Tab 1 - Monadnock Regional High School · Web viewMonadnock Regional Middle High School 580 Old...

Monadnock Regional Middle High School580 Old Homestead Hwy

Swanzey, NH 03446

Extended Learning OpportunitiesRyan Schafer – ELO Coordinator

Tab 1ELO Introduction……………………………………………………………………………………………………………MRMHS ELO Policies……………………………………………………………………………………………………..

Tab 2ELO Process……………………………………………………………………………………………………………………Student Roles & Responsibilities…………………………………………………………………………………….Proposal Form………………………………………………………………………………………………………………..Agreement & Permission Forms…………………………………………………………………………………….

Tab 3Research Guidelines……………………………………………………………………………………………………….MLA Works Cited Format……………………………………………………………………………………………….Reflection Guidelines……………………………………………………………………………………………………..Project Guidelines………………………………………………………………………………………………………….

Tab 4ELO Planning Form…………………………………………………………………………………………………………ELO Checklist………………………………………………………………………………………………………………….

Tab 5ELO Assessment Rubric…..……………………………………………………………………………………………..

Tab 6Bi-weekly progress updates……………………………………………………………………………………………Quarterly Self-Assessment……………………………………………………………………………………………..

Tab 7Monthly Calendars…………………………………………………………………………………………………………

Tab 8 Resume and Cover Letter Samples……..………………………………………………………………………….

Perseverance Respect/Responsibility Integrity Dedication Empathy

Telephone – 352-6575 ext. 6765 Fax – 355-1209 Email- [email protected]

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Table of Content

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ELO’s at Monadnock Regional Middle/High SchoolAt Monadnock…

ELO’s can be in any subject and for any student.

Students participate in the facilitation of the entire ELO from start to finish.

We know that learning extends beyond our four walls and can happen at any moment.

Our overseeing teachers play a vital role, as they ensure that the learning is based on academic standards.

Our community partners are an invaluable resources for student success beyond the classroom; helping students apply learning to a real world environment.

ELO’s are customized for each student and their individual learning styles, and skill sets.

ELO’s are NOT: ELO’s ARE:Intended to be an easy way to achieve credit. Based on rigorous academic standards and

competencies.To remove a student from the classroom. An extension of the classroom.

Based on the amount of time spent on a task About demonstrating growth and achievement

ALWAYS school based. An expansion beyond the school building and into the community.

ALWAYS between the opening and closing bells of the typical school day.

Before & after school, on weekends & vacations, as well as into the summer.


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Monadnock Regional School District Extended Learning Opportunity Policy

Extended Learning OpportunitiesPolicy # IHBH

IHBH – EXTENDED LEARNING OPPORTUNITIESPurposeThe Board encourages students to pursue extended learning opportunities (ELO) as a means of acquiring knowledge and skills through instruction or study that is outside the traditional classroom methodology. Extended learning opportunities may include, but are not limited to, independent study, private instruction, performing groups, internships, community service, apprenticeships, online courses/distance education, or other opportunities approved by the Superintendent or his/her designee, in conjunction with Board policies.The purpose of extended learning opportunities is to provide educational experiences that are meaningful and relevant, and that provide students with opportunities to explore and achieve at high levels. In order to maximize student achievement and meet diverse pathways for learning, this policy permits students to employ extended learning opportunities that are stimulating and intellectually challenging, and that enable students to fulfill or exceed the expectations set forth by State minimum standards and applicable Board policies.

Extended learning opportunities may be taken for credit or may be taken to supplement regular academic courses. Extended learning opportunities may also be used to fulfill prerequisite requirements for advanced classes. If the extended learning opportunity is taken for credit, the provisions of Policy IMBC, Alternative Credit Options, will apply. The granting of credit shall be based on a student’s mastery of course competencies, as defined by Policies ILBA, Assessment of Educational Programs and ILBAA, High School Competency Assessments. Highly Qualified Teachers must authorize the granting of credit for learning accomplished through extended learning opportunities.

