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Clatskanie High School

Senior Project Student Guide

Student Name:

Graduation Year: 2018

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Senior Project Overview ....................................................................................................................... 3

What will I need to do? ......................................................................................................................... 4

2017-2018 Timeline ............................................................................................................................. 5

How do I do a Senior Project? .............................................................................................................. 6

CIS ....................................................................................................................................................... 7

Journal Entries (prior to proposal) ...................................................................................................... 11

Senior Project – Parent Authorization Form .................................................................................... 15

Mentoring, Journaling, & Project ........................................................................................................ 16

Who is your Mentor? .......................................................................................................................... 17

Mentor Agreement .......................................................................................................................... 21

Journal Entries that guide the process ............................................................................................... 22

Journal Entries during the project ....................................................................................................... 24

My Extended Application ~Reflective Essay~ ........................................................................................ 25

Extended Application ......................................................................................................................... 29

Exhibition Portfolio Organization Guidelines ....................................................................................... 30

Student Presentation Format ............................................................................................................. 31

Exhibition Check-off list ...................................................................................................................... 32

Rubrics ............................................................................................................................................... 34

EXTENDED APPLICATION STANDARDS PRESENTATION IDEAS AND CONTENT ................ 32

EXTENDED APPLICATION STANDARDS PRESENTATION IDEAS AND CONTENT ................ 33

EXTENDED APPLICATION PRESENTATION SKILLS ................................................................ 34

CAREEER RELATED LEARNING STANDARDS .......................................................................... 35

CAREEER RELATED LEARNING STANDARDS PRESENTATION SCORING GUIDE ............... 36

Table of Contents

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The Senior Project is divided into four components

1. Career Exploration/CIS

2. Project Proposal and securing of Mentor

3. “Doing” the project 4. Presenting the project in portfolio and before a panel of judges

This packet is designed to guide you through the required components and answer some of

the frequently asked questions. The packet also provides you with rubrics, scoring guides,

and information about what the State of Oregon requires out of this project.

If you have any questions please contact Mrs. Sizemore via email at

msizemore@csd.k12.or.us

Senior Project Overview

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Your Senior Project must:

1) Be connected for your Career Related Learning Experiences: ■ Ask a related essential Question ■ Include research that leads to increased knowledge and skill ■ Contribute to your post high school plans and personal growth

2) Involve an adult consultant (mentor): ■ To provide expertise related to the experience ■ To maintain ongoing collaboration ■ Cannot be a family member or CSD staff member

3) Include a project. This project must take at least one of the following project approaches: ■ Research a career and conduct a job shadow – 16-21 hours for job shadow

• Cannot job shadow a family member or CSD employee ■ Community Project – physical project should take 16-21 hours to complete ■ Invent, design, build, restore, create, make, etc. something – physical project should

take 16-21 hours to complete 4) Be presented to a formal panel on April 19th, 2018.

■ Minimum (10 minutes)/Maximum (20 minutes) ■ Using a digital presentation format (power point, google slides, prezi, etc) ■ May include your visual product

You are responsible for working with your instructors/mentors to establish a work plan for your Senior Project. You will receive credit for your Senior Project based on how well you carry out your work.

Students are graded on a 4 point scale for a total of 36 points. For students to successfully pass their personalized learning the student must earn a 27 or higher and be proficient or advanced in all areas: Career-Related Learning Experiences (24 pts) (Personal Management, Problem Solving, Communication, Teamwork, Employment Foundations, and Career Development) and Extended Application (12 pts) (Relevance, Rigor, and Reflection). Honor Grad students must earn a 45 or higher and be proficient or advanced in all areas: Career-Related Learning Experiences (24 pts), Extended Application (12 pts), and Presentation Skills (12 pts) (Organization, Delivery, and Visual/Audio Product of Evidence).

What will I need to do?

