NORTH MECKLENBURG HIGH SCHOOL

INTERNATIONAL BACCALAUREATE PROGRAM

CASGuidelines &

JOURNAL

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Table of ContentsQuick CAS Guide........................................................................................................................ 3What is CAS?…………………………………………….………………...4-5Minimum CAS Requirements…………………………………………..........6Learning Outcomes…………………………………………………………..7Responsibilities of Student…………………………………………………...8Reflection, Recording, and Reporting………………………………….....9-10A final word ...................................................................................................11IMPORTANT DOCUMENTS ………………………………………….12-21CAS Initial Meeting Form…………………………………………………..13Quick Guide What to write in your reflections…………………………………….14CAS Accountability Dates (Class of 2015)...……………………………….15North Meck CAS Activity Proposal Form…………………………………………….16CAS ACTIVITIES COMMITMENT AND PERMISSION..........................17Some hints about selecting CAS projects…...………………………………18Yearly/Summer Proposal Form……………………………………………..19CAS Individual Student Completion Form…………………………………20CAS Progress Report………………………………………………………..21What is NOT CAS…………………………………………………………..22Example CAS Activities………………………………………………...23-24North Meck IB Wiki information...……..…………………………………..25

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QUICK CAS GUIDE:Community & Service- MYP 9th/10th grades Creativity, Action, Service- DP 11th/12th grades

CAS is more than community service. It is also not meant to be considered “work.” CAS is an amazing opportunity to build character, find self-definition, help others, expose yourself to different opportunities, become an active member of your community, and change the world!

CAS and C&S are focused on 8 different learning outcomes (outcomes located on the IB Wiki). The focus of these outcomes emphasizes that it is the quality of a CAS activity (its contribution to your development) that is of most importance.

Guidelines You are to be involved in extended, ongoing, and meaningful activities. You should plan,

act, observe, and reflect for each activity you are involved in. Keep a running reflection that shows how you planned, acted, observed, and reflected and really explain your learning outcomes!

Reflections forms are to be turned in on the 12th of each month. You may access the Reflection Forms on the IB Wiki page. There are different reflection

forms for MYP & DPo On the CAS section of the IB Wiki page you will also be able to:

See a spreadsheet of your total hours completed (recorded by student I.D. number)

Find available opportunities to earn CAS/C&S hours See examples of what CAS/C&S is and is not

IB students are principled, and honesty is a key policy of completing your hourly requirements. “Fudging the rules” in recording your hours is not acceptable. An infraction in recording hours will result in loss of hours. (For example: If you record that you completed 6 hours, when in actuality you only completed 2, you will receive ZERO credit.)

You cannot receive an IB Diploma without completing ALL required CAS hours. Number of required hours:

o 9th grade =35o 10th grade =40o 11th & 12th grade = 150 hours (It is recommended that you complete at least 2-3

hours per week of CAS in order to fulfill your required hours. Of these 150 hours, there should be a reasonable balance between creativity, action, and service. You cannot wait until Senior year to do all 150 hours! Your CAS advisor will help you stay the course, but you ultimately are responsible for the punctual completion!)

*If you have any questions, concerns, ideas on how to help, etc. please contact our CAS coordinator, Megan Sage Townsend, at megane.sage@cms.k12.nc.us, or at 980-343-3840.

“The best way to find yourself is to lose yourself in the service of others.”  ~Mahatma Gandhi

CAS= Creativity, Action, Service

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The following explanation is borrowed from http://cascorner.wordpress.com/

Creativity

Creativity is what made the first caveman turn a rock into a wheel. Creativity isn’t just poetry, singing, dancing, art, or writing. Although these endeavors bring beauty and meaning to our lives, creativity is much more. It’s innovation, it’s progress, it’s new discoveries, new inventions. It’s the advancements in medicine that kept my dad alive for many years longer than he should’ve lived through his battle with cancer. It’s the iPad in my hands as I type this post. Creativity is certainly being involved in the Arts, but it’s also a better life in a better world through different thinking, new thinking, new ideas. Service

