Rubrics

Vague connection to program.

Clearly identifies CTE skills to be used.

Demonstrates advanced technical expertise.

Mentions a tenet.

Explains how project embodies a tenet.

Deeply integrates multiple tenets or attributes.

Plan is unrealistic for the timeframe.

Plan is solid with a basic timeline.

Highly detailed plan with source/material list.

Student described the topic of the project and explained what they did or made in a clear and relevant manner.

Student described the topic.

It is not clear what this project was all about.

It is clear what program this student is in and how this project connects to the program. The student has a clear connection to both the program and the project work.

The audience knows what program the student is in. The project has a connection to the program area of study.

The audience has no understanding of this project and no idea how it connects to any East Tech program.

The audience understood what the student went through and what the outcome of their hard work was. The final product or result has impact.

The audience understood the process the student went through to complete the project.

The audience does not really know or understand what the student did, or the student did not seem to fully understand the task.

Student was on time, organized, and had rehearsed this presentation. This was an enjoyable experience for the audience.

Student was on time and organized.

Student was late, the presentation lacked organization, or the student clearly had not prepared.

Student went above and beyond expectations for this exhibit, as set by the program teacher.

Display does exactly what was required.

Display does not meet minimum expectations from the program teacher.

This is a high-quality exhibit. It is clear the student took time, paid attention to detail, and showed pride in the accomplishment.

This is a quality exhibit. It was not thrown together at the last minute, and the student did what was asked.

This exhibit lacks quality and looks thrown together, probably at the last minute.

It is clear what the project was about. Visitors would not need the student standing next to the exhibit to understand and appreciate it.

It is clear when viewing the exhibit what the student's project was about.

It is unclear what the project was about. Visitors need several clarifying questions to understand it.

Submit through the Google Form on the Senior Project Website.

Create a professional physical folder for Economics review and end-of-cycle review.

Use the official Google Form link from your class directions, then keep a copy or screenshot of your submission confirmation.

No personal brand title page required.

Include a title page featuring personal brand identity.

Keep personal branding professional: your name, program, project title, clean colors, readable type, and a short professional tagline.

Submit a standard resume with CTE highlights through the Google Form.

Include an enhanced resume and a letter of recommendation from an adult.

Translate project work into resume language by naming skills, tools, leadership, service, certifications, and measurable results.

No visuals required.

Include photos of the project process and a copy of the presentation.

Capture evidence during every phase, not only at the end. Progress photos and drafts make the final portfolio easier.

Submit project, Tenet, and Portrait of a Titan reflections through the Google Form.

Include all reflections plus a best work sample from high school.

Push past summary. Explain what changed, what evidence proves it, and how the project connects to life after graduation.

Submit a copy of the formal thank-you letter through the Google Form.

Include a copy of the formal thank-you letter in the folder.

The mentor handwritten note is required by the gratitude phase even though the portfolio table focuses on the formal letter copy.