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2017-2018 Timeline

CIS Proficiency Check Off, Pre –Project Journal Entries, Parent Authorization Form - due September 29, 2017

Project Proposal – due November 30, 2017

Mentor Agreement - due December 15, 2017

All projects completed & presentations ready for review and practice – due April 2, 2018

Final presentations before judges panels – April 19, 2018

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There is no one way to do a Senior Project; your work will be as individual as you are. There are, however, four components that are part of every student’s Senior Project:

■ Visual/ Audio Evidence in your presentation– Your Senior Project will focus on the

creation compilation evidence (something that can be seen, heard, touched or tasted- for example, photos, a DVD, a CD, an art portfolio, a scrapbook, a website, an engine block, a meal…) that demonstrates your acquisition and use of specific skills and knowledge. *Must have proof (pictures/video/etc) of you doing your senior project.

■ Portfolio –Your Senior Project will include a portfolio with a collection of artifacts that documents the development of your final work. This portfolio will include some information and worksheets from this manual. Keep the manual in a safe place; it will guide you through the entire project. In addition to other pages, your portfolio will include the following items:

o Cover page o Essential Question o Reflective Essay o Project Proposal o Journal Entries o Parent Authorization Form o Mentor documentation

■ Exhibition – You will present your Senior Project before a panel of teachers and

community members. An audience including parents/ guardians, peers, teachers, and community members may also be present. *Max of 30 minutes including: set up, presentation, questions, and clean up

■ Reflective Essay – A reflective essay addresses the issues, changes, key learning, and any unanswered questions you experienced as part of your Senior Project. Drawing from your experience and portfolio contents, in your reflective essay include new areas of interest that have resulted from your Senior Project, realizations about yourself, and connections you see (or don’t see) between your project and your future. Your reflective essay will be written before your exhibition.

How do I do a Senior Project?

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Senior Project

CIS (Career Interest Survey)

Exploring: who you are, your talents, skills and interests

Section 1

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CIS Account Setup and Login · If you have an account, Log in to CIS. If you can’t remember your old log in, or don’t

have one, sign up again. · Sign In:

1) Go to Oregoncis.uoregon.edu. 2) Temporary login: cmhstigers 3) Password: student 4) Click Top Right, “Create My Career Planning Portfolio” 5) Create a new user, or log on as an existing user after account is created. 6) Click “Yes, it is OK for the person helping me to view my portfolio.”

We are going to be working through all the activities and assessments in CIS – to better prepare you for your future. All this information will be kept in CIS, in your Career Planning Portfolio. You will be printing some of the information to turn in. Read each section of these instructions carefully.

My Plan – Getting Started 1. ‘Thinking about Me’ Worksheet The answers to the questions on this worksheet will be later used on your resume, and in your Final CIS Powerpoint Presentation. Take time to carefully assess your interests, talents and skills.

1. Hover over “My Portfolio.” 2. Under High School Tools, click on “Education Plan/Career Plan.” 3. Click on the “Getting Started” tab. 4. Click on “Self-Knowledge” in the left task bar. 5. Open the “Thinking About Me” worksheet.

***This will open as a PDF that cannot be saved inside CIS. Be prepared to do one of the following once you open this document for the first time:

1) Complete and print. 2) Save your work to another source (Google Drive, computer, etc.) 3) Print out a copy and turn it in.

2. Interest Profiler - Discovering your interests and preferences

1. From the home page, hover over the Exploration Tab 2. Under Find Career Assessments, click on “Interest Profiler.” 3. Click on the blue button “Rate the Activities,” Follow the directions and rate the activities. Work

somewhat quickly – there are 180 questions to answer. 4. After reviewing your results, hit the “Save” button on the top right. 5. This will lead you to a page titled “Interest Profiler Thoughts”. You MUST submit a response within

this box and “Save Information” before the results will be officially submitted.

3. Discovering your talents and skills 1. From the home page, hover over Exploration and click on SKILLS assessment in the Find Career

Assessments area 2. Click on the red button labeled “Select Skills.” 3. Drag and drop skills that “Rate Skills” in the appropriate categories.

• If you need a skill defined, drag and drop it in the bottom right hand corner for a definition.

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4. When finished, Click “Get my Results” in the bottom right. 5. Click “Save” to save the Summary of Selected Skills. 6. This will lead you to a page titled “Save Skills Thoughts”. You MUST submit a response regarding

the accuracy of these results within this box and “Save Information” before the results will be officially submitted.

