SPRING SEMESTER 2022-2023
COMMUNICATION
Standard 1: Evaluation & Feedback
3. The student leader uses appropriate tone and language to provide constructive written and oral feedback. I was selected to give my feedback on the school's positive and negative aspects with the WASC committee in the third quarter. There, I spoke with members in and outside of leadership discussing how the school succeeds or could improve on their involvement in our education and well-being. Our information let the WASC committee know about our school so they can accurately fill out their evaluation. This conversation was important because it furthered the WASC process as well as allowing open discussion with people in and out of leadership. |
PERSONAL AND SOCIAL DEVELOPMENT
Standard 1: Group Dynamics
9. The student leader considers diverse ideas, synthesizes viewpoints, and analyzes claims and evidence on all sides of an issue when considering possible solutions. I attended a Scott Backovich Zoom Meeting that discussed the importance and creativity in traditions. There, I spoke with multiple students from Lodi, West High, and other schools in and outside of California. We shared school traditions and how they can be implemented into our schools. I was able to use the conversations we had to create a list of possible traditions so our school could copy or take inspiration. The meeting gave me the goal to make a new tradition so that Tracy High could experience something new. |
CIVIC AND SERVICE LEARNING
Standard 1: Civic and Community Engagement
1. The student leader develops partnerships with various student, school, parent, and community groups. At the Black Student Leadership Conference on March 10th-12th, I formed connections with multiple high school Black Student Unions from across Northern California. I was able to partner up with the Merrill West High School BSU for the weekend as well. We discussed our impact in our clubs, schools, and community. After the conference ended, I was able to contact people from the BLSC to continue having a relationship with the BSUs in our area. |
GOVERNMENT
Standard 1: Authority and Governance
2. The student acknowledges the relationship of power and authority between the student body organization, school staff, school district governing board, and state legislature. On April 25th, 2023, I attended the monthly Tracy Unified School District Board Meeting. I watched a member of our leadership program update the Board on events that were happening throughout the month. Multiple representatives from West, Kimball, and middle schools came to speak as well to show their achievements and contributions to Tracy. |
BUSINESS AND FINANCE
Standard 4: Advertising
3. The student leader creates advertisements that are grammatically correct and visually appealing. To apply for senior class treasurer, I created a model Instagram post to show my creative and advertising abilities. I found that Aldo is almost forty years old which I used to make the beginning of the post while describing the revenue and goal. I am able to make advertisements that are interesting and descriptive. We could use this post for a future Aldo's fundraiser to incite students to help us with our fundraiser. |
TECHNOLOGY & DIGITAL CITIZENSHIP
Standard 4: Video and Photography
1. The student leader recognizes the role of video and photography in the promotion of positive school culture For Hoopla, I participated in making a video to announce each class' themes. We had to come to our video commissioner's house and perform something that represented our respective class' Nickelodeon TV show. This was an engaging and fun way to bring the school together because it made people excited to dress for their theme. |
FALL SEMESTER 2022-2023
COMMUNICATION
Standard 3: Public Speaking
6. The student leader demonstrates a variety of techniques to connect with the audience and to maintain the audience's attention. Evidence: I am a Link Crew Leader for a group of freshmen this year. During Freshman Orientation, I welcomed my group to Tracy High and spent thirty minutes engaging them with multiple icebreakers and a conversation about my experience in Tracy High. Some of these ice breakers included "Bang!", Cliques, and Twenty Questions. Then, I lead them around our campus, pointing out specific areas such as the football field, the band room, and rooms I know Freshmen often have. After Freshmen Orientation, I called the Freshmen's parents and formed a group chat with the Freshmen in order to keep them involved during the school year. I used these techniques to make the Freshman comfortable and safe as they shifted from middle to high school. During the Freshman Orientation, I realized that some students leaned into different techniques or icebreakers than others, which proved that having a variety of options for the freshmen kept them engaged. |
PERSONAL AND SOCIAL DEVELOPMENT
Standard 3: Social and Emotional Learning
2. The student leader analyzes one's strengths and areas of improvement to develop a validated self-perception, self-competence, and growth mindset. Evidence: I participated in Leadership Development Day lead by Scott Backovich in the beginning of the school year. I was paired up with a student from West High where I was challenged ignore our school rivalry in order to improve both of our schools. I had to get uncomfortable and express myself while talking to them to grow my communication skills. Throughout the day, talking to them made me realize the benefits and issues that need to be addressed in both of our schools and made me self-aware about how I could be helping others. With the help of a West High student, I became more aware of my impact on campus and what I need to improve. |
CIVIC AND SERVICE LEARNING
Standard 1: Civic and Community Engagement
1. The student leader develops partnerships with various student, school, parent, and community groups. Evidence: During our school's Homecoming, the other officers of the Junior class and I met with our teacher advisors to plan out how we will handle our flower parties, homecoming parade, and Night Rally section. I also talked to them privately and built a relationship with them which made our meetings run smoothly. The day of the Homecoming parade, the leadership class, parents, students, and our advisors came together to make our Homecoming float. The float was made from our work over the weeks and finalized by the work of our Junior class. Our float was the end of work for Homecoming, and was only possible with the help of our community. |
GOVERNMENT
Standard 1: Authority and Governance
4. The student leader contributes to committees and/or councils and recognizes how the committees and/or councils benefit the student leadership team. Evidence:o I am part of Chloe's (ASB Vice President) committee for the second quarter, where we set up our leadership Thanksgiving Feast. This Feast is a way for our class to connect before we seperate for Thanksgiving break. I left my second and third period class the day of the feast to move items, set up tables, and finally decorate the room for our class. During my time, I mainly focused on transfering things from the leadership classroom (F101) to D210 as we had to move food and decorations. At the end, it was rewarding to see our hard work displayed for the rest of the our leadership class as our Thanksgiving Feast is a long-held tradition. |
BUSINESS AND FINANCE
Standard 4: Advertising
3. The leader creates advertisements that are grammatically correct and visually appealing. Evidence: I created a post for the instagram account, @tracyhighbulldogs2024 to fundraise for our Aldo's fundraiser on October 21st. I created this post using Canva. Advertising using social media is an efficient way to connect to students at our school. We are able to create visual art to interest others to support our class which helps us in planning and creating future events. |
TECHNOLOGY & DIGITAL CITIZENSHIP
Standard 3: Audio/Visual Presentation
2. The student leader creates an (audio/)visual environment that is accessible to all audience members.
Evidence:
I run the Class of 2024's Link Tree Website that is placed in the bio of our Instagram account. I design and choose websites to display to the entirety of our class to help fundraise, advertise, or lead them to important websites. Creating a visually appealing and effective website for our class helps students know what is going on throughout the school year.
2. The student leader creates an (audio/)visual environment that is accessible to all audience members.
Evidence:
I run the Class of 2024's Link Tree Website that is placed in the bio of our Instagram account. I design and choose websites to display to the entirety of our class to help fundraise, advertise, or lead them to important websites. Creating a visually appealing and effective website for our class helps students know what is going on throughout the school year.