- Communication
Sophomore Year:
-Standard 1: Written Communication
- 1. The student leader applies knowledge of proper tone, formatting, and the appropriate use of business or friendly email.
~Evidence: I emailed Taylor Farms regarding a request of a donation towards ASB. This donation required businesses to donate $500 and in return, the leadership class would put their business logo on the back of our dog pound shirts. This donation does not only benefit ASB, but in fact it has a positive impact on our community on and off campus. The money ASB earns goes towards planning events for our school. Students are able to have a fun and cherish able high school experience while parents and guardians feel comfortable and happy that their child has a environment at school that cares for their experiences.
Sophomore Year:
-Standard 1: Written Communication
- 1. The student leader applies knowledge of proper tone, formatting, and the appropriate use of business or friendly email.
~Evidence: I emailed Taylor Farms regarding a request of a donation towards ASB. This donation required businesses to donate $500 and in return, the leadership class would put their business logo on the back of our dog pound shirts. This donation does not only benefit ASB, but in fact it has a positive impact on our community on and off campus. The money ASB earns goes towards planning events for our school. Students are able to have a fun and cherish able high school experience while parents and guardians feel comfortable and happy that their child has a environment at school that cares for their experiences.
-Standard 2: Interviewing Skills
Sophomore Year: -3.The student leader anticipates possible interview questions and rehearses potential responses. -Evidence: I ran to be the ASB Treasure for the school year of 2023-2024. I practice possible interview questions I am be asked in order to prepare for the interview. I made my mom ask me the questions while I answered in a professional manner. After we rehearsed she gave me advise on what to fix or how to answer a question better. Once the day came to take the interview, I was less stressed and felt confident. |
-Standard 5: Conflict Resolution
Junior Year -3. In a group conflict, the student leader identifies individuals’ roles in the conflict, utilizes active listening techniques with the group, acknowledges their own role in the conflict, and reaches group consensus on a path forward. -Evidence: One of the classes had an issue in their class that needed to be addressed. Since I'm part of ASB I helped the class out and talked to the individual that was causing the conflict. I was very respect and told them that I was thankful for their cooperation and that they are a great asset to our class because I don't want them to think we dislike them. Everyone makes mistakes and this is a learning experience. |
- Personal and Social Development
-Standard 3: Social and Emotional Learning
Sophomore Year:
- 5. The student leader establishes and maintains healthy relationships with the student leadership team, the student body, and adults.
-Evidence: A individual in my class has been stressed out with personal issues. Every once in a while or each time she is absent I make sure to check up on her. I do not want to only be my classes president but I also want to be someone that can trust and feel comfortable around. Keeping a bond with ASB
is important because they have stressful positions and encouraging words can always boost their mood. In my council group chat a student messaged Emerson, the ASB President, of how proud they were of her. Being able to add the exclamation point icon meant a lot to me. I have seen Emerson grow since CADA, a leadership training, and it has inspired me to make a difference for my community. I will always be proud of not only Emerson but the entire leadership class and ASB combined. Lastly, I emailed both the Class of 2025 advisors on scheduling a monthly meeting for
updates on fundraiser, events, and new ideas. This meeting is not only abut leadership. The Class of 2025 stays into talk to the advisors even after the meeting is over. We want our advisors to feel welcomed and appreciated for their work.
-Standard 1: Group Dynamics
Sophomore Year:
-6. The student leader celebrates accomplishments and recognizes the contribution of others.
-Evidence: I sent a text to my class saying thank you for everything they have done. I said how thankful I was to have the opportunity to be my classes' president for the past two years. Now that I have moved on to ASB I will be leaving my class but I wanted to remind them of how proud I was of our hard work and accomplishments.
-Standard 2: Goal Setting, Feedback, Evaluation
Junior Year:
-2. The student leadership team sets attainable goals to improve school culture and climate.
-Evidence: During leadership development day with West, Kimball, Millennium, and Mountain House we learned
several new things on how to improve our campus such as campus needs and activities. I took away
a great learning experience and met new people with the same goals. I have made goals to improve
Tracy high and learned how to accomplish those goals. The main goal I had was to continue our school spirit even when it is discouraging. For example, I noticed that Mountain House's leadership was super spirited but when I talked to one of their students they were explaining how bad their school spirit is. However, what caught my eye is that she mentioned they continue to show their
spirit as a leadership class even if they look silly. I want to bring this type of attitude to Tracy High because we tend to lose our spirit when we are losing a game or no one participates. Some ways I have started to try and implement this is by starting new chants to help us continue to cheer on the players even when they are losing. I also started making different ways to get participation. The main one that is new this year is formal proposals. I started the account to try and get people to get
excited about our dances and want to try and win free tickets. This makes people feel more included when they have a chance to be on the Tracy High accounts and show their proposals.
-Standard 3: Social and Emotional Learning
Sophomore Year:
- 5. The student leader establishes and maintains healthy relationships with the student leadership team, the student body, and adults.
-Evidence: A individual in my class has been stressed out with personal issues. Every once in a while or each time she is absent I make sure to check up on her. I do not want to only be my classes president but I also want to be someone that can trust and feel comfortable around. Keeping a bond with ASB
is important because they have stressful positions and encouraging words can always boost their mood. In my council group chat a student messaged Emerson, the ASB President, of how proud they were of her. Being able to add the exclamation point icon meant a lot to me. I have seen Emerson grow since CADA, a leadership training, and it has inspired me to make a difference for my community. I will always be proud of not only Emerson but the entire leadership class and ASB combined. Lastly, I emailed both the Class of 2025 advisors on scheduling a monthly meeting for
updates on fundraiser, events, and new ideas. This meeting is not only abut leadership. The Class of 2025 stays into talk to the advisors even after the meeting is over. We want our advisors to feel welcomed and appreciated for their work.
-Standard 1: Group Dynamics
Sophomore Year:
-6. The student leader celebrates accomplishments and recognizes the contribution of others.
-Evidence: I sent a text to my class saying thank you for everything they have done. I said how thankful I was to have the opportunity to be my classes' president for the past two years. Now that I have moved on to ASB I will be leaving my class but I wanted to remind them of how proud I was of our hard work and accomplishments.
-Standard 2: Goal Setting, Feedback, Evaluation
Junior Year:
-2. The student leadership team sets attainable goals to improve school culture and climate.
-Evidence: During leadership development day with West, Kimball, Millennium, and Mountain House we learned
several new things on how to improve our campus such as campus needs and activities. I took away
a great learning experience and met new people with the same goals. I have made goals to improve
Tracy high and learned how to accomplish those goals. The main goal I had was to continue our school spirit even when it is discouraging. For example, I noticed that Mountain House's leadership was super spirited but when I talked to one of their students they were explaining how bad their school spirit is. However, what caught my eye is that she mentioned they continue to show their
spirit as a leadership class even if they look silly. I want to bring this type of attitude to Tracy High because we tend to lose our spirit when we are losing a game or no one participates. Some ways I have started to try and implement this is by starting new chants to help us continue to cheer on the players even when they are losing. I also started making different ways to get participation. The main one that is new this year is formal proposals. I started the account to try and get people to get
excited about our dances and want to try and win free tickets. This makes people feel more included when they have a chance to be on the Tracy High accounts and show their proposals.
- Civic and Service Learning
-Standard 3: Community Service
Sophomore Year:
- 2. The student leader participates in service activity or project to serve a specific need of others.
-Evidence: During the summer of 2022 I helped my church with children services. I still continue this until this day. I entertain the kids with activities that relate to the Gospel and help that Pastor teach his lesson for the day. Being able to work with kids while teaching an important aspect of life has inspired me. This simple community service opportunity has given me an idea of what I want to do as a career. I would love to go different places teaching the Gospel to multiple people.
-Standard 1: Civic and Community Engagement
Sophomore Year:
-2. The student leader identifies the financial restrictions and guidelines of other organizations.
-Evidence: My class planned to have a car show to engage with our community while having a fundraiser.
However, our district said we couldn't do the event unless we met all of the guidelines. Our class was
upset but had to accept the guidelines the district had and we moved past the problem.
-Standard 3: Community Service
Junior Year:
-2. The student leader participates in a service activity or project to serve a specific need of others.
-Evidence: Brighter Christmas is an organization that wants to help those that don't receive presents on Christmas. I decided to take home 4 Brighter Christmas boxes to make gifts for people around the world. I am so thankful and blessed that I am able to be surrounded by my family on Christmas day with so much love and gift. It makes me sad to think that some people don't have anything close to this on such an important day. By giving these gifts to people not only does it help those in need but it makes me reflect on my life and realize that I am so blessed with many things. I don't need all the expensive and fancy gifts but I am able to have it even when there are people in the world starving and fighting for shelter.
-Standard 3: Community Service
Sophomore Year:
- 2. The student leader participates in service activity or project to serve a specific need of others.
