OVERVIEW FOR THE VIKING CAREER EXPLORATION CLASS
The Viking Career Exploration class is a mandatory class that will assist seniors with the
completion of their Senior Project. Modifications and accommodations will be made, as
necessary, for students on Individualized Education Programs (IEP’s). It is intended for
developing, preparing, and organizing the pieces that are required for the Senior
Project. This is a state requirement for graduation from Vale High School. In addition
the Viking Career Exploration class will cover/include:
Scholarship and financial applications
Preparing the collection of evidence
CIM Retesting
College readiness issues
Post-high school issues
Financial aid applications
Work force preparation (resumes, job interviews and applications)
Various guest speakers
College recruiter visitations
Military recruiter visitations
Letters of recommendation
Job shadows
Career Information System (CIS)
SAT/ACT preparation
Test preparation
Public Speaking
Journaling
The Senior Project is an independent project using the student’s knowledge and skills in
a new situation that applies to the student’s personal interests, academic interests,
and/or career interests, along with his or her post-high school goals. The Senior Project
is an opportunity to practice skills used in the “real world” while pursuing and exploring a
topic of interest. It must be academically rigorous, personally relevant, and contain
personal reflection. A majority of the hands on application for the Senior Project will be
completed outside of the Viking Career Exploration class.
The Culminating Portfolio is made up of the Letter of Intent, the Project Timeline,
Proposals on the job experiences and research paper, a Collection of Evidence showing
proof of meeting the Career Related Learning Standards and Extended Application
Standard, a Journal of weekly reflections on the process, a Research paper done jointly
with the English department, and a Presentation of the final product to a Board which
could include peers, mentors, and/or members of the community.
WHAT IS THE VIKING CAREER EXPLORATION CLASS?
The Viking Career Exploration class provides students the chance to design and
implement a complex learning experience that represents their interests, the knowledge
and skills they have gained in school, and their current visions for future education and
work. While each student's work will be unique, every Senior Project must meet the
following three requirements.
The Senior Project must:
1) become connected to the Extended Application:
• ask a related essential question.
• include research that leads to increased knowledge.
• contribute to the student's post high school plans and personal growth.
2) involve an adult consultant from the community:
• provide expertise related to the experience.
• maintain ongoing collaboration.
3) take at least one of the following project approaches:
• conduct an experiment.
• seek a solution to a problem.
• invent or design something original.
• make a contribution to society.
While no two Senior Projects will be alike, they all must incorporate the following four
components:
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Product—The Senior Project results in the creation of a tangible product that
represents the student's acquisition and use of specific skills and knowledge. The
product(s) is the evidence of a student's learning.
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Portfolio—The Senior Project includes a portfolio with a collection of artifacts of
the student's choice that documents the development of the final work.
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Presentation—Students present their Senior Project before a panel of teachers and
community experts. Members of the presentation audience may include teachers,
community members, and parents/guardians.
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Reflective Essay—A reflective essay addresses the issues, challenges, key learning,
and unanswered questions students experience as part of their Senior Seminar
Experience. Drawing from their experience and portfolio contents, students
include in the reflective essay new areas of interest that have resulted from their
SSE, realizations about themselves, and connections they see (or don't see)
between the Senior Seminar Experience and their future.
***Note: In the event students wish to work together to create a common product, care
must be taken to ensure that each student develops a unique Senior Project. Each
student will need to produce his/her own essential question, portfolio, presentation and
reflective essay. Permission to work together must be granted by the committee before
any work on the project begins.
Topics or ideas for a Senior Project:
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Solving a problem
Come from a social issue
Recreational issues
Come from interests and hobbies
Come from career interests
Help school or community
Design or invent a product
School-based enterprise
Written screen play
Publish a creative work
Organize some learning event for the greater community
Design programs
Create Website
Create your own business
Blue-prints for city planning
Community and school beautification projects
Scientific experiment
Use computer skills to create a travel guide for a city or town
Organize community meetings around an issue or problem
Create a curriculum around an important topic or issue
Address a community safety issue and present proposals to address the issue
Plan and organize a major fund raising event designed to help the community
Participate in a local, regional, or national conference and complete a project
based on that experience
***Interesting student ideas are always welcome with approval.
Visit http://www.camas.wednet.edu/chs/curric/sr_proj/topics.html for other project ideas.
