ACS Athens CAS Program Guide

Creativity - Activity - Service

Guide

International Baccalaureate Diploma Program ACS Athens Class of 2020

“Reflection” © 2017 Picture taken from Lake Kaifa during the IB Bonding Retreat 2017

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Table of Contents:

PREFACE ......................................................................................................................................... 3 IB MISSION STATEMENT .................................................................................................................. 4 CAS: AN ESSENTIAL PART OF THE IB DIPLOMA CORE................................................................ 6 CAS & TOK: WHAT IS THE LINK? ................................................................................................ 6 THE NATURE OF CREATIVITY, ACTIVITY, SERVICE .........................................................................7 Creativity .................................................................................................................................... 8 Activity ........................................................................................................................................ 8 Service ........................................................................................................................................ 9 AIMS ................................................................................................................................................ 9 SEVEN LEARNING OUTCOMES: WHAT ARE MY LEARNING GOALS? ......................................10 WHAT IS NOT CAS? ...................................................................................................................... 13 EXPERIENTIAL LEARNING.............................................................................................................. 13 CAS @ ACS ATHENS .....................................................................................................................14 THE CAS TEAM ..............................................................................................................................14 The Role of the CAS Team: ..................................................................................................... 15 ACS ATHENS CAS Opportunities ................................................................................................ 16 The Grade 11/IB Bonding Retreat.......................................................................................... 16 The Youth-to-Youth Regular Program ................................................................................... 17 The Youth-to-Youth Saturday Program ................................................................................. 17 Koinwnos ..………………………………………………………………………………………………………………….18 The MINNETONKA, MN, USA – ACS Athens Collaboration.................................................. 19 Other CAS opportunities INSIDE ACS ATHENS: ........................................................................ 20 CAS opportunities OUTSIDE ACS ATHENS: ............................................................................... 20 TASKS, DOCUMENTATION REQUIRED, AND MATERIALS ........................................................... 21 RESPONSIBILITIES OF THE STUDENT .............................................................................................. 21 CAS AWARD ................................................................................................................................ 22 Appendix A: WHAT TO INCLUDE IN YOUR CAS PLAN ............................................................ 23 Appendix B: CAS Activity Supervisor’s Review Sheet ............................................................ 24 Appendix C: TIMELINE OF CAS CONSULTATION .................................................................... 26 2|Page

PREFACE This Guide is created for you, who currently take CAS to fulfill the Core requirements of the IB Diploma. It is a document produced with genuine interest and care, in order to cater your individual learning needs and is intended to provide the theoretical background of what is Creativity – Activity – Service and therefore, make learning in this area an informed, exciting and meaningful educational experience.

CAS can be an enlightening journey of self-discovery and reflection. What makes CAS so unique is that it allows the flexibility to tailor it in a way which is meaningful; not all of us share the same interests, skills, and abilities therefore, it is a personal choice to experience or initiate a project that has to do with tennis, playing a musical instrument, teaching a skill to another person, or helping the community to gather resources to support the impoverished. Sky is the limit when it comes to choosing what to do. Maybe that does not describe your state of mind right now but –believe me- you will get there!

Carefully review this guide as it will bring in perspective the bits and pieces of knowledge you’ve gotten so far as well as give your experiences context.

Our CAS Team is looking forward to work with you and support you in this process of holistic learning and character development.

Enjoy your CAS Experience!

Ms. Ino Korbaki AP/IB Core Coordinator

*THE INFORMATION USED IN THIS DOCUMENT WAS PROVIDED BY THE IBO: www.ibo.org

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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 intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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CAS: AN ESSENTIAL PART OF THE IB DIPLOMA CORE There are 3 IB core elements at the IB Diploma, which are the following: the extended essay (EE), theory of knowledge (TOK) and creativity, activity, service (CAS). A maximum of three points are awarded according to a student's combined performance in both the extended essay and theory of knowledge.

Here is a short description for what constitutes the IB Core: Theory of knowledge (TOK) is a course which encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Program course, and to make connections across the academic areas.

Extended essay (EE): is the basic research paper of the program, a substantial piece of writing of up to 4,000 words, which enables students to investigate a topic of special interest that they have chosen themselves. It also encourages them to develop the skills on how to do independent research that will be expected at university.

