Student Name: Kanani King

Day 1 Period 4

Essential Skills
Evidence Form

Standard—Think Critically and Analytically

Skills—

1. Identify and explain the key elements of a complex event, text, issue, problem or
phenomenon.
2. Develop a method to explore the relationships between the key elements of a
complex event, text, issue, problem or phenomenon.
3. Gather, question and evaluate the quality of information from multiple primary and
secondary sources.
4. Propose defensible conclusions that address multiple and diverse perspectives.
5. Evaluate the strength of conclusions, differentiating reasoning based on facts from
reasoning based on opinions.

Description of Activity/Task/Experience that demonstrates I am at or above standard

in the specific skills for the standard mentioned above:
An issue that was focused on in my junior year of high school was the
disconnection between staff and students in school. It took a couple of students to come
together and form the student equity team. Which had goals to decrease that gap.
Methods that were used was interviewing students about equity and school, soon
forming that into a presentation for the staff. It took many voices to have a concrete set
on how staff and students could see eye to eye. Especially since the rules of the school
and district restricted us from doing more than we wanted. But, the effect of this was
beneficial. The gap became smaller. Causing staff and students to understand one
another better.
Explanation/Reflection of how the activity/task/experience described above meets or

exceeds the specific skills of the standard mentioned above:

The experience above has included all specific skills listed. Key elements being

those who were involved, connecting to the bigger problem. Which was the

disconnection between those key elements. Methods and ideas were developed to

explore the thoughts of others, progressing with our goal. Sources were student and

staff themselves, giving us their thoughts and feelings on the matter. Creating many

perspectives from each individual. Facts were established within the rules of the school

of how far the district could let the student equity team go. Opinions were established

within the voices from those who volunteered to give them to us. Concluding the

progress that was made.