Senior Project
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Senior Project Portfolio
STUDENT MANUAL
2017
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TABLE OF CONTENTS
Project Objective .................................................................................................................................. 3 SECTION ONE: THE PORTFOLIO .................................................................................................5 Portfolio Contents ................................................................................................................................. 7
The Cover Letter .................................................................................................................................. 8 The Resume ............................................................................................................................................ 13
Sample reference sheet ..........................................................................................................................16
Recommendation Request Letter .........................................................................................................17 Follow-Up/Thank You Letter ...............................................................................................................18 Acceptance Letter. ..................................................................................................................................19 Resignation Letter ..................................................................................................................................20 SECTION TWO: THE BUDGET ASSIGNMENT………………………………………………….21 SECTION THREE: Your Project …………………………………………………………………….24
Selecting a project.....…………................................................................................................. ………25
Work component……………………………………………………………………………………….27
Proposal…………………………………………………………………………………………………28
Synopsis…………………………………………………………………………………………………29
Liability Release………………………………………………………………………………………..30
Advisor/ Parent/ Guardian guidelines…………………………………………………………..……31
Advisor commitment form…………………………………………………………………………….32
Sample Work Log………………………………………………………………………………..…….33
Sample Presentation Rubric……………………….………………………………………………….36
Appendices ............................................................................................................................................. 37
Sample Portfolio Cover Page ................................................................................................................38 Job Skills Index ......................................................................................................................................39 Employment Application .....................................................................................................................40
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OBJECTIVES
The main idea of the senior project is TRANSITION. The intent of the project is to
transition students away from subject-centric learning to a real-life experience that the
student believes may be relevant to their next stage in life. Each senior will utilize the
knowledge and skills they have acquired over the past 12 years in school, as well as many
21st century skills, to successfully complete their project.
The project will showcase the student’s abilities in reading, writing, public speaking, critical
thinking, planning and implementation, self-discipline, problem solving, and organizational
skills. The goal of the project is to stretch the student to participate in and demonstrate a
new area of learning and growth.
All seniors will complete the Job Application Portfolio following the guidelines given here.
As a result of your participation in this project, you are expected to meet the following
objectives:
focus on a high interest career
recognize the importance of remaining marketable in a diverse and changing labor
market
develop a career portfolios and/or electronic portfolio
apply knowledge and skills learned
develop effective written and oral communication skills
develop life-long skills such as goal setting, decision making, and time
management
apply critical thinking and problem solving skills
demonstrate knowledge and skills increase communication skills
increase workplace skills
develop networking skills
Students will select from one of the two project strands defined below. Each strand is
unique and provides students the opportunity to explore areas of specific interest, as well as
demonstrate their personal strengths. The intent of the project is to encourage and motivate
the student to engage in a project that has direct applicability to their post high school goals
and aspirations.
Service-Oriented Strand
Students choosing this strand will devote a minimum of 20 hours toward a community
service project. For instance, students may develop and implement a unique promotion for
raising funds for the local food bank; a community clean-up effort of a public area such as
a park, down town or school; a field-trip or seminar of interest for members of an elderly
home; a clothing drive for a homeless shelter; or perhaps even begin their own non-profit
to address an unmet community need.
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Self-Development Strand
Students choosing this strand will spend a minimum of 20 hours working to develop a new
skill and demonstrate it; to construct or to create something they have never had the skill
base or knowledge to do before. For instance, students could design and build a model of a
physical product such a park or building; perform or produce a play they have written or
choreographed; develop a technology or mechanically-based idea for actual use; write a
computer program for practical application; write, edit and produce a video; organize a
major public event; or begin a business.
Students will be completing a minimum of 20 hours of community or work-based
experience. The student will develop a work plan that includes a work schedule and
assigned tasks and duties.
Students selecting Self-Development Projects will most likely perform research, participate
in training or seminars, or learn from a local expert, the skills and/or knowledge necessary
to complete their project. In this case, the student will be required to document their
sources for obtaining the new skills and/or knowledge, maintain an activity log, and
provide other relevant documentation as appropriate to document activities associated with
the completion of the project.
All students will be required to maintain a detailed activity log that includes; the major
activities, time spent on each, successes and challenges, as well as any other “aha
moments” worthy of note. Finally, the student will maintain a collection of work product
evidence for use later in the project. (see Portfolio below). Students are encouraged to be
creative in the work products they provide as evidence of their efforts.
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SECTION ONE: THE PORTFOLIO
The portfolio is a record of your achievements throughout your high school
experience. It should contain evidence of career research and planning and continuous
self-evaluation. You will use the portfolio to store items related to your academic and
career technical training, work experience, and other accomplishments. This project is
designed to assist in the development of a personal selling tool that can be used
for employment, and scholarship purposes. Once completed, your portfolio should be revised every
six months to maintain a current record of your successes and accomplishments.
Materials
*1” or 2" Three Ring Binder in very good condition, preferably with a plastic sleeve on the front cover.
* Minimum of 10 Plastic Sheet Protectors (I have them ask me)
* Professional looking personal photo, such as a senior picture or school picture
Procedures
The project is to be submitted in a three ring binder. Each page is to be enclosed in a page protector within the
binder. You may place items back to back within your page protectors if necessary. Submit all documents in the
following order. Do not number pages.
1. Cover Page
Set up exactly like the
example shown.
Font style is optional,
but choose a professional
looking font.
2. Cover Letter
Use the format provided to write a cover letter that will precede your resume.
Direct your cover letter to the business person that you will be interviewing with. Within the cover letter,
refer to the position that you signed up to interview for. Design your letter with the intention of obtaining the
identified position.
3. Resume
Determine the best format for your work experience and skills. Use provided examples as reference. You
may use a template or your own style, just be consistent among documents.
4. References Page
Your references are not to be included on your resume. Use the same header as your resume. Use provided
examples as reference.
