extended application aloha high school 2017 · pdf fileap environmental science ......

EXTENDED APPLICATION

ALOHA HIGH SCHOOL 2017 2018

Supported by a culturally rich and academically rigorous community Aloha High

School graduates students college and career ready.

Aloha High School l Extended Application (EA) Guidelines and Requirements l 20172018

Introduction The Extended Application (EA), also known as a senior project, provides the student with an

opportunity to work in depth in an area of interest. Each student completes a culminating

project that displays the skills and knowledge that the student has accrued across many subject

areas during their high school years. It is also an opportunity for each student to articulate

his/her posthigh school goals and plans and identify the academic and specialized knowledge

and skills related to those goals and plans. Each student will complete a unique capstone

project based upon his/her career interests. The project must fall within one of these four

categories:

CAREER EXPLORATION …………………………………..Project involves the student exploring a

particular career pathway/interest and provides firsthand experience and insight into the daily

tasks and requirements of the job. Examples of a career exploration based project include

internships, job shadows, or informational interviews. This option is great for any student that

already has a specific career path in mind.

PERSONAL EXPLORATION ……………………………….Project involves exploration into an

unfamiliar area of interest. This could be a project based in a new subject area that the student

is curious about but not familiar with. A personal exploration based project is a great option for

a student who is considering a career path in a subject area that they never studied in high

school.

ACADEMIC CHALLENGE/LEARNING STRETCH ……...Project involves the student practicing an

academic skill where growth is needed OR completes a learning stretch based project where

the student independently researches and studies a topic of interest within their future career

field. This is a good option for a student who has already done extensive research into a

specific career, is pretty sure that they are going to pursue that career, and wants to get a

closer look at a topic of interest within that field.

COMMUNITY SERVICE ……………………………………Project provides a needed and viable

service to a community agency or organization and student practices leadership skills. Students

interested in pursuing a helping profession might opt for a community service based project

because the student will practice the leadership skills and empathy needed in the field.

Each student, regardless of the project category, must be able articulate how

this project contributes to their postsecondary plans or career development.

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Classes Offering the Extended Application

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Acting 3

Advanced Vocal Ensemble

AP Computer Science

AP English Language & Composition

AP Environmental Science

AP Psychology

AP Studio Art: 2D

AP Studio Art: 3D

AP Studio Art: Draw

Architectural Design I & II

Auto Mech/Tech I & II

Cadet Teaching

Ceramics 2

Child Development II & III

Concert Choir

Construction

Drafting 2

Extended Application Seminar*

German III & IV

Graphic Design 3

Health Careers**

Leadership

Marketing II & III

Painting 2

Photography 2

Student Government

Theatre Design 3

Wind Ensemble

Woodshop

Yearbook

Each of the classes listed above is imbedded with a project that students can use

for the Extended Application. Students interested in completing the project in

one of these classes must talk to the teacher at the beginning of the year and sign

up for a presentation at the end of their preferred semester.

*Semester elective class where students create a portfolio of research and evidence for the EA

**Offsite elective class taught at Beaverton High School

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Overview of Project Components There are three distinct phases to the Extended Application (EA). Each phase has a different

focus and its own set of required assignments. Refer to the page numbers below to see the

guidelines for (and an example of) each assignment. It is crucial that you keep up with the

assigned paperwork and do not procrastinate . This is a capstone project and your work must

be of high quality in order to pass this graduation requirement. If you have any questions

during the course of this project you must speak with your EA teacher.

Phase 1: Project Formulation

Project Proposal Guidelines………………………………….……………………………………5

Parent/Guardian Consent………………..…...…………….…………….……………………….6

Sample Project Proposal……………………………………..…………..………………………..7

Project Abstract……………...……………………………………………..……………………..8

Phase 2: Project Implementation

Career Related Learning Standards Requirements………..………………….……………….910

Sample Career Related Learning Standards Assignment…..……………….…………………...11

Reflective Essay Guidelines…...……………..……………....…………………………………..12

Sample Reflective Essay………………………………………………………………………1316

Phase 3: Project Application and PostSecondary Plans

Bio……………………………………………………………...………………………………..17

Resum é Guidelines………………………………………………………..…………………….18

Sample Resumé………………………………………………………………………………….19

Digital Portfolio Requirements………………………………………………………………….20

Panel presentation Requirements………………………………………..……...……………...21

Presentation Attire……..……………………………………………….……………………….22

Presentation Organization…………………………………………...………………………….23

Speech Delivery

Requirements……………………………………………………………………………………24

Rubrics Used to Evaluate your Project

Teacher Evaluation/Portfolio Rubric…………………………...………………………………..25

Panel Presentation Rubric……..…………....……………...……………………...…………2628

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Project Proposal Your project proposal should explain clearly what your idea is and how that idea will fulfill the

Extended Application requirements. You will need to answer all of the questions in the

“Project Information” section using complete sentences . Then, print your answers and the

“Parent Consent” section. You will need to submit a parent/guardian signature with your

project proposal.

