Career-Related Learning Standards (CRLS) and Extended Application Standard (EA)
Collection of Evidence
Annotation
CAM Area: Arts and Communication
Type of Work: Senior Seminar Portfolio
Overall Score: 3 (Above Standard) for CRLS and 3 (Above Standard) for EA
Career-Related Learning Standards Comments (i.e., where evidence is found and quality of
evidence):
Personal Management
Location of evidence: Extended Application, Career-Related Learning Standards, CareerRelated Learning Experiences

Extended Application – In the Relevancy Essay, the student identifies a change from
Health Services to Arts and Communication, demonstrating an ability to take responsibility
for her decisions. The student briefly mentions what her project will include and that it will
be presented in an organized fashion. She explains her plans to present on time. In the
Précis, she states the topic she will be working on, what product she envisions, and the
scope of her work. The Research Plan, Developmental Abstract, Process, Budget, Building
Use Permit, and other forms created in this project all show the planning, organization,
responsibility, completion, and initiation that were required to make the Mr. Viking Pageant
a success. The Reflective Essay at the end of this section ties it all together and
summarizes the student’s plans and completed project.

Career-Related Learning Standards – The journal entries detail almost day by day the
tasks that need to be done and the decisions that the student makes during her original
plans of doing a heath-related project. The timelogs also describe her plans for taking CPR
classes, doing research on cardiac arrest, and job shadowing with her grandmother at a
hospital. The final timelogs entries include the switch to help her friend with the pageant
and her ability to take responsibility for her decisions. The Mr. Viking calendar shows
regular attendance in meetings and her ability to plan and organize her work.

Career-Related Learning Experiences – The employer evaluations from both of the
student’s CRLEs describe the student as being prepared and behaving appropriately,
which indicates appropriate interactions with colleagues. Taking notes also shows
organization and responsibility.
Problem Solving
Location of evidence: Extended Application, Career-Related Learning Standards

Extended Application – In the Relevancy Essay, the student goes back and forth a
number of times describing her interests and how they do or do not apply to what she
wants to study for a career. The Project Modification document in its entirety explains the
student’s ability to problem solve by identifying the problems with her original project and
then following up with the proposed changes, how she will execute them, and the
consequences of switching so late in the school year. In the Developmental Abstract, the
student briefly mentions that decisions such as what prizes to get and who would take
everything down at the end were resolved with quick thinking and implementation.
Coordinating with all the teachers and staff and the boys themselves is a clear indication of
identifying problems and solving them. In the Reflective Essay, the student describes
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problems with the digital camera, working with the boys and judges, and coordinating with
the businesses that she and her partner resolved.

Career-Related Learning Standards – In the journal entries, the student identifies
multiple problems, such as availability of shock boxes and coordinating job shadowing with
her grandmother. In both cases she locates the necessary information and proposes a
course of action, writing a grant for a shock box for her school and speaking with her
grandmother multiple times to resolve the visit to the hospital. In the timelogs, she
assesses her project and considers alternatives. She decides to switch from a health
project to an arts and communication project with only a month left until the end of school.
The student assesses the consequences of this change and is able to complete her new
project.
Communication
Location of evidence: Extended Application, Career-Related Learning Standards, CareerRelated Learning Experiences

Extended Application – The documents in this section are all well written and
demonstrate the student’s ability to process and convey information using traditional (e.g.,
written notices, telephone calls) and technological tools (e.g., digital camera, printshop
software). In the Developmental Abstract and Reflective Essay, the student demonstrates
listening attentively and giving/receiving feedback in a positive manner. The script and
program for the pageant are thorough and well written.

Career-Related Learning Standards – The journal entries include information about the
student’s ability to locate, process, and convey information about CPR classes and the
American Medical Response center where she went for the class. The timelogs reference
the contacts and calls that the student makes. The Mr. Viking calendar is filled with notes
on meetings with individuals involved in the project.

Career-Related Learning Experiences – The two visits the student made to work places
demonstrate her ability to listen attentively to the people she observed. The evaluations for
both visits have a mark of exceeded expectations in the area of communications, which
includes asking appropriate questions and demonstrating interest in the experience.
Teamwork
Location of evidence: Extended Application, Career-Related Learning Standards, CareerRelated Learning Experiences

Extended Application – In the Project Modification document, the student identifies
working with her friend, the creator of the pageant project. She also mentions coordinating
with her teacher about the project switch. The Research Plan discusses the student
working with her grandmother and father to explore the medical field. The documents
throughout this section discuss in detail the multiple teamwork situations in which the
student was involved. In the Reflective Essay, the student analyzes skills that make a team
more effective, such as shared decision-making, compromise, and negotiation.

Career-Related Learning Standards – The journal entries talk about the student working
with her father to research getting an AED for her school, working with her grandmother to
set up a job-shadowing day, and working with the instructor during her CPR class. The
timelogs and calendar detail multiple meetings with her project partner, teachers, fellow
classmates, and the boys themselves to make the pageant successful.

