ZHS PEARLS project

1602 Second Avenue
Zillah, Washington 98953-9682
Phone 509-829-5565

Component #1

High School and Beyond Plan and Activities-Annual Guidance Conference

9^th	10^th	11^th	12^th	Items
				High School & Beyond Plan
				School Activities Log

High School & Beyond Plan: WAC 180-51-067-High School and Beyond Plan: “Each student shall have a high school and beyond plan for their high school experience, including what they expect to do the year following graduation.”

To meet this state graduation requirement ZHS Students will be scheduled for an annual guidance conference at which time they will identify and review their career pathway, specific career interests, post secondary training options and select a plan of study such as Tech Prep or College Prep. The documentation form will be kept in the guidance folder. At the senior conference the HSBP form will be given to the student for their senior portfolio. High School and Beyond Plan-Form

School Activities Log: At the annual guidance conference students will account for all activities and honors completed since the last meeting. At the senior conference the School Activities log will be given to the student for their senior portfolio.

School Activities-Sample #1: You may use this sample or develop your own organized report of your annual activities. Here is another way you could choose to list your activities School Activities-Sample #2:

Component #2

Annual Summary of Classes and Best Works Documentation
(3 Student choices of work signed and dated by your instructors)

On File	Year	Due
	Freshman	May 15
	Sophomore	May 15
	Junior	May 15
	Senior	January 15

Annual Class Summary and Best Works: ZHS students are enrolled in 15 classes each year. Students are asked each year by May 15th (for grades 9-11) and January 15 (for grade 12) to write a summary of their classes taken during the year. Each year the student must have at least 3 pieces of work of their choice to document their classes. These works must be signed and dated by the instructor. These three should not all be from the same class. See Sample Annual Summary of Classes.

How to Complete Your Annual Summary: This summary describes what you learned as a person about yourself or others through these selected example classes. It is not a list of every class you took. It is not a “in Math class, I learned math” either.

Also remember the COLOR CODING is present to help you compose your annual summary:

The green section = the THESIS of the entire classes section

The yellows = The TOPIC SENTENCES for each year (or subject, or thing learned if you took those approaches). They give a TIME TRANSITION so we know what year you are talking about, too.

The reds = you point to SPECIFIC CLASSES and PROJECTS in which you learned the thing you said in the yellow. Describe enough to show us how you learned it. If you don’t, we won’t understand how you learned it.

Feel free to use the sentence starters, or change them to what you want, as long as you keep following the outline colors. Here is a sample for the Freshman year, which can be used as a model for all years of high school

In my first year in high school, the classes I have taken have taught me…

During my freshman year courses, I learned _______________, _____________, and _________________ about myself.

In my ________ (English, math…) class, I learned _____________ by having to

In my ________ class, I realized ____________when I…

Lastly, in ___________, I found out _____________ by…

So, during my freshman year, I learned _____________, ___________, and __________ in my classes.

In conclusion, my classes have taught me _____________, _______________, and _________, and those things will help me as I continue my life and education.

Each Annual Class Summary should be at least one page typed, double spaced, essay that describes your classes, what you learned and why you picked the three works as being a significant representation of your learning. . (1” margins, 12 pt font, 250-500 word estimate), This must be proofed and approved by your Senior Advisor at Portfolio grading.

Note: For the Senior year you will be asked to write a general introduction to your classes and a general conclusion. These help to tie all four of your Annual Class Summaries together.

See Sample Annual Class Summaries-Introductions and Conclusions.

Component #3

Important Documentation and Experiences (Due May 15-Junior year)

Completed	Items
	Birth Certificate
	Community Service -8 hours
	Identification: Driver’s License, State ID Card, Passport or other Photo ID
	Immunization Record
	Job Shadow and Career Report (Career based on HSBP)
	Social Security Card or Opt Out Form
	Visitation to a College, Technical School, Military, or Apprentice Program

1. Birth Certificate: Obtain a copy of your official birth certificate.

2. Community Service: Document at least 8 hours of community, church, or school service completed while at ZHS. This community service must be logged, verified by an adult supervisor or parent and not have any compensation, grade, or other benefit given for the service. Community Service Form You may use this form or develop your own organized report of your community service activities.

3. Identification: Obtain a copy your drivers license, state identification card, passport or other photo identification.