PROJECT INFORMATION

1.) What do you plan to do for your project? Provide an overall description of your creation,

event, service, or exploration. (Write at least 100 words) .

2.) What is the essential question of your project? (The essential question introduces the topic

of your EA project and sets the direction for the entire project. It is a question that you don't

already have an answer to. For example, if your project were to research, design, and create a

skateboard, your essential question might be: "What are the steps to properly design and

create a skateboard?")

3.) How does this project relate to your future goals and career pathway? (Write at least 200

words) .

4.) Will your project require a budget? Explain what expenses you anticipate, the estimated

cost, and how you plan to pay for these expenses. (Note: Not all projects require a budget).

5.) Please select the category that your project best falls under:

⬜Career Exploration

⬜Personal Exploration

⬜Academic Challenge/Learning Stretch

⬜Community Service

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PARENT/GUARDIAN CONSENT

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

Seminar, and to graduate. I also understand that my student has decided to complete

the project outlined in the above proposal.

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:

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Sample Project Proposal:

1.) What do you plan to do for your project?

For my project, I plan on job shadowing an elementary school counselor at Kinnaman

Elementary School. I have already reached out to the counselor there and got approval to

shadow for a total of 10 hours. I will shadow the counselor for an hour in the morning for ten

consecutive Gold Days because I have late arrival. I am also going to do an informational

interview over the phone with the counselor at Mountain View Middle School. From these

experiences, I hope to learn more about the job of a school counselor because I feel that is a job

I might find fulfilling. I have always been interested in helping other people and AP Psychology

was one of my favorite classes so I feel like counseling might be a good career path for me.

2.) What is the essential question of your project?

The essential question of my project will be “ What are the essential functions and

responsibilities of a school counselor within a school system?”

3.) How does this project relate to your future goals and career pathway?

This project relates to my future goals and career path in many ways. As I mentioned above, I’m

still deciding what I want to study in college so this project will help me decide if school

counseling is a possibility. I have also thought about working as a mental health counselor so I

plan on asking my mentor what the difference is between the two jobs. This experience will also

provide me with other important skills that will help me regardless of the career that I end up

pursuing. For example, I will have to wake up early for this job shadow and show up on time

when I would normally be allowed to sleep in. Admittedly, I am not always great at showing up

to class on time so this experience will push me to break that bad habit. I will also get valuable

experience working with little kids. This is a skill that I will need in the future because I know I

want a job where I help other people, including kids. Finally, this project will provide me with an

opportunity to enhance my communication skills because I will have to communicate clearly

with my mentor and my parents during this project.

4.) Will your project require a budget?

This project will require a small budget for transportation. Trimet’s youth passes are $1.25 for a

2.5 hour long pass. I will need to purchase ten of them because I will be shadowing ten different

days so the total budget for this project will be $12.50.

5.) Please select the category that your project best falls under.

This project falls under the “career exploration” category.

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Project Abstract

An abstract is a brief overview of your entire project. It will be the first page in your portfolio

and will introduce the reader to the rest of your work. Your abstract should be clear, complete,

and engaging. An abstract is usually 100 to 300 words . It should:

1. Include a purpose statement that includes your essential question (from your project

proposal) and states your goals (why chose this project).

2. Describe your research objectives and methods (how you did your project).

3. Provide a summary of findings (what you learned or discovered).

4. Connect your project to your future plans (how or why the project influences your plans

after high school).

Sample Abstract:

For my Extended Application, I sought to answer the following question: “What are the

essential functions and responsibilities of a school counselor within a school system?” My

project consisted of shadowing an elementary school counselor for ten hours at Kinnaman

Elementary School and interviewing Mountain View’s counselor over the phone. This project is

important to me and my future because I am interested in the field of counseling and curious

how school counseling differs from mental health counseling. I plan on attending a four year

university after high school and I am trying to plan my next steps by determining which major

and career path is best for me.