HONORS PROJECT
Students desiring an additional challenge, to go above and beyond the course
expectations, can apply for the Honors Project Distinction for the Viking Career
Exploration class.
The Honors Project Distinction will require:
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An Honors Project Application.
A letter of recommendation from an individual that is not related to the student or
a teacher at Vale High School.
At least 20 hours of Job Shadows from at least four different locations.
A 12-15 page research paper.
In-depth reflective journaling.
A score at the level of Exceeds on the Scoring Guide for the Collection of
Evidence.
Scores of at least 5 (exceeds) on the State of Oregon Speech Scoring Guide for
the Presentation.
A student earning an the Honors Project Distinction will receive :
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The Honors Project Distinction seal on their diploma.
Honors Project Distinction cords to be worn at graduation.
A special notation on the graduation program.
A special honor at the Awards Night Ceremony.
LETTER OF INTENT
Using correct business format, write a letter of intent to your Senior Project instructor.
The Letter of Intent’s purpose is to introduce your Senior Project topic and physical
project idea. In this letter, though the organization is up to you, include the following
information: 1.) some information about yourself 2.) your initial topic of focus for both
your research paper and your physical project 3.) your experience and interest in the
area 4.) sources you hope to use and potential costs 5.) a paragraph clearly indicating
you understand the expected ethical behavior and the penalty for any violation.
Your letter should be well written, thoughtful, in the proper format and interesting to
read. Before you begin brainstorming the content and organization of your letter, look at
the example below; note how the required information was included.
SAMPLE LETTER OF INTENT
1254 Pine Avenue
Pacific Grove, California 93950
March 12, 2001
(your address)
Mrs. Nancy Smith
Pacific Grove High School
615 Sunset Drive
Pacific Grove, California 93950
(teacher/school’s address)
Dear Mrs. Smith:
(teacher’s name)
I have chosen the area of entertainment to research and explore, more specifically
magic. I have about two years of experience in magic, mostly consisting of watching
close up small shows. I have also worked with a partner in magic shows though never
independently. I have taken Drama I and Drama II this semester. I have taken a speech
class and love being in front of people.
In my research paper I will follow the history of magic and link some of the great
magicians to their marketing skills, i.e. Houdini, Thurston, Blackstone, and Copperfield. I
will describe my inspiration in studying magic. My resources will come from the use of
the local libraries. I hope to interview the owner of Mystery Magic and two magicians
who perform for children’s parties.
Because my paper is factually based and ties magicians and marketing together, I
plan to put on a large, independent magic show for my physical project. I hope to
perform at Robert Down or Forest Grove Elementary School. My cost factors will be in
set design, costumes, and props. I will recruit some of my friends to be stagehands.
I completely understand the consequences of plagiarism. To copy someone else’s
work and pass it off as mine is not an act of magic, but theft. When I walk across the
stage on graduation day, I will know I did this Senior Project by myself. I will not place
graduation or personal honor in jeopardy.
Sincerely,
Patrick Ramsey
PROPOSAL
The student will complete two Senior Project Proposals, one in the fall and another in
the winter. The fall proposal will have the students’ potential job experience/shadow
locations and contact information as well as a reflection on the anticipated experiences.
It will also include a brief description of the students’ project idea. The winter proposal
is a reflection on the research paper. It will have the working title of the research
paper, the purpose, a statement of the thesis of the research paper and a reflection on
the significance of the research paper.
COLLECTION OF EVIDENCE
The Collection of evidence is a culmination of student work that displays how a student
has met the Career-Related Learning Standards and the Extended Application
standard. The collection will ideally connect to an academic or career goal.
The collection will include:
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Evidence of academic rigor, personal relevance and reflection on learning and
student goals
Evidence of demonstration of all six Career Related Learning Standards (CRLS) and
a connection between student works and the CRLS.
Evidence of educational planning appropriate to the students personal, educational,
and career interests.
Evidence of an education profile documenting progress and achievement.