-Evidence: During the summer of 2022 I helped my church with children services. I still continue this until this day. I entertain the kids with activities that relate to the Gospel and help that Pastor teach his lesson for the day. Being able to work with kids while teaching an important aspect of life has inspired me. This simple community service opportunity has given me an idea of what I want to do as a career. I would love to go different places teaching the Gospel to multiple people.
-Standard 1: Civic and Community Engagement
Sophomore Year:
-2. The student leader identifies the financial restrictions and guidelines of other organizations.
-Evidence: My class planned to have a car show to engage with our community while having a fundraiser.
However, our district said we couldn't do the event unless we met all of the guidelines. Our class was
upset but had to accept the guidelines the district had and we moved past the problem.
-Standard 3: Community Service
Junior Year:
-2. The student leader participates in a service activity or project to serve a specific need of others.
-Evidence: Brighter Christmas is an organization that wants to help those that don't receive presents on Christmas. I decided to take home 4 Brighter Christmas boxes to make gifts for people around the world. I am so thankful and blessed that I am able to be surrounded by my family on Christmas day with so much love and gift. It makes me sad to think that some people don't have anything close to this on such an important day. By giving these gifts to people not only does it help those in need but it makes me reflect on my life and realize that I am so blessed with many things. I don't need all the expensive and fancy gifts but I am able to have it even when there are people in the world starving and fighting for shelter.
- Government
-Standard 4:Effective Meetings
Sophomore Year:
- 3. The student leader creates relevant agendas and maintains accurate minutes.
-Evidence: I have had several class meetings to discuss fundraisers, homecoming, and new ideas for our class.
In order for me to stay organized I wrote down agendas that my class and I could follow during the meeting. Whenever we discussed about spending or earning money, we needed to fill out meeting minutes. I have learned how to correctly fill out the meeting minutes paper. Being able to do this process correctly will help me whenever my Class Sectary is absent and can not do the paperwork.
-Standard 3: Elections and Appointments
Sophomore Year:
-4. The student leader constructs a campaign speech or presentation and/or participates in an interview process.
-Evidence: The ASB from this year and the future ASB had questions to ask for the people interviewing to be in the
leadership class for next year. We had to make a list of all the students applying and put them by
position they applied for. Lastly, we ranked their application and came together as group to decide the leadership class for 2023-2024.
-Standard 2: Procedures
Junior Year:
-3. The student leader follows the established chain of command protocol for the student leadership team, the school, and the school district.
-Evidence: In order to get access to ASB's account for funding I had to sign that I agreed to follow the rules which were
not changing the password and just being trustworthy with the funding account in general. Now I am on a
contract that says I will respect and follow the rules the school gives us to have access to our
activities account. I understand that along with following these rules is being able to fill out paperwork correctly because it helps the bookkeeper organized and makes her job a lot more easier when everything
is done correctly. My freshman and sophomore year I didn't understand this fully but now that I see
people's paperwork when I am signing off on Thursdays I realized how hard it is to realize where the school's money is going when there are very broad explanations. A way I have started to make paperwork get done correctly is I have been helping people in the leadership class understand how to fill it out because once we know, we can take the knowledge and help others. The more people that know how
to follow the right protocols, the more everything becomes easier.
-Standard 4:Effective Meetings
Sophomore Year:
- 3. The student leader creates relevant agendas and maintains accurate minutes.
-Evidence: I have had several class meetings to discuss fundraisers, homecoming, and new ideas for our class.
In order for me to stay organized I wrote down agendas that my class and I could follow during the meeting. Whenever we discussed about spending or earning money, we needed to fill out meeting minutes. I have learned how to correctly fill out the meeting minutes paper. Being able to do this process correctly will help me whenever my Class Sectary is absent and can not do the paperwork.
-Standard 3: Elections and Appointments
Sophomore Year:
-4. The student leader constructs a campaign speech or presentation and/or participates in an interview process.
-Evidence: The ASB from this year and the future ASB had questions to ask for the people interviewing to be in the
leadership class for next year. We had to make a list of all the students applying and put them by
position they applied for. Lastly, we ranked their application and came together as group to decide the leadership class for 2023-2024.
-Standard 2: Procedures
Junior Year:
-3. The student leader follows the established chain of command protocol for the student leadership team, the school, and the school district.