Career Portfolio
Name
Contact information
Insert Personal Photograph
Address
Personal Telephone
Email Address
Date
Use an appropriate email
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5. Letter of Recommendation
Secure 3 letters of recommendation from adults that know your employability skills, and or scholarship
worthiness. Possible sources are employers (present or past), co-workers, teachers, coaches, principals,
priest, ministers, etc. Courtesy suggests that at least one week notice be provided. The letter should be
generic in nature and addressed to: To Whom It May Concern.
6. Supplements
You should include a wide variety of documents in your portfolio to demonstrate your scholarship abilities,
your problem-solving skills, extracurricular involvement, and volunteer activities. (Minimum of 5 is
required.) Any combination of five below is acceptable. You may use other items if approved by teacher. All
supplements must be from your 9-12 grade years.
Education
• Examples of classroom work *High school transcript
• Results of standardized test scores *List of career goals
• Results of state proficiency tests *Letters of recognition
• Recent report card (3.0 or greater)
• Additional letters of recommendation
Extracurricular Activities
• Club membership certificates
• Newspaper articles
• Athletic certificates
• Letters of participation
Related Work Experience
• Job performance evaluation Employee reference letter
• Job shadowing experience
• Award certificate (employee of the month)
Community Service
• Certificate of appreciation Award for outstanding service
• Newspaper article Letter of commendation
• Thank you notes Report describing service
CIS Job Cluster Selected future Career .
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The ongoing journal/portfolio is a documentation of your individual progress and achievement.
It should serve as an incentive for further achievement.
Portfolio Self-Assessment Grid
When assessing your portfolio, do you see:
Assessment Yes No
Quality and presentation
Diversity of selections
Creativity
Visual appeal
Completeness
Professionalism
Accuracy of information
Directions were followed
Documents were proofread for grammar, spelling, and punctuation
Evidence of understanding of the portfolio assessment activity
Evidence of growth
Evidence of integration between academic and career technical
subjects
Evidence of self-assessment activities
Evidence of good work
Persuasiveness—best candidate for the job
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The Cover Letter
A well-written cover letter is extremely important in making a good first impression. Your cover
letter should support your résumé, by motivating a prospective employer to review your résumé
and to offer you an interview. A well-constructed cover does not simply repeat information in
your resume. It should grab the prospective employer’s attention, demonstrate your passion for
your line of work, establish your suitability for the position, and highlight any past work
successes.
urce: Internet Public Library ( http://www.ipl.org/ )
Your Street Address
City, STATE Zip Code Date
Name of Person Title
Company/Organization Street Address
City, FL Zip Code
Dear Mr./Ms. ________________:
INTRODUCTION: State the reason for writing. Compliment the industry and the company. Show you have conducted some research on both. Name the specific position or type of work for which you are applying. (Mention the resource used in
finding out about the opening: company, news media, friend, faculty.)
BODY: Explain why you are interested in working for this employer. Discuss your qualifications, educational background, work experience, and personal skills. Point out achievements that relate to the field and indicate that you enjoy that kind of work. Refer the reader to the enclosed resume.
CLOSING: Indicate your desire for an interview. State that you will call on a
specific day to see if an interview can be arranged at the person’s convenience. If you will be in their geographic vicinity only on a specific day, stress the importance of scheduling an interview on that day!
Sincerely,
Your Name (typed)
Enclosure
Be sure to date letter.
Address the
letter to a
specific person.
Use a colon.
Single-space the body of the
letter.
Double space between
paragraphs.
Quadruple
space for your
signature
Type “Enclosure” ( Refers to your enclosed resume)
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Cover Letter Template
Your mailing address
City, STATE, and zip
Today’s date
Your addressee’s name
Professional title
Organization name
Mailing address
City, state and zip
Dear Mr. (or Ms.) last name:
Start your letter with a grabber—a statement that establishes a connection with your reader, a
probing question, or a quotable quote. Briefly say what job you are applying for.
The mid-section of your letter should be one or two short paragraphs that make relevant points
about your qualifications. You should not summarize your resume! You may incorporate a column
or bullet point format here.
Your last paragraph should initiate action by explaining what you will do next (e.g., call the
employer) or instigate the reader to contact you to set up an interview. Close by saying “thank
you.”
Sincerely yours,
Your handwritten signature in black ink
Your name (typed)
Enclosure: Resume
Source: Internet Public Library (http://www.ipl.org/)
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Sample Cover Letter #1
444 Beach Street, #7 West Lakeland Park, AZ 12345 May 13, 2001
Mr. Frank Randall, Partner Randall, Jerneys and Calpert Inc. 101 Stratford Drive
Tempe, AZ 12345
Dear Mr. Randall:
There is a reason why: • Friends hand me the dinner bill to divvy up • My checkbook always balances at the end of each month
• My three kids are never late for events • Community groups look to me to organize events
I am a “detail person” — the kind of person you need as your administrative assistant. For the last five years, I have handled all the scheduling, finances, and logistics for my family
of five. It is time for me to get back into the corporate work force and put my organizational
talents to use there.
I will contact you in the next few days to see if you or one of your associates needs an assistant. Thank you!
Kimberly Lee
Enclosure: Resume
Source: Internet Public Library (http://www.ipl.org/)
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Sample Cover Letter #2
BRENDA J. WILSON 1703 Walnut Grove Avenue Office/Voicemail: Philadelphia, PA 19107 (215) 555-7983, ext. 2856
Residence/Message: (215) 555-0911
August 12, 2001
Metropolitan Children's Hospital
Attn: Robin Boyd, Human Resources P. O. Box 411067 Philadelphia, PA 19002
Re: Director for Patient Financial Services
Dear Ms. Boyd:
I was very interested to see your advertisement for a Director of Patient Financial services
in the Philadelphia Inquirer (8-11-01). I have been seeking just such an opportunity as
this, and I think my background and your requirements may be a good match. My resume
is enclosed for your review.
Of particular note for you and the members of your team as you consider this
management placement are my strong accomplishments in reducing outstandings and
reorganizing accounting and collections functions to achieve improved operating
efficiency internally and improved cash flow for the institution as a whole.