4. Immunization Records: Obtain copy of your immunization records from the ZHS Office or from your doctor’s office.

5. Job Shadow: Complete a job shadow in a career area that matches your High School and Beyond Plan (HSBP). There is no length of time requirement for job shadow. The job shadow should be with someone other than a parent or relative. Once the job shadow is completed the student will complete a form to document the experience. They will also be required to do a career report (Job Summary) as part of the documentation which will help them improve their HSBP. We encourage job shadows to be completed during non school days; however if that can not be arranged the first job shadow may be counted as a school related absence. Job Shadow Form Please use this Job Shadow form.

6. Social Security Card: Obtain a copy of your card or complete the college “Opt Out” Form. If you place your card in the portfolio you may delete the numbers.

7. Visitation: Visit a post secondary (after high school level) educational or training institution or organization that matches your High School and Beyond Plan (HSBP). This may be a university, college, technical school, military or apprenticeship program visit. It should be a formally arranged including a guided tour through the institution and must be verified by an official at the institution or parent. Visitation Form

Component #4

Completion of the Project -Senior Year

Completed	Activity	Due to Advisor	Due for Grading
	Long Term Goals- (5 years)- Cleared by Advisor	October 1	October 15
	Resume- Cleared by Advisor	November 1	November 15
	Selective Service Registration (Males only)	NA	December 10
	Testing Results (HSPE, EOC, ACT, SAT, ASVAB, etc.)	NA	December 10
	Transcript- Most Current	NA	December 10
	Voter Registration- Form or Card	NA	December 10
1 2 3	Three Letters of Recommendation	NA	December 10
	Annual Class Summaries-Best Works-Cleared by Advisor	January 15	February 1
	Senior Essay- Cleared by Advisor	January 15	February 1
	Portfolio- Cleared by Advisor	February 1	February 15
	Panel Presentation Including Visual Aids Completed	NA	March-TBD

1. Long Term Goals: A one page typed, double spaced, essay that describes your detailed plans five years after ZHS graduation. (1” margins, 12 pt font, 250-500 word estimate), This must be proofed and initialed by your senior advisor before being checked off. How to Brainstorm and Complete Your Long Term Goals Essay.


Intro:


First Body Paragraph: Topic Sentence:


First explanation:


Second explanation:


Conclusion sentence:


Second Body Paragraph: Topic Sentence:


First explanation:


Second explanation:


Conclusion sentence:

Sample Long Term Goals Essay

2. Resume: A resume is a brief personal history, which is often required for employment. The resume may include: career and educational goals, advanced and specialty courses completed, activities, clubs, sports, honors and awards, community and school service, volunteer work, work experience, and references. Resumes are usually one to two pages in length. This must be proofed and initialed by your senior advisor before being checked off.

Resume Information, Tips and Samples

Resume Outline

Heading/Contact Information: Your name is your heading. It should be bold and in larger print than the rest of the resume. Contact information includes your address, telephone numbers with area codes (remember to use a professional message on your voice mail), your email address, and web address, if you have one. Remember to check your email often.

Objective: Your objective should focus on your desired job title/goal. Concentrate on what you can bring to an employer, not on what you hope to get out of the position. Use phrases such as “To obtain an internship in accounting or finance” or “Seeking full-time position in engineering design, research, or development.”

Education & Skills: Include high school until you reach your junior year in college. Include colleges where you have obtained credits, or are working on getting, a degree. List dates of completion and any certification awarded. You may also list you overall or major GPA in this section. A brief description of your coursework, independent studies or research may be included in this section, along with computer, language, and other skills developed through your education.

Experience (Work Experience, Related Professional Experience): List your job title/position, the name of the organization for whom you worked, the dates of employment, the job title, and an active, descriptive summary of job duties. Be sure to include important keywords, or hot topics, that are relevant to your field in your job descriptions. Be certain to mention skills used and developed. If you have had unpaid and volunteer experiences which relate to your desired objective, be sure to include them in this section as well including community Service experience.

References: You may list the names, titles, and contact information (address, phone, email) of references (people who can verify your experiences, honors, awards, character, etc.) or you may simple state that a list of references are available upon request. References can be employers, teachers, coaches, family friends, pastors or others who know you well. Always ask first before listing a reference on your resume.

Additional Resume Sections: According to your background, there may be other sections, which you will want to add to your resume. These sections could include: Activities, Honors, Interests, Hobbies, Special Skills (computers & technology, world languages, etc.), Professional Memberships, licenses or certification

3. Selective Service Registration: If you are a male it’s the law and required for many federal programs including financial aid. If you are at least a 17-year-old male complete your registration on paper or on-line. Place a copy of the form in your portfolio, but replace it with your actual registration certificate once it arrives. (Form available or go on line at www.sss.gov ). If you are a female simply check the box as NA as you are not required by law at this time to register.

