High School and Beyond Plan with Personal Statement
Module: Teacher Version Grade 12
Reading Selections for this Module
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Teachers
Guide, on the Internet at https://www.bls.gov/ooh/about/teachers-guide.htm (visited November 6, 2018).
Career One Stop. “Interest Assessment.” https://www.careeronestop.org/toolkit/careers/interest-
assessment.aspx
Career One Stop. “Skills Matcher.” https://www.careeronestop.org/toolkit/Skills/skills-matcher.aspx
Purdue Owl. “Writing a Personal Statement.”
https://owl.purdue.edu/owl/job_search_writing/preparing_an_application/writing_the_personal_
statement/index.html
Ready. Set. Grad. “College Bound Scholarship Program.”
https://readysetgrad.wa.gov/college/college-bound-scholarship-program
Washington Career Bridge. “Career Quiz.” http://www.careerbridge.wa.gov/Survey_Cluster.aspx
Washington Student Achievement Council. “College Bound Scholarship Overview FAQ.”
https://www.wsac.wa.gov/sites/default/files/2019.FAQ.CollegeBound.pdf
Washington Student Achievement Council. “College Bound Scholarship FAQ for Seniors.”
https://readysetgrad.wa.gov/sites/default/files/senior_faqs_2019-20.pdf
Module Description
This module will address the following standards at the Grade 11-12 level: RI 7, W2, W3, W4, W5, SL4, SL5. The summative assessment will consist of the actual High School and Beyond Plan packet as provided on the OSPI website as well as the personal statement that can ultimately be used for college/work/scholarship applications. The texts listed above are used to provide students with a starting point in developing their own interests and future plans, this connects to writing in that students will ultimately incorporate this information in their HSBP portfolios and personal statement.
Module Background
“The High School and Beyond Plan may provide students with the opportunity to explore their own skills and interests and discover potential career and educational options. This personalized plan helps to connect career interests with courses and courses with career pathways or college majors. The plan helps students identify the steps needed to reach postsecondary goals. Students should be encouraged to take ownership over their high school experience and choose coursework and activities that are relevant to their goals. The High School and Beyond Plan also provides a means of tracking requirements for graduation from high school and entry into postsecondary programs and careers.” (OSPI, 2018)
Module Objectives
In addition to the focus on Common Core State Standards, the module targets the skill areas listed below.
Students will be able to:
Identify career goals using a career interest inventory.
Identify educational goals.
Analyze a four-year course plan with an individualized personalized pathway that fulfills graduation requirements and aligns with career and educational goals.
Create a current résumé or activity log.
If a student has not met standard on the state assessment, this plan must include interventions and academic support, additional courses, or both that will enable the student to meet the high school graduation requirements.
Produce a personal statement that aligns with the High School and Beyond Plan objectives.
*Objectives 1-5 are taken directly from OSPI’s website accessed 8/2020.
Summative Assessment
The summative assessment will have two parts to meet both the HSBP requirement by the state of Washington as well as the writing aspect to meet the requirements of the Bridge to College ELA course. Part I- The cumulative HSBP portfolio with all required documentation. These are highlighted in this module as REQUIREMENTS even though they are presented as activities throughout the module. Part II- Personal Statement.
Notes: Any notes provided to the students will be in shaded boxes like this.
Text – High School and Beyond Plan from OSPI: Activities highlighted in yellow are required in the HSBP. The green highlighted documents are the actual pieces that will compose the HSBP.
Pre-Reading
Activity 1: Quickwrite
Students need to activate their prior knowledge of what a High School and Beyond Plan is comprised of. This will allow them to generate ideas and begin the process of reflecting on the last three years of high school as well as their plans for post-secondary success. Use the OSPI HSBP packet to have students transfer their responses into the boxes at the bottom of page four of this module (page 1 if you print just the HSBP packet by itself).
***The OSPI HSBP packet is inserted following this activity. However, Activities 1-12 will use different parts of the OSPI HSBP packet. The activities go more in depth on each of the areas of the OSPI HSBP packet.***
Activity 1: Quickwrite
Because this is all about you, let’s start with a little bit of background information about you. On a piece of notebook paper, take 5-10 minutes writing about yourself. Address the following questions as best you can. This will then be revised and transferred to your HSBP.
1. Who are you?
2. What can you become?
3. How do you become that?
Once time is up, your teacher will have you discuss what you already know about the HSBP. Think about what you would like to know, and what all of this information means to you.
High School & Beyond Plan
Name: ___________________________________________________ Grade: (circle) 7,8,9,10,11,12
School: __________________________________________________ Graduation Year: ___________________
The High School & Beyond Plan has been a graduation requirement since 2009. Specific elements and requirements began in 2017-18, with additions from SHB 2686 for the 2018-2019 school year for all students in middle and high school. The High School & Beyond Plan (HSBP) is developed around three questions: Who am I?, What can I become?, How do I become that? This graduation requirement helps all students get the most out of high school and think about their future. Starting in 7th or 8th grade you will complete a Career Interest Inventory and continue developing and revising this plan through the 12th grade. You will work with your school counselor, advisor and/or teachers to create your own individual plan, called a “personalized pathway", and will revise your plan annually to adjust for changing interests or postsecondary plans (what you plan to do the year following graduation from high school). Your post high school goals may include four-year colleges or universities, two-year community or technical colleges, apprenticeship programs, industry standard certificate programs, military training, on-the-job training, transition program from an IEP or other options you may choose.
Required elements of your High School & Beyond Plan
1. Identification of your career goals using a career interest inventory.
Identification of your educational goals.
A four-year course plan with an individualized personalized pathway that fulfills graduation requirements and aligns with your career and educational goals.
By the end of 12th grade, a current résumé or activity log.
5. If you have not met standard on your state assessment, this plan must include interventions and academic support, additional courses, or both that will enable you to meet the high school graduation requirements.
The High School & Beyond Plan is used to guide your high school experience and prepare you for postsecondary education or training and career. This plan is updated each year to reflect your assessment results, review of your high school transcript, and assess progress toward identified goals. Your plan can be revised as necessary for changing interests, goals, and needs.
START TO CREATE YOUR PROFILE.
Who Am I?
What Can I Become?
How Will I Become That?
MY PLAN
1. CAREER INTEREST INVENTORY
A career interest inventory or assessment can be taken each year to learn about your career and educational aspirations.
► Career Bridge: http://www.careerbridge.wa.gov/Survey_Cluster.aspx
► Career One Stop: https://www.careeronestop.org/toolkit/careers/interest-assessment.aspx
► Advance CTE: Interest Survey for Career Clusters: https://careertech.org/student-interest-survey
► US Occupational Outlook Handbook: https://www.bls.gov/ooh/
MY TARGETED CAREER INTERESTS:
2. EDUCATIONAL GOALS
Using your career interests to guide you, educational goals for what you want to do after high school can be explored using the following postsecondary pathway links.
► 4-Year Public Colleges in WA state: http://www.wsac.wa.gov/college-admissions
► 2-year Community or Technical Colleges in WA state: https://www.sbctc.edu/our-colleges/searchcollege-programs/default.aspx
► 4-Year and 2-Year Colleges (Out of state/Private) o College Board’s Big Future: https://bigfuture.collegeboard.org/ o Peterson’s College Information Guide: https://www.petersons.com/collegesearch.aspx#/sweeps-modal
► Programs of Study and CTE Completer Programs: http://www.k12.wa.us/careerteched/ProgramsofStudy.aspx
► Industry Standard Certificate Program and Career Clusters: http://www.k12.wa.us/CareerTechEd/clusters/
► Apprenticeship Programs: http://www.lni.wa.gov/tradeslicensing/apprenticeship/
► Apprenticeship Program of Study: http://www.k12.wa.us/careerteched/pubdocs/ProgramsofStudyandApprenticeshipAlignmentGrid.pdf
► Internships: http://www.internships.com/washington
► Military Training: http://todaysmilitary.com/
► Job Corps Programs: https://www.jobcorps.gov/
► AmeriCorps: https://www.nationalservice.gov/programs/americorps
► Programs from Division of Vocational Rehabilitation (DVR): https://www.dshs.wa.gov/strategicplanning/division-vocational-rehabilitation
► For Students in Special Education Resources: https://www.seattleu.edu/ccts/ “Center for Change Transition Programs”
► For Students in ELL Programs: http://www.k12.wa.us/MigrantBilingual/default.aspx
MY EDUCATIONAL GOAL(S):
(more than one may be selected):
HOW WILL I GET THERE
3. MY 4-YEAR COURSE PLANNER
Directions: List below the courses you have taken (or plan to take) each year in high school. Note and consider local/state graduation requirements and post-secondary admission requirements for colleges.