Students: Please note this is a two-page letter.
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Ms. Robin Boyd, Human Resources
Page 2
August 12, 2001
Consider the following:
• Reduced A/R days from 110 to 60.4.
• Reduced staff by 6.5 FTEs with concurrent increase in total departmental
performance.
• Reduced patients’ complaints with simultaneous increase in A/R collected.
• Improved cashflow by $1.6 million per month.
Additionally, my contributions have been mainly achieved by improving information
flow within the patient financial services function, improving patient financial services
utilization of already available MIS services, and improving cooperation between
patient services and admissions, UR, contracting, and medical records functions.
After fifteen years in patient accounting, I have a thorough understanding of every
aspect of this function in a modern hospital/medical center setting. My current
employer is very happy with my performance, but I view myself as somewhat of a
troubleshooter, and most of the reorganizations initiated here have already come to fruition, so I am eager to consider new challenges.
If you are seeking a manager who stays abreast of her field, who understands
technology, who earns 100% staff support, and who is as career-committed as it takes
to achieve total success, then please consider what I have to offer. I would be happy to
have a preliminary discussion with you or members of your committee to see if we
can establish a mutual interest. I will call you within the week to answer any initial questions you may have, and to hear about your hiring process.
Thank you for your attention to these materials. I certainly look forward to exploring this
further.
Yours truly,
Brenda J. Wilson
Enclosure Source: Internet Public Library (http://www.ipl.org/)
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The Resume
The resume is a selling tool that should outline your skills and experiences so an employer can
see, at a glance, how you can contribute to the employer's workplace.
Your resume has to sell you in short order. While you may have all the requirements for a
particular position, your resume is a failure if the employer does not instantly come to the
conclusion that you "have what it takes." The first hurdle your resume has to pass--whether it
ends up in the "consider file" or the "reject file"--may take less than thirty seconds.
The most effective resumes are clearly focused on a specific job title and address the
employer's stated requirements for the position. The more you know about the duties and
skills required for the job--and organize your resume around these points--the more effective
the resume. Be brief. A one-page resume is usually appropriate unless you have more than ten
years of relevant experience.
You will need information to write a good resume. Not just information about jobs you've
held in the past, but also information to select the most relevant accomplishments, skills and
experience for THIS position. The more you know about the employer and the position, the
more you can tailor your resume to fit the job.
The chronological resume presents your education and work experience in reverse
chronological order (most recent listed first). Be sure to include relevant accomplishments or
achievements. Be sure to use action words communicating your ability to take initiative and
make significant contributions to the workplace. You should also be aware of sentence
structure and keep all sentences in the same tense.
Limited experience. As a high school student, you may find you have limited on-the-job
experience. There are other work-based skills you might list on your resume that employers
will find valuable. These may include evidence of:
leadership skills
verbal and written communication skills
interpersonal skills – the ability to work well with others
problem-solving skills
self-motivation/taking initiative
teambuilding skills, the ability to work with and
positively influence others
creativity, focus and defined career goals
intelligence
academic and professional achievements to date
integrity/honesty/high ethical standards
maturity
flexibility/adaptability
personal and professional confidence
energy/enthusiasm
well-roundedness
DO NOT USE THE CIS RESUME
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RESUME ACTION WORDS
achieved contacted improved produced
administered contributed increased promoted
advised coordinated initiated recorded
analyzed counseled instructed regulated
arranged defined interpreted represented
assembled delegated invented reorganized
assessed demonstrated led researched
assigned designed listened responded
assisted developed located retrieved
began devised managed reviewed
bought edited manipulated revised
calculated established mediated selected
categorized estimated modified sold
classified evaluated motivated succeeded
coached explained negotiated summarized
collected generated organized taught
communicated guided outlined tested
compiled handled perceived trained
composed helped performed tutored
computed identified planned united
constructed
implemented presented volunteered
Source: Internet Public Library (http://www.ipl.org/)
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First Last Name
Objective (Choose one of the following objectives and delete the others)
To work with professionals in the field of Arts and Entertainment
To gain experience in administration and management within the field of Film and
Entertainment
To gain experience in the field of Arts and Entertainment
To utilize and develop my technological skills in the field of Arts and
Entertainment
Education William H. Turner Technical Arts High School Miami, FL
Academy of Industrial and Entertainment Technology
Television Production program
(If your GPA is 3.0 or higher—delete these words and put your GPA here)
Expected Graduation, June 2005
Skills Word Processing Skills: Microsoft Word, PowerPoint
Audio: Hand and Wireless Microphones, Shure Microflex Overhead Boom
Microphone
Cameras: Canon GL-1, JVC 9800, Panasonic AG-456 SVHS, JVC KY-19
Studio
Nonlinear Editor: iMovie 2.0; exposed to Final Cut Pro 3.0 and Adobe Premier
Lights: 1 k Lights, Small Luna/Total Hand Light Kit
Other: 8-channel audio-board, Panasonic MX-20 and MX-50 Production
Switchers
Familiar with technical terms of the Entertainment Industry
Fluent in (specify your language(s))
Community (Write in here your community service/work experience. You may include
Service/ Work events for which you have volunteered. Follow the format below –Experience )
Name of Place Job
Description
Dates you were there
Interests (Write in here your hobbies—skateboarding, reading, watching movies, sports,
cooking, .)
Awards/ (Write your awards and affiliations with clubs, church, or other organizations and
Affiliations even productions you’ve acted in or filled a technical role.)
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Sample Reference Sheet
Chris Fulton
140 Atticus Court
Newton, MA 02161
617-964-8899
Business References
Mr. Alexander J. Holmes, CPA
Vice President of Mutual Fund Accounting
The Keystone Group
Boston, MA 02199
(617) 235-1976
As Fund Tax Manager, Alex Holmes hired me and helped train me as a staff audit
representative. He also became an accounting mentor and role model.
