SENIOR PORTFOLIO

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INTRODUCTION

This manual contains materials to aid advisors and seniors in the preparation of the Senior Portfolio.    Hopefully it includes materials on all of the requirements and optional components.

Example materials were submitted in portfolios that earned High Honors for members of the classes of 1998 and 1999.    While these are examples of well done materials, in every case there are many other equally fine ways to present the same information.

This manual cannot begin to anticipate all of the possible questions that may arise.    Advisors with questions are encouraged to talk with the headmaster, assistant headmaster or one of the members of the guidance staff regarding any different situations that their advisees present.

Blank copies of the various portfolio forms are available in the main office or from the self-service folders located in the lobby outside of the main office.  

ADDITIONAL COMMUNITY SERVICE COMPONENTS

- Complete twenty additional hours of community service on a project or in service to an organization that the student was involved with during the required community service component

-   Complete an additional twenty hours of community service in an area not related to the activities or organization used in the required component or in the option listed above

-   Complete an additional twenty hours of service to the Academy as a student aide

The senior portfolio encourages students to complete community service projects above and beyond their 40-hour basic requirement.   

In the first optional item above, students may fill an optional component by doing 20 additional hours, beyond their original 40, with the same group or one of the groups they met the required component with.

In the second option, students are encouraged to complete community service activities with additional groups or organizations.     These 20 hours would have to be done with a group that they did not work with to meet their 40-hour basic requirement.

Students can use both of these options toward filling their optional component requirements.      Students would have to complete at least 80 hours of community service to meet their required component plus these two options and they would have had to work with at least two different projects or groups.

In the third option, a student would arrange with an Academy staff member to serve as a supervisor for 20 hours of volunteer work at school.    Students using this option should have a plan for the service, with assigned tasks, before they receive pre-approval for this option.     These are out of class time hours.    (Managers and those who do videotaping for CBNA sports teams are usually considered members of the team and are not eligible to use those experiences to meet this component.)

All aspects of community service described under the required component apply to these options.

COE-BROWN SCHOOL AGENDA

- Submit a letter of verification from the portfolio advisor certifying that the senior actively used the Student Agenda book to record assignments and activities During the Academic Year.

If the senior demonstrates to you that he/she has routinely, throughout the year, recorded his/her assignments and other commitments in the agenda book then you may give the student a letter for his/her portfolio.    We have a standard form letter that you can use or you can draft your own that says the senior has met this optional component.

It should be clear in the agenda that the student used the book on an almost daily basis and the agenda book should be essentially intact at the end of the year.

ASVAB

 ARMED SERVICES VOCATIONAL APTITUDE BATTERY

-Provide verification of completed ASVAB including attending the post-test interpretive session and completing the summary worksheets.

The ASVAB exam is offered to Juniors and other interested students by the military.     Interest in military enlistment is not required of students who take the exam and it is not supposed to be used as a recruiting tool.    It is an interest survey exam that may help students match their personal skills and likes and dislikes with career fields.

Students who take the exam must also attend a post-test session where they review the results and learn to interpret them. Seniors who wish to use this as an optional component may obtain the form on the following page from their guidance counselor.

BLOOD BANK, DONOR CARD, ETC.

Show documentation of having donated blood, registered for a bone marrow bank, register as an organ donor as certified by the heart insignia on a NH driver’s license or become a registrant in some other similar life sustaining medical program                                        

The only acceptable documentation of registering as an organ donor will be the heart insignia on a valid New Hampshire driver’s license.    It is our understanding that a person may go to the DMV in Concord during regular business hours and request a free upgrade to their license.     They will be issued a new license with the organ donor symbol added to their permanent information.

Students may use a thank you letter or some other acknowledgement from the Red Cross, a hospital or other medical organization for documentation of this component.    Seniors should carefully check on age requirements before planning to use this component.    In some cases, parents’ permission maybe required to be involved in some of these programs.

CAT EXAM

California Achievement Test

- Each student will demonstrate a basic competency level in Math and English as measured by the California Achievement Test (CAT.)

