Career-Related Learning Standards (CRLS) and Extended Application Standard (EA)
Collection of Evidence
Annotation
CAM Area: Health Services
Type of Work: Senior Portfolio
Overall Score: 3 (Above Standard) for CRLS and EA
Career-Related Learning Standards Comments (i.e., where evidence is found and quality of
evidence):
Personal Management
Location of evidence: Personal Statement, Goals Statement, Senior Venture Research Paper,
Writing Sample, Internship and Internship Reflection, Career-Related Learning Plan and
Evaluation, Support for the Elderly Project, Job Shadow, Letters of Recommendation

Personal Statement – The student describes the internship experience and the personal
management skills needed to complete an internship. The student exhibits independence
and the ability to complete tasks, and takes responsibility for actions. She also maintains
regular, on-time attendance.

Goals Statement – The student discusses wanting to achieve salutatorian status and
retain a 4.0 GPA. She also talks about the difficulties in balancing school, activities, and
sports.

Senior Venture Research Paper – The student shows use of time management by
making a plan of action and following a schedule to complete a large-scale research paper.
She describes personal management skills in the work sample summary.

Writing Sample – The student demonstrates the ability to manage her time effectively in
order to complete her writing assignments on time.

Internship and Internship Reflection – The student describes being dependable, arriving
early, following through on all portions of her tasks, and interacting well with others. She
includes an internship time log that documents her time as an intern.

Career-Related Learning Plan and Evaluation – The student received high scores for
personal management on this evaluation.

Support for the Elderly Project – During this project, the student maintained regular, ontime attendance and interacted appropriately during interviews.

Job Shadow – The student maintained regular, on-time attendance and interacted
appropriately with others during the job shadow.

Letters of Recommendation – The recommenders explain that the student is
responsible, personable, completes tasks on time, and meets established standards of
quality.
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Problem Solving
Location of evidence: Personal Statement, Senior Venture Research Paper, Internship,
Career-Related Learning Plan and Evaluation, Ethics Case, Writing Sample/Health Care Hero
Report

Personal Statement – The student describes the problem-solving processes she used to
create her Senior Venture Research Paper. She defined a research topic, located
information to understand the field of genetic research and genome sequencing, and
overcame research obstacles.

Senior Venture Research Paper – The student highlighted the difficulties in finding
sources for a research paper and outlined a plan for successfully finding the information
needed.

Internship – The student set up a plan for an internship and consulted with a mentor for
further information and direction.

Career-Related Learning Plan and Evaluation – The student received high scores for
problem solving on this evaluation.

Ethics Case – The student describes that she worked in a group to solve a problem using
ethics guidelines.

Writing Sample/Health Care Hero Report – The student overcame obstacles and met
requirements for a challenging report.
Communication
Location of evidence: Personal Statement, Senior Venture Research Paper, Writing Samples,
Internship and Internship Reflection, Career-Related Learning Plan and Evaluation, Support for
the Elderly Project, Job Shadow, Writing Sample/Health Care Hero Report

Personal Statement – The student explains that she used listening and note-taking skills
to help her communicate about complex concepts that she learned during her internship.
She learned the importance of asking appropriate questions to help her understand
technical information.

Senior Venture Research Paper – The student accurately used technical information for
sources and had a clearly outlined position on the topic. The Research Paper Scoring
Guide shows that she received high scores from her evaluators.

Writing Samples – The student demonstrates the ability to write for a variety of purposes
and audiences. Her writing is clear, accurate, and well organized.

Internship and Internship Reflection – The student read professional journals to help in
understanding the correct use of medical words and abbreviations. The student used
correct technical information to give feedback on experiences. She also effectively
communicated with employers to obtain her internship.

Career-Related Learning Plan and Evaluation – The student received high scores for
communication on this evaluation.

Support for the Elderly Project – The student asked questions and listened attentively
during the interview.

Job Shadow – The student listened attentively and communicated with the person she
was job shadowing to ensure she understood the concepts and skills related to the job.
The Employer Evaluation indicates the student demonstrated good communication during
the job shadow experience.
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
Writing Sample/Health Care Hero Report – The student uses clear, accurate, and
organized written communication.
Teamwork
Location of evidence: Personal Statement, Internship and Internship Reflection, CareerRelated Learning Plan and Evaluation, Support for the Elderly Project, Ethics Case, Letters of
Recommendation

Personal Statement – The student describes how her group created a common goal and
organized a plan of action for their Support for the Elderly group project. She reflects on
the importance of teamwork and that she works best in a group setting.

Internship and Internship Reflection – The student reflects on her ability to work well
with others.

Career-Related Learning Plan and Evaluation – The student received high scores for
teamwork on this evaluation.

Support for the Elderly Project – The student worked productively with others, remained
flexible, and compromised with the group.

Ethics Case – The student cooperated with a group as they worked through their
differences to meet a common goal.

Letters of Recommendation – The recommenders describe the student’s leadership
skills and her ability to work well with others.
Employment Foundations
Location of evidence: Personal Statement, Senior Venture Research Paper, Internship and
Internship Flow Chart, Career-Related Learning Plan and Evaluation, Job Shadow

Personal Statement – The student explains that she dressed appropriately and followed
confidentiality laws during her job shadow. She reflects on the importance of experiencing
job types before choosing a particular career path.

Senior Venture Research Paper – The student demonstrates the use of technical
knowledge and skills in a career context.

Internship and Internship Flow Chart – The student discussed universal precautions,
confidentiality, OSHA laws, new trends in health care, and ethical issues. She applies
technical knowledge and appropriate tools while performing experiments and other
internship activities. She also completed an organizational flow chart of the lab she
interned in that shows how the work moves through the organization.

