ALOHA HIGH SCHOOL

Extended Application

2016 - 2017

Supported by a culturally rich and academically rigorous community Aloha High School graduates students college and career ready.

COMPONENTS IN AN EXTENDED APPLICATION EXTENDED APPLICATION OVERVIEW The Aloha High School Extended Application (EA) provides the student with an opportunity to work in depth in an area of interest. It is a culmination of all the work completed in high school. It is a graduation requirement. The stand alone EA class or EA that is imbedded in existing curriculum meets the extended application graduation requirement. SUCCESSFUL COMPLETION OF THE EXTENDED APPLICATION IS A GRADUATION REQUIREMENT. PROPOSAL

Senior Project Proposal Project in one of the Following areas: Academic Community Service Career Personal Exploration Submitted approved and signed by student, parent, and teachers

SELF-MARKETING/RESUME

Resume Updated (format attached) Letter of Recommendations Requested (format attached) Compilation of Awards OSAC Completion (format attached or www.getcollegefunds.org)

College scholarships College essays Vocational research & application

PROJECT

Outline Scoring Rubric Weekly Log Binder Portfolio set-up

REFLECTION

Format for formal written reflection Scoring rubric for reflection

PRESENTATION

Needs to be in front of at least 3 people consisting of: Community Members and/or Teachers and/or Administrators Visuals Portfolio and/or Project Examples/Handouts (NO POWERPOINT)

INTRODUCTION/CLASS ELEMENTS

PROPOSAL SELF

MARKETING

PROJECT

REFLECTION

PRESENTATION

ALOHA HIGH SCHOOL AND THE EXTENDED APPLICATION REQUIREMENT

The Aloha High School Extended Application provides the student with an opportunity to work in depth in an area of interest. It is a culmination of all the work completed in high school. It is a graduation requirement. The stand-alone Extended Application class meets the extended application graduation requirement. This credit can also be obtained through a Pathways Class in Arts & Communication, Business & Management, Education & Human Development, Science & Technology, or Social & Human Services. A senior project falls into one of the four categories: Academic (independent research study), Community Service (provides a needed and vi- able service to a community agency or organization), Career (related to the student’s career pathway), and Personal Exploration (exploration in an unfamiliar area of interest). This credit and this class represent a culminating project of your high school experience. The components of the senior project include in order: Proposal, Self-Marketing/ Resume (including college/career readiness), Project, Reflection, and Presentation. Students will present their senior project and portfolio to a panel. This class requires each student to write college and scholarship essays with the option to apply to as many as 20 different scholarships. Each student will update his or her formal resume. This class is a final step for each student to prepare for life after high school.

CLASSES IMBEDDED WITH EXTENDED APPLICATION INCLUDE: Acting 3 Advanced Vocal Ensemble AP Computer Science AP English Lang & Com Graphic Design 3 AP Environmental Science AP Studio Art: 2D AP Studio Art: 3D AP Studio Art: Draw Architectural Design I Architectural Design II Cadet Teaching

Ceramics 2 Child Development Concert Choir Drafting 2 German III German IV Graphic Design 3 Photography 2 Student Government Theatre Design 3 Wind Ensemble Yearbook

PROPOSAL

PHASE I

EXTENDED APPLICATION PROPOSAL

Student Name Teacher Period

DIRECTIONS •Type your proposal in this template. Handwritten proposals will not be accepted. •Provide detailed answers as a bulleted or numbered list. The sections will expand as you type in more

bullets and details. Do not limit your answers to the space shown. PROJECT DESCRIPTION

What do you plan to do? Provide an overall description of your creation, event, service or exploration.

What will your final product be?

LEARNING STRETCH

Have you done anything similar or related to your project/topic before?

What specific things will be new and challenging to you in the process of completing this project?

EVIDENCE

List the evidence you will provide. You should have at minimum 3 forms of evidence for all stages from planning through execution of the project. Examples of evidence: before & after examples, performance, pictures, video and audio recording, time log, journal, rough drafts, receipts, paperwork, email and other correspondence, arti- facts. FUTURE GOALS & CAREER PATHWAY

What are your future career and/or educational interests and goals? How will this project help? PROJECT CATEGORY

What category does your project relate to? Check one or more. Academic Challenge................involves independent study & research Community Service.................is a leadership position that provides a needed and viable service to a community

agency or organization Career.......................................related to student’s career pathway/interest and/or provides extended learning

experience or internship that may involve potential future employment Personal Exploration................represents an exploration in an unfamiliar area of interest

Explain how your project will meet the selected category checked off above. Be specific.