During the spring of their junior year all Coe-Brown students take the CAT exam.    All students must demonstrate a minimum competency in Math and English.     Students who do not demonstrate the required level of competency on the original test are required to do remedial work and re-test on the specific objectives in which they were deficient.    Some students will do this very quickly while others will have some difficulty.    The Math and English departments have established procedures and will make available schedules of when they will provide tutoring and retesting.     Students with multiple objectives to meet should be strongly encouraged to begin this process as soon as possible.     Students who work with the Special Education department may elect to work on this material with the Skills Center staff.

Seniors must demonstrate the required level of mastery in order to qualify for the distinction of "High Honors" on their final portfolio presentation.

Upon successfully meeting both the English and Math objectives seniors may request a letter of completion from their guidance counselor.  The letter placed in their final portfolio will certify that they have met this requirement. The following page is a copy of a CAT Exam completion letter.

CERTIFICATIONS FOR DEADLINES

In the portfolio process there are several deadlines that the seniors may need to certify that they have meet appropriately. Certification forms are available from the main office.   

COMMUNITY SERVICE

COMMUNITY SERVICE POLICY

COMMUNITY SERVICE is a common phrase that can have many different interpretations and applications.

Among the dozen different definitions that Webster's New Collegiate Dictionary offers for the word community is "a group of people with common characteristics living in a particular area."       Communities can be bound together by geographic, social, political, economic, recreational, ethnic, personal interest and many more descriptive ideas.    By definition, Coe-Brown is a community within itself and it is a part of many other different communities.

The dictionary lists several definitions for the word service as it relates to the community.    Prominent in the listings are:

    - a contribution to the welfare of others

    - a helpful act

    - a useful labor that does not produce a tangible product

    - a help, use or benefit

Coe-Brown recognizes community service as an act performed to benefit the community and that offers the performer no tangible, material reward.    While individuals may benefit as part of a group served by an act, community service is generally targeted to contribute to the betterment of society as a whole.

Work performed for others at no charge may be commendable in nature but may not necessarily be considered community service.   As an example, volunteering to help a friend's aunt move to a new home may be a noble action, but, unless there are extenuating circumstances, it is not an act of community service.     There are occasions when groups take actions to benefit specific individuals who are undergoing some type of hardship.    Habitat For Humanity would be an example of a community service project to aid a specific person or family.    Students should check with their advisors if there is a question as to whether an activity can be classified as community service.

Service arises from a person's or a group's need to give back to the community.    It is freely given without the expectation of personal material gain.     Court-ordered community service is a totally different thing and hours of that type will not count toward meeting Coe-Brown's project goals.

Many school and community groups have active schedules of community service and activities carried out with these organizations will fulfill the Coe-Brown requirements if pre-approved by the student's advisor.

PRE-APPROVAL

All activities completed to meet this portfolio requirement require pre-approval by the student’s team leader or Senior Portfolio advisor.    The headmaster, assistant headmaster or one of the guidance counselors may also sign a pre-approval form if the team leader or advisor is not available.    Sometimes community service opportunities arise with little advanced notice.     If this happens when school is not in session students should call the school and leave a message describing the activity in their team leader’s or an administrator’s voicemail.     Students doing this have met the pre-notification aspect of the pre-approval but they should be aware that the project still needs to have met the spirit and intent of the community service program.   

All community service projects completed since September of 1997 require the use of a community service form with an essay on the second page.     This detailed report should give specifics about the particular project and the student should express opinions and feelings about the value of the project to her/himself and of the value of the project to the community being served.    This essay should be well written and be of sufficient length to supply the requested information.

The community service form has always included a place for a representative of the organization with which the student did the project to sign off as a verification of the actual project.   As of September of 2000 this form has also required that person to list a phone number where they can be contacted.     While it is our position to trust students and to take them at their word, we do reserve the right to verify any details regarding portfolio requirements.

 

CULTURAL EVENT

-   Provide verification of attendance at a cultural event that was pre-approved during senior year by the advisor.

This option was originally added to the portfolio to encourage seniors to take advantage of the educational and entertainment opportunities available throughout the region.

Students using this component must attend as a non-participant of the production in question.

The specific cultural event must be pre-approved as meeting the portfolio requirements before the student’s attendance.