SUBJECT AREA
GR 9
GR 10
GR 11
GR 12
English
Graduation Requirements ______
Admission Requirements ______
Mathematics
Graduation Requirements ______
Admission Requirements ______
Science
Graduation Requirements ______
Admission Requirements ______
Social Studies
Graduation Requirements ______
Admission Requirements ______
Health and Fitness
Graduation Requirements ______
Admission Requirements ______
*Arts or PPR (document on worksheet)
Graduation Requirements ______
Admission Requirements ______
*World Language or PPR (document on worksheet)
Graduation Requirements ______
Admission Requirements ______
Career Technical - CTE
Graduation Requirements ______
Admission Requirements ______
General Electives
Graduation Requirements ______
Admission Requirements ______
TOTAL CREDITS
Graduation Requirements _____
Requirements may vary. Please note:
· Local Graduation Requirements: Please refer to school district policy for local requirements (which may exceed state requirements)
· State Graduation Requirements: OSPI www.k12.wa.gov or State Board of Education www.sbe.wa.gov
· Program of Study & Admissions Requirements: Refer to specific institutions’ admission requirements or Washington Student Achievement Council (http://www.wsac.wa.gov/)
PPR = Personalized Pathway Requirement based on High School & Beyond Plan for Class of 2019 and Beyond
MY PERSONALIZED PATHWAY REQUIREMENT (PPR) WORKSHEET(Class of 2019 and Beyond)
There are a total of 7 courses outside of the required core 17 of the 24 credits that you can use in planning your Personalized Pathway.
Definition of Personalize Pathway
► A sequence of courses intentionally, chosen by you, that prepare you to meet your graduation requirements and specific post-high school career or educational goals this is meaningful and realistic.
► Created in collaboration between you, your parent/guardian, and school counselor, advisor, or teacher.
► *An additional 1 Arts and 2 World Language courses are required, unless replaced by “Personalized Pathway” courses you choose in your 4-year course plan based on your career interest and educational goals.
o These 3 choices along with 4 electives and 17 core courses complete your 24 credits needed for the career- and college-ready diploma.
1. *For my Personalized Pathway courses, based on my career interests and educational goals, I plan to take these courses to meet my graduation requirements:
For 2 Fine Art or 1 Fine Art (one Fine Art is required to graduate) I plan to take _______________________.
For 2 World Language or No World Language. I plan to take these 2 courses
__________________________________and _________________________________________.
2. How does my career interest connect with the courses I am taking or plan to take?
3. How do the courses I am taking or plan to take connect with my career pathway or college major?
4. What are the steps I need to take to reach my postsecondary plan successfully?
5. Who will I work with about my goals, plan and course choices and what is my timeline for making a decision about my plan to graduate on time and my postsecondary aspirations?
6. What if I change my mind along the way? Who will I talk with about revising my plan?
MY ASSESSMENTS, RESULTS, AND DUAL CREDIT
Starting in 2017–2018 your High School and Beyond Plan must be updated to reflect high school assessment results.
REQUIRED
State Assessment
My Scores/Results (CAA/CIA)
q Smarter Balanced Assessment
q English Language Arts (ELA)
q Math
q Science
q End of Course Exams or Local Exams
q End of Course Exams or Local Exams
q Alternatives – Specify:
q Alternatives – Specify:
OPTIONAL
Career and College Readiness Assessments
My Combined Scores
q PSAT Reading______ Math______
q SAT Reading ______ Math ______ Writing ______
q ACT Reading _____ Math ______ Writing ______ Soc Sci ______
q ASVAB
q College Placement Tests
q Other __________________________________________
q Other __________________________________________
Bridge to College Courses
My Grade
q English
q Math
Dual Credit Course Exams for College Credit
My Score, Credit and/or Grade
q Advanced Placement (AP)
q International Baccalaureate (IB)
q Cambridge International (CI)
Dual Credit Courses for College Credit
q Running Start
q College in the High School
q CTE Dual Credit [formerly called Tech Prep]
qOTHER
MY TRANSCRIPT AND PROGRESS REVIEW
You are required to review your grades/transcript and progress toward identified goals, and make revisions as necessary for changing interests, goals, and needs, starting in 2017–2018.
q Transcript and Progress Review with my School Counselor/Advisor Date:
4. RESUME OR ACTIVITY LOG
Your High School & Beyond Plan must include a completed résumé by the end of 12th Grade. A résumé or activity log is a good way to introduce yourself. You will usually need one if you are applying for a job, an internship, or scholarship, and one may be needed for a college application. A résumé or activity log summarizes who you are including, but not limited to your experience, what you can do, and your unique skills, talents, and leadership and/or athletic abilities.
CREATING A RESUME OR ACTIVITY LOG
A good résumé or activity log has four parts:
► Contact information. The top of your résumé or activity log should include your contact information. This information is often centered on the page. You might want to include your name in a larger point size or in bold so that it stands out. Make your résumé or activity log easy to read by using lots of white space and a font or point size that is larger than 11 point. Make sure your font is sans serif for better readability. Your contact information should include:
– Name
– Address (optional)
– Phone number
– E-mail address
► Objective. Why do you want a job? Why do you want to attend a postsecondary institution or be granted a scholarship? Your objective is a short statement, usually just one or two sentences.
► Skills and Strengths. In this section list your skills, interests and abilities. Even if you have never held a paid job before, you have skills. What are they? Maybe you have tutored younger students or know how to develop a web site. Maybe you have run for office at school or organized a school event. When you write about your skills and strengths:
– Use short points rather than complete sentences. (Example: Organized fundraiser for storm victims)
– Use action words. (Examples: Led, organized, managed, designed, developed)
– Use soft skills to describe your strengths (Examples: Friendly, communication skills, punctual, teamwork building, adaptability, problem solving skills, responsible, reliable)
– Use numbers and percentages to quantify your accomplishments. (Example: Organized fundraiser for earthquake victims that raised $5,000)
– Mention your technical or computer skills. (Proficient with Microsoft Office and Adobe Flash)
► Experience. In this section, list your paid jobs, volunteer activities, and extracurricular activities, especially if these activities show your leadership, skills and/or dedication. Describe each briefly. You can also list awards or other recognitions you have received. Note:This information may be used later for a scholarship application or college essay.
MY RESUME OR ACTIVITY LOG
You can use this guide to take notes and track information that can be used for your résumé or activity log.
Contact Information: (Make sure your list a number at which you can be reaches and your email is professional.)
Objective: (If you are applying for a job, describe why you want the job, and what you hope to learn. If you are not applying for a job right now, write that you want to put your skills to work in the community. If you are using your activity log for writing a personal statement for a college or scholarship application, more details about your leadership roles, goals, or special circumstances are needed ):
Skills and Strengths: (Remember, short points using action words. You should also list any Career and Technical courses, certifications, college credit, and pre-apprenticeship certifications.)
Experience: (Show your positions/titles, main responsibilities or things you did in the position, work or volunteer experience, and list your accomplishments in any school or community based groups you’ve joined)
Activities/Athletics, Leadership Roles, Talents, Awards, Community Service: (Describe your positions and list your accomplishments in the groups you’ve joined.)
