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1 Davie County Early College Community Project 2015-2016 GUIDELINES

The Community Project The community project is part of the school curriculum, a local effort, and a yearly Early College tradition. It is intended to develop college ready skills such as citizenship, public speaking, critical thinking, creativity, and self-knowledge. Community projects are to consist of twenty (20) hours of volunteer service to individuals or to agencies that benefit the community in some way. Students may participate in existing agency fundraisers, but

projects that involve independent student fundraising will not be approved. When handling money, students

must carefully follow organizational policy and must never be solely responsible for money.

Step 1: Choose a Project Traditional Community Service Option (Required for ALL Freshmen)

The community project is layered so that students gain more and more responsibility and are able to show

extra initiative as they gain experience and progress through the Early College curriculum. Freshmen must choose their service from a list of preapproved organizations during their first year. See the list below.

Organization name Supervisor/contact Phone number Email address

Big Brothers Big Sisters Abbie Barbour 751-9906 [email protected]

Davie County Public Library Julie Whitaker 753-6030 [email protected]

Davie County Senior Services* Kim Shuskey 753-6230 [email protected]

First Presbyterian Church Tutoring Alan Hyland [email protected]

Habitat for Humanity ReStore Tiffany Rycroft 753-1438 [email protected]

Humane Society for Davie County* 751-5214

The Storehouse for Jesus Jerrie Cozart [email protected]

Davie Family YMCA Kim McClure 751-9622 [email protected]

Twin City Soccer Sarah Henson 998-4277 [email protected]

Davidson County Community College Bobby Griffey

*Organization requires the presence of parent/guardian for students younger than 18 years of age.

Sophomores, juniors and seniors may choose to perform their community service at any organization,

provided the organization is preapproved by the Seminar teacher. Students are encouraged to create their

own project, if possible, through collaboration with a community organization. Below are additional

suggestions for community service for upperclassmen. Alternatively, students may choose from service

options on the next page.

Organization name Phone number Organization name Phone number

Autumn Care of Mocksville 751-3535 Special Olympics Davie County 751-2325

Davie Place Residential Care 751-2175 Davie Domestic Violence Services 751-3450

Somerset Court of Mocksville 751-1209 Davie Pregnancy Care Center 751-4673

Cedar Rock Assisted Living 751-1042 Farmington Community Association 998-0825

Bermuda Commons Nursing & Rehab 998-0240 Habitat for Humanity 751-7515

Fork Fire Department 998-5545 Hospice & Palliative Care 753-0212

Mocksville Fire Department 751-5782 Parks and Recreation 751-2325

Smith Grove Fire Department 998-3484 Toys for Tots 749-4773

Cooleemee Fire Department 284-2411 Camp Manna Ministries 284-2267

Advance Fire Department 998-8181 Davie County 4-H 751-6297

County Line Fire Department 492-7236

*Also consider special projects at your local church, such

as child care and visiting shut-ins. The Dragonfly House Children’s

Advocacy Center

753-6155

Davie County Arts Council 751-3122

mailto:[email protected]









Service-Oriented Club Option

In lieu of traditional service, any student (10th-12th grade only) may choose to complete his or her service

project through one of the Early College’s service-oriented clubs. The clubs’ advisers will serve at the student’s

supervisor. The eligible service-oriented clubs are Interact, National Honor Society, Junior Civitan and

Fellowship of Christian Students. Clubs are open to all students, but cannot be used in lieu of the traditional

community service project for freshmen.

The following options can each only be counted as a service project once during a student’s four or five year

Early College career:

Career Field Exploration (Job Shadowing/Internship) Option

Juniors and seniors at the Early College are required to complete a job shadowing/internship project in place of

a community service project at least one of their final two years. Students should choose three separate job

experiences that interest them, and must complete a minimum of 20 hours total shadowing/interning at these

locations. Students should meet with Mr. Catlett, and will then make professional contacts throughout the

community to schedule these experiences. NOTE: Seniors for the 2015-16 year may choose not to do this

option if they wish.

Academic Mentor Option (limited 20 spots, school-wide)

The academic mentor option provides students with the opportunity to give back from within the Early College

by serving as a teaching assistant and peer mentor. Sophomores, juniors and seniors who meet the

qualifications may choose to apply.

School Ambassador Option (12 spots, school-wide)

The school ambassador option can be chosen in conjunction with one of the other service options. As a

student ambassador, students will play an active role in the school culture by helping plan and facilitate

school-wide events such as dances, celebrations, Town Halls, and recruitment. This option is open to all

students who meet the requirements and who wish to advocate for our school; however, freshmen who

participate as School Ambassadors may not use this for community project credit.