Roles and Responsibilities

All programs of study must meet or exceed the proficiencies and skills identified by the New Hampshire State Board of Education, applicable rules and regulations of the Department of Education, and all applicable Board policies. All programs of study proposed through this program shall have specific instructional objectives aligned with the State minimum standards and District curriculum standards. All extended learning opportunities will comply with applicable laws and regulations, including child labor laws and regulations governing occupational safety.


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Students wishing to pursue programs of study under these guidelines must first present their proposal to the school’s ELO coordinator(s) for approval. The name and contact information for the school’s ELO coordinator(s) will be found in the Student/Parent Handbook or by contacting the Principal’s office or the Guidance Department. The designated ELO coordinator will assist students in preparing the application form and other necessary paperwork.

The Principal will have primary responsibility and authority for ensuring the implementation of extended learning opportunities and all aspects of such programs. The Principal will determine who will be responsible for approving student eligibility and such approval will include a consideration of the overall benefits, costs, advantages and disadvantages to both the student and the district.

The Principal will review and determine credits that will be awarded for extended learning opportunities toward the attainment of a high school diploma. Parents/guardians and/or students may appeal decisions rendered by the Principal within the provisions below (see Appeal Process).

Students approved for an extended learning opportunity must have parental/guardian permission to participate in such a program. Such permission will be granted through a Memorandum of Understanding for Educational Services signed by the parent/legal guardian and returned to the district before beginning the program.

All extended learning opportunities not initiated and designed by the district shall be the financial responsibility of the student or his/her parent/legal guardian. Students electing independent study, college coursework, internships, or other extended learning opportunities that are held off the high school campus will be responsible for providing their own transportation to and from the off-campus site. However, the District may provide transportation if feasible.

Students who have a financial or transportation need that would prevent such participation, may request school assistance through their school Guidance Counselor. Such requests may be granted if district resources are available and at the discretion of the Superintendent. The Principal or Guidance Counselor will assist students in seeking alternative means of financial or transportation assistance if so needed.

Students approved for off-campus extended learning opportunities are responsible for their personal safety and well-being. Extended learning opportunities at off-campus sites will require a signed agreement among the school, the student, and a designated agent of the third-party host. The agreement should specify the roles and responsibilities of each party.


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Application Process

1. The application is to be completed by the student/parent/guardian seeking approval for the extended learning opportunity.

2. The application should be completed and submitted at least thirty (30) days prior to the beginning of the proposed program. However, the Board recognizes that short-term notice opportunities may present themselves to students from time to time. As such, the Principal may grant waivers to the thirty (30) day submission requirement at his/her discretion, provided all other application criteria are satisfied. Such waivers will be granted on a case-by-case basis. All required information must be attached to the application and submitted to the student’s Guidance Counselor.

3. The application will be reviewed by appropriate District staff and administration and a decision will be made within ten (10) days of receipt of the application. The student will be notified in writing of the status of the application. If additional information is requested, the information must be submitted within one week of receipt of the request.

4. It is the student’s responsibility to maintain academic standing and enrollment in the approved program. Any failure to complete an approved program may jeopardize the student’s ability to earn credit for the course. The student and parent/guardian recognize that in the event the student withdraws from an approved program, the District cannot guarantee placement in an equivalent District-offered course.

5. The District reserves the right to determine the number of credits to be awarded. Any credits earned may be calculated towards the overall Grade Point Average. The course name and actual grade earned will be noted on the student’s official transcript.

Evaluation Criteria

The Principal will evaluate all applications. At a minimum, all applications must meet the following criteria:

Provides for administration and supervision of the program Provides that certified school personnel oversee and monitor the program

Requirement that each extended learning opportunity meets rigorous standards, including the minimum standards established by the State Board of Education and all other applicable District standards

Appeal Process


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A student whose application has been denied may request a meeting with the Principal. The Principal will provide the student with rationale as to why the proposal was denied. Students may resubmit alternate proposals for consideration if such proposals are made within the timelines established by this policy. If the Principal rejects the resubmitted proposal, the student may appeal to the Superintendent. All decisions made by the Superintendent shall be final.

