LASG, Institute of Atmospheric Physics (IAP), Chinese Academy of Sciences (CAS), Beijing
UTICA ACADEMY FOR INTERNATIONAL STUDIES CAS TRAINING May 2015.
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Transcript of UTICA ACADEMY FOR INTERNATIONAL STUDIES CAS TRAINING May 2015.
CAS in Five Parts
Part I: CAS Requirements
Part II: CAS Roles, Interviews, Policies
Part III: Exploring activities and projects
Part IV: CAS Website and Managebac
Part V: Other Considerations and Reflection Training (PT)
Why CAS?
The world has little use for socially awkward book worms.
CAS is experiential life-learning that cannot duplicated in the classroom setting.
Your GPA and ACT/SAT alone will no longer get you into your dream school or earn you that scholarship.
Why CAS?70,000+ students a year have perfect SAT
scores
70,000+ have 4.0 GPA’s or higher
60,000+ valedictorians annually
120,000+ team presidents each year
The nation’s most selective colleges accept 1,000 to 4,000 students per year
In 2013 alone, 70% of students with perfect SATs & 4.0s were rejected from Princeton.
How is CAS different from community service?
CAS Community ServiceAt least 150 hours Less than 50 hours
Goal-oriented Hour-oriented
Ongoing evaluation Evaluation by completion
Issues of global importance Typically local issues only
Requires CAS project Requires none
Requires deep reflection Requires no reflection
Challenging activities Menial activities
Creativity and Activity required Only service required
Part I: CAS Requirements
Minimum requirements for CAS completionRange and diversity of activitiesThe CAS ProjectReflections
Range and DiversityStudents should experience CAS in at least two
contexts (school, house of worship, community, hospital, etc.)
Students should challenge their comfort zones
Benefits are essential to college application process
Learning experience and personal reward are greater
Minimum Guidelines for Completion Minimum 150 hours of CAS
Reasonable balance among C, A, S
Program lasts 18 months between beginning Sept. junior year and ending March senior year
Completion of at least one CAS project
5 meetings with CAS advisor
Evidence of 7 learning outcomes
Sufficient reflections and documentation
The CAS ProjectThis required project challenges students to work on
an activity they initiate themselves that may become a central focus of college application essays, teacher recommendations, or even scholarships.
Can be completed at any time during the 18 months, but must be proposed by December of junior year at 2nd meeting
Please see guidebook for elaboration on service learning stages
Counts toward the required 150 hours
Over 50 examples can be found at: uaiscas.com under “CAS Projects”
Part II: Roles, Interviews, Policies
Roles of Individuals in CAS Coordinator Advisor Supervisors (and Supervisor Forms) Diploma Candidates
CAS Interviews Dates and Rubrics Preparation and Expectations
Intervention Levels & Academic Misconduct
Fundraising Protocol & School/District Policy
Defining Roles in CASThere are four types of individuals involved in the CAS programme, which include:
CAS Coordinator
CAS Advisors
Diploma Candidates (Students)
CAS Supervisors
What does the CAS coordinator do? Develop and maintain all UAIS policy statements
Provide training to all staff and students
Provide access to CAS opportunities to students
Problem-solve with students for CAS ideas
Train activity supervisors, whenever possible
Supervise CAS advisors
Publicize achievements
Assist with fundraising via the district, if necessary
Resolve student issues and provide guidance whenever necessary
Report achievement to IBO
What do CAS advisors do?Your CAS advisor is your AMES advisor, who:
Conducts interviews with students
Monitors range of activities and reflections
Helps students develop and alter goals
Reads and respond to reflections in meetings
Verifies involvement of CAS supervisors
Discusses major concerns with coordinator
Helps troubleshoot potential issues
Makes final recommendations to coordinator
Student Responsibilities1. Self-review prior to beginning CAS activities
2. Set personal goals
3. Initiate, complete, and reflect on CAS for at least 18 months
4. Meet/Communicate with advisor (likely more than 5 times)
5. Take part in range of diverse activities and experiences
6. Keep records on managebac.com
7. Show evidence of eight learning outcomes
8. Provide necessary documentation for approval and completion of activities
Proposal of In-School Activities/Projects
Plan well in advance
Apply for a fundraiser, club, idea through Student Senate
Forms must be filled out and student advisory board approves (Mr. Layson)
First come, first serve
Who are CAS supervisors? An adult who is a non-family member to any
UAIS student
Provide oversight, training, support for an individual activity
Responsible for your safety and monitoring
Provide objective feedback on evaluation form at the end of an activity to your advisor
A variety of people: teachers, community leaders, business owners, volunteer coordinators
CAS Supervisors
Required for all activities/projects (one per activity)
Provide guidance/training and suggestions for an activity
Monitor student’s attendance, if necessary
Alert advisor/coordinator to any student issues
Report on student’s performance at end of activity by completion of an online supervisor evaluation form for the student
Can be teachers or other adults in the community, but not family members, family friends, extended family, parents of other UAIS students
Parents as Supervisors?Creates a conflict of interest
Counter to spirit of CAS
Student should inform advisor of familiar relationships and explain the reasoning behind the choice, with the following as exceptions to the rule:Another parent who is established supervisor for long
period of timeParent chaperoning an event when no one else is
availableA club or organization a parent already runs if there is no
alternative adult associated with the club/organization In any of these cases, the student must demonstrate
that no alternative option is available
Supervisor Agreement FormInforms an adult of their role as a supervisor
Instructs them to monitor and train you appropriately
Allows your advisor to be aware that an adult is responsible for you during this time
Provides the school’s contact information in the case of an issue or problem
Informs the supervisor they must complete an online form to award you credit for your CAS hours
A copy should be retained by your advisor
This form is required in order for ANY activity or project to be approved and must match your inputted info on managebac
UAIS vs. Outside SupervisorsAll activities require a supervisor, including
teachers in the school
Supervisors must be informed by supervisor agreement form, turned in to your advisor
Students may NEVER place themselves as a supervisor, not even temporarily (use Mr. Spear as default)
At least one significant project or activity where you collaborate with others should occur outside the walls of UAIS
Solitary Activities—Supervision?