Cultural events might include:

            Theatrical presentations

            Art shows

            Museum tours

            Concerts (Rock concerts are not acceptable unless the senior can build a special

                             case for consideration.)

School sponsored plays and concerts may be used as long as the student has no role as a participant in the show.   This includes pit orchestras, technicians, ushers and other off stage staff.

In a written summary of the event the student should describe:

             what the event was

             where and when it was

the importance of the work seen

who was involved

the student’s impression of the production/show

This will require a one page written summary of the event using standard essay format as described in Writers Inc.              

EXIT INTERVIEW

- Each senior will present his/her completed portfolio to a committee of community members during a thirty-minute exit interview.

The exit interview is the culminating piece to the Senior Portfolio.    The actual interview process is described in the form of a handout given to members of the Class.   

EXIT QUESTIONAIRE

-Each senior will completed an end of year survey as developed by the Academy.

 The Annual Senior Exit Questionnaire will be for all members of the Class to complete.    It is a tool to help the Academy assess the effectiveness of the total school program.    This process is completed during a senior meeting with the headmaster and portfolio advisors do not need to worry about it.    No copy of the survey materials will appear in any senior portfolio and interviewers will not be looking for it.

FINAL PORTFOLIO PACKAGING

This section covers the final assembling of a senior portfolio.    

Each senior will need to produce four (4) finished copies of their portfolio documentation for use in the exit interview process.    The Academy will supply each student with four folder covers but students may elect to use their own.    Some will choose to use notebook covers and some students may elected to have their materials bound at Staples or some other print service.

Students should:

• Arrange all four copies in the same order.

• Include a title page with their name and yours prominently displayed.

• Number the pages.

• Proofread and correct everything.

• Use 8 ½” x 11” paper whenever possible.

• Fold and attach oversized materials so that they are attractive and protected.

• Use plastic page protectors and tabs sparingly.  

• Include all of the documentation of their required and optional components.   They should also include any materials related to the final presentations that the interview committee could read and review in advance.

The following sections included examples of ways that students can use to package their portfolios.    As previously stated, there are any number of acceptable ways to do most of these tasks.   

IN-SCHOOL SPORTS PARTICIPATION

 -     Have a school athletic coach complete a form attesting to student's active participation with an in-school team during the senior year   

Students may elect to be a member of a school sponsored, NHIAA recognized, sports team.

Active participation requires direct involvement of 25 or more hours.

IN-SCHOOL ORGANIZATION PARTICIPATION

- Have an Academy advisor complete a form attesting to student's active participation with an in-school organization during the senior year   

Students may elect to be a member of a recognized school based club or organization.     Example organizations could include, but are not limited to:

            Honor Societies

            Vocational organizations

            Fine Arts groups

            Subject matter related clubs

            Special interest groups

Active participation requires direct involvement of 25 or more hours.

INS   FORM I-9

-     Complete the US Immigration and Naturalization Service Employment Eligibility Verification Form I-9. This must include photocopies of the supporting identification documentation.

The completion of INS Form I-9 can be one of the easiest and quickest portfolio components to complete but it is no less important because it effects everyone in the job market.     Every new employee in any job in America is required to complete this form.

Students need only complete the form through the point in the middle of the front page where the employee information ends.    They do not need to fill in the employer information.      Seniors do need to include photocopies of the documents that they would use to meet the identification requirements of the I-9.

Although there is little identity theft danger in this project, seniors should be encouraged to protect their Social Security numbers and other crucial personal identification information by blacking out those identifiers used for this component.

INSIDE SECTION COVERS AND OTHER EMBELLISHMENTS

These items are not required.    They are allowed and may dress up a presentation but they should not be allowed to distract from the actual components of the portfolio.

Plastic page protectors add great bulk to the materials without adding substance.    They should be used sparingly.     They should be reserved for materials deserving protection or for items that the student does not wish to damage with punched holes.

JOB APPLICATION

- Complete a school provided (or equivalent) job application and/or an application for an event of special interest such as for a special training program or a college application.