Program Integrity

In order to insure the integrity of the learning experience approved under this program, the student will be required periodically or upon demand to provide evidence of progress and attendance. The Principal will be responsible for certifying course completion and the award of credits consistent with the District’s policies on graduation.

If a student is unable to complete the extended learning opportunity for valid reasons, the Principal, Principal’s designee, or assigned Highly Qualified Teacher will evaluate the experience completed to date and make a determination for the award of partial credit or recommend an alternative experience.

If a student ceases to attend or is unable to complete the extended learning opportunity for insufficient reason (lack of effort, failure to follow through, indecision, etc.), the Principal may determine that the student’s transcript be adjusted to reflect the experience as a failure.

In order to certify completion of co-curricular programs and activities based upon specific instructional objectives aligned to the standards, the school will develop appropriate mechanisms to document student progress and program completion on student personnel records.

Students transferring from other schools who request acceptance of course credits awarded through similar extended learning opportunity programs shall have their transcripts evaluated by the Guidance Counselor and Principal.

It shall be incumbent upon the students or his/her parent/legal guardian to request that copies of the student’s official transcript be sent from the former school.

Policy References:Legal References:NH Code of Administrative Rules, Section Ed 306.04(a)(13), Extended Learning Opportunities NH Code of Administrative Rules, Section Ed 306.26(f), Extended Learning Opportunities – Middle School NH Code of Administrative Rules, Section Ed 306.27(b)(4), Extended Learning Opportunities – High School


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Policy References:IHBH-R, IHBH-R2, IHBI, IKF, IMBA and IMBC

Category - Recommended Adoption Date: 5/4/1993, Revised: 10/2/2012 I - Instruction

Additional Practices Surrounding ELO’s at Monadnock Regional Middle High School

I. Extended Learning Opportunities are available to any 11th or 12th grader unless the ELO hours are

completed after school hours or has prior approval from Administration and ELO coordinator.


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II. All the proper forms have been completed prior to the start of the ELO.

III. All ELO partners undergo a background check.

IV. A certificate of insurance by SAU 93 is on file at the site.

V. All financial obligations that occur outside of the school are the sole responsibility of the student

and their parents/guardians.

VI. Students are responsible for their own transportation to and from the ELO sites located off the

school grounds. No student may transport another student while in transit to or from an ELO site.

VII. Students are responsible for their safety and well-being while off campus at an ELO site.

VIII. All approved ELOs will be consistent with all polices of the board.

IX. All ELOs will comply with State and Federal laws and regulations pertaining to minors.

X. Department of Labor requirements apply to all work based experiences for ELOs.

Extended Learning Opportunity Process

Application Stage

I. The student meets with the ELO coordinator to request an application and discuss their idea.


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II. The student completes the application and has guidance sign off on the ELO then returns application page to the ELO coordinator.

III. The student begins to develop a resume and cover letter to have ready for their initial visit with community partner.

IV. The ELO coordinator finds a community member and overseeing teacher.V. Once the ELO team is in place the student may begin planning.

Planning Stage

I. The student, overseeing teacher, ELO coordinator, and community member (when possible) develop a detailed ELO plan. The plan should include: course competencies, activities that align with each competency, project, research benchmarks, timelines, and tentative presentation dates.

II. Once a plan is written, all parties including the student’s parent/guardians sign the ELO agreement.

Implementation Stage

I. The student begins their ELO, at the agreed upon times and dates.II. The student meets with ELO coordinator or overseeing teacher at predetermined dates to go

over progress ensuring that all components are being worked on.III. Prior to meeting with the ELO coordinator the student receives an assessment from both the

overseeing teacher and community member.IV. One month prior to the final presentation the students meets with the ELO coordinator for a

final review. At this time the student works with ELO coordinator to send out all necessary paperwork together to send out to panelist.