Creativity – Activity – Service (CAS) is a comprehensive program which in essence is the IB Philosophy- in-action. The function of CAS is to allow Students plan for experiences, activities, and programs and learn through experience in order to meet seven learning outcomes and grow holistically; academically, emotionally, and socially.

CAS & TOK: WHAT IS THE LINK? As TOK emphasizes ways of knowing, CAS will be reviewed in your TOK class as a different, experiential way of knowing. Through TOK, students will discuss the links between CAS and TOK, reflect on their CAS activities, and determine the ways in which CAS activities may be ways of knowing.

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THE NATURE OF CREATIVITY, ACTIVITY, SERVICE “...if you believe in something, you must not just think or talk or write, but must act.” Peterson (2003) Creativity, activity, service (CAS) is at the heart of the Diploma Program. It is one of the three essential elements in every student’s Diploma Program experience.

It involves students in a range of activities alongside their academic studies throughout the Diploma Program. 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.

Activity: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Program.

Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

CAS enables students to enhance their personal and interpersonal development through experiential learning. At the same time, it provides an important counterbalance to the academic pressures 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 their CAS activities include experiences that are profound and life-changing.

For student development to occur, CAS should entail: • Genuine, purposeful activities, which connect to significant outcomes • Personal challenge—tasks must extend the student out of his/her comfort zone 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. It is also essential that they do not replicate other parts of the student’s Diploma Program work.

Concurrency of learning is important in the Diploma Program. Therefore, CAS activities should continue on a regular basis for as long as possible throughout the program, and certainly for at least 18 months.

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Successful completion of CAS is a requirement for the completion of the IB diploma. CAS is not formally assessed but students need to document their activities and provide evidence that they have achieved seven key learning outcomes.

Creativity Creative activities should have a definite goal or outcome. They should be planned and evaluated like all CAS activities. This can present something of a challenge where, for example, a student is a dedicated instrumental musician. It would be artificial to rule that something that is both a pleasure and a passion for the student could not be considered part of their CAS experience. How, though, can it help to fulfill CAS learning outcomes? It may be useful to refer back to the section “The nature of creativity, action, service”, particularly to the second principle: personal challenge—tasks must extend the student and be achievable in scope.

Perhaps the instrumental musician can learn a particularly difficult piece, or a different style of playing, in order to perform for an audience. The context might be a fundraising activity, or the student might give a talk to younger children about the instrument, with musical illustrations. Appropriate CAS activities are not merely “more of the same”—more practice, more concerts with the school band, and so on. This excludes, for example, routine practice performed by IB music or dance students (as noted earlier), but does not exclude music, dance or art activities that these students are involved with outside the Diploma Program subject coursework.

Activity Similar considerations apply here. An outstanding athlete will not stop training and practicing in order to engage in some arbitrary, invented CAS physical activity. However, modern approaches to sports coaching emphasize the notion of the reflective practitioner, so it is also possible for the athletics coach to incorporate relevant CAS principles and practice into training schedules for the benefit of the student.

Setting goals, and planning and reflecting on their achievement, is vital.

“Extending” the student may go further, for example, to asking them to pass on some of their skills and knowledge to others. If their chosen sport is entirely individual, perhaps they should try a team game, in order to experience the different pleasures and rewards on offer. Some excellent “action” activities are not sporting or competitive but involve physical challenge by demanding endurance (such as long-distance trekking) or the conquest of personal fears 8|Page

(for example, rock climbing). It is important that schools carefully assess the risks involved in such activities.

Service It is essential that service activities have learning benefits for the student.

Otherwise, they are not experiential learning (hence not CAS) and have no particular claim on students’ time. This rules out mundane, repetitive activities, as well as “service” without real responsibility. A learning benefit that enriches the student personally is in no way inconsistent with the requirement that service be unpaid and voluntary.

AIMS Within the Diploma Program, CAS provides the main opportunity to develop many of the attributes described in the IB learner profile. For this reason, the aims of CAS have been written in a form that highlights their connections with the IB learner profile.

