PSHS Senior Project Handbook

Plymouth South High School

Senior Project Pilot Handbook Fall 2011

490 Long Pond Road Plymouth, MA 02360 508-224-7512

Plymouth South High School Senior Project - Table of Contents _________________________________________________________________ Mission Statement A Word about Due Dates Format & Weighting Overview Timeline-2011-2012 Proposal Guidelines Proposal Feedback Form Practicum Guidelines Mentor Search Contact Log Mentor Agreement Mentor Input Form Blank CORI Letter to Mentor from Senior Project Coaches Parental Acknowledgement Form Estimated Budget Actual Financial Records Practicum Log Practicum Journal Research Process & Paper Research Review Draft "Yes" Test 2nd Draft "Yes" Test Research Paper Rubric Product Guidelines Product Log Product Rubric December Reflection 1st Portfolio Check 2nd Portfolio Check 3rd Portfolio Check Final Portfolio Check Presentation Checklist Presentation Rubric

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Plymouth South High School Senior Project - Mission Statement _________________________________________________________________ The purpose of the Senior Project is to empower all students to explore an area of great personal interest that extends beyond the classroom setting.

Through this project-based learning, students will apply knowledge and connect research that culminates with a showcase demonstrating their learning stretch. Students will produce physical/written products, oral presentations, and portfolios.

“6 P’s” • • • • • •

Proposal Paper Practicum Product Portfolio Presentation

The Senior Project will reflect applications of learning, critical thinking, and problemsolving. Personal employability skills such as responsibility, persistence, and independence will also be explored.

Class Supplies

Students will need the following supplies daily to help stay organized: • One 2-3” 3-ring binder • Tabs or dividers for their binder • Flash drive

Cheating/Plagiarism

Any student who has cheated on any academic exercise will receive no credit for that exercise. Plagiarism is a form of cheating. A parent/guardian will be notified by the involved teacher in all instances of cheating. The investigation of the claim of cheating and plagiarism will involve the student, teacher, and administration. (Plymouth Public Schools Handbook)

Acknowledgements

The development of this handbook was enhanced greatly by the ideas and forms of the following schools: • Barrington High School - Barrington, RI • Bellows Falls Union High School – Bellows Falls, VT • Cape Cod Regional Technical High School – Harwich, MA • Federal Hocking High School – Stewart, OH • Francis W. Parker Charter Essential School – Fort Devens, MA • South View High School – Hope Mills, NC

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Plymouth South High School Senior Project - A Word about Due Dates _________________________________________________________________ All due dates are published well in advance and it is expected that all assignments will be turned in on time, at the beginning of class on the specified date. No passes will be issued to print papers.

• ALL assignments, forms, papers and presentations are due by the published dates.

The rare exception might include: o The closing of school due to inclement weather, in which case, the work is due the next day school is in session. o A student has a unique circumstance beyond his or her control that will prevent completion of an assignment by the due date. Documentation will be requested.

• Broken printers, lost flash drives, forgotten papers, missed buses or rides and similar minor problems are not excusable circumstances and credit will be lost.

• Requests for an extension should be brought to Ms. Shaver prior to the deadline. If warranted, Ms. Shaver will extend the due date and inform both the student and the Senior Project Coaches of the new date.

• Students who know in advance that they will be absent from school on due dates, should plan to turn their work in prior to the due date, or send in their work via e-mail to Ms. Shaver (ashaver@plymouth.k12.ma.us) in order to get full credit for their hard work.

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Plymouth South High School Senior Project - Format & Weighting Overview

_______________________________________________________________________ The Senior Project is graded by a team of Senior Project Coaches, with input from Mentors and Senior Project Presentation Panel members. It consists of the following components: Proposal – 5% (Term 1 = 5%, Term 2 = 0%) The first phase of your Senior Project is the Proposal, which represents 5% of your overall grade. The Proposal should document what you intend to do for your Senior Project and must include the following 3 sections: • Project Overview and Explanation of Personal Learning Stretch • Project Description • Product Paper – 20% (Term 1 = 15%, Term 2 = 5%) The second phase of your Senior Project is your Research Paper. This is an integral part of your Senior Project and represents 20% of your overall grade. The Research Paper process allows you to demonstrate and display mastery of your chosen subject area, research and written expressive skills.

Practicum – 20% (Term 1 = 5%, Term 2 = 15%) The third phase of your Senior Project is the Practicum, which represents 20% of your overall grade. This should be a collaboration with a mentor outside of school, which will enable you to gain knowledge and experience in a subject area related to your Senior Project. The Practicum must consist of a minimum of 15 hours spent with a mentor or under a mentor’s supervision, documented in your Practicum Journal.

Product – 20% (Term 1 = 0%, Term 2 = 20%) The fourth phase of your senior project is the “product” that you create as a result of the Senior Project process. This represents 20% of your overall grade. Your Product must be something that is compatible and connected to both your Research Paper and Practicum and must involve a definite “learning stretch” that shows that you have had to go beyond your current level of knowledge and expertise.

Portfolio – 15% (Term 1 = 5%, Term 2 = 10%) The Portfolio is compiled throughout the Senior Project process and represents 15% of your overall grade. The purpose of the portfolio is the documentation, record keeping, and organization of all phases of the student’s Senior Project and it provides a consistent framework from which instructors can evaluate work and provide feedback to the student.

Presentation - 20% (Final Exam = 20%) The fifth and final phase of your Senior Project is the Presentation, which represents 20% of your overall grade. The purpose of the Presentation is to give you an opportunity to share the experience, knowledge and expertise you have acquired during your Senior Project journey and to demonstrate your ability to clearly present to a panel of judges.

