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The fast forward design is a nice design to place before the headline and in the sidebar.

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My theme idea is "In Our Own Words." It could be applied throughout the book with the use of handwritten fonts and more quotes from students. This theme would lend a much more prominent voice to the students of PGHS, more so than previous volumes.

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I just like the 3D 'M' on the picture. I think it looks good and stands out.

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Incorporate light into the photos. We can do it for any sport.

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I think that this theme is significant because it will showcase how each individual impacted the year. It can also focus on how they've left their mark on PGHS. Coverage should focus on significant change and events.

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Long Skinny Font

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I think we should give our seniors pleny of time to plan out their ad. I think their ads should all be different and unique, just ike this one. I like the incorporation of different shapes and various text.

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" From the Outside Looking In" Everyone is always looking from the outside perspective but when you see things from the inside you'll see what counts.

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I like this font for captions because it looks modern & I've seen other popular books using a tall, skinny font similar to this.

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I love this idea because it is approaching different stereotypes that are made throughout the school. Stereotypes is a subject that everyone can relate to, so I feel the story would be very intriquing to any reader.

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I like the bold font. It's easier on the eye.

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I like the warm shades of cold colors

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I like this font because it has a very retro feel. I think it fits my theme of location very well. I also think it is very bold so it will stand out well throughout the book.

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I like these colors because they are all very different, but when put together they look perfect.

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the infinite fragmented datawaves of oXane

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the infinite fragmented datawaves of oXane

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SECRET SURF MAP by Matthew Korbel-Bowers

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Possibly cover national/world events that took place during the school year that impacted  the country,world, or community. You could interview people on there outlook on the issue or how it affected them.

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This theme is very interesting because we could focus on the location that pictures were taken like people can now do on social media.

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I think showing whats currently going on in the school is a good way to cover all aspects of the year including whats changing and what its changing from. It can also cover what has changed in students lives to what it currently is.

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These colors are fun and stand out. They go together well and are visually appealing.

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I think this method would be very cool to do in the shape of something pertaining to our school. We could use people's yearbook pictures to form the larger image s they've done here.

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This font will stand out well and draw attention to the page. I think it will reflect well/go with the sports pages and sports themes. It's large, bold, and eye catching

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We need more pictures in our yearbook. This spread is like a divider, but it would be cool to have all the spreads have a full page dominant like this. It eliminates the white space and allows for more pictures, less writing.

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I think something like old to new would be cool. We could do something in the people section where it's their picture from kindergarten to now. Something to represent a change/transformation.

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I think we can do a lot with this such as what makes a good student or a good athlete.

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I think the various shades of blue look really well together and the touch of red just makes the other colors pop.

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I like to use our school colors.

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This cover is visually appealing because of the array of colors. It looks somewhat mosaic and I think it would stand out in comparison to things we've done in the past.

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I like Marley's theme concept because her idea reminds of us that our school is "anything but typical."
The black background also looks good with the pop of color that draws your attention to the spine of the book. The way that students and teachers interact here is untypical so this theme is suiting.

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I think coverage on SGA would be nice next year because they contribute to the main events at school. The collage on top will be a good way to highlight people's personality (360 coverage)

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This is a useful website because there are multiple different font packets to choose from. I like the BLONDIE font bacause it is very bold.

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I like these fonts because they are a bit more fun to play with and mix and match. I also like 'return to sender' and 'learning curve' because they compliment one another

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I like this spread layout because it includes a lot of pictures and will allow us to get better coverage of events. I also like the quote in the copy enlarged because it would be great for a quote the summarizes the spread.

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I like Bailee's Theme for the book the best because things change would fit Prince George. Something in this school is always changing if it is students, teachers, the community, or classes. Some classes may be taken out or added every year. I feel like we would come up with a lot of ideas for it and it would be easy for us to come up with pages that go along with the change theme.

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I really like the chalkboard. It is original and it looks old times I like how that looks. Also, it gives people a variety and you can be original.

