Students take written examinations at the end of the programme, which is marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.
The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme, and to satisfactory participation in the creativity, action, service requirement. The highest total that a programme student can be awarded is 45 points. The programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.
- The Extended Essay: This is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.
- Theory of Knowledge: This is a course designed to encourage students to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language, and reason) and different kinds of knowledge (scientific, artistic, mathematical, and historical).
- Creativity, Action, and Service: This requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.
Read More About Admissions
Philosophy of Learning and Assessment
Haines City High School International Baccalaureate East has designed its assessment methodology to encourage and enhance student learning and reflection. Teachers use a variety of assessment strategies, including both Formative and Summative processes, which serve the diverse needs of our IB students. Feedback on evaluative progress is regularly provided to students in their classrooms and on the student portal, and to parents through the parent portal and whenever either the teacher or the parent finds that communication about student progress is necessary.
General and Admissions-Based Assessment
The International Baccalaureate East Diploma Program is a
college preparatory program of studies that occur in the last two years of high school (grades 11 and 12). IB students are assessed in six areas of study as well as in Theory of Knowledge. They are also required to complete an Extended Essay and the CAS Program should they hope to receive an IB Diploma.
Students interested in attending International Baccalaureate East at Haines City are invited to apply through Polk county’s application process. As a part of this process, applying-students must take the SAT 10 in their 8th-grade year. Their score on that exam along with their middle school grade point average will be used to rank-order applicants. A selection of the top-ordered students is invited to enroll, with that number being determined by the school district.
Students must successfully complete their ninth and tenth-grade years in order to matriculate into the IB Diploma Program. The courses in those years—known locally as the Florida Pre-IB Program—are guided by the Florida State Standards and supplemented with learning activities that develop both the IB Learner Profile and the curricular challenges of the formal IB years. In both the Florida Pre-IB Program and the formal IB years, students are assessed through a variety of Formative and Summative processes.
Additional admission information can be found on https://polkschoolsfl.com/ib/
Instructors at the Haines City IB East are expected to use a mixture of both formative and summative assessments.
- Formative assessment is a tool or process that teachers can use to improve
student learning; it is about assessment for learning, rather than simply
assessment of learning. Formative assessments are used regularly and often to both monitor and guide student learning, based on an assortment of goals and objectives. These are generally applied to daily assignments, class discussions, quizzes, labs, and both long and short-range projects. Teachers engage with students directly in verbal dialogue and written remarks on student-created works. Students also help shape formative assessment in group and peer work. For example, it is not uncommon for students to assist each other by reading other students’ drafts of a major essay or data-based-question and offering commentary based on the IB Rubric for that class.
- Summative assessments determine the level of student achievement, not only at the end of the IB Diploma Program but also at the conclusion of specific parts of individual IB Diploma subject’s curriculum (i.e. syllabus topics, subject parts, etc.). Summative Assessments generally appear at the end of a unit of study or a grading period to determine if the student has mastered the material that has been explored. As with some of the formative work just mentioned, Rubrics supply the guiding details for most summative assessments. Summative assessments include the Internal Assessments within a subject area, the IB Exams are given for each subject area, the end of course exams given, the final IB Papers, and various assignments unique to each area of study within the program.
An IB program is designed to blend a combination of Internal and External
examinations that challenge learners on many fronts.
- are standardized assignments that every diploma-seeking student must complete in a particular class.
- The teacher will grade that assignment based on an IB Rubric, and then a teacher in another IB school will examine a sampling of that work.
- External Assessments are similar in their standardization, but for these assignments, the grade comes always from a teacher at another school.
The two major External Assessments are
1) the Extended Essay, a long-range research project, including a significant literature review, that culminates in an essay of approximately 4,000 words, and
2) The Theory of Knowledge essay which is the external assessment in the two-year ToK course, where students learn how to reflect critically on diverse ways of knowing and areas of knowledge.
By blending both internal and external assessments, IB strives to create equity across the many schools that participate in the International Baccalaureate Organization worldwide. It is generally believed the dual program of assessment assures that if a student earns an IB Diploma in Haines City, that same student would have received the same diploma had she lived in London or Paris, or Singapore.
In this light, the International Baccalaureate East Diploma Program’s curriculum and assessment strategies are excellent starting points for an acceptance to the right university for any young learner.