All students must present to receive a full grade for their Senior Project.

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Plymouth South High School Senior Project - Timeline 2011-2012

_______________________________________________________________________ Due Date

Assignment

September 8

First draft of Senior Project proposal is due

September 8 & 9 September 15

Senior Project students present their first draft of proposal to their peers & discuss in class Final draft of proposal submitted

September 19

Mentor Cover Letter due

September 21

Mini conference with coaches during C2 period

September 30

October 12

Mentor selected and CORI returned to the school for processing Parent Acknowledgement Forms due Mini conference with coaches during C2 period Research Review Draft is due

October 13

Portfolio check

October 14 October 26

Senior Project Orientation Breakfast for students, parents & mentors Second draft of research paper is due

November 2

Mini conference with coaches during C2 period

November 9

Final draft of research paper is due

November 10

Portfolio check

November 30 December 7

A minimum of 5 mentor hours must be completed or scheduled. Relevant Practicum Logs & Journals completed.

Mini conference with coaches during C2 period

December 15

Portfolio check

December 22

A minimum of 10 mentor hours must be completed or scheduled. Relevant Practicum Logs & Journals completed.

Final Product due Mini conference with coaches during C2 period A minimum of 15 mentor hours must be completed. All Practicum Logs & Journals completed.

Final Portfolio due

October 5

January 4 January 6 January 9

SP Coach Sign Off

January 11, 12, & 13 Practice presentations January 17 January 20

Senior Project Presentations (Snow date January 19) End of Semester/Senior Project Celebration 4

Plymouth South High School Senior Project - Proposal Guidelines As you embark on this semester-long journey, the first, and most important, task you have is to choose a project for which you have a passion. You may choose from several different types of projects. The first step in the process is submitting a proposal for approval by the Senior Project Coaches. Your proposal should be about two pages, typed and double spaced, and reflect careful thought about your topic.

Your proposal should include the following three sections: 1. Project Overview and Explanation of Personal Learning Stretch What type of project will you be doing? How will it challenge you as a learner and as a person – your ‘learning stretch’?

Academic Interest: A project may involve pursuing an area of academic interest in more depth than the student has been able to do at school.

Examples: Volunteer at Pilgrim Hall Museum and help set up a new exhibit, collect and analyze statistics about local pond usage to help determine lifeguard staffing Community Service: A project may involve carrying out community service which results in something benefiting the local community. This project should culminate in an end-product which reflects a learning stretch.

Examples: Fix up a local park and promote recycling awareness, work with a church food pantry program to help expand their outreach Personal Challenge: A project may involve taking on a personal challenge, extending your current skills and abilities in a significant way, and meeting it.

Examples: Build your own guitar, write a musical score Career Interest: A project may involve pursuing a career of interest, gaining valuable insight into a potential occupation.

Examples: Working with a lawyer to evaluate a case from start to finish, apprenticing with a marine biologist to study the effect of a wind farm on marine life Learn a New Skill: A project may involve learning a new skill and presenting that skill.

Examples: learn how to bake bagels and craft a recipe refining chemistry skills, learn Spanish vocabulary related to the medical field and offer a workshop to doctors and nurses Other: If your passion lies outside the above areas, present an alternate approach after consulting with a coach.

2. Project Description What will the process be for you to complete the project? Include the following components, combining areas as necessary.

Process – for a complex, long-term project, many steps are necessary - what do you anticipate your full process to look like? If funds are needed, what will you need for a budget and how will you raise money for the project?

Research – foundational knowledge is key to the overall success of the project – what text-based (library, internet, etc) and experiential (interviews, internships, surveys, etc.) research will you need to support your project?

Multi-Faceted Approach – successful projects require multiple modes of thinking - from planning, implementation, and exhibition, what are the different ways of thinking you will employ?

Benefit to the Larger Community – effective projects live beyond you – what ways will your work, time, and energy result in a contribution that has an impact or gives back to others?

Academic Rigor – this semester is designed to help you think deeply and critically – what ways will this project be rigorous and a personal challenge?

Collaboration – in life, not only do you have to work with other people, but also learn from them – what role will collaboration play in your project? Who is your outside learning resource person (not a teacher or family member)?

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3. Product What will the final product be? What will you present as evidence that your project is complete? While this may change form over the evolution of your semester, you should start with an engaging initial project idea.

General Reminders -

2 pages typed, double spaced, 12pt Times New Roman, 1� margins correct writing mechanics and conventions all three sections complete additional forms as necessary save this document, you may have to revise it at a later date

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Plymouth South High School Senior Project - Proposal Feedback Form

_______________________________________________________________________

Project Overview

□ Meets □ Approaches □ Just Beginning

Learning Stretch

□ Meets □ Approaches □ Just Beginning

Process

□ Meets □ Approaches □ Just Beginning

Research

□ Meets □ Approaches □ Just Beginning

Multi-Faceted Approach

□ Meets □ Approaches □ Just Beginning

Benefit to the Larger Community

□ Meets □ Approaches □ Just Beginning

Academic Rigor

□ Meets □ Approaches □ Just Beginning

Collaboration

□ Meets □ Approaches □ Just Beginning

Product

□ Meets □ Approaches □ Just Beginning

Suggestions:

Suggestions:

Suggestions:

Suggestions:

Suggestions:

Suggestions:

Suggestions:

Suggestions:

Suggestions:

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Plymouth South High School Senior Project - Practicum Guidelines An essential requirement of your Senior Project is the Practicum - collaboration with a mentor outside of school. Your mentor will provide you with advice and guidance as you complete your project. Your Practicum hours may include opportunities such as observation, job shadow, interviews, and conversation with your mentor.