PARENT CONSENT This section is to be read, discussed with the student, and FILLED OUT BY THE PARENT OR LEGAL GUARDIAN. As the parent/guardian of who is a student enrolled at Aloha High School, I am aware that my son/daughter must pass all phases of the Extended Application to pass this class, if enrolled in the extended application class, and to graduate. I understand that my son/daughter has decided to do the following project:

I understand my son/daughter needs to complete the following in order to successfully fulfill his/her project:

I fully understand that the selection of the Extended Application (EA) is a decision made independently but with the approval of the staff and administration of the high school. All consequences of the EA work choice, production, or experience, unless otherwise stated, rest solely with the student and the parent. All topics and written work must be appropriate for high school and comply with standards outlined in BSD’s CDH Handbook. I also realize that the EA must demonstrate a “learning stretch” for the student. The student and parent/guardian whose names are signed below accept full financial and legal responsibility for any cost or travel and the conduct of the student as they complete their EA.

Parent Signature Date Student Signature Date

EXTENDED APPLICATION PROPOSAL PHASE II

Student Name Teacher Period

DIRECTIONS

•Type your proposal in this template. Handwritten proposals will not be accepted. •Provide detailed answers as a bulleted or numbered list. The sections will expand as you type in more

bullets and details. Do not limit your answers to the space shown. This is your opportunity to reaffirm or adjust your EA Proposal.

PROJECT DESCRIPTION (taken from Phase I)

What do you plan to do? Provide an overall description of your creation, event, service or exploration.

What will your final product be?

ACTION PLAN

Your action plan should indicate all steps, activities, deadlines, and meeting dates necessary for a timely completion of your project. You will create target deadlines and readjust your action plan as necessary. Your steps should be specific and measurable.

STEPS TARGET DATES

1 2 3 4 5 6 7 8 9 10

RESEARCH FOCUS

What questions will guide your research/what questions will you answer? List 3-5 key questions.

1

2

3

4

5

ANTICIPATED PROJECT BUDGET

ITEM QUANTITY UNIT COST SHIPPING SUBTOTALS

Total

Amount to be paid by student

Amount to be paid by parent/guardian

Remaining Balance Please explain how you are going to pay your portion of this project.

If there is a remaining balance, how will that be paid for?

The estimated expense of the project will be $

The student and parent/guardian whose names are signed below accept full financial and legal responsibility for any cost or travel and the conduct of the student as they complete their EA.

Parent Signature Date Student Signature Date

SELF MARKETING

The Extended Application requires each student to write college and scholar- ship essays with the option to apply to different scholarships. Each student will update his or her formal resume. This class is a final step for each student to prepare for life after high school.

Each student will also acquire Letters of Recommendation.

RESUME RESOURCE

A Resume is a key document with applying for a job and scholarships.

RESUME GUIDELINES

No spelling or grammar errors Do not use the word “I” Do not type complete sentences Text for each section should go to the right margin Follow examples provided Use same font Size 12 text End all sections with periods Balanced and easy to read Use temporary margin or the tab to line up text. Final draft of your resume: Length = one full page

COMPLETE ALL SECTIONS WITH INFORMATION THAT IS TRUTHFUL FOR YOURSELF Instructions are in bold. Examples follow instructions. Use this as a reference/template when doing your own resume. Remember when completed it should be 1 page. NOTE - you will not use all these sections to fit on 1 page so you will need to prioritize.

John B. Warrior

123 Main St. Aloha, Oregon 97007 (503)

259-4700 John B. Warrior@aloha.com

OBJECTIVE This section states the type of job and field you are seeking.

To obtain an entry-level position as a customer service representative in the retail field which provides an opportunity for advancement.

EDUCATION This section states information about your education.

FORMAT Follow the format shown exactly. You can replace this information with your own.