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I like the simplicity and softness of these colors.

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I like the fourth font pairing, the one with "English Essay," I think the combination of the cursive with the larger letters.

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I think including a spread about students' dreams would be interesting, and I like how this spread was done with sticky notes.

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These colors look really good together and they're really light and simple.

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I like the the pictures on each page and the big, all caps words on each page. The pixelized cover is also cool.

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We could use this style of pictures like side by side to show a progression of change.

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I really like the more personal spreads that uncover what students plan to do with their lives, what they enjoy about high school, or how they plan for the future. The photography spreads should be more personalized.

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I like the theme of this book and the cover. I like the fonts on all of the pages and the pictures, too. I also like the modulars at the bottom of the people pages.

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I like the first 2 pairs as well as the last pair of fonts. They would enhance the look of the page and make it more appealing to read.

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I love these pictures and how they take up the whole page. The quality of the photos is really good and I like the layout of the pages towards the bottom.

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I like the 3D element of the spread. I also like the collage effect that the different sizes of photos have.

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Instead of the colors used on the cover of the book for my theme, I like the simplicity of these colors.

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This cover is really simple but I like the EHS letters with pictures in them. I also like the big, bold font. I wouldn't recommend a black cover again but the background could easily be changed.

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I like these fonts a lot. They're all different but they look good together. It would look cool on the cover and as headlines.

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I also like the light brown cover that Jacob suggested and the theme picture I posted. I like this colors with that color. They are kind of bright but not overwhelming.

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The central theme of the book is We ARE. We ARE PGHS and we come together to create something greater; a force. From athletics to academics, students unite to create another chapter in PGHS history.

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These kind of pictures could be used on student section pages for seniors to show the CHANGE in students following the theme. It could be used for other students too but since seniors are leaving they could be highlighted in this way.

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the theme for this book is "Things change. Change things." This goes along well with the changes that will be happening next year. Having the two statements gives the opportunity to talk about changes happening as well as using "change things" to talk about changes students are making in the school, community, moving on to college, etc.

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Next year we should improve on our use of color by coloring the bolded names in the copy or caption. For the cover, I like the use of a gray background with the different shades of blue in the rest of the design.

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This layout would be good for dividers because it implemented the fast forward symbol while creating a modern feel to the book. The text may be difficult to read, and if that is the case then you could make the text just a normal box.

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Either the Coming Soon font or the Belatto Bold and Belatto

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I thought this would be clever to include on the side of the pages because it seems original and it adds more of a meaning to each and everyone's yearbook.

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I love the colors and how well they would work with the theme and the neutral sort of light brown it has as the yearbook cover color.

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I really like the idea of a theme "I am.." and possibly put other words like photographer or architect and other various words all over the cover.

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This is my idea for a spread layout. I really like how they use other photos around the dominant and how the copy is white over a black background.

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My theme is going to be this design & replace the words define yourself with moving forward. Moving forward will be year specific due to the multiple changes the school will undergo. The fast forward symbol will be prevalent throughout the book, equivalent to the three lines we used for the 2016 book. Instead of black & blue, we could substitute those with other complimentary colors.

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Although it's a design from a movie poster, I admire this concept. I think the theme of "A Full 360" will be quite fitting to next year because major changes are occurring. I also like the collage to highlight events that happen throughout the school year.

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360 3600364  | Movie Posters | Film Posters | JoBlo.com

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from the upcoming film 360 - I have no idea what the word on the film is, but it's poster for Europe is pretty damn sweet!

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I think that we could do a story on things like
-Field Trips
-Jobs
-Whats (the students think) makes a good teacher
-game day superstitions
-first day of school
- drivers ed
-chosing a college
-how students learn
just a few ideas i was throwing out there

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I really like this layout and the way that they incorparated the shape of the photo with the design of the page.

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These colors would look great because they have great variation in shades and levels of brightness making for very colorful contrast.