Student Goals: • Develop interpersonal skills with adults outside of school • Utilize advice and feedback in project completion • Experience a new working environment • Gather information, evidence, and skills necessary in order to complete the Senior Project Product Requirements: • Identify potential mentors, initiate contact with the mentor and schedule all communication and practicum hours.

• Write a Cover Letter to the mentor describing the project as well as the role the mentor is expected to play. A day of class time will be spent discussing and developing this letter (due 9/19).

• Spend at least 15 hours with mentor or under mentor’s supervision and keep a log of those hours • Complete a typed reflection journal for each meeting with your mentor. See Practicum Journal Guidelines in this handbook for specific instructions.

• Provide the mentor with all paperwork involved with the Senior Project including Cover Letter, CORI form, Project Proposal, Mentor Agreement Form, and Practicum Evaluation form.

• Include all documentation in the Portfolio Limitations: • The mentor must be an adult that is not related to the student • PSHS staff are not eligible to be mentors • Students may not be paid for any of their practicum hours • The practicum must take place outside of school, and beyond school hours

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Plymouth South High School Senior Project - Mentor Search Contact Log As you begin to brainstorm potential mentors, you must document all of your communication with those people that you feel will guide you as you complete your Senior Project. The following chart must be filled in until you have selected a mentor, he/she has verbally agreed to participate and you have arranged your first meeting. Once you have found your mentor, sent your Cover Letter and arranged your first meeting, this log is complete. You should then document all of your Practicum meetings on Practicum Log. Contacting potential mentors is an opportunity for you to practice professional communication skills. In your conversations and e-mails with potential mentors you need to present yourself as a mature and confident young adult. As you make contact with potential mentors complete the following log.

Date

Person Contacted

Type of communication (phone, email, meeting, etc.)

Details

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Plymouth South High School Senior Project - Mentor Agreement Thank you in advance for agreeing to mentor a Plymouth South High School senior during the Practicum portion of the Senior Project. The Practicum is being defined here as 15 hours of collaboration between the student and an adult outside of school. Each student depends on the mentor to establish the credibility of a job well done. This is an opportunity for the senior to experience how he or she meets the expectations of a good employee, constructive worker, problem-solver, and critical thinker.

• The student has chosen you because you possess expertise in an area of interest to him or her.

The mentor’s role is to provide advice and support throughout the project’s completion. This may include providing the student with opportunities such as observation, job shadow, interviews, and conversation. Students may not be paid for any of their time with mentors.

•

Mentors must commit to working with their senior for a minimum of 15 hours. Students are required to spend those hours either with the mentor, or under the mentor’s supervision

•

Mentors must allow Plymouth Public Schools to run a CORI/background check.

•

Mentors are invited to attend a Senior Project Orientation Breakfast on October 14th at 8:15.

This breakfast is meant to provide more detailed information on the program, answer questions, and allow mentors to become acquainted with the student’s Senior Project Coaches.

•

You should review your senior’s Letter of Intent and Senior Project Proposal and sign this Mentor Agreement form if you agree to mentor the student. Please review the Letter of Intent and Proposal with your senior periodically to monitor that his or her timeline and goals are being met.

•

Upon completion of the Practicum, the mentor should fill out and sign the Student Evaluation form (the student will supply a copy of the form before the project begins). The mentor should also sign the student’s Practicum Mentoring Log to verify the hours spent on the project.

•

Students will submit their final portfolios on January 9th, which includes completed project evidence and all documentation, self-evaluations, and the final mentor evaluation. If you have additional concerns or questions, or there is a lack of communication with your senior, please contact Allison Shaver at the high school (508-224-7512 or ashaver@plymouth.k12.ma.us)

•

Senior Project Presentations will be held in January. Mentors may not serve on the Evaluation Panel of their student, but are encouraged to serve on the Panel for another Plymouth South senior.

I understand the role of a mentor as stated above. I understand the student’s project, and I agree to advise and mentor as the student completes his/her Practicum. ______________________________ (Please Print Name)

___________________________ (Occupation)

______________________________ (Street Address)

___________________________ (City, State, Zip Code)

______________________________ (E-mail Address)

___________________________ (Telephone)

______________________________________________________________ (Signature) (Date)

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Plymouth South High School Senior Project - Mentor Input Form _________________________________________________________________ Student Name: ______________________________________________________________ Mentor Name: ______________________________________________________________ Project Title: ________________________________________________________________ Senior Project guidelines require students meet with their project mentors a minimum of 15 hours, however some Senior Projects will require much more contact.

Please take a few moments to comment on the meetings between you and your student.

Thank you. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Please place a checkmark in the appropriate column: General Appearance Makes Scheduled Meetings Attitude Efficiency Effort Follow through Punctuality Shows initiative

Unsatisfactory

Satisfactory

Exemplary

Overall Assessment:  Exemplary  Met requirement successfully  Failed to meet minimum requirement _________________________________________ Mentor Signature

___________________ Date

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PLYMOUTH SOUTH HIGH SCHOOL 490 Long Pond Road Plymouth, MA 02360

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(508,224-75,2

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Patricia C. Fry

Carolan E. Whittle

Principal

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Arthur J. Butters

Mark G. Fornaciari

Housemaster

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Plymouth Public Schools has been certified by the Criminal History Systems Board for access to all

criminal case data including conviction, non-conviction and pending. As a potential Mentor of a Plymouth South High School student, I understand that a criminal record check will be conducted for conviction, non-conviction and pending criminal case information only and that it will not necessarily disqualify me as a Mentor. The information below is correct to the best of my knowledge. If there is any change in my CORI after this date, I will notify the Assistant Superintendent for Human Resources immediately.