Ms. Kathy Hawthorne
Vice President of Corporate Accounting
Fidelity Investments
82 Devonshire Street
Boston, MA 02109
(617) 727-6237
I met Kathy Hawthorne while attending Dartmouth College. She has been a long time
accounting and finance mentor and friend. While working at Keystone, I was a member of
the Boston Society of Corporate Controllers of which Kathy served as Vice President.
Mr. Francis J. Melville
Sales & Operations Manager
The Keystone Group
Boston, MA 02199
(617) 235-1991
When
Sample Reference Request Letter
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124 East Bay Street
Miami, Florida 33131
January 14, 1996
Mr. Peter W. Lincoln
334 Houston Tower, Suite
2300 Houston, Texas 77079
Dear Peter:
I would like to enlist your assistance in my search for a new career. I have put together a
current résumé to begin marketing myself for what should be a new and exciting career.
I am open to an industry change since the field is depressed. I am looking for a job in
Management or Marketing of technical products and services. I hope to draw on both my
management experience and engineering background. Relocation is not a problem as Wendy and I find the prospect of moving exciting.
With your permission, I would like you to be a personal reference for me. I will keep you
posted when I have used you as a reference so you will know who might call and won't be
caught blind. Please let me know what you think.
If you are aware of any business associates or friends who may be thinking about hiring, I
would really appreciate your giving them a copy of my résumé or giving me their names to
contact personally.
I welcome any assistance or advice you can give me. Thanks for your support now and in the
past.
Sincerely,
Martin B. Cousins
Source: Internet Public Library (http://www.ipl.org/)
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Follow-up/Thank You Letter
A thank you letter is an effective tool in having a prospective employer remember you after the
job interview. Keep the thank you letter short. It should simply confirm your serious interest
in the position and address any relevant information you may have neglected to include in your
interview.
Sample Thank You Letter
49 Locust Street
Denver, Colorado 80222 June 22, 1996
Karen Bewley Manager of Compensation and Benefits
National Jewish Hospital
1400 Jackson Street
Denver, CO 80206 Dear
Karen:
Just a quick note to thank you for my interview on June 21, 1996. I found the interview
informative.
I am very excited about the compensation and benefits assistant position and the chance to
work with such a great team. This position is exactly what I have been looking for, and I
sincerely hope I am the person you are looking for as well. If you have any questions or
concerns, please feel free to contact me at (617) 555-7374. Thank you once again, and I hope to hear from you soon.
Sincerely,
Nancy L. Green
Source: Internet Public Library (http://www.ipl.org/)
Should be written within
24 hours of interview.
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Sample Letter of Acceptance
Once you have been offered a job, a letter of acceptance is an appropriate professional
response agreeing to the terms of employment.
222 West Gorde Street
Tampa, FL 33650
June 21, 1997
Mrs. Theodora Reese
Director of Marketing
Capton Chemicals
245 East Sanchez Avenue
Tampa, FL 33650
Dear Mrs. Reese:
I am pleased to accept the position of web designer at Capton Chemicals at a salary
of $32,500.
As we discussed during our phone conversation, a starting date of July 15, 1997
works well for me. I will be sure to provide all of the employment documents
necessary to the Human Resources Department.
I look forward to working with you and the members of the Marketing Department.
Please feel free to contact me at (407) 555-2896 should you require any further
information.
Sincerely yours,
John Adams
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Source: Internet Public Library (http://www.ipl.org/)
Sample Letter of Resignation
A letter of resignation is appropriate when you have decided to leave your place of
employment. You should make every effort to leave on an amicable basis. Tell your
immediate supervisor that you’re leaving before you put your resignation in writing and before
you break the news to others in your office. Always give two weeks’ notice. Be tactful about
how you break the news about leaving to close associates or mentors. Tell those people as
quickly as possible after you’ve told your supervisor, but before the news is announced to all
other employees.
222 West Gorde Street
Tampa, FL 33650
June 21, 2000
Mrs. Theodora Reese
Director of Marketing
Capton Chemicals
245 East Sanchez Avenue
Tampa, FL 33650
Dear Mrs. Reese:
Please accept this letter as notice of my resignation to become effective July 12,
2000.
I would like to thank Capton Chemicals for giving me the opportunity to grow
and learn many new and useful skills. My years at Capton and the training I
have received have allowed me to build a strong professional foundation.
I will always be proud to have been associated with such a fine staff.
Sincerely yours,
John Adams
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SECTION TWO: THE BUDGET
The purpose of this Personal Budget Web Quest is to help you develop an awareness of the process of preparing
practical budget, develop awareness of how much things really cost, and demonstrate how using a budget will
help you achieve your personal and financial goals. Each section of the budget has a spread sheet which you are
required to complete and attach documentation that proves your research.
PROCESS
Step 1: Estimate Your Income
Knowing how much you earn each month is an essential part of creating a realistic budget.
How much you earn depends on your occupation. You will be completing the WebQuest for next year when
you go off to college or enter the world of work after graduation from high school (summer wages part time work etc.)
You will also complete the first two steps (Paycheck and Taxes) for ultimate goal employment --either after
you graduate from 4 years of college, complete a 2 year associate degree, training program.
Sooner or later you will need some sort of job to start paying bills.
1. Use your CIS Job sort Print the page which shows your expected income level, for both next year and the future.
2. Highlight the salary range you will be using for your budget. If your career requires more than 4 years of
education, adjust the amount of salary and write an explanation on the print out.
3. Using the lowest amount in the salary range, enter the annual starting salary for your first job on the
Calculating a Paycheck Worksheet. Please do not enter an amount greater than $50,000 annual salary.
NOTE: As you proceed through the Budget WebQuest, save the Excel and Word files to your folder on the server.
Continue by completing the Calculating a Paycheck Worksheet
Step 2 :Taxes
1. Use the links on the paycheck spreadsheet to find the federal and state income tax withholding.
Assume a monthly payroll period, 1 withholding allowance, and single marital status.