I ultimately learned that a school counselor’s main responsibilities fall within three major

realms: academic, social/emotional, and college/career readiness. A school counselor can work

individually with students in counseling sessions, reach students in large groups or classrooms to

teach academic skills, and partner with families and community members to better enhance the

school experience for students. Personally, I find this to be a more intrinsically rewarding career

path than mental health counseling because you can influence a person’s life in many different

ways while helping them discover their strengths and passions.

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Career Related Learning Standards In this section of the portfolio you are to identify the Career Related Learning Standards that

you used over the course of the Extended Application within the following 6 categories

(personal management, problem solving, communication, teamwork, employment foundations,

and career development). You must select at least six standards. Below each standard write

an example of how you demonstrated this standard using complete sentences. Please note

that your Extended Application project does not need to cover each standard.

Personal Management

● Identified tasks and initiated a plan of action to complete the tasks

● Completed tasks on time and submitted high quality of work

● Asked questions when necessary

● Interacted appropriately with others

● Maintained regular, ontime attendance

Problem Solving

● Accurately identified a problem

● Encountered a problem and located information that led to the solution of the problem

● Identified and evaluated alternative solutions to a problem

● Selected a solution and course of action

● Developed and carried out a plan to solve the problem

● Assessed the outcome of the solution

Communication

● Communicated clearly, accurately, and appropriately with other students and adults

● Used traditional (e.g. written, oral) and technological (e.g. internet, multimedia) methods to

locate and convey information

● Read and used technical and instructional materials for information to carry out a task

● Listened carefully and summarized key ideas

● Received feedback in a positive manner

Teamwork

● Worked productively with others

● Identified and assumed roles within a team

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Employment Foundations

● Used and maintained appropriate tools and technologies for a task

● Applied academic and technical knowledge and skills in a career context

● Identified parts of a work organization or systems and how work moves through an

organization or system

● Identified how changes in the workplace affect individuals and a work organization or system

● Followed safety, regulatory, and/or ethical practices to a work environment

● Demonstrated appearance and hygiene appropriate to a workplace

Career Development

● Assessed your personal knowledge and skills related to your education and career goals

● Planned for life after high school (e.g. researched career and educational options, developed a

plan to achieve goals, etc.)

● Reviewed your education and career goals to determine if they should change

● Used jobseeking skills (e.g. wrote resum é, completed application, participated in interview,

etc.)

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Sample Career Related Learning Standards Assignment:

Personal Management

● Set a timeline for your project, with steps to be taken, and followed that timeline

When I started this project I set a date for my job shadow, outlined questions that I wanted to

ask my mentor, and completed assignments on time.

● Completed tasks on time and submitted high quality work

I completed all of the Extended Application assignments and portfolio work on time and

submitted work that I am proud of.

Problem Solving

● Encountered a problem and located information that led to the solution of the

problem

During my job shadow at an elementary school, I noticed that there was a student who sat

alone at lunch everyday and appeared sad. I decided to talk to the student and see why he was

sitting alone. I found out that he was new to the school and did not know how to make new

friends. This was a problem I wanted to help him solve.

● Identified and evaluated alternative solutions to a problem

When talking with him, I considered sharing different ways to help the student make friends.

One option was to bring him to another table and introduce him as a friendly new student.

Another option was to ask him what he wanted to play at recess and find a group of students

who were playing that activity. The last option was to mention this to his teacher and ask her to

partner him with another student who she thought he would get along with.

● Selected a solution and course of action

I decided to ask the student what he wanted to play during recess and then introduced him to

another group of students that were playing that activity.

● Assessed the outcomes

The student played the entire recess with that group of students and sat with them at lunch the

next day. It appeared that the solution worked.

Communication

● Communicated clearly, accurately, and appropriately with other students and adults

I communicated clearly with my teacher that my Extended Application would be a job shadow

experience. I also communicated with my mentor at the elementary school and the students at

that school during my job shadow.

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Reflective Essay The Reflective Essay is where you sum up your EA Project and share with the reader what

you’ve learned as a result of the project. It is where you can describe your success, explore

what was challenging, and describe what you learned. The purpose of the project is your

growth not necessarily finding the "right" answer (because, after all, the answer to an

essential question must be created or discovered). This where you describe your project what

it means to you, why it is important, what you accomplished, and what it means to your future.

You will also answer your Essential Question in the reflective essay. The essay should be 23

pages double spaced.

Guiding Questions for Creating a Reflective Essay

1.) How will you identify and describe each piece of your collection?