Career-Related Learning Plan and Evaluation – The student received high scores for
employment foundations on this evaluation.

Job Shadow – The student filled out a confidentiality form, dressed professionally, and
used the appropriate technical tools for chiropractic medicine. The Employer Evaluation
shows that the student demonstrated professional conduct, appearance, and
communication at the work place.
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Career Development
Location of evidence: Personal Statement, Goals Statement, Internship and Internship
Reflection, Career-Related Learning Plan and Evaluation, Job Shadow, Resume

Personal Statement – The student explains that she learned the educational and skill
requirements for a career in various health-related fields. She assesses her personal
knowledge, skills, and interests related to potential career goals.

Goals Statement – The student assesses personal knowledge and skills related to her
future goals. She decides that she wants to choose a career that involves working with
people.

Internship and Internship Reflection – The student discussed the amount of education
and skills needed for a genetics career and investigated colleges that offer genetics
programs. She also utilized job-seeking skills (e.g., writing cover letters and thank you
letters). At the end of her internship, she assessed her personal knowledge, skills, and
interests related to the field of genetics. She expressed an interest in pursuing a career in
an area of genetics that involves working with people.

Career-Related Learning Plan and Evaluation – The student received high scores for
career development on this evaluation.

Job Shadow – The student explores the possibility of a career as a chiropractor. She does
not think it is a good career path for her, but enjoys the contact with people.

Resume – The student creates a resume and uses it to get an internship.
Extended Application Standard Comments:
Relevance
Location of evidence: Personal Statement, Goals Statement, Senior Venture Research Paper,
Internship and Internship Reflection

Personal Statement – The student explains that her original career goal was to be a
teacher, but is now more interested in health-related careers. Over time, the student’s
plans evolve and the student outlines her specific interests in science and medicine.

Goals Statement – The student discusses her career interests.

Senior Venture Research Paper – The student shows evidence of new learning with
regard to genetic sequencing. The ideas highlighted are appropriate to the student’s career
interest, which, at the time, was genetics and lab research.

Internship and Internship Reflection – The student demonstrates a connection to posthigh school goals in genetic research and shows understanding that a Ph.D. is necessary
to fulfill many of those goals. The student discusses the desire to work in an occupation
that involves more interaction with people. She shows evidence of new learning from lab
experiences and makes a connection with her post-high school plans.
Rigor
Location of evidence: Senior Venture Research Paper, Internship, Journal Entries, and
Internship Reflection, Letters of Recommendation, Final Portfolio
Academic and specialized knowledge and skills: Genetics, health, medicine, written and oral
communication, critical thinking

Senior Venture Research Paper – To demonstrate specialized knowledge and critical
thinking, the student synthesizes research and uses medical terms that are appropriate to
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the field of genetics in her research paper. The student had to understand numerous
technical concepts and phrases in order to internalize the information and present it to
others. She explains that she had difficulty finding appropriate sources as well as difficulty
finding someone in the field of genetics whom she could interview. However, she was able
to find and use appropriate sources and produce a quality paper. The student showed
individual responsibility and autonomy as she spent a great deal of time preparing the
document that culminated with an oral report. Her advisor explains that this was a complex
situation that allowed the student to “stretch.”

Internship, Journal Entries, and Internship Reflection – The student used academic
and specialized knowledge to conduct laboratory tests. The specialized knowledge
acquired was clearly shown in her answers to the “packet questions” and in her internship
journal entries. The student used high-level critical thinking skills to explain her
experiences in complex, non-routine situations. She also demonstrated individual
responsibility while performing lab tests. In her journal, the student documented daily
happenings and discussed her observations about genetics and the various ways she
applied academic and specialized knowledge and skills.

Letters of Recommendation – The recommenders discuss the student’s dedication and
excellence in her health-related coursework and explain that she has stretched herself and
shown her desire to excel.

Final Portfolio – The final product the student produced demonstrates academic and
specialized knowledge and skills. The samples of work chosen demonstrate the student’s
writing technique in a variety of samples across the curriculum. Rigor is apparent through
the samples of evidence submitted and the way in which the student reflects on how all
components of the portfolio have influenced her future plans.
Reflection
Location of evidence: Personal Statement, Goals Statement, Senior Venture Research Paper,
Internship, Journal Entries, Photos, and Internship Reflection

Personal Statement – The student reflects on how her plans have evolved and changed
over the past two years. She clearly has the desire to continue in the field of science and
medicine, but not genetics. The student discusses how exploring the various fields has
helped her decide that she is interested in a career in the science and medical field, even
though she has not decided on a specific area.

Goals Statement – The student states that the collection of evidence process has helped
shape her post-high school goals. She is already thinking about ways that she can be
successful in college.

Senior Venture Research Paper – The student reflects on the process of writing the
research paper and the importance of following a schedule. She uses technical knowledge
about a complex topic to complete a convincing argumentative paper. The student reflects
on how she presented her argument and how her evidence supported her argument. She
expresses a sense of accomplishment about helping others understand a topic that is
unknown to them.

Internship, Journal Entries, Photos, and Internship Reflection – Throughout her
internship journal entries, the student reflects on the academic and specialized knowledge
and skills she used during her internship. The photos included in the portfolio document
the different work place situations she experienced. She reflects on her ability to
understand complicated procedures and use a variety of sources to answer complex
questions. The student also reflects on her enjoyment of working with people and data,
rather than working with objects. She continuously makes connections between her work
place experiences and her career goals.
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