4. Discovering how much life is going to cost $$. 1. From the home page, hover over Occupations tab. 2. Click on “Reality Check.”

3. If you are don’t have a particular occupation you’d like to investigate, click on the blue button “Start Your Reality Check.” If you are curious about a particular occupation, click on the black button “Start with an Occupation.”

4. Follow through with the Prompts and when done, hit the “Save” button.

5. This will lead you to a page titled “Save- Reality Check Thoughts.” You MUST submit a response regarding these results within this box and “Save Information” before the results will be officially submitted.

6. Click on “Restore Answer Set” under Saved Reality Check answers. 7. Print this page.

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Proficiency Check Off for Oregon CIS. All work must be completed by Sept 29th All papers must have your name clearly printed or typed at the top. All documents must be put in a folder together in the following order:

What to turn in Date Completed

1. Thinking about me Worksheet

Typed, and printed

2. Interest Profiler

3. SKILLS assessment

4. Combined Report Print the report.

5. Reality Check Print the Monthly Expense Report

When completed, place this packet at the front of your folder and BE PREPARED to turn in the ENTIRE folder. Thank you

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All entries must be typed into a Google Doc, saved and then printed off to be included in your Senior Portfolio (notebook). Entries are to be in MLA format and will be provided as individual assignments in Senior Essentials Google Classroom.

Use the prompts below to guide your writing. Entry #1 Career Interview

Interview someone who is currently working in the career of your choice. Ask them the three questions below. Summarize their answers to each and include them in this journal entry.

o What are the important aspects of your career that attracted you to it? o What are the main challenges or obstacles of your career? o What is the main motivation of staying in this career?

What did you learn from your interview?

Does it change your view of this career? Explain your answers in detail.

Entry #2 Further Brainstorming

What do you want to do when you graduate? How about in ten years?

Who can help you accomplish those goals? (name five people)

What are 3 projects you could do that relate to these goals?

Journal Entries (prior to proposal)

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Senior Project Project Proposal

Section 2

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Your Senior Project Proposal is a detailed report of exactly what you intend to do, the methods you will use, your goals and objectives, evaluation methods and budget. Much of this will be done using Oregon CIS and Senior Essentials Google Classroom to help brainstorm and start you off with ideas and direction.

1. Requirements for Project Proposal

Project Information Essential Question Project Proposal

o Summary o Goals and Objectives o Methods o Evaluation o Budget (if needed)

Skills and Knowledge

*This proposal must be well written with no grammatical, spelling or punctuation errors. You should keep this in Google Drive and have it reviewed by your Senior Essentials teacher. This is the foundation of your project, reflections, and presentation. Things can change, but this is a good outline and guide.

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Proficiency Check off for Senior Project Proposal All work must be completed by November 30, 2017 .

Date Completed

1. Project Information

2. Essential Question

3. Proposal Summary

4. Goals and Objectives

5. Methods

6. Budget (if needed)

7. Skills and Knowledge

Proficiency completed

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CLATSKANIE HIGH SCHOOL Senior Project – Parent Authorization Form

Parent Authorization Form

Student Name: Instructor Parent/ Guardian Phone (home) Phone (work) Phone (cell) Email

What is a Senior Project?

In order to meet State graduation requirements, your senior must participate in and successfully complete a Senior Project. This experience provides students the chance to design and implement a project that represents their interests, the knowledge and skills they have gained in school and their vision for the future. While students voluntarily select their own topic, every project must meet the following three requirements:

be connected to the Career Related Learning Standards (CRLS):

involve an adult mentor; and

seek a solution to a problem, design or invent something original, and or conduct an experiment or other in- depth research, make a contribution to society, research a career through job experience and training.

It must incorporate four components:

Audio/ Visual Product – The project results in the creation of a tangible product that demonstrates the student’s acquisition and use of specific skills and knowledge. It is the evidence of the student’s learning.

Portfolio – The project includes a portfolio with a representative collection of artifacts that documents the development of the final work, such as project status reports, project plans, resource list, evaluation forms, etc.

Exhibition – Students present their projects to a panel of teachers and, if possible, community experts, parents/ guardians, and peers.