But this creativity would all be for nothing if we didn’t use it to serve and assist our fellow man. Creativity and progress doesn’t do anyone any good if its foundation is not born from a desire to help each other, to make someone else’s life better and more enjoyable. The majority of us will not serve in big ways and change the world, but all of us can serve in some way, even small ways, by using our time and talents to change the world for someone. CAS is at the heart of the IB program, and service is at the heart of CAS. We need to keep creating and using our creativity to serve our community and the world at large as best we can.  Action

But if we don’t stay healthy then we can’t maximize our creativity or our service to others. Our lives may even be cut short. There are many health issues not in our control, but staying active and exercising the only body we will ever have is one small area of health that is in our control. Brain research tells us our bodies need physical exertion to keep the brain AND body healthy, so exercise has a two-fold benefit. Remember this: Move more, eat less. 

Living is the art of loving. Loving is the art of caring. Caring is the art of sharing. Sharing is the art of living. If you want to lift yourself up, lift up someone else.

   -- Booker T. Washington

Creativity, Action, Service (CAS) is at the heart of the IB Diploma Program. It is one of the three essential elements of every student’s Diploma Program experience. It involves students in

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a range of activities alongside their academic studies throughout junior and senior year. The three strands of CAS, which are often interwoven with particular activities, are characterized as follows.

Creativity: arts, and other experiences that involve creative thinking.Action: 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 those involved are respected.

CAS enables you to enhance your personal and interpersonal development through experiential learning. As the same time, it provides an important counterbalance to the academic pressure of the rest of the Diploma Program. A good CAS program should be both challenging and enjoyable, a personal journey of self-discovery. Each individual student has a different starting point, and therefore different goals and needs, but for many your CAS activities will include experiences that are profound and life-changing.

CAS should involve: real, purposeful activities with significant outcomes personal challenge – tasks must extend you and be achievable in scope thoughtful consideration, such as planning, reviewing progress, reporting reflection on outcomes and personal learning.

All proposed CAS activities need to meet these four criteria. CAS activities should continue on a regular basis for as long as possible throughout the program, and certainly for at least 18 months.

AIMS

Why CAS? Because you are more than just a grade point average! CAS is intended to move you out of the academic arena and help you learn through life experiences. As an outstanding, all around student, you are involved in many interesting activities. What you are asked to do is consider how these activities help you become a better person. CAS is about:

reflective thinking ~ understanding your own strengths and limitations, identifying and devising strategies for personal growth

willingness to accept new challenges and new roles awareness of yourself as a member of communities with responsibilities toward others

and the environment participating in sustained, collaborative projects balance ~ enjoying and finding significance in a range of activities involving intellectual,

physical, creative and emotional experiences.WHAT IS THE MINIMUM REQUIREMENT FOR IB?

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The International Baccalaureate Office in Geneva has mandated that Diploma students must

perform 18 months with a minimum of 150 hours divided equally among Creativity, Action, and Service. This is the equivalent of 3 to 4 hours per week. HOWEVER, THERE IS NO CAS VACATION! What does this mean? You cannot meet 150 hours at the end of your junior year and be done! It is a continuous 18 month journey!

The school must confirm with Regional Office that all Diploma candidates have satisfactorily completed the CAS requirement at the end of their two year IB program. If a candidate fails to do so, the school must report this to the Regional Office. Failure to meet the requirement will normally result in no diploma being awarded.

It is expected that the highest degree of integrity be demonstrated in the completion and documentation of CAS activities. This applies to interaction with other students, supervisors, and members of the community and especially to the accuracy of hours logged. Any falsification of information will result in no diploma being awarded.

The IBO requires that a central record summarizing each individual student’s CAS performance must be kept by the school and made available to IBO upon request. Part of this record must contain self-evaluation reports completed by the student.

HOW DOES A STUDENT ESTABLISH AND PURSUEA CAS PROGRAM?

At the end of sophomore year there is a mandatory CAS meeting for all IB Diploma candidates. During the meeting, the CAS program is explained in detail. During the following weeks or over the summer months, students must design their individual CAS programs using the Yearly/Summer proposal form (page 19) and based on the following criteria:

1. A variety of activities are chosen so that a good balance of the three CAS areas is represented.

ORA major activity is chosen which presents opportunities to include all three CAS areas in one project.