Aloha High School. Aloha, Oregon. Cumulative GPA 3.87. Core GPA 3.56. Career Pathway: Business and Management. Attendance Rate 96%. Graduation year: 2010. 9/08 to present.

List classes connected to the objective, your more challenging-core and interesting classes, have two lines of text. Replace these classes with yours.

Classes taken: Computer Business Application, Lit and Comp 10, Human Performance, Marketing 1 and 2, Statistics.

SKILLS This section describes things you know you can do but may not have been paid to do.

FORMAT Make sure these are skills employers want and are connected to the job. List skills across the page, separate by commas.

Use commas to separate the skills and a period to end the section. Consider your Soft Skills. Three lines of text

Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting, Acting.

STRENGTHS This section describes Personal characteristics you have.

FORMAT Lists strengths across the page and separate by commas. Include items that employers require. Consider your Soft Skills. Three lines of text.

Works well with others, Works well with others, Works well with others, Works well with others, Works well with others, Works well with others, Works well with others, Works well with others, Works well with others, Works well with others.

VALUES This section lists things that are important to you and make up who you are.

FORMAT Lists values across the page and separate by commas. Should be things that employers require. Consider your Soft Skills. Three lines of text

Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty, Honesty.

VOLUNTEER List what you have done as a volunteer.

FORMAT Title. Company name. Company location. Responsibilities include(d) verb noun phrases separated by comma. Dates (month/year to month/yr).

Volunteer. Ehlsie Stuhr Center. Responsibilities include catering to customer’s needs, setting up supplies, preparing food, cleaning before customer’s arrival, and cleaning up after the meal. 5/01-6/01.

ACTIVITIES This section describes things you have done that show your commitment to

organizations.

FORMAT List activities: school, church, community. Explain if needed followed by month/year to month/year.

AHS Men’s Lacrosse (3/08-6/09), Involved in AHS Leadership (3/08-6/09), Involved in the AHS National Honor Society (3/08-6/09), Church Youth Group (9/04-present).

PROJECTS This section describes any projects in which you have been involved: work habits,

dedication, personal characteristics. Explain each project as its own section.

FORMAT Use the format used in the experience section or another form.

Career Class: assessed personal skills, values and interests, explored career options, planned education related to career pathway, prepared career documents.

AWARDS This section lists awards you have earned.

FORMAT List and explain award if needed followed by month/year of award.

National Honor Society 3/08-6/11. Aloha High School Athlete of the Month 3/11.

ACHIEVEMENTS This section describes what you have done that may impress an adult. Many of the things students do are impressive to others.

FORMAT List and explain achievement if needed followed by month/year of award.

Wrote short story. Created a story about fictional characters, developed plot and characters in sixty page word processing document. 6/11

Type by touch. Learned major keys of keyboard by touch, 34 WPM. 6/11

INTERESTS This section actively lists things you like to do that show you are well rounded as

well as connecting to the job.

FORMAT Active verb-noun phrase Consider your Soft Skills. Two lines of text

Studying law, recreational lacrosse, volunteering, community service, church involvement.

EXPERIENCE This section describes things you have done related to paid working experience.

FORMAT Title. Company name. Company location. Responsibilities included) verb noun phrases separated by comma. Dates (month/year to month/yr).

Child Care. Aloha Families- Aloha, Oregon. Responsibilities include preparing meals, entertaining children, putting children in bed, and cleaning up after children 5/02- present.

Fundraiser. Bales’ Thriftway Car Show. Responsibilities include preparing meals, taking care of customer needs, setting up supplies, and cleaning up after the event. Temporary job.

REFERENCES This section lists people who will tell others about you. Only use adults that are not

related to you.

FORMAT Name. Title at what Company. Company location. Phone number.

Jeff Smith. Business Teacher at Aloha High School. Aloha, Oregon (503) 259-4700.

Theresa Sandstrom. Manager at Newport Bay. Beaverton, Oregon (503) 780-8377.

Yvette Mahaffey. Manager at Linen’s ‘N Things. Hillsboro, Oregon (503) 629-5000.

NOTE – “Available Upon Request” is acceptable to keep resume to 1 page.