5. ADDITIONAL REQUIREMENTS FOR STUDENTS WHO HAVE NOT MET STANDARD ON THE STATE ASSESSMENT BEFORE 11TH GRADE
Interventions, supports, or specific courses designed to assist you meet high school graduation standards and requirements must be rigorous and consistent with educational and career goals from your HSBP and mayinclude:
q Priority for course selection or schedule changes
q Counseling for “on track” on-time graduation plan
q Academic interventions with frequent progress checks
q School counseling connection for social/emotional supports
q Dual credit course (AP,IB, CI, College in the HS, Running Start, Tech Prep)
q Career and technical equivalency course
q Transition course (Bridge to College Math and/or English)
q Local school district determined courses with qualifying assessments
q Credit recovery course
q Remedial course
q Tutoring/Mentoring
q Parent/guardian/teacher/counselor conference
q Attendance contract
q Extended school day opportunity
q Summer school
q Other ____________________________
q Other ____________________________
q Other ___________________________
MY INTERVENTIONS:
Chosen Strategy:
Timeline:
Result:
MY ACADEMIC SUPPORTS:
Chosen Strategy:
Timeline:
Result:
ADDITIONAL REQUIREMENTS FOR 8TH GRADE STUDENTS
► 8th GRADE STUDENTS WHO HAVE NOT EARNED A LEVEL 3 ON THE MIDDLE SCHOOL STATE ASSESSMENT IN MATH
q Middle school math state assessment score below Level 3 must take math course in both 9th and 10th grades (This course may include career and technical education equivalencies in math.)
► 8th GRADE STUDENTS WHO HAVE NOT EARNED A LEVEL 3 ON THE STATE ASSESSMENTS
q Complete a Student Learning Plan before entering 9th grade (http://www.k12.wa.us/studentlearningplan/default.aspx)
Parent/Guardian Signature: (optional) _______________________________________ Date: ________________
ESHB 2224 (2017): “School districts are encouraged to involve parents and guardians in the process of developing and updating the High School and Beyond Plan.”
E2SSB 6552 (2014): “The content of the third credit of mathematics and the content of the third credit of science must be chosen by the student based on the student’s interest and high school and beyond plan with agreement of the student’s parents or guardian or agreement of the school counselor or principal.”
► ADDITIONAL INFORMATION ABOUT ASSESSMENT
STATE EXPEDIATED ASSESSMENT APPEALS WAIVER FOR CLASS OF 2014 – 2018 http://www.k12.wa.us/Assessment/GraduationAlternatives/ExpeditedAppeals.aspx
STATE ASSESSMENT ALTERNATIVES FOR THE CERTIFICATE OF ACADEMIC ACHIEVEMENT (CAA) http://www.k12.wa.us/assessment/GraduationAlternatives/Options.aspx
To find this template in 9 languages and to develop a systemic plan, go to OSPI Career Guidance WA /High School & Beyond Plan page at: http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/default.aspx. Updated 3/26/2018
► MY NOTES:
Activity 2: Exploring Key Concepts
Students must complete a career interest survey provided by the Washington Career Bridge website, http://www.careerbridge.wa.gov/Survey_Cluster.aspx in this Activity before they can complete Activity 3. The website can be found on page 2 of the OSPI HSBP packet as well. The written portion will not be included in the HSBP.
Activity 2: Exploring Key Concepts
You will complete a career interest survey targeting the various career clusters and future employment opportunities available to you. You will use the link provided by your teacher via the Washington Career Bridge website to complete this survey. Write down the top 3 scoring career clusters on a piece of notebook paper. Then, write a 1 paragraph reflection as to whether or not you agree with your findings.
Activity 3: Targeted Career Interests
Students must complete the written section of “My Targeted Career Interests” on page 2 of the OSPI HSBP packet. Once students complete Activity 2 and know their top 2 career clusters, have them complete the Career Research handout (see next page) to gather information about potential careers listed under each of the clusters. Print 2 copies of the following Career Research handout per student.
Activity 3: Targeted Career Interests
You will now delve deeper into the career interest inventory. From the top 2 scoring career clusters (found in Activity 2), select 2 careers from each category that interest you. You will complete the Career Research handout to gather information on each of these potential careers. Next, write 1 paragraph reviewing your targeted career interests and why you think they are your top areas. This will be transferred to your HSBP.
NAME: ____________________________
Career Research
Directions: From the results of your career survey you took online, you will complete this chart for two specific jobs within your top two career clusters. You will finish with research on four different potential jobs that align with your interests.
CAREER CLUSTER: _______________________________________
Name of job
JOB 1
JOB 2
1. Does this career require a college or technical degree?
2. How many years of formal education are required?
3. List three possible schools in Washington state you could attend to attain this career.
4. List 5 skills needed for this job.
5. A. Do you have these skills?
B. What skills do you need?
6. What is the yearly salary or hourly rate?
7. Does the pay stay the same or increase?
8. Does education make a difference in how much you make?
9. List 3 duties this job requires.
10. Where in Washington is there a high demand for this job?
11. What are the benefits of this career? (pros)
12. What are the drawbacks of this career? (cons)
Which of these two jobs in this career cluster are you more interested in? Why? ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Reading Purposefully
Activity 4: Reading for Understanding- Educational Goals
Students must complete the written section of “My Educational Goal(s)” on page 2 of the OSPI HSBP packet. Once students have completed this activity, the 2 paragraphs addressing their educational goals and what is needed to achieve those goals will be placed on page 2 of the OSPI HSBP packet. Prior to writing those reflective paragraphs, students must conduct research and gather information to help them set such goals. Use the Postsecondary Pathways Links handout (see next page) provided by OSPI to have students research the different possible pathways. Based on their career interests from Activity 3, they should have an idea of the route they could possibly pursue after high school. Students will then complete the Exploring Postsecondary Pathways handout using the list of links.
Activity 4: Reading for Understanding- Educational Goals
Using your career interests to guide you, we will now focus on the educational goals required to move you along the pathway for postsecondary success. There are essentially 3 pathways you can choose from for your post-high school:
1. Continue your education
2. Join the workforce
3. Enlist in the military
You can also combine these three things, but should mainly focus on one for the purpose of this activity. Keep in mind these are all extremely broad selections and a number of factors are included in each choice. Having researched potential career opportunities, you should have a sense of the level of training or education required for your career interests.
Use the Postsecondary Pathway Links handout to read and gather information about the options available to you. Complete the Exploring Postsecondary Pathways handout that comes with it.
Finally, write 2 paragraphs addressing your educational goals and what is needed to achieve those goals. This will be transferred to your HSBP.
Post-Secondary Pathway Links
Provided by OSPI
Using your career interests to guide you, educational goals for what you want to do after high school can be explored using the following postsecondary pathway links.
► 4-Year Public Colleges in WA state: http://www.wsac.wa.gov/college-admissions
► 2-year Community or Technical Colleges in WA state: https://www.sbctc.edu/our-colleges/search-college-programs/default.aspx
► 4-Year and 2-Year Colleges (Out of state/Private)
o College Board’s Big Future: https://bigfuture.collegeboard.org/
o Peterson’s College Information Guide: https://www.petersons.com/college-search.aspx#/sweeps-modal
► Programs of Study: http://www.k12.wa.us/careerteched/ProgramsofStudy.aspx
► Industry Standard Certificate Program and Career Clusters: http://www.k12.wa.us/CareerTechEd/clusters/
► Apprenticeship Programs: http://www.lni.wa.gov/tradeslicensing/apprenticeship/
► Apprenticeship Program of Study: http://www.k12.wa.us/careerteched/pubdocs/ProgramsofStudyandApprenticeshipAlignmentGrid.pdf
► Military Training: http://todaysmilitary.com/
Exploring Postsecondary Pathways
Directions: Respond to the following questions using the Postsecondary Pathway Links handout provided by your teacher. Please answer these on a separate piece of notebook paper.