V. The panelist will assess the student’s final presentation using rubrics within the ELO plan.VI. At the conclusion of the presentation it will be determined if the student met all the

competencies within the ELO and a credit will be awarded.

Student Responsibilities

☐ Develop a Project that adds value to the business site and your mentor.

☐ Develop and maintain a reflection journal that documents your entire ELO process from the start date to the final presentation.


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☐ Hand in journals on the dates agreed upon in your learning plan. Journals MUST be viewed by the overseeing teacher and community member.

☐ Have overseeing teacher and community partner fill out assessment every 2 weeks before meeting with ELO coordinator. Fill out quarterly self-assessments.

☐ Meet with ELO coordinator for bi-weekly check-ins, if you are unable to make the meeting it is your responsibility to reschedule the meeting prior to the originally scheduled meeting.

☐ Keep all documentation and research in your ELO notebook. This information will be used to put together your final presentation of learning.

☐ Create a portfolio with documentation and evidence of learning.

☐ Complete a 3-5 page research paper on a topic of your choice and that is in line with your essential question and can help meet your competencies.

☐ Plan and develop your presentation of learning.

☐ Write a reflective essay at the completion of your ELO experience.

☐ Prepare invitations for your presentation. Give ELO coordinator your invitations and a list of who you are inviting. These need to be done a month before your final presentations.

☐ You are responsible for getting yourself to and from your ELO site in a safe and timely fashion. You may not transport other students while going to and from your ELO site. If you are going to be absent from your ELO site, it is your RESPONSIBILITY to let your community partner know.

☐ Maintain honest and open communications at all times. Pay close attention to any issues that may arise and let ELO coordinator know of any concerns you may have. Be respectful and Professional at all times.

☐ Follow through on all timelines set for each assignment.

☐ At the completion of your ELO a thank you note needs to be sent to your overseeing teacher and community partner.

Proposal Form

Student Name: Date:

Year of Graduation: Student ID #:

ELO Title:

Content Area:


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Overseeing Teacher:Check all that apply: State Required Course ☐ MRMHS Required

Course ☐Elective ☐

½ credit 1 credit Pass/FailLEARNING AGREEMENT:

I agree to abide by the conditions set forth in the attached ELO Learning Plan. I understand that if I do not complete the attached plan, I will not receive credit for the course(s) listed above. I also understand that I must continue to attend and pass all of my other classes to ensure my full progress toward graduation.

Student Agreement: Date:

Parent/Guardian Approval Date:

Overseeing Teacher Approval: Date:

Guidance Approval: Date:

Principal/Designate Approval: Date:

ELO Coordinator: Date:

ELO Coordinator Use Overseeing Teacher Use

Community Partner ELO Agreement1

This agreement constitutes a mutual understanding between Monadnock Regional Middle High

School and __________________ acts as an agreement

(Community Partner) of terms to provide Extended Learning Opportunities for students.

Extended Learning Opportunities:


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Competencies Met: Y ☐ N ☐Credit(s) Earned: ½ ☐ 1 ☐Final Grade: P ☐ F ☐

Date Received: ______________________

Program start date: __________________

Program completion date: ____________


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The Extended Learning Opportunities is an initiative to expand the options of the traditional high school classroom. Students of all abilities will have the option to learn in rigorous and relevant real-world settings and gain high school credit for that learning, based on demonstrated mastery of pre-determined course-level competencies.

Responsibilities of the Community Partner:

1. Attend a Community Partner orientation of the Extended Learning Opportunities program.

2. Conduct an interview of student(s) based on criteria for an employee in a similar position.

3. Work with the student's Highly Qualified Teacher (HQT) to develop Learning Agreement with a set of expectations around student performance.