An appropriate cover letter must be included with either option.                                       

Many of the portfolio components like this one center around job market entry skills.   Actual applications come in many formats.     The Academy has chosen a fairly representative form that includes the types of information that students will typically be asked to fill in on real world applications.

While we encourage typed applications, in the real world job candidates often have to fill out applications on the spot.     Handwritten applications should show professional work, including neat penmanship, black ink, no misspellings, no cross-outs, etc.   Also, typewriters are a thing of the past, so unless someone has access to scanner technology, handwritten applications are really the norm.    Many of the standard application sections, including education and work histories, should be filled out using the same formats as specified in Writers Inc for résumés.

While it is not the advisors responsibility to check the accuracy of statements made in these applications, students are expected to fill in real information based upon their actual experiences.   The idea is that they will gain experience identifying the information they may really need to use on an application for a real job. Many students will complete applications as part of class activities in Economics or other curriculum areas.

Students are to attach an appropriate cover letter to the application.

The generic application (Harvey Lake Resorts) is Available from your advisor.

JOB SHADOW

-    Complete an 8-hour, non-school time, job shadow, (to be pre-approved during the junior or senior year by the team leader or by the senior advisor, including a written summary.

Job shadows are to be done during vacations, on weekends or after school.     Students will not be excused from school time to complete this component.    (Students wishing to shadow a teacher from another school that is on a similar calendar to the Academy can present a case to do this during school time but it is generally the only exception allowed.)    Shadows do not have to be done all in one session.     Students cannot use time when they are being paid to shadow at their place of work as part of the shadow experience.

Before giving approval for the shadow advisors should request a letter of confirmation from the person to be shadowed.    It should specify the when and where of the shadow.

Students do not fall under the Academy’s insurance coverage while doing shadows for this elective portfolio component.

Students should use standard essay format (Writers Inc) to write a review of the experience.     The summary should include:

-    Obtain a letter of recommendation from a current or previous employer.        

Students may meet this component by obtaining a formal letter(s) from a current or previous employer.   This portfolio item is part of the group of components related to job search skills.

While we have no control over the letters produced by outside sources, students should be urged to get something that looks and sounds professional.   When possible, it should be typed on company letterhead and it should contain information that would allow a potential employer to contact the letter writer to check on the reference.

The Master File Sheet is the outline of all portfolio requirements and deadlines.    The completed form will show the interviewers the items each senior completed on the dates on which they met their requirements.

It may be typed or the dates may be handwritten as the advisor fills in the sheet over the course of the senior year.

OPTIONAL COMPONENTS

The following pages describe the "optional components."    Each senior must complete any seven of them in order to qualify to meet the basic passing standard for the Portfolio. Students who complete from seven to nine optional components, and meet all of their deadlines, may qualify for “Pass with Honors” if their exit interview committee feels that they have made an outstanding presentation.     Seniors completing ten or more of the optional components, and who meet all of their deadlines, may earn the distinctions of “Pass with Honors” or “Pass with High Honors” depending on the quality of their final presentations.

This list of components has been developed over the past seven years and probably will change more in the future.     It is the hope of the portfolio committee that the activities will cover a wide spectrum of opportunities for students.     Activities have been specifically selected to cover both the college bound student and those who maybe entering directly into the workforce after graduation.     Not every student will be able to select from every one of the optional components but there are enough options so that every student can find 10 or more that are open to them.

OUT-OF-SCHOOL ORGANIZATION PARTICIPATION

- Have a community advisor complete a form attesting to student's active participation with an out-of-school organization during the senior year   

Students may elect to be a member of a community based club or organization.     Example organizations could include, but are not limited to:

            Church or religious groups

            Scouting

            Community service groups        

            Civic groups

            4-H

            Rainbow and De Molay

            Outdoor recreation groups

            Theatrical groups

Active participation requires direct involvement of 25 or more hours.

OUT-OF-SCHOOL SPORTS PARTICIPATION

- Have a community coach complete a form attesting to student's active participation with an out-of-school team or sports instruction program during the senior year   

Students may elect to be a member of a community based sports team or to take part in a sports instruction program as a participant.    

Examples of sports instructional programs could include martial arts, gymnastics or figure skating.     These programs may or may not be competitive in nature.

