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TRANSCRIPT
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KKaauuaaii HHiigghh SScchhooooll
Name:__________________________________________C/O 20_______
Last First
Work? College? Family?
Travel? Military?
Trade
School?
Community
Service? Success!
PTP Advisory Coach:__________________ Date Completed:____________
Table of Contents
BASIC DOCUMENTS What is a Personal Transition Plan (PTP)?............................................. 1
DOCUMENTS TO BE FILLED ALL 3 YEARS Four Year Plan ........................................................................................ 3 Post Secondary Plan .............................................................................. 4
FRESHMAN PTP REQUIREMENT CHECKLIST...........................8 Learning Style Inventory. ........................................................................ 9 Multiple Intelligence Survey .................................................................. 13 RIASEC test............................................................................................15 Career Clusters Interest Survey..............................................................17 10 questions to make a mission statement.............................................23 ***INSERT your Freshman mission statement........................................23 One P.R.O.U.D. Moment checklist..........................................................24
SOPHOMORE PTP REQUIREMENT CHECKLIST.......................25 RIASEC test.............................................................................................26 Career Clusters Interest Survey...............................................................28 Color Personality Quiz.............................................................................34 Values Survey..........................................................................................39 Skills For The Workplace.........................................................................40 Talents, Passions, needs, and Consciences............................................41 One P.R.O.U.D. Moment checklist...........................................................42
JUNIOR PTP REQUIREMENT CHECKLIST.................................43 RIASEC test.............................................................................................44 Career Clusters Interest Survey...............................................................46 Be a Goal Setter.......................................................................................52 Updated Mission Statement.....................................................................54 Personal Resume....................................................................................56 Reflection of RIASEC test and Career Cluster Interest Survey...............57 One P.R.O.U.D. Moment.........................................................................58
STANDARDS BY CONTENT AREA Language Arts........................................................................................ 59 Math....................................................................................................... 60 Science.................................................................................................. 61 Social Studies........................................................................................ 62 CTE, Fine Arts, & World Languages...................................................... 63 Health and PE........................................................................................ 64
PERSONAL TRANSITION PLAN Graduation Requirement
Grades 9-12
Advisory Coach:_______________________
Course Description:
The PTP period was first implemented at Kauai High School in 2013. It is a four-year advisory program that
helps students with making informed decisions and taking action toward their post-secondary plans based on
their individual interests, strengths, and aptitudes. Students successfully completing each grade level will
receive a 0.5 credit.
The Personal Transition Plan, a REQUIRED credit
Effective beginning with the Class of 2010 and beyond, the Board of Education Policy 4540, High School
Graduation Requirement and Commencement, established that all students must complete a Personal Transition
Plan (PTP). The PTP is defined as “an individually designed and custom tailored plan of action for each high
school student to move successfully from high school to post-secondary and/or career venues.”
Curriculum and Standards
The curriculum aligns to the Hawaii Content and Performing Standards III:
Standard 2: Career Planning: Explore and understand educational and career options in order to
develop and implement personal, educational, and career goals.
Grade 9 Grade 10 Grade 11 Grade 12
Student must have met satisfactory*
requirements for each grade level
culminating task
THEME Career Pathway (Gr 9)
Employment (Gr 10)
College & Career (Gr 11)
Resource Portfolio (Gr 12)
Self-Assessment
and Discovery
Decision-Making
& Employment
College & Career
Exploration
Career Resources,
Financial Aid &
Independence
GRADE LEVEL CULMINATING TASK
PERSONAL TRANSITION PLAN
0.5 required graduation credit Career Pathway
Portfolio
0.5 elective credit
Employment
Portfolio
0.5 elective
credit
College & Career
Portfolio
0.5 elective credit
Senior Resource
Portfolio
*see failing advisory
Grading and Additional Elective Credits:
In the above table, the PTP (0.5) graduation credit represents FOUR YEARS of college and career preparation.
The Personal Transition Plan is evidence of your career development and attainment of the state standards in
Career Planning.
The PTP is a culmination of four years of career curriculum. To award students for completing the culminating
tasks for each grade level, students can earn a 0.5 elective credit each year for earning a Satisfactory mark for
the culminating task—for a total of 1.5 extra elective credits.
The advisory grades will be transcripted in a student’s report card as a S-satisfactory or U-unsatisfactory mark.
It is not calculated in the student’s grade point average (GPA).
Failing Advisory/PTP and Make-Up Work
Failing previous advisory grade levels: Students in this situation should be very alarmed because failing to pass
the PTP credit means no graduation! It is the students’ responsibility to revisit any unsatisfactory advisory
assessments and redo and/or revise the work. Seek your advisory coach for assistance in understanding why
your work was marked Unsatisfactory. Teachers may make a notation/comment that assignments are made up
however, the U-Unsatisfactory grade(s) will remain transcripted on the report card “as is” since the marks
represent a student’s progress at that point in time.
Current advisory level: Students must have satisfactory work (as indicated on the assessment/rubrics), earned
or made up, to pass the grade level culminating task and receive a 0.5 credit.