2.) Which parts of your collection give you the most pride? Why?

3.) As you completed your collection, what kinds of challenges did you face? What did you learn from those challenges?

4.) Which of the Career Related Learning Standards are demonstrated in your collection? How are those presented?

5.) Which academic and specialized knowledge and skills are demonstrated in your collection? How are those presented?

6.) How are the knowledge and skills you describe relevant to your education plans and posthigh school goals?

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Sample Reflective Essay:

The topic of my Extended Application (EA) involves creating a resource book for young

women in the Portland area. The Essential Question framing my project is: “What is involved in

creating a publication directed towards young women, to encourage them to realize their

personal potential and make wise life decisions?” I chose this particular experience because

when I look at the young women around me, I see how badly they need honest guidance and

direction in their lives. This realization encouraged me to try to help in any way I could, and the

EA was the perfect opportunity to express this desire.

To begin the process of compiling a book, detailed research is required to successfully

write and gather the material for publication. This project required plenty of hard work and

dedication to stay focused and on task. To make sure that the stories were accurate and

mistakefree, I wrote multiple versions of the stories and had other people proofread them. The

content of the book had to be entertaining for teen girls, while still giving the reader something

to consider. So this required preplanning to make sure that there was a valuable point to each

section of material included in my book. Designing each individual page layout required the use

of the computer program Adobe PageMaker, thus making it essential for me to become familiar

with the program. Also, to get the publication printed it was necessary to research local printing

options to find the best quality printer with the most affordable price.

During the evolution of my publication I had the pleasure of working alongside my

community consultant. On several occasions she and I were able to meet and discuss the

progress of my EA. I would write down questions and concerns that appeared in between our

visits so that I could recall them to share with her at our meetings. However, when a pressing

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issue came up that had to be resolved immediately, I would call her and we would discuss the

matter.

Having someone else understand the details of my project was very valuable, especially

since she was closely involved yet still able to see the big picture of how I wanted the final

product to turn out. For example, she was able to point out that I needed to be careful that the

content of my publication did not cover too broad of a topic. I was excited with the progress of

the book and was constantly coming up with new ideas for additions. She was closely involved

in helping me with design concepts for my book and the editing process of the stories.

As I look back over the past few months of my senior year, I have to say that I am

pleased and impressed with myself! If someone had told me my freshman year of high school

what I would accomplish my senior year through the Extended Application, I doubt I would have

believed them. It has been only in the past two years that my interest in journalism and helping

young girls has really flourished.

My source of pride is the product of my EA, a book for young girls called Magenta Soleil.

This book is a compilation of many sections designed to help motivate and inspire young girls.

Since I am very happy overall with my product, if I was to go back and make improvements to it,

I would only have a few adjustments to make. I would have loved to include life stories to local

young women making a difference, whether in their own lives or in the life of someone else.

Although I did spend plenty of time trying to establish contacts to interview, unfortunately I was

not able to secure any interviews in the end. Also, as I look back on the “Resources for Help”

section, I realized that there are several other areas of concern for teen girls that I was not able

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to provide contact information for. Although I think I covered the major subjects well, I would

like to add in a few other areas since they are issues young girls face in daily life.

Over the course of my Extended Application experience these past few months, I have

acquired many new skills and a greater knowledge of my topic. Before I completed the project, I

tended to be hesitant and shy in dealing with business professionals. I felt a little intimidated

and would avoid having to deal personally with them if it was at all possible. However, during

the course of my project, many times it was necessary for me to initiate contact with business

professionals. Although it was hard at the beginning, now at the completion of my project, I no

longer find this a difficulty. In fact, I had not even noticed the change in myself; someone had to

point this difference out to me! Also, I have found that I am more confident when dealing in

person with business professionals.

During the course of the project I have learned very much, including new things about

myself! I have realized that I am a listmaker, organizing all my tasks on one list. I enjoy seeing

my progress this way. Hand in hand with making lists, I tend to be an organized creator. I

prefer to work methodically, beginning and ending each section before moving on to the next.

Additionally, during the writing and design processes I enjoy having time to formulate my ideas

and thoughts and then “bounce” them off someone whose opinion I trust. Often times this is

when my best ideas are created because I enjoy verbally sharing my ideas.

Throughout the course of this project I have also realized that I really enjoy the design

process of creating a publication. Being able to combine journalism with design to create

interesting page and book layouts was a very enjoyable part of my Extended Application. I

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would like to pursue this topic and gain a greater understanding and working knowledge of

other design concepts.