1. Which of the websites provided are the most beneficial to you? Why?
2. Which pathway, school/work/military are you most likely going to pursue next year? Why?
3. What is one educational goal you have for next year?
4. What are the steps you must take to achieve your educational goal?
5. What obstacles are in your way of achieving your educational goal?
6. How can you overcome the obstacles in your way?
7. List three questions you have after starting the research process.
Activity 5: Understanding the Structure of the Text- 4 Year Course Planner and Transcript
Understanding the structure of the text allows students to grasp the organizational aspects of the publisher’s choice of sequencing. Such activities often begin with developing questions about how a text is visually laid out. In this activity, students must have the 4-Year Course Planner handout (page 6 of this module or page 3 of the HSBP packet), a copy of their transcript, and your school district’s graduation requirements. Students will evaluate the structure and patterns of their transcripts and the school district’s graduation requirements. This activity can be done in partners or small groups. After discussing, students will examine the structure in Activity 6.
Activity 5: Understanding the Structure of the Text- 4 Year Course Planner and Transcript
Evaluate the organization and patterns of the 4-Year Course Planner handout, your transcript, and your school district’s graduation requirements. The state of Washington high school graduation requirements can be found at www.k12.wa.gov or www.sbe.wa.gov Make sure to find those for your graduation year!
The structure of these texts is not what you probably think of when reading and analyzing. However, working with informational texts like these are key in developing your ability to read and understand working documents. Respond to the following questions:
1. How does the author organize the information differently from usual prose form used in academics?
2. Why do you think the author did this?
3. Is it effective or distracting?
4. When you open a page like this, what draws your attention first? How do you go about reading it?
Discuss any questions you have with peers or your teacher.
Activity 6: Examining the Structure of the Text- 4 Year Course Planner and Transcript
Examining the structure of the text, or otherwise graphically representing different aspects of the text, helps students gain a clearer understanding of the writer’s rhetorical and generic approach to the text’s content and organization. Such activities also often lead to further questions. In this activity, must have the 4-Year Course Planner handout, a copy of their transcript, and your school district’s graduation requirements. Students will read and annotate their transcripts and the school district’s graduation requirements. After annotating, students will fill out the 4-Year Course Planner which can be found in the OSPI HSBP packet (page 3 of the HSBP packet or on page 6 of this module).
Activity 6: Examining the Structure of the Text- 4 Year Course Planner and Transcript
Analyze the 4-Year Course Planner handout, your transcript, and your school district’s graduation requirements. The state of Washington high school graduation requirements can be found at www.k12.wa.gov or www.sbe.wa.gov Make sure to find those for your graduation year!
The structure of these texts is not what you probably think of when reading and analyzing. However, working with informational texts like these are key in developing your ability to read and understand working documents. Keep in mind what the graduation requirements are as opposed to the admissions requirements. As you examine these three documents (4-Year Course Planner, school district graduation requirements, and your transcript), write down any questions that come to mind in the margins.
Discuss any questions you have with peers or your teacher. As you read these documents, begin filling out the 4-Year Course Planner. Once this is completed, the 4-Year Course Planner will be transferred to your HSBP.
Post Reading
Activity 7: Summarizing and Responding- Personal Pathway Requirement (PPR)
Students have now read a variety of documents and websites and gathered abundant research to help guide their next steps. Next, students will complete the Personal Pathway Requirement (PPR) located on page 4 of the OSPI HSBP packet (or page 7 in this module) in which they will reflect upon the information they have collected and respond to the questions based on their choices. Remember to keep in mind students’ transcript and the courses they are taking as seniors. Guide students through each question and allow them to respond accordingly. Because you have this handout electronically, the blank lines are not the maximum length students may fill out. Remind students that for every question, they need to write at least a paragraph. This should be manageable for students because they have already gathered so much information prior to completing the PPR. Please see the optional HSBP essay (see next page) and sample handouts (following pages) if you wish to strengthen students’ writing.
Activity 7: Summarizing and Responding- Personal Pathway Requirement (PPR)
You have now read a variety of documents and websites and gathered abundant research to help guide your next steps. Next, you will complete the Personal Pathway Requirement (PPR) handout in which you will reflect on the information you have collected and respond to the questions based on your choices. Remember to keep in mind your transcript and the courses you are taking as a senior. Each response must be at least one paragraph. This will be transferred to your HSBP.
HIGH SCHOOL AND BEYOND PLAN ESSAY
Directions: Please discuss the following questions in essay format. If any of the questions do not apply to you, explain why. This is a graduation requirement and should be a total of 2 pages, double spaced, Times New Roman size 12..
Who I Am- 2 paragraphs
o What are your top motivations and character traits? How have they affected your activities during high school and how will they affect your plans for the future?
o How did you decide which courses to take during high school?
o Discuss your own strengths and weaknesses and how you can improve.
What I Have Accomplished- 1 or 2 paragraph(s)
o What have you accomplished in regards to academic success?
o What are your top educational qualifications? What are your best skills? What responsibilities have you been given that demonstrate your personal strengths? You might want to share information from your latest credit evaluation, transcript, and resume.
o What extracurricular activities have you been involved with in and out of school? If you haven’t been involved, explain why.
o What awards and honors have you received?
o How have you served your school and community? Discuss your 18 hours of community service.
What I Plan to do With My Life- 2 paragraphs
o What are you planning to do next year? What have you done – such as taking advanced, CTE, or dual credit courses or applying to college – to achieve that plan?
o Who has most influenced your plans for the future? Why?
o How has your job shadows your career of interest influenced your plan for the future?
o Have your goals for the future stayed the same since freshman year or have they changed? Why?
o How will you pay for your first year after graduation?
Conclusion- 1 paragraph
o Provide a summary of what you have learned in high school that will support you in your goals for what you want to do after graduation.
Student
December 1, 2017
Teacher
High School and Beyond Plan
G----- has been my home for as long as I could remember and in less than a year it will
just be the hometown I once lived in. No longer will I pass by the Conoco next to the police
station on the main street and remember all of the snack trips me and my siblings would take or
pass by G----- on the freeway to see the field’s lights on a Friday night and think back to my
hard-fought soccer games on Tuesday and Thursday nights or football Friday night lights
cheering on my Spartans. With this emotional transition, of course, I need a plan of action from
here on out to truly fulfill my long-made dreams after high school. It has forever been a dream of mine to be financially well, pursue a career in the medical field, and make my influential parents proud, all by turning my academic experience in high school as a tool for success in a university.
My top motivation is to be professionally and financially sound in my adult life after
college. Materialistically, I wish to own a home somewhere beautiful and sunny and near nature. Most of all, I wish to have the capability to provide for myself and my family without others’ help or aid. This includes helping my parents out as soon as I am financially able to. In the long run, I would like to gain a strong and healthy relationship with another successfully driven individual to start a family with. I would like to aid my parents when I'm able to because I have a desire to help others in any way that I can.
Being that I have a knack for helping others, I would really like to gain a career in the medical field, specifically as a nurse or doctor in a hospital, I weirdly enjoy hospital environments. Where or in which facility I will be working in, I still do not know, but I look forward to the adventure. In addition to this, I would very much like to join the Doctors Without Borders program and visit various countries throughout the world in need of a helping hand. On the top of my traveling bucket list is Australia, Ethiopia, Italy, and New Zealand. I would love
the opportunity to learn, help others, and travel in college and in my career.
I have big dreams and ambitions in regards to my upcoming future and I fully intend on
fulfilling every single small dream of mine. With these big dreams I am required to have a
background of excellent work ethic, determination, and persistence. Thankfully, I feel that I can
be a very hard worker when needed and remained determined when pursuing a long term goal.