4. Provide an orientation to the policies and procedures of the Community Partner site for the student(s).

5. Provide adequate supervision to meet the student(s) ELO Learning Agreement.6. Communicate with the student's HQT and student on a regular basis. 7. Participate in an assessment of the student's work.8. Communicate in a timely manner any issues or concerns.9. Adhere to all Federal and/or State Regulations regarding the employment of labor laws

and other safety regulations that apply.10. Report student’s absence or tardiness to the ELO Coordinator in a timely manner.

Responsibilities of the School:

1. ELO Coordinator orients the student(s) and the Community Partner to the policies and procedures of an ELO.

2. HQT helps student(s) to develop a Learning Plan for the specific learning opportunity that details connection(s) to school based curriculum competencies and identifies how the work and learning will be assessed.

3. HQT participates in structured meetings with the student(s) and Community Partner.4. ELOC provides adequate orientation, training and experience as needed for Community

Partner site and student. 5. HQT helps student(s) to design a project that adds value to the Community Partner site.6. HQT/ELOC oversees the timely completion of all aspects of the ELO to include all paperwork

and final grade and course credit.

Community Partner Signature: _______________________________ Date: ______________


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ELO Coordinator Signature: __________________________________ Date: ______________

Student & School ELO AgreementThis agreement constitutes a mutual understanding between Monadnock Regional Middle High

School, Student Name and Community Partner.

This document acts as an agreement of terms to provide the below actions for an Extended Learning Opportunity.

Extended Learning Opportunities:


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The Extended Learning Opportunities is an initiative to expand the options of the traditional high school classroom. Students of all abilities will have the option to learn in rigorous and relevant real-world settings and gain high school credit for that learning, based on demonstrated mastery of pre-determined course-level competencies.

Responsibilities of the Community Partner:

1. Attend a Community Partner orientation of the Extended Learning Opportunities program.

2. Conduct an interview of student(s) based on criteria for an employee in a similar position.

3. Work with the student's Highly Qualified Teacher (HQT) to develop Learning Agreement with a set of expectations around student performance.

4. Provide an orientation to the policies and procedures of the Community Partner site for the student(s).

5. Provide adequate supervision to meet the student(s) ELO Learning Agreement.6. Communicate with the student's HQT and student on a regular basis. 7. Participate in an assessment of the student's work.8. Communicate in a timely manner any issues or concerns.9. Adhere to all Federal and/or State Regulations regarding the employment of labor laws

and other safety regulations that apply.10. Report student’s absence or tardiness to the ELO Coordinator in a timely manner

Responsibilities of the Student:

1. Participate in Community Partner site interview.2. Develop with the HQT and Community Partner site a Learning Plan that details

connection(s) to school based curriculum competencies and identifies how the work and learning will be assessed.

3. Develop and maintain a portfolio that follows the ELO guidelines.4. Follow all Community Partner site workplace policies and procedures.5. Plan and develop with Community Partner and HQT a project that enhances the Community

Partner site which will be left at the site at the conclusion of the students ELO experience.6. Communicate in a timely manner any issues or concerns.7. Contact the ELO Coordinator with adequate notice any tardiness or absence. 8. Complete all agreed to curriculum competency work and assessments.9. Sign all training requirements that are needed to go to an off-site ELO.

Responsibilities of the School:1. ELO Coordinator orients the student(s) and the Community Partner to the policies and


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procedures of an ELO.2. HQT helps student(s) to develop a Learning Plan for the specific learning opportunity that

details connection(s) to school based curriculum competencies and identifies how the work and learning will be assessed.

3. HQT participates in structured meetings with the student(s) and Community Partner.4. ELOC provides adequate orientation, training and experience as needed for Community

Partner site and student. 5. HQT helps student(s) to design a project that adds value to the Community Partner site.6. HQT/ELOC oversees the timely completion of all aspects of the ELO to include all paperwork

and final grade and course credit.