Evidence of students participation in Career Related Learning Experiences.
The evidence collected/created by the students must be either direct or corroborated evidence.
Direct evidence includes, but is not limited to:
• videos,
• photos,
• written products, etc.
Evidence can be corroborated by:
• a teacher,
• a mentor,
• an advisor,
• a coach, or
• another adult.
Corroboration may include:
• observations,
• sign-off sheets,
• question-and-answer sessions,
• letters of recommendation or support,
• checklists, or
• other examples.
To view examples of Collections of Evidence go to:
http://www.ode.state.or.us/teachlearn/certificates/cam/assessment.aspx
JOURNAL
The students will be required to keep a reflection journal. The journal will document student
progress, growth and reflection throughout the Viking Career Exploration class. There will be a
minimum of two journal entries a week on topics and prompts generated by the instructors.
RESEARCH PAPER
The research paper will be completed In conjunction with the English department. A dual
grade will be given for the research paper in English and the Viking Career Exploration class.
The minimum requirements for the research paper are 8-10 pages in length with at least 10
reliable sources. An Honors Distinction research paper must be 12-15 pages in length and
have at least 10 reliable sources.
PRESENTATION
The Viking Career Exploration Final is a 10-15 minute oral presentation on the Culminating
Portfolio with an emphasis on the Senior Project. The presentation is made to a Board
consisting of peers, mentors, and/or members of the community. The presentation will be
scored using the State of Oregon Speaking Scoring Guide. In addition students will be
required to have visual aids which can include: a PowerPoint slide-show, a Tri-Fold
Presentation Board, a student-made Video, Brochures, etc.
TIME LINE (DRAFT)
The following is a rough draft of the time line for the Viking Career Exploration class. It will be
given to all seniors on the first day of class and will be a fluid guideline for the course.
AUGUST:
Go over handbook requirements, CRLE’s and Extended Application
Brainstorm ideas for project
Parental Consent forms signed/returned
Cheating contract signed/returned
Waiver Form
Ethics/Behavior Form
1st Reflection due (1 thing I have learned, done over the summer.)
SEPTEMBER:
Letter of Intent due
(15th) Fall proposal due
Self Assessment completed (Health)
CIS for colleges and scholarships (if going into workforce, career search)
Update Resume
Initial Project Time-line due (job shadows scheduled, project date, etc)
Presentation Sign-Up
OCTOBER:
College applications completed
Scholarship search continues
Mock Interviews @ Employment Division
Attend College Fair
Journaling
NOVEMBER:
3 Letters of Recommendation (1 School, 1 Work, 1 Community)
Essays for Scholarships/College Admissions
FAFSA pin #
Journaling
Make contact w/people involved in project
College visitations into class
Apply for scholarships (3-5)
DECEMBER:
Job Shadows completed with learning reflections
Thank you letters (recommendations/job shadows)
Final Letter of Intent (No changes after this date.)
Reflective essay (pre-job experience, post-job experience)
Journaling
JANUARY:
FAFSA completed & filed online
Scholarships
College applications
Finalize timeline
Collecting evidence (documentation of hours, pictures/video, essays, etc)
Journaling
Winter Proposal Due (Research Paper)
FEBRUARY:
Collecting evidence
Portfolio work
Progress on projects – (Projects must be in progress.)
Presentation Prep
Impromptu Speech
Rough draft of oral presentation due at end of month
Journaling
MARCH:
Speech – Informative
Collecting evidence
Research paper due
Physical Activities continuing
Journaling
APRIL:
Presentation preparations (power point, presentation board, etc)
Practice run of presentations
Note cards due
Journaling
Scholarship information to Mrs. Barras
Present project to Board
MAY:
Revise if needed
Present project to Board
Follow up thank you’s (mentor, judges, etc)
Scholarship information to Mrs. Barras
GRADING/SCORING
The class will be graded using the traditional letter grade scale (90% – 100% = A, etc.).
State scoring guides will be used for all Speeches, Writing, and the Collection of
Evidence for the Career Related Learning Standards and Extended Application
Standard. Progress reports will be sent out and parents will be contacted in the event of
a student showing deficiency.