My greatest weakness, although, is my tendency to procrastinate with deadlines, which can be a
huge issue in my college career. I know very well that colleges and universities don’t allow for
any kind of late work or procrastination. I can begin improving this flaw by looking towards my
goal and the motivations behind it right when I receive a new work. With or without a deadline I shall look into the motivations behind finishing or learning something so that I feel ready and
excited to get things done.
In high school is where I have gotten to learn a lot about these select few strengths and
weaknesses. In regards to academic success, I have maintained a well GPA at 3.5, even after
attending Running Start for a full academic year. In addition to this, I have continued to include myself in the attendance of college in the high school classes and honors classes offered at my high
school. My rigor is reflected in my transcript and shows the way in which I continue to push
myself in everything I do. My top educational qualification is my tendency to admit myself to
courses which challenge me. This is reflected in my transcript as I have attended high school
classes while still in middle school and college classes while in high school. I also believe that
some of my best skills is my adaption to classes and professors’ teaching methods. I learn in a
very particular way, that is through kinesthetic and visual means, and I am always capable of
modifying my studying and listening habits according to a professor's teaching methods.
Throughout high school, in addition to my academic rigor and decent GPA, I have
maintained honor roll status. In my 2017 spring quarter of dual attending YVCC in Yakima, I
achieved Dean’s List at the community college with a GPA of 3.80. I rank 12 out of 127 students in my class. Extracurricular activities, such as soccer and cheerleading, I have earned a varsity letter and awards throughout my years on the team and squad. I have received multiple ‘most improved’ award plaques and a final single ‘most inspirational’ plaque in soccer and a
‘scholarly’ award plague in cheerleading.
Overall, moving on into my second stage of life and education, I am looking to attend a
4- year University to study pre-med and from there narrow my course curriculum to
accommodate a specific career choice. I admire the idea of attending Western Washington
University to study pre-med and then transferring into a medical school to finish my specific
program. I would also like to take advantage of the University’s study abroad program to get the opportunity to learn in different parts of the world with culturally diverse individuals. In
preparation for this, I have taken up until my chemistry class and taking a multitude of dual class courses to appear more prepared for universities when applying.
Many things have influenced this plan. Some of the greatest influences in my life are my
parents and their motivation. My parents married and had a child very soon after receiving their
high school diploma. This rush didn’t allow for them to further their education into a University
or college. Due to a lack of higher education on their belt, it has been difficult for my parents to
obtain a well-paying and stable job where they aren’t paid enough for the hard work that they put in. My father has been in and out of employment throughout my life due to the economic disrupt after the recession in 2008, throwing our family in and out of the welfare system. On the other hand, my mother has found a job that she loves as a para at the G----- elementary school, but is paid minimal salary for minimal hours. My parents married young and missed out on fully experiencing college life and furthering their education, they don’t want me to make the same mistake and nor do I.
Being that my family and I are not financially-hearty, I know that costs for attending a
University will be a challenge. I plan on filling out my financial aid applications for the schools I am attending and working to help pay for extra costs and earning grants from scholarships. In a University I am given the great fortune to apply for financial aid that may be able to pay in full, due to my low EFC. In addition to financial aid I will pay for my costs of living with money I gain from work. In the area of Bellingham, my family owns a family restaurant that I will hopefully be able to work for to earn some extra living money. If needed, I will use loans to pay for my education, but it will be a last resort. Any borrowed money from my parents that I might end up using I intend on paying back in full after I join the workforce in the career of my choice.
Throughout my high school career, I have learned countless lessons. Social skills, learning techniques, and values is just a small summative list. All of the greatest lessons, learned from my mistakes and failed attempts. I have gotten to know that doing something halfway with lacked effort just makes you feel stupid afterwards, or that time is important and should be managed and taken advantage of as so, and that sometimes the things that are the hardest or most uncomfortable to fulfill can fill you with some of the greatest feelings of accomplishment and reward in the end.
Activity 8: Discussion and Reflection on Opportunities Available for Students
It is important for students to identify and reflect upon the opportunities they have been presented with over their high school careers, whether or not they have taken advantage of them. This activity will allow for student discourse on career and technical education (CTE) programs, running start programs, college in the high school programs, and all other programs that schools have offered to prepare students for post-secondary success. After identifying all aspects offered at your school, students will write a two paragraph reflection on which programs they engaged with and why. If students did not participate in any specific programs, they must explain why they chose not to; however, this would be highly unusual as all students are often required to take certain courses pertaining to CTE.
Activity 8: Discussion and Reflection on Opportunities Available for Students
It is important for you to identify and reflect upon the opportunities you have been presented with over your high school career, whether or not you have taken advantage of them. This activity will allow for you to talk about career and technical education (CTE) programs, running start programs, college in the high school programs, and all other programs that your school has offered to prepare you for post-secondary success. After identifying all aspects offered at your school, you will write a two paragraph reflection on which programs you engaged with and why. If you did not participate in any specific programs, you must explain why you chose not to; however, this would be highly unusual as all students are often required to take certain courses pertaining to CTE.
Activity 9: Thinking Critically Through Analysis- Assessments, Results, and Dual Credit
This activity will have students analyze the true meaning of test scores that impact them and whether or not they are on track for their diplomas. Students must visit the website https://www.sbe.wa.gov/news/state-board-education-establishes-graduation-scores-smarter-balanced-assessments to read the article State Board of Education Establishes Graduation Scores on Smarter Balanced Assessments. See the sample annotated article (following pages) to guide your instruction or you can annotate on your own. Keep in mind the following questions to guide your own annotating as you demonstrate for students:
1. When was this published? What is the significance?
2. Who published/wrote it? What is his/her/their/its credibility?
3. What words or phrases might need further defining or explaining?
4. Where do you find documents such as this, aside from school?
5. Why is this significant?
6. How can teachers better explain the importance of these documents to underclassmen?
Students will annotate and question the article, making comments in the margins. They will then research the background of the source, assess the credibility of the sources and the evidence, and look for biases and gaps. You can then have students discuss their findings as you choose.
Following this reading, students will complete the “My Assessments, Results, and Dual Credit” on page 5 of the OSPI HSBP packet (page 8 of this module). Students will need their transcripts, test scores, and/or access to a counselor if possible.
Activity 9: Thinking Critically Through Analysis- Assessments, Results, and Dual Credit
By thinking critically, you will move beyond your initial reaction towards a text to a deeper understanding of what it means beyond the surface. Have you ever wondered what the numbers mean when you get your state test scores back? What makes a level 2 a level 2? Why is 2548 so important for the state English Language Arts assessment? This activity will have you analyze the true meaning of test scores that impact you and whether or not you are on track for your diploma.
Visit the website https://www.sbe.wa.gov/news/state-board-education-establishes-graduation-scores-smarter-balanced-assessments to read the article State Board of Education Establishes Graduation Scores on Smarter Balanced Assessments. Annotate and question the article, making comments in the margins. Research the background of the source, assess the credibility of the sources and the evidence, and look for biases and gaps. Discuss your findings within the groups your teacher assigned.
Finally, complete the My Assessments, Results, and Dual Credit handout using your transcript, advisor, counselor, gradebook login, and/or ACT/SAT accounts to locate your scores and/or grades.This will be transferred to your HSBP.
State Board of Education establishes graduation scores on Smarter Balanced Assessments
Posted on August 6, 2015 by WA State Board of Education
Dear Stakeholders:
As you may know, at its August 5th meeting, the State Board set the minimum scores required to earn a diploma on state assessments, as required by law. We appreciate those who have provided input and feedback to the Board at meetings and community forums. The adopted scores and supporting details can be accessed here.
The Board followed through on its equal impact philosophy, adopting a mid-Level 2 score requirement for the English Language Arts (ELA) portion of the Smarter Balanced (SBAC) assessment (scale score: 2548), and followed the same philosophy for the Math End-of-Course exams. The SBAC math score (2595) was set to be commensurate with the ELA requirement. These minimum scores are just a little more than half way up the Level 2 scale; about 60% of the way between Levels 2 and 3.