LETTER OF RECOMMENDATION REQUEST FORM GENERAL STATEMENT Teachers recognize that many schools require students to have letters of recommendation and that we have an obligation, as a faculty, to assist students in meeting those requirements. Students should realize that composing an initial letter takes two or three hours. Each application can add an additional half hour to complete. Asking a teacher to write letters for five schools, for example, can take several hours. EXPECTATIONS

• Include all materials in a manila envelope • Print in chronological order on the outside of the envelope the schools with the dates that the

applications are due • Include self-addressed stamped envelopes attached to each application • Make sure that all portions of forms that you are responsible for are filled out • In the case of a “common form” include a separate copy of the form for each school • Submit all requests for letters at a single time • Give teachers a minimum of ten working days

THINGS TO INCLUDE (individual teacher’s needs may vary)

• Copy of transcript • Brag sheets- list of clubs, honors, activities outside of school • College essay (check with teacher) • Specific things you may wish the teacher to note • Your goals and/or intended college major

MANNERS

• Keep in mind that teachers of honors, AP and other upper division courses often receive more requests than they can handle. Ask early to have a backup choice.

• Understand that sometimes teachers do not feel comfortable writing letters to certain individuals. Respect their refusals.

• Choosing not to sign the “confidentiality waiver” may not be in your best interest. Many teachers feel constrained when their letters are shared with the student. The result is a letter that is generic and does not describe your special abilities.

• Considering the limitations on teachers’ time, please apply only to schools that you are seriously considering attending.

• Asking two or more teachers from the same subject area in order to “split their load” adds an additional burden to everyone. Please minimize their number of teachers per department whom you ask to write a letter.

• An appropriate and sufficient expression of appreciation is a hand written Thank You card. • Teachers like to know if you were admitted to the school of your choice and where you plan to attend.

Don’t forget to tell them!

LETTER OF RECOMMENDATION PERSONAL DATA FORM Please fill out accurately and as completely as possible to aid me in preparing your recommendation.

Name Postmark deadline

Name 4 teachers who know you well.

1 2

3 4 What is your tentative career plan/goal?

What will be your major in college? Minor?

List any school activities in which you’ve been involved, including any offices held ( Clubs, athletics, student gov- ernment, drama, music, etc./ captain, secretary, etc.)

9th grade

10th grade

11th grade

12th grade

List your involvement in community activities while in high school ( church, volunteer groups, Outdoor school, Scouts, etc.) Note time period ( every weekend during school, during the summer, etc.)

9th grade

10th grade 11th grade

12th grade

List your employment/work experience, and time periods (as above)

9th grade

10th grade

11th grade

12th grade

List any special recognition you have received while in high school. Awards, courts, etc.

List three words that best describe you.

What are some of your 5 of your strengths?

What are 2-3 of your weaknesses or things you need to improve upon?

Describe any special talents or interests you have. What experiences in high school have been the most meaningful to you?

Describe any hardships you’ve endured during high school or earlier in life that still affect you.

Describe any special financial/family circumstances that might make paying for college/post high school training difficult.

Is there anything you would like emphasized in a recommendation for you?

PROJECT

A project must be in ONE of the following

Academic Challenge Community Service

Career Interests Personal Exploration

PERSONAL CAREER PATHWAYS PORTFOLIO CHECKLIST 2014-15

Your portfolio will be a 3 ring binder, no more than 1 1/2” thick, unless otherwise cleared by your teacher. Include this checklist in your portfolio binder.

PERSONAL PORTFOLIO* WILL INCLUDE

Title page

Table of contents (Dividers with labels)

Approved Proposals (refer to initial proposal)

Weekly Logs/Journal

Career/Education Plan including OSAC

Resume

Letters of Recommendation

Portfolio/Project

Presentation

Written Reflection *Additional elements may be included upon approval by supervising teacher

EXTENDED APPLICATION WEEKLY JOURNAL FORM Name: Date:

Period:

Project Area/Title: OVERALL GOAL

Why did you pick this Extended Application project? What will you have accomplished and learned when your project is completed that will help you in your life after high school?

PROGRESS FROM LAST WEEK

What tasks were completed since last week? What problems were encountered? How were they solved?

What successes were achieved since last week?

