parent introduction presentation

8/11/2019 Parent Introduction Presentation

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M R . B E N C A R T E R

I B D I P L O M A P R O G R A M M E

C A S C O O R D I N A T O R

E D W A R D H . W H I T E H I G H S C H O O L

S E P T E M B E R 2 0 1 4

Creativity Action Service

An Introduction for Parents


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IB 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 interculturalunderstanding and respect.

To this end the organization works with schools, governmentsand international organizations to develop challengingprogrammes of international education and rigorousassessment.

These programmes encourage students across the world tobecome active, compassionate and lifelong learners whounderstand that other people, with their differences, can also

be right.


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The IB Learner Profile

Inquirers

They develop their natural curiosity. They acquire theskills necessary to conduct inquiry and research andshow independence in learning. They actively enjoylearning and this love of learning will be sustainedthroughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have localand global significance. In so doing, they acquire in-depth knowledge and develop understanding across a

broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skillscritically and creatively to recognize and approachcomplex problems, and make reasoned, ethicaldecisions.

Communicators

They understand and express ideas and informationconfidently and creatively in more than one languageand in a variety of modes of communication. They workeffectively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong senseof fairness, justice and respect for the dignity of theindividual, groups and communities. They takeresponsibility for their own actions and theconsequences that accompany them.

Open-minded

They understand and appreciate their own cultures andpersonal histories, and are open to the perspectives,values and traditions of other individuals andcommunities. They are accustomed to seeking andevaluating a range of points of view, and are willing togrow from the experience.

Caring

They show empathy, compassion and respect towardsthe needs and feelings of others. They have a personal

commitment to service, and act to make a positivedifference to the lives of others and to the environment.

Risk-takers

They approach unfamiliar situations and uncertaintywith courage and forethought, and have theindependence of spirit to explore new roles, ideas andstrategies. They are brave and articulate in defendingtheir beliefs.

Balanced

They understand the importance of intellectual,physical and emotional balance to achieve personalwell-being for themselves and others.

Reflective

They give thoughtful consideration to their ownlearning and experience. They are able to assess andunderstand their strengths and limitations in order tosupport their learning and personal development.


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The IB Diploma Programme

CAS (Creativity, Action,Service) is a COREcomponent of the IBDiploma Programme.

Students must completethe CAS requirement inorder to:

Be eligible for an IB

Diploma. NOTE: Students who complete

the IB curriculum shall havesatisfied the district and state

graduation requirements.


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The Aims of CAS

CAS aims to develop studentswho are: reflective thinkers they

understand their own strengthsand limitations, identify goals anddevise strategies for personalgrowth

willing to accept new challengesand new roles aware of themselves as members

of communities withresponsibilities towards eachother and the environment

active participants in sustained,collaborative projects

balanced they enjoy and findsignificance in a range of activitiesinvolving intellectual, physical,creative and emotionalexperiences

Reflective

Balanced

Risk-takers

Caring

Open-mindedPrincipled

Communicators

Thinkers

Knowledgeable

Inquirers

Pe

rsonal

Development

Service

ActionCreativity


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What is CAS?

Creativity, Action, Service should involve:

Real purposeful activities, with significant outcomes

Personal challenge tasks must extend the student and beachievable in scope

Thoughtful consideration, such as planning, reviewingprogress, reporting

Reflection on outcomes and personal learning

The emphasis is on learning by doingreal tasksthat have real consequences and then reflecting onthese experiences over time.


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C is for Creativity

This aspect of CAS is interpreted as imaginatively aspossible to cover a wide range of arts and other activitiesoutside the normal curriculum, which include creativethinking in the design and carrying out of serviceprojects.

This could involve doing dance, theatre, music, or itcould involve taking on a leadership role and designing aservice project.

You should try to be involved in group activities, andespecially in new roles, wherever possible; however,individual commitment to learning an art form ISallowed, where it respects the requirements for all CASactivities.


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A is for Action

This aspect of CAS can include participation in expeditions,individual and team sports, and physical activities outside ofthe normal curriculum; it also includes physical activityinvolved in carrying out creative and service projects.

Action may involve participation in a sport or other activities

requiring physical exertion such as expeditions, campingtrips, or digging trenches for water, etc. Again, you are encouraged towards group and team activities,

and undertaking new roles, but an individual commitment isacceptable where the general requirements of CAS are met.

Incorporating the service element can enhance bothcreativity AND action. For example, if you becomeinvolved in the arts or physical activities you mightconsider young children or seniors in residentialhomes.


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S is for Service

Service involves interaction, such as the building oflinks with individuals or groups in the community.

The community may be the school, the local district,or it may exist on national and international levels

(such as undertaking projects of assistance in adeveloping country).

Service activities should not only involve doingthings for others but also doing things with others

and developing a real commitment with them. The relationship should therefore show respect for

the dignity and self-respect of others.