My EA project and near future are definitely closely connected. I am interested in

pursuing a career in journalism, so I know that the experience I gained from this project is very

valuable. This has allowed me to gain confidence in my ability and reinforced my desire to enter

the field of journalism. However, I am not concretely tied to this particular career at this point.

My other appealing option that this project has opened my eyes to, is a wonderful program that

is based in Portland. The Children’s Cancer Association is dedicated to helping children with

cancer go through their treatment as pleasantly as is possible. The programs the Association

sustain are amazing and really appeal to me. If I had not been doing research for this project, I

doubt I would have found out about this organization. Also, I have not given up my original idea

of starting an organization for young girls in the Portland area to help them with selfconfidence

issues and body image perception. After researching all the programs available to girls, I

realized that Portland is obviously a great city in which to run teen help programs. The need for

help is out there; maybe I can be the one to help fill it a little more!

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Bio A biography (often referred to as a bio) is a brief passage that introduces yourself and highlights

your achievements, skills, and credibility. A bio is also a chance for you to make your

application more personal and share your character; It affords you the opportunity to stand out

and break away from the rigidity that a resumé imposes.

Tips for Creating a Bio 1

● A bio is usually around 150200 words ● A bio is a formal piece of writing so you should refer to yourself by your name (John

Smith) rather than referring to yourself with pronouns (I/me). ● Include academic and extracurricular activities/achievements. ● Talk about what you're passionate about. For example, if you know you want to be an

architect you may start your bio by stating you are a future architect. ● Talk about your posthigh school plans (whether that be college, military, trade

school, direct workforce, etc.) ● If it is relevant, mention your favorite class subjects or your favorite memories from

your high school years. ● Give credit where it's due. If someone or some major event has inspired you in life

then mention it. ● It is fine to use a quote but remember to cite the source and connect it to your bio so

that it's not out of place.

1 Meleen, Michele. Examples of High School Senior Bios. [Web log post]. Retrieved September 4,

2017 from http://teens.lovetoknow.com/graduation/exampleshighschoolseniorbios

Sample Bio:

Jose Garcia is a future physical therapist who has been inspired by his parents and coaches over

the years. As a member of the varsity cross country team for three years, Jose has learned the

importance of perseverance, humility, and grit. These skills along with his personal experience

of being an athlete will help him in his future studies at Portland State University and beyond as

he enters the workforce. Outside of sports, Jose enjoys babysitting his younger cousins. From

coordinating fun activities to teaching them how to read, Jose has found a new interest in

working with children and is considering specializing in pediatric physical therapy. While the

details of his future are not entirely decided, one thing is certain: Jose has found meaning and

purpose through his lifetime love of running.

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Resum é

A resumé is a concise page of your accomplishments, skills, and knowledge that employers use

to get a sense of who you are, what you bring to the job, and how you would fit within the work

environment. It is important to update your resumé often and keep it in a safe place where you

can access it later.

Tips for creating a resumé:

● Keep it concise . A resumé should be limited to one page. As you get older and your

accomplishments grow, this will become more difficult so you may have to pick and

choose what you want to highlight based on the job you are applying to.

● Avoid unprofessional emails. Putting [email protected] or

[email protected] on a resumé could be a fatal mistake that could cost you the

interview. Instead, create a professional email that uses your name, like

[email protected] .

● Use a template . There are plenty of resumé templates out there (Google Drive,

Microsoft Word, and many more online). Simply select a template, fill in your

information, and get rid of any sections that are not applicable to you. It is important to

find a simple, organized template that is easy on the eye. Unless you are applying for an

artistic job, like graphic design, avoid templates with lots of colors and crazy fonts.

● If you do not have work experience don’t panic. You can list anything that shows

responsibility, hard work, and grit. This could be babysitting, lawn mowing, leadership

at school, volunteer activities, sports, clubs, etc.

● Proofread, proofread, proofread! Making one error could cost you a job interview in

the future. Use spell check and have at least three people read over your resumé.

Computers are wonderful tools but humans can point out grammatical errors and weird

phrasing.

● Stay truthful . If you were not the vice president of your club, do not say that you were

on your resumé. It is plain and simple. Any nontruths will be grounds for firing and

could ruin your reputation when you apply to jobs in the future.