SHORT RANGE GOALS

What specific tasks need to be accomplished next week? Please include outside/community visitors you will be contacting/visiting and why as well as work you will be completing in class as well as at home.

What specific tasks need to be accomplished two weeks from now and what will you do next week to make sure it happen on time?

TEACHER PRODUCT EVALUATION

Student Name Teacher Period Student is required to receive 120 points to meet standard. If goals are unmet, evidence is incomplete or score is below this number, student is required to complete unfinished work or improve previously submitted work and resubmit for evaluation to meet standard.

COMPONENTS BELOW STANDARD APPROACHING

STANDARD

MEETS STANDARD EXCEEDS

STANDARD

score

PRO

POSA

L

Description How you stretched

your learning Evidence Link to Career

Pathway / Future Goals

Parental Consent Action Plan Guiding Questions

Research Budget

(if applicable)

Missing two or more

components

0 - 11 points

Missing one component

12 - 14 points

Adequately meets

standard of all components

15 - 18 points

Goes above and beyond standard

19 - 20 points

/20

SELF

- M

AR

KE

TIN

G

Resume College Application

Essay Letter of

Recommendation

Missing one or more

components

0 - 11 points

Has resume, essay,

letter of recommen- dation but some/ all incomplete or

insufficient

12 - 14 points

Adequately meets

standard of all components

15 - 18 points

Goes above and beyond standard

19 - 20 points

/20

RUBRIC CONTINUES ON NEXT PAGE

COMPONENTS

BELOW STANDARD APPROACHING

STANDARD

MEETS STANDARD EXCEEDS

STANDARD

score

PRO

DU

CT

Completed

portfolio with checklist

Weekly Journal

Weekly work check (up to 12)

Missing two or more

components

0 - 9 points

Missing one component

10 - 14 points

Adequately meets

standard of all components

15 - 18 points

Goes above and beyond standard

19 -20 points

/20

RE

FLE

CT

ION

Reflective Essay

pre-write rough draft editing /proofread publishable draft

Self-evaluation

Missing one or more

components

0 - 9 points

Missing one component

10 - 14 points

Adequately meets

standard of all components

15 - 18 points

Goes above and beyond standard

19 - 20 points

/20

PRE

SEN

TAT

ION

Refer to “Presentation

Evaluation” in Presenta- tion section of packet

Missing one or more

components

0 - 47 points

Missing one component

48 - 59 points

Adequately meets

standard of all components

60 - 75 points

Goes above and beyond standard

76 - 80 points

/80

59% or less 60 - 74% 75 - 93% 94% or higher

Sub-total

Subtract 1/2 of sub-total points if late

Total Points / 160

CHECK ONE:

Meets Standard Additional Comments:

Resubmit

REFLECTION

Your "Reflection" requirement will include

Reflective Essay

pre-write rough draft

editing/proofread

Self-evaluation

A,B (1,2,3): Thesis 1,2,3 (A,B): Topic Sentences I,II,III: Specific Examples

PRE-WRITE EXERCISE

A. Purpose (persuade/explain?):

1. 3. B. Topic:

2. III.

I.

II.

THESIS STATEMENT (A + B (+1 +2 + 3?)): TOPIC SENTENCES (remember transitions- also, another): (A + B + 1):

(A + B + 2):

(A + B +3):

INTRODUCTION PARAGRAPH GRABBER (one sentence that gets the reader’s attention):

BACKGROUND (3-5 sentences that give general background information about topic):

THESIS (the whole paper in one sentence):

BODY PARAGRAPHS TOPIC SENTENCE (A + B + 1):

SET-UP (2-4 sentences that give background information about I. (from graph)): SPECIFIC EXAMPLE (I.):

*Explain (1-2 sentences that explain how that example shows/proves your thesis):

TOPIC SENTENCE (A + B + 2) :

SET-UP (2-4 sentences that give background information about I. (from graph)):

SPECIFIC EXAMPLE (II.):

*Explain (1-2 sentences that explain how that example shows/proves your thesis):

TOPIC SENTENCE (A + B + 3):

SET-UP (2-4 sentences that give background information about I. (from graph)): SPECIFIC EXAMPLE (III.):

*Explain (1-2 sentences that explain how that example shows/proves your thesis):

CONCLUSION RE-STATE YOUR THESIS (re-state, not repeat):

SUMMARY OF “EXPLAINS” (at least one sentence per body paragraph to remind reader of insights):

KICKER (one sentence that lets the reader know this is it. Don’t use “you” or “I”):

WORK CITED PAGE?