Mentor Signature

MENTOR INFORMATION

(PLEASE PRINT)

Middle Name

First Name

Last Name

Place of Birth

Maiden Name or Alias {if applicable)

Mother's Maiden Name

Social Security No. (requested, not required)

Date of Birth

ID Theft Index PIN fil applicable)

Address: Former Addresses:

HEIGHT:

SEX:

ft.

in.

EYE COLOR:

WEIGHT:

State

Driver's License Num ber:

SCHOOL DEPARTMENT ADMINISTRATION USE ONLY The above information was verified by reviewing the following form of government issued photographic identifica (/on:.

Requested by: Date: Signature of CORI Authorized Employee

-Please fax completed, signed CORI form back to fax #508-224-9532, along with a copy of your driver's license. Thank you!

Plymouth South High School Mission Statement

The mission of Plymouth South High School is to deliver a quality education in a caring, safe, and respectful environment within small learning communities that encourage a diverse student body to become

independent critical thinkers and productive citizens in a changing society.

Plymouth South High School Senior Project – Letter to Mentors from Senior Project Coaches _______________________________________________________ Your mentor will receive a copy of this letter once your mentor has agreed to work with you.

Dear Senior Project Mentor: You have been asked by _____________________, a Plymouth South High School senior, to be a Senior Project Mentor because you possess expertise in an area of interest to him/her. While there are many phases of the Senior Project for the student, the main commitment we need from you is to allow the student to do a 15 hour practicum with you focusing on an aspect connected to your career. At the end of the semester, the student will have put together a portfolio, written a research paper, and produced a product to showcase the work they have done.

As a mentor, you will serve as both a guide and teacher for the student during his/her practicum. A mentor’s role is an active one. However, it is important that the student becomes actively involved with the practicum as well. Once you and the student have agreed to work together, your role as mentor is to: 1. Work with the student to help him/her understand a few aspects of your job.

2. Guide, encourage, and oversee the student as he/she works to complete the practicum.

3. Verify the time the student spends on the practicum (minimum 15 hours) by signing the Practicum Time Log. (Due January 6, 2012) The Senior Project offers members of the community the opportunity to share their knowledge and expertise with the students of Plymouth South High School. We appreciate your willingness to share your expertise with one of our students and to serve as a mentor for him/her. We hope you find this experience to be a rewarding one.

If you have any questions or concerns about your role as a mentor, please do not hesitate to contact Allison Shaver, Senior Project Coach, at 508-224-7512 (x 2018) or email her at ashaver@plymouth.k12.ma.us. We will be holding a Senior Project Orientation Breakfast for students, parent(s), and mentors on Friday, October 14 at Plymouth South High School’s Southside Fare restaurant at 8:15. This will allow us to introduce ourselves, answer any questions you may have, and allow you to connect with your student and his/her parent(s).

Thank you so much for your time and energy in making sure this is a rewarding experience for our student.

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Plymouth South High School Senior Project - Parental Acknowledgement Form

Senior’s Name: __________________________________ Senior Project Topic: ______________________________ To the Parent or Guardian: Your PSHS Senior has selected an elective course called Senior Project. This is a pilot program that we hope will eventually be part of the school culture. The Senior Project handbook contains the Mission Statement of the Project, the expectations of the class, and all of the applicable school policies. We ask that you read the Handbook and discuss the Project with your son/daughter. It is important that you understand and approve your child’s choice for Senior Project as well as the Mentor that he/she has selected.

Mentor’s Name: _____________________________________________________________________ Mentor’s Occupation: _________________________________________________________________ Mentor’s Address: ___________________________________________________________________ Please read all materials and sign below by October 5th.

I fully understand the scope of the Senior Project that my PSHS senior has selected and am supportive of his/her choice. I understand that he/she will be meeting with the above stated mentor for at least 15 hours. I have read the Senior Project Handbook and am aware of the requirements and policies set forth by Plymouth South High School.

I therefore assume all responsibility for any risks and costs that might be inherent in the project chosen.

Parent/Guardian Signature: _______________________________Date:_________________ Parent/Guardian E-mail_______________________________________________________ Student Signature:______________________________________Date:_________________

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Plymouth South High School Senior Project - Estimated Budget _______________________________________________________________ Develop a budget soon after your senior project is approved. Obtain estimates of the cost of each item you need to purchase. For example, if you are making a baby blanket, you would need costs for thread, batting, yarn, etc. REMEMBER: You are responsible for all costs.

Estimated Costs for the Senior Project Price per Unit Description of Item Amount $

Estimated Total of all costs

Total Cost $

$

Signed___________________________ Signed____________________________________ (student) (parent)

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Plymouth South High School Senior Project - Actual Financial Records _______________________________________________________________ Keep track of your actual costs as they occur. Include documentation of spending in you portfolio.