The CAS program aims to develop students who are: • Reflective thinkers: they understand their own strengths and limitations identify goals and devise strategies for personal growth • Willing to accept new challenges and new roles: they get out of their confort zones and are open to new experiences • Aware of themselves as members of communities with responsibilities towards each other and the environment • Active participants in sustained, collaborative projects • Balanced: they enjoy and find significance in a range of activities involving intellectual, physical, creative and emotional experiences.

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SEVEN LEARNING OUTCOMES: WHAT ARE MY LEARNING GOALS? Learning outcomes are different from assessment objectives since they are not rated on a grading rubric. The completion decision for the school in relation to each student is, simply, “Have these outcomes been achieved?�

As a result of their CAS experience as a whole, in the student’s reflections, there should be evidence that those learning objectives have been met.

There are seven learning outcomes the IB hopes to develop in students through their CAS experience. These are: LO 1: Identified own strengths and areas for growth They are able to see themselves as individuals with various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward.

LO 2: Demonstrated that challenges have been undertaken developing new skills in the process A new challenge may be an unfamiliar activity, or an extension to an existing one.

LO 3: Demonstrated how to initiate and plan a CAS experience 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 in small student-led activities.

LO 4: Showed commitment to and perseverance in CAS experiences Collaboration can be shown in many different activities, such as team , playing music 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.

LO 5: Demonstrated the skills and recognize the benefits of working collaboratively 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.

LO 6: Demonstrated engagement with issues of global significance Students may be involved in international projects but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring for the elderly).

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LO 7: Recognized and considered the ethics of choices and actions 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 CAS advisers.

All seven 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 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 the student’s development) that is of most importance.

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WHAT IS NOT CAS? CAS is no longer about hours. This should be a worthwhile experience for you and others around you. More specifically, in CAS, you should have an active role. The most important factor is that you have some interaction with others around you. You should be planning, learning and reflecting throughout your activities.

Below is a list of examples of some activities that do not meet the criteria for CAS: • Classes and activities that are already part of the IB Diploma courses • Activities in which you are paid or which gives you tangible benefits • Experiences which are led or supervised by immediate family/relatives • Work which is repetitive/boring/proven to be not a meaningful experience • Activities which are not active; for example, watching a show or going to a museum • Something which is required of you; for example, religious duties • Work experience that does not have a benefit for others • Activities which do not have clear goals • An activity in which there is no way to document progress or completion (no adult supervision)

EXPERIENTIAL LEARNING In CAS, learning happens through experience. Experiential learning focuses on the learning process for the individual. An example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences.

Experiential learning relates solely to the meaning making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required: 1. the learner must be willing to be actively involved in the experience; 2. the learner must be able to reflect on the experience; 13 | P a g e

3. the learner must possess and use analytical skills to conceptualize the experience; and 4. the learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.

The process of experiential learning

CAS @ ACS ATHENS THE CAS TEAM There are four professionals who work with our IB diploma students to ensure that they complete their CAS requirements successfully and according to the IBO guidelines: Ms. Ino Korbaki, AP/IB Core Coordinator Ms. Eleni Athanatou, CAS Advisor Ms. Chara Kouppa, CAS Advisor Ms. Theodora Panteli, CAS Advisor

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IBDP Director Julia Tokatlidou

CAS Coordinator Ino Korbaki

CAS Adviser

CAS Adviser

CAS Adviser

Eleni Athanatou

Chara Kouppa

Theodora Panteli

Your CAS Coordinator and Advisers are here to guide and support you in order to engage into meaningful experiences and projects which will take you closer to your passion and how you will leave your mark in the world.

The Role of the CAS Team: • Familiarizes students, colleagues, parents and the wider community with CAS • Promotes the important of CAS to all the above constituencies • Develops a school-specific CAS handbook and resources • Manages CAS records and reports • Periodically engages in interviews with students • Reports on students’ progress to School and parents • Promotes and publicizes student achievements in CAS • Educates students in all aspects of the CAS program • Educates students on the meaning and purpose of the CAS learning outcomes • Develops reflection skills through individual interviews, group discussions and teaching strategies • Provide feedback on student reflections • Provides on-going support and guidance to the students • Monitors the range and balance of experiences undertaken by individuals • Advises and monitors progress towards meeting the CAS learning outcomes • Periodically review students’ CAS portfolios • Meet each student in three formal documented interviews.