Beaverton Home Page Library Resources MLA Citation Maker

ASSESSMENT

IDEAS AND CONTENT 20%

Clear Main Idea/Thesis

Topic Sentences

Relevant Supporting Details

Purpose

Specific Examples (with citations?)

Explanations (connect to Thesis)

ORGANIZATION 20%

Introduction

Transitions

Paragraph Breaks

Clear Sequence

Conclusion

SENTENCE FLUENCY 20%

Natural Flow (read it aloud)

Variety of Sentence Structures and Length

CONVENTIONS 40%

Grammar

Spelling

Punctuation

Capitalization

Consistent Verb Tense

WAYS TO BEGIN AN ESSAY 1. RELEVANT QUOTATION “According to Realty Weekly, ‘Seven out of ten prospective home buyers will decide whether or not to buy a house before they even step foot inside’ (Smith). Appearance matters to people. Whether it’s a first date, a presidential debate, or a job inter- view, the way people appear will affect what others think of them.” •Use a quote that was not used in the prompt It is useful to memorize quotes that you love. You never know when they can come in handy on the test. For ex- ample for the essay topic “Do mistakes lead to growth?” a student wrote… “Someone once asked Edison, ‘how can you feel good about your work, having failed nine-hundred and ninety-nine times to make a light bulb?” To this Edison replied, “I have not failed so many times, I have merely learned nine-hundred and ninety- nine ways not to make a light bulb. Why did Edison react this way? Because he knew that mistakes are always experiences that lead to learning and growth.’” 2. INTERESTING FACT Use an interesting fact that is relevant and connects to your overall argument. “In the twenty years that King Leopold ruled the Congo, over 10 million Congolese people died-which is greater than the popu- lation of all but two American cities… 3. INTRIGUING QUESTION OR STATEMENT Make a bold, but not polarizing statement that might challenge and engage the reader. “Nobody has the right to take away the freedom of another individual. Yet this is exactly what the Europeans did to the people of Africa.” 4. VIVID OR SHOCKING DESCRIPTION Use a vivid description of a relevant event that connects to your topic. Fresh, vivid details will draw the audience into the paper. “The crusaders entered the Mosque without any hesitation, massacring their way through men women and children. They spared no infidels. The carnage only ceased when there was no one left to kill.” 5. USE AN ANALOGY OR METAPHOR This prompt asked if sacrifice was required for progress. Notice how the author compares sacrifice to climbing a mountain. “To climb a mountain a person must struggle and strain. And this is the case with any worthwhile goal...”

6. A PERSONAL EXPERIENCE Without being too personal (using “I” is usually forbidden), start with a brief 1-2 sentence personal experience that connects to your topic. “When I trained for my first marathon it was difficult and often painful. But I wanted to have the accomplishment of running 26.2 miles so I did it anyway. To make progress in life requires sacrifice.” 7. TELL A BRIEF ANECDOTE OR STORY Similar to #6, use a brief 1-2 sentence story or anecdote to draw the reader in. You can create an engaging introduction by telling a brief (1-2 sentence anecdote) such as the following… “As the sunset faded on the African plain, the few remaining rays glistened across the water onto the Zulu camp. The Zulu tribe has a rich and unique history, but much of that has been erased because of European imperialists.” 8. A STATEMENT ABOUT A COMMON ERROR OR MISCONCEPTION Correct a common error or misconception about the topic. Many readers are drawn in if they think they may be in error. “Many people incorrectly believe that imperialism wreaked havoc on poorer countries in Africa and Asia. In actuality, nothing could be further from the truth.” 9. RELATE YOUR TOPIC TO RECENT NEWS It is almost always useful to connect your topic to recent events, provided it fits easily and isn’t a stretch to connect the two. “Two weeks ago four teenage boys were killed in the Fraser Valley while driving a car at high speed. Needless to say, their fami- lies, friends and community were devastated by the loss of these young men. In fact, the automobile is a mixed blessing at best.”