Actual Costs for the Senior Project Description of Item Amount Price per Unit

Total cost of Senior Project

Total Cost

$

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Plymouth South High School Senior Project - Practicum Log Student’s Name _______________________________________ Mentor’s Name _______________________________________ Mentor’s Occupation____________________________________

Hours Logged

Date

Topic

Mentor’s Initials

Student’s Initials

Mentor’s Signature ______________________________________________________ Student’s Signature ______________________________________________________

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Plymouth South High School Senior Project - Practicum Journal The Practicum Journal is designed for you to reflect on what you’re observing and learning about yourself, your project, and the community during your participation in the practicum experience. After every time you meet with your mentor, you should journal about the process by answering some of the following bullet points. It is important that the journal’s length match the quantity of time you spent. For example, a one-hour practicum might have a detailed one-paragraph reflection, while a three hour practicum experience would require at least a page of reflection.

Here are some issues you may wish to include in your journaling: • What did you do today? What do you consider to be the “highlights?”

• What was particularly valuable (or not?) Explain.

• How did today’s experience help you learn more about your Senior Project, the workplace or community, or yourself? Explain.

• What is something unexpected you encountered?

• Is there anything you would do differently next time? Is there anything you hope to do in a future session based on what you saw today or did today? Explain.

• How did today’s experience help connect to your research and/or your product?

Make sure to write your journal entries shortly after you meet with your mentor so you have these ideas and events fresh in your mind. Put them immediately in your portfolio.

Requirements at a Glance: • At the top of each entry, put the date and total number of hours you met on that date • Typed, double-spaced, 12 point standard font, 1” margins • Journal entries for each time you meet with your mentor and/or go on your practicum • Represent serious thought about your time with your mentor and/or out in the community • See timeline for due dates • Final Practicum Journal is due January 6th

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Plymouth South High School Senior Project - Research Process & Paper The Research Paper is an integral part of your Senior Project and represents 20% of your overall grade. You will be given instruction in class on multiple days (and additional handouts) to guide you through the steps of the research paper that you see below, and you will have numerous days in the library to research and craft your paper. The steps include: The Research Process Using advanced search options, the ISearch process, and your own research skills, you will begin to accumulate a variety of quality resources on a topic that relates to your senior project. It will be essential to collect a broad range of materials in order to translate your topic into a research question and turn this into a compelling and specific thesis statement.

Thesis Development Translating your research question to a thesis statement can be done in a variety of ways. Your thesis, which helps define the paper’s focus and content, will help you organize and conduct more sophisticated research.

Creating an Outline When designing an outline, it is essential to critically evaluate your research to support your thesis statement. Construct your outline as explicitly as possible in order to ensure your paper is wellorganized, remains focused, and continues to prove your thesis.

The “Yes” Tests These simple checklists ensure that both early drafts of your paper meet basic formatting and general requirements. Use these checklists for content as well as format to know you are walking into class with your best-draft possible.

Peer Review This valuable process gives you quality feedback from your peers about the strengths and weaknesses of your paper. Use this time to focus on content and organization of the paper and save simple editing and requirements for the “yes” tests.

Research Rubric Refer to your rubric often throughout the process as an ongoing tool to help guide the writing of your paper. Its ultimate goal is to help you evaluate your writing process and make your writing more powerful.

Requirements at a Glance: • 8 to 10 pages, typed and double-spaced, in 12 pt. standard font and 1” margins. The paper should not be shorter than 8 pages or longer than 10 pages • You must follow accurately and consistently a style of your choice (MLA, APA, Chicago) • You must use at least five different sources and use a variety of types of sources • You will be asked to submit your paper to TurnItIn.com to check for plagiarism • The research review draft of the paper is due on October 12 • The second draft of the paper is due on October 26 • The final draft of the paper is due on November 9

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Plymouth South High School Senior Project - Research Review Draft “Yes” Test _________________________________________________________________ In order for your research to be evaluated by a peer, it must meet the following basic requirements.

YES

NO

____

____

Paper typed (12 point, Times New Roman, doublespaced)

____

____

1” margins on all sides of each page

____

____

Title page in correct format

____

____

First page of text properly formatted

____

____

Minimum of 5 sources – using a variety of formats

____

____

Sources cited in the body of the paper are cited using properly formatted parenthetical references

____

____

Sources cited in body of paper are cited on a properly formatted reference page

____

____

____

____

Paper written in the third person; no use of I, me, my,

you, your, we, us or our

Thesis statement italicized

Plymouth South High School Senior Project - 2nd Draft “Yes” Test _________________________________________________________________ In order for your paper to be evaluated by your Senior Project Coaches, it must meet the following basic requirements.

YES

NO

____

____

Paper typed (12 point, Times New Roman, doublespaced)

____

____

1” margins on all sides of each page

____

____

Title page in correct format

____

____

First page of text properly formatted

____

____

Pages numbered correctly

____

____

Minimum of 5 sources – using a variety of formats

____

____

Minimum of 10 citations in paper

____

____

All information quoted, paraphrased, and/or summarized from sources is cited using properly formatted parenthetical references in the body of the paper

____

____

All sources from which information has been quoted, paraphrased, and/or summarized from sources are cited on a properly formatted page

____

____

Paper written in the third person; no use of I, me, my,

____

____

Thesis statement italicized

____

____

Correct paper length (8-10 full pages of text)

you, your, we, us or our

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Plymouth South High School Senior Project - Research Paper Rubric Does not meet the standard Writer’s Influences & Respectful Attribution Research Low quality information from sources, does not meet required amount

