Class of 2008 – The CRLS Reflection
The Career-Related Learning
Standards Reflection should be written as a first person narrative (using “I”). The reflection should convey your
communication skills through acceptable conventions. The experiences you describe to tell how you
met each CRLS should be from your high school years, and should not be limited
to the items on the checklist. Instead,
they should tell how you have extended these skills outside the classroom and
also use experiences from jobs or activities as examples. While writing this paper, be sure you have a copy of the CRLS Reflection Scoring guide which
lists the criteria for each of the Oregon Career Related Learning Standards
required for graduation from an
Format: Typed
or word processed, double spaced, one inch margins, using 12 point font such as
Arial, or another easily readable font. Length should be 3 to 4 pages.
The centered title should be:
Career Related Learning Standards
Reflection
Introductory Paragraph
Introduce yourself – tell us
what you are like and what you enjoy doing.
Briefly, (since you will go into more depth with CRLS # 6) tell what you
plan to do immediately following high school and one or two potential career
goals.
Body Paragraph One – Personal Management and Work
Ethic Skills
Tell us about how you have
learned and exhibited personal management skills and appropriate work ethic and
behaviors in school, community and/or workplace. Use as many of the Personal Management criteria
(the bulleted items on the scoring guide) as possible while describing your
skills in this area, including examples from your experiences in classes, in various
activities at school, while at work, and in the community.
Body Paragraph Two – Problem Solving Skills
Explain how you have learned
and applied decision-making and problem-solving techniques in school,
community, and/or workplace. Using an
experience, take us through the steps of your solving of a problem. Use as many of the Problem Solving CRLS criteria
(the bulleted items on the scoring guide) as possible while describing your skills,
including examples from your experiences in classes, various activities, at
work, and in the community.
Body Paragraph Three – Communication Skills
Describe how you have learned
and demonstrated effective communication skills to give and receive information
in school, community, and/or workplace. Discuss
your interpersonal skills, your writing, listening, and public speaking skills,
and your use of technology to locate, process, and present information. Use as many of the Communication CRLS criteria
as possible while describing your skills, citing as examples your experiences and
achievements from school, community or work.
Body Paragraph Four – Teamwork Skills
Tell about times you have
functioned as a member of a group or team, the roles that you have
played on different teams, and discuss the team skills that you
developed that helped to make your teams work effectively. Use the Teamwork CRLS criteria (the
bulleted items on the scoring guide) to describe your skills, using experiences
from classes, ensembles, sports, or other group activities at school, at work,
or in the community.
Body Paragraph Five – Employment Foundations Skills
Explain the ways in which you
have demonstrated academic, technical, and organizational knowledge and skills
required for successful employment. What kind of ‘employability’ skills do you
have, and how did you develop and demonstrate them? Tie in as many of the criteria
from the Employment Foundations CRLS (the bulleted items on the scoring
guide) as are applicable to your experiences.
Cite knowledge and skills learned through classes that you took, events
or activities that you have experienced, major projects you have been part of
or coordinated, or jobs that you have held.
This is where you can list practical items like tools and equipment
you’ve used, licenses such as a food handler’s permit or Red Cross card, your
computer skills, CAD skills, verbal and written communication skills, math
skills, construction skills, ‘people skills’, your work with children or the
elderly, volunteering and job experiences, etc . . .
Body Paragraph Six – Career Development Skills
Tell how you have
demonstrated career development skills in planning for your post high school goals. Describe your interests, current career goals
and ambitions. Why is this career field
interesting to you? How did you
investigate it (job shadow or internship, CIS research, or personal contact)? What aspects of your personality do you think
would help you to succeed in this field?
What have you done so far to get ready, and how do you plan to become
qualified to work in this field? It is
okay to be undecided, but you must tell about some careers you have considered,
and what you could do to get there from where you are now. You
should be able to connect things that you have already listed in your PEP, such
as goals you have written, activities you have participated in, honors you have
received, classes you have taken, schools to which you have applied, training
you have received, and/or your work experience, that show you have made plans
for your future and are following through with them.
Concluding Paragraph:
Include a few sentences on
how you have prepared for life after high school, and the people and
experiences that have helped you or influenced you the most in that
preparation.
Your Extended Application will be assessed from the entire paper,
especially looking at how you have demonstrated the CRLS knowledge and skills
in new situations in the work place or in the community, and your reflections
on the relevance of what you have experienced so far to your future.
Semester graduates – due November 30, 2007
June graduates – due February 15
*During your exit conference
with your advisor, you will use this reflection, your senior checklist and the
supporting documents you have collected in your Advisory folder to show how you
have met each of the Career-Related Learning Standards required for graduation in
*If you need school computer
time to work on this paper, you can use the Library computers or computers in
122. For help with this reflection see
your advisor, your teachers, or Mrs. Swan in 122.