The Board wanted me to help explain their decision to you all, and emphasize a few points we can all work on together for the betterment of students.
First, the Board wants to emphasize that Level 3 remains the goal for all students on the new (SBAC) assessments. A Level 3 score represents a career and college-ready score for our students. The Board wishes – indeed expects – all students to eventually be able to achieve this level of proficiency. Although the board has set a transition standard at a rate below Level 3, this was done to ease the transition for our system and demonstrate fairness to students. It was not done to compromise or confuse our ultimate goal.
We have every reason to believe that students will respond to the Level 3 challenge. Over 70 percent of 10thgraders achieved a Level 3 this year – exceeding earlier predictions – and we know our students are capable of much more. The Board has already indicated that it will revisit this issue frequently and may move the minimum score requirement to a Level 3 in the near future. The Board believes that emphasizing a Level 3 score as the goal now will help ease that transition when the time comes.
Second, as exciting as the 10th grade results were, the results from juniors on the SBAC were perplexing. Fewer than half of juniors took the assessment, and those who did were greatly surpassed in achievement by their sophomore counterparts. The sophomores outperformed the juniors to such an extent that it is obvious that something is wrong. As a result, the Board was limited in its ability to use this data to set scores for the math SBAC.
As a system, we need to strategize about ways to communicate with students about the 11th grade assessment, and provide the proper encouragement and incentive for students to do their best, even prior to its requirement for a diploma. We should continue to emphasize the valuable information SBAC gives them about their level of preparedness for post-secondary education, what corresponding classes they can take as seniors to improve their readiness, and the potential it offers to avoid expensive remedial coursework at community and four-year colleges. A participation rate of less than 50 percent on a state assessment is a problem of practice we can all work on together.
Finally, and perhaps most importantly, while these assessments are important to our goals, but they are not the goals themselves. There is a difference between taking these assessments seriously, and letting a test define a student. No test defines a student. Kids are complex, hopeful, and individual wonders. Students who score at Level 1 can, with hard work, be successful in college and career. They should be reminded that many others have before them. A well-rounded student who is truly “career and college-ready” is more than simply proficient in Math and Language Arts. Let’s acknowledge the important role that SBAC assessments play in career and college-readiness, without letting them become the definition of career and college-readiness. Kids are so much more.
Thank you for partnering with us. We can do great things together. If you have any questions, please don’t hesitate to write to us.
Sincerely,
Ben Rarick
Activity 10: College Bound Scholarship
Part of the state’s requirement when completing a High School and Beyond Plan is to provide information about the College Bound Scholarship. This is a program that students sign up for in 7th or 8thgrade that assists low-income students in paying for college. Have students access both Washington Student Achievement Council websites listed at the beginning of this module. Or you can use the handouts provided on the following pages.
Washington Student Achievement Council. “College Bound Scholarship Overview FAQ.”
https://www.wsac.wa.gov/sites/default/files/2019.FAQ.CollegeBound.pdf
Washington Student Achievement Council. “College Bound Scholarship FAQ for Seniors.”
https://readysetgrad.wa.gov/sites/default/files/senior_faqs_2019-20.pdf
Ask students if they know whether or not they made the pledge in middle school/junior high. Once you have identified those who qualify- you can also find out from your counselor(s)- have students read and discuss both documents. If students don’t qualify, they can still respond to the following questions.
1. What is the purpose of the College Bound Scholarship?
2. What are the requirements to fulfill the pledge?
3. Where can the CBS be used?
4. Are there limitations to the CBS?
5. Why was the CBS originally put into place?
6. How is the CBS funded?
Activity 10: College Bound Scholarship
Next you will do some research on a state based program called the College Bound Scholarship. This is a program that students sign up for in 7th or 8th grade that assists low-income students in paying for college. You will access both Washington Student Achievement Council websites given by your teacher. Did you sign up for this in 7th or 8th grade? Now, read and discuss both documents. If you don’t qualify, you will still respond to the following questions.
7. What is the purpose of the College Bound Scholarship?
8. What are the requirements to fulfill the pledge?
9. Where can the CBS be used?
10. Are there limitations to the CBS?
11. Why was the CBS originally put into place?
12. How is the CBS funded?
Activity 11: Considering Your Task and Your Rhetorical Situation- Resume
Now that students have reflected on their coursework from their years in high school, it is now time to apply their experiences to a real world application. When creating a resume, students need to think about their target audience and situation. Before starting on their own resumes, students will need to find two different sample resumes online and respond to the following questions. Or, you can choose to use the sample resumes (next pages) provided in this module.
1. Describe the resume you found. How are they similar? How are they different?
2. What kind of information does each contain?
3. What does this information tell you about each candidate?
4. Which level of employment would you expect to see a resume like this for? Entry level? Middle level? Corporate or professional level? (Think about target audience).
5. What would you change to improve this resume to make it more effective? Why? What makes a resume effective?
When it comes to students writing their own, there are a number of templates available, but some are better than others; show students the differences when using Google or Word templates. Use the Create a Resumehandout (following pages) to help guide them through the resume process. The finished product will be a completed resume they could use for entry level employment.
Activity 11: Considering Your Task and Your Rhetorical Situation- Resume
Before starting on your own resume, you will need to find two different sample resumes online, or, your teacher may provide you with sample resumes to respond to the following questions.
1. Describe the resume you found. How are they similar? How are they different?
2. What kind of information does each contain?
3. What does this information tell you about each candidate?
4. Which level of employment would you expect to see a resume like this for? Entry level? Middle level? Corporate or professional level? (Think about target audience).
5. What would you change to improve this resume to make it more effective? Why? What makes a resume effective?
Now that you have reflected on your coursework from your years in high school, it is now time to apply your experience to a real world application. When creating a resume, think about your target audience and situation. There are a number of templates available, but some are better than others. Use the Create a Resume handout to help guide you through the resume process.
This will be transferred to your HSBP.
Carly Applicant
6 Oak Street
Arlington, VA 54321
(555) 555-5555
carly.applicant@gmail.com
SUMMARY
Honor roll high school student with extensive experience working with youth all ages, who has been praised and awarded for her organizational skills and ability to develop fun, engaging activities for youth of all ages, seeks an entry-level child position with an area child care provider or retail firm.
WORK EXPERIENCE
THE RETAIL STORE, Arlington, VA
Sales Associate/Manager, September 2016-Present
Maintain and restock inventory; provide customer service; responsible for training incoming associates in operating cash register system due to track record of excellence.
Named “Employee of the Month” three times.
Attended a “Sales Associate Training” conference in Washington, D.C.; was selected as one of 10 out of 1,000 sales associates from Virginia to attend the conferences.
Promoted to manager in 2017; was the youngest associate to reach the position in store history.
KINDERFUN PRESCHOOL; Arlington, VA
Child Care Provider, September 2014-August 2016
Provided childcare for a dozen families after school, on weekends, and during school vacations.
Developed and implemented fun, educational activities for children, from ages 1 to 8 years.
VOLUNTEER EXPERIENCE
RUN FOR LIFE, Arlington, VA
Publicist, November-December 2017
Assisted in marketing the charity run via social media; oversaw cleanup after the race.
Managed 20 volunteers of all ages in setting up booths, operating the registration, and facilitating the race.
EDUCATION
High School Diploma (June 2019; Expected Graduation Date); GPA 3.9
Arlington High School, Arlington, VA
Honor roll each semester; captain of the debate team; president of the Key (service) Club.
Elective Classes and Activities: Screen Printing, Culture & Foods, Independent Living, Family Advocacy, Wind Ensemble, Stage Crew
David Applicant
123 Main Street • New York, NY 10036 • (123) 555-0000 • david.applicant@noemail.com
Digital native adept at various software programs, with a strong background in math and communications.
BUSINESS/TECHNOLOGY EXPERIENCE
RAYMOND CHARLES, INC., Trenton, N.J.
