Presentation on theme: "UTICA ACADEMY FOR INTERNATIONAL STUDIES CAS TRAINING May 2014"— Presentation transcript:
1 UTICA ACADEMY FOR INTERNATIONAL STUDIES CAS TRAINING May 2014
2 CAS in Five Parts Part I: Defining Creativity, Action, Service Part II: Requirements for CompletionPart III: CAS Roles, Interviews, PoliciesPart IV: Online Training: CAS Website and ManagebacPart V: Reflection Training (PT)
3 Part I: Defining CAS General overview of CAS Qualities of CAS students Defining creativity, action, service: what counts and doesn’tThe CAS Extended ProjectExploration of CAS activities
5 Why CAS? The world has little use for socially awkward book worms. CAS is experiential life-learning that cannot duplicated in the classroom setting.Your GPA and ACT/SAT alone will no longer get you into your dream school or earn you that scholarship.
6 Why CAS? 70,000+ students a year have perfect SAT scores 70,000+ have 4.0 GPA’s or higher60,000+ valedictorians annually120,000+ team presidents each yearThe nation’s most selective colleges accept 1,000 to 4,000 students per yearIn 2011 alone, 70% of students with perfect SATs & 4.0s were rejected from Princeton.
7 How is CAS different from community service? CAS Community ServiceAt least 150 hours Less than 50 hoursGoal-oriented Hour-orientedOngoing evaluation by interviews Evaluation by completionIssues of global importance Typically local issues onlyRequires extended project Requires noneRequires deep reflection Requires no reflectionActivities challenging Activities sometimes menialCreativity and action required Only service required
8 All CAS activities must involve: real, purposeful activities, with significant outcomespersonal challenge—tasks must extend you and be achievable in scope, not “more of the same”thoughtful consideration, such as planning, reviewing progress, reportingreflection on learning outcomes and personal learningProfessional, not personal, relationships
9 All proposed CAS activities need to meet these four criteria in order for your activities and projects to be approved in your interviews with your advisor.
10 What is Creativity?Creativity involves the arts and other experiences that involve creative thinking or production in some measureable sense
11 Examples of Creativity Drama/Theatre Photography Webpage design Dance Choreography Learning a new language Talent shows Visual Arts Making Crafts Debate/Forensics Pottery Lesson planning Scrapbooks/Posters Making a video Cooking classes Planning a School Event/Project Emceeing/Deejaying Writing newspaper articles Creative writing Music ensembles
12 Not CreativityAn irrelevant blog or other online creation Your personal journal or diary Facebook, Twitter or other online communication Doodling Unfocused writing without goals Thinking without implementation Sitting through club meetings or classes
13 What is Action?Action can be defined as physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Programme. Think sweat!
14 Option 1: UCS-Sponsored Sports Option 1 for Earning CAS Action Hours:Request a UCS coach to be your supervisor.Decide on a goal or two that you both agree on during your season.Work toward that goal. At the end of the season, your coach completes the supervisor completion form and comments on your progress.Examples: Football, Soccer, Baseball, Basketball, Volleyball, Softball, Etc.
15 Option 2: Team Sports Outside UCS Option 2 for Earning CAS Action Hours:Request a certified instructor, trainer, teacher or coach to be your supervisor for the activity.Decide on a goal or two that you both agree on during your season.Work toward that goal. At the end of the season, your supervisor signs off on your hours and comments on your progress.Examples: Gymnastics, Yoga, Tai chi, Martial Arts, Dance, Fencing, Hockey, Travel Sports Teams, Etc.
16 Option 3: Personal Fitness Program Option 3 for Earning CAS Action Hours:Perform a self-organized pre-test of your abilitiesPropose a reasonable goal using the Presidential Fitness Test guidelinesDiscuss how you will demonstrate completion (logs, videos, pictures)Maintain a schedule, reflect, and produce documentation
17 Option 4: Elective gym class Sign up for an elective gym classDiscuss goals briefly with your teacher and return supervisor agreement form to your advisorWork on your goal throughout the year, reflect, and discuss the outcomes at the end of the class
18 Option 5: As Part of Another Project A. Attain a small number of hours in some activities that are primarily creativity or service or other activities of a non-sport nature because of the physically-taxing nature of the activity. Simply split the total hours reasonably.Examples: planting during a beautification project, powderpuff fundraiser, hiking or backpacking, running in a fundraiser for cancer, etc.