2. Print out your calculated tax for Federal and Oregon state taxes
3. Highlight the amounts for your salary, and enter the proper amount of federal and state income tax
withholding on the Calculating a Paycheck Worksheet.
4. Next, complete the calculations for social security and Medicare withholding using the rates
indicated on the Excel worksheet.
5. Under other deductions, enter $ value you chose from the market place for the Affordable Care act medical
insurance (Finally, enter $250 for the 401K deduction in the appropriate cell of the Calculating a Paycheck Worksheet.
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For purposes of this WebQuest, we are going to contribute $250 per month to a 401K retirement plan.
(You may later need to change this amount to balance your budget.)
6. After you have completed your Calculating a Paycheck Worksheet, enter the net monthly pay in the Budget
Worksheet on the salary line and print the Calculating a Paycheck Worksheet.
7. Have your Calculating a Paycheck Worksheet checked off by Ms. Dougharity-Spencer before proceeding
Step 3: Budgeting for Expenses
Expenses are money you spend on things you need and want. A need is something you must have to survive,
such as food, shelter and clothing. A want is something you desire or would like to have or do. For example, if you
live in Wisconsin, you need a coat. You may want a leather jacket, but other types of coats could also keep you warm.
Fixed Expenses Let's start with Fixed Expenses--expenses that do not change from month to month.
Housing Expense Housing will probably be the largest expense in your budget. Experts recommend 25-30%
of your net monthly income will be allocated to your housing expense. To determine your housing expense, find an
apartment which will fit into your budget.
Print a copy of the page you visited to support your deduction and include a calculation on your print out indicating
how the rent will be allocated if you will be sharing with a roommate. Enter the amount of monthly rent
(or your share of the rent if you plan to have a roommate) on The BUDGET WORKSHEET
Transportation Expense For purposes of this WebQuest we will assume we need to buy a car to provide reliable
transportation for work. To help you decide what type of an auto will meet your needs, review the worksheet find a
car that is right for you. Print the worksheet and write the answers to the questions on the print out. If you are not
going to have a vehicle you must find the cost for public transportation in the are in which you are planning to live.
Using the advice from the worksheet, determine the type of car which will best meet your needs. Go to What car/
pick up should you have to choose a car that matches your results. Print a copy of the car you desire to purchase.
After you have selected your car, go to Yahoo! Autos Car Loan Calculator. You will borrow (finance) the total cost
of the car. Use 10% for the annual percentage rate, a 4-year loan period (you can use a shorter loan period if you wish)
and a 5.5% sales tax rate. Print a copy of your calculation to support your deduction. Enter the amount of your monthly
payment on the Budget Worksheet You should expect to spend approximately 10% or less of your net monthly
income for this expense.
Student Loan Many people take out student loans for college expenses. Assume you borrowed $10,000 if you plan to
attend a public or state university or $40,000 if you plan to attend a private university. (If you think you will actually
borrow more, use the amount you plan to borrow.) Using the FinAid Calculator, calculate your monthly loan payment.
Print the FinAid Calculator results and enter this amount on your Budget Worksheet
Auto and Renters Insurance Expense Go to an insurance website and complete the brief form provided to
determine the approximate cost of your auto insurance. Print the quote to support your deduction. ( the General,
Progressive, Geico, State Farm Etc.)
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Use the national average and divide the annual amount by 12 to convert to a monthly amount
(show the calculation on your print out). If you feel the amount is too low, make the necessary
modifications and make a notation on the print out to explain your adjustments.
Enter the monthly premium amount on your Budget Worksheet.
Renters Insurance
After reading the information provided, print the true/false "How Much Do You Know About Renter’s Insurance”
and fill in your answers.
Attach the results to your checklist in the proper order.
Enter the premium amount for renters insurance on your Budget Worksheet
Variable Expenses Variable expenses change from month to month making these expenses more difficult to budget.
To determine a reasonable expense level, you can follow the recommended percentages suggested by financial experts,
refer to the Consumer Price Index, or talk to your friends and family to see how your spending compares with theirs.
Budget Project Reflective Paper
The final assignment for the budget project is a reflective essay. This essay must address the following issues:
• What were the greatest challenges of the project? How were these challenges overcome and how might
someone overcome them in real life?
• Why did you make adjustment to some categories?
• Do you feel like your budget is realistic?
• What aspect of the project did you find most surprising? Why was this surprising to you?
• Please feel free to address and reflect on any other issues not mentioned above.
This paper is all about what you have learned and what you still want to learn as a result of this project.
Please write your reflection in essay form. Your essay should have an introduction, several body paragraphs, and a
conclusion. Beyond this, the structure of your reflection is up to you. Since this is a reflective essay, you must use the
first person (I) to refer to your experiences. Essays should be about two pages in length using 1 inch
margins and 12 point Times New Roman font. Please include a title page for your essay based on
the instructions and model online.
The essay will be graded based on the following criteria:
• This essay is a serious reflection on the budget process and contains specific examples from aspects of the
project itself.
• The essay represents a genuinely personal response to the budget process.
• The essay represents a serious effort to grasp, think about, and reflect on the difficulties and problems faced by
student after graduation from high school
• The essay is free of spelling, mechanical, and grammatical errors, and is formatted according to the instructions
provided.
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SECTION THREE: YOUR PROJECT Strand Descriptions
Service-Oriented Strand Students choosing this strand will devote a minimum of 20 hours toward a community service project. For instance, students may develop and implement a unique promotion for raising funds for the local food bank; a community clean-up effort of a public area such as a park, beach or school; a field-trip or seminar of interest for members of an elderly home; a clothing drive for a homeless shelter; or perhaps even begin their own non-profit to address an unmet community need. Self-Development Strand Students choosing this strand will spend a minimum of 20 hours working to develop a new skill and demonstrate it; to construct or to create something they have never had the skill base or knowledge to do before. For instance, students could design and build a model of a physical product such a park or building; perform or produce a play they have written or choreographed; develop a technology or mechanically-based idea for actual use; write a computer program for practical application; write, edit and produce a video; organize a major public event; or begin a business.
