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What should be included in a project report?

Students submitting their community project for competition are required to submit a report detailing the implementation of their action plan. The report reflects the work students completed, the progress they have made to their goals, alongside challenges, modifications, successes, and reflection.

The report can be up to 3,500 words, and must be submitted in a 12 point, non-script font. 

As students implement their plan in the real world, they will encounter obstacles and successes and adapt their plans accordingly. Students will document all of their implementation in their report so evaluators can see how the project has progressed. 

The report shares the details of the project with the Future Problem Solving community and the project’s evaluation team. It’s a time for students to show off all the hard work they have done. When writing, students should consider including:

  • Details about how students implemented their plan
  • Successes and accomplishments
  • Obstacles and challenges
  • How students problem-solved through challenges
  • What changes and adaptations have been made
  • How students managed stakeholders and project deliverables
  • Objective assessment of the project’s progress
  • How the project interacted with and impacted the community
  • Reflections & lessons learned

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April Michele

April Michele Bio

Executive Director

A seasoned educator, April Michele has served as the Executive Director since 2018 and been with Future Problem Solving more than a decade. Her background in advanced curriculum strategies and highly engaging learning techniques translates well in the development of materials, publications, training, and marketing for the organization and its global network. April’s expertise includes pedagogy and strategies for critical and creative thinking and providing quality educational services for students and adults worldwide.

Prior to joining Future Problem Solving, April taught elementary and middle grades, spending most of her classroom career in Gifted Education. She earned the National Board Certification (NBPTS) as a Middle Childhood/Generalist and later served as a National Board Assessor for the certification of others. She was trained and applied the International Baccalaureate Middle Years Programme (MYP) in Humanities, which helped widen the educational scope and boundaries beyond the U.S. In addition, April facilitated the Theory and Development of Creativity course for state level certification of teachers. She has also collaborated on a variety of special projects through the Department of Education.

A graduate of the University of Central Florida with a bachelor’s in Elementary Education and the University of South Florida with a master’s in Gifted Education, April’s passion is providing a challenging curriculum for 21st century students so they are equipped with the problem solving and ethical leadership skills they need to thrive in the future. As a board member in her local Rotary Club, she facilitates problem solving in leadership at the Rotary Youth Leadership Awards (RYLA). She is also a certified Project Management Professional (PMP) from the Project Management Institute and earned her certificate in Nonprofit Management from the Edyth Bush Institute at Rollins College.