Are you interested in being a Carson Scholar? If so, keep reading!
Students in grades 6-8 and never selected as a Carson Scholar in the past may apply.
Community Service Involvement
List your community service opportunities. Describe your community service involvement and its meaning to you. 250 words maximum.
3.75 GPA or higher in English, Math, Science, Social Studies, and World Language (if taking) courses for this school year’s first quarter report card. See GPA Calculation Rules and Policies.
Friends play a significant role in our lives. They boost our self-confidence, increase our sense of belonging and enhance our happiness. Everyone needs friends. What are the characteristics of a friend? What makes you a good friend? Share a time when you were a friend to someone in need
Parents and teachers promote and encourage responsibility and making responsible choices. But what does it mean to be responsible? As a young person taking on more responsibility, how can you and your peers develop a sense of responsibility? What are some of your responsibilities? Do you wish you had more or less? How are you modeling responsible behaviors for your peers and siblings?
Community Service Involvement Rubric
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Score Point 4 |
Score Point 3 |
Score Point 2 |
Score Point 1 |
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Community Service Involvement Description of student’s community service involvement and its meaning to the student in 250 words or fewer. |
Student describes one or more examples of community service.
The meaning of the service is extremely clear, significant, and well described. |
Student describes one or more examples of community service.
The meaning of the service is moderately clear and significant and described. |
Student describes one or more examples of community service.
The meaning of the service is somewhat clear and significant, and somewhat well described. |
Student describes one or more examples of community service.
The meaning is not clear. The significance is not explained or well described. |
Carson Scholars LEMS Essay Rubric
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Carson Scholars Criteria |
Score Point 4 Highly Effective |
Score Point 3 Generally Effective |
Score Point 2 Somewhat Effective |
Score Point 1 Ineffective |
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Content An essay with ample information, including supporting details. |
Student skillfully responds to the entire prompt, conveying a strong understanding of the topic. |
Student responds to the entire prompt, conveying an understanding of the topic. |
Student responds to most of the prompt, conveying some understanding of the topic. |
Student responds to some or no parts of the prompt, conveying little to no understanding of the topic. |
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Organization An organized essay with a well-developed beginning, middle, and end. |
Essay is very organized with a clear and well-developed beginning, middle, and end. |
Essay is organized with a beginning, middle, and end. |
Essay is somewhat organized with a beginning, middle, and end. |
Essay is not organized and does not contain a beginning, middle, and/or end. |
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Style, Mechanics and Usage Interesting, varied, imaginative, and age-appropriate vocabulary. Correct punctuation, spelling, and paragraph distinction. |
Essay demonstrates a high level of writing that is interesting, varied, imaginative, and uses age-appropriate vocabulary.
Correct punctuation, spelling, and paragraph distinction. |
Essay demonstrates a moderate level of writing that is interesting, varied, imaginative, and uses age-appropriate vocabulary.
Correct punctuation, spelling, and paragraph distinction. |
Essay somewhat demonstrates a level of writing that is interesting, varied, and imaginative. OR Essay somewhat uses age-appropriate vocabulary. OR Some incorrect punctuation, spelling, or paragraph distinction. |
Essay does not demonstrate interesting, varied, or imaginative writing. OR Essay does not use age-appropriate vocabulary. OR Incorrect punctuation, spelling, or paragraph distinction. |
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Focus Appropriate information to make the reader clearly understand the ideas being presented. |
Essay demonstrates a high level of appropriate information to make the reader clearly understand the ideas. |
Essay demonstrates a moderate level of appropriate information to make the reader clearly understand the ideas. |
Essay somewhat includes appropriate information for the reader to understand the ideas. |
Essay does not include appropriate information for the reader to understand the ideas being presented. |