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I like these fonts a lot because they are large and fun. They fit well with the storybook idea because of how much character it gives the words.

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We could do a story on current trends. From fashion to dance moves, students could express which trends they like, or maybe even trends they wish would come back into style.

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Putting the square around her makes her stand out even more and makes her the main focus it also gives it a cool 3D look to the picture but is still clean and doesn't take away from the picture

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i like this because it shows how someone changes throughout the years and it also leaves enough room for the parents message and it doesn't look over crowded

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The colors are modern and you can really pair it with whatever color and still have it look good

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I really believe that we should do a spread on the students within the special education system and the disabled students and get their perspective of the high school experience. I believe that the inclusion of a spread like this would help to diversify the yearbook and give these students a rare chance  to be represented. Maybe this could include a spread about disabled seniors and how their high school experience differed from the average students'.

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Students with disabilities sharing tips for success

We often hear about the problems young people with disabilities face-physical obstacles, social rejection, academic failure, and medical crises. Yet some people do overcome significant challenges and lead successful lives. What does success mean to them and how do they achieve it? What internal characteristics do these individuals possess and what external factors have been present in their lives? What advice do they have to help young people build personal strengths to overcome the challenges they no doubt will face?

Included in this brochure are insights from successful young people and adults with disabilities associated with DO-IT. These insights may help young people learn to lead self-determined lives. But what is self-determination? There are many definitions to choose from. The following definition is concise and incorporates a number of common themes found in other definitions.

Self-determination is a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. An understanding of one's strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults. (Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M., Self-determination for persons with disabilities: A position statement of the division on career development and transition," Career Development for Exceptional Individuals, 21(2), 113-128.)

Gaining control over your life involves learning and then successfully applying a number of self-determination skills, such as goal setting, understanding your abilities and disabilities, problem solving, and self-advocacy. The personal process of learning, using, and self-evaluating these skills in a variety of settings is at the heart of self-determination.

The content of this publication is organized around advice synthesized from hundreds of responses of the successful young people and adults with disabilities who contributed to the following topics:

Define success for yourself.

Set personal, academic, and career goals.

Keep your expectations high.

Understand your abilities and disabilities.

Play to your strengths.

Develop strategies to meet your goals.

Use technology as an empowering tool.

Work hard. Persevere. Be flexible.

Develop a support network. Look to family, friends, and teachers.

Perhaps young people with disabilities will find the experiences of others useful as they set their course toward successful, self-determined lives.

Define success for yourself.

People define success in many ways. Several successful people with disabilities use these words:

Success is defined by who we are, what we believe in, and what we think it means to be successful. For some it is money; for others it could be relationships, family, jobs, religion, or education. I believe that success is reaching my own personal dreams. I'm not done with my dreams, but know that I have been successful so far because I've worked toward my goals regardless of my disability. -college student who is deaf

Success is possessing the capability for self-determination. Self determination is the ability to decide what I want to do with my life, and then to act on that decision. -high school student who is blind

A successful life is one where I can be actively engaged in creative activities that make a contribution to the lives of others. Success is a kind of by-product and NOT an end in itself! -professor who is blind

To me, having a successful life is being able to do things independently for myself, and not always have someone there to do things for me. It's achieving my goals on my own terms and at my own pace. -high school student with a mobility and orthopedic impairment

Set personal, academic, and career goals. Keep your expectations high.

Below, successful young people and adults share their views about how they set goals and maintain high expectations:

A combination of people and events has helped me maintain high standards. This all started during the summer months when my mother and neighbor friend pushed me to improve my academic skills. At the time, it wasn't high standards that I was working for, but rather escaping embarrassment. For me, I wanted no one to know I had a disability and would have done most anything to hide it. Summer study sessions provided a stepping stone for future success in high school and college. Success builds upon itself. This was my start to expecting to do well in school.