Reflective Essay – An essay the addresses the issues, challenges, key learning, and unanswered questions the student experiences as part of the Senior Project.

What will your student be expected to do? In order to select the topic and mentor, your student:

may need to participate in Senior Project activities or research during school hours and non-school hours;

may need to travel off campus to property and places not owned or operated by the school or school district;

may need to use phone, e-mail or internet to research ideas or contact potential mentors; and will not be under immediate supervision of school or school district staff when working on aspects of the project off-campus.

Your student will need to provide you with addition details about his/her selected topic, mentor, project activities, and expected timeline for project completion. Please check often with your student regarding their progress on this project.

* * * * * I authorize my senior to participate in the activities related to the selection of a topic and mentor for the Senior Project. I understand this will include travel and unsupervised time away from campus.

Parent/ Guardian Signature Dat

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Senior Project Mentoring, Journaling, & Project

Section 3

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Your Mentor is someone who will be working closely with you on your Senior Project. It should be someone who is working in the career you have chosen.

Your consultant will:

Review your Senior Project plan and project proposal

Serve as a mentor, guiding and supporting you throughout your Senior Project

Assist you in making mid-project corrections to your plan

Discuss issues or obstacles that you encounter

Evaluate your performance at the end

Assess the Collaboration, Professionalism, and Visual/ Audio Product as part of your final evaluation

Communicate with your instructor if necessary

CANNOT be a Clatskanie School District employee or a relative

Who is your Mentor?

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Project Topic

Mentor Contact Information

Name of Mentor

Work Phone Cell Phone

Business Name

Address

City State Zip

Mentor Contact Log – minimum of 10 hours Date Type of Contact

(phone, in person, etc)

Comments

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“Doing” the Project Log – minimum of 16 hours Date Type of Work

(job shadow, physical)

Comments

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Clatskanie High School Secondary Programs Support Services

Dear Mentor,

Thank you for supporting a Clatskanie High School student to complete the Senior Project required

for graduation. The Senior Project provides students with the opportunity to design, develop and

implement a complex project that is academically rigorous and has personal relevance. We very

much appreciate you sharing your time and expertise. Your on-going work with the student will be

essential to his or her completion of a successful project.

Although the Senior Project is an individualized experience, all Senior Projects have four common

components. Each student is required to:

1. Produce a visual or audio product demonstrating the application of academic, technical and

organizational knowledge and skills.

2. Create a portfolio containing a collection of artifacts documenting the Senior Project process

from beginning to end.

3. Present the Senior Project in a formal exhibition before a panel of teachers and community

experts.

4. Write a reflective essay explaining challenges, acquired understanding and skills,

unanswered questions, and relevance to future goals.

In your role as a Mentor, you are requested to:

Provide advice and feedback for the student as he or she designs and creates a project.

Product does not have to be finished but should demonstrate rigor.

If possible, attend your student's exhibition as a member of the audience. Exhibitions are scheduled

in April.

Please review thoroughly and sign the attached agreement and return to the student. Ongoing

communication between you and your student is critically important. Students are expected to have a

minimum of 10 hours throughout the year of communication with you. If you have questions or

concerns throughout this year, please contact the High School at 503-728-2146.

Again thank you very much for your support. The Senior Project enables seniors to engage in unique

learning opportunities, and it is only with the participation of mentors that this opportunity is possible.

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CLATSKANIE HIGH SCHOOL Secondary Programs Support Services

Mentor Agreement

Student, please make a copy for your Mentor and give a copy to your instructor after signatures are completed.

PLEASE PRINT

Student: Date

School: Clatskanie Middle High School

Teacher's Name: Email:

Mentor Name:

Company:

Address:

Work number: Hrs/Call

Cell number: Hrs/Call

Mentor e-mail:

Mentor Role and Responsibilities:

Serve as a mentor, guiding and supporting the student throughout his/ her Senior Project.

Review project proposal.

Contact student's advisor when additional questions or concerns arise.

I understand that the student is undertaking a Senior Project that will integrate learning at school with learning in

the community. To assist the student in completing the Senior Project, I agree to support the student according to

the roles and responsibilities listed above for a Mentor.