Students enrolled at the International Baccalaureate East Diploma Program also take a
variety of exams, including, but not limited to the Florida Standards assessment, the
PSAT, the SAT, the ACT, and AP.
Basic Grading Structure and Practice
The International Baccalaureate East Diploma Program reports grades on a 0 – 100, A – F scale as required by the State of Florida.
These grades are converted to a grade point average (GPA) scale that is used for class ranking. Grades and progress are reported to students and parents using Polk County’s online grade book system, FOCUS. Interim reports are sent home with students at the middle
of each quarter and report cards are issued at the end of each quarter, also sent
home with students. Colleges and universities in the United States have requested that a GPA on a 4.0 scale be provided to them for purposes of determining merit scholarships. For that purpose HCIB has created the following conversion scale:
Grading Scale per Semester
Grade Unweighted Honors IB, AP Percentage Pre-IB Dual Enrollment
|IB, AP, Dual Enrollment||Percentage|
Haines City High School is an accredited state high school given “waiver” status which exempts IB students from meeting certain high school requirements but not all state educational requirements. HCIB high school students are required to pass End of Course Assessments (FSA) in English, Algebra EOC, Geometry EOC, and Biology EOC in order to receive a Florida High School Diploma.
Earned credit for a course is awarded at the end of each semester.
Each IB Diploma Subject teacher will assign homework to reinforce what is to be learned in class and to enrich learning potential. Students are required to do additional work outside of class (projects, and explorations, the extended essay, and
TOK paper, CAS, etc.) These two functions seek to develop one of IB’s chief goals, which is to make each learner self-directed. Our assessment system puts a great deal of emphasis on the self-motivation of the students who enroll here.
Clarifying Assessment Criteria to Students
Each IB Diploma Subject teacher will orient students significantly to the nature and requirements of each IB course we offer, sometimes even providing part of the course guide—a text-based IB document—to explain the assessment components and practices for earning the diploma. All IB teachers are regularly trained in their particular subject area, and our program incorporates both vertical (across grade level) and horizontal (within grade level) organizational frameworks. Our program strives so that all teachers have a good idea of what all other teachers are doing in their classes.
For the mandatory out-of-class assignments, the Extended Essay and CAS (the IB’s program of community service), students will be fully oriented by faculty overseeing those two areas. Significant time will be given to explain the nature of the two assignments as well as to share how each is assessed. Both are mandatory to earn the diploma; neither is tied directly to any one class. One, the Extended Essay, is externally assessed; the other, CAS, is internally assessed. Both require a good deal of time from our students, who will find that our faculty is always ready to serve them in their needs for these assignments.
Training, implementation, evaluation and review of IB Diploma Assessment Training of new IB Diploma instructors
Each IB Diploma subject guide explains the assessment components (internal and external) and assessment practices for that particular subject. It is essential that all IB Diploma instructors are very familiar with the formal assessments for their subjects. To this end, new teachers shall thoroughly review the subject guide and course syllabus with their Head of Department prior to the student’s start of the new school
year. The Head of Department shall mentor and work with new instructors to ensure that they understand and implement the assessment practices found in their respective subject guides. Where necessary the school shall send instructors to the appropriate level/category IB Diploma workshop for training in assessment and IB Diploma “best practices”. Close mentoring shall be provided by the Heads of
Department and the IB Coordinator to ensure that new and returning instructors are familiar with and make full use of materials available to assist instructors in the implementation of the IB Diploma Program including, but not limited to, the Programme Resource Centre and published IB Diploma subject Study Guides in order to inform best practices within their subjects.
Evaluation of assessment policy
Each year, the IB Diploma Coordinator and Head of School shall review the school’s assessment policy in light of any new ideas, policies and best practices used in IB World Schools.
Revision of assessment policy
As new ideas and best practices evolve in the IB Diploma Program, the school shall revise its assessment policy as those new ideas and best assessment practices demand. The IB Coordinator and Head of School shall meet to plan a detailed course of revision of the school’s policy involving the Heads of Department and instructors.
This document shall be published and accessible to the community on the Haines City High School website.