● Use action words to your advantage. As a previous hostess at a restaurant, you might

be tempted to say that you “answered phones, greeted customers, and seated them

with a smile.” Those verbs, however, do not demonstrate the valuable of leadership

and skills that you were actually using on the job. You might instead say that you

“ Operated phone and computer systems while providing excellent customer service to

incoming guests.” This sentence uses more vibrant action verbs and showed off your

ability to multitask in a fastpaced environment.

● Headings, Titles, and dates should stand out . Use a large font or bold these key pieces

of information. Most templates will do this for you.

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mailto:[email protected]




Sample Resumé:

(Source: http://slgilliam.weebly.com/uploads/3/7/5/9/37593907/resume_assignment.pdf )

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http://slgilliam.weebly.com/uploads/3/7/5/9/37593907/resume_assignment.pdf


Digital Portfolio The portfolio is a compilation of all the work that you’ve completed for the Extended

Application. It shows off your skills, knowledge, and qualifications as you prepare to leave high

school and begin your postsecondary experience or enter the workforce. For the Extended

Application, you will create a digital portfolio (an online website showcasing your work) using

your preferred website builder (i.e. Google Sites, Wix, Weebly, etc.). You are encouraged to be

creative and make your portfolio a unique body of work that showcases you!

Your portfolio must include:

● Project Proposal

● Abstract

● Career Related Learning Standards, Skills/Knowledge

● Reflective Essay

● Resume

● Bio

At this point, all of the above assignments should already be created. You are simply uploading

them into one website and creatively showcasing your entire project.

To see a sample online portfolio, visit: https://sites.google.com/beaverton.k12.or.us/extendedapplicationahs

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Panel Presentation At the end of the semester you will present to a panel of at least 3 people consisting of:

community members, teachers, and/or administrators. This presentation is formal and

simulates a job interview atmosphere. Ms. Bondra will set up the panels and your presentation

date/time. You must show up to your assigned presentation time five minutes early and fully

prepared. Please see below for presentation requirements:

● One visual aid required (could be your digital portfolio or a PowerPoint presentation)

● Presentation will be at least 5 minutes but no more than 10 minutes

● You are required to dress in business casual attire (more information below)

● Be prepared to answer questions at the end of your presentation

● You may bring index cards to reference but you may not read directly from them

WHAT TO WEAR

The presentation imitates the atmosphere of an interview so you are expected to wear business

casual clothing.

Business casual includes:

● Dress slacks

● Khaki pants

● Button up shirts

● Sweaters

● Dresses (length at or below knee)

● Skirts (length at or below knee)

● Blouses

● Clean shoes

Items that are NOT business casual:

● Flip flops/sandals

● Jeans

● Tshirts

● Ripped/stained clothing

● Sheer clothing

● Athletic attire

● Leggings

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(Source: https://i.pinimg.com/736x/8d/ed/8b/8ded8b6beed5357da4469ced29eb859abusinessladybusinessclothes.jpg)

Note: if you have any questions about business casual attire please ask your EA teacher or Ms.

Bondra. Please do not go out and buy a new outfit for this presentation. If you do not own any

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business casual attire please wear your cleanest, nicest clothes or speak with your counselor for

resources.

HOW TO ORGANIZE YOUR PRESENTATION

Below is a minutebyminute guideline that will help you create your prepared presentation.

Please note that this guide aligns with the rubric that the panelists will use to score your

presentation. You should practice your presentation many times so that you have it memorized

by the time you deliver it to the panelists. Your presentation should include:

● An effective introduction . Just like writing an essay, the introduction of a speech

should engage your audience and capture their interest. You might do this in a creative

way with an interesting story or quote. You might also include a bullet point list, or a

road map, of the topics that you hope to cover in your presentation so that your

audience knows what they are going to learn. Your introduction should be about 12

minutes long.

● Relevant facts and details . Remember, your audience has no idea what your project

was so explain clearly what you did and why you were interested in this project. Include

any interest facts or details that you learned. ( 12 minutes )

● Value of project/lessons learned . Why was this project important to you? What did

you ultimately learn from this experience? You might use your reflection essay to help

you craft what you want to say in this part of the presentation. ( 12 minutes )

● Challenges faced and overcome . What were some obstacles that you had to overcome

during the course of the project? How did you overcome these challenges? If you did

not experience any unforeseen obstacles, what was the most difficult part of this

project? Why was it difficult and what did you learn from it? ( 12 minutes )

● Future plans. This is where the link between your project and future college/career

goals needs to be very clear . Explicitly talk about what you’ve learned over the course

of this project, how these lessons will influence your plans, and what those plans are.