Active participation requires direct involvement of 25 or more hours.

OUTSIDE OF SCHOOL CLASS OR WORKSHOP

-     Provide verification of successful completion of a class or workshop outside of the school curriculum.

There are many opportunities for students to pursue their education beyond what they do inside our classrooms.    There are community-based programs, college and university courses and specialty training programs of all kinds offered throughout the region.   

Young people may choose to attend a training program in some special area that we do not offer or they may choose something that goes above and beyond our curriculum.    Sometimes they may have to take a special class related to their employment.     

Examples of programs could include:

Pre-approval is required from the team leader or senior portfolio advisor for the class to count toward meeting the portfolio component.         

-   Have Perfect Attendance to school during the senior year.

Students who have perfect attendance for the senior year up to the final portfolio deadline may obtain a letter from their guidance counselor to certify meeting this component.

COE-BROWN NORTHWOOD ACADEMY BOARD OF TRUSTEES POLICY #34  SENIOR PORTFOLIO AND EXIT INTERVIEW

As students begin to transition from our classrooms to life beyond high school, the opportunity exists to provide them with a culminating experience that will put to practical use the personal, cognitive and communication skills that they have developed.

The Senior Portfolio and Exit Interview experience is designed to have the graduating students reflect on their high school experience and personally assess their attainment of the basic educational criteria set forth as Academy goals.

During this exercise the seniors should see the transition to their new stage in life.   The required and optional parts of the process will allow them to see themselves as part of the community; to take part in a practical activity that will test their abilities in the non-teacher world of adults; and to culminate their four years of high school in a designed process for closure that presents a meaningful challenge.

There are several components to the program.   All seniors must meet the existing Coe-Brown graduation requirements.   These include the accumulation of the credits necessary for graduation and the meeting of a pre-set level of math and English skills competency as demonstrated on a standardized achievement test.

All potential graduates will assemble personal portfolios that contain both required and optional materials.   Examples of required materials include the completion of a personal resume’ ready to present to any prospective employer and the assembling of a group of materials that document one or more areas of the student’s personal expertise.   All students will also complete an Exit Survey that polls their options about the Academy and its programs.   This questionnaire has been developed by the Academy Advisory Council.

In another section of the process students will select and complete a specified number of items from a list of activities.   Among the items on this list are community service projects, involvement in school and/or community organizations or teams, and college and job world preparation activities.

As a culminating activity all seniors will present their portfolio during an exit interview.   It is planned that a number of committees consisting of representatives of the Academy staff, Board of Trustees, alumni, vocational and Academic Advisory councils, and community members will be set-up to conduct these interviews.   During the interviews the students will be asked about their high school experiences and they will have the opportunity to present written, video, audio or physical evidence about their individual strengths and interests that were developed during their high school career.

- Every senior will keep a monthly journal (September to March) to document the progress being made on meeting the portfolio requirements.    It should be shared monthly with the advisor.

The journal has been added to the portfolio process to encourage students to make progress on their throughout the entire senior year.    It deals with future goals and past accomplishments.   

Seniors should meet regularly with their advisors and discuss their progress.    Each month’s progress, or lack of it should be noted.     An advisor should not sign off for a month if the senior did not meet.

The journal should be included in the final portfolio.     It maybe advisable for the advisor to keep a copy of the ongoing journal in their portfolio files but seniors have the ultimate responsibility for keeping and safeguarding the actual journal.

Truthful journal entries, as signed off by the advisors, will give the interviewers additional insight in to the effort a senior put into his/her portfolio.     This will be included in the orientation session for interviewers.

Seniors may use the form on the following page or may design a monthly journal that best fits their needs.    Any student-developed format should include the information asked for on the generic journal.

The journal has several purposes.    First, it is a tool to encourage the senior to use their time wisely.    Hopefully it will serve as a remind of what they have to complete and of what deadlines are approaching.    Secondly it is a tool to foster regular communication between the senior and his/her advisor.     The journal is also designed to give the exit interviewers some indications of the effort and work that the student put into his or her total portfolio.