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ACS ATHENS CAS Opportunities IB diploma candidates at ACS Athens have a variety of opportunities to engage in creative, activity or service activities through the long- term service school projects that exist at all grade levels as well as the school wide projects that are supported by Student Affairs, Student Council, the National Honors Society or other various social, media or activity clubs. Each of the school’s club or grade level student council is guided by an advisor, faculty or administrative staff member who acts both as a supervisor and advisor for the participating students. All IB diploma students are encouraged to participate in a club or group of interest to them or take the initiative to introduce a new club with the approval of a faculty member of ACS Athens staff. A list of all the currently existing long-term projects and clubs is presented at the end of this document.

Students are expected to choose in which long-term project they would like to participate or find their own long-term project outside the school, in such a case they should get the advice and approval of the CAS coordinator.

The Grade 11/IB Bonding Retreat

The annual Grade 11/IB Bonding Retreat trip takes place in the beginning of the academic year. Students visit the area of Northern Peloponnese, in particular Ancient Olympia, Pyrgos and Lehaina. This is an educational trip in its entirety connecting experiential learning, either physical or social with the ACS Athens and IBO CAS learning objectives. The design of the trip is perfectly aligned with the constructivist teaching methodology adapted by both aforementioned educational organizations.

The itinerary of the trip includes: i. ii.

iii.

iv.

A Food and clothing drive to support the Home of the Elderly and the Therapeutic Center for Chronic Illnesses Institution in Lehaina, (KEPEP) Shopping groceries from a local supermarket to donate to the Home of the Elderly and the Therapeutic Center for Chronic Illnesses Institution in Lehaina, (KEPEP) A visit to the Home of the Elderly in Pyrgos, Ileia. Students delivered food and clothing collected through a school wide food and clothing drive.

Spend a couple of hours with the patients engaging in art activities, playing games, listening to their personal stories from the past A visit to the Therapeutic Center for Chronic Illnesses Institution in Lehaina, (KEPEP). We visited and interacted with the patients. Students opened

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their arms to hug the patients, sung lullabies to them, laughed with them and several cried for not being able to help these individuals more Experimental work in the area of Lake Kaiafa/Alfeios River. Water testing, physics, biology and environmental science experiments by the seashore in the Kaiafa lake and Alfeios river areas Work in the Botanical Garden. The Botanical Garden project is one of our school’s long-term projects that in collaboration with the Nature Association of Ancient Olympia developed the model of structured school volunteerism. Students “adopt” part of the garden and support its maintenance throughout the year Academic workshops to connect student experiential learning to different academic subjects; writing, Theory of Knowledge, sciences, math, CAS learning outcomes

v.

vi.

vii.

In addition to the above, the trip aims to: 

Promote collaborations with other IB World Schools of Greece



Promote school involvement in the Ancient Olympia Botanical Garden project

The Youth-to-Youth Regular Program This year, the Home Project, in collaboration with the Shapiro Foundation, offered 18 ACS Athens scholarships to children of The Home Project.

International non-profit organization The HOME Project, which offers shelter and work for children and young refugees in Greece, has announced a first of its kind opportunity to grant 18 full-time scholarships for the American Community School (ACS Athens) during the academic year 2018-2019. This was made possible by The Shapiro Foundation. (www.theshapirofoundation.org). Founded in 2001 to support refugees, it is a close partner and valuable supporter of HOME Project initiatives, having recently funded the creation of new shelters and jobs.

Through the Shapiro Foundation scholarships, children of The HOME Project have been enrolled in an ACS Athens inclusive educational program comprised of English as a Foreign Language (EFL), Greek as a Foreign Language (GFL), Mathematics, Computers and subjects such as music, art and theater.

The benefits of this program extend to ACS Athens students who also develop as learners and as responsible citizens through the teaching-assistant role they undertook.

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The Youth-to-Youth Saturday Program

The Youth to Youth program is a holistic and comprehensive educational program designed and delivered by ACS Athens faculty and student volunteers in collaboration with the HOME Project Organization.

The Youth to Youth program aims to meet academic and social objectives of unaccompanied minors in Greece and takes place on Saturdays from 10:15 a.m. to 3:30 p.m. at the ACS Athens campus. In addition to the face-toface Saturday classes, the Youth to Youth program has been enhanced through adding sessions of online learning.

