Extended Application Standard Collection of Evidence

Career-Related Learning Standards (CRLS) and Extended Application Standard (EA) Collection of Evidence Annotation

CAM Area: Arts and Communication

Type of Work: Senior Seminar Portfolio

Overall Score: 3 (Above Standard) for CRLS and 3 (Above Standard) for EA

Career-Related Learning Standards Comments (i.e., where evidence is found and quality of evidence):

Personal Management Location of evidence: Extended Application, Career-Related Learning Standards, Career- Related Learning Experiences . Extended Application – In the Relevancy Essay, the student identifies a change from Health Services to Arts and Communication, demonstrating an ability to take responsibility for her decisions. The student briefly mentions what her project will include and that it will be presented in an organized fashion. She explains her plans to present on time. In the Précis, she states the topic she will be working on, what product she envisions, and the scope of her work. The Research Plan, Developmental Abstract, Process, Budget, Building Use Permit, and other forms created in this project all show the planning, organization, responsibility, completion, and initiation that were required to make the Mr. Viking Pageant a success. The Reflective Essay at the end of this section ties it all together and summarizes the student’s plans and completed project. . Career-Related Learning Standards – The journal entries detail almost day by day the tasks that need to be done and the decisions that the student makes during her original plans of doing a heath-related project. The timelogs also describe her plans for taking CPR classes, doing research on cardiac arrest, and job shadowing with her grandmother at a hospital. The final timelogs entries include the switch to help her friend with the pageant and her ability to take responsibility for her decisions. The Mr. Viking calendar shows regular attendance in meetings and her ability to plan and organize her work. . Career-Related Learning Experiences – The employer evaluations from both of the student’s CRLEs describe the student as being prepared and behaving appropriately, which indicates appropriate interactions with colleagues. Taking notes also shows organization and responsibility. Problem Solving Location of evidence: Extended Application, Career-Related Learning Standards . Extended Application – In the Relevancy Essay, the student goes back and forth a number of times describing her interests and how they do or do not apply to what she wants to study for a career. The Project Modification document in its entirety explains the student’s ability to problem solve by identifying the problems with her original project and then following up with the proposed changes, how she will execute them, and the consequences of switching so late in the school year. In the Developmental Abstract, the student briefly mentions that decisions such as what prizes to get and who would take everything down at the end were resolved with quick thinking and implementation. Coordinating with all the teachers and staff and the boys themselves is a clear indication of identifying problems and solving them. In the Reflective Essay, the student describes

1 problems with the digital camera, working with the boys and judges, and coordinating with the businesses that she and her partner resolved. . Career-Related Learning Standards – In the journal entries, the student identifies multiple problems, such as availability of shock boxes and coordinating job shadowing with her grandmother. In both cases she locates the necessary information and proposes a course of action, writing a grant for a shock box for her school and speaking with her grandmother multiple times to resolve the visit to the hospital. In the timelogs, she assesses her project and considers alternatives. She decides to switch from a health project to an arts and communication project with only a month left until the end of school. The student assesses the consequences of this change and is able to complete her new project. Communication Location of evidence: Extended Application, Career-Related Learning Standards, Career- Related Learning Experiences . Extended Application – The documents in this section are all well written and demonstrate the student’s ability to process and convey information using traditional (e.g., written notices, telephone calls) and technological tools (e.g., digital camera, printshop software). In the Developmental Abstract and Reflective Essay, the student demonstrates listening attentively and giving/receiving feedback in a positive manner. The script and program for the pageant are thorough and well written. . Career-Related Learning Standards – The journal entries include information about the student’s ability to locate, process, and convey information about CPR classes and the American Medical Response center where she went for the class. The timelogs reference the contacts and calls that the student makes. The Mr. Viking calendar is filled with notes on meetings with individuals involved in the project. . Career-Related Learning Experiences – The two visits the student made to work places demonstrate her ability to listen attentively to the people she observed. The evaluations for both visits have a mark of exceeded expectations in the area of communications, which includes asking appropriate questions and demonstrating interest in the experience. Teamwork Location of evidence: Extended Application, Career-Related Learning Standards, Career- Related Learning Experiences . Extended Application – In the Project Modification document, the student identifies working with her friend, the creator of the pageant project. She also mentions coordinating with her teacher about the project switch. The Research Plan discusses the student working with her grandmother and father to explore the medical field. The documents throughout this section discuss in detail the multiple teamwork situations in which the student was involved. In the Reflective Essay, the student analyzes skills that make a team more effective, such as shared decision-making, compromise, and negotiation. . Career-Related Learning Standards – The journal entries talk about the student working with her father to research getting an AED for her school, working with her grandmother to set up a job-shadowing day, and working with the instructor during her CPR class. The timelogs and calendar detail multiple meetings with her project partner, teachers, fellow classmates, and the boys themselves to make the pageant successful. . Career-Related Learning Experiences – Through both experiences, the student worked closely with at least one person to identify what the job is like and the skills one needs to perform the job.