4. Testing Results: Obtain copies of all of your standardized testing. You may find copies in your ZHS guidance folder. This can include any standardized state or national normed tests. Common examples are HSPE, EOC, ACT, SAT, ASVAB, but you may have additional test reports.

5. Transcript: Include a copy of your most recent ZHS transcript. (received at semester end of each semester)

6. Voter Registration: Complete a voter registration form. If you are 18 you may place a copy of the form into the portfolio and mail the original. If you are not yet 18 you may still complete the form and send in 30 days prior to your 18^th birthday. You should replace this form with your a copy of your official voters card when it arrives. Download a Voter Registration Form:

7. Letters of recommendations: Gather three letters of recommendation. It is suggested, but not required, that one be from a school staff member (school related), one from an employer (job related) and one from a member of the community (community related).

Letters of recommendation are required for many kinds of applications such as employment, scholarships and admissions. While all students obtain at least 3 letters of recommendation, many will choose to get 5-7 letters and use different references for different situations.

Naturally, you should get letters from people who know you best. A bland or neutral letter, from somebody who knows you only as a name on a class roll, can hurt more than it helps. Ideally, your letter-writers are your advocates. The single best thing you can do, to get a good letter of recommendation is to provide your letter writer with useful information. That may be accomplished with a Resume and/or completed Data Sheet.

How to approach potential letter writers

1. Make a list of teachers, coaches, advisors, employers, supervisors, pastors, community and persons who will be your best advocates and who know you best.

2. Next set up an appointment to discuss your request in person. Do not make the request via email or phone. Be prepared to explain what your letters may be used for.

3. Present them with supportive materials (resume and/or data sheet)

4. Letters of recommendation are written strictly on a voluntary basis. Faculty members, employers and others may decline to write them. The best approach is to ask potential letter writers if they are willing to write you a strong letter. If you sense reluctance or the answer is no, ask someone else.

5. Give writers at least one week advanced notice prior to your deadline. Ask if that will be acceptable.

6. Reach closure on how and when you will be by to pick up the finished letter.

7. Check back with the write a day or two before the agreed upon due date to make sure they are on track to finish the recommendation letter.

8. Always send a short thank you note to all who take time to write letters of recommendation for you. It is also a nice gesture to tell them of any success that resulted from their letters (college admission, scholarship, job opportunity, etc.)

8. Annual Class Summaries and Best Works: ZHS Students are enrolled in 15 classes each year. Students are asked each year by May 1^st (for grades 9-11) and February 15 (for grade 12) to write a summary of their classes taken during the year. Each year the student must have at least 3 pieces of their choice to document their classes. These works must be signed and dated by the instructor. These three should not all be from the same class. Each Annual Class Summary should be at least one page typed, double spaced, essay that describes your classes, what you learned and why you picked the three works as being a significant representation of your learning. You have been doing this each year. Now as a senior you must completed this requirement and submit it along with your portfolio to your advisor. (See Component #1 for details) This must be proofed and approved by your Senior Advisor at Portfolio grading

Note: For the Senior year you will be asked to write a general introduction to your classes and a general conclusion. These help to tie all four of your Annual Class Summaries together.

See Sample Annual Class Summaries-Introductions and Conclusions.

9. Senior Essay: The Washington State Board of Education (SBE) Learning Requirements must be documented in the essay. The SBE requirements are that students must demonstrate in their FOCUS area are how they have learned to:

Think analytically, logically and creatively, and integrate experience and knowledge to form reasoned judgments and solve problems.
Understand the importance of work and how performance, effort and decisions directly affect future career and educational opportunities.
Developed a High School and Beyond Plan

Write an essay of sufficient length to cover all required information. The essay should be typed, 1-inch margins, double spaced, 12 pt font and be at least five pages in length. You may use supplemental materials to illustrate your essay, but they do not count into the five pages of text. Turn in your essay to your advisor at least one week before the final deadline so that any corrections can be made.

The staff member must complete the “PEARLS ESSAY EVALUATION SHEET” as part of this process. The final draft must be neat, error free, proofed and initialed by your senior advisor before being checked off.

Think of the essay as a written example of what your actual panel presentation will be. In other words, if someone was unable to attend your panel presentation, they could read your essay and obtain similar information.

