Wednesday, September 10, 2014 Von Steuben MSC. You have been invited to attend this meeting because...
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Transcript of Wednesday, September 10, 2014 Von Steuben MSC. You have been invited to attend this meeting because...
Congratulations!You have been invited to attend this meeting because you have already met these NHS requirements:
SCHOLARSHIP by maintaining a weighted, cumulative G.P.A. of at least 3.5 by June 2014 and
SERVICE commitments have extended beyond those required as part of your course work.
*Please note that these service requirements will be revised in the future to address the new Service Learning Project Component
The National Honor Society
HistoryFounded in 1921, The National Honor
Society is an elite group of students who represent the individual members of a school’s student body who have proven themselves as outstanding models of scholarship, service, leadership and character.
National Honor Society Eligibility Criteria
Candidates are exemplars in each of the four tenants of the organization
•Scholarship•Service•Leadership•Character
SCHOLARSHIPMembers of the National Honor
Society are committed to the pursuit of knowledge.
As life-long learners, they see every experience as one to learn from.
Scholars are perseverant amid challenges and routinely self-advocate to clarify their understanding.
SERVICE NHS members routinely perform voluntary service within the school and community "with a positive, courteous and enthusiastic spirit.”
Members embody a sense of genuine altruism.
LEADERSHIP
Participation in a variety of engaging extracurricular activities in which you have demonstrated your ability to display positive leadership qualities in your school or community activities
• Leadership roles DO NOT have to be formally appointed. Your ability to act as a leader will be evaluated based on the evidence you provide using examples when you have • positively promoted a service learning activity,
campaign, club or organization,• remained focused on finding creative solutions
when challenges arise,• dedicated yourself to seeing your projects
through to completion
CHARACTER
NHS members consistently display good character traits, including, altruism, cooperation, honesty, reliability and courtesy.
NHS Members are model students Any student involved in a Category 5 or 6
violation resulting in 3 or more days of suspension will be immediately dismissed from NHS
Failure to attend two general meetings or service commitments will result in a short probationary period followed by dismissal from NHS
VON STEUBEN STUDENT LEADERS
You’ve worked very hard to get where you are today; you should be proud of your accomplishments!
If selected, National Honor Society students are widely recognized as an elite group of young people due to the rigorous requirements for membership.
Therefore, a contingency of your membership is your voluntary participation in a number of school-related activities which are designed for you to share your “secrets to scholastic success” with our underclassmen and women as well as visitors.
Requirements for membership: will include a regular peer-tutoring commitment, acting as student ambassadors during Von Steuben’s public events, and leading the way in addressing existing gaps in community service learning.
Requirements for MembershipIf invited to join Von Steuben’s chapter of the National Honor Society, these are the membership requirements:
Maintain a 3.5 GPA or higher for the duration of your membership
Be an excellent school citizen (no involvement in a Category 5 or 6 violation that results in 3 or more days of suspension)
Volunteer at school activities such as Open House, and High School Recruitment Fairs, and the annual LifeSource Blood Drive
Proactively pursue teachers to opportunities to provide peer tutoring here at Von Steuben
Be willing to seek out, organize and lead activities to mutually benefit fellow NHS members as well as the community you’ll serve
2014 NHS Narrative Instructions:The Cover Sheet
Be sure to complete the COVER SHEET and include it as the first page of your narrative. This narrative essay provides the Faculty Council evidence of your qualifications for membership, while completion of the cover page ensures your anonymity during the selection process. ONLY THE COVER PAGE WILL CITE
YOUR NAME. Please include your STUDENT ID # in the upper right corner of EACH page of your narrative.
NHS Candidate Information:
The cover sheet is also used to gather relevant information about you, such as your height and weight for ordering induction ceremony gowns or your lunch period to determine your availability for peer tutoring
Please be sure to complete the student activity schedule to log provide both the faculty advisors (and yourself!) an idea of your availability to commit to additional extracurricular activities and service projects.
