Benchmarks Irvington High School (Fremont, California)

1 benchmarks

1.1 change project
1.2 world issues project
1.3 quest project

benchmarks

students must complete special benchmark projects @ irvington. currently, ihs has 3 benchmarks, 1 @ 9th grade level called change project, 1 @ 10th grade level called world issues project, , 1 @ 12th grade level called quest. benchmarks long-term projects allow students demonstrate progress toward or mastery of 4 school-wide outcomes: communication, critical thinking, personal responsibility, , social responsibility. benchmarks intended consistently evaluated, authentic, real life assessment projects provide students, parents, , teachers information student achievement across range of important lifelong learning skills.

change project

freshmen complete change project in become introduced irvington culture working in teams of 3 4 make positive change regarding environmental problem identify in local community. have approximately 6 months complete service project, volunteer @ local organization, write 3 drafts of research report, , create powerpoint presentation present near end of school year peers , teachers.

world issues project

formerly known un , world issues adds service component irvington education. changes have been made process , objective of project. now, students put groups of 4 , assigned global issue. after covering background of issue in group, students complete rest of project individually. first half of year devoted understanding , describing issue, , second half spent proposing ways fix problem. each student must research assigned issue, write 2 papers on topic, , participate in 2 discussions on assigned topic. these topics include lack of access clean water, refugee crisis, terrorism, child labor, climate change, human trafficking, , inequality women.

quest project

notorious difficulty, quest five-component project designed , must completed irvington seniors in order graduate. student starts question, associated providing benefits community. through understanding, answer question starts develop through research, reading, writing, , hands-on activities. students must find professional act consultant , guide them through experience , service hours. student , or consultant create experience plan related question, may include variety of jobs student-chosen jobs relate question. through service, student designs , implements activity allow student share or new knowledge greater community in way serves real need in community. must write paper consisting o findings throughout year presenting social contemporary issue background information, research, , hands on experience on quest topic. finally, @ testimony, student present or entire quest experience panel consisting of staff, parents , experienced community members.