FOCUS AREA The essay must have a specific focus area. Students find that a significant activity or project or experience in and/or out of school will help demonstrate the required learning. Pick something you are interested in and that shows how you have changed! It is kind of free choice, really. You just want to make sure you pick something meaningful. Ideas include:

How you have changed in the last years?
What you have learned in the last years?
How you have met the SBE Learning Requirements through your Focus Area

Some Focus Area Examples: Music, Clubs, Sports, ASB, Church Youth Group, 4-H, Work Experience, etc.

Projects You Have Completed: You may have restored a car, raised animals, made something, completed a job, etc. and learned a lot from it. Through doing the project, you realized something about yourself.

Activities You Have Participated In: You may have attended an event or series of events (like a camp, or mission trip, or championship), gone somewhere special, spent the summer working for your grandpa, played a sport, or been in a club or a play. You will know if something is workable for use in the Focus Area if you have lots to say about it.

Processes and Experiences You Have Gone Through: Sometimes life throws things at you and you have to grow through them. Some processes you might have learned from or grown stronger from are being a foster child, being adopted, caring for siblings, having a baby, getting in trouble and getting out of it, or learning a new language and culture.

The Focus Area Essay-Construction

Write a paragraph length INTRODUCTION to the entire essay.
Write the body which will tell the story (Narrative ) of your high school career and detail the focus area
Write a paragraph length CONCLUSION to the entire essay and put it after the Body section.

Once it is all written, it most commonly goes together like this:

Introduction

Focus Area Section

Conclusion

FOCUS AREA OUTLINE

Notice that this outline is dependent on the FIVE W’s and H just like the personal statement was.

In essence, you are telling a story about something you went through or did that has changed you or helped you learn/realize something about yourself or others.

Follow the same color coding: Green tells where you are going with this section, Yellow gives reasons or facts to prove your green is true, and Red gives lots of details to show or explain how the yellow is true.

Introduction: Tell what you have chosen for your focus area and what you have learned from it.

(See Help with Introductions below)

Focus Area Body: What was the experience you had?

When did it occur?

Who was involved?

Where did it take place?

Or if doing project: What did you do and when?

Follow that by writing with lots of description to EXPLAIN (Tell your story!). Be sure to say how old you were somewhere. This will be pretty long.

Sum up what you just wrote.

HOW did that experience affect you or change you?

Explain that by telling more story about how what you did, or went through affected you as you went through it and afterwards.

Sum up what you just wrote.

Why is this experience important in making you who you are now?

Explain in detail.

Sum up what you just wrote.

Conclusion: What did you learn by going through this experience? How will it help you in the future?

(See help with conclusions below)

Write Out Your Essay

The next step is to use your outline to write the essay. When you write them out, it is a good idea to get them typed up as early in the drafting process as you can. Remember, eventually, they will need to be DOUBLE SPACED and with 12 point font and 1” margins. The faster you can type them, the more you can take advantage of your word processor’s spell check and grammar checks (though don’t rely on them completely!)

Help with Introductions

Help with Conclusions

Effective conclusions must:

Restate the thesis—use synonyms—to sum up the entire argument of the paper. Begin this restatement with a transition so we know you are about to conclude.

This “restatement” should be the CONCLUSION DRAWN after reading all of the evidence/information you just presented in the body of your paper.

Expand the idea from the specific topic (YOU as you are NOW or WERE in the last four years) out to other people or to the future. In conclusion, as I looked back at my four years in high school, I found that the classes and activities that I was involved in, and my involvement with ____________ have taught me that is important to ______________________and that to succeed I must __________________________. I really think that because I have realized these things about myself, I will be able to _____________________________ in my future as I _____________________________________. Looking back on one’s own history is a valuable tool for anyone that wants to succeed in their future.

After you have all parts of the essay written out, you need to:

Make a title page
Proofread it, proofread it, proofread it. (It has to be perfect before it will be signed off! )
Print it and turn it in to your advisor with an evaluation sheet. Do this at least two weeks BEFORE the grading due date. This will allow time for any corrections prior to grading.

Turn in your essay to your advisor at least one week before the final deadline so that any corrections can be made. The staff member must complete the Essay Evaluation Form as part of this process. The final draft must be neat, error free, proofed and initialed by your senior advisor before being checked off.

Here is a sample essay that you can review.