Attach the following documents to address:

Goals/objectives of this ELO opportunity Core competencies to be achieved by this ELO opportunity Credits to be earned during this ELO opportunity Student assessment plan

Student: Date:

Parent: Date:

HQT: Date:

ELO Coordinator: Date:

Community Partner: Date:

Permission Form and Student Learning Plan

Student Name: Click here to enter text. Date: Click here to enter a date.

ELO Title: Click here to enter text.


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Expected Date of ELO Completion: Click or tap to enter a date.

Year of Graduation: Graduation Year SASID #: Click here to enter text.

Content Area: Subject

(HQT in content area): Highly Qualified Teacher

Mentor: Name of Mentor.

Total Credits # of credits.

LEARNING AGREEMENT:

I agree to abide by the conditions set forth in the attached ELO Learning Plan. I understand that if I do not complete the attached plan, I will not receive credit for the course(s) listed above. I also understand that I must continue to attend and pass all of my other classes to ensure my full progress toward graduation. I also understand that if the student listed above leaves the building for a field trip of any kind an additional permission slip will be needed.

Student Agreement: ________________________________________________Date: ______________


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Parent/Guardian Approval: __________________________________________ Date: _______________

Highly Qualified Teacher Approval: ____________________________________ Date: _______________

Principal/Designate Approval: ________________________________________ Date: _______________

ELO Coordinator: __________________________________________________ Date: _______________

Community Partner: _______________________________________________ Date: _______________

Guidance: _______________________________________________________ Date: _______________

Cc: Guidance

Student

ELO Coordinator

The Research Paper

The majority of the ELO will be based on primary research, (i.e.: research that is generated by the student and with learning that the student actively creates). However, the ELO Research Paper is based solely on secondary research. Secondary research comes from books, articles, and other sources.

When the student selects the topic for the ELO Research Paper he or she should make sure that it is focused on the ELO area of study, and write the 3-5 required pages. Also, students should try to select research that will help with their project. For example, if the student is shadowing a pediatric


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For ELO Coordinator Only

Date Received _______________

Program start date _______________

For ADMINISTRATION Only

Competencies Met: Y ____ N


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doctor or nurse, avoid a research paper on the history of medicine. Knowing about Greek medicine will not help with the project, but the student will probably want to know about normal infant child development, both physically and mentally.

In any research, it is possible to encounter conflicting points of view. It is the student’s task to understand the material and to distinguish between opinion and fact. The student’s task in the paper is to document the depth of knowledge and learning gained from reading from and about experts, listening to experts, and seeing experts in action. Furthermore, as the students reflect on the expert’s knowledge and action, they also gain insight. The final document, polished and refined, is the ELO Research Paper which counts towards earning credit for the ELO.

Enclosed within this packet are resources on the MLA format for citations and the works cited page.

The following are ideas that may help you decide on a research paper topic:

ELO Topic Research Paper TopicAnimals Train a horse Ethics of horse racing

Wildlife study Deep population and hunting Humane Society volunteer Animal abuse law reform

Art Paint a mural Censorship in art Cartooning design Political cartoons and ethics Architecture Building green

Auto Mechanics Rebuilding engine U.S. auto bailout Fuel vs. electric

Reflection Paper

Throughout the duration of the ELO, students will be asked to reflect on their ELO, the experiences they had, the troubles they overcame or the successes they had. The real value of the ELO is the ability to understand the lessons about work and life that the project invokes. The Reflection Papers ask students to consider and assess the integrity of the process. Additionally to self-reflect on what students learned about their specific topic, the Husky Habits, and how this learning experience will influence the way they approach learning in the future. Here are some things that should be included in your reflection paper.


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● Have you kept yourself on track? How have you done this?

● What have you discovered about your ability to plan?

● How have you learned to solve problems?

● How did use the knowledge and skills you have gained to finish your project and help in your future?

● What have you discovered about your own thinking?