Step 2: Complete the Approval Form The Approval Form

Once students have chosen an option for their service, they must then fill out the Approval Form. Some options are limited and are open on a first-come, first-served basis. If a student changes his or her mind about

a service project, she or he must fill out a new Approval Form and submit it to the Seminar teacher.

1. The Approval Form is to be completed by students and submitted to seminar teachers for approval and

signature prior to beginning the project. On the Approval Form, students indicate the service option they

have chosen from the list above. Students must also answer some questions and complete any additional

applications for special service project options (such as Career Field Exploration or Ambassador) as

needed.

2. Students then go to the service location to get approval and signatures from site supervisors. Site supervisors may not be family members.

3. Approval forms are returned to the seminar teachers for final approval.


Approval Form Timeline

Due September 2, 2015 Due October 7, 2015

Fill out the Approval Form (seminar teacher

signature)

Return the final Approval Form with site supervisor comments and signature

Step 3: Do Service Hours and Complete Project Assignments Service Project Due Dates

Community service can be unpredictable, so Seminar teachers may modify the below timeline when students

run into roadblocks. However, all students should understand the below dates as firm, requesting approval for any late work, and the teacher may choose to penalize unapproved late work.

October 7, 2015 December 2, 2015 March 16, 2016 Sign Up in Seminar

Finalized Approval

Form

Journal entry #1

Journal entry #2

One-page research

Journal entry #3

Time

log/supervisor

evaluations

Presentation

Time Log

Students must complete at least 20 volunteer hours in order to receive full credit for the service project.

Students who complete less than 20 hours will have points deducted from their project. Volunteer hours must

be documented on the provided time log sheet. Site supervisors must sign off on student work at the

community site. Evaluations are part of the Time Log and are to be completed at the conclusion of each site

visit. Please encourage the site supervisor to write additional comments as well.

Journal Entries

A minimum of five typed entries are required. Journals should be well-written with attention to grammar,

punctuation, and spelling, and should include the following:

Header with name, date, class, and teacher in left hand corner of page one (single-spaced)

Title summarizing the entry, capitalized (not all caps), and centered on the page below the header

At least three paragraphs (5-7 sentences each), double-spaced (except for header), in Times New Roman or Arial, size 12 font, with margins set at one inch

Entry #1 - This entry is to be completed prior to the start of service hours. Write:

1. One paragraph describing what you are looking forward to.

2. One paragraph explaining what you are uncertain or apprehensive about.

3. One paragraph detailing what actions you may take to prepare yourself for the experience.

Entries #2 - Choose a service experience or event that is representative of your whole project:

1. One or two paragraphs about something good that happened during your project, explaining in detail

the reasons for your positive feelings/reactions.

2. One or two paragraphs about something challenging or uncomfortable, explaining in detail the reasons

for your feelings/reactions.

3. The third paragraph should draw conclusions about your experiences at your project site.

Entry #3 - This entry is to be completed at the end of the community project:


1. At least one paragraph connecting your project with your core beliefs and values important to you.

2. At least one paragraph explaining how this project connected you to your community in a deeper way.

3. One paragraph detailing how the research topic relates to your experience in this project.

4. The final paragraph should explain what these experiences have taught you about yourself and your community.

One-Page Research

Research an aspect of the project, agency, or population served citing at least one source. Your research topic should connect in some way with your service organization, career aspiration, skills needed for the project, or

the needs of your school. Write a one page report following the journal entry formatting guidelines above.

Include a works-cited (at the bottom of your paper) and in-text citations for your sources.

Presentation

As with any formal presentation, students should prepare thoroughly, use note cards (not read from Power

Point), and demonstrate appropriate public speaking skills. They should demonstrate visual creativity by going

above and beyond a basic Power Point. If technology is part of the presentation, students need to prepare well in advance so their presentation runs smoothly. Presentations should include visual, documentary evidence,

and/or artifact(s) from the project. Interactive demonstrations are also strongly encouraged (see rubric), and

should include more than just a question and answer session. Journal entries and cited sources may serve as a

basis for student presentations, but may not be read as the presentation itself. Students may be asked to

present in either a traditional classroom or gallery-style format.

Grading

The community project counts as 25% of the final seminar grade. At a minimum, students must earn a passing

grade by completing a combination of total service hours and the project assignments (such as journal entries).

Points can be deducted for failing to complete service hours or failing to turn in portions of the project by due

dates. See the community project rubric for more details. Teachers may use their discretion in grading

community projects in order to meet educational objectives, such as organization or time management, by

reassigning a portion or all of the project. All assignments must be marked “Completed” in order for the student to receive credit for the service project.

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Student Expectations and Agreement Memorandum

I understand the Davie County Early College Service Project GUIDELINES. I understand this is an assignment

that counts 25% of my final seminar average and failing to follow the guidelines may affect my grade for the

seminar course and eligibility for graduation. Finally, if my parents or I have questions at any time I will contact

my seminar teacher(s), counselor(s), and/or the principal.

Student’s Printed Name Student Signature Date

I have reviewed the guidelines with my child. I attest to his/her intentions to accept these responsibilities and

my commitment to support his/her service.

Parent/Guardian Printed Name Parent/Guardian Signature Date

5 Davie County Early College Community Project 2015-2016 APPROVAL FORM

Student Name: Today’s Date:

Choose your service option:

Traditional Community Service option (Required for all 9th grade)

Service-Oriented Club option (10th through 12th grade only)

Career Field Exploration (Job Shadowing/Internship) option (11th and 12th grade only- required one year)

Academic Mentor option (10th through 12th grade only) – please also complete the section for the Traditional or Club Community Service option, as spots are limited

School Ambassador option (10th through 12th grade only) – please also complete the section for the Traditional or Club Community Service option, as spots are limited

Reflect on why you are choosing this as your service option.

How will you deal with transportation to your site? List any other issues you foresee and how you will deal with

them.

Once the preliminary service plan has been approved and signed by the seminar teacher, the site supervisor is to

review the plan and write a brief statement explaining his/her understanding of the students’ responsibilities at the

site. A signature indicates that s/he approves the project and agrees to assess the student’s performance throughout.

Name of Service-oriented Club (if applicable):

Have you joined this club yet? (if applicable): Yes No

Primary project location:

Name of supervisor: Phone number:

Email address of supervisor:

Supervisor signature and position Date

* Project supervisor may not be a relative of the student.

Seminar teacher signature Date

6 Davie County Early College Community Project 2015-2016 APPROVAL FORM

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7 DCECHS Community Project 2015-2016 APPLICATION FOR CAREER FIELD EXPLORATION

What is Career Field Exploration (CFE)?

CFE is an off-campus learning experience that helps students explore a career field of interest. Students who participate in

CFE spend at least a half/whole day observing/shadowing in local work places. As a part of the service project, students

complete at least 20 hours of job shadowing at multiple sites. Students also engage in research, reflection, and writing

before/after the experience to learn about themselves and set goals for future exploration.

Who can participate in CFE?

Early College juniors and seniors participate in CFE. Students must be at least 16 years old by the time they visit their CFE

site.

Where will I go and how will I get there?

Once the student has completed the necessary paperwork, the counselor will collaborate with the student to find a local

business or organization (called a Community Sponsor) that is a good match. After being matched, students are expected to collaborate with the career counselor and the Community Sponsor to create a schedule for visiting the site. Students are

expected to provide their own transportation to and from the site. The Early College will not provide any transportation.

How do I dress when I visit my CFE work place?

Clean, presentable clothing

Khakis, slacks or a skirt/dress (no jeans or shorts)

Appropriate top/shirt with collar (no screen printed t-shirts)

Appropriate shoes (no flip-flops or tennis shoes)

Medical work places require scrubs or long pants/shirt (no screen printed t-shirts or jeans) and closed toed shoes

Be clean and presentable

What are the expectations for my behavior at the site?

Put your cell phone away

No texting or phone calls during site visit

Be attentive

Take notes during or after visit

Engage in work tasks if you are invited

Most of your time should be spent in observation/learning about the job site

Speak to the career counselor if you are put to work for more than 40% of your time

Represent the Early College and yourself well by being courteous, kind, articulate, and attentive

Why do I need to list five career fields?

First, sometimes possibilities are limited. We may not be able to find all the field locations that students want. We will narrow your choices down to the three available. Second, the more information the students have about careers and the

job market, the better off they will be (even if their minds are already made up).

Do I still have to do the journals, time log and one-page research paper?

Yes. All questions and assignments still apply to job shadowing.

Please write down five (5) career areas that you’re interested in exploring. (We will narrow this list to 3.)

1.

2.

3.

4.

5.

8 DCECHS Community Project 2015-2016 APPLICATION FOR CAREER FIELD EXPLORATION

Emergency Information: Primary Parent Contact:

Parent Phone #1: Parent Phone #2:

Parent Email:

Secondary Parent Contact:

Parent Phone #1: Parent Phone #2:

Parent Email:

Insurance Coverage: Name of Health/Accident Insurance Company:

Policy #:

List medical information about the student that would be helpful in an emergency.

Allergies, etc

Permissions and Releases:

I, , give permission for my son/daughter to participate in the Davie County Early College Career Field Exploration program. I understand that Davie County Early

College High School and all Community Sponsors will make every effort possible to insure the health, safety and welfare of

all participants in the Career Field Exploration program. Despite all efforts and precautions, it must be anticipated that an

emergency, illness, or injury may affect students participating in the program. Neither the Community Sponsor, the Career Field Exploration program, any employee or appointee thereof, Davie County Schools, nor any party, organization or

agency collaborating with the Career Field Exploration program is or shall be liable for any injury, loss, damage, deviation,

delay, negligence, or curtailment, however caused, or the consequences thereof, which may occur during any portion of this program.

I have read the above paragraphs and do accept the statements set forth.

Signature of parent or guardian Date

I consent for my son or daughter to receive emergency medical treatment in case of injury or illness. The information provided on this form is accurate to the best of my knowledge.



I have read the Career Field Exploration Overview and I agree to follow the guidelines set forth by Davie County Early

College High School for the Career Field Exploration program. I agree always to represent myself and Davie Early College

well through both my behavior and appearance.

Signature of student Date

9 DCECHS Community Project 2015-2016 APPLICATION FOR ACADEMIC MENTOR OPTION

What is an academic mentor?

The academic mentor option provides students with the opportunity to give back from within the Early College by

serving as a teaching assistant and peer mentor. Academic mentors will be available during learning lab and after

school to tutor, lead study groups, and assist students who request extra help. This is different from the student

intern, who will serve as a teacher assistant alongside a teacher in the classroom.

What if I can’t stay after school?

We will work with students’ schedules. Our plan is to allow students to mentor when they are not in college class.

If I have a mandatory Learning Lab or Seminar in my schedule, can I skip/change that time to be a peer mentor?

No. We want to protect students’ personal learning time as well. We also want to encourage students to see this as

an opportunity to give back, not a chance to get out of Learning Lab or other mandatory activities. That does not

mean students can help others during Learning Lab or Seminar, but it does mean they can’t log those hours toward

the required minimum.

Do I have to be a great student to be an academic mentor?

All academic mentors have to be in good academic standing (no Ds or Fs on the last report card), but they don’t have

to be honor students. Students must receive a reference from a teacher in the academic area in which they plan to

become a peer mentor. Students must also submit a sample of their work in each area. Ms. Absher will give final

approval for each peer mentor.

Can I peer mentor in multiple areas?

Yes. You must have a reference and work sample for each individual area. Keep in mind that academic mentor spots

are limited, however, and you will may be placed in the area of greatest need.

Do I still have to do the journals, time log and one-page research paper?

Yes. Use the questions and guidelines as a guide for writing journal entries and doing all other assignments. Choose

an educational strategy and research it for the one-page research as an effort to improve peer mentoring and

tutoring skills.

Who can participate?

Sophomores, juniors and seniors who meet the qualifications may choose to apply.

Student name:

Student email:

Student phone:

In what academic areas do you feel confident you can mentor peers? List an Early College teacher as a reference.

Subject: Teacher reference:



Student signature: Date:

Return this form to Ms. Absher for review.

Final approval: Date:

Principal

10 DCECHS Community Project 2015-2016 APPLICATION FOR ACADEMIC MENTOR OPTION

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11 DCECHS Community Project 2015-2016 APPLICATION FOR AMBASSADOR OPTION

Applicant Information

Name: __________________ _________ Grade: __________ Current GPA/average: _______________

How would you describe our school to an 8th grader who is considering applying?

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

Qualifications

Reliability: Show up to all agreed-upon meetings and events, memorize speeches, perform requested duties

Align with school priorities: Understand school mission, articulate school messages and values to students

Speak publicly: demonstrate ability to speak well in front of students and adults, prepare answers ahead of

time

Maturity: collaborate well with other students and adults, behave appropriately in unsupervised situations,

help with events and meetings without being silly or inappropriate

School spirit: care about the future of the Early College, be enthusiastic about school, show interest in finding

solutions to problems or potential problems

Self-confidence: feel comfortable standing in front of students and adults and speaking, be able to dress

appropriately and demonstrate positive qualities through dress and mannerisms

Academic success: students should be able to demonstrate a satisfactory GPA / class average in order to

allow them to leave for the day and/or be positive role models to potential students

Expectations

School recruitment rehearsals: attend after school some days, prepare and rehearse presentations for

recruitment events (after school, schedule TBA)

School recruitment meetings in middle school: attend one or possibly two school recruitment meetings and

speak to middle school students (during the school day)

SPIN: attend and help with informational night during application time for middle school students and their

parents (one evening after school in February)

GAIN: attend and help with activities for applicants reaching first phase (one evening after school in March)

Orientation Night for Rising Freshman: attend and help with event for new students and parents; be

prepared to present your service project and speak about the school (one night after school in May, possibly

after last day of school)

Elementary school visitation days: be available to assist teachers/elementary students if needed

Speak positively about the school to people in the community and potential Early College students; help

other Early College students

Help with recruitment materials, such as printing, folding, and stuffing envelopes if needed

Student signature: Date:

Please return this application to Mr. Catlett.

12 DCECHS Community Project 2015-2016 APPLICATION FOR AMBASSADOR OPTION

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Davie County Early College Community Project 2015-2016 RUBRIC Assignment Expectations Completed In Progress No Credit

Time Log Completion: Time log with 20 documented volunteer hours.

Journal #1 Completion: One paragraph describing what you are looking forward to.

Completion: One paragraph explaining what you are uncertain or apprehensive about.

Completion: One paragraph detailing what actions you may take to prepare yourself for the experience.

Grammar: Writing is correct (spelling, grammar, sentence structure, coherence, etc.)

Format: Entries are typed, properly formatted, double-spaced in Times New Roman or Arial, and in 12-point font

Journal #2 Completion: One or two paragraphs about something good that happened during your service, explaining in detail

the reasons for your positive feelings/reactions.

Completion: One or two paragraphs about something challenging or uncomfortable, explaining in detail the

reasons for your feelings/reactions.

Completion: The third paragraph should draw conclusions about your experiences at your community project site.



Journal #3 Completion: At least one paragraph connecting your project with your core beliefs and values important to you.

Completion: At least one paragraph explaining what you contributed to the community and how this compares to

your original intentions.

Completion: One paragraph detailing how the research topic relates to your experience in this service (grades 10,

11, and 12).

Completion: The final paragraph should explain what these experiences have taught you about yourself, your

community, and the meaning of service.



One-Page

Research

Completion: Research an aspect of the project, agency, or population served citing at least one source. Write a one

page report following the journal entry formatting guidelines above. Include citations for any sources used.

Grammar: Writing is proofread and corrected (spelling, grammar, sentence structure, coherence, etc.)

Format: Assignments are properly formatted, double-spaced in Times New Roman or Arial, and in 12-point font

(except header)

Presentation Vocal/Visual Quality: Evidence of practice, appropriate volume, words well enunciated, steady pace, good posture,

scanning audience, and personal appearance

Content: Facts and information from research, details of project, reflections on the project

Engagement: Actively involves audience (activity, demonstration, question/answer, participation, etc.)

Structure: Clear and engaging introduction, thorough body, and logical conclusion (5-8mins)

Quality Visual Product: Technology or display board with additional artifacts from project

Davie County Early College Community Project 2015-2016 RUBRIC

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Davie County Early College Community Project 2015-2016 TIME LOG

Student: Supervisor: Email:

Organization/Work Site Phone: (_______) _______________________

*Service must be performed in at least one-hour increments. Don’t forget to fill out the above info and add up your hours!

DATE TIME

IN/OUT DESCRIPTION OF WORK

(Explain a different aspect of your work each time) HOURS

WORKED SUPERVISOR

INITIALS EVALUATION ADDITIONAL COMMENTS

Excellent Satisfactory Unsatisfactory





Total # hours


Davie County Early College Community Project 2015-2016 TIME LOG

*Service must be performed in at least one-hour increments. Don’t forget to fill out the above info and add up your hours!

DATE TIME

IN/OUT DESCRIPTION OF WORK

(Explain a different aspect of your work each time) HOURS

WORKED SUPERVISOR

INITIALS EVALUATION ADDITIONAL COMMENTS







Total # hours


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