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Selecting a Senior Project You may already know exactly what strand you wish to pursue or perhaps you don’t know where to begin. We have provided an approach for brainstorming and selecting a topic. Remember, this is a project that you will invest a significant amount of time and energy. It should be something that you are passionate and excited about topic so that you will learn from the experience and have a great time doing it. The following steps are guidelines for brainstorming and selecting an exciting and interesting project. Step 1 – Generalize Explore a general area of interest.
Subject area should be relatively broad and something you are interested in. Examples: Environmental Science Classic Literature Visual and Performing Arts Computer Science Industrial Arts Agriculture Business/Tourism Human Services Step 2 – Narrow the subject area down What are your reasons for interest in this subject area?
Why does this subject area interest you? Does this subject area have long term interest? Why? Do you have particular skills and/or knowledge already in this area that you are looking to expand? Are there people around you or that you have access to that may be interested in getting involved or assisting you? Specifically, what parts of the subject are you curious about or are most interested in?
Step 3 – Choose a topic within the subject area that is most appropriate for the project In this step, it is important to consider your access to the resources that you will need to complete Project. The Project should stretch your abilities and create new learning opportunities, but it should not stress you out because you don’t or can’t get access to the resources you need to complete it.
Do you have some general skills and/or knowledge in the topic? Will the topic challenge you? Is this challenge surmountable? Be creative in your resolution of the challenge. If you believe your topic may include community service activities or an internship, do you have organizations or
companies within your area that you can approach to work with, or could you travel and stay with a relative to achieve access to an organization or company of interest?
Do you have access to other individuals that may have some expertise in the topic area? Remember, this is your project, but it is quite acceptable to learn from others and their experiences. Step 4 – Picking a project stand Consider the best method to showcase the topic of your project by reviewing the description of the requirements of each project strand. Below are examples of how a student might arrive at a project strand selection. It is critical to understand that any Project could fit into any project strand. The ultimate decision of how you arrive at your selection is how you best learn and how enjoy spending your time. Consider the following: Example 1 Step 1: Computer Science Step 2: Network Management Step 3: Student has taken computer classes and develops small websites as a hobby. Uncle or friends father works for a local computer consulting company that is open to an internship. Step 4: Career-Exploration with an internship working with the Information Technology team at the local computer consulting company. Or perhaps . . . Example 2
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Step 1: Architecture Step 2: Modern Design and Construction Step 3: Student has always enjoyed or been drawn by this particular design of buildings. Perhaps the student is an artist, with a passion for drawing building and landscapes. Step 4: Self-Development with a specific focus on designing and building a model of a small private residence using modern architecture design techniques. Or perhaps . . . Example 3 Step 1: Human Services Step 2: Elderly Care Step 3: Student currently volunteers at a local retirement center and has observed the interaction between the residents of the center and children that have visited other residents in the center. Student senses value in these interactions. Step 4: Service-Oriented with a specific focus on the development of a new socialization program for residents at the retirement center. Program may include a monthly event in partnership with a local elementary school where students “adopt” and visit a resident of the retirement center.
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Senior Project – Work Components The senior project consists of 4 components that include the following: Proposal The student will select a project strand and develop a Proposal (see Proposal Format - page). Students should review the proposal with parent(s)/guardian(s) and gain approval prior to the submission to the Ms. Dougharity-Spencer. The proposal will be reviewed and approved by the Administrator before any work may begin by the student. Service-Oriented projects will require prior approval by the participating organization or company. Each student must identify a Project Advisor from his/her community (responsibilities described below). One of the objectives of the project is to encourage the student to engage with members of the community that they may otherwise not, thus the Advisor should not be a parent/guardian or family member of the student. An Advisor should be someone with specific expertise related to the subject matter and topic of the project, as they will serve in an advisory role, as needed, for the student. Execution The execution component of the project is when the FUN BEGINS – when the student transitions from the world of subject-centric learning to real-life relevance and application. This is when the student get’s to apply everything they have learned over the past 12 years, as well as when students will be stretched to learn and apply new skills and/or knowledge. All students will be required to maintain a detailed activity log that includes; the major activities, time spent on each, successes and challenges, as well as any other “aha moments” worthy of note. Finally, the student will maintain a collection of work product evidence for use later in the). Students are encouraged to be creative in the work products they provide as evidence of their efforts. Portfolio Students will assemble a portfolio that includes a collection of work product including the proposal, as well as those items described above. The student should select work product that they believe best represents their experience. The portfolio must include the proposal, work plan (if appropriate) a log, and may include electronic copies of power point presentations, photographs, videos, music, models, websites, podcasts and/or other work product resulting from the student’s efforts. In addition, the student will write a reflection paper that describes the experience, the results compared to their expectations, how the project impacted them personally and their perspective toward their future. The reflection paper will be a minimum of two pages MLA format (Ariel or New Times Roman 12pt. font, 1” margins, double-spaced, page numbers and first/last name in top right margin). A guideline for the reflection paper is provided below. Presentation In the final step of the process, the student will deliver an 8-10 minute presentation to a review panel comprised of Grant Union staff and community members. The presentation should incorporate components of the portfolio and delivered utilizing multiple mediums. Upon completion of the student presentation, the Review Panel may ask the student questions related to their project.
