CAS Stages

The CAS stages (adapted from Cathryn Berger Kaye’s “five stages of service learning”, 2010) offer a helpful and supportive framework and continuum of process for CAS students as they consider what they would like to do in CAS, make plans, and carry out their ideas. The CAS stages are applicable to the three strands of creativity, activity, service, and the CAS project.

These CAS stages represent a process and sequence that can assist students in many aspects of their life. They follow a process whereby they investigate an interest that often raises questions and curiosity, prepare by learning more, take some form of action, reflect on what they have done along the way, and demonstrate their understanding of the process. By applying these stages to CAS, students have a reliable yet flexible structure they can then apply to future situations with confidence.

There are two parts as noted in the diagram. The center represents the process with four key parts: investigation, preparation, action, and reflection (occurring intermittently in response to significant experiences). The outer circle has two parts and guides students in summarizing their experience: reflection and demonstration.

The Five CAS Stages

1. Investigation

2. Preparation

3. Action

4. 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. Reflection may lead to new action.

5. Demonstration

CAS Strands

Strands	Description
Creativity: Exploring and extending ideas leading to an original or interpretive product or performance	May cover a wide range of arts and other activities that the student engages in to design and carry out service projects (creativity of the mind). Activities may include arts and crafts, choir, band, acting, debate, singing, dance, photography, or any other creative activity. Appropriate ‘creative’ CAS activities should not involve just “more of the same” (ex. More practice, more concerts, etc.) and is not met by the appreciation of the creativity of others (ex. Attending a concert or art exhibition)
Activity: Physical exertion contributing to a healthy lifestyle	May include many types of physical activities such as participation in expeditions, individual and team sports and physical training. It can also include carrying out creative and service projects as well as training for service. These activities include school or community sports, mountain climbing, skiing, gardening, martial arts classes or competitions, coaching, club participation, or any charitable activity participation such as a March of Dimes Walkathon. Should not involve just “more of the same”‐‐‐more practice. “Extending” the student may go further (ex. Trying a team sport instead of an individual sport, coaching a little league team, etc.).
Service: Collaborative and reciprocal engagement with the community in response to an authentic need	Involves community or social service. It includes environmental and international projects. Service would include volunteering at a local hospital or nursing home, working on a Habitat for Humanity house, tutoring, participating in student government or service on community organizations or committees, working in a recycling program or organizing a recycling project. Service can also include participation in a local or international fundraising event, travel to another country for humanitarian purposes. It is essential that the service activity has learning benefits, which rules out mundane, repetitive activities, as well as “service” without real responsibility.

CAS Experiences/Projects	Description	Examples
Ongoing	The student may already be engaged in an activity that falls into one or more CAS strands. Students may continue but are encouraged to further extend or develop participation, if appropriate.	Learning to play a new instrument for a school performance. Continuing to service at the Humane Society, but seeking a different area of expertise.
School-Based	Activities sponsored by the school or school organizations that may fall into one or more CAS strands.	Learning to play a new position on the school basketball team. participating in an ASB event.
Community-Based	Activities sponsored by the local community.	Organizing a group to participate in Race for the Cure Working with a group to create a community garden
Individual	The student engages in a solitary activity in which they work towards a personal goal.	Composing a song Attending a gym