Mentor’s Signature:

Date I understand that my student is undertaking a Senior Project that will integrate learning at school with learning in the community and will be working with the mentor identified on this form.

Parent Signature:

Date

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All entries must be typed into a Google Doc, saved and then printed off to be included in your Senior Portfolio (notebook). Entries are to be in MLA format and will be provided as individual assignments in Senior Essentials Google Classroom.

Use the prompts below to guide your writing.

Planning Entry #1 Thoughts and Concerns

What type of project might you want to do? (Consider one of those listed below.) o Research a career through a job shadow – minimum of 16 hours hands on o Community Project o Invent, design, build, restore, create, make, etc. something

What are your two main concerns?

Planning Entry #2 Career Interest Research 1) Prior to this entry you need to have completed the Career Interest Survey (CIS) and

Activities. (See enclosed CIS Packet for instructions.) 2) Entry:

What did you learn about yourself through these self-exploration activities and surveys?

What careers interest you the most?

What careers interest you the least?

What ideas do you have now for your Senior Project?

Planning Entry #3 Interests, Skills, and Knowledge It is important that your Senior Project represents your interests. The experience, however, must be grounded in the skills and experience that you have acquired in your CRLEs (Career Related Learning Experiences).

What skills or knowledge have you gained from your Career Related Learning Experiences and how will these skills or this knowledge help you in your Senior Project?

How will your prior experiences you have had help effectively carry out your Senior Project? (ie: classes, work experience, activities…)

What skills and knowledge gained from your academic or elective classes outside of your CRLEs will help you complete your Senior Project?

How will you apply these in your Senior Project?

Journal Entries that guide the process

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Planning Entry #4 Brainstorm A brainstorm is a creative, spontaneous, thinking process. You can get some ideas for your Senior Project by brainstorming. Take some time to think about the questions below. As you answer them, let your ideas flow without editing them; in a brainstorm the object is to get as many ideas out as possible, even if some of them seem silly or unrealistic at first. Remember, your Senior Project should be of personal interest to you and tied to your Career Related Learning Experiences.

What is something happening in the world that really bothers you? What do you think should be done? What skills do you have now to help make this change happen? What skills would you have to learn?

Is there a question or idea you would like to explore by doing an experiment or other kind of research? What kinds of resources do you think you would need to conduct your research?

What are your interests or hobbies? How do they connect with things you learn in school? How could you turn your interests or hobbies into a product or event? (Be creative and bold; connections which at first seem shaky may turn out to be rich and deep.)

Are there things you think people in your school or community need to know about (like recycling or traffic awareness)? How could you teach others about them?

Is there a product or service you think would greatly improve the community? How could you use the skills you have now (computer skills, public speaking, cooking, gardening, singing, fixing, building, etc.) to produce this product or service? What other skills would you need?

Planning Entry #5 Begin with the End Your Senior Project must involve one of the following:

o Research a career through a job shadow – minimum of 16 hours hands on o Community Project o Invent, design, build, restore, create, make, etc. something

Select one project idea from your list above. Write a paragraph on what the project would look like. Include ideas on how you might plan, carry out, and present the project. Include a description of your visual product.

What mentors/agencies/businesses might be available for this project?

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All students WILL keep a journal during the project. The entries should include dates/times/hours worked on project.

The journal should also record your thoughts/feelings/reflections on each day that you work on the project.

The entries can be as long as you like but the minimum requirement is two sentences for each day.

DO NOT SKIP THIS DAILY REFLECTION, YOU WILL REGRET IT!! THIS IS NOT ONLY REQUIRED BUT WILL MAKE YOUR REFLECTIVE ESSAY MUCH EASIER TO WRITE.

Your project journal will be posted in Google Classroom and saved in your drive

Example:

September 30th, 2 hours

Today I job shadowed my mentor for two hours. We looked at equipment and talked to other employees. I was nervous because this is my first time at the office. Everyone was nice but I was quiet because I’m not sure how I fit in yet.

Journal Entries during the project

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Complete your Reflective Essay after you have finished your project. In the essay, you need to address three standards:

Relevance- Is there a clear connection between your project and your Career Related Learning Goals?

Rigor – Have you learned specialized knowledge and skills and have you used those skills and knowledge in new ways?