Student Activity & Commitment Schedule Sample:
Sample
Student
Schedule
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
6AM-
9AM
Sunday
morning
family
breakfasts
Traveling to
and attending
classes at VS
Traveling
to and
attending
classes at
VS
Traveling to
and attending
classes at VS
Traveling
to and
attending
classes at
VS
Traveling to
and attending
classes at VS
Working part-
time at Starbucks
6A-11A
9AM-
12PM
Attending
religious
services with
my family 9-
11:00AM
Acadec Team
Meeting 12-2P
12PM-
3PM
Homework
Downtime
3PM-
6PM
Family Time Softball
Conditioning
and games
(Spring
2015)
Debate
Team
Practice 3-
5:30PM
Volunteering
afterschool
tutoring
program (3-
4:30PM
Part-time
work at
Starbucks
5-9PM
Volleyball
(Fall 2014)
Conditioning
and games
6-9PM Homework Homework
4-8PM
(estimated)
Homework Homework Homework
Sample
Student
Schedule
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
6AM-
9AM
Sunday
morning
family
breakfasts
Traveling to
and attending
classes at VS
Traveling
to and
attending
classes at
VS
Traveling to
and attending
classes at VS
Traveling
to and
attending
classes at
VS
Traveling to
and attending
classes at VS
Working part-
time at Starbucks
6A-11A
9AM-
12PM
Attending
religious
services with
my family 9-
11:00AM
Acadec Team
Meeting 12-2P
12PM-
3PM
Homework
Downtime
3PM-
6PM
Family Time Softball
Conditioning
and games
(Spring
2015)
Debate
Team
Practice 3-
5:30PM
Volunteering
afterschool
tutoring
program (3-
4:30PM
Part-time
work at
Starbucks
5-9PM
Volleyball
(Fall 2014)
Conditioning
and games
6-9PM Homework Homework
4-8PM
(estimated)
Homework Homework Homework
NHS Narrative Essay Guidelines:
Use Times New Roman, single- spaced, 1 inch margins and no more than two pages to document your experience.
Each category title should be in all CAPS and BOLD.
Include concise, but fully elaborated, evidence articulating how your experience illustrates each category.
It is strongly recommended that completed work should be read by another person and spell checked before submitting. Follow this format for your narrative:
NHS Narrative Considerations:
Refer to relevant and recent experiences both in and out of school to illustrate your claims about the value your scholarship, leadership, service, and character.
While humility is a noble trait, this is a time for an honest and reflective appraisal of your work as a scholar, volunteer and leader
NHS Membership Contract
Active participation in school activities; maintaining fidelity to all your commitments
Provide a minimum of 15 hours of documented peer-tutoring taking place at Von Steuben throughout the school year
In addition to the tutoring, complete a minimum of 20 hours of service learning through NHS approved service projects
Attend all monthly general NHS meetings Be committed to creating and leading a NHS-
sponsored activity▪ Should you miss a meeting due to extenuating
circumstances, it is YOUR responsibility to notify either Ms. Arendt and/or Ms. Kwan of and obtain the information you missed due to your absence
2014 NHS Narrative Scoring Rubric
NHS Candidate Scoring Rubric
2014-2015 Von Steuben MSC
Candidate’s Number ____________________________ Faculty Council Scorer __________________________ Candidate’s Score: ____
Scale Category 0 = Unsatisfactory or No Evidence 1= Basic
2= Emerging 3= Proficient
4 = Distinguished
Scholarship:
Candidate’s Narrative Academic Profile
Candidate addresses academic history in a general way, provides little or no examples to support the candidate’s academic history
Candidate provides a general explanation of his/her enrollment and engagement
in his/her courses which is supported by one or two examples from the candidate’s academic history.
Candidate provides narrative explanation of his/her enrollment and engagement in rigorous courses which is supported by a few examples from the candidate’s scholastic history which are explained, but rely on simple cause-and-effect relationship.
Candidate provides a detailed narrative explanation of his/her successful enrollment and engagement in rigorous courses
which is supported with several clearly elaborated examples from the candidate’s academic history which illustrate his/or her character development.
Candidate provides a richly detailed narrative explanation of his/her successful enrollment and engagement in the most rigorous
courses supported by multiple examples from the candidate’s academic history. Narrative includes descriptions of instances where lessons extended beyond classroom instruction; learning was applied to life-long character development.
Service: School and Community Service
(during high school)
Provides no evidence of involvement in any school and/or community groups
Provides evidence of some involvement in school and community groups. Participation is limited to isolated activities and/or those exclusively required by
a class; explanations are superficial or insincere.
Provides evidence of involvement in several, on-going service commitments. Experiences may be illustrated by plausible evidence supporting service learning; however, a sense of genuine altruism is absent
Provides evidence of active involvement a variety of on-going service projects outside of classroom requirements. Experiences are illustrated with
persuasive narrative descriptions, supporting a mutually beneficial relationship.
Provides evidence of active and on-going involvement in a variety of service projects serving to provide convincing evidence of the candidate’s altruism through rich accompanying narrative descriptions.
Leadership (during high school)
No evidence of active leadership Provides evidence of some form leadership in different scenarios; descriptions presented as an itemized list
of isolated experiences.