Almost meets the standard

Exceeds the standard

Citations & References Writer’s Intentions Idea Development

Many errors found in in-text citation and references page

Few errors found in in-text citation and references page

Appropriate information from Carefully selected a variety of legitimate information from a variety of legitimate sources, meets sources, meets required amount required amount Correct in-text citation throughout paper, precisely edited references page

Poor support of thesis and topic sentences; little or flawed analysis of material

Organization

Minimal organization; may be lacking introduction and conclusion as well as transitions; poor body paragraph structure

Minimal support of thesis and topic sentences; repeats ideas; minimal analysis of material Attempted organization but ineffective introduction; transitions missing or weak; unfocused body paragraphs; weak conclusion

Adequate support of thesis and topic sentences; satisfactory analysis of material Logically organized with defined introduction; effective transitions; coherent body paragraphs; effective conclusion

Rich, detailed support of thesis and topic sentences; sophisticated analysis of material Logically organized with highly effective introduction; smooth transitions; wellcrafted body paragraphs with strong topic sentences; insightful conclusion

Shows some understanding of purpose of paper or audience Sentences tend to be simple with some run-ons or fragments; awkward flow Word choice is familiar and adequate, at times repetitive; verbs could be more vivid and specific

Conveys purpose for paper and clear attention to intended audience Sentences are complete and varied; overall flow is smooth Word choice reflects strong vocabulary; some active verbs and variation

Clearly defines purpose of paper and writes eloquently for intended audience Sentences use length and pattern to enhance comprehension and flow Word choice is vivid and precise, showing sophisticated vocabulary; variety of powerful verbs

Errors in grammar, usage, mechanics, or spelling

Few minor errors in grammar, usage, mechanics, or spelling

Excellent control of grammar, usage, mechanics, and spelling

Writer’s Craft Audience & Purpose Sentence Structure Diction

Attention to Detail Conventions

Formatting Length

Lacks understanding of purpose and audience Sentence fragments and runons appear frequently; choppy and irregular flow Word choice is simple and predictable; characterized by frequent repetitions and vagueness Many errors in grammar, usage, mechanics or spelling; errors interfere with communication Many errors in formatting

Superficial information from legitimate sources, meets required amount

Meets the standard

One or more errors in formatting Paper is shorter than 8 full pages or longer than 10 full pages

No errors in formatting

(1” margins, header, 12pt standard font, double spaced) Paper is between 8 full pages and 10 full pages 22

Plymouth South High School Senior Project – Research Paper Rubric – SCORING SHEET Does not meet the standard Writer’s Influences & Respectful Attribution Research

Almost meets the standard

Meets the standard

Exceeds the standard

Citations & Works Cited Writer’s Intentions Idea Development

Organization

Writer’s Craft Audience & Purpose Sentence Structure Diction

Attention to Detail Conventions Formatting Length 23

Plymouth South High School Senior Project – Product Guidelines _________________________________________________________________ An important part of your senior project is the “product” that you create as a result of the Senior Project process. Your Product must be something that is compatible and connected to both your Research Paper and Practicum and must involve a definite “learning stretch” that shows that you have had to go beyond your current level of knowledge and expertise.

Requirements o Must be selected, designed, and developed by the student. o Must be tangible, or must be able to be documented if intangible. o Products must be documented with photographs, videos, logs, letters, receipts, certificates, etc. o Must provide a learning stretch; students may not work on something in which they are already accomplished. o Must be approved by Senior Project Coaches.

Types of Products Products generally fall into seven major categories; however, students often combine types for a stronger project. Many products do not incur any costs or require the purchase of any supplies. Here are some examples of possible products: Physical Artifact o Models, computer programs, fashion clothing, architectural design, pottery, car mechanics, building furniture, etc.

Written Artifact o Children’s book, novelette, cookbooks, or “how-to” books Performance-Based o Choreography of a dance, music video, magic show, instrumental recital, cooking class, signing, acting Teaching or leadership o Teach middle-school students about eating disorders, coach a little-league team, start a tutorial group for ESL students, teach about drug abuse or gang violence Physical Experience o Run a marathon, create and follow an exercise program, learn to play an instrument Career-related o Job-shadow a police officer and develop a crime prevention program for your school or neighborhood, observe a teacher and develop a lesson plan and teach a class Community Service o Volunteer at a homeless shelter and organize a food drive, habitat for humanity, organize a recycling program or charity walk Products Should Not Be o Job shadowing. Students may shadow; however, they must take what they learn on the job and then create something from that information. o Presentation boards describing the research paper 24

o o o o

PowerPoint presentation for the panel Require excessive expense Changed without the approval of Senior Project Coaches Put the student at physical risk

Notice o Products do not require that students spend any money. Many projects are service related and serve the community – for free! o Any cost incurred by the student is by his or her choice and should be discussed very carefully with and approved by parents. o Products that require large amounts of money for supplies or lessons do not necessarily earn a higher grade. o Be creative with your product ideas and cost solutions!

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Plymouth South High School Senior Project - Product Log Student’s Name _______________________________________ Mentor’s Name _______________________________________ Mentor’s Occupation____________________________________

Hours Logged

Date

Topic

Mentor’s Initials

Student’s Initials

Mentor’s Signature ______________________________________________________ Student’s Signature ______________________________________________________

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Plymouth South High School Senior Project - Product Rubric

Does the product demonstrate student achievement of targeted goals and learning stretch?

Does the product meet a high level of quality?

Does not meet the standard The product is completed with little, if any, evidence of the targeted goals and learning stretch.

The product is completed with minimal quality achieved.

Almost meets the standard The product demonstrates connections to the targeted goals and learning stretch dependent upon further explanation.

