐5367
State Park Service 302-‐739-‐9220
Museums of Delaware 302-‐744-‐5055
Volunteer Resource Center 800-‐815-‐5465
Delaware Solid Waste Authority 888-‐404-‐7080
Beebe Medical Center 302-‐645-‐3300
American Heart Association 800-‐242-‐8721
People’s Place 302-‐422-‐8033
OTHER IDEAS TO GET YOU STARTED: Beach clean-‐up (organized group) Thrift Shops Bike Across the Bay Nursing Homes Heifer International UNICEF School beautification project Create a Safe Drive Culture Fundraising for Non-‐profit organization Blood Drives GoodWill Volunteer Coaching Make A Wish Foundation YMCA Sole To Soul (Nike sponsored) Amnesty International Toy Drive Earth Day Women/Children Shelters First Responder Program WEBSITES FOR SERVICE IDEAS & OPPORTUNITIES www.dosomething.org www.teensinpublicservice.org www.teenlife.com www.service nation.org www.handsonnetwork.org www.teenservice.org www.volunteermatch.org www.yvca.org “CAS IS NOT A PROGRAM, IT IS A WAY OF LIFE THAT TOUCHES YOU AND THE ONES THAT ARE WITH YOU, BUILDING A BETTER WORLD TO LIVE IN.” Juan Antonio Hernandez Paramo/IB Graduate 1993