Materials
You will need to provide a three ring portfolio.
New or Incoming Transfer Students
Mandatory! All new students (not including freshmen starting at the beginning of the year) entering Kauai
High School must set up an individualized Personal Transition Plan Contract with the school’s advisory
coordinator.
New students will complete an abbreviated or condensed version of the Personal Transition Plan for those
curriculum modules missed. Some or all work may be waived depending on the evidence of equivalent
assignments/courses completed at the previous school. Decisions will be made on a case-by-case basis. New
students transferring from a Hawaii public school must have their PTP records as this requirement is in effect at
all public high schools statewide. Again, a tailored contract will be written based on the PTP records/evidence
that are bought in.
STUDENT AND PARENT/GUARDIAN ACKNOWLEDGEMENT
PARENT/GUARDIAN: I agree to be familiar with advisory and understand that it is directly related to the
Personal Transition Plan graduation requirement. I agree to help my son/daughter understand the importance of
advisory as it helps with future college and career preparation. I will notify my child’s advisory coach
immediately of any concerns that I have relating to advisory, PTP, and/or my child’s progress. I have read the
course descriptions and agree to the requirements of the class.
We, both my child and I, have read all the syllabus guidelines and understand that we are responsible for
knowing and abiding by them.
Print Student Name: Print Parent/Guardian Name:
Student Signature: Date: Parent/Guardian Signature: Date:
Print Advisory Coach Name: Advisory Coach Signature:
2
Kauai High School Four Year Plan
If there is more than one option, circle the one that applies to you. If there is a blank below the subject area
write in the specific area that you are studying. Double check your credits to make sure that you are on track to
graduate.
Credits
Required to
Graduate
Grade 9 Grade 10 Grade 11
Grade 12
(What you
plan to take)
English 4 English
___________ 1
English
___________ 1
English
___________ 1
English
___________ 1
Social
Studies 4
Social Studies
___________ 1
Social Studies
___________ 1
___________ 0.5 ____________ 0.5
____________ 0.5 ____________ 0.5
Math 3 Math
____________ 1
Math
____________ 1
Math
____________ 1
Science 3 Science
____________ 1
Science
____________ 1
Science
____________ 1
PE/Health 1.5 Health 0.5 PE 0.5
PE Elective 0.5
Electives
6 (any
subject)
PLUS
2 in the same
area of World
language /
Fine arts /
CTE
High School 101 0.5
Elective
____________
2
Elective
___________
2
Elective
___________
3
Elective
____________
5
Elective
____________
Elective
___________
Elective
____________
Elective
____________
Elective
___________
Elective
___________
Elective
____________
Elective
____________
Personal
Transition
Plan
0.5
All items
completed on
checklist
All items
completed on
checklist
Personal
Transition Plan
(completed)
0.5
All items
completed on
checklist
Senior
Project 1
Senior Project
Completed* 1
Total 28.5 / *29.5 7 7 7.5 7/
*8
*Not a mandatory credit
3
Kauai High School Post-secondary Plan
Academy/Career Pathway Choice: Put a check next to the career fields that interest you. In the column that
you have the most checks in, fill in possible careers that you could have in that field of study. When you are
done with possible careers write in the academy/career pathway that you should be in on the bottom of the page.
Arts and
Communications/EAST
Academy:
Humanities and performing, visual,
literary, and media arts.
Career fields:
visual arts
interior design
creative writing
fashion design
film
animation
performing arts
graphic design
journalism
languages
radio
television
advertising
public relations
Possible Careers:
_________________________
_________________________
Public and Human
Services:
Economics, political and social systems.
Career fields: education
child care
religion
psychology
social work
law
law enforcement
military
culinary arts
anthropology
geography
political science
sociology
leisure and recreation
Possible Careers:
_________________________
_________________________
Business/AOHT:
Marketing, finance, and business
technology.
Academy of Hospitality and Tourism.
Career fields:
entrepreneurship
sales
marketing
advertising
retail
computer/information systems
finance
accounting
personnel
economics
management
travel
tourism
Possible Careers: _________________________
_________________________
Industrial And
Engineering Technology
(IET)/Photonics
Academy:
Technologies necessary to design,
develop, install, or maintain physical
systems.
Career fields:
engineering
manufacturing
building and construction
transportation
architecture
electronics
computer systems
Possible Careers: _________________________
_________________________
Natural Resources:
Agriculture, the environment, and
natural resources.
Career fields: agriculture
earth sciences
space sciences
marine sciences
fisheries
forestry
horticulture
aquaculture
environmental sciences
veterinary
parks and ecotourism
Possible Careers: _________________________
_________________________
Health Services:
Promotion of health and treatment of
diseases.
Career fields: laboratory diagnostics
imaging technology
dental
patient care
pharmacy
physician
rehabilitation
maintenance technology
research
safety management
Possible Careers: _________________________
_________________________
Kauai High School Academy/Career Pathway that I should be in:________________________
Page 1 of Post-secondary Plan
Career Exploration
Freshman Year Exploring Sophomore Year Exploring Junior Year Exploring
What did you
want your
career to
be?(each year
can be
different)
What do I
need to major
in college for
this career?