Provides evidence of service in a variety of leadership roles; accompanying descriptions provide plausible support.
Provides evidence of active and on-going leadership commitment; narrative descriptions provide persuasive support of a conscientious leader.
Evidence of active, on-going conscientious leadership; narrative descriptions provide convincing evidence of a conscientious and inspiring leader.
Character (during high school)
Narrative description does not provide enough evidence and support to adequately assess the candidate’s character.
Narrative description is thin; explanations are superficial and not fully developed.
Narrative description and explanations provide plausible evidence to support the quality of the candidate’s character.
Narrative description and explanations provide persuasive evidence to support the candidate’s qualities of integrity, altruism, and humility.
Narrative description and explanations provide convincing evidence to support the depth and breadth of the candidate’s qualities of integrity, altruism, and humility.
Writing
Errors in the narrative are frequent; ideas are not developed and few, if any, claims are supported with evidence
Errors in the candidate’s written submission are obvious, critical thinking is evident but not fully developed; claims are supported with some evidence
Narrative follows guidelines and meets general requirements for submission. Candidate’s writing demonstrates critical thinking; most claims are supported with clear evidence
Narrative clearly follows guidelines and demonstrates critical thinking; ideas are sophisticated and appropriate all
claims are supported by clear evidence
Narrative follows guidelines precisely and demonstrates active critical thinking. His/her ideas are sophisticated and his/her writing nearly flawless; all claims supported by clear and fully elaborated evidence
Character Recommendations
Less than four recommendations; some inconsistencies in recommendation of character of candidate
Recommendations accompany submission, but provide little additional insight to support the candidate’s character.
Recommendations from faculty and extra-curricular sponsors provide limited evidence supportive candidate’s narrative
claims
Recommendations from faculty and extra-curricular sponsors corroborates with the quality of personal character described in the candidate’s narrative
Recommendations from faculty and extra-curricular sponsors demonstrate richly developed
relationships illustrating the quality of character described in the candidate’s narrative
NHS Candidate Scoring Rubric
2014-2015 Von Steuben MSC
Candidate’s Number ____________________________ Faculty Council Scorer __________________________ Candidate’s Score: ____
Scale Category 0 = Unsatisfactory or No Evidence 1= Basic
2= Emerging 3= Proficient
4 = Distinguished
Scholarship:
Candidate’s Narrative Academic Profile
Candidate addresses academic history in a general way, provides little or no examples to support the candidate’s academic history
Candidate provides a general explanation of his/her enrollment and engagement
in his/her courses which is supported by one or two examples from the candidate’s academic history.
Candidate provides narrative explanation of his/her enrollment and engagement in rigorous courses which is supported by a few examples from the candidate’s scholastic history which are explained, but rely on simple cause-and-effect relationship.
Candidate provides a detailed narrative explanation of his/her successful enrollment and engagement in rigorous courses
which is supported with several clearly elaborated examples from the candidate’s academic history which illustrate his/or her character development.
Candidate provides a richly detailed narrative explanation of his/her successful enrollment and engagement in the most rigorous
courses supported by multiple examples from the candidate’s academic history. Narrative includes descriptions of instances where lessons extended beyond classroom instruction; learning was applied to life-long character development.
Service: School and Community Service
(during high school)
Provides no evidence of involvement in any school and/or community groups
Provides evidence of some involvement in school and community groups. Participation is limited to isolated activities and/or those exclusively required by
a class; explanations are superficial or insincere.
Provides evidence of involvement in several, on-going service commitments. Experiences may be illustrated by plausible evidence supporting service learning; however, a sense of genuine altruism is absent
Provides evidence of active involvement a variety of on-going service projects outside of classroom requirements. Experiences are illustrated with
persuasive narrative descriptions, supporting a mutually beneficial relationship.
Provides evidence of active and on-going involvement in a variety of service projects serving to provide convincing evidence of the candidate’s altruism through rich accompanying narrative descriptions.
Leadership (during high school)
No evidence of active leadership Provides evidence of some form leadership in different scenarios; descriptions presented as an itemized list
of isolated experiences.
Provides evidence of service in a variety of leadership roles; accompanying descriptions provide plausible support.
Provides evidence of active and on-going leadership commitment; narrative descriptions provide persuasive support of a conscientious leader.
Evidence of active, on-going conscientious leadership; narrative descriptions provide convincing evidence of a conscientious and inspiring leader.
Character (during high school)
Narrative description does not provide enough evidence and support to adequately assess the candidate’s character.
Narrative description is thin; explanations are superficial and not fully developed.