I'm just stubborn and I refuse to lower my expectations. -college student with a mobility and orthopedic impairment

My parents helped me maintain high expectations for myself. They taught me never to say, "I can't," at anything I try. -high school student with cerebral palsy

My mobility teacher made me confident in my ability to learn, which has helped me maintain high expectations. -college student who is blind

My parents expected me to do as well as other students without disabilities, if not better. My parents actively sought help for my hearing impairment in the forms of speech therapists, audiologists, and teachers to make sure that I had an equal chance in public schools. Before choosing a new house, my parents did a lot of research on the local schools. -college student who is deaf

My brother and sister had one single expectation that determined my success: I was not treated differently in any way because I could not see. -computer scientist who is blind

I am still in the process of learning to stretch but I start by identifying what I can already do, what I am comfortable doing and feel good about. Then I say to myself (sometimes in writing) I can do more. I can do better, what is it BEYOND what I already can do that I want to be able to do? Then I write down goals or ideas and make efforts to stretch myself. -adult with hearing and mobility impairments

Very early on, I became the stubborn guy I am today. "Can't" wasn't in my vocabulary, which, of course, was helped by a set of parents who offered me opportunities to do most of the things everyone else did and encouraged me to set very high standards. By now, I do realize that everyone has a path in life that their unique set of talents and lack thereof gives them. I will never be mistaken for an athlete. However, knowing what talents I do have, I press myself to be the best historian, philosopher, and writer that I can be. -college student with a mobility impairment

I set personal, academic, and career goals by knowing where my limits are and working around them. If someone says I can't do something, and I haven't tried it before, that just makes me more determined to prove that someone wrong. If I fail, at least I tried. That's what counts. -college student with mobility impairments

One of the main reasons people do not set high expectations is fear of failure.... Start by having achievable goals that are not long-term. Develop week long, achievable goals that lead to success. Build on each success and make each goal a little higher. Think of it as a metaphorical high jump. You cannot set the bar too high in the beginning or you just set yourself up for failure. -adult with hearing and mobility impairments

Understand your abilities and disabilities. Play to your strengths.

People with disabilities who consider themselves successful generally accept their disabilities as one aspect of who they are, do not define themselves by their disabilities, recognize that they are not responsible for their disabilities, and know that they are not inherently impaired. They recognize their responsibility for their own happiness and future. Below are insights from successful people with disabilities:

My personal opinion about disabilities is that everyone is disabled. It just so happens that there is a certain group whose disabilities are more obvious than others. -high school student with mobility and visual impairments

My parents helped me learn to accept responsibility for myself by treating me the same as my siblings. They gave me the same punishments and chores, and they expected me to do well in school. -high school student with speech, hearing, mobility, and orthopedic impairments

Do not make people feel sorry for you or pity you. Get people to view you as an able person who is capable of anything within your reach if the doors of opportunity are open. -graduate student with a hearing impairment

Clearly disabilities can be obstacles. However, they ought to be focused on as obstacles which problem solving can surmount. Sometimes trade-offs do exist. I once wanted to go into biochemistry, but my lack of fine-motor skills and general distrust of lab partners made me realize that I wanted something I could do on my own-hence, history-philosophy. Perhaps I could have found adaptive technology to help me in biology and chemistry, but I had other loves as well, so I went for them. Admittedly, I rerouted, but for those who are determined to be biochemists and such, most obstacles can be overcome by abilities. -college student with mobility impairment

Focus on the ABILITY in disability more than the dis. If we can do that, then we are more apt to succeed. Also, know your limits. If you don't know what you can or can't do, how do you expect other people to know? Plan for success by using more of the cans than the can'ts. -college student with mobility impairment

Develop strategies to meet your goals.

Successful people use creative strategies to reach their goals. They look at options and make informed decisions. Successful planning requires that you know your rights and responsibilities and strengths and challenges; set goals; work toward those goals; and use tools and resources available to you. One key skill for success is self-advocacy. Being able to self-advocate requires that a young person become an expert on their disability, know what specific services and help they need, and be able to use strategies to obtain this help and support. One's life should not be defined by the assumptions of others. Insights by successful people with disabilities are shared below.