4-Year
College or
University
(make sure it
has your
major)
2-Year
College
(Community
College)
Technical or
Trade School
Military (list
specific
branch)
Full-Time
Work (no
college
degree)
Colleges You Plan To Apply To:
1.___________________________________
2.___________________________________
3.___________________________________
4.___________________________________
5.___________________________________
Page 2 of Post-secondary Plan
Assessments, Awards, Plans and Experiences
Freshman Year Sophomore Year Junior Year
Assessments
Taken And
Scores Achieved
Awards and/or
Certificates
Received
Your
Educational
Plans For After
High School (It
may differ per
year)
Steps I need to
complete to
reach my
Educational and
Career Goals
Steps / Experience Done Steps / Experience Done Steps / Experience Done
College & career
awareness
College & career
awareness
College & career
awareness
Visit your high school
counselor
Visit your high school
counselor
Visit your high school
counselor
Do research on a
career or college
Do research on a
career or college
Do research on a
career or college
Discuss your plans
with your parents
Discuss your plans
with your parents
Discuss your plans
with your parents
Take AP and/or
honors classes
Take AP and/or
honors classes
Take AP and/or honors
classes
Visit colleges or post-
secondary programs
Visit colleges or post-
secondary programs
Visit colleges or post-
secondary programs
Mock job interview Mock job interview Mock job interview
Take the PSAT Take the PSAT Take the PSAT
Take the SAT, ACT,
ASVAB, and/or
COMPASS
Take the SAT, ACT,
ASVAB, and/or
COMPASS
Take the SAT, ACT,
ASVAB, and/or
COMPASS
Career Shadow Career Shadow Career Shadow
Other: Other: Other:
Other: Other: Other:
Page 3 of Post-secondary Plan
Co-Curricular & Extra-Curricular Activities List the co-curricular and extra-curricular activities that you have participated in during you
high school years.
Name of Activity Position Held Date Advisor
Work Experience And Awards
Work Experience Date Awards Date
Possible References List 2 references that would provide positive information about you if asked. They need to be
over the age of 18 and they may NOT be related to you. You may list teachers, coaches,
employers, and/or others that have known you for over a year.
Name:_____________________________________ Relationship:_______________________
Address:___________________________________ Phone Number:_____________________
Name:_____________________________________ Relationship:_______________________
Address:___________________________________ Phone Number:_____________________
Page 4 of Post-secondary Plan
PTP CHECKLIST
Freshman Year Requirements
Task Date
Completed
PTP Coordinator's
Signature Do Freshman Year Section Of Four Year Plan
Do Freshman Year Section Of Post-Secondary Plan
Learning Style Inventory
Multiple Intelligence Survey
RIASEC test
Career Clusters Interest Survey
10 questions of a Mission Statement
Freshman Mission Statement
One P.R.O.U.D. Moment
8
Learning Style Inventory
Directions: Read the statements below carefully, and circle “yes” if it describes you or “no” if it does not. Please respond honestly, and be sure to answer every statement. There are no right or wrong responses.