While it is a requirement that the senior include a journal as a part of their portfolio, monthly signoffs by the advisor, though strongly suggested, but not required.     A lack of entries, or entries signoff by the advisor at some date long after the end of a month, will be taken by the interviewers as an indication of quality.

PORTFOLIO COVER PAGES

For several years we supplied the classes with a generic cover page but, with the blossoming of computers and graphics programs, students now prefer to produce their own, individualized covers.

Covers maybe as simple or as technically sophisticated as students desire. All covers need to identify the material as the senior portfolio and have the following information displayed:

The student's name

The year of graduation

The advisor's name

The examples shown here do not do justice to the color computer technology now used by students.

RÉSUMÉ

- Every senior will prepare a résumé and letter of introduction.

The style and writing guide for all Coe-Brown writing assignments, including portfolio materials, is Writers Inc.      It contains several examples of résumés and letters of introduction.     While students are strongly encouraged to use these formats, they may, with the permission of their advisor and English teacher, elect to choose another format that best highlights their qualifications.    It is very common that students will have the opportunity to complete this requirement in one of several classes including, Economics, English or one of the programs in the Life Skills division.

While it is not the advisors responsibility to check the accuracy of statements made in the résumés, students are expected to base the presented materials on their real world situations.

REVIEW OF FOUR YEAR COURSE OF STUDY

- Each student will include in his/her portfolio a list of the courses he/she took during each year of his/her high school career.  

The list will serve to help exit interviewers better understand each student's background.     This list need not include grades.    There is a standardized form that the students may use or they can elect to develop their own format.

REVIEW OF SCHOOL AND COMMUNITY CLUBS, TEAMS, ORGANIZATIONS AND ACTIVITIES

- Four-year review of school and community clubs, teams, organizations and activities            

Students choosing this option will prepare a listing of the school and community activities that they have participated in during their high school career.      They may use the provided form or they may use one of their own format to best highlight their participation.    If they choose a different format they still need to include all information requested on the original form.

SAT II

-    Provide verification of completed SAT II            

Students who take the SAT II may obtain the following certificate of completion from their guidance counselor.    Students may, at their own discretion, include a copy of their test results in this section.          

SAT or ACT

-     Provide verification of completed SAT or ACT     

Students who take the SAT or the ACT may obtain the following certificate of completion from their guidance counselor.    Students may, at their own discretion, include a copy of their test results in this section.          

SCHOOL DISTRICT OR GOVERNMENT MEETING

-   Prepare a written synopsis of a school district, town meeting or government committee meeting attended for the complete session or for a minimum of two hours.

The student may choose from any local, county, state or federal government meeting.

Attending a court or trial in session as an observer would also be acceptable as a government meeting.

The student should prepare a summary that could include:

             what the meeting was

             what was transacted

the importance of the actions taken

who was involved

the student’s impression of the process

the student’s impression of the actions taken

Standard essay format as described in Writers Inc should be used.

“SENIOR PROJECT”

During the Senior Portfolio Exit Interview (see that section for more details) each senior will present what has been called the “senior project.”

Every senior will develop and give a twenty to twenty-five minute presentation on some facet of her/his educational experience that she/he feels best represents her/him.    The subject matter is to chosen by the student and may be directly related to her/his experience at Coe-Brown or from the student’s activities in the community.   Many students will chose to design and conduct a special project while others will take the experiences they already have to prepare their presentation.     The key element in selecting a project subject should be the student’s personal interest in the subject matter.     It may be representative of something they enjoy doing, what to learn more about or are considering following as a possible career.     It may also be of a service to the school or community.

When selecting a subject some thought should be given as to how it make be best presented.     Keeping logs, take photos or video taping work in progress is highly encouraged and may be very helpful in making the presentation.    Every year students come up with an impressive list of presentation subjects.    Food, art, horses, music, writing, sports, career exploration, woodworking, flying, mechanics, medical related, teaching, construction, karate, drama and computers are just a few of the subjects seen in past portfolios.     Horse and carriage rides, preparing full course dinners, barbershop quartet performances, recitals of all types, movies, displays and computer program tests have all been part of recent exit interviews.    The subject is really limited only by the students’ interests and ambition.