We don't have to be victims of other people's assumptions. We are only victims if we choose not to take charge of a situation. If you are blind and someone grabs your arm and pushes you across the street and you don't say anything, but would like to, then you are letting the other person force the result of his assumptions on you. If you, on the other hand, either say, "thank you, but I'll be fine," or, "let me take your arm," depending on what you would like to do, then you are taking charge and aren't a victim. -adult who is blind

I could never achieve anything without writing things down. Sometimes I use a calendar, sometimes a blank sheet of paper or my notebook, and sometimes the computer. But without putting my plans on paper, I am not able to get things done. I use a prioritization process. I write out everything that I need to do, including the small things like getting dressed, taking medications, and riding the bus. Then I mark the things that must get done today or tomorrow as opposed to later, and I prioritize in order of importance. The list I make is constantly changing but I get a lot of satisfaction crossing off accomplished steps. It also helps me to break down larger tasks into smaller ones. I make lists, plan how to do the things on the lists, then use the lists to motivate me to get things done. I never leave home without it! -adult with mobility and hearing impairments

The more often I express my needs and preferences, the easier it becomes, and the easier it becomes, the more comfortable I am, and that makes people more comfortable, and on and on and on... and somewhere in the midst of this is the need to be both polite and clear. -adult who is deaf

The way to preempt or erase assumptions is to tell people what you need rather than let them act out what they think you need. It is okay to say what you need help with. I think that is part of being independent. And just by being out and about and going about your normal business you also show people what you don't need help with. -adult who is blind

Use technology as an empowering tool.

Being technologically competent has become an avenue to academic and career success. Computer technology is one of the most powerful tools available to individuals with disabilities. Technology, including computers, adaptive technology, and the Internet, can help maximize independence, productivity and participation. It can lead to high levels of success-personally, socially, academically, and professionally. As reported by successful individuals with disabilities:

The computer helps me organize my thoughts. I can read and make improvements with ease. I can check all of my papers for spelling errors before I send them. I am a really BAD speller. -high school student with a learning disability

I use a combination of a palmtop note-taker computer and a desktop computer to write. Without them I'd be lost. -college student with mobility and health impairment

Without computers or the Net I would not be doing many things that I'm doing today. For instance, I am involved in a writing forum on the Net that lets writers talk about writing and share their pieces of literature with each other. Since I want to be a writer this has been very helpful. -high school student with Dyslexia and Attention Deficit Disorder

One of my two or three best friends-maybe best next to my wife-and I met on the Internet, and we are not only friends but close working colleagues. -professor who is blind

Technology is not a nicety; it is a necessity. Get it, learn it, and use it. -college student who is blind

Work hard. Persevere. Be flexible.

Knowing and valuing yourself, setting goals, and planning help build important foundations, but action is required to make your dreams come true. To take control of your life it is necessary to choose and take appropriate action. Take charge. Move forward. Sometimes students with disabilities need to work harder to achieve the same level of success as their peers. As reported by one student who is blind:

I accepted the fact that I must work harder than other students to get the same grade.

But, learning to work hard has a positive side:

Sometimes I think that all of us with disabilities have an advantage over those who have things come easier to them. Whatever it is we want, we have to want it and then work for it. That necessary desire promotes drive to accomplish, succeed, or achieve. Others around us may be content to float, or do the minimum most of the time, but not us. For us, having what everybody else has is an accomplishment, and having tasted success we want to keep succeeding.

The willingness to take risks is critical to achieving success. As reported by one young person with a mobility impairment:

I keep going when people tell me I can't. I am not afraid to try things and I don't give up. My parents took me everywhere and I did everything like a normal kid. I have a good friend from kindergarten who is able bodied, and she knows me so well that we do all sorts of stuff that people might not think I could do, but we come up with a flexible plan and we do it.