Reflection – Have you documented the impact of your project on your learning and your goals?

Use the space provided below to write down your thoughts. Once you are done, use word processor and transfer your thoughts into paragraph format.

Relevance

Describe the connection between your extended application, your goals, and your plans beyond high school.

Describe your new learning, ideas, results, or conclusions and how these relate to your goals.

My Extended Application ~Reflective Essay~

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Explain in detail how your project is relevant to your future and your life, give specific examples.

Rigor

Describe the academic and specialized knowledge and skills you used in this senior project.

Describe how you applied your knowledge and skills in a situation that was new to you.

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Describe how you documented and reflect upon the rigor of your work.

Reflection

Clearly describe the activities, communication, research, or products that you completed.

Describe how you documented your work.

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Use this information to put in your Extended Application Presentation Ideas and Content rubric for relevance, rigor, and reflection. (See below).

What did this process teach you about yourself in regards to this career and your future? (ie: affirmations, revelations…)

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Senior Project Extended Application

New Learning

Presentation

Section 4

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All seniors are required to provide a Senior Project Portfolio for their scheduled exhibition. The following are guidelines for assembling the Project Portfolio. All items must be included in a three-ring binder, in the following order. Students may choose to use dividers to keep information organized and to show professionalism in their exhibition.

Cover Page (on front and inside cover)

Reflective Essay/Extended Application

a. Graded/signed by teacher

Project Proposal a. CIS formatted

b. Includes Information, EQ, Summary, Goals/Objectives,

Method, Budget

Mentor Forms a. Agreement with signature b. Mentor Contact Log c. Journal Entries

Parent Authorization Form (with parent signature)

Oregon CIS Components

a. Thinking about me Worksheet

b. Interest Profiler

c. SKILLS assessment

d. Combined Report

e. Reality Check

f. Typed Career Interview

Additional Documentation

a. Log of project hours

b. Supplementing photographs and evidence of research and work on project.

Exhibition Portfolio Organization Guidelines

Project Title

Senior Project Portfolio 2017-2018

by John Smith

~Essential Question~

Clatskanie High School Instructor’s Name

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□ Introduce self

□ State essential question

□ What did I do? What was the process I used to complete my project? (Explain the steps) – Spend time on how this project related to your future career plans. Why did you choose this project? Talk about what you did in your project. (Relevance & Rigor)

□ Who was my Mentor and why did I choose this person? Explain this

experience and how it contributed to my essential question.

□ Were there other adults from whom I received information and what did they contribute? Were there other adults I sought out to give me advice and what did they contribute?

□ What did I learn? – Spend most of your presentation here. This is the

most important part! (Rigor & Reflection)

Connections to post-high school goals and plans

Academic knowledge and skills needed for this career or experience

Challenges you came across

Reflection on problems encountered, new learning, ideas on results or conclusions...

□ Digital Presentation (a portion of this could use other visuals): Shows and/or explains the product I created

Explains how the project challenged me

□ Transformation (opinion change, interest change, did this influence my future plans or ideas...) – Engage the audience on your reflection! (Reflection)

□ In conclusion, I would like to recognize (or thank)...

□ Does anyone have questions for me about my project or my learning?

□ Thank the panel for taking an interest and giving their time

Student Presentation Format

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Name: Date:

What is your Senior Project?

Item Will Need

TV, DVD & Screen

Document Camera

Projector

Projector & Screen

Speakers

Podium

Table

Easel

Outside Access (specific room, ex: auto)

Other:

Please explain anything else you will need or may be relevant to your exhibition

_

Exhibition Check-off list

If you are planning on using any questionable items for your presentation, you are required to get permission in advance. Examples of questionable items: Animals, weapons of any kind, flammable items; anything that is not normally allowed on the school campus. Please describe:

Approved Denied Authorized Signature:

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Senior Project

Rubrics

Section 5

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EXTENDED APPLICATION STANDARDS PRESENTATION IDEAS AND CONTENT Relevance

Demonstrates evidence of personal relevance.

Rigor

Applies and extends academic* and specialized knowledge and skills to

new situations.

Reflection

Reflects on learning and connection to post-high school goals.