● What new ways have you discovered to view yourself?

● What have you learned about yourself in this process so far?

● What do you plan to do to accomplish the rest of your project, what do you have left to do?

Your final reflection paper should be 2-3 pages.

Project GuidelinesWhat makes ELO’s so great is the individuality that comes along with doing them. It is for this reason that once you begin working on your ELO you will start to have discussions around what you are going to do for a project/presentation. Once you develop some ideas for your project you will work in conjunction with your mentor and overseeing teacher to develop appropriate guidelines and expectations of the project & presentation. Your projects/presentations also must show evidence of your learning, this too will be developed on a case by case basis.

Here are some ideas that you can use for your project. Remember you are not limited to these ideas.


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Evidence of Learning

Portfolio Journal Blog Regular written reviews by your mentor

Final project/Presentation

Performance Presentation to a Panel Product demonstration Portfolio

Student Information Sheet

Name: Click here to enter text. D.O.B.: Click here to enter text.

Address: Click here to enter text. Grade: Choose an item.

Telephone: Click here to enter text.

Parent/Guardian 1


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Name: Click here to enter text. Telephone: Click here to enter text.

Address: Click here to enter text.Email: Click here to enter text.

Parent/Guardian 2Name: Click here to enter text. Telephone: Click here to enter text.

Address: Click here to enter text.Email: Click here to enter text.

HQT: Click here to enter text. HQT Telephone: Click here to enter text.

HQT Email: Click here to enter text.

Other Relative Student Information

Future Goals

Click here to enter text.


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Student Interest


PersonalityTraits


Allergies


Other


Planning FormStudent Name:ELO Title:Step 1: Planning student and ELO team work togetherCompetency: The student and teacher should research the competencies that can be met through


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the ELO project to establish general expectations and goals for the project. The competencies will have some natural content and skills associated with them. In addition, please list what the student will know and be able to do as a result of this project.Project Description: The student and teacher should work together to give a detailed description of the project. What is involved? Describe the final product and presentation.Include a broad description of what will be assessed. Include what the product will look like and where and how students will showcase their work.

Essential Question: The student will develop an essential question which focuses the activity, motivates the student, and drives the learning. It should be broad enough not to be answered easily and can be approached from many different entry points. It lends itself to interdisciplinary research.

My Essential Question:

Community Partners: Identify community partners who offer a rich source of knowledge, refined application, and experience in the project area. Also, describe their role in the project planning, implementation and assessment.


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Student Name:Step 2: Implementation and Formative AssessmentsTimeline & Benchmarks: Create a timeline of benchmark projects that provide a foundation for the final project. Benchmark projects can be small, discreet projects, rehearsals, practices, drafts or other work that


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allows the student to move towards competency. Students should have ample opportunities to have work reviewed before the final presentation, a timeline should be established.

Reflection: Identify structures that guarantee student input and reflection is captured along the way. Ask students to reflect on their progress in the class, and have them self-assess benchmark projects with relation to the larger, final project. List what methods students will use for reflection and self-evaluation.Student & Teacher Communication: Teacher and student should establish together how and how often the student will communicate with the overseeing teacher.Student & Community Partner: Describe how regular communications with the community partner will take place. Community partners should be part of the student reflection so they can see students’ developing understanding. Describe how the community partner will participate in the assessment of the project.

Student Name:Step 3: Summative AssessmentFinal Project: Describe in detail what the final project will include, what will be assessed, and who will assess each component.Identify common assessment goals that will be met during the final project. As the


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project develops, these goals may be modified through negotiation between the overseeing teacher and the student.Assessors will be given the assessment rubric at least one week in advance with a brief description of the final project and will be informed as to what competencies they are assessing.ELO Presentation: Preliminarily identify when the final presentation on your ELO will occur. You should also have a sense of who will be on the assessment panel and what, if any, special equipment or facilities you may need access to.

All ELO presentations must include the overseeing teacher, Community Partner (within reason) and ELO coordinator.Assessment of ELO: Following the presentation assessors will be given the opportunity to ask questions. Feedback will be offered to the student. Assessment rubrics and feedback forms will be handed in to the overseeing teacher at the time of the final presentation and a brief discussion will take place regarding student performance following the presentation.

The overseeing teacher will review the feedback, meet with the student and submit a grade within one week of the final presentation.

ELO Checklist


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☐ Permission Form

☐ Student Learning Plan

☐ Proposal Form

☐ ELO Agreements

☐ Community Partner

☐ Student & Community Partner

☐ Student Information Sheet

☐ ELO Planning Tool

☐ Competency Map (completed)

☐ Rubric


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Bi-Weekly Formative Assessment

Student Name:Date: Teacher:Community Partner/Mentor:ELO Title:Please evaluate the student’s performance using the following scale. Place a check in the space besides each rating that best describes the student’s performance in the past 2 weeks.

Performance Indicator Excellent-4 Good-3 Fair-2 Poor-1Attitude

Attendance

Cooperation

CollaborationStudent demonstrates a sense of curiosity and wonder.Communication skills

Willingness to ask for help

Willingness to accept help/guidance

Collaborates on project ideas

Discusses presentation ideasShares research sources and/or ask for input in gathering sourcesKeeps reflection journal updated and has it checked on a regular basisStudent comes prepared to all meetingsDiscusses competencies and works towards meeting themStudent uses ELO rubrics as a foundation for quality of workStudent shares new ideas and demonstrates critical thinking and analysisStudent meets timelines and benchmarks.


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Self-Assessment

Student Name:Date:Due Dates: Self-Assessments are due every quarter at the dates listed. They must be handed in to the ELO coordinator by that date. Put a check in the besides each rating that best describes your performance.

Performance Indicator Excellent-4 Good-3 Fair-2 Poor-1Attendance at ELO siteAttendance at bi-weekly meeting with mentorAttendance at bi-weekly meeting with over-seeing teacherAttendance at bi-weekly meeting with ELO coordinatorCollaboration with all members of the ELO team.Developed and/or discussed your own ideas with ELO team members that will enhance your learning process and your personal growthAsks questions to appropriate people as necessaryKeeps research of topic ongoingKeeps reflection journals up to dateUses rubrics to assess your quality of workMaintains respect and professionalism at all timesStays organizedStays focused on how your work is meeting your competency requirementsKeeps essential question as the center of all your learning


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Self-Assessment

Student Name:Date:Due Dates: Self-Assessments are due every quarter at the dates listed. They must be handed in to the ELO coordinator by that date. Put a check in the beside each rating that best describes your performance.



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Self-Assessment




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Self-Assessment




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Sample Cover Letter

DateRecipient Name

TitleMRSD

Street AddressCity, ST ZIP Code

Dear Recipient Name:

Are you looking for a job title with:

Number of years in the field years of hands-on experience in area of experience?

Knowledge of the latest technology in industry or field?

Excellent written and oral communication skills?

A passion to learn and to increase skills?

If so, then you need look no further. You will see from my enclosed resume that I meet all of these qualifications and more.

I would very much like to discuss opportunities with MRSD. To schedule an interview, please call me at your phone number. The best time to reach me is between earliest time available and latest time available, but you can leave a voice message at any time, and I will return your call.

Thank you for taking the time to review my resume. I look forward to talking with you.

Sincerely,Your NameEnclosure


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Sample Resume

Ryan Schafer[Type your e-mail][Type your address][Type your phone number][Type your website]

OBJECTIVES[Type your objectives]

EDUCATION

[Type your school name][Type the completion date] [Type the degree]

[Type list of accomplishments]

EXPERIENCE

[Type the company name] | [Type the company address][Type your job title] [Type the start date] – [Type the end date]

[Type job responsibilities]

SKILLS [Type list of skills]


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