Advice about risk taking from successful people with disabilities includes:

Nothing worthwhile comes without risk. Without risk, success cannot be achieved.

Never give up.

Do not pity yourself for what cards you have been dealt. It happened... now move on.

That moment of insecurity is worth the achievement in the end. It is important to keep that in mind throughout life.

Develop a support network. Look to family, friends, and teachers.

Successful adults with disabilities report that they were supported in youth by opportunities for inclusion, high expectations from adults, disability-related accommodations that de-emphasized their differences, promotion of autonomy, encouragement of friendships, and support from caring adults. On the other hand, their progress was inhibited by segregation, treatment that highlighted their differences, restricted opportunities for independence, social isolation, and social rejection.

Below, successful individuals with disabilities share examples of how they stay actively involved.

I am in my school's band and on our youth leadership team. In the past, I was part of the speech team and student council. I think being a part of clubs has given me confidence and boosted my self-esteem. I enjoy music, and I think it is an awesome feeling to be able to go out and be a part of my school's band to cheer on the sports teams and to contribute to a music concert. -college student who is blind

I have been involved in the drama club at my school. -high school student who uses a wheelchair for mobility

I have been involved in internships. They give me experiences that are needed for jobs. I've also been part of a city hall committee. This will help me know how professional life is. -college student with mobility and health impairment

No one achieves success alone. The comments below provide examples of how successful individuals with disabilities have found, accessed, and used resources to help them achieve success personally, socially, academically, and professionally.

Most of the resources I use I either found through word of mouth (from parents, friends, and others I know), from newsletters, or from the Internet. Sometimes, I find out about something useful by accident, and at other times I ask around or look on the Internet for a specific resource. I often ask others whose opinion I respect for advice, especially when I am making a making a major decision. I subscribe to a few newsletters and magazines that provide information on topics that interest me and keep lists of useful websites on my home page. -Ph.D. candidate who is blind

I ask questions. -high school student with a brain injury

One of my resources is my best friend. When I take her along with me, I can tell that people who don't know me feel comfortable being around me. My friend and I think that there isn't a way that I can't be a part of what she is doing. Being with her is one of the ways I use a natural resource. -high school student with mobility, orthopedic, and speech impairments

Videos

This brochure summarizes content that is covered in the DO-IT video series: Taking Charge 1: Three Stories of Success and Self-Determination, Taking Charge 2: Two Stories of Success and Self-Determination, and Taking Charge 3: Five Stories of Success and Self-Determination. An online version may be freely viewed at the DO-IT Videos page, or purchased in DVD format.

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the University of Washington.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, University of Washington, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the University of Washington is registered as a charitable organization with the Secretary of State, state of Washington. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
University of Washington
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.
DO-IT Funding and Partners
Acknowledgment

Funding for the creation of this publication was provided by Mitsubishi Electric America Foundation, a nonprofit foundation jointly funded by Mitsubishi Electric Corporation of Japan and its American affiliates with the mission of contributing to a better world for us all by helping young people with disabilities, through technology, maximize their potential and participation in society.

Copyright © 2012, 2010, 2008, 2006, 2005, 2001, University of Washington. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged.

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Taking Charge: Stories of Success and Self-Determination

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Students with disabilities sharing tips for success We often hear about the problems young people with disabilities face-physical obstacles, social rejection, academic failure, and medical crises. Yet some people do overcome significant challenges and lead successful lives. What does success mean to them and how do they achieve it?

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I like the typewriter font because it looks clean but you can still have different looks to it

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My favorite font is limited edition. This font would be best used for headlines because it is a clean font that is not confusing to look at.

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I really love this cover because it creates a sort of mysticism and wonder to the yearbook. I think that its also very eye-drawing which would probably make more people want to buy it . The inside could be styled sort of like a storybook and celebrate the stories of the year and the legacies students leave behind.

