Poudre High School IB

Student Information

Follow the links below for important information and sites associated with the PHS IB Program.  In addition, as you scroll down, you will find links to guidance and support for several of the core components of the IB Program at Poudre High School (including Extended Essay and CAS).


ManageBac is an online IB community where students manage multiple components of the PHS IB Program. These Include:

MYP - Service Requirements, Personal Project

Diploma - Creativity, Activity & Service (CAS), Extended Essay (EE)

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Creativity, Activity and Service (CAS)

IB Diploma Students!
For upcoming CAS deadlines and all of the official paperwork including handbooks, follow the link below:


IB Student Leadership

IB Student Leadership is made up of students of all grade levels in the IB Pre-Diploma (9-10) and Diploma program (11-12).  IBSL works to support the school in a variety of ways including:

- 9th grade transitions support
- Community Service Opportunities
- Student-initiated Projects
- International Day / Night

For more information, including links to upcoming service opportunities, click below:

Quick Links

Please refer to the General Information/Parent Information Section of this website for the most up-to-date IB newsletters/bulletins, program events, and program policies.


IB DP Core Components

The IB Diploma Extended Essay (EE) is an independent, self-directed piece of research, finishing with a 4,000-word paper.  Students complete this during the 2nd semester of their 11th grade year with the final essay due in the fall of their 12th grade year.

The extended essay provides:

  • practical preparation for undergraduate research

  • an opportunity for students to investigate a topic of special interest to them, which is also related to one of the student's six DP subjects.

Through the research process for the extended essay, students develop skills in:

  • formulating an appropriate research question

  • engaging in a personal exploration of the topic

  • communicating ideas

  • developing an argument.

Participation in this process develops the capacity to analyse, synthesize and evaluate knowledge.

Questions regarding Extended Essay should be directed to Cori Hixon, IB Director (chixon@psdschools.org)

Creativity, Activity & Service (CAS)

The CAS experience is all about bridging the often wide gap between formal schooling and the world outside of school. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning.

CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals, and to recognize your role in relation to others. Students develop skills, attitudes, and outlooks through a variety of individual and group experiences. CAS experiences provide students with opportunities to explore your interests and express your diverse passions, personalities, and perspectives. CAS complements the challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. A meaningful CAS programme is a journey of discovery of self and others. In addition, your CAS portfolio can be a useful tool for the college admission process, college interviews, and/or job interviews and internship opportunities.

CAS is organized around the three strands of creativity, activity, and service, which are defined as follows:

Creativity: exploring and extending ideas leading to an original or interpretive product or performance
Activity: physical exertion contributing to a healthy lifestyle
Service: collaborative and reciprocal engagement with the community in response to an authentic need

Questions regarding CAS should be directed to Tiffany Hunt, IB CAS Coordinator (thunt@psdschools.org)

Theory of Knowledge (TOK)

As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions.

The most central of these is "How do we know?", while other questions include:

  • What counts as evidence for X?

  • How do we judge which is the best model of Y?

  • What does theory Z mean in the real world?

Through discussions of these and other questions, students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives.

TOK aims to make students aware of the interpretative nature of knowledge, including personal ideological biases – whether these biases are retained, revised or rejected.

It offers students and their teachers the opportunity to:

  • reflect critically on diverse ways of knowing and on areas of knowledge

  • consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.

In addition, TOK prompts students to: 

  • be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge

  • recognize the need to act responsibly in an increasingly interconnected but uncertain world.

TOK also provides coherence for the student, by linking academic subject areas as well as transcending them.

It therefore demonstrates the ways in which the student can apply their knowledge with greater awareness and credibility.

Questions regarding TOK should be directed to Dave Nichols (dnichols@psdschools.org) or Stephen Hlawaty (shlawaty@psdschools.org), PHS Theory of Knowledge Teachers