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Your street address City, State, Zip Code Date Project Administrator Grant Union Jr/Sr High 911 South Canyon Blvd John Day, OR 97845 Dear Ms. Dougharity-Spencer: In this paragraph, describe the general area of interest for your project (step 1 of page 5 above) and why you are interested in this area. Next describe the process you went through for narrowing the subject area to a specific topic (step 3 of page 5 above). Why does this topic interest you? Begin this paragraph with a transitional sentence showing the relationship between your subject/topic and the actual proposed project. Then describe your project. Give it a name that can we can all use as a reference. What project strand did you select and why? Describe what project will be, what it will entail, who’s involved, potential costs, potential time spent, and possible resources you will utilize. If you are proposing a community service or internship, identify what organization or company you will be working with. In this paragraph, describe what you already know, your experience that may apply, or areas of accomplishment that may be relevant, etc. Explain why this proposed project will be a stretch for you. Describe what areas you are not familiar with and what skills and knowledge you expect to acquire and how you expect to acquire them. In this paragraph, describe how the proposed project connects to your post-high school endeavors. Discuss briefly what impact you anticipate this project may have on you or your community. Sincerely, Your signature goes here Type your full name Senior – Student, List the name of the school you are attending Enclosures (3) Note: The enclosures you will need to include with your Proposal are the; Senior Project Synopsis, Senior Project Parent/Guardian Consent/Liability Release Form and the Senior Project Advisor Commitment Form.
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Senior Project P – Synopsis Contact Information Student Name: Student Address:
Phone Number: Email:
Parent/Guardian:
Parent Phone: Email:
Senior Project Project Name:
Subject:
Topic:
Senior Project Strand
Service-Oriented
Organization Name:
Organization Address:
Organization Phone:
Self-Development
Project Approved Date:
Project Administrator
Project approved with the following modification:
Project Denied – Please contact
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Senior Project P - Parent/Guardian Consent/Liability Release Form To the parents/Guardians of : You son/daughter is about to embark upon an exciting educational journey! The Senior Project will provide enormous benefits for your child now and for the future. Successful completion of the Senior Project a valuable tool in determining their mastery of the educational content they have learned over the past 12 years, as well as providing them the opportunity to learn and practice critical 21st century skill that they will need for their future endeavors. Please take some time to discuss the project with your child, and initial each of the items below indicating that you have read, and approve each. I approve of my child’s selected Senior Project Pt. I acknowledge that the intent of the Senior Project t is to stretch my child to learn and demonstrate new skills and/or knowledge. I agree that my child’s Project will achieve this goal. I understand that some of the work required to complete the Senior Project will be completed outside of normal school hours. I understand that all transportation for work related to the Senior Project is the responsibility of the student or parent. I understand that all costs and risks associated with the Senior Project are the responsibility of the student or parent. I understand that my student will be required to keep an activity log that outlines time spent on major tasks of the Senior Project. I understand that integrity and honesty are just as important as all other aspects of the Senior Project. Any suspicion that my child has plagiarized or has been dishonest in any aspect of the Senior Project process may result in a referral to the Project Administrator or other school administration. I understand that the school, State, and their agents are not responsible for any potential risks resulting from the Senior Project. Accordingly, I release Grant Union Jr/Sr High, the State Department of Education and their agents from all claims arising from any financial obligation incurred, and damage, injury, or accident suffered while my child participates in the Senior Project. Parent/Guardian’s Name (Print)
Parent/Guardian’s Signature
Date:
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Senior Project Project – Advisor & Parent/Guardian Guidelines Each student will select a Project Advisor who can advise and assist throughout the Project experience. A Project Advisor should be:
A person who is knowledgeable/experienced in the subject area of your Project,
A person who is willing to assist and advise you in the Project process,
A person you can have regular contact with for a short period of time, either face-to-face or via other synchronous means such as telephone, email, web conference, etc. ,
A person who will give you constructive feedback and will challenge you to think “outside the box”, and
An adult, no longer in high school, who will encourage you. One goal of the Project is to encourage the student to meet and interact with new people and members of their community. The student is also encouraged to stretch and grow while working on the Project. Part of that growth comes from interacting and working with another adult in the community. Therefore, a Project Advisor cannot be a member of your immediate family. Family members are, however, encouraged to assist the student in the following ways:
Assist the student in thinking creatively about the Project selection process and how it best aligns with their experience, skills and expertise,
Approve by signature your agreement of the Project selection
Complete the Senior Project Parent/Guardian Consent/Liability Release Form
Encourage students to stay organized, meet deadlines and ask for help when necessary.
Supervise the “stretch” of the Project by giving support for new experiences and help the student to think creatively about how to overcome challenges.
Review the Reflection Paper and Presentation Guidelines with your child.
Remind the student that this project is supposed to be FUN and be relevant to their future endeavors!
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Senior Project – Advisor Commitment Form Student Name:
Project Advisor Information Name:
Address:
Phone Number: Email:
Qualifications:
Briefly describe how you discovered this Project Advisor and how you think he/she can best help you with your senior project:
PROJECT ADVISOR AGREEMENT
I understand and accept the responsibilities of advising this student during his/her work on the Senior Project.
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Senior Project Project – Activity Log DATE
Insert the date of each activity Example: 9-28-13
ACTIVITY/TASKS Describe in detail what you spent time doing and include any personal thoughts about the activity. Example: Today I met with my Advisor to review my Project Proposal. He asked me a few questions and made a few great suggestions that I had not thought about. Specifically, he asked . . . . I didn’t really know how to answer the question, so he suggested I research it a bit further. He suggested I email him my responses in a few days so that we can finalize the proposal.
TIME SPENT Insert time amount to nearest ¼ hour. Example: 1.5
ADVISORS SIGNATURE
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SECTION FOUR: PRESENTATION
Often interviews may be conducted by a panel of two or more people. Your ability to
articulate and maintain your poise may be the deciding factor in your obtaining a
passing grade Dress professionally. Plan to arrive early. Have your portfolio ready. Be
prepared for the presentation. You should also have a list of questions to ask the panel.
The following is a list of possible interview questions. Become familiar with these.
What to Expect on Senior Presentation Day
Senior Presentation Day is tentatively scheduled for April 2016. Arrive to your
presentation at least ten minutes ahead of time. Be sure to have your portfolio ready for
review. You should be prepared to make a short speech presentation about yourself and
your goals. You may use note cards. However, do not attempt to write your entire
speech on the note cards. Remember, to keep eye contact with your audience. Practice
your speech in front of a mirror if necessary.