Seniors should discuss potential projects with their advisors beginning at their very first meeting.    While there is no fixed hour requirement, seniors should pick a subject of substance.   Some students will literally spend hundreds of hours on project related materials.    It would be hard to imagine a quality project where a student invested less than 25 hours in the development and implementation of the program.

A project proposal and preliminary plan must be submitted in writing for approval by the advisor.

SENIOR EXIT INTERVIEW PROCESS

By this time you should have finalized plans with your advisor as to the structure of your portfolio presenta­tion.    The next step will be to put the final polish on your presentation.      Just as you were told years ago in your freshmen Orientation class, the best way to make sure that you are prepared is to practice your presentation several times.

You should plan on being at the Academy at least fifteen to twenty minutes prior to your interview. There will be a check-in desk in the Multi-Purpose Room and the staff members there will direct you to your interview room.    Hopefully you and your advi­sor have planned for any special resources that you will need, like a computer or VCR/TV.

Interviewers:

This project has drawn a great deal of interest and support.     There are nearly 125 community members who have volunteered their time to serve on interview pan­els.     They will be attend­ing orientation sessions on April 20 and April 21 in order to be prepared to take part in the event.

Your interview panel will consist of three or four people.      They will receive a copy of your written portfolio mate­rial during their orienta­tion.   This will help them become familiar with who you are and what makes you a unique individual.

Your advisor will be the only other person present in your interview session.    They will be there to serve as a facilitator.       Your advisor will moderate the discussion and serve to help interpret any questions that may pre­sent difficulty.     They are there to provide support for you and for the interview­ers.

The panel members come from every kind of background typical in this area.     Many are parents and some have sons or daughters in this school.   (Don't worry, your mom won't be on your panel.)    Many of them are alumni of Coe-Brown and most of them live and work within a thirty-mile radius of the school.    One thing that they all share is a genuine interest in you and what you have to present.

Please remember that they are on your side.    The in­terviewers are not going to try to stump you.   They are not going to ask you far reaching technical questions about your subject just to see what you know.     They were not selected because they are experts in what you are presenting.     Their primary qualification is that they are interested in education and the future of students.  

The Interview:

As you enter the interview room your advisor will in­troduce you to your panel.    Please feel free to spend a couple of minutes talking with them and getting to know them.    They are all friendly people who have gladly given up their time to meet you.   

Your entire session is de­signed to last approximately twenty-five minutes.     How you present your portfolio is up to you and your advi­sor.     You may choose to stand up in front of the room and do a formal presen­tation or you may choose to have everyone sit around a table (or in a circle of desks) and present your ma­terial in more of a casual discussion format.     The choice is yours.     Check with your advisor for her/his recommendation.

The formal presentation of your portfolio should take no more than 18-20 minutes.    This will leave at least five minutes at the end of your time for the interview panel to ask you questions about your project, your ex­periences at Coe-Brown and what you see in your future.

Interview Questions:

There are no specific ques­tions that we expect the in­terviewers to ask you and grade you on.    The majority of their questions should be in reaction to your presen­tation.     To help them and to help you, we will give them the following list of possible questions that could apply to any inter­view.

1.   What experience or pro­ject at Coe-Brown did you find most beneficial to your overall education during your four years?

2. How did Coe-Brown's ex­tracurricular activities meet your needs?

3.   What area do you feel needs attention at Coe-Brown?

4.   How has Coe-Brown best prepared you for your future college and/or career plans?

5.   What overview would you give to a student consider­ing attending Coe-Brown?

6.   How does the portfolio experience compare with fi­nal exams?

Evaluation:

At the conclusion of your session the interviewers will have five minutes to prepare an evaluation of your total presentation.     They will assign a grade of ei­ther “Pass with High Honors”, "Pass with Honors" ,   "Pass" or "Fail."     Your advisor does not have a vote but has included a letter in your portfolios to tell your interviewers if you met the qualifications for Honors. To pass you must complete and document any seven or more of the optional components and successfully complete your interview.   To earn a final standing of “Pass with Honors” you have to complete seven to nine of the optional components and make an outstanding presentation.      To qualify for “Pass with High Honors” it is necessary to complete 10 or more of the components and make an outstanding presentation.   It is conceivable that a student who completed 10 or more optional components could earn any one of the four possible grades.