19 Not Action HoursLearning to drive A skiing or hiking holiday with your family Recreational swimming Walking to school (or anywhere else, for that matter) Playing pool or bowling on a Saturday night Painting a wall or playing an instrument Dancing socially
20 What is Service?Service is an unpaid, voluntary exchange that has learning benefit for the student but for which the rights, dignity, and the autonomy of all those involved are respected
21 Service Hours Food/Clothing drives Habitat for Humanity Relay for Life Setting up/Helping in School-Related Programs/OrientationsVolunteering at hospitals, nursing homes, other schoolsOrganizing and running a fundraiser in or out of schoolVolunteering in a district event (Career Expo, College Night)Running a school club Taking a CPR classAttending a soup kitchen Working with an international charityRunning or organizing any volunteer eventAll NHS and Key Club sponsored hours
22 Not Service HoursAny service or community activity already a part of your IB programAny activity for which you are paidService to (extended) family or friendsBabysitting for freeDoing simple, menial, repetitive tasksWork not providing a service to those in needUnwanted solicitationInformally helping a friend with homeworkAsking for donations without doing something
23 Not CAS Under Any Circumstances… Any work or class required to earn your IB diploma Non-challenging activities (letter-stuffing) Anything paid Family trips, volunteer positions, or family business jobs Activities that violate respect for individual views in politics and religion Any part of your routine religious commitments Works that primarily benefits a teacher (no aides)
24 IBO Mission Statement“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect…These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”
25 Politics, Religion, and CAS “…the general rule is that religious devotion, and any activity that can be interpreted as proselytizing, does not count as CAS. However, there are exceptions, notably when a religious organization provides a service irrespective of whether the people benefiting from their service are members of that religion or not…Work done by a religious group in the wider community, provided that the objectives are clearly secular, may qualify as CAS…Furthermore, if a student is able to show that they are meeting one or more learning outcomes and the activity is not proselytizing, then it can be a CAS activity” Source: Creativity, action, service: Additional Guidance (2012)
26 Politics, Religion, and CAS To proselytize is to:convert—or attempt to convert—someone from one religion, belief, or opinion to anotherrecruit, especially to a new faith, institution, or sociological or political cause
27 Politics, Religion, and CAS Political work should never serve a personal cause but instead promote the democratic processReligious promotion or expression is personal devotion, not CASService from the house of worship outward to the community can count as CASMission trips do not count if anyone providing service follows the service with proselytizingTeaching catechism or leading a choir for Sunday church, by definition, is not proselytizing but fails to serve outward to the community
28 CAS Website Exploration Let’s spend some time exploring the CAS website for ideas, projects, activities, and other specifics
29 Part II: CAS Requirements Basic requirements for CAS completionRange and diversity of activitiesMinimum requirementsThe CAS extended project
30 Range and DiversityStudents should experience CAS in at least two contexts (school, house of worship, community)Students should challenge their comfort zonesBenefits are essential to college application processLearning experience and personal reward are greater
31 Minimum Guidelines for Completion Minimum 150 hours of CASReasonable balance among C, A, SProgram lasts 18 months between beginning Sept. junior year and March senior yearCompletion of CAS extended project5 meetings with CAS advisorEvidence of 8 learning outcomesSufficient reflections and documentation
32 The CAS Extended Project A requirement for CAS completion, this project challenges students to work on an extended activity they initiate themselves that may become a central focus of college application essays, teacher recommendations, or even scholarshipsCan be completed at any time during the 18 months, but must be proposed by December of junior year at 2nd meetingCounts toward the required 150 hoursOver 50 examples can be found at: uaiscas.com under “CAS Extended Project”We’ll take a look at these later when we use the computers
33 Part III: Roles, Interviews, Policies Roles of Individuals in CASCoordinatorAdvisorSupervisors (and Supervisor Forms)Diploma CandidatesCAS InterviewsDates and RubricsPreparation and ExpectationsIntervention Levels & Academic MisconductFundraising Protocol & School/District Policy
34 Defining Roles in CASThere are four types of individuals involved in the CAS programme, which include:CAS CoordinatorCAS AdvisorsDiploma Candidates (Students)CAS Supervisors
35 What does the CAS coordinator do? Develop and maintain all UAIS policy statementsProvide training to all staff and studentsProvide access to CAS opportunities to studentsProblem-solve with students for CAS ideasTrain activity supervisors, whenever possibleSupervise CAS advisorsPublicize achievementsAssist with fundraising via the district, if necessaryResolve all disputes and provide guidance whenever necessaryReport achievement to IBO
36 What do CAS advisors do? Your CAS advisor is your AMES advisor, who: Conducts interviews with studentsMonitors range of activities and reflectionsHelps students develop and alter goalsReads and respond to reflections in meetingsVerifies involvement of CAS supervisorsDiscusses major concerns with coordinatorHelps troubleshoot potential issuesMakes final recommendations to coordinator
37 Student Responsibilities Self-review prior to beginning activitiesSet personal goalsInitiate, complete, and reflect on CAS for at least 18 monthsMeet/Communicate with advisor (likely more than 5 times)Take part in range of diverse activities and experiencesKeep records on managebac.comShow evidence of eight learning outcomesProvide necessary documentation for approval and completion of activities