Some creativity hours (painting, drawing, sketching, writing)
Some activity hours (going to the gym, running on a treadmill)
Propose activity and list advisor as supervisor
Documentation is key: video, picture, log, product brought to advisor meeting for judgment of effort placed into activity
CAS Interviews
Student-initiated and student-led meetings used to approve, complete, discuss, problem-solve and reflect on CAS experiences
At least five meetings over the 18 months of CAS
Online rubrics detail how students should prepare
Treat these interviews as a sales pitch for your ideas
CAS Interviews: Student Responsibilities
Review the rubric
Prepare proposals
Acquire supervisor forms
Complete reflections (if closing out)
Sign up with CAS advisor
Prepare
Lead the interview
CAS Interview Dates & Rubrics
Five meetings:September of Junior YearDecember of Junior Year (CAS Project proposal due)May of Junior YearOctober of Senior YearMarch of Senior Year (Culmination)
Rubrics are individualized by dateExpectations shift
Initial CAS Proposals
A collection of separate proposed activities that you build this summer and present in the fall to your CAS advisor
Should be 3 activities to start
Each activity must have a supervisor approval form signed prior to interview
Must be approved by advisor prior to beginning of the activity
Proposals due by first day of school
Intervention Procedures
Designed to align expectations across all students, all teachers, and the coordinators of the program
Covers CAS, EE, and all IAs in DP classes
Generates a paper trail and documentation
Provides clear deadlines for reconciliation
Informs parents and coordinators of students in danger of losing IB diploma eligibility
Minimizes delay-tactics and procrastination by students
Carries implications for college applications
Carries implications for letters of recommendation
Academic Misconduct and CASAcademic misconduct includes “…any
behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record” –”Academic Dishonesty” (2007)
Accurate records by the student are pivotal. Inconsistencies will be treated as malpractice.
This may result in the forfeiture of the IB diploma. See the student guide for details.
Part III: Exploring CAS Activities/Projects
Qualities of CAS activities
Defining creativity, activity, service: what counts and doesn’t
The CAS Project
Exploration of CAS activities
CAS Website Exploration
Let’s spend some time exploring the CAS website for ideas, projects, activities, and other specifics
“Does ____ count for CAS?”Does it fit the definition of a CAS strand?
Is it based on personal interest, skill, talent or opportunity for growth?
Does it provide opportunities for challenge/growth?
Does it provide opportunities to develop the attributes of the IB learner profile?
Is it used in any way toward your Diploma course requirements?
Could it violate the IBO mission statement?
All proposed CAS activities need to meet these six criteria in order for your activities and projects to be approved in your interviews with your advisor.
What is Creativity?
Exploring and extending ideas to an original or interpretive product or
performance.
Examples of Creativity
Drama/Theatre Photography Webpage design
Dance Choreography Learning a new language
Talent shows Visual Arts Making Crafts
Debate/Forensics Pottery Lesson/Club planning
Scrapbooks/Posters Making a video
Cooking classes Planning a School Event/Project
Emceeing/Deejaying Writing newspaper articles
Creative writing Music ensembles
Not Creativity
An irrelevant blog or other online creation
Your personal journal or diary
Facebook, Twitter, Instagram, Selfies
Doodling
Unfocused writing without goals
Thinking without implementation
Sitting through club meetings or classes
Option 1: UCS-Sponsored Sports
Option 1 for Earning CAS Activity Hours:
A. Request a UCS coach to be your supervisor.
B. Decide on a goal or two that you both agree on during your season.
C. Work toward that goal. At the end of the season, your coach completes the supervisor completion form and comments on your progress.