Essay Construction and Organization-PowerPoint Example

10. Portfolio: You must organize all your materials into a portfolio or notebook which represents your ZHS career. The portfolio should be neat, proof read, error free and well organized. It should be something you take pride in as it could be presented to a future employer, college admission board, or scholarship committee. Follow the checklist for order of items. Also see the grading criteria before beginning. Once you have completed your portfolio, give it to your advisor at least one week before the posted deadline. The advisor will judge evaluate your portfolio and will inform you if it has met standards. As soon your advisor approves your portfolio, you will be scheduled for your PEARLS panel presentation. Click here to see the Portfolio Evaluation Criteria and the Portfolio Evaluation Form.

Portfolio Organization:

Select a three ring binder of sufficient size (1 inch). You should identify this portfolio as your PEARLS portfolio by placing identification information such as your name on the outside front cover and down the spine.
The first page inside the notebook should be a title page with your name and address.
The next page should be a checklist showing what you have included in the portfolio.
Next you should use dividers to separate these sections
- Component #1
- Component #2
- Component #3
- Component #4
- Component #5

NOTES

Some students choose to put all their papers plastic sheet covers, but it is not required.

Students are encouraged to put time into the organization and decoration of their portfolio to make them stand out as exceptional.
Students are reminded that the portfolio reflects on them; therefore, all papers and documents should be presented as neatly as possible.
Very neat and legible handwriting, printing; or typed pages should be presented on all forms.

11. Panel Presentation: After writing the essay and getting the portfolio approved, students will then make presentation based the essay that covers the Washington State Board of Education (SBE) learning requirements to a small panel. This will be the final step to meet the SBE and the ZSD’s Culminating Project Requirement.

Your presentation should last about 20 minutes. In that time, you need to present your portfolio, and give the panel an idea of what you learned about yourself from your classes, activities, and your chosen focus area. Sound familiar? It should. In essence, you are orally presenting what you said in your essay and class summaries! You are not reading your essay, though. So, what are you doing?

You will spend no more than 5 minutes presenting highlights from your portfolio, including your components, your summary of classes-best works. Your advisor will have already gone through your entire portfolio, so you don’t need to show the panel every page. Mark with sticky notes the key parts of it that you learned something while doing, or that you see as useful in the future.

Spend no more than 5 minutes on discussing your activity involvement. This is an overview of what stood out to you and why. You are going to tell the panel what you have learned about yourself in the last four years, Talk about those briefly—tell why they stood out to you. Don’t just tell us what they are— that is obvious.

Then, the most important part begins. Spend the rest of your time (about 10-12 minutes) on the focus area that you got to choose. So, over half of the presentation is about something you really care about and got to choose yourself!

During the focus area part, use visual aids. Pictures, trophies, souvenirs, t-shirts, certificates, video, etc. are very valuable in keeping the panel interested and showing them what you experienced or did for your focus area.

As you tell your story, show visual aids. Every project MUST have some kind of visual aid to help illustrate your presentation. This could include any audio-visual materials, models, posters, photographs, etc. to help illustrate your high school career, focus area and future plans. Don’t just show a bunch of visual aids all at the end. Insert them in the presentation as you talk about the things that they relate to. Try to avoid just passing pictures around...it is distracting and doesn’t really do much good. Put them up on a display board, or better yet, USE POWERPOINT.

We recommend using PowerPoint because it does two things

It is an easy method by which EVERYONE can see your visual aids clearly.
It provides YOU live note cards (almost a cheat sheet if you will)! If you use bulleted lists of your main points on slides, you can simply look at the laptop screen to see what you are going to talk about next! Easy!

Practice your oral presentation before your scheduled panel. Your appearance is important therefore you should dress appropriately as if this was a business presentation or a job/college interview. You will be evaluated on content, meeting the SBE Goals, the presentation and your visuals. Poise, confidence, organization and knowledge of your plan and portfolio are very important.

Click here to read the Panel Presentation Criteria and Panel Presentation Evaluation form. We also have a Sample PowerPoint presentation that you can view.

For underclassmen or community members we also have information about serving as a panel member. Panel Member Information

Due: Presentations will normally be completed n March of the Senior Year before Spring Vacation and will be graded Pass or Fail

Early Presentation Options: For students who wish to complete this graduation requirement before the scheduled time, presentations may be scheduled if all items (other than senior best works) are completed. Students should turn in all completed materials for grading at least one week before the scheduled presentation. Presentations may be scheduled early with principal approval. There may be presentations opportunities each semester for those students who wish to complete this graduation requirement from October-February. Contact the principal for more information.

Classroom Panel Presentation Option: For students who wish to present before March 1st of their senior year, it may be possible to schedule an in class presentation with teacher and principal approval.

Component #5

Addendum (Optional)

This would be required for students seeking to be considered for a “3” rating.

While not required, all ZHS students are recommended to submit an organized addendum as part of their portfolio. This section may include additional items not required in other components. The addendum materials, and documents should enhance the portfolio (and the students high school career) could include certificates, awards, community service, leadership, or other career and life experiences. Here are some examples of addendum items that students may include (and a suggested order of organization in the portfolio):

Advertising Project: Students who complete a class project on advertising at the B+ level or higher may submit the project for the portfolio.

Advertising Sales: Students who work for at least one semester on advertising sales for the newspaper, OWEGO, sports programs, may submit samples of their work.

Apple Bowl: Participate as part of the Apple Bowl Team. Have this verified with a letter or certificate from the advisor.

Art Show: Participate in an art show. Verify this with a letter or certificate from the teacher and a if possible include a picture of the art work on display.

Athletic Awards Letter/Participation Awards: You may place a copy of your award for verification in your portfolio. These may be local (ZHS), league, district or state level.

Award Certificates: You are allowed to document up to four special awards not found elsewhere in this component. May be repeated.

Budget Project: Students who complete a class project on budgeting at the B+ level or higher may submit the project for the portfolio. It is recommended that this be at least a twelve month budget.

Career/Leadership Contest: Compete in a career or leadership contest beyond the local level. Documents with a certificate or letter.

Checkbook Balancing Project: Students who complete a class project on balancing a checkbook at the B+ level or higher may submit the project for the portfolio

Citizenship Essay: Write an essay on “What Citizenship Means to Me” or “How to be a Good Citizen and Why it is Important for Citizens to Become Involved in Their School and Community” as part of a classroom assignment or for a contest. The essay should be at least 1 page, 12 pt font, 1 inch margins, double spaced. This must be verified by a teacher.

Attend the public meeting and then complete a report and attach an agenda if available. Once only. (form available)

Career Research: Review the WOIS or Bridges Career Bridge (or other reliable source) career information for an occupation of interest. Print out the report and use the ZHS form to review this career area.

Class/Club Officer: Document your service as a class, club or activity officer.

Classroom Demonstration: Conduct a classroom demonstration for at least 10 minutes. Following the demonstration write a paragraph describing this demonstration and have your teacher sign to verify.

College and/or Career Fair: Attend a college and/or career fair where more than five representatives are present. You should meet with at least three different college representatives and get their signatures. College Fair Form

Committee Leader: Serve for at least one semester as a committee leader for a school organization. Write a paragraph on the duties and responsibilities of this committee and major accomplishments. Have your advisor sign to verify.

Comparison Shopping Project: Students who complete a class project on comparison shopping at the B+ level or higher may submit the project for the portfolio

Convention: Attend a state or national convention. At the end of the convention write a one page paper about the convention or supply other suitable documentation and have your advisor sign to verify.

Credit Project: Students who complete a class project on credit at the B+ level or higher may submit the project for the portfolio. The project paper should include: credit cards, auto and home loans and interest rates.

Drama Production: Document the drama productions that you participate in. Use a program or a drama certificate to verify this.

FAFSA: Complete a Free Aid Form for Student Assistance (FAFSA) form.

First Aid/CPR Certification: Obtain a copy showing completion of this course while at ZHS.

Food Handlers Certification: Obtain copy of your Washington State certificate.

Health & Fitness Plan: Students who complete a class project on health and fitness planning at the B+ level or higher may submit the project for the portfolio. It should include an exercise plan that you can follow after graduation.

Honor Roll Certificates: Place a copies of your honor roll certificates for verification.

Income Tax Form: Complete an appropriate tax form for your current situation or complete a class project with a simulated income tax situation. (Personal financial information may be delete after teacher verification) IRS Web page for Understanding Taxes

Insurance: Students who complete a class project on insurance and risk management at the B+ level or higher may submit the project for the portfolio. It should include your needs and costs for insurance (life, car, home) after graduation.

Job Interview: Participate in a job interview, either an actual interview or a class simulation. Verification from the interviewer is required. Job Interview Form

Leadership Camp: Document your attendance at a leadership camp.

Letters of Acceptance to Colleges/Schools: Obtain copies of your letters of acceptance for post-secondary education.

Letter to the Editor: Have a letter to the editor published and submit a copy from the newspaper or complete a letter as a class project that is graded and verified by the teacher.

Menu Plan: Students who complete a class project on menu planning at the B+ level or higher may submit the project for the portfolio. It should include a detailed daily plan for at least one month that you can follow after graduation.

NCAA Clearing House Forms: If you complete the NCAA Clearing House form as part of your college registration process you may add a copy to your portfolio. NCAA Clearinghouse Website

News Article or Photograph: If a newspaper publishes a photo or article of you doing something special, this may be copied and used as an item for this component. Or if you write an article or submit a photograph that is published in a paper. Bring a copy of the article for your portfolio indicating publication date.

Open House: Documents your attendance at each ZHS open house when you attend with your parents. Give your parents a tour and introduce them to your current teachers. Open House/Conference Form

Pep Band: Document your perform with the ZHS pep band with your advisor.

Personal Statement: If you are applying to a college which requires a specific personal statement to be addressed as part of the admission process you may include a copy here. The personal statement is a critical part of most college applications, scholarships and even some jobs. It tells a committee “who you are”. When you write a Personal Statement, tell about those aspects of your life that are not apparent from information provided in the rest of an application form. Tell about the experiences that don’t show up on your transcript: a character-defining moment, a personal challenge faced, a hardship overcome, the cultural awareness you’ve developed, special goals or objectives, or a significant high school experience that will help you in a future career. Your Personal Statement is the best means an admission or scholarship committee has of getting to know you. Personal Statement Tips

Public Meeting or Hearing: Attend a public meeting or hearing and then complete a report and attach an agenda of the meetings. Examples of local public meetings are the Zillah City Council meetings are held the first and third Mondays of each month. 7:00 pm in the Police/Court building and the Zillah School Board meets the 4^th Monday of each month at 7:00 pm at ZMS. Public Meeting Form

Radio/TV Promotions: Produce a Radio or TV promotion for a school or community activity. Describe your involvement with the promotion

Research Paper: Students who complete a class project research paper at the B+ level or higher may submit the project for the portfolio. The paper must be at least 8 typed pages, 12 pt font, 1” margins, double-spaced.

Running Start Application: This is only for students who actually enroll in Running Start and earn credit through YVCC. Running Start Program Form

Savings & Investments: Students who complete a class project on savings and investments at the B+ level or higher may submit the project for the portfolio. The project should detail out your future plans for savings and investments.

Scholarship Awards: Obtain copies of your scholarship awards for your portfolio.

Special Certification or license: If you earn certification in any specialty area bring in a copy of the certification.

Time Management Project: Students who complete a class project on time management at the B+ level or higher may submit the project for the portfolio. The project should detail out your future plans for time management.

YV Tech Application: This is only for those students who actually attend YV Tech and earn credit on the transcript.

Other-If you have an any other item of significance that you would like to include in your portfolio but is not listed above, you may add it here at the end of Component #5