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I like this "Truth is" theme because everyone has some kind of confession about school that almost  everyone can relate to.

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I like how the columns are set up. I like how the dominant photo stands out and the story starts by it. I also like how the story has pictures between the paragraph.

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I like the different shade of blue and how we could pick one . We could use the dark color for the cover of the book. And use a light color for the inside.

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This is a nice photo idea because you can see it as if the film is continuing on to the next pages. It's repetitive, but it's not boring. The idea for the theme flows throughout the yearbook

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These colors fit well with my theme idea because for the most part, they are classic colors, but then you get that pop of color using the orange and blue.

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I like the idea of the words over the dominant photo , captions on one page and words on another because it just gives off a more organized vibe.

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i like these colors because they are bright enough to go with my theme. I understand that the theme I like is "Stand out" but that does not mean go with SUPER bright crazy colors that really stand out .

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A story that I haven't really seen is a story on seniors applying for college. It is a really big time in their lives and it can be one of the toughest times in there lives too, so why not talk about it in the yearbook along with the stories of them getting accepted into college.

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I just love how fancy these fonts are! Book can be headings, cake can be captions and city can be copies.

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I like the theme "Stand Out" because there are a lot of people that do not do the things that regular people do.This theme would give them a chance to express why they feel that they are different from everyone else or how they "stand out".

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I like these fonts because they're pleasing to the eye and not hard to read. My favorite font is All Star for headings, and for copies and captions I like Tigger and Occidental.

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I like this color palette because it's bright, modern, and a  py medium between the ones we used for "Pieced Together" and "Our Journey." They also compliment each other nicely.

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"Leave Your Mark" seems like a theme we could have fun with. It sounds inviting and inspires our student body to get active and create memories and do memorable things while here. We could angle our spreads to focus on the extraodinary, unique things that happened in the school year. And our question (like "Michael's Piece") could be "What is your mark?" or "Michael's Mark" or something along those lines.

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I think a cool story would be for our new kids, like what their first impression of our school (it was accepting, intimidating, etc.) I also think calling attention to current events outside of school would be an interesting thing to do.

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I really like this layout because of how many pictures there are. More pictures gives us a chance to get more people featured in the yearbook. I also like how big the dominant photo is.

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As a graphic design somewhere on the page, i think it will work. It goes along with the theme and also will be an obvious idea floating around in your brain, a mountain

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Athletic Man Climbing Mountain Rock Climber Nature Adventure Sports Boys Hobby Graphic Art Mural Room Decor Sticker Wall Decal 20x60 larg276...

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I think this font is cool to look at and pulls you in to the story because of the mixture of fonts. This would be perfect for a spread title.

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"The first time I scored on the field, I got in trouble, i went to work", etc. Most people find other people's lives interesting and would find it cool to read the raw reality of a teenage life. It would be a very interesting sight in the yearbook because it  would never seen in this type of outlet.

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I love the idea of using cool colors in the yearbook. I think they have a feeling of our time but at the same time never really get dated.

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color palette 7845451 by Ka-Kind on DeviantArt

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Upload your creations for people to see, favourite and share.

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I love the idea of bright, eye-catching colors. This will grab more of the students attentions and make them purchase the yearbook. The theme would be about our journey as students in 2017 and us climbing and making it to the top. In other words us working and hustling all year and then finally finishing out on top.

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I like how there's a big photo in the back and how two other photos are by it. I also like how they can have room so someone can write something. I also like the font with it.

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I like the font of this. It's easy to read and it's young and nice. This would be nice to use for the headline or teams sports names.

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I love this template.  It has space for plenty of photos, which is great, because a senior has lots of memories to display from their 17-18 years of life.  I really like how the side photos are bordering the dominant photos and story, and how the border of those photos have a vintage look because of the camera rolls around them.

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I really like this story idea.  It's basically about what the students did over the summer, allowing them to reminisce and share their memories from the previous summer.  I also really like how this spread is set up.