2. At least one activity has an international component or focus3. A teacher or other adult is available to act as a supervisor and to evaluate the

student’s performance in each activity.

Students may choose school based activities. Athletic teams, plays, the school paper and yearbook offer outstanding opportunities for commitment and growth. Many students will choose to pursue non-academic activities outside of school. It is important to select activities which intrigue and challenge, which teach new skills and broaden the students’ view of their community and the world. All of these activities must be documented for CAS credit.

Learning Outcomes(These outcomes are based on the IB Learner Profile)

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Successful completion of CAS is a requirement for the award of the IB Diploma. CAS is not formally assessed. That is, you will not receive a grade upon completion of this component. However, in documenting and reflecting upon your activities, there should be evidence that you have:

1. Increased your awareness of your own strengths and areas for growth (Balanced & Inquirer) You are able to see yourself as an individual with various skills and abilities, some more developed than others, and understand that you can make choices about how you wish to move forward.

2. Undertaken new challenges (Risk-taker) A new challenge may be an unfamiliar activity, or an extension to an existing one.

3. Planned and initiated activities (Inquirer & Communicator) Planning and initiation will often be in collaboration with others. It can be shown in activities that are part of larger projects, for example, ongoing school activities in the local community, as well as small, student-led activities.

4. Worked collaboratively with others (Communicator) Collaboration can be shown in many different activities, such as team sports, playing in a band, or helping in a kindergarten. At least one project involving collaboration and the integration of at least two of creativity, action, and service is required.

5. Shown perseverance and commitment in your activities (Caring)At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities.

6. Engaged with issues of global importance (Knowledgeable & Thinker)You may be involved in international projects, but there are many global issues that can be acted upon locally or nationally.

7. Considered the ethical implications of your actions (Open-minded, Principled, & Reflective)Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical composition, in relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with the CAS advisor.

8. Developed new skills (Balanced)As with new challenges, new skills may be shown in activities that you have not previously undertaken, or in increased expertise in an established area.

All eight outcomes must be present for you to complete the CAS requirement. Some may be demonstrated many times, in a variety of activities, but completion requires only that there is some evidence for every outcome.

This focus on learning outcomes emphasizes that it is the quality of a CAS activity (its contribution to your development) that is of the most importance. The guideline for the minimum amount of CAS activity is approximately the equivalent of half a day per school week (3-4 hours per week), or approximately 150 hours in total, with a reasonable balance between creativity, action and service. REMEMBER: It is the experience and reflection upon the experience that counts; this is not merely an exercise in logging hours.

Responsibilities of the Student

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The CAS program is your responsibility! You should “own” your personal CAS program. With guidance from mentors, teachers, parents, your CAS advisor, and the CAS Coordinator, you choose your own activities and initiate new ones. The CAS experience is personal, and only you can build a program that meets your needs. There are, of course, requirements that must be met.

You are required to:

self-review at the beginning of your CAS experience and set personal goals for what you hope to achieve through your CAS program

plan, do, reflect (plan activities/projects, carry them out, and reflect on what you have learned

communicate with your CAS advisor at the beginning, midpoints, and end of the 18 month program to discuss plans and progress

take part in a range of activities, including at least one “project,” some of which you have initiated. Your project must include two of the three CAS components (creativity, action, service).

keep accurate records of your activities and achievements, including a list of the principal activities undertaken (If you want copies of your CAS forms for your records, MAKE COPIES BEFORE YOU TURN THEM IN!)

show the highest degree of integrity in the submission of documentation

show evidence of achievement of the eight CAS learning outcomes. These can be reflections, blogs, web videos, scrapbooks, pictures, trophies, awards, flyers, pamphlets, etc…Keep in mind you will present at the North Meck CAS fair at the end of your senior year so collect items that are easy to show on a tri-fold poster!

keep a log form for your CAS activities

get every activity signed by a supervisor

turn in reflection & log forms the first of the month (MYP) & (DP)

Reflection, Recording and ReportingReflection is a skill that needs to be developed. Not everyone is comfortable with this process and it doesn’t always come naturally. Just as the kind of reflection that a critic applies to his

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work of art or literature is something that develops with time and experience, so the kind of reflection appropriate in CAS is something that requires guidance and practice.