-Evidence: In order to get access to ASB's account for funding I had to sign that I agreed to follow the rules which were
not changing the password and just being trustworthy with the funding account in general. Now I am on a
contract that says I will respect and follow the rules the school gives us to have access to our
activities account. I understand that along with following these rules is being able to fill out paperwork correctly because it helps the bookkeeper organized and makes her job a lot more easier when everything
is done correctly. My freshman and sophomore year I didn't understand this fully but now that I see
people's paperwork when I am signing off on Thursdays I realized how hard it is to realize where the school's money is going when there are very broad explanations. A way I have started to make paperwork get done correctly is I have been helping people in the leadership class understand how to fill it out because once we know, we can take the knowledge and help others. The more people that know how
to follow the right protocols, the more everything becomes easier.
- Business and Finance
-Standard 4: Advertising
Sophomore Year:
- 2. The student leader makes sure each advertisement contains all necessary information for the product or event.
-Evidence: Our first fundraiser for the year was with T4. I posted on our class Instagram the information/flyer to purchase boba while helping us fundraise. I also made posters that had the information to put up around campus and asked Emerson to put the fundraiser info in the morning announcements. Advertising as much as possible is
crucial because more people will hear about the news. This fundraiser benefits the community on campus as
well because the money earned will go towards events for our school.
-Standard 5: Customer Service
Sophomore Year: -3. The student leader communicates with the public regarding current sales and offerings, and develops a forum for customer feedback. -Evidence: We want to know our classes' opinion on fundraiser we have done. We also ask for ideas for new fundraiser because it engages with our community and makes them feel involved. Allowing our classmates to feel included makes the fundraisers more successful because they become more excited about the event since they gave their ideas to us. |
-Standard 4:Advertising
Junior Year: -4. The student leader utilizes a variety of techniques and media to deliver the message to the target audience. -Evidence: Although events are advertised on our main account or in the announcements a lot of people either don't listen or feel no hype if a school account post about the event. I chose to advertise my clubs event by both of those things but also included advertising it on churches' accounts as well. For example, Southwind's reposted which allowed that church's community to find out about the event. My club has different people that all go to different churches so we all talked to our church about helping promote the event and even printed out some flyers to leave out in the connection hallways. I continued to repost the event several times to show people that follow me about the event. That means people that know me and are more likely to come if I go. I even had some people message me and ask if I was going because they would go if I did. I responded and had 3 people come based off just reposting on my personal account several times. |
- Technology and Digital Citizenship
Sophomore Year:
-Standard 1: Digital Workspace and Collaboration
- 3. The student leader grants view, comment, and/or edit access to files as needed to allow for collaboration with the student leadership team.
-Evidence: I made a Class of 2025 student leadership group chat to help our class communicate with one another. We talk about leadership related topics while also getting closer as a class. This group chat has improved our communication skills not only with one another but for any future conversations.
Sophomore Year:
-Standard 1: Digital Workspace and Collaboration
- 3. The student leader grants view, comment, and/or edit access to files as needed to allow for collaboration with the student leadership team.
-Evidence: I made a Class of 2025 student leadership group chat to help our class communicate with one another. We talk about leadership related topics while also getting closer as a class. This group chat has improved our communication skills not only with one another but for any future conversations.
-Standard 4: Video and Photography
Sophomore Year:
-1. The student leader recognizes the role of video and photography in the promotion of positive school culture.
-Evidence: At our last rally we decided to go around campus asking people if they wanted to
be featured on our Instagram because they were participating in our spirit day.
This allowed our class to feel heard and seen. It felt really good to see our class
happy to be involved. We also took videos of the games we played at the rally. We
won the tug-of-war game which was our very first game we have ever won. We
posted it and the people that participated reposted the post. Social media is a very
easy way to connect with our class and see our spirit.
Sophomore Year:
-1. The student leader recognizes the role of video and photography in the promotion of positive school culture.
-Evidence: At our last rally we decided to go around campus asking people if they wanted to
be featured on our Instagram because they were participating in our spirit day.
This allowed our class to feel heard and seen. It felt really good to see our class
happy to be involved. We also took videos of the games we played at the rally. We
won the tug-of-war game which was our very first game we have ever won. We
posted it and the people that participated reposted the post. Social media is a very
easy way to connect with our class and see our spirit.
-Standard 1: Digital Workspace and Collaboration
Junior Year: -1. The student leader demonstrates a working knowledge of word processing, spreadsheets, presentations, online forms, and desktop publishing as it relates to their role on the leadership team. -Evidence: I have made a Weebly website and continue to update. This website takes time but it shows others my goals/accomplishments as a leader and individual. It's a perfect website to use for my resume or if a teacher wants to see more about me. |