Advanced (4)

Advanced: means evidence is thorough, in-depth, insightful, or exceptional in some way.

Proficient (3)

Demonstrates a connection to post-high school goals and plans as they have developed or evolved.

Shows evidence of new learning, ideas, results, or conclusions appropriate to the student’s personal, academic, and/or career interests and post-high school goals.

Applies academic* and specialized knowledge and skills appropriate to the student’s personal, academic, and/or career interests and post-high school goals and plans.

Applies academic* and specialized knowledge and skills in complex or non-routine situations where there is some individual responsibility and autonomy.

Reflects on relevance of evidence (i.e. connection to post-high school goals and plans, and evidence of new learning, ideas, results, or conclusions).

Reflects on rigor of evidence (i.e. application of appropriate academic and specialized knowledge and skills in complex or non-routine situation).

Emerging (2)

Emerging means: evidence meets sufficiency criteria, but is weak, incomplete, inappropriate, or limited in some way.

Beginning (1)

Beginning means: evidence is absent or insufficient in meeting criteria, is weak, incomplete and inappropriate.

*The term academic should be interpreted broadly to include knowledge and skills that are appropriate to student’s area of focus.

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EXTENDED APPLICATION STANDARDS PRESENTATION IDEAS AND CONTENT Apply and extend academic and career-related knowledge and skills in new and complex situations appropriate to the student’s personal, academic, and/or career interests and post-high school goals.

Name: Click here to enter text. Essential Question: Click here to enter text.

RELEVANCE RIGOR REFLECTION

Demonstrates evidence of personal relevance. Applies and extends academic and specialized

knowledge and skills to new situations.

Reflects on learning and connection to post-high school

goals.

OVERALL

SCORE:

4

ADVANCED Above Standard means that evidence is thorough, in-depth and exceptional in some way

3

PROFICIENT

Specific evidence of Relevance in this presentation:

Click here to enter text.

Specific evidence of Rigor in this presentation:

Click here to enter text.

Specific evidence of Reflection in this presentation:

Click here to enter text.

Evidence in

the collection is adequate

and

demonstrates overall

proficiency

across all Career

Related

Learning Standards

2

EMERGING Emerging means that evidence meets sufficiency criteria, but is weak, incomplete, inappropriate or limited in some way

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BEGINNING

Beginning means that evidence is absent or insufficient in meeting criteria, is weak, incomplete and inappropriate

COMMENTS

*This is the form students must fill out in word for their evaluators.

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* This is the form students must fill out in word for their evaluators.

EXTENDED APPLICATION PRESENTATION SKILLS

Name: Click here to enter text. Essential Question: Click here to enter text.

Organization

The organization is easy to follow but may seem stilted, overly obvious, or not consistency effective. The communication is characterized

by:

Delivery

The speaker demonstrates control of technique. Minor weaknesses, while perhaps noticeable, do not detract from the message

and purpose. The communication is characterized by:

Visual/Audio Product of Evidence

The visual/audio product shows evidence that student addressed the essential

question and applied:

Advanced (4) Advanced means: presentation skills thoroughly convey the content and propel the overall message of the presentation.

Proficient (3)

Demonstrates a connection to post- high school goals and plans as they have developed or evolved.

Shows evidence of new learning, ideas, results, or conclusions appropriate to the student’s personal, academic, and/or career interests and post-high school goals.

Eye contact that is present but may not be made consistently with all members of the audience.

Mostly clear enunciation and correct pronunciation; regional or native accents may vary from established local pronunciation patterns.

Effective rate, volume, tone, and voice inflection that are appropriate to audience and purpose.

Generally fluent deliver.

Appropriate use of nonverbal techniques (i.e., facial expressions, gestures, body movements, stage presence) that helps convey the message.

Thoughtful planning, attention to detail, and accepted conventions and career- related regulations.

Varied resource materials and/or equipment.

Effective processes and problem- solving strategies.

Emerging (2)

Emerging means: presentation skills detract from the content within the presentation.

Beginning (1) Beginning means: presentation skills severely detract from the content within the presentation.