As was discovered in past years, receiving a passing grade is not a foregone conclusion. It is possible to receive a failing grade. A student who fails will be given an opportunity and a time to have a second interview.   The highest standing that any second presentation of a failing project can earn is "Pass."

Time is such that you probably will not receive your evaluation immediately after your in­terview.    Your advisor will notify you of your standing by the next school day fol­lowing your session.   You will also receive three copies of your portfolio materials and copies of the evaluations.     

Things to Have Ready for Your Interview:

-Your portfolio

-Any A/V equipment you may need

-Your slides, videotape, computer program, musical

  instrument or any other props that you are using for

  your presentation

Dress:

This is a major event in your senior year.    It is similar to an interview for a job.     Your appearance will be an important part of the first impression you make on your interviewers.     In business terms you are try­ing to sell a product.    That product is you and your abilities.    As in any in­terview, put your best foot forward, "Look Sharp -- Be Sharp."

We have heard many positive comments from the senior portfolio advisors about the work that you have done to prepare for this event.     As you make your final preparations, remember to continue to work with your advisor.     If they don't know the answer to any of your last minute ques­tions they do know where to turn to find the informa­tion.

GOOD LUCK!

SENIOR PORTFOLIO NARRATIVE GUIDELINES

The narrative introduces you and your portfolio to the interview committee.    Its presentation is important, so you may have to write more than one draft for your advisor.    The final version should be typed and error free.

REQUIREMENTS:    Two Narratives

     1.   The first narrative serves as an important planning tool for your entire portfolio project and it

          is due in final form to your advisor.

     2.   The second narrative is due by the final completion date of your portfolio.

GUIDELINES FOR NARRATIVES:

Narrative One

Your narrative should be done in formal essay style.    It should be one to two pages in length, demonstrate standard grammatical rules, be formal in language, and show good paragraph construction.      This first narrative should contain three components:

     1.   Introduction

          - give basic information about yourself and your education to date

          - state what you plan for your project

          - explain why you chose this project

          - discuss the portfolio components that you have already completed

    2.   Specifics About Your Project

         - state what the basic objectives are in your project

         - explain how you plan to complete your project

    3.   Goals

         - tell what you plan to do after graduating from CBNA

         - relate your project to your current and future goals

As you write this essay consider:

    1.   An introduction should be a strong paragraph, five to ten sentences in length.

    2.   Your objectives and plans should be explained in at least one paragraph but you

         can write more, depending on your project.

    3.   The conclusion and summary should be at least one good paragraph, five to ten sentences in length.

Narrative Two

As you complete your project and portfolio, parts of your original objectives and plans, as well as your future goals, will undoubtedly have changed.     To complete your portfolio you therefore are required to write a second narrative that explains the portfolio, as it is now ready to present.

This second formal narrative should:

     - address any changes from your original project plan and narrative

    -   update any changes in your future plans

    -   relate what you have gained from the portfolio experience

This second narrative should be in formal essay style, one to two pages in length and error free.

SENIOR TRANSITION PLAN

– Working with his or her guidance counselor, each senior will complete a high school to post-graduation transition plan.

The Guidance office has developed a transition plan and accompanying record form.   Every senior will meet with his or her assigned counselor to go over the plan and complete the form.     This may take several meetings during the course of the year.

The transition plan has been designed to cover the typical range of post-high school activities that students follow including college, entering the work force and the military.

STATEWIDE OR HIGHER LEVEL ACADEMIC CONTEST

- During the senior year take part in a statewide (or higher level) academically related contest or event that required pre-qualification or audition. This activity must require the student’s active participation in a contest, presentation or performance, at an away from CBNA program site as part of the event.

To achieve this component the student must take part in an event where they had to meet a pre-qualification standard, win a preliminary event or be selected through audition or application.    The application/audition process does not in itself meet the requirement.

Examples of activities students have used in the past have included:

Simply having a piece of work included in a show or in a book does not meet the requirements of this component.     If however, the student takes an active role in some type of juried process where the student has to explain and/or defend their work then they can meet this option.