SELF EVALUATION BELOW EACH QUESTION, PLEASE WRITE A MINIMUM OF 3 SENTENCES INCLUDING 2 OR MORE SPECIFIC EXAMPLES FROM YOU PROJECT THAT SUPPORT YOUR ANSWER. 1. Did you meet the goals that you set for yourself in your original Phase II Proposal? Do you feel that you created

a quality final product? Why or why not? 2. What are the 3 main strengths of your final product? 3. What do you feel could have been improved in your final product? Discuss 3 areas of improvement. 4. How did the research affect the outcome of your final product? 5. What was the most challenging part of your project? 6. What was the most rewarding part of your project? 7. How will you apply what you have learned to your future education, career, or hobby?

CHOOSE ONE OF THE FOLLOWING CATEGORIES THAT RELATES TO YOUR PROJECT AND AN- SWER THE FOLLOWING QUESTIONS: Leadership Related Projects: 8. How far in advance was the event planned and how did your planning affect the outcome? 9. What organization and leadership skills did you apply during your project? How did your leadership skills

improve? Performance/Sports/Hobby/Skill/Arts/Creativity/Technical Related Projects: 8. How did practice affect the outcome of your final product? 9. What specific new skills did you develop? Or, how did your skills improve? Writing Related Projects: 8. Describe the pre-writing process that you went through. How did this process affect your final product? 9. Describe the editing process for your final product. How much did your document change throughout this process?

PRESENTATION

STUDENT PREPARATION - EXTENDED APPLICATION PRESENTATION

The information contained in this packet provides a solid guide to prepare you for your Extended Application Presentation.

ITEMS TO KEEP IN MIND TO HELP PREPARE YOU FOR THIS PRESENTATION

Have a goal in mind. What are you trying to accomplish?

What knowledge, behaviors, or attitudes will be different in each of the panelists as a result of your presentation?

Why will your audience remember you? Will they remember you?

Use the attached guide to prepare effectively.

Practice at least 3 times before an audience before your scheduled presentation.

GOOD LUCK!

ORGANIZATION THE STUDENT MUST PRESENT

-an effective introduction that includes and engaged audience, their interest piqued, and informed of a “road map” about your topic. (1-2 minutes)

-a clear organizational structure that was relatively easy to follow. (throughout)

-relevant facts, data and/or details. (throughout)

-value of the project/what was learned. (1-2 minutes)

-challenges faced and overcome. (1-2 minutes)

-future plans and how this project has influenced them. (1-2 minutes)

-a planned conclusion that matched the presentation. (1-2 minutes)

-effective and accurate visuals ad materials that are error free. (throughout)

DELIVERY THE STUDENT MUST DEMONSTRATE

-effective eye contact (eye contact with each person several times, more eye contact than reading notes).

-effective rate, volume, tone, and voice inflection.

-fluent delivery with some use of notes or prompts.

-competent use of words, technical language, and grammar appropriate to the audience.

-appropriate use of nonverbal techniques.

-appropriate professional attire and appearance.

MISCELLANEOUS Be prepared for 5 minutes of questions at the end of your presentation. Total presentation time, excluding questions is a minimum of 5 minutes and a maximum of 10 minutes.

QUESTIONS Students should be prepared to answer in the following areas: VALUE AND SIGNIFICANCE The project shows the student was CHALLENGED by:

What new knowledge and skills did you have to obtain in order to accomplish your project? What kinds of research did you do for this project? What were some of the challenges you faced in completing your project? What planning and steps did you go through in order to complete this project?

The project shows the student APPLIED ACADEMIC, TECHNICAL AND ORGANIZATIONAL KNOWLEDGE and SKILLS by:

What academic, technical or organizational skills did you use to complete your project? If I were to ask your assigning teacher about your project, what do you think they might say about your work?

The project has REAL WORLD VALUE and SIGNIFICANCE by:

-Who would be interested in finding out about or using your product/project? -How was, or how could, your product be used?