The product demonstrates attention to quality.

Meets the standard The product independently illustrates relevant connections to all the targeted goals and the learning stretch.

The product clearly demonstrates a level of quality and time involved.

How was the product designed with a authentic audience in mind?

The product has been shared with mentor or SPC for feedback.

The product has been shared with the mentor or SPC and an authentic user/audience and collected appropriate feedback.

The product has been through multiple changes based on feedback by the mentor or SPC and authentic audience.

How does the product reflect the individual voice and worldview of the student?

The product was external to student interest and/or needs of the user/audience (product is the result of an assignment).

The product reflects a fusion of student interest with the needs of the user/audience.

The mentor/SPC recognizes the product as original.

How well did the student document the design process (designing, creating, using, assessing, and modifying) for their product?

The student created a collection of artifacts and/or information used in creating the product.

The product shows evidence of a design based either on the needs of an authentic user/audience or the interest of the student. The mentor/SPC recognizes the product as uncommon but successful.

The student created a collection with appropriate student created documentation that was used during or describes the process of creating the product.

The student created a collection of artifacts that was used during or describes the processes of creating the product and includes clear representation of feedback.

Exceeds the standard The product illustrates discovery of complexity and is connected to the targeted goals and learning stretch.

The product demonstrates a level of quality and time spent that surpasses that which was originally proposed.

Modifications to the product have been made based on feedback or expert critique and/or the product has been adopted for use by the authentic user/audience.

The product reflects a fusion of student interest with the needs of the user/audience.

The mentor/SPC recognizes the product as unique and original.

The student created a collection of artifacts containing artifacts used during or describes the processes of creating the product and includes clear representation of authentic feedback. Student S intentional selection of artifacts illustrates key learning breakthroughs.

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Plymouth South High School Senior Project – December Reflection The December Reflection is a short, informal, meta-cognitive paper. It allows you to look back on the Senior Project process so far and evaluate successes, challenges, and surprises. Start by re-reading your proposal to see what you originally intended. Then, look at all you have accomplished so far—the research paper, practicum journals, compiling the portfolio—and see how and if it connects to your original intentions.

Consider some of the questions below as you write your reflection, which should be at least one page (typed and double-spaced): • Overall, how do you feel so far about the Senior Project experience?

• Looking back on the research paper process, what is the most important information you learned?

What did you find most interesting about this process and/or your topic? What do you expect to include in your presentation?

• How is your practicum going? Is it what you expected? What do you wish you knew going in?

• How is your product coming along? What stage is it in? How does it connect to both your research paper and practicum?

• Time management is a significant factor in senior project success. How do you feel you’re doing in this critical area? What have you learned about your organization style? What would you like to improve?

• Next month you’ll have your presentation. Are you looking forward to it? Are you worried about it?

Why? What ways have you practiced for presentations in the past and do you think they’ll help you prepare for this one?

• Feel free to touch on anything else you’d like to discuss regarding Senior Projects.

Requirements at a Glance: • Typed, double-spaced, 12pt standard font • One page minimum • Represent serious thought about your experiences so far and your progress in the course • Due December 15th in your portfolio

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Plymouth South High School Senior Project - 1st Portfolio Check _________________________________________________________________ Your first portfolio check will be on October 13th. Please have all of the following documentation of your project in your portfolio in an organized and professional manner.

Organization – each category is worth a possible 2 points Suggestions: 3-Ring Binder Cover Sheet Tabs or Dividers for each Section Looks Professional Organized TOTAL POINTS - 10 Content of Binder – each form/assignment is worth a possible 2 points Proposal Proposal Feedback Form Mentor Cover Letter Mentor Agreement Form Parental Agreement Form Estimated Budget Form Senior Project Timeline Outline of Paper “Yes” Test for Research Review Draft Research Review Draft of Paper Mentor Search Contact Log Practicum Hour Log (if applicable) Practicum Journal(s) (if applicable) TOTAL POINTS – 26 This student has successfully completed their blogging requirement. (10 points) Senior Project Coach Signature: _______________________ Total: ___________ 29

Plymouth South High School Senior Project - 2nd Portfolio Check ________________________________________________________ Your second portfolio check will be on November 10th. Please have all of the following documentation of your project in your portfolio in an organized and professional manner.

Once an item is placed in your binder it should remain unless told otherwise.

Organization – each category is worth a possible 2 points Suggestions: 3-Ring Binder Cover Sheet Tabs or Dividers for each Section Looks Professional Organized TOTAL POINTS - 10 Content of Binder – each form/assignment is worth a possible 2 points “Yes” Test for 2nd Draft of Paper 2nd Draft of Paper Final Draft of Paper Practicum Hours Log – up to date Practicum Journal(s) – up to date Actual Budget Form – up to date Documentation of spending (receipts, mileage log, etc…)

Peer Feedback Form from Research Review Draft of Paper Senior Project Coach feedback from 2nd Draft of Paper 1st Portfolio Check Sheet TOTAL POINTS - 18 This student has successfully completed their blogging requirement. (10 points) Senior Project Coach Signature: _______________________ Total: __________

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Plymouth South High School Senior Project - 3rd Portfolio Check ________________________________________________________ Your third portfolio check will be on December 15th. Please have all of the following documentation of your project in your portfolio in an organized and professional manner.

Once an item is placed in your binder it should remain unless told otherwise.