1 Making things for my studies helps me to learn. YES NO
2 I can write about most of the things I know better than I can tell about them. YES NO
3 When I really want to understand what I have read, I read it softly to myself. YES NO
4 I get more done when I work alone. YES NO
5 I remember what I have read better than what I have heard. YES NO
6 When I answer questions, I can tell someone the answer better than I can write it. YES NO
7 When I do math problems in my head, I say the numbers to myself. YES NO
8 I enjoy participating in class discussions. YES NO
9 I understand a math problem that is written down better than one I hear. YES NO
10 I do better when I can write the answer instead of having to say it. YES NO
11 I understand spoken directions better than written ones. YES NO
12 I like to work by myself. YES NO
13 I would rather read a story than listen to one. YES NO
14 I would rather tell about how a thing works than write about how it works. YES NO
15 If someone gives me three numbers to add, I can usually get the answer without writing them down.
YES NO
16 I prefer to work with a group when there is work to be done. YES NO
17 I understand numbers better when I see them than when I hear them. YES NO
18 I remember things better after I have written them down. YES NO
19 I learn better if someone reads a book to me than if I read it silently to myself. YES NO
20 I learn best when I study alone. YES NO
21 When I have a choice between reading and listening, I usually read. YES NO
22 I would rather tell a story than write it. YES NO
23 Saying the multiplication tables repeatedly helps me remember them better than writing them.
YES NO
24 I do my best work in a group. YES NO
25 I understand a math problem that is written down better than one I hear. YES NO
26 In a group project, I would rather make a chart or poster than find the information that is supposed to go on it.
YES NO
27 Written assignments are easy for me to follow. YES NO
28 I remember more of what I learn if I learn it alone. YES NO
29 I do well in classes where most of the information has to be read. YES NO
30 I would enjoy giving an oral report to the class. YES NO
31 I learn math better from spoken explanations than from written ones. YES NO
32 If I have to decide something, I ask other people for their opinions. YES NO
33 Written math problems are easier for me to do than oral ones. YES NO
34 I like to make things with my hands. YES NO
35 I don’t mind doing written assignments. YES NO
36 I remember things I hear better than things I read. YES NO
37 I learn better by reading than by listening. YES NO
38 It is easy for me to tell about the things I know. YES NO
39 It makes it easier for me if I can say the numbers of a problem to myself as I work it out. YES NO
40 If I understand a problem, I like to help someone else understand it, too. YES NO
41 Seeing a number makes more sense to me than hearing one. YES NO
42 I understand things better when I am involved in making something for the project. YES NO
43 The things I write on paper sound better when I say them. YES NO
44 It is easier for me to remember what I have heard than what I have read. YES NO
45 It is fun to learn with classmates, but hard to study with them. YES NO
10
Tally Chart Directions: In the columns below, put an “X” by the number if your answer was “Yes.” For “No” answers, leave the space blank. Write in the total number of “X”s for each category.
Visual Auditory Kinesthetic Individual Group Oral Written
____ 5 ____ 25 ____ 9 ____ 27 ____ 13 ____ 29 ____ 17 ____ 37 ____ 21 ____ 41
____ 3 ____ 23 ____ 7 ____ 31 ____ 11 ____36 ____ 15 ____ 39 ____ 19 ____ 44
____ 1 ____ 14 ____ 26 ____ 34 ____ 42
____ 4 ____ 12 ____ 20 ____ 28 ____ 45
____ 8 ____ 16 ____ 24 ____ 32 ____ 40
____ 6 ____ 22 ____ 30 ____ 38 ____ 43
____ 2 ____ 10 ____ 18 ____ 33 ____ 35
Total: Total: Total: Total: Total: Total: Total:
Enter your total scores, from the shaded boxes above, into the shaded boxes below. Do the math. Then, using the final scores, shade in the boxes on the right to form a visual representation of your learning style.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
EXAMPLE
11 About Learning Styles
12
Multiple Intelligence Survey Directions: Answer each question below with a y (yes), or n (no) response. When you’ve finished, transfer your responses to the lines below and add up only the “yes” responses in each column. The highest number signifies your intelligence-preferred way to learn information. Be sure to realize that many people have more than one preferred learning style.
1. _____ You enjoy learning new languages. 2. _____ You enjoy doing puzzles, logical, crossword 3. _____ As a child you spent lots of time with construction sets and blocks. 4. _____ You like to sing or hum to yourself a lot. 5. _____ It’s hard for you to sit still, you have to fidget. 6. _____ You have many friends and are usually the “leader” in the group. 7. _____ You’d rather spend time alone. 8. _____ You have a great memory for trivia information and quotes. 9. _____ You have a natural talent when dealing with computers. 10._____ You find delight in maps and diagrams and can read them easily. 11. _____ More than likely you can distinguish a musical note. 12. _____ You have a natural talent for sports and athletics. 13. _____ You are known to people as a counselor type. 14. _____ You are very independent and have your own sense of style (not trendy). 15. _____ Your spelling is usually good. 16. _____ You enjoy playing chess, checkers, and/or monopoly. 17. _____ If you were stuck in a life-sized maze, you’d be able to get out quickly. 18. _____ You have a large collection of CDs. 19. _____ You can play charades well and mimic others’ movements. 20. _____ You enjoy doing group projects. 21. _____ You’d rather do your class work on your own. 22. _____ You’d sign up for a class called, “Debate”. 23. _____ You’d sign up for a class called, “Math games”. 24. _____ You’d sign up for a class called, “Using a Map in a 3-D World”. 25. _____ You’d sign up for a class called, “Music Mania”. 26. _____ You’d sign up for a class called, “Flag Football”. 27. _____ You’d sign up for a class called, “Leadership Skills”. 28. _____ You’d sign up for a class called, “Living On My Own”. 29. _____ You like to play Scrabble. 30. _____ As a child, you enjoyed playing with a chemistry set. 31. _____ You usually have an easy time with directions when you travel. 32. _____ As soon as you hear music, your body moves to the rhythm. 33. _____ You can be very touchy at times when you talk to your friends. 34. _____ You have an easy time feeling what others are going through. 35. _____ You like to be left alone when doing work. 36. _____ You read a lot and enjoy making up stories. 37. _____ You are in a higher math class than the average student your age. 38. _____ You like to build things with your hands. 39. _____ You’d rather write a rap and sing instead of take a test. 40. _____ You’d rather do a skit instead of write a paper. 41. _____ You can identify the cliques here at school and know who belongs to what group. 42. _____ You are somewhat of a loner.
13
Put a 1 next to the numbers that you answered YES and a 0 next to the numbers that you answered NO. Add up your totals and write them in the total area at the bottom of the column.