Narrative description and explanations provide plausible evidence to support the quality of the candidate’s character.
Narrative description and explanations provide persuasive evidence to support the candidate’s qualities of integrity, altruism, and humility.
Narrative description and explanations provide convincing evidence to support the depth and breadth of the candidate’s qualities of integrity, altruism, and humility.
Writing
Errors in the narrative are frequent; ideas are not developed and few, if any, claims are supported with evidence
Errors in the candidate’s written submission are obvious, critical thinking is evident but not fully developed; claims are supported with some evidence
Narrative follows guidelines and meets general requirements for submission. Candidate’s writing demonstrates critical thinking; most claims are supported with clear evidence
Narrative clearly follows guidelines and demonstrates critical thinking; ideas are sophisticated and appropriate all
claims are supported by clear evidence
Narrative follows guidelines precisely and demonstrates active critical thinking. His/her ideas are sophisticated and his/her writing nearly flawless; all claims supported by clear and fully elaborated evidence
Character Recommendations
Less than four recommendations; some inconsistencies in recommendation of character of candidate
Recommendations accompany submission, but provide little additional insight to support the candidate’s character.
Recommendations from faculty and extra-curricular sponsors provide limited evidence supportive candidate’s narrative
claims
Recommendations from faculty and extra-curricular sponsors corroborates with the quality of personal character described in the candidate’s narrative
Recommendations from faculty and extra-curricular sponsors demonstrate richly developed
relationships illustrating the quality of character described in the candidate’s narrative
RECOMMENDATIONS
FOUR (4) recommendations are required to support your narrative TWO (2) Von Steuben Faculty Recommenders TWO (2) Extra-Curricular Recommenders▪ These are non-familial individuals who can vouch for your
participation and character in a variety of extra-curricular activities such as coaches, supplemental instructors, tutors, religious leaders, employment supervisors, etc.
These must be returned in a sealed envelope with the recommender’s signature across the flap bearing the recommender’s signature to Ms. Kwan’s office (room 109) no later than Wednesday, September 17, 2014 by 4:30PM
To print your own copies of the recommendation form to distribute to your recommenders, please visit the NHS tab on vonsteuben.org and look under “Selection Materials.”
Candidate Name: ____________________________________________________ Div: ______________
National Honor Society
Character Recommendation
Teachers: Thank you for filling out this evaluation. The purpose of this evaluation is to determine the manner in which
the following elements of character define the student. Please complete this survey for the named student only if
he/she is a student you have taught in class, coached, or advised in an activity. Please give a number score that you feel
best represents the character of the student you are evaluating. This number should be the average of the five scores.
Please check one number for each category. You may give decimal points for each category if you wish.
0 = Unsatisfactory or No Evidence 1 = Basic
2 = Emerging 3 = Proficient 4 = Distinguished
Integrity
Initiative
Sense of Commitment
Work Ethic
Appropriate Behavior
Student’s Total SCORE: __________
What comes to mind when you think of this student? ______________________________________________________
__________________________________________________________________________________________________
Is there anything else you would like us to know about this student? If you marked “poor” in the chart above, please
explain. ___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
In what capacity are you recommending the student? (Are you primarily his/her teacher or a coach/club sponsor?)
__________________________________________ _____ Candidate’s Teacher (past or present)_____ Club Sponsor
Recommender Name
_____ Coach
_____ Other (Specify)
__________________
Thank you for your time.
Please return to student in a sealed & signed envelope or your teacher can drop this confidential form off in Ms. Kwan’s
office in room 109 by Wednesday, September 17, 2014 by 4:30pm.
The 2014 NHS Selection Process NHS candidate forms must be uploaded
on the Google Drive and shared with BOTH Ms. Arendt AND Ms. Kwan ([email protected] and
[email protected]) Subject : “NHS Candidate: Your First &
Last Names, Student ID # and your Division #”
Submission Deadline for all Materials is Wednesday, September 17, 2014, 11:59pm
2014 NHS SELECTION
Completed applications will be reviewed by the Faculty Council (the principal-appointed teacher NHS selection committee)
You will notification in writing of your status* by October 01, 2014
*Please note that Principal Lemone reserves the right of final approval on all candidates and decisions of the Von Steuben Chapter of the National Honor Society
QUESTIONS or CONCERNS?Please direct any questions you have
to either of the faculty moderators or any of the
2014-2015 NHS Officers: Ivelis Colon, President Sandra Mucino , Vice President Sylvia Frank, Activities Coordinator Beatriz Jimenez, Secretary
Thank you and good luck! (Don’t forget to proof-read your narrative )