You may also talk about the steps that you have taken to get to where you want to be

after high school. (For example, filled out college applications, applied to scholarships,

applied to trade school, etc.). This section should be 12 minutes of your presentation.

● Planned conclusion. You should thoughtfully wrap up your presentation so that your

audience knows it is over. You might end with a clear list of the items that you covered

and thank the audience for their attention. You might also end the presentation by

going back to the story or quote that you used in your introduction. ( 1 minute )

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SPEECH DELIVERY REQUIREMENTS

● Effective eye contact . You should make eye contact with each person several times.

You should spend more time making eye contact with the audience than you do looking

at your notes.

● Effective rate, volume, tone, and voice inflection . Do not speak too fast or too slow.

Project your voice and enunciate your words clearly so that the audience can hear you.

● Use appropriate words and proper grammar.

● Appropriate business casual attire and appearance.

● Respect the audience members. Many of them have taken time off work to learn about

the great accomplishments of Aloha students. Upon entering the room, you should

shake each panelist members’ hand and introduce yourself to them. When concluding

your speech, thank them for their time.

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Teacher Evaluation/Portfolio Rubric Exceeds (4 Points)

Goes above and beyond on all components

Meets (3 Points) Adequately meets all components

Almost Meets (2 Points) Missing one component

Does Not Meet (1 Point) Missing two or more components

Abstract The abstract is engaging and gives a clear overview of the project. There is a strong connection between the project and the student’s future. 100300 words long and contains no errors.

The abstract clearly outlines the entire project. There is a connection between the project and the student’s future. The abstract is 100300 words long and contains no errors

The abstract does not give the reader a clear sense of the project. In fact, if the reader had no previous knowledge of this project they would be left confused. 100300 words long and contains no errors.

The abstract does not give the reader a clear sense of the project and may leave the reader confused. It is not 100300 words long and there are some errors.

Career Related Learning Standards

The students identifies more than 6 standards and explains the connection between the project and each standard thoroughly. The work is in complete sentences and there are no errors.

The student identifies 6 or more standards, writes in complete sentences, and the work contains no errors.

The student identifies 6 or more standards and explains them in complete sentences but there are spelling or grammatical errors.

The student is unable to identify 6 standards. The student does not use full sentences and there are spelling or grammatical errors.

Reflective Essay The student shares thoughtful insights about the lessons learned from the project. They explore the challenges and triumphs of the project and are able to answer their Essential Question. The essay is 23 pages and contains no errors.

The student is able to describe what they learned from the project but does not internalize these lessons and connect them to their future goals. The essay answers their Essential Question, is 23 pages and contains no errors.

The student answers their Essential Question and thoughtfully processes the lessons and knowledge gained from the project. The essay is not quite 23 pages. There might also be minor spelling errors.

The student seems to only share what they did for their project, not what they learned. The Essential Question is not answered and the essay is not 23 pages. There are also major errors.

Resumé The student has a full resumé and follows a clean, easy to read format. It is professional and uses action verbs and descriptive language to highlight their skills and abilities.

The student has a full resumé and follows a clean, easy to read format. The resumé is professional and would be acceptable for use on a job application.

The resumé contains a solid foundation, with the right headers. However, the student needs to add more descriptions and information about their skills and abilities and fix some minor errors.

The resumé is very short and needs more attention. There are many spelling and grammatical errors.

Bio The bio captures the attention of the reader, gives personal insight into their passions and career goals, and talks about their future. 150300 words in

The bio shares relevant information about the students interests and skills in relation to their future. It is 150300 words in length and

The bio is almost 150 words and contains no spelling/grammar errors. Despite being short, the student shares their future goals and aspirations.

The bio is less than 150 words and contains spelling/grammar errors.

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length. contains no errors.

Total Score: /20 (Passing score = 14 and above)

Panel Presentation Rubric (Page 1/3)

Exceeds (4 Points) Goes above and beyond on all components




Planned Introduction Components include: Hook, story, quote, or road map of what they will be talking about. Should be memorized and 12 minutes in length.

Introduction captivated the panelists and left them eager to hear the rest of the presentation. Student seemed genuinely passionate about the topic.

Introduction had an obvious hook or road map that the student memorized and delivered within 12 minutes.

Introduction had a planned hook or roadmap but they had to read the entire introduction from their note cards or the introduction was not 12 minutes.

There seemed to be no planned introduction. Student went right into talking about their project without a hook or road map.