Verbal Logical Spatial Musical Body/Kines Inter Intra
1 _______ 8 _______ 15 _______ 22 _______ 29 _______ 36 _______
2 _______ 9 _______ 16 _______ 23 _______ 30 _______ 37 _______
3 _______ 10 _______ 17 _______ 24 _______ 31 _______ 38 _______
4 _______ 11 _______ 18 _______ 25 _______ 32 _______ 39 _______
5 _______ 12 _______ 19 _______ 26 _______ 33 _______ 40 _______
6 _______ 13 _______ 20 _______ 27 _______ 34 _______ 41 _______
7 _______ 14 _______ 21 _______ 28 _______ 35 _______ 42 _______
Total: Total: Total: Total: Total: Total: Total:
Multiple Intelligence Descriptions VERBAL/LINGUISTIC (Word-Smart) Your strength is to the spoken and written language - the ability to learn languages, use language to memorize information, and the capacity to use language to accomplish certain goals. Possible Careers: librarian, curator, speech pathologist, writer, radio or TV announcer, interpreter, reporter, poet, journalist, lawyer, politician, etc.
MUSICAL/RYTHMIC (Music-Smart) Involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. Possible Careers: Songwriters, singers, musicians, conductor, recording technician, sound engineer, etc.
LOGICAL/MATHEMATICAL (Number/Reasoning- Smart) Your strength is the capacity to analyze problems logically, recognize patterns, carry out mathematical operations, and investigate issues scientifically. Possible Careers: auditor, accountant, mathematician, scientist, banker, pharmacist, engineer, statistician, computer analyst, technician, forensic scientist, etc.
INTERPERSONAL (People-Smart) Your strength is the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Possible Careers: Teachers/educators, salespeople, religious leaders, entrepreneur, nurse, doctor, flight attendant, political leaders, psychologists, counselors, etc.
VISUAL/SPATIAL (Picture-Smart) Your strength is that you think in visualized images and pictures; have the ability to create graphic designs and communicate with diagrams and graphics. It also involves the potential to recognize and use the patterns of wide space and more confined areas. Possible Careers: photographer, engineer, advertiser, surveyor, architect, producer, cosmetologist, graphic artist, interior decorator, chef, pilot, etc.
INTRAPERSONAL (Self-Smart) Your strength is the capacity to understand oneself, to appreciate one's feelings, fears and motivations. Possible Careers: psychologist, therapist, counselor, theologian, program planner, entrepreneur, etc.
BODY/KINESTHETIC (Body-Smart) Your strength is the potential of using your whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Possible Careers: physical therapist, trainer, dancer, actor, mechanic, carpenter/construction worker, athlete, forest ranger, jeweler, etc.
• Do you agree with your results? Why?/Why not?
14
15
16
17
22
10 Questions of a mission statement 1. Think of a person who made a positive difference in your life. What qualities does that
person have that you would like to develop? _________________________________________
_____________________________________________________________________________
2. Imagine 20 years from now – you are surrounded by the most important people in your life.
Who are they and what are you doing? _____________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. If a steel beam (6 inches wide) were placed across two skyscrapers, for what would you be
willing to cross? A thousand dollars? A million dollars? A person? A pet? Fame? _________
____________________________________________________________________________
4. If you could spend one day in a great library studying anything you wanted. What would
you study? ___________________________________________________________________
5. List 5 things you love to do: ___________________________________________________
_____________________________________________________________________________
6. Describe a time when you were deeply inspired. ___________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7. 5 years from now the Garden Island News Paper does a story about you and they want to
interview 3 people… a parent, a sibling, and a friend. What would you want them to say about
you? ________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
8. Think of something that represents you… a flower, a song, an animal? What represents you?
_____________________________________________________________________________
9. If you could spend an hour with any person who ever lived, who would that be? Why that
person? What would you ask? ___________________________________________________
____________________________________________________________________________
10. Everyone has one or more talents. What are your talents? __________________________
____________________________________________________________________________
____________________________________________________________________________
INSERT FRESHMAN MISSION STATEMENT HERE
23
ONE P.R.O.U. D. MOMENT CHECKLIST
Personal Transition Plan
Grade 9
10
11
Advisory Coach:_______________________
Project discussed and approved by advisory coach on:_____________
Completed
Creative Project Title
Project Summary (at least one paragraph)
Questions to answer
1. What did I discover about my learning style (how do I learn best)?
2. What did I learn about my responses to learning (emotionally and academically)?
3. When did I learn (what were the conditions)?
4. How does what I learned fit into an inclusive, continual plan (life-long learning)?
5. How is what I learned valuable (intellectually, personally, ethically)?
6. What challenges did I face (change in plans, difficult situations)?
7. How did I respond to the challenges I faced (how did I adapt and persevere)?
8. What was my most meaning learning experience (intellectual and/or practical)?
9. What new learning strategies did I adopt as a result of my One PROUD Moment?
10. What did I learn in the process of my work (creating, selecting, and connecting)?
Project Documentation
i.e. pictures, notes, etc.