Examples: Football, Soccer, Baseball, Basketball, Volleyball, Softball, Etc.
Option 2: Team Sports Outside UCS
Option 2 for Earning CAS Activity Hours:
A. Request a certified instructor, trainer, teacher or coach to be your supervisor for the activity.
B. Decide on a goal or two that you both agree on during your season.
C. Work toward that goal. At the end of the season, your supervisor signs off on your hours and comments on your progress.
Examples: Gymnastics, Yoga, Tai chi, Martial Arts, Dance, Fencing, Hockey, Travel Sports Teams, Etc.
Option 3: Personal Fitness Plan
Option 3 for Earning CAS Activity Hours:
A. Perform a self-organized pre-test of a skill
B. Propose a reasonable goal for completion (use the Presidential Fitness guidelines as a guide)
C. Discuss how you will demonstrate completion (logs, videos, pictures)
D. Maintain a schedule, reflect, and produce documentation
Option 4: Elective gym class
A. Sign up for an elective gym class
B. Discuss goals briefly with your teacher and return supervisor agreement form to your advisor
C. Work on your goal throughout the year, reflect, and discuss the outcomes at the end of the class
Option 5: As Part of Another Project
A. Attain a small number of hours in some activities that are primarily creativity or service or other activities of a non-sport nature because of the physically-taxing nature of the activity. Simply split the total hours reasonably.
Examples: planting during a beautification project, powderpuff fundraiser, hiking or backpacking, running in a fundraiser for cancer, etc.
Not Activity Hours
Learning to drive
A skiing or hiking holiday with your family
Recreational swimming
Walking to school (or anywhere else, for that matter)
Playing pool or bowling on a Saturday night
Painting a wall or playing an instrument
Dancing socially
What is Service?
Collaborative and reciprocal engagement with the community in response to an
authentic need
CAS Service activities are unpaid
IBO Mission Statement
“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect…These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”
Politics, Religion, and CAS
“…the general rule is that religious devotion, and any activity that can be interpreted as proselytizing, does not count as CAS. However, there are exceptions, notably when a religious organization provides a service irrespective of whether the people benefiting from their service are members of that religion or not…Work done by a religious group in the wider community, provided that the objectives are clearly secular, may qualify as CAS…Furthermore, if a student is able to show that they are meeting one or more learning outcomes and the activity is not proselytizing, then it can be a CAS activity”
Source: Creativity, action, service: Additional Guidance (2012)
Politics, Religion, and CAS
To proselytize is to:
1. convert—or attempt to convert—someone from one religion, belief, or opinion to another
2. recruit, especially to a new faith, institution, or sociological or political cause
Politics, Religion, and CAS
Political work should never serve a personal cause but instead promote the democratic process
Religious promotion or expression is personal devotion, not CAS
Service from the house of worship outward to the community can count as CAS
Mission trips do not count if anyone providing service follows the service with proselytizing
Teaching catechism or leading a choir for Sunday church, by definition, is not proselytizing but fails to serve outward to the community
Effectively Defining a Service Need
1. Investigate: Identify a community need with an actual partner
2. Prepare: Design a service plan appropriate to the identified need to your advisor. This is clarified by a timeline for completion, roles and responsibilities, and resource requirements you need.
3. Act: Carry out the plan through direct service, indirect service, advocacy, or research.
To Fundraise or Not to Fundraise…
Fundraising is a difficult and often passive CAS endeavor. To succeed, please consider the following:
Is there a valid community interest in your fundraiser? How will your fundraiser appeal emotionally to those around you? Are your overhead costs minimal to zero? Are you great at multiple forms of advertising?
Fundraising ProtocolVerify the authenticity of the fundraiser you
participate in
Reflect on and present start-up costs
Decide if you wish to be reimbursed
Purchases must show receipts and be cash or check
Maintain the rule of pairs
For in-school fundraisers, students must: approve their fundraiser with Student Senate complete the student fundraising proposal form
Teachers are responsible for UCS policies on handling money
Fundraising ProtocolMinimize time in handling money; report to teacher
Teacher makes daily deposit
Do NOT store money in lockers or take home
At end, always state clearly where proceeds go
A third-party account is required for a fundraiser to participate in CAS. Students who fundraise by keeping money in a family bank account will forfeit all hours for that CAS project or activity.