Class of 2014 PEARLS Advisors

Class of 2014 PEARLS Advisor Assignments
Student	Advisor	Student	Advisor
Acosta, Sofia	Mr. Raab	Mengarelli, John	Mr. Charbonneau
Adams, Orry	Mrs. Gabriel	Milam, Brianna	Mrs. Brant
Antunez, Gabriel	Mr. Brown	Moreno, Abigail	Mrs. Lewis
Arriaga, Nancy	Mr. Hull	Moreno, Benjamin	Mrs. Lewis
Barocio, Esmeralda	Mr. Ford	Mork, Brittany	Mr. Ford
Bell, Eugene	Mr. Schoonover	Navarro, Jose	Mrs. Wells
Borrego, Miranda	Mr. Ford	Olivas, Jaclyn	Mrs. Brant
Bower, Bryce	Mr. Johnson	Paredes, Felipe	Mrs. N/Mrs. K
Calhoun, Kurt	Mr. Gabriel	Patterson, Lexi	Mr. Robillard
Camacho, Cesar	Mrs. Anderson	Perales, Rachel	Mrs. Calhoun
Campbell, Naomi	Mr. Hull	Perrault, Taylor	Mr. Ford
Cartmell, Haillie	Mrs. Lewis	Ramos, Hector	Mr. Robillard
Chumley, Reginald	Mr. Robillard	Rampey, Rebbecca	Mr. Raab
Clark-Bliss, Tyler	Mrs. N/Mrs. K	Rasberry, Jade	Mrs. N/Mrs. K
Collins, Zachary	Mr. Charbonneau	Razo, Joycelynn	Mrs. Brant
Combelic, Ryan	Mr. Nelson	Reed-Daniels, Devyn	Mrs. Johnson
Creeley, Leevi	Mr. Brown	Reynolds, Rebecca	Mrs. Gabriel
Derrey, Cole	Mr. Gabriel	Rodriguez, Jackie	Mr. Nelson
Diaz, Yesenia	Mrs. Carter	Ross, Marissah	Mrs. Lewis
Donnini, Isabella	Mrs. N/Mrs. K	Ruvalcaba, Angel	Mr. Raab
Dunbar, Madeline	Mr. Masini	Saenz, Anthony	Mr. Hull
Ellis, Madison	Mr. Charbonneau	Sanchez, Michael	Mrs. Lewis
Erickson, Katherine	Mr. Nelson	Sappenfield, Dystiny	Mr. Gabriel
Fernandez, Jr., James	Mrs. Camarata	Schenk, Trinten	Mrs. Carter
Fisher, Mirage	Mrs. N/Mrs. K	Seaman, Emily	Mrs. Camarata
Francisco, Cristian	Mr. Robillard	Sechser, Haily	Mr. Masini
Garcia Mora, Braulio	Mr. Christianson	Sifuentes, Megan	Mrs. Brant
Gonzaga-Flores, Miguel	Mrs. Lewis	Slack, Delanie	Mr. Masini
Green, Jacob	Mr. Gabriel	Smith, Jacob	Mr. Gabriel
Green, Rosie	Mr. Schoonover	Smith, Sterling S.	Mr. Christianson
Gregory, Amanda	Mrs. N/Mrs. K	Snell, Taylor	Mrs. Anderson
Gregory, Andrea	Mrs. N/Mrs. K	Soto, Eva	Mrs. N/Mrs. K
Gutierrez, Denisse	Mr. Masini	Southards, Braiden	Mrs. Johnson
Hendren, Wiley	Mr. Christianson	Stephens, Garrett	Mr. Hull
Hernandez, Aurora	Mrs. Lewis	Treece, Kristale	Mrs. Gabriel
Hiemstra, Alice	Mrs. Anderson	Tuning, Ethan	Mr. Schoonover
Howell, Cheyenne	Mrs. N/Mrs. K	Turntoes-Kuhnhenn, Rayanna	Mrs. Anderson
Isaac, Abriah	Mr. Johnson	Valencia, Norma	Mr. Johnson
Johnson, Kasey	Mrs. Johnson	Vandermeulen, Cole	Mrs. Gabriel
Johnson, Kody	Mrs. Johnson	Villanueva, Mataya	Mr. Johnson
Juan, Cody	Mrs. Gabriel	Villegas, Monica	Mr. Johnson
Kelley, Tiffany	Mrs. Calhoun	Wallace, Jacob	Mr. Brown
King, Hunter	Mrs. Carter	Warford, Christopher	Mrs. Carter
Kuehn, Brandon	Mrs. Lewis	Waterman, Albert	Mr. Christianson
LaPierre, Garrett	Mr. Ford	Watlamet, Dakota	Mrs. N/Mrs. K
Leon, Andres	Mrs. N/Mrs. K	Wesselius, Coraima	Mrs. Calhoun
Liebert, Angelica	Mrs. Camarata	Whitaker, Ashton	Mr. Raab
Lustre, Juan Carlos	Mrs. Carter	Widner, Brady	Mr. Brown
Mariscal, Maritza	Mr. Nelson	Wiersma, Gracie	Mr. Robillard
McAvoy, Taylor	Mr. Nelson	Wright, Lexie	Mrs. N/Mrs. K
McCombs, Brayden	Mr. Brown	Yanez, Kristen	Mrs. Brant
Mears, Clayton	Mrs. Camarata	Zarate, Andres	Mr. Charbonneau
Medina, Luis	Mrs. Calhoun	Ziegler, Haley	Mrs. Camarata

PEARLS PANELS ASSIGNMENTS 2014-TBA February 2014

PEARLS Project Table of Contents
Check List	PEARLS Narrative	Advisors For the Class of 2014	Presentation Schedule-2014
Component #1	Component #2	Component #3	Component #4	Component #5
Note to visitors: The information presented is for Zillah School District students and their families to help them to complete the state mandated Senior Culminating Project for graduation. PEARLS has been in development since 1992. The Zillah School District has spent considerable time and resources in development and implementation of PEARLS. We feel it is a solid project that has proven its benefits over the years. Many other districts have patterned parts of their culminating projects after PEARLS. All we ask is that if you choose to use parts of our project, please contact the Superintendent (509.829.5911) for permission to copy and use materials and to please give notation of a credit to the Zillah School District.

Year

Freshman

Completed

Activity

Due to Advisor

Due for Grading