Career-Related Learning Experiences – Through both experiences, the student worked
closely with at least one person to identify what the job is like and the skills one needs to
perform the job.
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Employment Foundations
Location of evidence: Extended Application, Career-Related Learning Standards, Career-Related
Learning Experiences

Extended Application – In the Précis and Project Proposal the student talks about her
academic knowledge as an English major and applying that to create a banner and script
for the pageant. She also writes about wanting to advance her photography, advertising,
art, and computer/printing skills, since she has an interest in arts and communication. In
the Developmental Abstract and Reflective Essay, the student outlines the parts of the
pageant.

Career-Related Learning Standards – The student describes using multiple tools, such
as a camera, banners, and lights, and going to a conference to learn about pageants in
order to apply them in the advertising and creation of the Mr. Viking pageant.

Career-Related Learning Experiences – For both workplace experiences, the student
identifies parts of the organizations she visits and how work moves through these
organizations. She also describes the appropriate dress, appearance, and the academic
skills one needs to succeed in these lines of work.
Career Development
Location of evidence: Extended Application, Career-Related Learning Standards, Education
Plan/Profile, Career-Related Learning Experiences

Extended Application – In the Relevancy Essay, Project Modification, Developmental
Abstract, and Reflective Essay, the student compares her personal attributes related to the
health field and her background in English and music arts with her educational and career
goals. In all of these documents, she evaluates her educational and career goals through
comparison and contrast with her interests.

Career-Related Learning Standards – In the journal entries, the student assesses her
personal characteristics and interests in the arts and media and whether she wants to
actually pursue medicine as a career field. In the timelogs, she develops and discusses a
plan to switch from doing a health project to an arts and communication project. She
explains that art, advertising, and writing are more closely aligned with her personal,
educational, and career goals.

Education Plan/Profile – The student uses the education plan/profile form to monitor and
evaluate her educational and career goals.

Career-Related Learning Experiences – For both visits, the student answers a question
about her own personal characteristics and whether they would fit this type of employment.
These experiences in their entirety demonstrate research and analysis of career and
educational information. The mock interview shows job-seeking skills.
Extended Application Standard Comments:
Relevance
Location of evidence: Extended Application, Career-Related Learning Standards, Education
Plan/Profile, Career-Related Learning Experiences

Extended Application – In the Relevancy Essay, the student explains that the medical
field runs in her family, so she has considered it as a possible career choice. She explains
that she developed an interest in the arts during high school. In the Project Proposal, the
student explains some new skills that she will learn in photography and advertising. In the
Developmental Abstract, she discusses possibly going into advertising or majoring in
communications during college.
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
Career-Related Learning Standards – In the journal entries, the student assesses her
personal characteristics and interests in the arts and media and whether she wants to
actually pursue medicine as a career field. In the timelogs, she discusses her plan to
switch to an arts and communications project since art, advertising, and writing are closely
aligned to her personal, educational, and career goals.

Education Plan/Profile – This shows educational and career goal planning.

Career-Related Learning Experiences – The student identifies in both experiences
whether she is considering either of these job options, which shows the evolution of her
post-high school goals.
Rigor
Location of evidence: Extended Application, Career-Related Learning Standards
Academic and specialized knowledge and skills: Advertising (banners, lights); computer
programs (printing, design); photography (camera, exposure, flash, contrast);
performance/show (music arrangement); and communication (formal letter writing, speaking
clearly, script writing)

Extended Application – In the Project Proposal, the student explains some new skills that
she will have to learn in photography and advertising. In the Reflective Essay, the student
summarizes her experiences in switching projects and all the new concepts she had to
learn. In the Process document, she lists various visual and organizational skills that she
needs to use for her project. She also lists skills that she needs to learn during her project
(e.g., use of sound system and lights). All the skills she lists are applied during the
implementation of her project.

Career-Related Learning Standards – In the timelogs, the student explains how art,
advertising, and writing are relevant to her personal, educational, and career goals. She
also states that she took a CPR class, which demonstrates new learning. She shows
application of new skills with the creation of the benefit ticket and the other plans described
in the timelogs. She also demonstrates new learning by taking a CPR class.
Reflection
Location of evidence: Extended Application, Career-Related Learning Standards

Extended Application – In the Relevancy Essay, the student reflects about her past and
present career goals. In the Developmental Abstract, she discusses possibly going into a
career in advertising or communications in college. In the Project Proposal and Reflective
Essay, she discusses the new skills and concepts she had to learn for the pageant project.

Career-Related Learning Standards – In the journal entries, the student reflects on her
experiences in order to explore her interests in the arts and media. In the timelogs, she
explains that she switched from a health project to the Mr. Viking Pageant project because
art, advertising, and writing are more closely aligned with her goals.
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