Completion of One PROUD Moment:
_______________________ ____________ __________________________ ___________
Student Signature Date Advisory Coach Signature Date
**Insert your One PROUD Moment write up behind this checklist.
24
PTP CHECKLIST
Sophomore Year Requirements
Task Date Completed
PTP Coordinator's
Signature Do Sophomore Year Section Of Four Year Plan
Do Sophomore Year Section Of Post-Secondary Plan
RIASEC test
Career Clusters Interest Survey
Color Personality Quiz
Values Survey
Skills For The Workplace
Talents, Passions, needs, and Consciences along with sophomore mission
statement
One P.R.O.U.D. Moment
25
26
27
28
33
34
35
38
39
40
Talents
1. What am I really good at? _____________________________________________________
_____________________________________________________________________________
2. What can I do better than most? ________________________________________________
_____________________________________________________________________________
3. What would those who know me say my greatest strengths are? _______________________
_____________________________________________________________________________
4. Of all the jobs in the world, what are 3 that I would be best at? ________________________
_____________________________________________________________________________
Passions
5. Since childhood, what have I always loved doing? _________________________________
_____________________________________________________________________________
6. What do I enjoy most about school? (“Nothing” is not an answer.) ____________________
_____________________________________________________________________________
7. If money were no obstacle, what would I spend my time doing? _______________________
_____________________________________________________________________________
8. If I could someday be famous for something, what would it be? _______________________
_____________________________________________________________________________
Needs and Consciences
9. Where is there a need in the world that I can meet?_________________________________
10. How can I best serve others? __________________________________________________
_____________________________________________________________________________
11. What is life asking of me? ____________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
12. Is there something I have always felt I should do with my life, even though I’ve ignored
these thoughts in the past? If so, what is it? _________________________________________
_____________________________________________________________________________
13. What single thing could my downfall be if I’m not careful? _________________________
41
ONE P.R.O.U. D. MOMENT CHECKLIST
Personal Transition Plan
Grade 9
10
11
Advisory Coach:_______________________
Project discussed and approved by advisory coach on:_____________
Completed
Creative Project Title
Project Summary (at least one paragraph)
Questions to answer
11. What did I discover about my learning style (how do I learn best)?
12. What did I learn about my responses to learning (emotionally and academically)?
13. When did I learn (what were the conditions)?
14. How does what I learned fit into an inclusive, continual plan (life-long learning)?
15. How is what I learned valuable (intellectually, personally, ethically)?
16. What challenges did I face (change in plans, difficult situations)?
17. How did I respond to the challenges I faced (how did I adapt and persevere)?
18. What was my most meaning learning experience (intellectual and/or practical)?
19. What new learning strategies did I adopt as a result of my One PROUD Moment?
20. What did I learn in the process of my work (creating, selecting, and connecting)?
Project Documentation
i.e. pictures, notes, etc.
Completion of One PROUD Moment:
_______________________ ____________ __________________________ ___________
Student Signature Date Advisory Coach Signature Date
**Insert your One PROUD Moment write up behind this checklist.
42
PTP CHECKLIST
Junior Year Requirements
Task Date
Completed
PTP Coordinator's
Signature Do Junior and Senior Year Part Of Four Year Plan
Do Junior and Senior Year Part Of Post-Secondary Plan
RIASEC test
Career Clusters Interest Survey
Be a Goal Setter
Updated Mission Statement
Personal Resume
Reflection of RIASEC test and Career Cluster Interest Survey
One P.R.O.U.D. Moment
**Reflect on the RIASEC and Career Clusters Interest Survey by looking over the results for
9th
, 10th and 11
th grade surveys and say if it has changed or stayed the same. Also write about
the results of the surveys saying if you agree or disagree. Your reflection should be at least a ½
page.
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44
45
46
51
52
53
INSERT
UPDATED
MISSION
STATEMENT
HERE
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SAMPLE RESUME
TERRY BERGER
123 Fourth Street Kahului, HI 96732 (808) 123-4567
[email protected] OBJECTIVE To obtain a position as a CAST MEMBER and be a part of the DISNEY team. EDUCATION Kauai High School 3577 Lala Road, Lihue, Hawaii 96766 GPA: 3.0/4.0 Graduate: June 2013 WORK EXPERIENCE • The Disney Store: Cast Member 2008-Present
Duties: Customer Service, Cashier
• Cupies Drive In: Counterperson 2006-2008
Duties: Customer Service, Cashier, Cook EXTRACURRICULAR ACTIVITIES • Key Club President 2009-Present • Maui High Basketball – Center 2009-Present • Maui High School National Honor Society 2009-2010 • Church of Maui Choir 2004-Present AWARDS/HONORS • Ceramics Award August 2009 • 1st Quarter Na Hoku Award Recipient September 2009 • Perfect Attendance Award 2004- Present SKILLS/ABILITIES • Type 70 words per minute • Fluent in Hawaiian & English • Competent in Microsoft Word, PowerPoint, and Excel • Enrolled in Algebra II sophomore year REFERENCES John Smith – Kauai High School English Teacher (808) 873-3000 Jane Doe – Kauai High School Basketball Coach (808) 234-5678 Pastor Michael Adams – Church of Maui (808) 345-6789
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INSERT
PERSONAL
RESUME
HERE
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Insert
Reflection of
RIASEC test
and Career
Cluster
Interest
Survey Here
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ONE P.R.O.U. D. MOMENT CHECKLIST
Personal Transition Plan
Grade 9
10
11
Advisory Coach:_______________________
Project discussed and approved by advisory coach on:_____________
Completed
Creative Project Title
Project Summary (at least one paragraph)