The fundamentals are simple. Of any activity, it is appropriate to ask the following questions.

1) What did I plan to do?2) What did I do?3) What were the outcomes for me, the team I was working with, others? Physically,

Emotionally, Mentally, or EthicallyThe difficulty lies in the complexity of the possible answers.

Kinds of ReflectionDifferent kinds of reflection work for different people. Reflection can be:

public or private

individual or shared

objective or subjective

For example, in a CAS group project, the planning stages are largely public, so reflection on them can be largely public, shared, objective. The term “largely” is used because there may be individual views that arise independently, in terms of how satisfactory the process was for a particular student (who may enter and leave the activity with different personal experiences from others).

Carrying out the project is likely to be both public and private, both individual and shared, and both objective and subjective.

Outcomes of a project or other activity are similar: there may be objective successes and limitations of the activity as a whole, but what is has meant for the team and for individuals within it may be more varied.

For some students and some kinds of reflection (such as private, individual, subjective), writing is the best tool for reflection. However, for others, reflective writing does not come naturally. It can, to some extent, be “modeled” in oral discussion of more public, less sensitive matters, either as an end in itself or as a prelude to writing.

But writing is by no means the only possible outcome of reflection. You can present your activities to peers, parents or outsiders (These must be recorded!). You can make scrapbooks, photo essays, videos/DVDs or web logs. You can use journals or make up varied portfolios. You may decide to build an e-mail relationship with the CAS coordinator. All of these are valid reflective forms. All reflections must outline the learning outcomes and answer the following…

Developing Reflection

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Moving on from the “What . . . . ?” questions outlined earlier, experiential learners might consider, where appropriate, for themselves and others, and for each stage of an activity (before, during, after):

How did I feel?

What did I perceive?

What did I think about the activity?

What did the activity mean to me?

What was the value of the activity?

What did I learn from the activity, and how does this learning (for example, a change of perspective) apply more widely?

If the activity was service, you might also want to consider ethical questions such as :

What is service? Why is service to the family not considered as “service”? Are you trying to help or empower people with your service? What obligation do you have to the person who is being served? How do you finish a service relationship? What do you do if the person does not want your service?

Recording and ReportingYou should document your CAS activities, noting in particular your reflections upon the experiences. As previously indicated, this documentation may take many forms, including web logs, illustrated displays and videos, scrapbooks, photographs, programs, and written notes or journals. 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 assist you in keeping track of your involvement in activities, you are required to keep an accurate log of participation. The log does not take the place of reflection.

Forms are to be turned in on the 12th of each month. You may submit forms or reflections to Guidance or room S-8.

A Final Word

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The next 18 months will be a journey of not only helping your community locally, nationally and globally, but a journey of self reflection. The CAS program is unique and personal to each individual student. It allows you to fully participate in life and learn who you are! It is your responsibility, so OWN it! Enjoy this journey and know that you are not alone. Your teachers, supervisors, and CAS Coordinator are here to guide and advise you through your experiences. I’m excited to see what challenges you overcome, what successes you reach, and who you grow to be on this adventure! May the CAS be with you!

Megan TownsendCAS CoordinatorMegane.sage@cms.k12.nc.us

For Inspiration . . . . .

“You are what you do, not what you say you'll do.”--C.G. Jung

To laugh often and much; to win the respect of intelligent people and the affection of children; to earn the appreciation of honest critics and endure the betrayal of false friends; to appreciate beauty; to leave the world a bit better whether by a healthy child, a garden patch or a redeemed social condition; to know that even one life has breathed easier because you have lived. This is to have succeeded.--Ralph Waldo Emerson

Unless someone like you cares a whole, awful lot. Things aren't going to get better, they're NOT!-- Dr. Seuss, The Lorax

Volunteers aren't paid, not because they are worthless, but because they are priceless.--Anonymous

We make a living by what we do, but we make a life by what we give.--Winston Churchill

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IMPORTANT

DOCUMENTS

CAS Initial Reflection

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Name____________________________________________________________

Email Address ____________________________________________________

1. What are your personal goals for CAS?

2. (Think about at least 4 different CAS activities you are interested in, including ONE that is a combo of two or more components!)