Review the presentation rating sheet included in this packet. Become familiar with how
the judges will be rating your performance.
You must be dressed appropriately. Abide by the dress code of your desired
profession:
Professional attire acceptable for professional activities includes:
Males
• Business suit with collar dress shirt, and necktie or Sport coat, dress slacks,
collared shirt, and necktie or Dress slacks, collared shirt, and necktie.
• Clean dark colored jeans without holes. NO TSHIRTS.
• Banded collar shirt may be worn only if sport coat or business suit is worn.
• Dress shoes and socks.
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• All shirts must be tucked in.
• Hair must be neat and appropriate for the workplace.
Females
• Business suit with blouse or
• Business pantsuit with blouse or
• Skirt or dress slacks with blouse or sweater or
Business dress.
• Appropriate shoes (No Flip Flops.)
• Skirts and dresses must be of appropriate length.
• Hair must be neat and appropriate for the workplace.
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SAMPLE RUBRIC
SENIOR PRESENTATIONS TO PANELS
Student Name: ________________________________
Desired occupation: ______________________________________________
weak proficient strong
Opening of Interview 0 1 2 3 4 5 6 7 8 (Dress, Handshake, Eye Contact)
Prepared Remarks 0 1 2 3 4 5 6 7 8 Communication Skills, Voice, Posture, Gestures, Evidence of Practice)
0 1 2 3 4 5 6 7 8
Response to Panel 0 1 2 3 4 5 6 7 8 Interview Skills, Confidence in Knowledge, Evidence of Genuine Research, Development of Concepts)
Portfolio NA-never saw 1 2 3 4 5 6 7 8 Resume, Organization, Breadth
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Portfolio
Resume ……… 0 1 2 3 4 5 6 7 8 Interview Skills, Confidence in Knowledge, 0 1 2 3 4 5 6 7 8 Evidence of Genuine Research 0 1 2 3 4 5 6 7 8
Budget 0 1 2 3 4 5 6 7 8
Cover Letter 0 1 2 3 4 5 6 7 8
Job Application 0 1 2 3 4 5 6 7 8
Letters of Recommendation yes no
Community Service yes no
Work Samples yes no
Overall Quality 0 1 2 3 4 5 6 7 8
Comments:
APPENDIX
Section Two: The Presentation
Grant Union
My Portfolio
Professional Picture Here
Name: Your name here, first then last
Class of 2017
Job Skills Index
.
I. RESOURCES I have no
experience with this
skill
I need frequent
assistance to
perform this
skill
I need occasional assistance to
perform this
skill
I need no assistance to perform
this skill
A. TIME
Am punctual
Have good attendance
Make and keep schedules
Meet deadlines
Avoid wasting time
Rank activities in order of
importance
Stay focused on my work
Learn quickly
B. MONEY
Use budgets
Prepare budgets
Handle money in a businesslike
way
Keep businesslike records
C. MATERIALS and
SPACE
Organize a task well
Follow proper sequences
Plan ahead
D. PEOPLE
Learn whom to ask for help
Know when to ask for help
Ask for help appropriately
Work with minimal supervision
Listen well
II. INTERPERSONAL I have no experience with this
skill
I need frequent
assistance to
perform this
skill
I need occasional assistance to
perform this
skill
I need no assistance to perform
this skill
A. TEAMWORK
Share in group effort
Follow instructions and company or
school policies
Communicate well
B. SHARING NEW SKILLS
Learn new skills from others
Teach new skills to others
Adapt to changing situations
C. EFFORT
Strive to satisfy clients
Accept responsibility
D. LEADERSHIP
Lead by example
Explain ideas well
Inspire others to follow willingly
Look for better ways to do things
E. COOPERATION
Try to reach agreements with
others
Work out compromises
F. DIVERSITY
Work well in a multi-ethnic, mixed
gender group
III. INFORMATION I have no experience with this
skill
I need frequent
assistance to
perform this
skill
I need occasional assistance to
perform this
skill
I need no assistance to perform
this skill
A. KNOW HOW TO FIND NEEDED INFORMATION
Identify the need for data
Obtain information
evaluate information for relevance
and accuracy
B. KEEP INFORMATION ORGANIZED
maintain written records
maintain computerized records
C. UNDERSTAND INFORMATION
can apply information to an
assigned task
can explain information to others
D. USE COMPUTERS
use word processing software
use spreadsheet software
use database software
use the Internet
IV. SYSTEMS I have no experience with this
skill
I need frequent
assistance to
perform this
skill
I need occasional assistance to
perform this
skill
I need no assistance to perform
this skill
A. ORGANIZATIONS
can recognize different kinds of
teams (e.g., rigid, with fixed
positions like baseball; rigid
positions but cooperative effort,
like football; flexible, shifting
roles, like doubles tennis)
can work in various types of
organizations
can be effective in a variety of
technical situations
B. FUNCTIONS
recognize what works and what
doesn’t in various situations
make adjustments when needed
see when things are going wrong
take corrective action
C. IMPROVEMENTS
look for ways to make the system
work better
suggest improvements
V. TECHNOLOGY I have no experience with this
skill
I need frequent
assistance to
perform this
skill
I need occasional assistance to
perform this
skill
I need no assistance to perform
this skill
A. CHOOSE THE RIGHT TOOL OR EQUIPMENT
can choose the right tool or
equipment, including computers,
for the job to be done
B. KNOW HOW TO USE THE EQUIPMENT TO GET THE JOB DONE
use manuals effectively
know when to ask for help
C. UNDERSTAND EQUIPMENT SUCH AS TOOLS, COMPUTERS and
OTHER TECHNOLOGIES
know how to take care of
equipment
take care of equipment
am able to prevent problems with
equipment
am able to solve problems with
equipment, including computers,
machines, and other technologies
Equipment I am able to operate (e.g. fax, phone systems, computers): Be specific Other
specific skills and experience I can offer the job market:
Signature:
Print name:
Address:
Phone: