2009 – 2010
CAASP STARS
EVENTS
MANUAL
Achievement
Teamwork Recognition
Success Self-Esteem
CAASP STARS Vision:
“Achieving extraordinary life changing results for learners throughout the world”
What is CAASP STARS?
CAASP is the Connecticut Association of Alternative Schools and Programs.
STARS (Success, Teamwork, Achievement, Recognition, and Self-esteem) is a broad based vocational student organization for students in secondary alternative programs in the United States.
The Connecticut chapter of STARS holds three statewide events each year: The Fall Leadership Conference planning, Legislative Day and the Spring Events Conference.
Many of our CAASP individual programs hold other STARS activities throughout the year.
Each fall these events offers a chance for member schools to send students and staff to develop leadership skills, teamwork, and learn more about STARS. Workshops are held on topics such as how to run a STARS chapter, how to prepare for STARS events, and creativity.
A slate of student officers is elected each year at this conference to represent the organization and assist in planning and implementing the year’s activities. Each school may choose to run one candidate for this leadership team.
There is a limit to how many students a chapter may bring from their member school (4). Look for the conference mailing for more information or check www.caasp.org
During a specific day in the spring each member school sends a group of student leaders to the State Capitol to meet with their legislators. A general session is held to provide information on the CAASP platform, educational issues, and on how to approach and talk to legislators. Key legislative leaders also address the group and STARS officers obtain a proclamation from the Governor declaring that week as “Alternative Education Week in Connecticut”.
This one day conference gives students the opportunity to showcase their skills in the Connecticut Standards as well as artistic, career and life skills.
Students participate as individuals and/or in teams in Recognition Events and are evaluated by business leaders. The students also participate in Demonstration events, Artistic Performance and Artistic Display.
This is the most popular activity each year, with over 100 students from around the state attending the event. Students have an opportunity to receive recognition for their work and improve their self-esteem during the award session.
CAASP STARS Motto
We Make a Difference!
1. To develop employment, academic and social skills.
2. To experience career related activities which assist the student in making an informed career choice.
3. To build a cooperative and competitive spirit through individual and team activities and competition.
4. To build an appreciation for the responsibilities of citizenship, brotherhood, the American Free Enterprise System, and to strengthen social skills.
5. To develop self confidence, increase motivation and a desire and belief in Life-Long Learning.
6. For students and staff from various alternative programs to meet, have fun and develop an appreciation for one another.
There is an annual fee to become a CAASP member to cover the cost of mailings and event manuals.
If you wish to join, please, send an e-mail to one of the committee chairs and send an e-mail to wscalise@killinglyschools.org or Gustavson, Vicki [VGustavson@wallingford.k12.ct.us] to get on our list serve and start receiving materials via e-mail. Then just watch the CAASP web site www.caasp.org and your e-mail for updated information.
As of September 2009 the estimated costs for STARS events are as follows:
Note: these figures are for budgeting purposes only and may change.
Annual program membership fee: $50
Fall Leadership Meetings fee: Free with Program Membership
Legislative Day: No fees to participate
Transportation and food if needed
Spring Events Conference fees Members: $15 Non- Caasp Members :$18 Your own transportation costs
Most mailings come out about 4 weeks prior to the event and are posted on the CAASP web site. Registration deadlines are strictly enforced
CAASP STARS
High School Events Outline for March 2010
A team of 2-4 students will prepare a promotional plan for a 5-15 minute presentation before a panel of judges.
’08 Topic: Advertising Campaign for a Product, Event or Place in Your School, Community
A team of 2-4 students will prepare a 30, 60, or 90 second promotion (commercial or infomercial) designed to air on radio, TV, or Internet. The promotion will be presented to the judges on audio tape, video, or CD.
’08 Topic: Original Promotion for your School or Program
This event involves the planning, organization, implementation, and evaluation of a single service project.
This event provides an opportunity for chapters to develop a plan of activities for the year, and then organize, implement, and evaluate these activities throughout the year.
A “game show” style competition, which tests the knowledge of a team of students on important consumer information in an entertaining way, and rewards them for knowledge.
B. Individual Recognition Events:
1. Public Speaking
Participants will prepare and deliver a 3-5 minute speech before a panel of judges.
2. Career Portfolio
Participants will prepare a portfolio-style resume with information and samples that emphasize their skills, work experience, training, and/or future career plans. (Creativity is encouraged!) Students will then use their portfolio during a job interview.
II. Demonstration Events
A. Project Demonstrations
A 10-minute presentation about any type of learning project completed by a student or group of students. Presenters are encouraged to use a variety of methods: oral, written, video, pictures, computers, etc., to make their presentation. Previous examples: school video, community service, formation of a band, homemade children’s toys, CPR instruction, newsletter, hobbies or other interests.
*Will be scheduled to present on Day 1. (Continue day 2 if needed)
B. Artistic Performance
Perform or present an artistic work in dance, original creative writing, music, theater, or media arts. This is a public performance in front of an audience, and should be 3-5 minutes in length. Examples: poetry, song, dance, comedy, play, etc…
*Will be performed on Day 1. (Day 2 if needed)
C. Art Display
Original two or three-dimensional artwork created by the student. Artwork must be accompanied by a one-page biography about the piece and the artist (see handbook). Each piece will receive a confidential critique. Only students participating at the CAASP STARS Conference may display their work.
**Will be displayed both days of the conference.
“Achieving extraordinary life changing results for learners throughout the world”
2009-2010 Schedule
December 8, 2009, Leadership Days Southington ALTA
January 12 & February 9, 2010
March 26, 2010 STARS Celebration Day Briarwood Col (Southington)
May 2010 Legislative Day Hartford State House
For current information, see STARS Link on CAASP Web site:
CAASP STARS events were designed to let students “show what they know,” a concept that is widely used in alternative programs.
STARS events are intended to prepare students for an ever-changing work place.
CAASP STARS Events can be used to:
• allow students/staff to create real-life projects
• meet performance assessment and educational goals
• apply and integrate knowledge and higher order thinking skills
Events are intended to support and encourage, not inhibit creativity and performance.
Spring Conference Award Criteria (Not used in recent conferences)
Recognition is an integral part of the STARS experience, and we try to recognize everyone in a meaningful way. Each participant will receive a certificate and colored ribbons to place on the certificate for each event they complete. For competitive events, the colored ribbons represent the following:
Gold 90% of winning score
Silver 80% of winning score
Bronze 70% of winning score
In addition, plaques are awarded for places 1 - 8 in Individual Events and 1 - 3 in Team Events. Medallions are awarded to the top individuals.
Demonstration Events are not scored, but participants receive feedback and a certificate.
Manual
We know the manual is not perfect, and we update it each year. Consequently, it is a working document, and any and all input is welcome. We are also looking for new events and/or improvements to existing events. If you see errors or have suggestions, please send them to:
Bill Scalise
193 Mechanic St
Danielson, CT 06239
860-779-6661
860-779-7225 (Fax)
Volunteers
STARS is an all-volunteer organization and benefits from a wide range of talent and expertise throughout the years. We are constantly seeking “new blood”. Please consider joining this high-energy group - we can find a role for you! Please contact:
Bill Scalise
193 Mechanic St
Danielson, CT 06239
860-779-6661
wscalise@killinglyschools.org
General Spring Conference Information
Event registration will take place prior to and immediately after the Opening Session. The conference begins with a mandatory Opening Session. The times of actual events may change based on registration. Students should arrive at the conference hotel dressed and ready to compete.
When students are not working on an event, they should be looking at the student art display, watching project or artistic demonstrations, using the available facilities or meeting new people and friends. There will be a College Fair and entertainment as well.
Event Scheduling
All team events will be prescheduled. This will help save time and eliminate stress. Advisors will receive team event times at registration, and should have students write these times on their program schedule. Advisors should tell their students how much time to leave open for completion of the event. If a school has multiple teams, students need to know if they are team A, B or C. Students must have their team event times with them when they register for their individual events. Students should write their individual event times on their program schedule, the times given represent when students are to begin their preparation (if the event has prep) for the presentation.
It’s important that students show up early for events and that event coordinators send students in as soon as the students and the judges are ready.
Students sign up for their own Individual Event times. We could schedule students and there would be less stress, but we believe strongly in the benefits of this educational time management activity. Advisors need to help students select their times based on team event times and other individual events.
Approximate Time Frames for Events
Individual events:
Public Speaking 15 minutes
Career Portfolio 45 minutes (submit at registration)
Team events:
Advertising 20 minutes (submit written entry at registration)
LifeSmarts 40 minutes
Audio, Video, Promotion 15 minute
Community Service Project 25 minutes (submit written entry at registration)
Chapter Annual Program of Activities 25 minutes (submit written entry at registration)
Register for all of your competitive events before scheduling your demonstration events.
Scheduling problems: Together with your student try all of the following:
-switch times with another student from your school
-talk to the event coordinators of all conflicting events
Events with multiple stations will have second and possibly third rounds. An equal number of participants will advance from each station. Finals will have the same set of judges.
Suggestions for preparing for the competition
Read through the manual. Go through the events and have the students sign up for the events that interest them. Take the manual apart, make copies of the individual and team events and distribute copies to each student for their events.
The rating sheets are particularly helpful for preparation. Practicing for the competition allows advisors and other staff an opportunity for instruction, review and/or coaching. Sample case problems are provided for practice. Many textbooks have case problems you could also use for practice.
Students will do the competitive events without observers or an audience. There will be one or more judges, who have been instructed to make this a positive, challenging experience for all.
Because of the length of the conference, it is wise to have students sign up for 3 to 5 events, in addition to any artwork displays. This will prevent too much down time and keep students from getting bored. Many advisors require their students to watch the Demonstrations or LifeSmarts events when not competing.
Contact other CAASP STARS advisors that have participated in the past.
Above all, encourage students to believe in themselves, think positive and have fun.
CAASP STARS
Success, Teamwork, Achievement,
Recognition, Self-Esteem
Table of Contents
I. Recognition Events
A. Team Events
1. Advertising p. 10
2. Audio, Video or Promotion p. 12
3. Community Service Project p. 14
4. Chapter Annual Program of Activities p. 17
5. LifeSmarts p. 21
B. Individual Events
1. Public Speaking p. 22
2. Career Portfolio p. 24
II. Demonstration Events
A. Project Demonstration p. 28
B. Artistic Performance p. 30
C. Art Display p. 33
Acknowledgments
CAASP STARS extends appreciation to Distributive Education Clubs of America (DECA), the Better Business Bureau of MN & ND, Dan Bates, Wally Campbell, Deanna Chiodo, Dan Daly, Sherry Kempf, Carol Kronholm, Wendy Lacska, Maureen McCall, Katy Meyers, Jim Printy, Synova Nelson, Chris Bodick, Mark Wolhart, Dave Hanson, Todd Mensink, Joeri Montogomery, Jim Beaupre, Deb Nelson, and Kip Sackett for their contributions to this manual. CAASP would also like to thank MAAP for all the help in starting the Connecticut Chapter of STARS.