For outside supervisors, set up a pay-pal account or direct deposits to the organization itself via your supervisor
Service HoursFood/Clothing drives Habitat for Humanity Relay for Life
Setting up/Helping in School-Related Programs/Orientations
Volunteering at hospitals, nursing homes, other schools
Organizing and running a fundraiser in or out of school
Volunteering in a district event (Career Expo, College Night)
Running a school club Taking a CPR class
Attending a soup kitchen Working with an international charity
Running or organizing any volunteer event
All NHS and Key Club sponsored hours
Not Service HoursAny service or community activity already a part of your IB program
Any activity for which you are paid
Service to (extended) family or friends
Babysitting for free
Doing simple, menial, repetitive tasks
Work not providing a service to those in need
Unwanted solicitation
Informally helping a friend with homework
Asking for donations without doing something
Not CAS Under Any Circumstances…Any work or class required to earn your IB diploma
Non-challenging activities (letter-stuffing)
Anything paid
Family trips, volunteer positions, or family business jobs
Activities that violate respect for individual views in politics and religion
Any part of your routine religious expression
Work that primarily benefits a teacher (no aides)
Electives and CASLimited to 50 hours
Must meet the four aims of CAS
Must be outside IB diploma testing subjects
Certificate classes vs. Diploma classes
Not eligible for CAS Project completion
Not recommended for senior year
Schedule-dependent opportunities
Music performance is excluded
Part IV: Online Exploration
UAIS CAS website (uaiscas.com)Source for all additional handouts, trainings,
explanationsProvides numerous examples of activities and projects
Managebac (uais.managebac.com)Tour of featuresSample ProposalsQuestions and AnswersPSR Time
Tour of the uaiscas.com website
Provides all handouts/documentation
Answers many student questions
Access to rubrics for advisor meetings
Provides up-to-date lists of activities and extended projects
Take a few minutes to browse the list of extended projects
Managebac
Online hub for all that is IBO
Documents are permanently stored
Easy communication between teachers and students
Can upload pictures, videos, files, homework, IB assessments, and register for IB examinations
Managebac Exploration
Teach pdf formatting from doc/docx
Create a sample CAS activity
Completing questions and reflections tabs
Requesting a supervisor completion form and completing an activity
Personal Self-Review (PSR)• A two-year summary of the pre-CAS
student
• Student brainstorm for Initial CAS Proposal
• Shows strengths and areas for growth
• Primary goal to provide a strong characterization of yourself to your CAS advisor for the interview and generate some evaluative questions for you
Due August 15th, 2015 on uais.managebac.com
CAS Pitfalls: For a stressful CAS experience, be sure to…
Start with a negative attitude and/or approach CAS reactively
Treat all supervisors as a form-filler only
Forge or falsify any CAS document
Be a personal martyr that excuses others’ responsibilities
Be rigid, inflexible, or bossy while working with others
Take a high-profile leadership position and sink your reputation
Work on a project with a friend—or anyone, no questions asked
Plan a romantic CAS project with your awesome boyfriend/girlfriend
Work in a group of four or more on anything
CAS Successes: For a rewarding CAS experience, be sure to…
Start with a positive attitude and be proactive
Plan your activities around what you love, want to do with your life, and what you personally recognize you need to improve yourself
Work with others whom you judge professionally as worthy of your time
Reach to leadership experiences in clubs/activities you participate in
Accept constructive criticism
Recognize that CAS has no direct correlation to your GPA or other academic achievements
Be a risk-taker: do something you’ve never done before
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 (began yourself) and planned in the past six months. Why did you choose to spend time on this?
Describe one activity in which you worked collaboratively this year. 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 this year. Why were you drawn to this issue?
Describe a time when you were confronted with an ethical dilemma. What did you do, and why?
Ordered Sharing
Select one of the previous questions that you just answered.
Tell your group which question you are sharing.
Explain your answer to the question to everyone at your table.
Learning Outcomes
1. Identify own strengths and areas for growth
2. Demonstrate new challenges and the skills you’ve developed
3. Demonstrate how to initiate and plan a CAS experience
4. Demonstrate the skills and recognize the benefits of working collaboratively
5. shown perseverance and commitment in their activities
6. engage issues of global significance
7. considered the ethical implications of their actions
Considering Ethical Implications
The most difficult learning outcome to consider
Take one of the following ethical situations provided and explain how you would resolve, handle, or consider it
CAS develops in IB candidates: reflective thinkers—you understand your own strengths and
limitations, identify goals and devise strategies for personal growth
the willingness to accept new challenges and new roles (avoiding “more of the same”)
awareness of yourself as a members of communities with responsibilities towards each other and the environment
being an active participant in sustained, collaborative activities and projects
balance—you enjoy and find significance in a range of activities involving intellectual, physical, creative and emotional experiences.
CAS Reflection GuidelinesProvides suggestions on how and when to
reflect
Reflections are NOT summary, but analysis of your own experiences
Should be frequent and relevant to your experiences
Supervisors, advisors, and the coordinator can see reflections
Should demonstrate the 7 learning outcomes