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What is NOT CAS?

CAS is not a points-scoring exercise. It is also NOTan hour-counting exercise.

CAS is not taking place if you are in a passive role.

You must be active in all activities. There should beinteraction.

If you are passive, nothing of real value results fromwhat you are doing, and no real reflection is possible.


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What is NOT CAS? Examples

Any class, activity, or project that is already part of the DP. An activity for personal reward, either financial or benefit-in-kind. Simple, tedious, and/or repetitive work. A passive pursuit, e.g. museum, theatre, exhibition, concert. Part of family or religious duties. Work experience that only benefits the student. Fundraising with no clearly defined end in sight. An activity where there is no responsible adult on site to evaluate

your performance. Activities that cause division amongst different groups in the

community. Working in a retirement or childrens home when you are just

making sandwiches/food and have no contact with the residents oractually do no service for other people.


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Learning Outcomes

Learning outcomes are not rated on a scale.

The CAS Committee (The Diploma and CASCoordinator Mr. Carter) will simply look at each

outcome and ask, Has this outcome been achieved?ALL EIGHT OUTCOMES must be present for

a student to complete the CAS Requirement.

Some may be demonstrated many times, in a variety

of activities, but completion requires only that thereis sufficient evidence for every outcome.

We are looking for MASTERY!!!


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Learning Outcomes

1. Increase your awareness of your strengths andareas for growth.

You are an individual with various skills and abilities, somemore developed than others. You can make choices about

how to move forward.

2. Undertaken new challenges.

A new challenge may be an unfamiliar activity, or anextension to an existing one. Identify new challenges that

you would like to take on. Reflect on these challenges fromcreative, active, and service perspectives.


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Learning Outcomes

3. Planned and initiated activities.

Planning and initiation will often be in collaboration withothers. It can be shown in activities that are part of largerprojects, for example on going school activities in the local

community, as well as in small student-led activities.

4. Worked collaboratively with others. Collaboration can be shown in many activities, such as team

sports, playing music in a band, or helping in a kindergarten.

At least one project must involve collaboration andintegrate at least two of creativity, action, and/orservice, and be of significant duration.


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Learning Outcomes

5. Shown perseverance and commitment on youractivities.

A student needs to attend regularly and accept a share of theresponsibility for dealing with problems that arise in the

course of activities.

6. Engaged with issues of global importance.

You are required to act on at least one issue of globalsignificance. This activity may be an international project,

but there are many global issues that can be acted on locallyor nationally (for example, environmental concerns).


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Learning Outcomes

7. Considered the ethical implications of your actions.

Ethical decisions arise in almost any CAS activity. Evidenceof thinking about ethical issues can be shown in variousways, including journal entries and conversations with CAS

advisors.

8. Developed new skills. As with new challenges, new skills may be shown in activities

that the students have not previously undertaken, or in

increased expertise in an established area.


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Student Responsibilities in CAS

Pre-Planning Set your own expectations during your initial self-review.

Create Your CAS Plan CAS should not take up more than one half-hour per day. (Three to four

hours per week.)

Carry Out Your CAS Plan All activities must be pre-approved before you start an activity.

Recording and Reporting Students must keep records of their activities and achievements,

including a list of primary activities with photos when possible. Youmust provide evidence of your achievement of learning outcomes.

ManageBac

Reflections You must reflect on all you do most will be done electronically. ManageBac


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Student Requirements

Plan and complete CAS activities meeting the Aims of CAS. Demonstrate that they have mastered the eight learning outcomes

at some point during the 18+ month commitment. (August 2014 March 2016)

Demonstrate a reasonable balance of creative, active, and serviceactivities.

Provide proof that the participated as they claimed. Reflect on each of their individual and group CAS activities. Reflect on their CAS program as a whole. Complete ONE comprehensive project involving collaboration, two

of the three elements, and is of significant duration (4-6+ months). Demonstrate an 18-month commitment to CAS. You cant just do it

all in one month. Document and reflect at least once a month in ManageBac.


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Timeline for Completion DP Year One

Students will be trained in CAS in May/June of theSophomore year.

CAS STARTS on Day 1 of the Junior Year. (per IB)

Initial CAS Review will be in October/November ofJunior Year.

Review #2 will be in March of the Junior Year.

Review #3 will be in June of the Junior Year.


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Timeline for Completion DP Year Two

CAS continues over the summer between Junior andSenior Year.

Review #4 will be in October of Senior Year.

Students not making progress will be placed onprobation.

Review #5 (Final Review) will be in January of theSenior Year.

Summative Interviews and CAS Sign-Offs will occurin March and April of the Senior Year.


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Questions?

Students will receive this information, plus more in-depth descriptions of how to use all aspects ofManageBac and how to plan a project in the monthof May/June.

REMINDER: Students must pass ALL IB CLASSESand maintain a 2.0 unweighted GPA to continue to

the next grade level.

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