Real Estate Finance Intern, Summer 2017
· Budgeted operating expenses and determined rent schedule through rent averaging process.
· Performed comparative analysis of operating expenses in Excel.
XYZ COLLEGE, Main City, N.Y.
Computer Assistant, Center for Information Technology Services, Spring 2016
· Answered students’ questions regarding issues with personal and school computers.
· Received award for excellent communication skills.
WALL STREET INVESTMENT ASSISTANCE, New York, N.Y.
Data Entry, Winter Break 2016
· Requested and verified dividend reclassification information from fund company executives.
NEW YORK JOURNAL, New York, N.Y.
Data and Systems Department Assistant, Summer 2015
Assisted computer operators with payroll and sales administration data encoded tapes.
OTHER EXPERIENCE
OFFICE OF RESIDENTIAL LIFE, XYZ College, Main City, N.Y.
Resident Assistant, 2013-2015
Math Tutor / Grader, Mathematics Department, 2014-2015
COMPUTER SKILLS
Proficient in HTML, PHP, SQL, CSS, Excel, Lexis/Nexis, Mathematicas, and Microsoft Office Suite as well as various accounting software programs.
EDUCATION
Bachelor of Arts (2018); GPA 3.81
XYZ College, XYZ Town, New York. Double Majors: Computer Science and Philosophy; Minors: Business Cum laude
Creating a Resume
Provided by OSPI
You can use this guide to take notes and track information that can be used for your résumé.
Contact Information: (Make sure your list a number at which you can be reaches and your email is professional.)
Objective: (If you are applying for a job, describe why you want the job, and what you hope to learn. If you are not applying for a job right now, write that you want to put your skills to work in the community. If you are using your activity log for writing a personal statement for a college or scholarship application, more details about your leadership roles, goals, or special circumstances are needed):
Skills and Strengths: (Remember, short points using action words. You should also list any Career and Technical courses, certifications, college credit, and pre-apprenticeship certifications.)
Experience: (Show your positions/titles, main responsibilities or things you did in the position, work or volunteer experience, and list your accomplishments in any school or community based groups you’ve joined.)
Activities/Athletics, Leadership Roles, Talents, Awards, Community Service: (Describe your positions and list your accomplishments in the groups you’ve joined.)
Activity 12: Gathering and Discussing Relevant Ideas and Materials- Additional Requirements for Students Who Have Not Yet Met Standard on the State Assessment Before 11th Grade
This activity is ONLY required for students who have NOT YET MET STANDARD on the state assessment before 11th grade. Students must complete the Additional Requirements part of the OSPI HSBP packet found on page 8 of the packet (page 11 of this module). Guide students through this page and have an alternative assignment for those are not needing this part.
Activity 12: Gathering and Discussing Relevant Ideas and Materials- Additional Requirements for Students Who Have Not Yet Met Standard on the State Assessment Before 11th Grade
Haven’t met the graduation requirement standard yet on the state tests? You’re not alone! Hundreds, maybe thousands of seniors are missing some aspect required to graduate, so you need to do a little more work. Complete the Additional Requirements handout provided by your teacher. Select the interventions, supports, or specific courses by checking the boxes that you, your advisor, counselor, and/or school administration has set in place for you.
This will be transferred to your HSBP.
Connecting Reading to Writing: Discovering What You Think
Activity 13: Considering the Writing Task – Personal Statement
In the workplace, the audience and purpose for writing are often very clear. While school is a preparation for various workplaces and real world activities, writing assignments frequently involve an invented audience and purpose. A well-designed writing prompt can minimize the sense of pretense and model the basic elements of an actual rhetorical situation. Key to this is giving students a rhetorical problem to solve and choosing or having students choose an appropriate genre to address these rhetorical problems. Additionally, the audience for students’ writing should not only be the teacher, but other specific audiences built into the prompt. Introduce the Personal Statement handout (next page) to students, along with the Informational Writing Rubric (following pages).
Activity 13: Considering the Writing Task – Personal Statement
You will be writing a personal statement for the summative assessment of this module. You will write a narrative responding to a single prompt based on the post-secondary pathway you are choosing to pursue at this time. The same rubric is used for each prompt. See handout and rubric.
Personal Statement: School/Career/Military
Standards: W 12.3 a, c, d, e Write narratives to develop real experiences or events using effective technique, well-chose details, and well-structured event sequences. W 12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Goals:
______ I can evaluate sample personal statements and discuss their strengths and weaknesses with my peers.
______ I can effectively communicate my ideas to an authentic audience that matters to me (i.e. college recruiters, business owners).
______ I can take an active part in preparing for my future by being an engaged learner and producing a personal statement that can be used in the application process for school, work, or the military.
Directions: Select which path you wish to write for, school/career/military, and then respond to that prompt. Remember, even if you don’t select a specific path, the prompt may still be applicable to you. Recommended length for all personal statements is 500-650 words.
School (Taken from the University of Washington Admissions Application, 2013)
A. Discuss how your family’s experience or cultural history enriched you or presented you with opportunities or challenges in pursuing your educational goals.
Career
A. Discuss your professional aspirations, intellectual interests, and personal experiences relevant to the choice of a specific career goal you have set for yourself. Explain how you plan to accomplish your professional goal.
Military
A. Outline personal/professional plans and goals, why you want to train in a particular specialty, and what strengths you bring to that specialty. Explain the characteristics about yourself that make you qualified to join this branch of the military.
Activity 14: Taking a Stance – Determining What to Include
Go over the summative assessment with students and have them break down the prompt. Have them piece out what is required based on the handout as well as the rubric. Students can create a checklist of what they need to have in their papers after dissecting the prompt and evaluating the rubric. This can be done in partners or small groups and then students can share their lists with the whole class so everyone ends up with the same items on their checklists.
Activity 14: Taking a Stance – Determining What to Include
Your teacher will go over the summative assessment with you and have you break down the prompt. Piece out what is required based on the handout as well as the rubric. You will create a checklist of what you need to have in your paper after dissecting the prompt and evaluating the rubric. You will then share your list with the whole class so everyone ends up with the same items on their checklists.
Writing Rhetorically
ENTERING THE CONVERSATION
Activity 15: Brainstorming
Students need to brainstorm prior to composing their drafts. You can choose any strategy to have them achieve this goal, including, but not limited to, free writes, thinking maps, discussion, lists, charts, etc.
Activity 15: Brainstorming
You will now be given time to brainstorm for your personal statement. Your teacher will give further instructions and guide you through the start of this process.
Activity 16: Composing a Draft
Students will now be given time to compose their drafts. Have students use the broken down prompts and their brainstorming session work. If you need to give students time on computers, have them hand draft their papers prior to the typing day to maximize their time. If students have access to technology outside of the school, you could require them to complete a draft on their own time, as your planning permits.
Activity 16: Composing a Draft – First Draft
You will now be given time to compose your personal statement. Use the information gathered from your brainstorming session to compose your first draft. Your teacher will give you further instructions in regards to pacing and a due date for this first draft.
Activity 17: Considering Structure
Students will now review a student sample (following pages) to evaluate organization. Have students work in partners or small groups to critique the student sample provided. Have students go over the rubric and analyze where the sample belongs and why. This will work like a calibration of scoring so students can learn how you view the sample as the evaluator of their final drafts. This activity focuses on organization, but you can choose to have students evaluate all aspects of the rubric with this sample. After all students are exposed to the same sample, they can repeat this process with their own drafts. Have students write feedback on the rubrics as to why their drafts were scored the way they were scored.
Activity 17: Considering Structure – Organization of Student Sample
You will now review a student sample to evaluate organization. You will work in partners or small groups to critique the student sample provided. You will go over the rubric and analyze where the sample belongs and why. Your teacher may have you repeat this process with your own drafts. Write feedback on the rubrics as to why the drafts were scored the way they were scored.
September 4, 2018
Ms.