TEAM ADVERTISING
TOPIC: Original Advertising Campaign for a Product, Event or Place in Your School, Community or Region.
PURPOSE: To investigate a product, event or place through market research and use fundamentals of informed decision-making and business management practices.
NOTE TO ADVISORS: Please ensure that this is an original campaign created during the current school year.
SPECIFICATIONS:
1. Each team must consist of two to four student participants.
2. Each student team will develop a comprehensive promotional plan, which should include the following:
a. Identify target market
b. Present objectives of the plan
c. Prepare and present a detailed budget
d. Coordinate multiple promotional activities such as:
• Video • power point presentation
• Brochure • buttons
• Flyer • banners
• Cover letter • print ad
• Presentation script • commercial / infomercial
• Posters • web page
• New release • bulletin board / display
e. Promote through publicity/public relation activities
f. Write (publicity/ad) news release
This plan should be prepared prior to the conference and will be presented orally to the judges at the conference.
3. Each team will have 12 minutes to present their promotional plan to the judges and answer questions. The team may elect to have one spokesperson or divide the presentation between members.
4. No audience will be allowed unless authorized by participants & judges.
JUDGING:
Before the event begins, the judges will develop a list of three to six questions to be asked of each participating team. The use of other questions, which arise from the participants’ responses, is allowed. Probing of the responses is encouraged.
Team Advertising
Evaluation Sheet
School Name ___________________________________Team # ________
Names of Teammates 1.____________________2.____________________
(first and last)
3.____________________4.____________________
Poor Average Excellent
Comprehensive Campaign (30 pts.)
Target Market
Appropriate, realistic 1 2 3 4 5 6 7 8 9 10
Objectives
Well-defined, clearly stated 1 2 3 4 5 6 7 8 9 10
Budget 1 2 3 4 5 6 7 8 9 10
Promotional Activities/
Products/Media Outlets (40 pts.)
Content
Persuasive, creative,
Directed at target market 1 2 3 4 5 6 7 8 9 10
Professional Quality
Appeal, effective use of 1 2 3 4 5 6 7 8 9 10
Chosen technology/materials
Coordinated
Products and activities work 1 2 3 4 5 6 7 8 9 10
Together to meet objectives
Variety of Promotions
Maximum use of possible 1 2 3 4 5 6 7 8 9 10
Products, activities, mediums
Presentation (30 pts.)
Professionalism
Organized, logical, clear 1 2 3 4 5 6 7 8 9 10
Knowledge of Campaign
Demonstrates and articulates
Chosen technology/materials 1 2 3 4 5 6 7 8 9 10
Sales Ability
Ability to really “sell” their ideas 1 2 3 4 5 6 7 8 9 10
Judge’s Initials ______ Total: _______/100
Comments
TEAM AUDIO or VIDEO PROMOTION
Purpose: To use fundamentals of informed decision making and business management to produce an original technical composition (promotion) for a particular audience.
TOPIC: Original Promotion for Your School or Program
NOTE TO ADVISORS: Please ensure that this is an original production created during the current school year.
SPECIFICATIONS:
1. Each team must consist of two to four student participants.
2. Identify a target market.
3. Decide which of the following your team wants to do:
A. play a tape of your audio promotion
B. play a video of your promotion
4. The promotion should be created to air on radio, TV or Internet as a commercial or infomercial, and be one of the following time lengths: 30, 60 or 90 seconds
5. Radio commercials must be prerecorded on cassette or CD prerecorded video promotions will have a monitor and VCR/DVD available, but teams presenting on computer must supply their own presentation hardware.
6. Only team members involved in the presentation will be allowed in the room unless agreed by participants & judges.
JUDGING:
1. Each team will be judged based on the criteria contained on the rating sheet. Judges will be briefed by the event administrator on the criteria.
2. Before the event begins, the judges will develop a list of three to six questions to be asked of each participant team. The use of other questions which arise from the participant’s response is allowed. Probing of the responses is encouraged.
Team Audio, Video Promotion
Evaluation Sheet
School Name ___________________________________Team # ________
Names of Teammates 1.____________________ 2.___________________
(first and last) 3.____________________ 4.___________________
RATINGS:
Professional Quality: The promotion meets all requirements for airing.
Good Quality: The promotion meets all requirements for airing with minor changes.
Average: The promotion has merit, but needs major changes.
Not Ready: Please try again. Ask for more help and evaluation.
Items to Evaluate Not Ready Average Good Professional
Appeal: Directed to target market and appeals to that 2-5 6-10 11-15 16-20
The Idea: Idea is simple and creative. 1-2 3-5 6-7 8-10
Simplicity: Stick to one basic idea or message. 1-2 3-5 6-7 8-10
Effectiveness: Does the message sell? 2-5 6-10 11-15 16-20 Informative and to the point?
Of interest? Benefits offered?
Voice Presentation: “Good word accent”, inflection 1-2 3-5 6-7 8-10
clear pronunciation, and an appropriate delivery?
Motivation: Call for action, a reason or benefit to act 1-2 3-5 6-7 8-10
Production: Music and sound effects (SFX) 2-5 6-10 11-15 16-20 appropriate for target audience?
Judge’s Initials _______ Total_______/100
Comments:
COMMUNITY SERVICE PROJECT
Purpose: The Community Service Project provides an opportunity for programs to develop, plan, implement and evaluate a single service project.
SPECIFICATION
1. The Community Service Project involves the planning, organization, implementation and evaluation of a specific service project. This may focus on any topic or subject of interest to the program. The project may begin at any time after the close of the previous Spring Conference.
2. These guidelines are your instructions. Read everything carefully, including
the evaluation form. It explains what you have to do.
3. The major emphasis of the written entry is on the content, but drawings, illustrations, photographs and other graphic presentations are encouraged.
4. A minimum of two students from a program are eligible to participate in the oral presentation. Participants should prepare an oral presentation to last no longer than ten minutes. The presentation should include all elements of the written entry. Five additional minutes will be allotted for judges’ questions. Visual aids are encouraged.
Guidelines for the Format of the Written Entry
I. PROJECT INTRODUCTION
Description of the project
II. THEME OR FOCUS
A. Rationale for selecting the issue
B. Description of the target population (such as community, school, etc.)
III. LOCAL MEDIA AND OTHER PROMOTIONAL POSSIBILITIES
A. Local print and broadcast media available
B. Other possible promotional activities
IV. PROJECT ORGANIZATION AND IMPLEMENTATION
A. Member involvement and participation
B. Project documentation
V. EVALUATION AND RECOMMENDATIONS
A. Evaluation of the process
B. Feedback from groups involved
C. Recommendations improvement
VI. BIBLIOGRAPHY (if applicable)
VII. APPENDIX (if applicable)
Community Service
Written Entry
Evaluation Sheet
School Name ___________________________________Team # ________
Names of Teammates 1.____________________ 2.___________________
(first and last) 3.____________________ 4.___________________
Below Adequately Well Exceptionally Expectations Done Done Done
I. Overall Layout
Brief description of the program....... 1 2 3 4
II. Program of Activities
A. Statement and description of
projects................................. 1 2 - 3 4 - 5 6
B. Rational for selection......... 1 2 - 3 4 5
III. Local Media/ Promotional Possibilities
A. Local print and broadcast media
available..........................................1 - 2 3 - 4 5 - 6 7
B. Other possible promotional
activities.......................................... 1 2 3 4
IV. Project Organization and Implementation
A. Member involvement and
participation.....................................1 - 2 3 - 4 5 – 6 7
B. Description of the Activities
and Documentation...........................1 - 2 3 - 4 5 - 6 7
V. Evaluation and Recommendations
A. Evaluation of the process............. 1 - 2 3 - 4 5 - 6 7
B. Recommendations for future
activities........................................ 1 - 2 3 - 4 5 - 6 7
VI. Appearance and word usage
A. Attractive layout, neatness........... 1 2 - 3 4 5
B. Proper grammar, spelling, word usage..1 2 - 3 4 5
Judge’s Initials Total ________/64
Community Service
Presentation
Evaluation Sheet
School Name ___________________________________Team # ________
Names of Teammates 1.____________________ 2.___________________
(first and last) 3.____________________ 4.___________________
Below Adequately Well Exceptionally
Expectations Done Done Well Done
I. Description of project,
and rationale 1 2 - 3 4 - 5 6
II. Program participation 2 4 - 6 8 - 10 12 - 16
and implementation
III. Positive impact
1 2 - 3 4 - 5 6 - 7 - 8
IV. Evaluation
and recommendations 1 2 - 3 4 - 5 6
V. Overall impression of the
participants’ presentation 1 2 - 3 4 - 5 6 - 7 - 8
INTERVIEW TOTAL POINTS: ________/36
RECAP: Written Entry ________/64
Interview ________/36
Total Score: ________/100
Judge’s Initials
Comments:
ANNUAL PROGRAM OF ACTIVITIES
Purpose: This event provides an opportunity for chapters to develop a program of work for the year, and then plan, organize, implement, and evaluate program activities throughout the school year.
SPECIFICATIONS:
I. The various activities may focus on any topic or subject of interest to the program or school and should involve participation by the majority of members. The project may begin at any time after the close of the previous Spring Conference and run to the beginning of the next Spring Conference.
II. Two to five members of the chapter are eligible to participate in the Participant Interview, but no limit is placed on the number of students involved in this event. The interview will be no longer than 15 minutes.
III. These guidelines are your instructions. Read everything carefully, including the two evaluation forms. They explain what you have to do. The major emphasis of the written entry is on the content, but drawings, illustrations, photographs and other graphic presentations are encouraged.
Guidelines for the Format of the Written Entry
1. Your written entry must follow these specifications. Refer also to the Written Entry Checklist and the Evaluation form.
2. Title Page. The first page of the written entry is the title page, and should include the following: Chapter Annual Program of Activities
Name of Chapter/Program
Name of Advisor
School Address
Name of Participants
City/State/Zip
Date
3. Table of contents. The second page is the table of contents and must list every heading of every section. The table of contents may be single-spaced and may be one or more pages long.
4. Body of the written entry. The body of the written entry should start with a table of contents. The program of activities should be in chronological order using the suggested format.
5. Follow this outline when you write your entry. Points for each section are included on the Written Entry Evaluation Form.
ANNUAL PROGRAM OUTLINE
I. OVERALL LAYOUT
Brief description of the program
II. PROGRAM OF ACTIVITIES
A. Statement and description of the projects
B. Rationale for selecting the issue
C. Description of the target population (such as community, school, etc.)
III. LOCAL MEDIA AND OTHER PROMOTIONAL POSSIBILITIES
A. Local print and broadcast media available
B. Other possible promotional activities
IV. PROJECT ORGANIZATION AND IMPLEMENTATION
A. Member involvement and participation
B. Description of the project and documentation
V. EVALUATION AND RECOMMENDATIONS
A. Evaluation of the process
B. Recommendations for the future activities
VI. BIBLIOGRAPHY (if applicable)
VII. APPENDIX (if applicable)
TEAMS MUST SUBMIT THEIR WRITTEN ENTRY FOR SCORING BY A TIME POSTED AT REGISTRATION
Annual Program of Activities
Written Entry
Evaluation Sheet
School Name ___________________________________Team # ________
Names of Teammates 1.____________________ 2.___________________
(first and last) 3.____________________ 4.___________________
5.______________________
Below Adequately Well Exceptionally Expectations Done Done Done
I. Overall Layout
Brief description of the program....... 1 2 3 4
II. Program of Activities
A. Statement and description of
projects................................. 1 2 - 3 4 - 5 6
B. Rational for selection......... 1 2 - 3 4 5
III. Local Media/ Promotional Possibilities
A. Local print and broadcast media
available.......................................... 1 - 2 3 - 4 5 - 6 7
B. Other possible promotional
activities........................................... 1 2 3 4
IV. Project Organization and Implementation
A. Member involvement and
participation....................................1 - 2 3 - 4 5 - 6 7 B. Description of the Activities
and Documentation.................. 1 - 2 3 - 4 5 – 6 7
V. Evaluation and Recommendations
A. Evaluation of the process............. 1 - 2 3 - 4 5 - 6 7
B. Recommendations for future
activities.......................................1 - 2 3 - 4 5 - 6 7
VI. Appearance and word usage
A. Attractive layout, neatness........... 1 2 - 3 4 5
B. Proper grammar, spelling, word usage...
1 2 - 3 4 5
Judge’s Initials Total ________/64
Annual Program of Activities
Presentation
Evaluation Sheet
School Name ___________________________________Team # ________
Names of Teammates 1.____________________ 2.___________________
(first and last) 3.____________________ 4.___________________
5._________________
Below Adequately Well Exceptionally
Expectations Done Done Well Done
I. Description of Theme 1 2 - 3 4 - 5 6
II. Description of activities
and rationale 1 2 - 3 4 - 5 6 - 7 - 8
III. Program participation
and implementation 1 2 - 3 4 - 5 6 - 7 - 8
IV. Evaluation
and recommendations 1 2 - 3 4 - 5 6
V. Overall impression of the
participants’ presentation 1 2 - 3 4 - 5 6 - 7 - 8
INTERVIEW TOTAL POINTS: ________/36
RECAP: Written Entry ________/64
Interview _________/36
Total Score: ________/100
Judge’s Initials
Comments:
LIFESMARTS
PURPOSE: 1. To measure student’s knowledge in consumer information
2. To enhance team building skills
3. To give students experience in “thinking on their feet”
ENTRIES: One team* per chapter; 4-5 participants per team. More teams will be accommodated in a “Pay In” Round.
SPECIFICATIONS: LifeSmarts is a game-show competition which tests the knowledge of participants on important consumer information. See “Coach’s Guide” for details and preparation information. (LifeSmarts is sponsored by the National Coalition for Consumer Education and MCI Telecommunications Corporation and administered by the Better Business Bureau of Minnesota and North Dakota. They have graciously allowed STARS to use their program.)
1. Questions will be asked from the following categories:
l Personal Finance l Environment
l Health and Safety l Consumer Rights and Responsibilities
l Technology
2. Teams will be paired by random drawing and will compete in a “tournament” format (2 or 3 teams at a time).
3. Teams must have at least four participants to compete, with one alternate permitted. Each team will designate a captain.
4. There are three rounds to each competition:
A. Individual Round: (5 points each) Each team member will be asked at least one multiple choice question. Only that person may respond and will have 10 seconds to reply.
B. Team Round: (5 points each) Multiple choice questions will be offered to the entire team. They will have 10 seconds to confer and have the captain respond.
C. Challenge Round: (10 points each) Open-ended questions are offered to all teams. The individual who “rings in” first will have an opportunity to answer the question without conferring with teammates. Individuals may “ring in” before the complete question is read.
D. Tie Breaker: (1 point each) If a tie breaker is needed three Challenge Round style questions will be asked.
Resources
Contact the following resources to obtain information and materials to prepare for the STARS competition. There is a statewide on-line competition beginning each fall that qualifies teams for a live State Tournament in March. The on-line competition is an ideal way to prepare for the STARS Conference.
1. National LifeSmarts Office www.lifesmarts.org
Lisa Hertzberg (651) 699-3650
2. Better Business Bureau of Minnesota and North Dakota
Barb Grieman (651) 695-2459 bgrieman@bbbmnd.org
PUBLIC SPEAKING
Participants will choose one of the following topics:
· Tell us about your educational journey.
· Present your opinion on an issue affecting you, your community or your state.
PURPOSE: To demonstrate the ability to construct and deliver a speech using English language conventions for a specific purpose, situation, and audience.
SPECIFICATIONS:
1. The length of the speech should be between five and seven minutes in length. Points will be deducted it speech exceeds five minutes.
2. Participants will speak before one or more judges.
3. Participants are encouraged to use notes.
4. Visuals are optional and will not affect your score
5. Points will be deducted for exceeding the time limit.
6. Participants are asked to submit a copy or outline of their speech to the Event Coordinator.
Public Speaking
Evaluation Sheet
Name (first and last) _____________________________________
School Name ______________________________________
Poor Average Excellent
Intent of the message:
Opening appropriate to the topic 1 2 3 4 5
Opening interesting to the audience 1 2 3 4 5
Appropriate conventions of communication:
Diction, grammar, pronunciation 1 2 3 4 5
Use of “word pictures” 1 2 3 4 5
Supporting arguments (evidence):
Logical sequence, easy to understand 1 2 3 4 5
Suitable to topic, coherent 1 2 3 4 5
Good transitions 1 2 3 4 5
Focused on the purpose of speech 1 2 3 4 5
Central theme well developed 1 2 3-5 6-7 8
Strong, clear, closing 1 2 3-4 5 7
Use of visuals:
(optional no points)
Effective delivery techniques:
Appropriate dress 1 2 3 4 5
Neat, clean well-groomed 1 2 3 4 5
Eye contact with the audience 1 2 3 4 5
Enthusiasm for topic evident 1 2 3 4 5
Audience Engagement 1 2 3 4 5
Voice varied and clear 1 2 3 4 5
Tempo, pace 1 2 3 4 5
Overall impression 2 4 6 8 10
Adjusted presentation based on feedback from audience: Observed Not applicable
(no points - circle one)
Deductions for time length;
5 point deductions for 1-3 minutes over the time specified -5
10 point deduction for 3 minutes or more over the time specified -10
Judge’s Initials__________ Total __________/100
Note to Judges: Please write your comments on the back of this sheet.
CAREER PORTFOLIO
PURPOSE: To demonstrate an understanding of a specific career through applying a decision-making process in researching, organizing and presenting information directly related to the participant’s work, training and career plans. Additionally, participants are expected to use their portfolio in an employment interview setting.
REQUIREMENTS: This event requires a written portfolio and the effective use of the same in an interview situation. The portfolio and interviews are judged separately, but the use of the portfolio in the interview constitutes a major element in scoring.
Guidelines for the Written Portfolio:
1) Participants should select an entry level position that they are CURRENTLY qualified for or will be in the near future which will lead to a job in their chosen field. For example if a student has a long range plan to become a carpenter, he/she should create a portfolio based on a job application for a job which could help him/her further that goal, such as a job at a Home Depot which would help pay for schooling to obtain his/her goal.. Or perhaps the student is thinking of becoming a lawyer, law school is expensive, so the student may have to apply for any type of entry level position to help further the law school dreams.
2) Career portfolios must be a minimum of 10 pages, but should not exceed 20 pages. A page consists of one sheet of paper with materials presented on a single side. The 20 page limit includes title pages, supplementary materials and visuals. Portfolios should be concise and meaningful collections that reflect a decision making process, and not “padded” with irrelevant materials to reach the page requirements.
3) Career Portfolios must be the original and creative work of the student submitting the work.
4) Career portfolios must be typewritten or word-processed.
5) Relevant artwork, photographs and colored paper are allowed.
6) For specific criteria of focus, please consult the Judges Career Portfolio Evaluation Rubric (attached).
7) Each Career Portfolio must contain:
· A written Introduction (detailing the participant’s decision making process and presenting relevant information: the Introduction should address the central questions of WHY this career was chosen and HOW the student plans to pursue the career).
· List of Personal References: the list should not include family members and should include references relevant to the career choice, if possible. References must include complete information for each contact.
· A formal Resume (one page, per employment standards, not including references).
· Letters of Recommendation: at least 3 are required, with a maximum of 6 included. General letters of recommendation are permitted, but scoring preference will be given to letters that support relevance to the chosen career.
· Work Samples/Job Evaluations: Anything that demonstrates the skills and for the position may be included, including Job Evaluations, Performance Reviews, examples of work from job experiences or internships, related school projects, school assessments, and Career Aptitude Assessments. If school materials or materials not directly relevant to the immediate position are used the participant MUST include a brief explanation for each piece used explaining the relevance of those materials to their chosen career area.
· Samples of Supplemental Materials: Materials that are not directly relevant to the position, but speak to the participant’s personal qualities or general workplace skills may be included, BUT priority should be given to relevant materials.
· Bonus Points: Bonus points will be given for originality in the presentation of the portfolio. HOWEVER, Bonus Points will only be awarded for originality if the portfolio has met the basic requirements first. Originality in presentation cannot override the content of the materials presented.
GUIDELINES FOR THE JOB INTERVIEW PORTION:
1) Interviews will be limited to 10 minutes and will be conducted before individual judges. Semi-final and Final interviews will be conducted before a panel of judges.
2) The participants must bring their portfolio with them to the first interview. The portfolio will be left with the judges at the conclusion of the interview. If a participant makes the Semi-finals and/or finals, the Judges will make the portfolios available to the participants at their interview times.
3) Participants must present a short written job description (one paragraph) of the position that they are applying for. This description may be included in the portfolio without affecting the page limits, but it must be presented to the judges immediately upon entering the interview. The judges require this information to formulate appropriate questions for the interview.
4) The participant will begin the interview with a short oral statement describing their qualifications for and interest in the position.
5) The participant MUST refer effectively to their portfolio throughout the interview. The participant MUST NOT simply present a “walk-through” of the work collected in the portfolio, but must rather USE the portfolio to support their answers to interview questions.
6) The portfolio is the only material that participants are allowed to use in the interview. Any other materials will be discounted and bringing them to the interview may count against scoring.
7) For specifics of scoring on the Interview portion, please consult the Judges Interview Scoring Rubric (attached).
CAREER PORTFOLIO
JUDGES’ RECORD SHEET
Participant’s Name: ______________________________________
School/Program: _____________________________________
Participant’s Year in School (Freshman, Sophomore, etc.):
Poor Average Excellent
Table of contents ( 3pts) 1 2 3
Introduction (6 pts) 1 2 3 4 5 6
Clearly presents personal info,
decision-making process
Career (11 pts)
Knowledge of the career area. 1 2 3 4 5 6 7 8 9 10 11
Resume (10 pts)
Acceptable format, grammar, 1 2 3 4 5 6 7 8 9 10
content, one-page
References (3 pts) 1 2 3
3 references, non-family,
complete information
Letters of Recommendation (6 pts) 1 2 3 4 5 6
At least three references from a variety of
sources, non-family, with preference given
to sources relevant to the career field
5) Work Samples/Job Evals (15pts) 2 4 6 8 10 11 13 15
RELEVANT items demonstrating transferable
skills, aptitude and performance. Not
directly relevant materials MUST
include a brief written statement
explaining their inclusion
6) Supplemental Materials (6 pts) 1 2 3 4 5 6
immediately germane to the job
with brief written explanations
justifying the inclusion; also points
given for overall presentation and organization
7) Bonus Points (5 pts) 1 2 3 4 5
Originality of presentation,
Total Points (out of 60) ___________
Judge’s Initials
Judges comments on Back
JUDGES SCORING SHEET
Participant’s Name: _____________________________
School/Program: _______________________________
Poor Average Excellent
1) Job Description (5 pts) 1 2 3 4 5
A written/typed job description is presented
Upon entering the interview and has
Appropriate information from (#3 pg. 43)
2) Personal Appearance (5) 1 2 3 4 5
Well groomed, appropriate
dress for the job
3) Interview (25 total)
Greeting/Introduction 1 2 3 4 5 Career/job Knowledge
Clearly communicated 1 2 3 4 5 strengths, qualifications and
Showed interest in the position(from #4 pg. 43)
Communication Skills: 1 2 3 4 5 Posture, eye contact, oral
communication skills, clarity
Effective use of Portfolio 1 2 3 4 5
(note: this is the tie-breaker
category)
Clarified follow up, 1 2 3 4 5 thanked interviewer
4) Personal Qualities (5 total)
Demonstrated ability/skills to 1 2 3 4 5
work effectively with others
Demonstrated sense of integrity,
personal responsibility,
enthusiasm and initiative
Bonus Points (2)
Would you hire this applicant? No-0 maybe-1 yes-2
Penalty Points
Subtract 2 points for each item used
Other than the portfolio(from #6 pg. 43)
Total Interview Points (of 40) _____________
Portfolio Points (added later) _____________
Total Score (of 100): ____________
PROJECT DEMONSTRATION
PURPOSE: To present interesting or innovative learning projects and share unique learning activities that other STARS chapters may replicate.
SPECIFICATIONS:
1. Any interesting or innovative learning project can be presented; the event is
designed to be a formal “show and tell.” This should include the story of the
project from beginning to end and include things that worked and things that didn’t.
2. Presentations will not be evaluated, but the presenter(s) and presentation will be given feedback on: (see feedback form)
l communication/presentation skills
l use of visuals (charts, posters, pictures, handouts, etc.), technology (computers, video, sound effects, etc.) and/or other presentation aids
l content and significance of project
3. Examples of past projects include:
l service learning projects
l mock trial
l urban music techniques
l entrepreneur ventures (student making and selling creative hats)
l children’s books
l newsletter
l video: school promotion
l home page, computer creations
l solar boat
l talk show video
4. A reminder of equipment available:
l a microphone and small speaker system
l a cassette tape player
l a TV and VCR
5. Presentations can be done by an individual or group and should not
be longer than 10 minutes, including setup.
Remember to indicate this event on the main registration form - You must register for a time and fill out an individual registration form when you arrive at the conference.
Project Demonstration
Feedback Form
School Name: _____________________________________________________
Student Name(s): __________________________________________________
Project: _________________________________________________________
Presentation Feedback:
1 – Needs Improvement 2 – Competent 3 – Exceptional
1. Communication Skills
· Are you prepared? 1 2 3 N/A
· Heard and understood/enthusiastic? 1 2 3 N/A
· Logical Order – Introduction/Body/Conclusion? 1 2 3 N/A
2. Use of visual aides and/or props 1 2 3 N/A
3. Content and significance of Presentation:
· Was it interesting? 1 2 3
· Did you give enough information? 1 2 3
Overall Impression of Project:
ARTISTIC
PERFORMANCE
PURPOSE: Perform or present an artistic work in dance, original creative writing, music, theater, or media arts.
SPECIFICATIONS:
1. Any performing art form can be presented: music, original creative writing, media arts, dance, comedy, and theater.
2. The length of each presentation should be no less than three
minutes and no longer than five minutes. Set up and strike
time is not included in this time. However, set up and strike
should be as short as possible and no longer than 5 minutes.