2 Employment Foundations Location of evidence: Extended Application, Career-Related Learning Standards, Career-Related Learning Experiences . Extended Application – In the Précis and Project Proposal the student talks about her academic knowledge as an English major and applying that to create a banner and script for the pageant. She also writes about wanting to advance her photography, advertising, art, and computer/printing skills, since she has an interest in arts and communication. In the Developmental Abstract and Reflective Essay, the student outlines the parts of the pageant. . Career-Related Learning Standards – The student describes using multiple tools, such as a camera, banners, and lights, and going to a conference to learn about pageants in order to apply them in the advertising and creation of the Mr. Viking pageant. . Career-Related Learning Experiences – For both workplace experiences, the student identifies parts of the organizations she visits and how work moves through these organizations. She also describes the appropriate dress, appearance, and the academic skills one needs to succeed in these lines of work. Career Development Location of evidence: Extended Application, Career-Related Learning Standards, Education Plan/Profile, Career-Related Learning Experiences . Extended Application – In the Relevancy Essay, Project Modification, Developmental Abstract, and Reflective Essay, the student compares her personal attributes related to the health field and her background in English and music arts with her educational and career goals. In all of these documents, she evaluates her educational and career goals through comparison and contrast with her interests. . Career-Related Learning Standards – In the journal entries, the student assesses her personal characteristics and interests in the arts and media and whether she wants to actually pursue medicine as a career field. In the timelogs, she develops and discusses a plan to switch from doing a health project to an arts and communication project. She explains that art, advertising, and writing are more closely aligned with her personal, educational, and career goals. . Education Plan/Profile – The student uses the education plan/profile form to monitor and evaluate her educational and career goals. . Career-Related Learning Experiences – For both visits, the student answers a question about her own personal characteristics and whether they would fit this type of employment. These experiences in their entirety demonstrate research and analysis of career and educational information. The mock interview shows job-seeking skills.

Extended Application Standard Comments: Relevance Location of evidence: Extended Application, Career-Related Learning Standards, Education Plan/Profile, Career-Related Learning Experiences . Extended Application – In the Relevancy Essay, the student explains that the medical field runs in her family, so she has considered it as a possible career choice. She explains that she developed an interest in the arts during high school. In the Project Proposal, the student explains some new skills that she will learn in photography and advertising. In the Developmental Abstract, she discusses possibly going into advertising or majoring in communications during college. 3 . Career-Related Learning Standards – In the journal entries, the student assesses her personal characteristics and interests in the arts and media and whether she wants to actually pursue medicine as a career field. In the timelogs, she discusses her plan to switch to an arts and communications project since art, advertising, and writing are closely aligned to her personal, educational, and career goals. . Education Plan/Profile – This shows educational and career goal planning.

. Career-Related Learning Experiences – The student identifies in both experiences whether she is considering either of these job options, which shows the evolution of her post-high school goals. Rigor Location of evidence: Extended Application, Career-Related Learning Standards Academic and specialized knowledge and skills: Advertising (banners, lights); computer programs (printing, design); photography (camera, exposure, flash, contrast); performance/show (music arrangement); and communication (formal letter writing, speaking clearly, script writing) . Extended Application – In the Project Proposal, the student explains some new skills that she will have to learn in photography and advertising. In the Reflective Essay, the student summarizes her experiences in switching projects and all the new concepts she had to learn. In the Process document, she lists various visual and organizational skills that she needs to use for her project. She also lists skills that she needs to learn during her project (e.g., use of sound system and lights). All the skills she lists are applied during the implementation of her project. . Career-Related Learning Standards – In the timelogs, the student explains how art, advertising, and writing are relevant to her personal, educational, and career goals. She also states that she took a CPR class, which demonstrates new learning. She shows application of new skills with the creation of the benefit ticket and the other plans described in the timelogs. She also demonstrates new learning by taking a CPR class. Reflection Location of evidence: Extended Application, Career-Related Learning Standards . Extended Application – In the Relevancy Essay, the student reflects about her past and present career goals. In the Developmental Abstract, she discusses possibly going into a career in advertising or communications in college. In the Project Proposal and Reflective Essay, she discusses the new skills and concepts she had to learn for the pageant project. . Career-Related Learning Standards – In the journal entries, the student reflects on her experiences in order to explore her interests in the arts and media. In the timelogs, she explains that she switched from a health project to the Mr. Viking Pageant project because art, advertising, and writing are more closely aligned with her goals.