Personal Statement
My True Self
I’m gay, that’s been extremely clear to me since I was a little kid. I remember watching those early Saturday morning cartoons and adoring the main superhero. He was always so brave saving the damsel in distress, Oh how I wished that were me! Although my sexuality has always been extremely clear to me even at a very young age, I thought that I was the same as everyone else. I went to school, played outside and had tons of friends. There was always something that made me feel off... When asked, “Who do you like?” by a group of elementary kids eating lunch, I didn't know if I should answer, “The new kid I think he's kinda cute”. I would avoid the whole situation by asking it to the person that asked me or by refusing to answer or even flatter the idea of one day being open with myself and other people. This was the way I went on for so many years because deep down I know that I would be picked on for something that was completely natural to me. In addition to all of this early mental development, I had all my family’s customs upon my shoulders. I was born in Mexico and migrated to the state of Washington at the age of two. Having a Hispanic background has only made me stronger, allowing me to have a greater appreciation for my education alongside the privilege of knowing two wonderful languages. Growing up with customs from my homeland being gay was not an option, it was more like committing the highest level of treason to God and to the family, it meant that I would produce Campos 2 no offspring have the possibility of having a sad and slow death by AIDs. All this only made me scared of rejection from my family. My family that to this day has given me so much life experience and values, which is why I thank them from the bottom of my heart. July 24, 2011 was the day that I saw people like me; people that loved their same gender. On that day, gay marriage became legal in the state of New York, a monumental accomplishment for us as a society and for me as a way of seeing the true meaning of unconditional love; that day would help provide me a reminder that even if love doesn't come now it will come later. Fast forwarding to my freshman year, I had just come back from school words echoed all throughout my mind they said, “It doesn't make a difference say it now!” Over and over these words reverberated in and out of my head. That same day I told my mother my greatest secret, the secret that I thought would die alongside me. Her face motionless she said, “I’ve known for quite some time and it makes no difference to me”. Those words were salvation to me; I felt as if I had never known love more pure than that of a mother. A couple months later I told my father, the man with a will of iron, “Papa…. I like boys.” What followed that was a grunt; in my mind to this day that grunt has been an okay! I know that I’ve had it easier than others and maybe I take that for granted; most definitely the love that I feel for my family is something that I do not, I'm happy to say that from that day my true colors shine brighter.
Student
September 4, 2018
Teacher
Personal Statement
The Cruelty of Reality
You are or aren’t who you are because of your parents. Learning this was difficult and
experiencing it was even more so. From the time that they are born, a person is changed by the
experiences they have with other people. It doesn’t matter if it is negative or positive. They will
be changed. Personally, I believe that I was changed for the better. I was raised, like many
people, by parents who could be very judgmental to the point where I felt ashamed that they
were my parents.
The day that I found out that the priest of our church was accused of having molested
and/or raped someone among other things was the day that my respect for my parents began to
dwindle. My third oldest sister had gone into the kitchen to tell my parents the news, but none of
us could hide our shock when we heard what they thought of it. When I went into the kitchen,
my sister and dad began arguing. My father said it was partly the girl’s fault. I could not believe
what I had just heard. It all felt surreal. I never thought that my parents would say such cruel
words.
I hadn’t known that my parents felt that way. I had always thought that they were good
people. I was wrong. My dad and mom kept saying that girls wanted to get assaulted if they
barely wore clothing, that only girls who wore almost no clothing got assaulted. A sharp pain had
gone through my heart as I looked down and realized that I had shorts and a tank top on. No
doubt they thought that wasn’t enough clothing. That’s what they said about other girls. I had
wondered if they would blame me if something like that happened to me. I couldn’t stop the
shame and embarrassment that had run through my body. These narrow minded people who
blame victims were my parents.
They wouldn’t listen to what my sisters and I had to say. They even ignored the fact that
the victim was a man who at the time that he was injured was only a teenager like myself. He
had been my age and someone had forever scarred him. I wasn’t capable of wrapping my head
around the fact that they could think that what they were saying was correct. That my parents
believed that a person could ever want to get harmed in such a way. All I could think was that
their logic was itself illogical.
Up to this day, I’m still not able to understand how my own parents could think this way.
Such a narrow minded way; so judgmental. All I know is that I will never allow myself to
become so judgmental and I will never judge someone for being a victim. I won’t allow myself
to become like my parents. I will not let myself become numb to my empathetic personality, and
I won’t be as cruel as them.
Activity 18: Negotiating Voices
Because this is an informational narrative, students are encouraged to utilize their voices in their papers. This is exceptional because this is not the standard in academic writing. Have students print their drafts and practice reading their papers out loud. On the first round, have them read the paper out loud on their own. Explain to students that oftentimes errors will be corrected by their brains when they read a paper silently, but when they verbalize it, they can hear where the paper is not fluent. On the second reading, have students read their drafts to a partner and have the listener stop the reader when they hear an error or the paper sounds confusing. Then have students switch roles and repeat the process.
Activity 18: Negotiating Voices – Making it Your Own
Because this is an informational narrative, you are encouraged to utilize your voice in your paper. Print your draft and practice reading your paper out loud. On the first round, you will read the paper out loud on your own. Oftentimes errors will be corrected by your brain when you read a paper silently, but when you verbalize it, you can hear where the paper is not fluent. On the second reading, you will read your draft to a partner and have your partner stop you when they hear an error or the paper sounds confusing. Then you and your partner will switch roles and repeat the process.
REVISING AND EDITING
Activity 19: Revising Rhetorically
Prior to this activity, have students give you a hard copy of their drafts. Cut off the names and assign a number to each paper. Track the numbers on your roster so you know which paper belongs to which student. Have students get into small groups and pass out papers so that each student has one. To avoid not having enough papers (if not all students submit a draft), make copies of those submitted prior to this lesson so all students can participate in peer review. Give each student a copy of the handout and explain your expectations for each question. You can break this up however you wish. For example, one student in each group might focus on the Intro and Conclusion while another student focuses on Body Paragraphs. Or, each student might be responsible for one entire paper and one full response. Once one review is completed, have students switch papers and repeat the process.
Activity 19: Revising Rhetorically – Anonymous Peer Review #1
Prior to this activity, your teacher will collect a hard copy of your draft. You will get into small groups and receive a draft from your teacher. You will then be given instructions as to what to look for during peer review. Once one review is completed, you will switch papers and repeat the process.
Activity 20: Considering Stylistic Choices
This activity is identical to Activity 16, but in this lesson students will self-evaluate their own work using the same process from Activity 16.
Activity 20: Considering Stylistic Choices – Self Evaluation
In this activity you will complete a self-evaluation of your paper using the process explained by your teacher. Be as specific as possible in your feedback to help improve your paper.
Activity 21: Editing the Draft
Students will now be given time to make corrections as marked on their first drafts. The focus of Activity 22 was on smaller errors, so this lesson focuses on making those changes or edits. You can give students class time to work on computers or you can require this work be done out of class. Remind students that corrections made from peer review are only suggestions and it is ultimately their responsibility to decide whether or not to make the changes marked on their papers.
Activity 21: Editing the Draft – Corrections In Class
You will now be given time to make corrections as marked on your first draft. Corrections made from peer review are only suggestions and it is ultimately your responsibility to decide whether or not to make the changes marked on your paper.
Activity 22: Reflecting on Your Writing Process
Students will now reflect on their writing process by writing a 2 paragraph explanation of their experience with this assignment, including choices they made with their papers and areas they felt they excelled/struggled with. They can include an argument for the grade they have earned by quoting the rubric and providing examples from their paper to support their argument. The writer’s note may or may not be scored, that is your choice.
Activity 22: Reflecting on Your Writing Process – Writer’s Note
You will now reflect on your writing process by writing a 2 paragraph explanation of your experience with this assignment, including choices you made with your paper and areas you felt you excelled/struggled with. You should include an argument for the grade you believe you have earned by quoting the rubric and providing examples from your paper to support your argument.