Career-Related Learning Standards (CRLS) and Extended Application Standard (EA)

Collection of Evidence

Annotation

CAM Area: Health Services

Type of Work: 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: Personal Statement, CRLS Document, Letters of Recommendation, CAM Pathway Internships (Rotation Journals, Timesheets, Rotation Performance Student Evaluations, Log Sheets), Self-Evaluation/Reflection Form, Senior Project/Extended Application

Personal Statement – The student describes her mentorship with a dietician and the success she had in planning and carrying out the presentation on celiac disease with the help of her mentor.

CRLS Document – The student states that she was organized and always attended her mentor meetings on time. During her health occupations rotations, she mentions arriving early and being prepared. The student also describes how she manages all school assignments and completes them on time.

Letters of Recommendation – The letters describe her attention to detail, work ethic, organization, punctuality, and time management.

CAM Pathway Internships – In the rotation journals, the student identifies the tasks that need to be done by the individual whom she is observing. She also documents tasks that she herself initiated and completed, as seen in the rotation at West Hills Assisted Living. The journals also indicate that she interacts appropriately with the individuals she is observing/shadowing. The timesheets show perfect attendance and detail the hours she spent at each of her rotations as well as the time spent working on her Senior Project. The rotation performance student evaluations show that all of her supervisors gave her excellent marks for on-time arrival and regular attendance. The log sheets show the time she spent working with her mentor and on her Senior Project.

Self-Evaluation/Reflection Form – The student discusses being prepared in her school, community, and workplace environments. She also mentions her ability to stay organized, meet due dates, and set realistic goals.

Senior Project/Extended Application– The student acquired and prepared all the information necessary for her presentation and the handouts. Her entire project and presentation show her ability to take responsibility for her decisions and actions, as well as to be able to anticipate consequences of those decisions and actions.

Problem Solving

Location of evidence: Personal Statement, CRLS Document, Letters of Recommendation, CAM Pathway Internships, Self-Evaluation/Reflection Form, Senior Project/Extended Application

Personal Statement– The student details how she developed a plan to prepare her presentation and assess its results. She also mentions how, upon discovery of celiac disease in her family, she took action to attend cooking courses and learn new techniques of food science.

CRLS Document – The student describes having a problem understanding the project and seeking her advisor’s help in order to fully comprehend the requirements.

Letters of Recommendation– A letter from a biology teacher describes the student’s ability to identify problems, seek out alternatives, assess solutions, and draw conclusions.

CAM Pathway Internships – The student demonstrated multiple times in her journal entries the ability to identify problems and locate information that may lead to solutions. When she did not understand certain medical procedures or terminology, she asked questions.

Self-Evaluation/Reflection Form – The student discusses her ability to problem solve with regard to scheduling meeting and presentation times, deciding what type of presentation to give, and deciding whether she should include handouts.

Senior Project/Extended Application – The student uses problem-solving techniques to seek out appropriate research materials in order to write the paper. She also takes action to acquire new gluten-free cooking skills.

Communication

Location of evidence: Personal Statement, CRLS Document, Letters of Recommendation, CAM Pathway Internships, Self-Evaluation/Reflection Form, Senior Project/Extended Application

Personal Statement – The student identifies locating, processing, and conveying information using traditional and technological tools in order to give her presentation to the community.

CRLS Document – The student describes her use of eye contact, maintaining a clear and understandable voice, giving instructions to finding resource materials, answering questions during the presentation, and responding to feedback from community members. She also discusses giving and receiving feedback in a positive manner with fellow classmates in AP English.

Letters of Recommendation – One letter describes the student’s dedication to improving community awareness of celiac disease through research, internships, and the presentation. The letter details all that she did to prepare and carry out the presentation.

CAM Pathway Internships – The student listens attentively to the individuals she is observing/shadowing, as evidenced by the journal entries. In the Rotation Performance Student Evaluations, she received excellent marks for showing interest as well as listening to and following directions.

Self-Evaluation/Reflection Form – The student explains how she organized meetings and made a PowerPoint presentation.

Senior Project/Extended Application – The student clearly demonstrates the ability to read and summarize technical/instructional materials about celiac disease and gluten-free cooking. She is also able to write clear instructions and create attractive handouts for her presentation.

Teamwork

Location of evidence: Personal Statement, CRLS Document, CAM Pathway Internships, Self-Evaluation/Reflection Form

Personal Statement – The student describes working with a dietician and a gastroenterologist to develop the community presentation.

CRLS Document – The student details being a member of a team in multiple school organizations. In addition, she describes having to communicate with team members to complete necessary tasks at one of the sites that she interned.

CAM Pathway Internships – In all the journal entries, the student describes how employees worked as a team at each work site. She also discusses how each individual’s role affected the remaining team members and the team’s ability to help patients, family members, and physicians.

Self-Evaluation/Reflection Form – The student identifies working with her mentor and the gastroenterologist to organize the presentation.

Employment Foundations

Location of evidence: Personal Statement, CRLS Document, Letters of Recommendation, CAM Pathway Internships, Self-Evaluation/Reflection Form, Senior Project/Extended Application

Personal Statement – The student explains how the classes she has taken in school are preparation for her career in food science. She also describes the skills she obtained, such as gluten-free cooking, which will help her meet her goal of obtaining a degree in food science.

CRLS Document – The student notes that her dress, appearance, and personal hygiene during the rotations were appropriate for the work environment and situation. She also identifies skills learned, such as administering hearing tests during the rotation with the high school nurse.

Letters of Recommendation – The biology teacher detailed the student’s ability to apply academic knowledge and technical skills in a career context.