Through education, this program aims to create a community of learners who enjoy the same privileges as the ACS Athens students and are inspired to dream, to hope and to plan for their future.

The learning and social growth goals for the unaccompanied minors are: • • • • • • • • •

English language oral, reading and writing skills. Delivered at two levels; beginners and intermediate.

Greek language, oral, reading and writing skills. Delivered at two levels; beginners and intermediate.

Arts; Music and visual arts performance skills. Art activities aim to reinforce the classroom learning and to encourage self- expression and confidence in communicating in the language of their choice.

Computer science; Microsoft word, Excel Math; individual curriculum designed per student request.

Team spirit, collaboration, discipline, focus, resilience through Athletic activities.

Creating an environment of love, care and trust which brings renewed hope in relationships Create an environment to support their healing process Respect their opinion and requests by catering to their individual educational needs when possible.

The benefits of this program extend to ACS Athens students who also develop as learners and as responsible citizens through the teaching-assistant role they undertook.

Koinwnos Koinwnos is a fundraising for global social assistance of

club founded last year by a student, which is aimed in the homeless in Greece and in raising awareness of this issue. It is operating as a student led club with the the club adviser and in cooperation with an external 18 | P a g e

organization, “Plision”. The club focuses on organizing food and clothing drives which are then given to the organization “Plision”; Students with the supervision of their parents join the team of Plision for the night visits (10 p.m. – 1:00 a.m.) in the center of Athens where many homeless live under bridges of sidewalks in order to give them food, blankets and clothes.

Through this initiative students learn through experience and meet certain educational goals. Specifically, they: • • •

Become aware of the needs of their local community; Engage in meaningful outreach and activities to help the homeless and give back to those challenged by poverty and lack of basic resources; Understand the significance of service and how to make a difference in people’s lives.

The MINNETONKA, MN, USA – ACS Athens Collaboration

This is the second year in a row that, ACS Athens students are working with Minnetonka, MN, USA students to work on a program of intercultural exchange.

Students from both schools are paired-up and exchange experiences and information pertinent to each culture and work on joined projects which are intended to promote cultural awareness and understanding as well as engagement with issues of global significance.

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Other CAS opportunities INSIDE ACS ATHENS: ACS Athens Clubs, Activities and Events: Fundraising, bake sales, MUN, National Honor Society, after-school support, Halloween Carnival, Spring Fair, sports, clean-up activities, etc.

CAS opportunities OUTSIDE ACS ATHENS: Aktios Elderly Care Unit Address: 17 Ipirou Street, Agia Paraskevi Telephone: 2106515268/2169001033 Email: info@aktios.gr Website: www.aktios.gr Therapeutirio Lehainon Care Unit Address: 27053, Ilia Telephone: 2623023329 Filozoikos Friends of Animals Nea Filadelfia Email: adoptions@friendsofanimals-nf.com Website: http://friendsofanimals-nf.com *FOR MORE CAS OPPORTUNITIES PLEASE REFER TO THE IB CORE MOODLE SHELL

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TASKS, DOCUMENTATION REQUIRED, AND MATERIALS On March 22, 2020, IB Diploma Year 2 students will be required to submit the following to the CAS Coordinator: Digital Portfolio: Throughout the two years of the IB Diploma Program, you should be reflecting on all of your CAS activities on an ongoing basis at Digication. The journal should include: 

A CAS Plan (see Appendix A for what to include)



Seven Reflections; A detailed reflection for each activity, including what you learned from each activity and how it has impacted you life. Also include any pictures, certificates, etc. that you feel are relevant to the activity. Extra consideration should be given to discussing the ways that the activity participated in reflects the Learning Outcomes highlighted above. This will be the primary focus and criteria for assessment. Students are free to choose the format of their reflection. A reflection can be delivered in an essay form, journal, poem, you-tube video e.t.c. What needs to be clear though is the learning that took place, the knowledge achieved, and how the student felt contributed.



Final Reflection: a detailed final essay describing how your overall CAS experience relates to the 7 CAS Learning Outcomes and a deep reflection on the activities done within the past 18 months.