Time will be called if the length is excessive.
3. Participants will perform in front of a live audience and two
or more evaluators.
4. The content and style of each performance is expected to be in good taste. Your advisor should be of assistance in this matter. Performance will be terminated if offensive or too loud.
5. Appropriate props and equipment can and should be used in
moderation, as not to slow the concert setting. Advisors will
help.
6. Performances are expected to be well rehearsed.
7. Do not hesitate to use experienced performers as advisors to
ensure the best possible, most professional performance.
ARTISTIC PERFORMANCE EVALUATION HINTS
Each entry will be evaluated by a panel of two or more evaluators.
The evaluations should be helpful in assisting you to improve future performances. This is a public performance. There will be no placement
awards in terms of winners. You are all winners. Instead you will receive an accomplishment award for your participation.
Items to keep in mind:
1. A short introduction. This will not be counted as part of your performance time.
2. Consider the audience to whom you are playing. Don’t think about or worry about the evaluators. Remember they are not here to judge you.
3. Plan the use of dress, props, and equipment with great care. Less is better in this setting.
4. ORIGINALITY, ORIGINALITY . . . . This is a chance to show off your talents. Make it your own.
5. Clear diction, grammar, and pronunciation are essential to all good performances.
6. 86 decibels or less. . . . . .
7. Practice set up and strikes as much as you do your performance and you will be ahead, especially bands and theater pieces.
8. The evaluators will rate your entry as one of the following:
l Professional Quality l Good Quality
l Average l Not Ready
They will define these terms in detail on the evaluation sheet.
Remember to indicate this event on the main registration form.
You must register for a time and fill out an individual registration form when you arrive at the conference
Artistic Performance
Evaluation Sheet
School Name: _____________________
Student Name(s): ___________________________________________________________
Performing Art: _________________________________________________
Appeal: Comments
Does the performance reach
the target audience?
Does the performance keep
the audience interested?
Idea:
Is the idea creative and original?
Techniques:
Can the words/lyrics/introduction
be understood?
Does the performance appear
Well rehearsed?
Production:
Are the props, sound effects,
music, lights and costumes used
appropriately in the performance?
Is the decibel level at a comfortable
listening volume, 86 db or lower?
Is the setup and strike of equipment
And stage materials efficient,
Rehearsed and well organized?
Evaluator’s overall statement: (use back if needed)
Make an overall statement using one of the following as an umbrella phrase:
Professional Quality Good Quality Average
ART DISPLAY
PURPOSE: To create an original art work, display the work of art at the CAASP STARS Conference, and receive feedback in the form of a verbal critique.
Evaluation:
This is different than last year! You will register for the art critique like you do for the rest of your events. When your event is called you will meet as small group and talk about your art and the artwork of others. All art work will receive feedback in the form of a verbal critique from a professional artist or art educator. All comments will be respectful and encouraging
CAASP participants will also have an opportunity to provide feedback to the artists at the conference. All the feedback form will be placed in an envelope and given to the participants at the end of the event. They will not be made public.
Specifications:
1. Only students participating at the CAASP Conference may submit their work for display.
2. The theme this year is “What is art?” (Using the theme is optional.)
3. Select a quality piece of art work you have completed this year.
4. If it is a drawing, photograph, pen and ink, pastel, etc. mount it neatly making certain that it has a stiff backing so it will not bend on an easel.
5. If it is a painting the canvas edge should be painted, finished, or preferably framed although framing is not required.
6. Three dimensional work will be displayed on table tops.
7. Write a biography following these directions. (An example follows at the end of this section.)
A. Title of work
B. Student’s full name
C. Student’s age
D. Materials used to create the work
E. School or program
F. Location of program (city, town, etc.)
G. Paragraph written by student about him or herself
H. Second paragraph written by student about the art work
I. Biographies are to be mounted and able to rest neatly on an easel next to the student’s work without bending or sagging. Biographies for three dimensional work should be able to “stand up” in the same way as freestanding picture frames.
*See biography example on next page.
1. Bring your art work to the art display registration area at the beginning of the conference. Look for the sign. Write your name and school on your artwork.
2. Pick up your art work at the end of the conference along with your
critique and participant award.
All work will be accepted for display if it is in accordance with the guidelines if it is quality work, and is not disrespectful to any person, group or culture. If a work is rejected for any of these reasons, an explanation will be provided to the student.
Questions?
Call: Bill Scalise
860-779-6661
Killingly ALPS
Danielson, CT
wscalise@killinglyschools.org
Remember to indicate this event on the main registration form - and register your work when you arrive at the conference
Biography Sample
The Future Arrives
by Sam Soupe
16 years old
Black and White Photographs
Deer River ALC
Deer River, MN
I’m a full-time student at Deer River ALC and work part-time at the Quick Stop. Since I was a kid I’ve been into drawing. Most of my artwork is on notebook pages. If I could, I would like to get a job in the field of art but that seems to be a long shot. I haven’t totally given up on the idea. I’d like to try computer animation and I’ve heard there are jobs in that area.
This year our ALC has a dark room and I’ve been able to use an old Pentax to do some shooting. I really like the mood you can capture with black and white photography. And when I’m in the dark room I like the effects I am able to achieve by developing the prints myself. This is a three piece series I named “The Future Arrives” because it reminds me of the way things might be in the future...depending on the choices we make now.