CAM Pathway Internships – In the Specific Worksite Information sheets, the student describes in detail how each worksite functions and how the different parts fit together. In her journal entries, the student was also able to identify how the work moves through the system and the changing nature of workplaces and work processes. In the Rotation Performance Student Evaluations, the student received excellent marks for professional manner and appropriate dress.

Self-Evaluation/Reflection Form – The student explains how the new cooking techniques, her research paper, and the information she learned through research for the presentation will be used to help others with celiac disease.

Senior Project/Extended Application – The student demonstrates an ability to apply her skills in the presentation by providing gluten-free food samples and handouts for the public. She was also able to select and apply an appropriate technology (PowerPoint) for her presentation.

Career Development

Location of evidence: Personal Statement, Education Plan, Career Report, CRLS Document, Resumé, Letters of Recommendation, CAM Pathway Internships, Self-Evaluation/Reflection Form, Senior Project/Extended Application

Personal Statement – The student states that she will attend Oregon State University, where she will study food science and technology. She also discusses developing new techniques to prepare gluten-free goods.

Education Plan – This document is a plan to achieve personal, educational, and career goals, as seen in the specified field of food science and technology, mentorship, and acceptance to OSU.

Career Report – The student shows that she has researched career and educational options related to food science.

CRLS Document – The student describes how her project relates directly to her personal interests in food science and technology. She also mentions completing resumés, cover letters, and applications for jobs, scholarships, and colleges.

Resumé – This demonstrates job-seeking skills, which are a necessary component of planning for post-high school experiences.

Letters of Recommendation – These letters relate to job-seeking skills and also include information about the student’s goals and intentions to pursue a college degree in the food sciences.

CAM Pathway Internships – In her journal entries, the student describes research and analysis of career-related information and assesses her own personal characteristics related to educational/career goals. She also conducted interviews with two individuals from her rotations to further her knowledge of the medical field.

Self-Evaluation/Reflection Form – The student explains her desire to attend OSU, to develop new techniques for gluten-free baked goods, and to pursue an advanced degree in food science. She believes that the information she has learned about celiac disease will be the focus of her career in the food sciences.

Senior Project/Extended Application – The student’s entire project, which led to her presentation, demonstrates research skills, development of a plan, evaluation of plan, and a link to her personal experience of living with celiac disease.

Extended Application Standard Comments:

Relevance

Location of evidence: Personal Statement, Education Plan, Career Report, Letters of Recommendation, CAM Pathway Internships, Self-Evaluation/Reflection Form, Senior Project/Extended Application

Personal Statement – The student identifies her post-high school goals and plans to obtain a degree in food science and technology. She also describes the new skills she learned in her interviews and cooking course.

Education Plan – The student identifies her acceptance to Oregon State University and her mentorship with a dietician, which directly relates to her career interests.

Career Report – The student describes the knowledge and skills she has gained that are related to her career and educational goals.

Letters of Recommendation – All the letters describe the student’s goal of attending university in the fall and pursuing a career in food science. One of the letters describes the student’s new learning, results, and conclusions during experiments in biology class.

CAM Pathway Internships – The student shows evidence of new knowledge and skills through her rotations (e.g., how a medical office is run, how to test children’s hearing). Her rotation with a dietician clearly connects to her post-high school plans to study food science.

Self-Evaluation/Reflection Form – The student explains that she has learned more about celiac disease, how to interpret and present her own experiences, and how to bake gluten-free goods. All of these new skills and knowledge directly link to her goals of studying food science and technology in college.

Senior Project/Extended Application – In her research paper and PowerPoint presentation, the student demonstrates her academic knowledge and the research she conducted about celiac disease. She also shows that she learned gluten-free cooking techniques. These experiences directly relate to her personal interests and post-high school goals.

Rigor

Location of evidence: Personal Statement, CAM Pathway Internships, Self-Evaluation/Reflection Form, Senior Project/Extended Application

Academic and specialized knowledge and skills: Chemistry concepts (acids, basics, properties); food science, celiac disease (effects, treatments); cooking; and mathematics (proportions)

Personal Statement – The student describes applying new cooking techniques for the baked goods prepared for her presentation. She also states that she created a PowerPoint presentation to educate the community about celiac disease.

CAM Pathway Internships – During each rotation, the student learned new skills and then applied them to new situations. During the rotation with the school nurse, she learned how to administer a hearing test and perform the Glow-Germ presentation and then applied these skills to new situations. In preparation for her presentation and study on celiac disease, she took a cooking class, and then baked goods to give out during her school and community presentations.

Self-Evaluation/Reflection Form –The student describes learning new gluten-free cooking techniques, which she demonstrated later in her presentations.

Senior Project/Extended Application – In her research paper and PowerPoint presentation, the student applied her academic knowledge by writing about celiac disease. This topic directly relates to her career and personal interests. She also applied new cooking techniques and provided samples of baked goods at her presentations.

Reflection

Location of evidence: Personal Statement, CRLS Document, CAM Pathway Internships, Self-Evaluation/Reflection Form

Personal Statement – The student talks about the entire process of discovering that she has celiac disease, doing research, taking cooking classes, studying with a mentor, and making her presentations.

CRLS Document – The student describes and reflects on her interest in food science and connects it to her plans after high school. She states the degrees she would like to obtain and the techniques she would like to develop in gluten-free cooking.

CAM Pathway Internships – In her rotation journals, the student reflects about new learning that she has applied throughout her experiences.

Self-Evaluation/Reflection Form – The student reflects on how the knowledge she has learned through her senior project is relevant to and can be directly applied to her goals of pursuing a degree in food science and improving gluten-free cooking techniques.