Content/Value of Project Components include: Detailed information about what they did for their project, why they chose this project, and what they learned from this project.

The student gave a detailed account of their project including the inspiration behind why they chose this project. The student seemed to gain valuable knowledge and skills from their project that relates directly to their future career goals.

The student clearly explained their project, what they learned from the experience, and why they chose the project but they did not seem to be emotionally invested in the project.

The student talked about their project but did not clearly communicate all of the details. Or they talked about their project and did not explain why they chose it or what they learned as a result.

The student barely shared the basis of their project and did not explain what they learned. The student also failed to explain why they chose the project. The audience was confused and unsure about the exact project was.

Challenges Faced and Overcome Components: Students should identify the unforeseen challenges that happened over the course of the project and how they overcame these obstacles. If there were no unforeseen challenges, the student should identify what the most challenging part of the project was for them and why.

The student identified challenges and explained how they persevered through them with details. The student goes a step further to explain the lessons that they learned from these challenges and how this will help them in the future.

The student identified challenges and explained how they persevered through them OR they identified the most difficult part of the project and why it was challenging.

The student is able to articulate a challenge or difficulty but does not elaborate on how they got through the challenge.

The student does not mention any challenges or difficulties.

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Panel Presentation Rubric (Continued 2/3) Exceeds (4 Points)

Goes above and beyond on all components




Future plans

Components: Student is

able to articulate what

they plan to do after

high school* (workforce,

college, trade school,

military, etc.) and they

make connections

between the project and

their future plans. This

can be direct skills that

they will need for a

specific job or broad

skills like practicing

communication skills or

time management skills.

*Students do not need to know exactly what career they want to pursue.

The student explicitly talked about how this project will relate to their postsecondary success, including the employability skills that the project developed (time management skills, communication skills, organization skills, etc.). The student also talked about what steps they have already taken to work towards their desired career path.

The student talked about how this project impacts their postsecondary plans and/or future job and/or how the project enhanced their employability skills (time management skills, communication skills, organization skills, etc.). The student may or may not have a specific career goal in mind and that’s alright. As long as they relate their project in some way to their future employability.

The student talked vaguely about their future and drew weak connections between the future and their project. The student seems to have a plan but did not talk about that plan much in the presentation.

The student did not talk at all about their postsecondary plans or future employment. They did not make any connections between the knowledge and skills practiced in the project and their future employment.

Planned conclusion Components include: A planned, memorized conclusion that is 12 minutes in length. This can include a summary of the points covered in the presentation or a return to the story or quote used in the introduction.

The conclusion perfectly wrapped up all of the ideas they shared in the presentation and they did so in a creative, engaging way. The conclusion was memorized and 12 minutes in length.

The presentation had a definite ending that did not leave the audience confused or wanting more. The student relied on memory more than their notes and it was 12 minutes in length.

The presentation had a conclusion but the student read entirely from the note cards or it was less than 1 minute long.

The presentation did not seem to have an end or the student ended with “that’s it” or “that’s the end.” The conclusion was not clear and left the audience confused or unsure.

Professionalism Components: eye contact, business casual attire, and respectful of panelists.

The student maintained strong eye contact throughout presentation, was wearing appropriate business casual clothing, and was extremely welcoming to the

The student was respectful of the panelist members, attempted to maintain good eye contact, and was wearing business casual clothing.

The student tried to maintain a professional manner but failed to make proper eye contact or wear the appropriate clothing. The student was respectful of the panelist

The student did not try to make any eye contact and was not wearing business casual attire. Or the student was disrespectful of the panelist members and

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panelists.

members.

their time.

Panel Presentation Rubric (Continued 3/3)

Exceeds (4 Points) Goes above and beyond on all components




Visual Aid Components include: One visual aid (could be an item they created, pictures of the project, their online portfolio website, or a PowerPoint presentation). The visual aid contains no spelling or grammar errors.

The visual aid greatly enhanced the presentation, contained no errors, and was nicely presented. The visual aid was of high quality and the student clearly put some thought and time into it.

The visual aid contained no spelling or grammar errors, was of good quality, and related to the project.

Overall, the visual aid related to the project and was thoughtful. However, it had a few minor spelling or grammatical errors.

The student did not have any form of visual aid or the visual aid was poor quality and contained many errors.

Comments:

Total Points: /28

(Passing score = 18 and above)

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extended application aloha high school 2017 ­ · pdf fileap environmental science ......

Documents

extended application aloha high school 2017 · pdf fileap environmental science ......