1. C-

2. A-

3. S-

4. CAS-

3. Which of the learning outcomes will you achieve with these first efforts?

4. What is your time frame for your first activities/project?

5. With whom do you plan to collaborate (if anyone)?

6. Have you given thought to global awareness in planning your activities? (Continue on the back with any questions if you need to!)

Quick Guide What to write in your reflections…

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For each activity you should experience a completion of the following chart of experiential learning! Use the chart and the following questions to help you write your reflection!

Be sure to include goals that you have set for yourself, strengths and areas for growth, and some of the following:

What did I plan to do? What did I do? What were the LEARNING OUTCOMES for me, the team I was working

with, others? Physically Emotionally Mentally Ethically

How did I feel? What did I perceive? What did I think about the activity? What did the activity mean to me? What was the value of the activity? What did I learn from the activity, and how does this learning (for

example, a change of perspective) apply more widely?CAS Accountability Dates ~ Class of 2015

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October 15, 2013 By this date all Diploma candidates will have met with Mrs. Townsend to submit and discuss the CAS Plan that they have developed over the summer. A minimum of two activities and the CAS project will have been determined. It is the students’ responsibility to schedule and attend the meeting.

March 15, 2014 By this date, all Diploma candidates will have met with Mrs. Townsend to share/submit evidence of significant progress on their CAS requirement. The meeting will be a time to reflect on experiences to this point and evaluate progress on the eight learning outcomes. It is the students’ responsibility to schedule and attend the meeting.

May 1, 2014 By this date, all Diploma candidates will have met with Mrs. Townsend a second time to share/submit evidence of significant progress (70 fully documented hours) on their CAS requirement. The meeting will be a time to reflect on experiences to this point and evaluate progress on the eight learning outcomes. A plan for additional activities may be submitted if necessary. It is the students’ responsibility to schedule and attend the meeting.

October 15, 2014 By this date, all Diploma candidates will have met with Mrs. Townsend a third time to share/submit evidence of significant progress on their CAS requirement. At this meeting students will address any lack of evidence in achieving the required learning outcomes and make a plan to correct this. It is the students’ responsibility to schedule and attend the meeting.

March 15, 2015 By this date, all Diploma candidates will have met with Mrs. Townsend a fourth time to share/submit evidence of significant progress on their CAS requirement. By this meeting, students should be very close to finishing the 150 hours and should have submitted another written reflection.

May 1, 2015 By this date, all Diploma candidates will have met with Mrs. Townsend a fifth time to share/submit evidence of completion of the CAS requirements:

Activities have been planned, carried out, and reflected upon.

There has been a range of activities, including one project that included at least two of the CAS components.

Records and evidence, including a list of the principal activities and a concluding essay, have been submitted.

The eight required learning outcome have been achieved.North Meck CAS Activity Proposal Form

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Candidate Name:__________________________________________Grade/Year of Graduation:_________/__________Activity:_________________________________________

Targeted Learning Outcomes:

Brief Description of activity/project:

Explain which components of CAS this will cover and how:

Name of supervisor:_________________________________________________________Name of Agency:____________________________________________________________

CAS ACTIVITIES COMMITMENT AND PERMISSION

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What is the projected schedule for this commitment? Identify the days of the week and hours you project you will be working on this project.

Agency's Address: Agency’s email:Agency Contact # : _______________________________Agency fax #: ___________________

I request that North Mecklenburg High School allow my son/daughter to participate in the Creativity, Action, and Service component of the International Baccalaureate Program. I understand that any or all of these activities may take place away from the North Meck campus, and that my son/daughter is responsible for providing her own transportation, equipment, and supplies for the activities she undertakes. The activities will begin no sooner than June 2, 2011, and will be completed by or before April 8, 2013.