Questions to answer
21. What did I discover about my learning style (how do I learn best)?
22. What did I learn about my responses to learning (emotionally and academically)?
23. When did I learn (what were the conditions)?
24. How does what I learned fit into an inclusive, continual plan (life-long learning)?
25. How is what I learned valuable (intellectually, personally, ethically)?
26. What challenges did I face (change in plans, difficult situations)?
27. How did I respond to the challenges I faced (how did I adapt and persevere)?
28. What was my most meaning learning experience (intellectual and/or practical)?
29. What new learning strategies did I adopt as a result of my One PROUD Moment?
30. What did I learn in the process of my work (creating, selecting, and connecting)?
Project Documentation
i.e. pictures, notes, etc.
Completion of One PROUD Moment:
_______________________ ____________ __________________________ ___________
Student Signature Date Advisory Coach Signature Date
**Insert your One PROUD Moment write up behind this checklist.
58
HAWAII STATE CONTENT STANDARDS Content Area: Language Arts
Standard 1: Reading: CONVENTIONS AND SKILLS: Use knowledge of the
conventions of language and texts to construct meaning for a range of literary
and informational texts for a variety of purposes
Standard 2: Reading: READING COMPREHENSION: Use reading strategies to
construct meaning from a variety of texts
Standard 3: Reading: LITERARY RESPONSE AND ANALYSIS: Respond to
literary texts from a range of stances: personal, interpretive, critical
Standard 4: Writing: CONVENTIONS AND SKILLS: Use the writing process
and conventions of language and research to construct meaning and
communicate effectively for a variety of purposes and audiences using a range
of forms
Standard 5: Writing: RHETORIC: Use rhetorical devices to craft writing
appropriate to audience and purpose
Standard 6: Oral Communication: CONVENTIONS AND SKILLS: Apply
knowledge of verbal and nonverbal language to communicate effectively in
various situations: interpersonal, group, and public: for a variety of purposes
Standard 7: Oral Communication: RHETORIC: Adapt messages appropriately
to address audience, purpose, and situation
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HAWAII STATE CONTENT STANDARDS Content Area: Math
Standard 1: Numbers and Operations: NUMBER SENSE: Understand numbers,
ways of representing numbers, relationships among numbers, and number systems
Standard 2: Numbers and Operations: OPERATION SENSE: Understand the
meaning of operations and how they relate to each other
Standard 3: Numbers and Operations: COMPUTATION STRATEGIES: Use
computational tools and strategies fluently and, when appropriate, use estimation
Standard 4: Measurement: FLUENCY WITH MEASUREMENT: Understand
attributes, units, and systems of units in measurement; and develop and use
techniques, tools, and formulas for measuring
Standard 5: Geometry and Spatial Sense: PROPERTIES AND RELATIONSHIPS:
Analyze properties of objects and relationships among the properties
Standard 6: Geometry and Spatial Sense: TRANSFORMATIONS AND
SYMMETRY: Use transformations and symmetry to analyze mathematical
situations
Standard 7: Geometry and Spatial Sense: VISUAL AND SPATIAL SENSE: Use
visualization and spatial reasoning to solve problems both within and outside of
mathematics
Standard 8: Geometry and Spatial Sense: REPRESENTATIONAL SYSTEMS:
Select and use different representational systems, including coordinate geometry
Standard 9: Patterns, Functions, and Algebra: PATTERNS AND FUNCTIONAL
RELATIONSHIPS: Understand various types of patterns and functional
relationships
Standard 10: Patterns, Functions, and Algebra: SYMBOLIC REPRESENTATION:
Use symbolic forms to represent, model, and analyze mathematical situations
Standard 11: Data Analysis, Statistics, and Probability: FLUENCY WITH DATA:
Pose questions and collect, organize, and represent data to answer those questions
Standard 12: Data Analysis, Statistics, and Probability: STATISTICS: Interpret
data using methods of exploratory data analysis
Standard 13: Data Analysis, Statistics, and Probability: DATA ANALYSIS: Develop
and evaluate inferences, predictions, and arguments that are based on data
Standard 14: Data Analysis, Statistics, and Probability: PROBABILITY:
Understand and apply basic notions of chance and probability
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HAWAII STATE CONTENT STANDARDS Content Area: Science
Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION:
Discover, invent, and investigate using the skills necessary to engage in
the scientific process
Standard 2: The Scientific Process: NATURE OF SCIENCE: Understand
that science, technology, and society are interrelated
Standard 3: Life and Environmental Sciences: ORGANISMS AND THE
ENVIRONMENT: Understand the unity, diversity, and interrelationships
of organisms, including their relationship to cycles of matter and energy
in the environment
Standard 4: Life and Environmental Sciences: STRUCTURE AND
FUNCTION IN ORGANISMS: Understand the structures and functions
of living organisms and how organisms can be compared scientifically
Standard 5: Life and Environmental Sciences: DIVERSITY, GENETICS,
AND EVOLUTION: Understand genetics and biological evolution and
their impact on the unity and diversity of organisms
Standard 6: Physical, Earth and Space Science: NATURE OF MATTER