It is as follows:
The Assessment policy is made accessible to every faculty member. During weekly staff meetings, this has been and continues to be a subject that is routinely discussed and the practical matters of implementing the assessment policy are addressed either as a group or by each Department (that roughly correspond to the six subject areas of the Diploma Program) during their regularly scheduled meetings.
International Baccalaureate at Haines City High School
We adhere to the vision that every student who graduates from the IB Diploma Program at Haines City High School is prepared for university and career opportunities. We believe our students are empowered to thrive in a global society by experiencing a relevant learning environment that inspires critical thinking, mindfulness, problem-solving, and innovation. Demands are high and students must be committed to consistently devoting time and energy to their studies.
The IB program expects students to excel to their maximum potential academically, socially, and in extra-curricular activities by creating a personal goal of success. Due to the rigor of the program, and out-of-school requirements, participation in the IB program is a family commitment.
Read More About Admissions
Prospective Students Eligibility Profile for IB at Haines City High School
The admissions policies and procedures of the International Baccalaureate at Haines City High School are developed and implemented by Polk County Schools.
The criteria set by our school district are as follows:
- Middle School Grade Point Average of 3.5 or higher on a 4.0 scale.
- Successful completion of Algebra 1 and the End-of-Course state assessment.
- Students are required to have permanent residency in the HCIB East zone (East Side of Polk County)
- Students zoned for the following high schools are eligible to attend the Haines City High IB Program
- Haines City High
- Ridge Community High
- Lake Region High
- Winter Haven High
- Auburndale High
- Tenoroc High
- Lake Gibson High
- In order to attend one of the IB high schools in Polk County, a student must apply and qualify for one of the limited seats during the open enrollment period during his/her eighth-grade year. For the upcoming school year, interested students must apply.
- Additional information regarding the qualification and application process and testing schedule can be found at www.polkschoolsfl.com/ib.
- Parents and students are invited to call the district’s Office of Acceleration and Innovation at 863-534-0631 for more information on the application process.
***Important: Before beginning your application, please ensure that all student information, including your address, is listed correctly in Parent Portal. An incorrect address may result in your application being delayed or denied. To correct your information, please contact your child’s school. If you do not have a parent portal account, please follow the instructions on the Parent Portal page to create one.
Procedure After Applying For Admission:
- Students will take an assessment and be admitted based on their rank score.
- To prevent a biased selection, the names of the student applicants are temporarily removed, assigned a number and placed in rank order.
- Students are selected based on their ranked test score and the available seats in the 9th grade.
- Selected 8th grade applicants will receive communication from the Office of Acceleration and Innovation by the end of March.
Special Educations Needs Policy
The Haines City International Baccalaureate East believes it is important to provide for the needs of students in four areas: academic, emotional, social, and physical. The diversity of our IB programme is inclusive of learners in need of a variety of accommodations. Such special needs are discovered, provided and closely monitored to ensure our students receive the best academic experience. This internal personalization of the pedagogical and curricular structures enhances our students’ academic experience and chances for success in the continuum of international education.
Read More About Special Educations Needs
Goals of Special Education Needs Policy
• Compliance with all national, state, and local laws as related to The Exceptional Student Education policies and procedures for meeting the needs of students in our school.
• Provide services required to accommodate the individual needs of students.
• Document and communicate the roles and responsibilities of all stakeholders.
The Identification of Student Needs
• Student needs are identified primarily in the 9th grade through notification to the school counselor by the parent referrals, previous school or teacher observations.
• When special needs are identified, the counselor meets with an advisory team consisting of, but not limited to, school counselor, student, parents, teachers and selected professionals appropriate to the student needs addressing.
• The team’s recommendations are implemented in the appropriate classrooms, during assessments, and monitored for success, with adjustments being made where necessary.
Individual Educational Plans (IEP), 504 Rehabilitation Plans and English as a Second Language Learner (ELL)
• All IB staff participate in the following of all documented accommodations for identified students as required by law.
• Students who enter the program previously identified as “English as a Second Language Learner” (ELL) will receive additional services to adapt to the English language as required by law.
The Gifted Education Program
• Students identified as “Gifted” upon arrival as 9th graders are provided with Gifted Consultation.
• The students not identified as gifted upon entry into 9th grade are evaluated through teacher recommendation to participate in a Gifted screening. All freshman not previously identified as Gifted, receive screening from the Gifted Resource Teacher.
• Teachers will utilize a variety of formative assessments to monitor the individual student learning needs and differentiate instruction.
• Teachers will develop and utilize summative assessments that are differentiated to provide the necessary modifications to accurately gauge student learning.
• Documented accommodations will be provided for students on all formative and summative assessments.
• During the registration for IB examinations, form D-2 is submitted to the IB Assessment Center for evaluation and recommendation of appropriate testing modifications. If approved, such modifications are then implemented for the appropriate exam and examination site.
Responsibilities for Students with Special Education Needs: The School Counselor
• The counseling needs for the students evolve over the four years the student is with the IB program.
- Initially, the freshman and sophomore students’ needs involve assistance adjusting to the program and its rigorous curriculum, learning organizational study skills, and college and career planning such as college admissions and scholarship procedures.
- The counselor conducts classroom guidance lessons with all freshmen as an orientation to help the students adapt to the IB program.
- The counselor and freshman teachers meet quarterly to assess students’ needs and may facilitate student and parent conferences for problem-solving purposes.
- During the sophomore year, classroom guidance is centered on taking a preliminary college entrance exam.
- Junior year classroom guidance visits encourage the students to take the ACT and SAT in a timely manner and the junior conferences, to which parents are invited, is a time to explore post-secondary institutions, careers and upcoming requirements for the IB program.
- By senior year, the counselor visits classrooms to update students on scholarship opportunities and the college application process.
- The counselor sends group emails regularly to keep both the students and parents informed of all upcoming school events, service timelines and other pertinent information that is necessary to the success of the students.Responsibilities for Students with Special Education Needs: The IB Teacher• It is the responsibility of the teacher of IB students to adhere to all school, district, state and national laws regarding the education of exceptional students.
• The teacher of IB students will remain in constant communication with the IB Coordinator regarding the needs of students with accommodations.
• The IB teacher will implement the accommodations precisely as written in the Individual Education Plans.
• The IB teacher is part of the committee formed to analyze and determine the needs of the student. It is expected that the IB teacher participate in these committee meetings.
• The confidentiality of the student and their family is expected from all stakeholders.
• The teacher will follow the prescribed system of record keeping.
Responsibilities for Students with Special Education Needs: The IB Parent
• Parents will participate actively in the education of their children.
• Parents will know and adhere to the school district policy regarding student exceptional education services.
• Any changes in the student’s accommodations will be communicated to the school by the parent.
• Parents will provide the documentation needed for accommodation requests through IB.Responsibilities for Students with Special Education Needs: The IB Student• Students will accurately and actively communicate with their teachers and reach out for assistance when needed.
• Students will actively participate in their classes and follow the instructions of their teachers.Annual Review of PolicyThe Special Education Needs/Inclusive Education Policy undergoes an annual review to ensure it is meeting the needs and expectations of all stakeholders. The committee reviewing the policy will include: IB teachers, IB Coordinator and the IB School Counselor. The review commences in the Spring Semester for the upcoming school year.Communication of the PolicyThe final version is communicated through the following resources:
• The Special Education Needs/Inclusive Education Policy is placed on the Haines City IB East School Website in July.
• A link to the Special Education Needs/Inclusive Education Policy is delivered electronically through our weekly IB Constant Contact for one month when school starts.
• Incoming 9th graders are given a clearly worded presentation during their Spring Orientation which occurs in April or May of their 8th grade year. The policy is part of the resources provided to the parents during this orientation.
• Copies of the policy are available for review in the IB Office.
Academic Integrity Policy
The Haines City International Baccalaureate East Diploma Program is a community of faculty, students, and staff engaged in the exchange of ideas contributing to intellectual growth and development. Essential to the mission of the academic community is a shared commitment to
scholarly values, intellectual integrity, and respect for the ideas and work of others. At Haines City IB East, we share an assumption of academic integrity at all levels. Violations of academic integrity are a serious matter because they threaten the atmosphere of trust, fairness, and respect essential to learning and the dissemination of knowledge.
In situations involving suspected violations of academic integrity, procedures and sanctions established for the Honor Council (see below) shall be followed. Students are expected to be aware of and to abide by both the School’s and the Program’s Academic Integrity Policy. Additionally, faculty members are urged to review course policies regarding academic integrity with their classes. As an IB World School, Haines City IB East must also adhere to the General Regulations set forth by the International Baccalaureate Organization.
Read More About Academic Integrity
Violations of Academic Integrity
Both International Baccalaureate and Haines City IB East consider violations of the Academic Integrity policy as a serious matter. If the Academic Integrity Honor Council finds that a student has breached the Integrity Policy, the student will no longer be in “good standing” in the
program. A severe breach in the Integrity Policy may result in exit from the Diploma Program.
Violations of academic integrity can take many forms, but all share the characteristic of gaining for the violator an unfair advantage over other students in their classes. Violations include but are not limited to the following categories:
Plagiarism, which is appropriating and representing as one’s own someone else’s words, ideas, research, images, music, video, or other work. This includes using papers or parts of papers that are purchased or that are written without compensation for a student by someone else. Copying or using material from public sources without proper citation, including material from the Internet, is also plagiarism even if the material appears authorless.
Duplicating one’s own work, which includes submitting the same homework, paper, lab or other work, or parts thereof, for credit in more than one course or multiple times in the same course without the prior permission of the instructors for all of the courses.
Misrepresenting circumstances such as one’s attendance or tardiness in class or at events required of students enrolled in a course (e.g., viewing films, attending concerts, or visiting museums), medical or family emergencies or other personal contingencies in order to delay a scheduled exam or to get extra time on an assignment, pretending to have a disability you do not have (or exaggerating one you do have) in order to gain an unwarranted advantage unavailable to other students, or modifying graded material and then resubmitting it to “correct the error in grading.”
Unauthorized collaboration with other students on course work, which includes working together on projects designed to be independent work, copying another student’s work, and seeking or providing inappropriate oral or written assistance that would give the recipient an advantage over other students in an exam, quiz, or another course exercise.
Collusion includes supporting malpractice by another student, as in allowing your work to be copied or submitted for assessment (online or in-person) by another candidate or vice versa or assisting another student in any other commission of academic dishonesty, for example by allowing a student to copy your work. Cheating on examinations, which includes the unauthorized use of notes, books, electronic devices (including smartwatches), crib sheets, body art, or verbal or non-verbal communication to receive or give answers; giving or receiving help from another person on a take-home exam; acquiring a test or removing it from a room when not permitted, or deliberately missing a class period to avoid an assignment or test.
Violation of honesty in research, which includes falsifying or inventing sources such as
written reference works, interviews, SRC/IRB approval, “dry-labbing” (making up data or changing data), results or evidence; and hiding, destroying or refusing to return sources in order to prevent others from using them.
Forging, falsifying, or misappropriating information or documents, including but not limited to signatures of faculty, parents, and professionals, documentation of an illness or emergency, or passes from other teachers or faculty.
Response to Suspected Violations of Academic Integrity
1. If a faculty member has reason to suspect violations of academic integrity, the following actions are taken:
A. On work that contributes to an IB score, whether an Internal Assessment or an External Assessment in which the student has already signed the coversheet or the work has already been submitted to IB, the matter will be immediately referred to the IB Coordinator, who will follow the steps referenced in Articles 20–25 of General Regulations: Diploma Programme (2014) and any specific procedures set forth in section A8 (Academic Honesty) in the Handbook of Procedures for the Diploma Programme, published yearly by the IBO.
B. For all other work, the faculty member may consult with the Honor Council Advisor
and/or the IB Coordinator regarding his or her suspicion of a violation prior to student
and parent contact.
C. The faculty member meets with the student as a part of the process of determining if a violation of academic integrity has occurred. This meeting may at the faculty member’s discretion include the Honor Council Advisor or IB Coordinator. If the student is not available on campus because the semester has ended or for other reasons, the faculty member determines responsibility based on the available evidence.
D. The faculty member notifies the student and parent that a violation of the academic integrity policy has occurred and that the student will be referred to the Honor Council and may receive a 0 on the assignment in question.
E. If the faculty member determines that a violation of academic integrity has occurred, s/he is required to submit to the Honor Council Advisor and the IB Coordinator an Academic Integrity Incident Report, including reasonable documentation of the violation. (In this regard, faculty should recognize that the primary responsibility of the school is to educate students and also to treat breaches of Academic Honesty as learning opportunities.)