In consideration of the making of arrangements for these activities by my son/daughter, North Mecklenburg High School, or any agency associated with the CAS activities, I hereby release and save harmless the school of North Mecklenburg, Huntersville, North Carolina, and any and all personnel of North Mecklenburg High School from any and all liability for injuries, loss, or other claims arising out of or resulting from these trips and activities.

I understand and support the fact that the student must comply with the directions given by North Meck for the purpose of completing the aforementioned activities in a suitable and timely manner. I also understand that failure to complete CAS activities or falsification of documentation for CAS activities will result in failure to receive the IB Diploma.

Student Name ___________________________________________________

Student Signature ____________________________________________________

Year of Graduation ________________________

Parent Signature _____________________________________________________

Address: ____________________________________________________________

Phone Number: ____________________ Date _________________________

Some hints about selecting CAS projects

First: Projects involving groups are preferred over projects done alone.

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Second: Projects, especially service, interacting with those served are preferred over those without contact.

In order to make sure that a project can be counted for CAS, you need to ask yourself the following questions:

1. Can you describe the project?2. What qualifies this experience as “creativity,” “action,” or “service”?3. What will your specific involvement be?4. How will you measure or evaluate the experience?5. Can you clearly state the skills and proficiencies you plan to use or achieve through your

participation in this activity?6. What do you hope to learn about yourself through this project?7. How will this project involve your interaction with, or contribution to, others?8. Who will supervise you and/or attest to your participation in this project? Can you give

his/her title and business phone number?9. Will you receive any credit or compensation for the project? (If yes, it may not be used.)10. Does this project take place outside of school time? (If no, it may not be used.)

Remember: At the end of each project, you will write a Self-Evaluation, which is reflective in nature and includes:

the extent to which you have personally developed through this project; the understanding, skills, and values you have acquired; the benefit to others achieved through the project; how Creativity, Action, and/or Service were incorporated.

The supervisor who attests to your participation in the project will complete an Evaluation commenting on you performance with reference to the following criteria:

your attendance, punctuality, and time spent on the project; evidence of your initiative, planning, and organization; the amount of effort and commitment you gave to the project; your personal achievement and development, taking into account you skills and

attitude at the start of the activity.

Your evaluations may not always be totally positive. Sometime you may find that the project, or your skills, did not develop or mesh as you expected. The key is, what did you learn about yourself and how can you use what you learned to continue growing?

YEARLY or SUMMER PROPOSALHow will you achieve the learning outcomes through CAS? What activities can you be involved in that are MEANINGFUL to you? Fill out the chart to map out your CAS journey. At least ONE activity must meet 2 or more components. Your C, A, and S should be relatively balanced!

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Name: ______________________________________ Grade _______Class of:______

For (circle one):

Pre-Junior Summer Junior Year Pre-Senior Summer Senior Year

Short Description of Activity Expected Learning Outcomes

Estimated Hours

C A S Total

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Learning Outcome

Achieved?

Nature/location of evidence

(for example, weblog [date], journal [page xx], progress form [date])

Increased their awareness of their own strengths and areas for growthUndertaken new challengesPlanned and initiated activitiesWorked collaboratively with others

Shown perseverance and commitment in their activitiesEngaged with issues of global importance

Considered the ethical implications of their actionsDeveloped new skills

CAS individual student completion form (Model form B)

Student Name:________________________________________

Student Signature:_______________________________________CAS Coordinator Signature:________________________________________________Date:_____________________________

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CAS Progress Report (Model form A)

Student Name:_______________________________________CAS Advisor:_________________________________________

Event Date Signature CommentsStudent has declared an acceptable plan for CAS activities

August/September 20____

First consultationbetween CAS adviser and student

September/October 20____

Second consultationbetween CAS advisor and student

February/March 20____

Student has submittedreflective work for junior year (roughly 70 hours)

May 20____

Third consultationbetween CAS advisor and student

September/October 20____

Fourth consulation between CAS advisor and student

March 20____

Student has submittedfinal reflections

May 20____

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What is not CAS?