38 Who are CAS supervisors? An adult who is a non-family member to any UAIS studentProvide oversight, training, support for an individual activityResponsible for your safety and monitoringProvide objective feedback on evaluation form at the end of an activity to your advisorA variety of people: teachers, community leaders, business owners, volunteer coordinators
39 CAS SupervisorsRequired for all activities/projects (one per activity)Provide guidance/training and suggestions for an activityMonitor student’s attendance, if necessaryAlert advisor/coordinator to any student issuesReport on student’s performance at end of activity by completion of an online supervisor evaluation form for the studentCan be teachers or other adults in the community, but not family members, family friends, extended family, parents of other UAIS students
40 Parents as Supervisors? Creates a conflict of interestCounter to spirit of CASStudent should inform advisor of familiar relationships and explain the reasoning behind the choice, with the following as exceptions to the rule:Another parent who is established supervisor for long period of timeParent chaperoning an event when no one else is availableA club or organization a parent already runs if there is no alternative adult associated with the club/organizationIn any of these cases, the student must demonstrate that no alternative option is available
41 Supervisor Agreement Form Informs an adult of their role as a supervisorInstructs them to monitor and train you appropriatelyAllows your advisor to be aware that an adult is responsible for you during this timeProvides the school’s contact information in the case of an issue or problemInforms the supervisor they must complete an online form to award you credit for your CAS hoursA copy should be retained by your advisorThis form is required in order for ANY activity or project to be approved and must match your inputted info on managebac
42 UAIS vs. Outside Supervisors All activities require a supervisor, including teachers in the schoolSupervisors must be informed by supervisor agreement form, turned in to your advisorStudents may NEVER place themselves as a supervisor, not even temporarily (use Mr. Spear as default)At least one significant project or activity where you collaborate with others should occur outside the walls of UAIS
43 Solitary Activities—Supervision? Some creativity hours (painting, drawing, sketching, writing)Some action hours (going to the gym, running on a treadmill)Propose activity and list advisor as supervisorDocumentation is key: video, picture, log, product brought to advisor meeting for judgment of effort placed into activity
44 CAS InterviewsStudent-initiated and student-led meetings used to approve, complete, discuss, problem-solve and reflect on CAS experiencesAt least five meetings over the 18 months of CASOnline rubrics detail how students should prepareTreat these interviews as a sales pitch for your ideas
45 CAS Interviews: Student Responsibilities Review the rubricPrepare proposalsAcquire supervisor formsComplete reflections (if closing out)Sign up with CAS advisorPrepareLead the interview
46 CAS Interview Dates & Rubrics Five meetings:September of Junior YearDecember of Junior Year (Ext. Project proposal due)May of Junior YearOctober of Senior YearMarch of Senior Year (Culmination)Rubrics are individualized by dateExpectations shift
47 Initial CAS ProposalsA collection of separate proposed activities that you build this summer and present in the fall to your CAS advisorShould be 3 activities to startEach activity must have a supervisor approval form signed prior to interviewMust be approved by advisor prior to beginning of the activityProposals due by first day of school
48 Intervention Procedures Designed to align expectations across all students, all teachers, and the coordinators of the programCovers CAS, EE, and all IAs in DP classesGenerates a paper trail and documentationProvides clear deadlines for reconciliationInforms parents and coordinators of students in danger of losing IB diploma eligibilityMinimizes delay-tactics and procrastination by studentsCarries implications for college applicationsCarries implications for letters of recommendation
49 Academic Misconduct and CAS Academic misconduct includes “…any behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record” – ”Academic Dishonesty” (2007)Accurate records by the student are pivotal. Inconsistencies will be treated as malpractice.This may result in the forfeiture of the IB diploma. See the student guide for details.
50 Fundraising ProtocolVerify the authenticity of the fundraiser you participate inReflect on and present start-up costsDecide if you wish to be reimbursedPurchases must show receipts and be cash or checkMaintain the rule of pairsFor in-school fundraisers, students must:approve their fundraiser with Student Senatecomplete the student fundraising proposal formTeachers are responsible for UCS policies on handling money
51 Fundraising ProtocolMinimize time in handling money; report to teacherTeacher makes daily depositDo NOT store money in lockersAt end, always state clearly where proceeds goA third-party account is required for a fundraiser to participate in CAS. Students who fundraise by keeping money in a family bank account will forfeit all hours for that CAS project or activity.For outside supervisors, set up a pay-pal account or direct deposits to the organization itself via your supervisor
52 Proposal of In-School Activities/Projects Plan well in advanceApply for a fundraiser, club, idea through Student SenateForms must be filled out (Mr. Layson)First come, first serve
53 Monday’s Workshop: Online Exploration Bring a flash-drive MondayBring today’s materialsMake sure you have logged in to managebac and changed your password!Exploration of the CAS websiteManagebac CAS tutorial
54 Revisiting Questions from Friday What questions do you have?What concerns are occupying you at this point?What clarifications do you need?
