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WHO AM I?
TRAITS:

Focusing on Self:
· Compare and contrast the results from at least two interest inventories and personality assessment s.
· Identify specific skills and aptitudes that are indicated by the test.

Representing Self:
· Identify and discuss the impact of a work of art, music, or literature that represents your personal life view.
· Characterize themselves in areas such as philosophy of life, emotional development, intellectual development, etc.
· Discuss your life priorities(i.e. economic goals, personal goals, choices in life, etc).

Analyzing Past Performance:
· Identify academic strengths and weaknesses through the review of the transcript and test scores.
· Review your personal achievement, awards, honors, etc.
· Define what success means to you.
· Reflect upon past performance i.e. "If I could change one thing, what would it be?" and "How can I improve upon past accomplishments?"

WHERE AM I GOING?
TRAITS:
Setting Goals:
· Defining success in the future.
· Setting goals for the future-think of it in terms of 5-year increments.
· Create a timeline for the accomplishment of goals.

Describing the Career:
· Researching the basic elements of the job (i.e. education requirements, responsibilities of the jobs, and salary expectations.)
· Measuring demand for the job and locating areas where job availability is highest.

Linking the Career Selection:
· Determining that the career choice reflects the skills, interests and abilities of the student.
· Demonstrate how the career will help you achieve your goals.

Interviewing the Expert:
· Developing a procedure for contacting someone in the career field and requesting an interview
· Create questions that are focused and address a variety of career elements (i.e. steps completed to reach the position, roadblocks to progress, personal reflection upon career, etc)
· Reporting results of the interview including a the student's personal reflection on the career based upon the interview (i.e. What did I learn?)

HOW AM I GOING TO GET THERE?
TRAITS:

Evaluating Present Situation:
· Develop a "statement of intent" describing the skills that you need to develop for your chosen career. (military, college, or workforce)
· Describe factors that are currently effecting him/her that will have an impact on post-high school plans (i.e. change in family situation, financial issues, scholarship opportunities, etc)
· Create and present resume and letter of application to serve as a model for future development. Complete a college application if applicable

Predict Future Needs:
· Analyze the costs of life after high school. (Cost of college, rent, insurance, car, etc.)
· Discuss plans to pay for the costs of life after high school and evaluate the role that length of education, training, etc. will have on you ability to pay for necessities.l
· Consider the potential successes/failures the student might encounter while pursuing post-high school options.

RITE OF PASSAGE PROJECT
Project Rationale

The Rite of Passage project is designed to be a capstone project for seniors at Pleasant Plains High School. The primary goal of this project is to have students utilize a variety of skills to produce an end product that defines them in terms of self-awareness, career awareness, and world awareness. A second goal is to allow the students to develop a realistic plan for the future that will assist the student in the years ahead.

Process:

Students will engage in a variety of research and reflective activities in order to complete the project. These activities are described in the attached pages. Students will be given substantial amounts of class time to utilize the library, computer labs, and guidance office to complete the steps. Still, students should plan on using time away from class to complete the project. Students will answer the following questions: "Who am I?", "Where am I going?" and "How am I going to get there?"

Product:

The final product will be a presentation that covers all three questions. This presentation should last about 15 minutes and must include the use of technology. This can come in the form of a Power Point presentation, the development of a web page, the use of video, etc. Other types of visual aids are also encouraged as are handouts, pictures, etc. All presentations will be made April 24 and 25. A schedule will be developed and strictly adhered to. There may be a need to schedule some presentations before or after school. Volunteers may be asked to do this. Every effort will be made to have the presentations given on those days.

The presentation will be graded by a team of 2 or 3 evaluators. A rubric has been developed for each question. This rubric will be shared with students in order to better communicate expectations.