kkaauuaaii hhiigghh sscchhooooll ppeerrssoonnaall ......tasks for each grade level, students can...

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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


_________________________

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


_________________________

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


_________________________

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.___________________________________


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


counselor


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


secondary programs


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:


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:_____________________


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

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

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


Color Personality Quiz

Values Survey

Skills For The Workplace

Talents, Passions, needs, and Consciences along with sophomore mission

statement


25

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



Grade 9

10

11

Advisory Coach:_______________________


Completed



Questions to answer














_______________________ ____________ __________________________ ___________



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


Be a Goal Setter

Updated Mission Statement

Personal Resume

Reflection of RIASEC test and Career Cluster Interest Survey


**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.

43

INSERT

UPDATED

MISSION

STATEMENT

HERE

54

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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Grade 9

10

11

Advisory Coach:_______________________


Completed



Questions to answer














_______________________ ____________ __________________________ ___________



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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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kkaauuaaii hhiigghh sscchhooooll ppeerrssoonnaall ......tasks for each grade level, students can...

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