55 Part 4: Online Exploration UAIS CAS website (uaiscas.com)Source for all additional handouts, trainings, explanationsProvides numerous examples of activities and projectsManagebac (uais.managebac.com)Tour of featuresSample ProposalsQuestions and AnswersPSR Time
56 Tour of the uaiscas.com website Provides all handouts/documentationAnswers many student questionsAccess to rubrics for advisor meetingsProvides up-to-date lists of activities and extended projectsTake a few minutes to browse the list of extended projects
57 Managebac Online hub for all that is IBO Documents are permanently storedEasy communication between teachers and studentsCan upload pictures, videos, files, homework, IB assessments, and register for IB examinations
58 Managebac Exploration Teach pdf formatting from doc/docxCreate a sample CAS activityCompleting questions and reflections tabsRequesting a supervisor completion form and completing an activity
59 Personal Self-Review (PSR) A two-year summary of the pre-CAS studentStudent brainstorm for Initial CAS ProposalShows strengths and areas for growthPrimary goal to provide a strong characterization of yourself to your CAS advisor for the interview and generate some evaluative questions for youDue August 15th, 2014 on uais.managebac.com
61 CAS Successes: For a rewarding CAS experience, be sure to… Start with a positive attitude and be proactivePlan your activities around what you love, want to do with your life, and what you personally recognize you need to improve yourselfWork with others whom you judge professionally as worthy of your timeReach to leadership experiences in clubs/activities you participate inAccept constructive criticismRecognize that CAS has no direct correlation to your GPA or other academic achievementsBe a risk-taker: do something you’ve never done before
62 CAS Pitfalls: For a stressful CAS experience, be sure to… Start with a negative attitude and approach CAS reactivelyWork on a project with a friend—or anyone, no questions askedPlan a romantic CAS project with your awesome boyfriend/girlfriendForge, falsify or lie on any CAS document or reflectionHide all issues of others’ dedication and commitment from adultsBe rigid, inflexible, or bossy while working with othersTake high-profile leadership positions and sink your reputationWork in a group of four or more on anythingTreat all supervisors as a form-filler only
63 Considering Ethical Implications The most difficult learning outcome to considerTake one of the following ethical situations provided and explain how you would resolve, handle, or consider it
65 Ordered SharingConsider the following questions and statements. Choose one you are comfortable with, and proceed to answer in your group…
66 In which ways have you increased an awareness of your strengths and weaknesses and areas for growth? Be specific.Name a new challenge you have undertaken in the past year. What did this feel like?Name one meaningful activity you have initiated and planned in the past six months. Why did you choose to spend time on this?Describe one activity in which you worked collaboratively in the past month. Was this a positive or negative experience? Why?Describe an instance when you have shown perseverance and commitment in a time of difficulty. What drove you to persevere?Name an issue of global importance that you have been involved with in the past year. Why were you drawn to this issue?Describe a time when you were confronted with an ethical dilemma. What did you do?What new skill have you learned in the past year. Describe the experience.
67 Learning Outcomesincreased your awareness of your own strengths and areas for growthundertaken new challengesplanned and initiated activitiesworked collaboratively with othersshown perseverance and commitment in their activitiesengaged with issues of global importanceconsidered the ethical implications of their actionsdeveloped new skills
68 CAS develops in IB candidates: reflective thinkers—you understand your own strengths and limitations, identify goals and devise strategies for personal growththe willingness to accept new challenges and new roles (avoiding “more of the same”)awareness of yourself as a members of communities with responsibilities towards each other and the environmentbeing an active participant in sustained, collaborative activities and projectsbalance—you enjoy and find significance in a range of activities involving intellectual, physical, creative and emotional experiences.
70 CAS Reflection Guidelines Provides suggestions on how and when to reflectReflections are NOT summary, but analysis of your own experiencesShould be frequent and relevant to your experiencesSupervisors, advisors, and the coordinator can see reflectionsShould demonstrate the 8 learning outcomes
71 CAS Reflection Examples As a group, read and T4 the example in front of you.Read and present your example to the class.Identify the learning outcomes present using examples and explanations to indicate the quality of the reflection.
72 CAS Reflection Practice Log-in to managebac. Let’s have you enter a reflection for your earlier activity.