AND ENERGY: Understand the nature of matter and energy, forms of
energy (including waves) and energy transformations, and their
significance in understanding the structure of the universe
Standard 7: Physical, Earth, and Space Sciences: FORCE AND MOTION:
Understand the relationship between force, mass, and motion of objects;
and know the major natural forces: gravitational, electric, and magnetic
Standard 8: Physical, Earth, and Space Sciences: EARTH AND SPACE
SCIENCE: Understand the Earth and its processes, the solar system, and
the universe and its contents
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HAWAII STATE CONTENT STANDARDS Content Area: Social Studies
Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND
CAUSALITY-Understand change and/or continuity and cause and/or effect in
history
Standard 2: Historical Understanding: INQUIRY, EMPATHY AND
PERSPECTIVE- Use the tools and methods of inquiry, perspective, and
empathy to explain historical events with multiple interpretations and judge
the past on its own terms
Standard 3: History: WORLD HISTORY-Understand important historical
events from classical civilization through the present
Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND
INTERACTION-Understand the purpose and historical impact of political
institutions, the principles and values of American constitutional democracy,
and the similarities and differences in government across cultural perspectives
Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-
Understand roles, rights (personal, economic, political), and responsibilities of
American citizens and exercise them in civic action
Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-
Understand culture as a system of beliefs, knowledge, and practices shared by a
group and understand how cultural systems change over time
Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic
representations to organize, analyze, and present information on people, places,
and environments and understand the nature and interaction of geographic
regions and societies around the world
Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-
Understand economic concepts and the characteristics of various economic
systems
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HAWAII STATE CONTENT STANDARDS Content Area: Career and Technical Education
Standard 1: TECHNOLOGICAL DESIGN: Design, modify, and apply technology
to effectively and efficiently solve problems
Standard 2: CAREER PLANNING: Explore and understand educational and
career options in order to develop and implement personal, educational, and
career goals
HAWAII STATE CONTENT STANDARDS Content Area: Fine Arts
Standard 1: VISUAL ARTS: Understand and apply art materials, techniques,
and processes in the creation of works of art and understand how the visual arts
communicate a variety of ideas, feelings, and experiences
Standard 2: MUSIC: Understand and apply elements of music and understand
how music communicates ideas, feelings, and experiences across cultures
Standard 3: DRAMA AND THEATRE: Understand and apply the skills of
acting, design, and technical theatre and understand the role of drama in
various cultures throughout history
Standard 4: DANCE: Understand and apply elements of dance, appreciate how
dance communicates meaning, and recognize its role across cultures and
throughout history
HAWAII STATE CONTENT STANDARDS Content Area: World Languages
Standard 1: INTERPERSONAL: Use target language to engage in
conversations, provide and obtain information, express feelings and emotions,
and exchange opinions
Standard 2: INTERPRETIVE: Understand and interpret written and spoken
language on diverse topics from diverse media
Standard 3: PRESENTATIONAL: Present information, concepts, and ideas to
an audience of listeners or readers on a variety of topics
Standard 4: CULTURES: Understand relationships among perspectives,
products, and practices of target culture
Standard 5: COMPARISONS: Understand that different languages use
different patterns to communicate and apply this knowledge to the target and
native languages
HAWAII STATE CONTENT STANDARDS Content Area: Health
Standard 1: CORE CONCEPTS: Understand concepts related to health
promotion and disease prevention
Standard 2: ACCESSING INFORMATION: Access valid health information and
health: promoting products and services
Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and
reduce health risks
Standard 4: ANALYZING INFLUENCES: Understand the influences of culture,
family, peers, media, technology, and other factors on health
Standard 5: INTERPERSONAL COMMUNICATION: Use interpersonal
communication skills to enhance health
Standard 6: DECISION: MAKING AND GOAL: SETTING: Use decision:
making and goal: setting skills to enhance health
Standard 7: ADVOCACY: Advocate for personal, family, and community health
HAWAII STATE CONTENT STANDARDS Content Area: Physical Education
Standard 1: MOVEMENT FORMS: Use motor skills and movement patterns to
perform a variety of physical activities
Standard 2: COGNITIVE CONCEPTS: Understand movement concepts,
principles, strategies, and tactics as they apply to the learning and performance
of physical activities
Standard 3: ACTIVE LIFESTYLE: Participate regularly in physical activity
Standard 4: PHYSICAL FITNESS: Know ways to achieve and maintain a
health: enhancing level of physical fitness
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