PERSONAL RELEVANCE The student DEMONSTRATED MEANINGFUL LEARNING by identifying some new questions, ideas, or activities to pursue by:

-What kinds of things did your hope to find out/learn by doing your project? -Are there any new questions you have or areas that you would like to know more about as a result of doing your project?

The student demonstrated and UNDERSTANDING of PERSONAL INTERESTS, NEEDS, STRENGTHS and SHORTCOMINGS:

-What have you learned about yourself through this process? -What would you do differently? -What do you think your greatest strengths are that contributed to your accomplishing your project? -What personal areas of growth did you experience?

The student demonstrated changed behavior and thinking as a result of the experience by:

-Do you look at any differently now than you did before your project? -Are there any things that you now do differently as a result of your project?

The student demonstrated an understanding of the connection between the experience and his/her future by:

-Does your project connect to, or has it influenced what you would like to do after high school? If so, please describe how?

PRESENTATION TIPS CHECKLIST FOR STUDENTS IDEAS AND CONTENT

Know your material

Make sure your material is appropriate for your purpose and audience

Explain main concepts with relevant examples and details

Have handouts/visuals ready and use when appropriate

Know your strong and weak points

Emphasize your strong points ORGANIZATION

Organize your material in a logical sequence, in a similar manner to writing an essay

Plan an introduction and conclusion to introduce your topic and summarize your material

Transition between ideas and sections of information

Rehearse and practice your speech in front of the mirror and others

Time your speech in advance

Memorize your bullet points

Use video or audio tape to watch/listen to yourself in advance

Have an idea of what can be safely left out if you are short of time and an idea of what could be

expanded if need be

Tell your audience about handouts in advance so they do not have to take unnecessary notes

Leave your audience with a positive impression and sense of completion LANGUAGE

Use language that is appropriate for the situation

Establish rapport with your audience

Use humor where appropriate

Speak with conviction (believe in yourself and your material)

Persuade your audience

Know your presentation so you do not fumble over words

If you do make a mistake, correct yourself and move on

CHECKLIST CONTINUES ON NEXT PAGE

DELIVERY

Perform as if you were an actor on a stage

Dress appropriately for the occasion

Appear relaxed, even if you are nervous

Speak to the person farthest away so you know everyone can hear you

Use appropriate body language

Rehearse body language in advance

Do not read from notes for an extended length of time, although occasional glances at notes

are okay

Speak clearly and enunciate your words

Speak slowly and don’t be afraid to pause

Maintain sincere eye contact with your audience

Avoid use of fillers such as “um,” ‘uh,” and “okay”

Know when to stop talking

Listen to audience questions and respond to their feedback

Thank your audience and sit down

POTENTIAL QUESTIONS FOR PANEL MEMBERS The project shows the student was CHALLENGED

-What new knowledge and skills did you have to obtain in order to accomplish your project? -What kinds of research did you do for this project? -What were some of the challenges you faced in completing your project? -What planning and steps did you go through in order to complete this project?

The project shows the student APPLIED ACADEMIC, TECHNICAL and ORGANIZATIONAL KNOWLEDGE and SKILLS

-What academic, technical or organizational skills did you use to complete your project? -If I were to ask your assigning teacher about your project, what do you think they might say about your work?

The project has REAL WORLD VALUE and SIGNIFICANCE

-Who would be interested in finding out about or using your product/project? -How was, or how could, your product be used?

The student demonstrated MEANINGFUL LEARNING by identifying some new questions, ideas, or activities to pursue

-What kinds of things did your hope to find out/learn by doing your project? -Are there any new questions you have or areas that you would like to know more about as a result of doing your project?

The student demonstrated an understanding of PERSONAL INTERESTS, NEEDS, STRENGTHS and SHORTCOMINGS

-What have you learned about yourself through this process? -What would you do differently? -What do you think your greatest strengths are that contributed to your accomplishing your project? -What personal areas of growth did you experience?

The student demonstrated CHANGED BEHAVIOR and THINKING as a result of the experience

-Do you look at any differently now than you did before your project? -Are there any things that you now do differently as a result of your project?

The student demonstrated an understanding of the CONNECTION between the EXPERIENCE and his/her FUTURE

-Does your project connect to, or has it influenced what you would like to do after high school? If so, please describe how?