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CAREEER RELATED LEARNING STANDARDS

Know and apply fundamental career-related knowledge and skills that are essential for success in employment, college, family, and community life.

Personal Management

Problem Solving

Communication Teamwork Employment Foundations

Career Development

Exhibit appropriate work ethic and

behaviors in school, community, and/or workplace.

Apply decision-making and problem solving

techniques in school, community, and/or workplace.

Demonstrate effective communication skills to give and receive information in school, community, and/or

workplace.

Demonstrate effective teamwork in school, community, and/or

workplace.

Demonstrate academic, technical,

and organizational knowledge and

skills required for successful employment.

Demonstrate career development skills in planning for post-high school experiences.

• Identify tasks that need to be done and initiate action to complete the tasks. • Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of quality. • Take responsibility for decisions and actions and anticipate consequences of decisions and actions. • Maintain regular attendance and be on time. • Maintain appropriate interactions with colleagues.

• Identify problems and locate information that may lead to solutions. • Identify alternatives to solve problems. • Assess the consequences of the alternatives. • Select and explain a proposed solution and course of action. • Develop a plan to implement the selected course of action. • Assess results and take corrective action.

• Locate, process, and convey information using traditional and technological tools. • Listen attentively and summarize key elements of verbal and non-verbal communication. • Give and receive feedback in a positive manner. • Read technical/ instructional materials for information and apply to specific tasks. • Write instructions, technical reports, and business communications clearly and accurately. • Speak clearly, accurately and in a manner appropriate for the intended audience when giving oral instructions, technical reports and business communications.

• Identify different types of teams and roles within each type of team; describe why each role is important to effective teamwork. • Demonstrate skills that improve team effectiveness (e.g., negotiation, compromise, consensus building, conflict management, shared decision making and goal setting).

• Apply academic knowledge and technical skills in a career context. • Select, apply, and maintain tools and technologies appropriate for the workplace. • Identify parts of organizations and systems and how they fit together. • Describe how work moves through a system. • Describe the changing nature of work, workplaces, and work processes on individuals, organizations and systems. • Demonstrate dress, appearance, and personal hygiene appropriate for the work environment and situation. • Explain and follow health and safety practices in the work environment. • Explain and follow regulatory requirements, security procedures, and ethical practices.

• Assess personal characteristics related to educational and career goals. • Research and analyze career and educational information. • Develop and discuss a current plan designed to achieve personal, educational, and career goals. • Monitor and evaluate educational and career goals. • Demonstrate job seeking skills (e.g., writing resumes, completing applications, and participating in interviews).

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CAREEER RELATED LEARNING STANDARDS PRESENTATION SCORING GUIDE

Know and apply fundamental career-related knowledge and skills that are essential for success in employment, college, family, and community life.

Name: Click here to enter text. Essential Question: Click here to enter text.

Personal

Management

Problem

Solving Communication Teamwork

Employment

Foundations

Career

Development

Exhibit appropriate work ethic and

behaviors.

Apply decision-making and problem solving

techniques.

Demonstrate effective communication skills to

give and receive

information.

Demonstrate effective teamwork.

Demonstrate academic, technical, and

organizational knowledge

and skills.

Demonstrate career

development skills.

OVERALL

SCORE:

4

ADVANCED Above Standard means that evidence is thorough, in-depth and exceptional in some way

3

PROFICIENT

Specific evidence of Personal Management

in this presentation:

Click here to

enter text.

Specific evidence of Problem Solving in this

presentation:

Click here to

enter text.

Specific evidence of Communication in this

presentation:

Click here to

enter text.

Specific evidence of

Teamwork in this presentation:

Click here

to enter

text.

Specific evidence of

Employment Foundations in this presentation:

Click here to

enter text.

Specific evidence of

Career Development in this presentation:

Click here to

enter text.

Evidence in the collection

is adequate

and demonstrates

overall

proficiency across all

Career

Related Learning

Standards

2

EMERGING Emerging means that evidence meets sufficiency criteria, but is weak, incomplete, inappropriate or limited in some way

1

BEGINNING

Beginning means that evidence is absent or insufficient in meeting criteria, is weak, incomplete and inappropriate

*This is the form students will need to fill out in a word document and print for the evaluators