Generally, CAS is not taking place when the student is in a passive rather than an active role. There should be interaction. If the student is passive, nothing of real value, either for the student or for other people, results from what the student is doing, and no real reflection is possible.

Examples of activities which would not be appropriate for CAS are listed below.

Any class, activity or project which is already part of the student’s Diploma Programme.

An activity for which a student is personally rewarded either financially or with some other benefit (unless this benefit is passed on in full to a worthy cause).

Doing simple, tedious and repetitive work, like returning school library books to the shelves.

Working in senior or children’s home when the student: Has no idea of how the home operates Is just making sandwiches Has no contact at all with the senior citizens or children Actually does no service for other people.

A passive pursuit, such as a visit to a museum, the theatre, art exhibition, concert or sports event, unless it clearly inspires work in a related activity in which a student is already engaged.

All forms of duty within the family.

Religious devotion and any activity which can be interpreted as proselytizing. (YOU CANNOT do Vacation Bible School, watch the nursery at your church, etc…YOU CAN work with your church if it is OUTREACH, i.e. your church is working at a homeless shelter, etc.)

Work experience which only benefits the student, or is seen as FREE labor (mowing someone’s grass, walking a neighbor’s dog, babysitting for free, working at a business for free, etc.)

Fund-raising with no clearly defined end in sight.

An activity where there is no leader, supervisor or responsible adult on site to evaluate and confirm student performance. (The parent of the student cannot evaluate the student’s performance)

Activities which cause division amongst different groups in the community.

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How can I achieve CAS? Creativity, Action, and Service Opportunities It is the intent of IB to foster a lifelong commitment in CAS philosophy. It is the responsibility of the IB student to take the initiative and pursue activities which interest them.

Here is a suggestive list of possible CAS opportunities. You are not limited to the following!Creativity Action Service Art gallery / museum volunteer Community Clean-up /

Beautification Ada Jenkins Community Center

Arts and crafts camp volunteer Habitat for Humanity American Cancer Society

Band Little League Coaches, Referees and Umpires

American Diabetes Association

Chess Club Martial Arts American Heart Association Chorus Participation on an

organized sports team American Lung Association

Debate Team (Speech & Debate) Race for the Cure American Red Cross Drama: Drama club, Theater productions, Tech crew

Relay for Life Big Brothers / Big Sisters

IB Magazine Special Olympics Crisis Assistance MinistriesInstrument lessons (learning or teaching)

Volunteer Lifeguard Environmental Clean-up

Symphony volunteer (Imaginon, Discovery Place)

Walking, running, hiking, biking with an organization (Ex: Boy Scouts of America)

Local Food Bank

Charlotte Theatre World of Nations Girl / Boy Scouts Web page design for an organization or group

Yoga Lessons Goodwill Industries

Studio 345 Self Defense Classes Habitat for Humanity Inside Out Club School or Club Sports Hospice

DECA Working out at a gym (YMCA)

Non-profit Summer Camp Volunteer (*Only 10 hours of summer hours may be logged)

Gardening Archery Club at NM Hospital Volunteer Culinary Arts Charlotte Humane Society Sewing Leukemia & Lymphoma Society Baking Local Library Photography Make-A-Wish Foundation Film March of Dimes Journalism Meals on Wheels Web Design National Multiple Sclerosis Society Blogging NMHS School Clean-up NM Writing Club NMHS Barbeque

Public Library Volunteer Salvation Army Service Continued…

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Soup Kitchens Special Olympics Local Homeless SheltersRaptor CenterRetirement and Elder Care Ronald McDonald House Room at the InnTutoring at Middle / Elementary Schools (Blythe/JMA) United Way YMCASide kicks (With Ms. Burns)Hands on CharlotteSamaritan’s Feet/Purse

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To get log forms and reflection forms, see your CAS Hours spreadsheet, discover current CAS opportunities, read the IB CAS Subject Guide and more, visit the following website:

http://nmib.cmswiki.wikispaces.net/

General+CAS+Info

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