F. The goal of Haines City IB East Honor Council is to encourage honesty and character among students and to allow due process for students who violate the code and to advocate for restorative justice. The Honor Council Advisor will inform the student and parent of the date and time of a hearing (which may be negotiated) before the Academic Honor Council. The Council will formally explain the violation committed, ask questions to clarify actions, and offer suggestions to prevent future violations. Parents are invited to attend. Failure to attend one’s hearing or failure to give notice of a scheduling conflict will be result in the issuance of a first offense. Following the hearing, the Honor Council will make a recommendation to the Honor Council Advisor and IB Coordinator regarding disciplinary actions based on the progressive discipline chart, the severity of the offense, and the previous history of offenses (see attached).
G. The Honor Council Advisor, the IB Coordinator and/or other faculty will review the Honor Council recommendations and come to a consensus regarding disciplinary action. The student, parent, and teachers will be informed of the decision. The student will be given an appropriate deadline to meet the disciplinary requirements. Students who fail to meet the requirements will be placed on probation until all requirements are met. (See attached).
2. Academic Integrity Incident Report forms are retained in a confidential file maintained by the Honor Council Advisor to provide a record of violations of academic integrity for the Honor Council and IB Coordinator should a student be the subject of more than one report. Academic Integrity Incident Reports are disposed of following a student’s graduation unless the Honor Council directs otherwise.
3. Contents of the Academic Integrity Incident Report and subsequent Honor Council actions are revealed to outside parties only with the written consent of the student, unless otherwise permitted or required by the Family Educational Rights and Privacy Act (FERPA).
4. No entry is made on the student’s academic transcript of a violation of academic integrity.
5. If a staff member has reason to suspect a violation of academic integrity, the staff member will report his or her concern in writing to both the instructor of the course (if applicable) and to the Honor Council Advisor and the IB Coordinator. The instructor will follow the procedure outlined in points 1–4. If the instructor does not elect to pursue the matter further because he or she did not witness or discover the incident, then the Honor Council Advisor and/or IB Coordinator may substitute for the faculty member in responding to the allegation and follow the procedure outlined in points 1-4.
Honor Council Information
The Honor Council is made of 12 student members (4 sophomores, juniors, and seniors) who are in good academic and disciplinary standing and have positive teacher recommendations.
Honor Council hearings are informal, and the parties directly involved are expected to participate. Parents and teachers are invited to attend. To make knowingly false statements or to otherwise act with malicious intent within the provisions of the Honor Council procedures shall constitute grounds for further charges of violations of academic integrity.
The parties involved are asked to submit written statements or other evidence, which may include but are not limited to Turnitin.com reports, photographic evidence, found materials such as crib sheets, screenshots, and the work of others. These are circulated by the Honor Council Advisor to the members of the Honor Council and the IB Coordinator prior to the hearing.
Both IB and Haines City IB East consider violations of the Academic Integrity policy as a serious matter. If the Academic IntegrityHonor Council finds that a student has breached the Integrity Policy, the student will be referred to the IB Coordinator. The Coordinator will then identify if the student is no longer in “good standing” in the program. As part of Haines City IB East’s Assessment Policy and as recommended by the IB Organization, students may not be eligible to sit for IB Exams if they are not in good standing. A severe breach in the Integrity Policy may result in an exit from the Diploma Program.
Creativity, Activity & Service (CAS) Handbook
Read the Creativity, Activity & Service (CAS) Handbook
CAS is an abbreviation for Creativity Activity Service
How is CAS structured?
- Creativity – arts, and other experiences that involve creative thinking
- Activity – physical exertion contributing to a healthy lifestyle
- Service – an unpaid and voluntary exchange that has a learning benefit for the student
Why is CAS important?
- CAS enables students to enhance their personal and interpersonal development by learning through experience.
- It provides opportunities for collaboration with others, fostering a sense of accomplishment and enjoyment from their work.
- CAS is an important counterbalance to the academic pressures of the DP.
- It takes students on a personal journey of self‑discovery.
How is CAS completed?
- 10 Experiences
- 1 Project (Individual or Group)
- The project challenges students to:
- show initiative
- demonstrate perseverance
- develop skills such as collaboration, problem solving and decision making
- All submitted through Managebac (haines.managebac.com)
- CAS is a requirement to be awarded your IB Diploma
- The project challenges students to:
What is Managebac? Managebac is International Baccalaureate’s online learning system that tracks your CAS and other program requirements.