RESPONSIBILITIES OF THE STUDENT The relevant section of the IB Program standards and practices document states that students should have opportunities to choose their own CAS activities and to undertake activities in a local and international context as appropriate. This means that, as much as possible, students should “own” their personal CAS programs. With guidance from their advisers, students should choose activities for themselves, initiating new ones where appropriate.

Students are required to: 

Self-review at the beginning of their CAS experience and set personal goals for what they hope to achieve through their CAS program.

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     



Plan, do and reflect (plan activities, carry them out and reflect on what they have learned).

Undertake at least one interim review and a final review with their CAS adviser to follow –up on progress.

Take part in a range of activities, including at least one long-term project, most of which they have initiated themselves.

Keep records of their activities and achievements, including a list of the principal activities undertaken.

Demonstrate evidence of achievement of the seven CAS learning outcomes.

In addition to school-based activities, students are required to take personal initiative and seek out programs outside of the school for ongoing projects. This could involve communicating with volunteer organizations and charities and setting up regular visits or fundraising events. It is imperative that the students complete at least one long-term service project.

Ensure a suitable balance between all three strands i.e. creativity, activity and service.

CAS AWARD At graduation, the student who shows the most promise, motivation, initiative and enthusiasm within their CAS Program and activities will be awarded the CAS Award.

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Appendix A: WHAT TO INCLUDE IN YOUR CAS PLAN 1. What is your biggest passion?

2. What would you like to improve in the world?

3. List the activities that you would like to participate in over the next two years.

4. List the activities that you would like to lead and why.

5. List some organizations that you believe you would like to support (outside ACS).

6. How will these activities benefit others?

7. How will these activities benefit you?

8. What do you wish to accomplish by participating?

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Appendix B: CAS Activity Supervisor’s Review Sheet Student’s Name: ______________________________________________________________ Class of __________ CAS Strand:

Creativity ______ Activity _______ Service _______

Name of Activity: ________________________________________________________________________________ Date(s) of Activity: _______________________________________________________________________________ A. STUDENT FEEDBACK: Briefly explain what you did and which of the seven CAS learning outcomes you met: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ B. SUPERVISOR REVIEW: Please check the box which most closely describes the student’s performance: Excellent

Good

Satisfactory

Poor

Attendance Punctuality Initiative Effort/Commitment Attitude Personal Growth

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Other Comments – If any: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Overall this activity was:

satisfactorily completed___

unsatisfactorily completed ___

Supervisor Contact Information: Name: _________________________________________________________________________________________ Organization/Business: ____________________________________________________________________________ Title: ___________________________________________________________________________________________ Tel.: ___________________________________________________________________________________________ Email: __________________________________________________________________________________________ Signature:

Date: *Please attach a business card, if available

Note: *This form is only needed for CAS experiences/projects outside of ACS Athens when there is no sufficient evidence such as pictures, certificates e.t.c. to verify participation. Keep those altogether in a binder, available upon request by your CAS Adviser.

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Appendix C: TIMELINE OF CAS CONSULTATION SCHEDULE OF DEADLINES Month: September

Year 1

Year 2

Introduction to CAS at the Core Seminars class; CAS Plan.

Individual consultation with CAS Adviser upon appointment to address issues/concerns/progress

October

IB Retreat; Completion of 1st reflection for feedback from CAS Coordinator

Individual consultation with CAS Adviser upon appointment to address issues/concerns/progress

November

Start CAS experiences/projects; Individual in-class consultation with CAS Coordinator to address issues/concerns/progress

Individual consultation with CAS Adviser upon appointment to address issues/concerns/progress

December

In-class consultation; Students must complete two reflections before Winter break; students are assigned to a CAS Adviser

Individual consultation with CAS Adviser upon appointment to address issues/concerns/progress

January

Students consult with their CAS adviser each time they have questions or need assistance.

By the end of this month students are expected to have a total of six reflections required for completion of CAS

February

Individual consultation with CAS Adviser/progress report

Submission of final reflection

March

Summary meeting with CAS Adviser and goals for summer

Digital Portfolio check by CAS Coordinator. CAS requirements due (6+Final Reflection)

June

Students must complete five reflections before Summer break

Submission of CAS status, from pending to complete, to IBO

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