Organization – each category is worth a possible 2 points 3-Ring Binder Cover Sheet Tabs or Dividers for each Section Looks Professional Organized TOTAL POINTS - 10

Suggestions:

Content of Binder – each form/assignment is worth a possible 2 points Final Draft of Paper ONLY Practicum Hours Log – up to date Practicum Journal(s) – up to date Actual Budget Form – up to date Documentation of spending (receipts, mileage log, etc…)

December Reflection 2nd Portfolio Check Sheet TOTAL POINTS - 14 This student has successfully completed their blogging requirement. (10 points) Senior Project Coach Signature: _______________________ Total: ___________ 31

Plymouth South High School Senior Project - Final Portfolio Check ________________________________________________________ Your portfolio is due on January 9th. Please have the following documentation of your project in your portfolio in an organized and professional manner.

Organization – each category is worth a possible 4 points 3-Ring Binder Cover Sheet Tabs or Dividers for each Section Looks Professional Organized TOTAL POINTS – 20 Content of Binder – each form/assignment is worth a possible 2 points Table of Contents Proposal Proposal Feedback Form Letter to Mentor Mentor Agreement Form Mentor Search Contact Log Parental Agreement Form Estimated Budget Form Senior Project Timeline Documentation of Product Thank You to Mentor Final Draft of Paper Cover Letter to Panel Practicum Hours Log - finalized Practicum Journal(s) – finalized Actual Budget Form - finalized Documentation of spending (receipts, mileage log, etc…)

1st Portfolio Check Sheet 2nd Portfolio Check Sheet 3rd Portfolio Check Sheet TOTAL POINTS - 36 This student has successfully completed their blogging requirement. (10 points) Senior Project Coach Signature: _______________________ Total: ___________

Any additional documentation or correspondence related to your Senior Project should be placed in portfolio as well.

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Plymouth South High School Senior Project - Presentation Checklist Communicating your Senior Project experience is the culmination of your semester’s work. The Presentation component of the Project is your opportunity to inform an evaluation panel of your learning. Specific components of the Presentation’s requirements can be found on the Presentation Rubric. To assist you in preparing for your project, you should complete the following Checklist.

 Introduction: your name, your topic and a welcome to the judges  Motivation: why did you choose this topic?  Subject of your paper, your thesis and its key findings  Product description: evidence that your project is complete  Practicum experience: Who was your mentor? What did you learn? What are your overall impressions of the experience?  Mathematics component  Indication of how you stretched your learning  Use of media technology  Neat and professional clothing and appearance  Conclusion: overall impressions, future applications of your project, examples of personal discovery  Timing: no less than 8 minutes, no more than 12 minutes. Rehearse for timing!  Possible questions and answers: brainstorm questions the judges might ask.

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Plymouth South High School Senior Project – Presentation Rubric

Content

Does not meet the standard

Almost meets the standard

Meets the standard

Exceeds the standard

Introduction Does not introduce self or topic clearly or effectively

Introduces self and project topic clearly

Introduces self and project topic clearly and effectively

Introduces self and project topic clearly, creatively, and effectively

Process Work Provides examples of how

Provides examples of how 2 of the 3 components in describing their progress toward achieving learning process

Provides examples of how paper, practicum and product illustrate their progress toward achieving their learning process

Selects and presents examples of how their research, reflection, and project are interconnected and describes how each impacted their learning along the way

Identifies and explains two statistical representations; offers evidence of math knowledge, including analysis or interpretations of data

Clearly identifies and explains two statistical representations; offers evidence of math knowledge, including analysis and interpretation of data

Clearly identifies, explains, and connects two statistical representations; offers evidence of in-depth math knowledge, including proper analysis and interpretation of data

Identifies a success and a challenge of the experience with few details or commentary

Communicates what they learned through the successes and challenges of the experience

Communicates evolution of learning stretch through the successes and challenges of the experience and how they changed as a result of it

(e.g. paper, practicum and 1 of the 3 components in product) describing their learning process

Math Components Omits statistical representations in the presentation or Fails to explain and analyze data Learning Stretch Identifies a success or challenge of the experience without any details or Learning stretch unclear

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Does not meet the standard

Presentation

Delivery The presentation does not

(eye contact, speaking rate, communicate intended volume, articulation, information because enunciation, pronunciation, delivery interferes inflection, rhythm, gesture, etc)

Technology Does not use technology or

(presentation, audio, ineffectively uses video, etc.) technology as part of their

Almost meets the standard

Visual Aids Does not include any visual Does not explain materials

Professional Appearance Student is not dressed professionally

Judge’s Questions

Timing Fails to follow instructions by not adhering to the time frame Quality Does not adequately answer questions relevant to their paper, project, practicum and/or research

Exceeds the standard

- Communicates information with inconsistent delivery, - Little evidence of practice

- Communicates information through clear focus and delivery - Evidence of practice

- Confidently uses a variety of strategies to knowledgeably engage the audience - Clear evidence of practice

Technology relates to presentation

Technology adds and clarifies information of presentation

Technology is used to enhance overall quality of presentation

Infrequently references supporting materials, which may or may not add information or the presentation

Integrates relevant supporting materials that add or clarify information

Frequently integrates relevant supporting materials that add or clarify information

presentation

(pictures, graphics, aids models, samples, etc) or

Meets the standard

-----------

----------

Student is dressed professionally

-----------

----------

Follows instructions by adhering to the time frame

Adequately answers with some references to experience with paper, product, practicum and/or research

Adequately answers questions and references experience with paper, product, practicum and/or research

Thoroughly answer questions and references experience with paper, product, practicum and/or research

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