- For an activity to be marked as complete, please be sure to submit the following:
- Supervisor information (name, title, phone and email)
- evidence (photos, videos, artwork, log sheets, etc.)
- thoughtful reflection
- Please be sure your reflection shows evidence of the following:
- planning and organization
- effort and commitment
- how you met the selected Learning Outcomes
- who/what/when/where details (organization, location, days per week, hours, etc.)
- If this entry is your CAS project, you must check the box next to the title that indicates CAS project.
CAS Strands Explained
This aspect of CAS is interpreted as imaginatively as possible to cover a wide range of arts and other activities outside the normal curriculum, which include creative thinking in the design and carrying out of service projects. This could involve doing dance, theatre, music, or it could involve taking on a leadership role and designing a service project.
This aspect of CAS can include participation in expeditions, individual and team sports, and physical activities outside of the normal curriculum; it also includes physical activity involved in carrying out creative and service projects. Activity may involve participation in sport or other activities requiring physical exertion – such as expeditions, camping trips, or digging trenches for water, etc.
Service involves interaction, such as the building of links 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 a developing country). Service experiences should not only involve doing things for others but also doing things with others and developing a real commitment with them.
**An experience or project could represent combined strands. For example, organizing a charity run would count as activity and service. Or, creating informational flyers for a local business would be creativity and service.
A few ideas…
What are the 5 stages of CAS?
Investigation: Students identify their interests, skills and talents to be used in considering opportunities for CAS experiences, as well as areas for personal growth and development. Students investigate what they want to do and determine the purpose for their CAS experience. In the case of service, students identify a need they want to address.
Preparation: Students clarify roles and responsibilities, develop a plan of actions to be taken, identify specified resources and timeline, and acquire any skills as needed to engage in the CAS experience.
Action: Students implement their idea or plan. This often requires decision-making and problem-solving. Students may work individually, with partners, or in groups.
Reflection: Students describe what happened, express feelings, generate ideas, and raise questions. Reflection can occur at any time during CAS to further understanding, to assist with revising plans, to learn from the experience, and to make explicit connections between their growth, accomplishments, and the learning outcomes for personal awareness.
Demonstration: Students show what and how they learning along with what they have accomplished. For example, by sharing the CAS experiences in an informal or formal manner. Through demonstration and communication, students solidify their understanding and evoke response from others.
Example of applying the CAS Stages to an experience/project:
CAS Experience: Weekly Gym Goal
- Decide which strand of CAS this represents and why
- Look for apps that track fitness / weight loss
- Search local gyms or fitness programs
- Decide on individual or group gym program
- Choose Learning Outcomes
- Arrange transportation
- Create timeline
- Establish goals: Get more physically fit by visiting the gym twice a week for one month and lose 10 pounds
- Join gym
- Follow timeline / gym plan
- Collect evidence
- Document progress
- Self-evaluate: Did I reach this goal?
- Thoughts, feelings, reactions, advice on experience
- Explain relation to CAS Strand and Learning Outcome
- Submit to Managebac
- Social media post or online recommendation
- Presentation to peers
CAS Learning Outcomes: You must be able to explain how your experience or project meets the Learning Outcomes you select.
For Experiences: Select 1-3
For Projects: Select minimum of 4
- Increased awareness of their 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.
- Undertake new challenges and develop new skills
A new challenge may be an unfamiliar experience or an extension of an existing one.
- Planned and initiated activities:
Planning and initiation will often be in collaboration with others. It can be shown in experiences that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student-led activities.
- Worked collaboratively with others
Collaboration can be shown in many different experiences, such as team sports, playing music in a band, or helping in a kindergarten. At least one project, involving collaboration and the integration of at least one strand (creativity, action, service) is required.
- Shown perseverance and commitment in their activities
At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of experiences.
- Engaged with issues of global importance
Students may be involved in international projects but there are many global issues that can be acted upon locally, or nationally (for example, culture, education, environment, human rights, media, peace/conflict, poverty, technology). “Think globally, act locally”
- Considered the ethical implications of their actions
Ethical decisions arise in almost any CAS experience (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 supervisors.