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					                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009




                            Senior Project Handbook
                          A Guide for Teachers, Students and Parents




                                            E CUBED ACADEMY

                                  PROVIDENCE, RHODE ISLAND



               E3 = Educational Excellence through Empowerment




Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                  Page 1
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                          TABLE OF CONTENTS

Description of Senior Project………………………………………………………………..3
E-Cubed Academy Mission and Expectations………………………………………………3
Components of a Senior Project……………………………………………………………..4
        Steps to Successful Completion on Senior Project ………………………………….5
Topic Selection Guidelines and Timeline ………………………… ……………………....7
        Question Development………………………………………………………………8
Project Development ………………………………………………………………………..9
        Project Task Sheet………………………………………………………………….10
Establishing an Internship………………………………………………………………….13
        Internship Code of Conduct………………………………………………………..14
        Internship Work Plan………………………………………………………………15
        Internship Time Sheet………………………………………………………………16
        Script for Cold Calls………………………………………………………………..17
Letter of Intent Format……………………………………………………………………..18
Research, where to look and what to look for………………………………………….….20
        Citations…………………………………………………………………………....21
        Senior Project Paper………………………………………………………….……22
Reflective Journal………………………………………………………………………….23
        Summative Reflection Questions………………………………………………….24
Portfolio…………………………………………………………………………………....25
        Portfolio Check Sheet……………………………………………………………...26
Presentation………………………………………………………………………………...27
        Equipment and Special Request Form……………………………………………..28
Senior Project Due Date Calendar………………………………………………………….29
Senior Project Committee………………………………………………………………….30
        PBGR Appeal Process………………………………………………………..……30
        Missed Deadline Policy…………………………………………………….……....30
        Senior Project Appeals Form……………………………………………………….31
Senior Project Rubric……………………………………………………………………….32
Appendices………………………………………………………………………………….33
        A. Plagarism vs. Paraphrase……………………………………………… ………34




Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                  Page 2
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                             DESCRIPTION OF SENIOR PROJECT

The E-Cubed Academy Senior Project is a self-driven and developed project that seeks to
address Rhode Island's Applied Learning Standards in preparation of Proficiency Based
Graduation Requirements. The Project is an E-Cubed student's opportunity to show what they
know and have learned during their time in High School. It is the final opportunity for students to
demonstrate their achievement of E-Cubed’s Mission and Expectations.


                      E-Cubed Academy Mission and Expectations

The Mission of E-Cubed Academy is to create a vibrant student-centered community that will
eliminate all barriers to learning, thus capitalizing upon the academic, social and civic
potentials of all learners.


                                               Academic Expectations

Students at E-Cubed will:
   A1 Demonstrate the use of critical thinking and problem solving strategies across disciplines.
   A2 Read, write, and communicate effectively across disciplines and genres.
   A3 Use technology to find, analyze, organize and communicate information.
   A4 Maintain and reflect upon their learning through the use of a senior project portfolio.
   A5 Attain proficiency in at least one of the arts.


                                              Social Expectations

Students at E-Cubed will:
   S1 Develop life-long habits of physical, social and emotional well-being
   S2 Develop the knowledge, attitudes and interpersonal skills to help them understand, assist
       and respect self and others.

                                                Civic Expectations

Students at E-Cubed will:
   C1 Actively participate in a variety of school and community programs that provide
       experience in leadership, decision-making and service.
   C2 Recognize and respect the ethnic and cultural differences within our school community in
       an effort to create a tolerant and just society.
   C3 Explore a variety of academic and career pathways by applying and extending their
       learning to real world settings.

Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                  Page 3
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                  COMPONENTS OF SENIOR PROJECT

The E-Cubed Academy Senior Project applies to content and applied learning
standards and includes:

         An Inquiry Based or Problem Solving Core Question based on student chosen topic

         An Internship or Mentor opportunity with a professional, business or service
           organization for a minimum of 15 Hours

         A Letter of Intent

         A Project

         A Research Paper (8-10 Page) with Annotated Documentation

         A Journal and Reflection of Contact Hours

                                     all of the above are collected in

         A Senior Project Portfolio

                                                              AND
         Presented Orally



                                            SUMMARY EXAMPLE

        1. Topic—Veterans
        2. Core Question—How can an E-Cubed Student understand what it is like for veterans
            when they come home from war?
        3. Internship---Volunteering at VA Home in Providence
        4. Project—Set up a Veteran’s awareness program for their community, where they
            include recorded interviews with veterans, invite veteran speakers, and provide
            informational brochures about PTSD
        5. Thesis Statement—Current Veteran care is well below the standards that US
            Congressmen enjoy, and should be afforded equal rights to care.




Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                  Page 4
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                 STEPS FOR SUCCESSFUL COMPLETION OF SENIOR PROJECT

Step 1: Formulate an Inquiry Based or Problem Solving Core Question (p 8)
    1. Examples:
          a. How can a student _____________________________ ?
          b. How can I ________________________ to impact society?
          c. How can a senior _____________________________ ?

Step 2: Write an overview of your vision for the project and work experience (p9)
    1.   Complete a detailed task list
    2.   Develop a comprehensive timeline
    3.   Identify the "Learning Stretch" to be reached
    4.   Obtain signatures of parent(s)/guardian(s) and Research Seminar Teacher

Step 3: Identify content standards and applied learning standards, and school
wide expectations to be addressed in project.(p 10)
    1. Identify a minimum of five (5) content standards that apply to your chosen topic
    2. Identify all Applied Learning standards that apply to your project
    3. Identify all school expectations that apply to your project

Step 4: Establish an internship or find an internship supervisor with a
professional, business or service organization (p13)
    1. Find work with an individual in the chosen topic area for a minimum of 15 hours
           a. students may not be mentored by immediate family members
    2. Document Mentoring hours using "Log of Hours" form
    3. Obtain a letter of recommendation from the mentor

Step 5: Write a letter of intent (p18)
    1. Develop a proposal for the project
    2. Create letter using "Letter of Intent" form
    3. Submit letter to senior project committee

Step 6: Research topic and question (p20)
    1. Research must include a variety of sources including literature, periodicals, and Internet, as well
       as personal interviews with experts within the student's chosen topic and data from action
       research conducted by the student
    2. Develop an eight (8) to ten (10) page research paper (not including cover page, bibliography,
       and appendices) following proper research guidelines (p 22)



Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                  Page 5
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



Step 7: Documentation of research (p21)
    1. Create an annotated bibliography (minimum 10 valid sources) using MLA format

Step 8: Journal of contact hours (p 23)
    1. Refer to “Journal Requirements Form”
    2. Write a minimum of 10 journal entries documenting your activity and progress. Identify
       positives and negatives.
    3. Write self evaluation of field work and project
    4. Write a final reflection of your overall senior project experience

Step 9: Collect all artifacts in a senior project portfolio (p25)
    1. Refer to " Required Portfolio selections" form

Step 10: Create and deliver an oral presentation (p27)
        1. Refer to "Equipment" form
        2. Complete technology request form at least two weeks prior to presentation
        3. Implement technology (PowerPoint, video, audio, etc)
        4. Communicate your findings by delivering an oral presentation to your class and a panel of
             judges. Presentation should be no less than 15 minutes and no more than 30 minutes.




                                            NOTE TO STUDENTS

         Listed above are the sequential Senior Project steps, including the SP handbook pages, to
          guide your work during your Senior Project journey.

         Use your own copy of the Senior Project handbook to find reference pages and/or
          approval forms. The SP handbook can also be accessed from a school web site at
          ahealy.diplomaplus.net

         To verify specific SP due dates, refer to your Senior Project Calendar distributed in
          September or from the school web site.




Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                  Page 6
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                    TOPIC SELECTION GUIDELINES

The following are guidelines that should assist each student in the selection of a topic to be
explored:

        The topic should be one that is broad enough to allow each student access to enough
         information yet specific enough to make the research scope reasonable.

        The project topic should meet E-Cubed Academy's academic, civic, and social learning
         expectations. For example, the student should not choose a topic that is limited to
         relatively simple ideas or one that has little application or extension possibilities.

        The student should consider selecting a topic in which he/she has some interest or
         knowledge. For example, it is possible to EXTEND the work a student has completed for
         a Community Service, Health Fair, History Day or Science Fair project in order to meet
         the requirements of the E Cubed Academy Senior Project

        The student should avoid choosing topics that might involve expenses that he/she is not
         prepared to handle. Remember, it is not necessary to incur extensive costs.

        Students must be able to create a core question and formulate the proposal contained
         within this handbook to help them focus on the requirements for the project.

        The student should not choose a topic that might endanger him/herself or others.

        The student should use good judgment to be certain the topic that he or she chooses is
         appropriate for presentation.



                                  TOPIC SELECTION TIMELINE
JUNIOR Year
     Students are required to choose a topic to aid in fulfilling the requirement of the Senior
     Project. The senior project topic and question must be completed and presented to the
     Advisory teacher by the end of the junior year. Failure to do so may jeopardize the
     student’s senior status.

SENIOR Year
     If revisions to the Topic and Question are needed, these must be completed by the end of
     the FIRST semester of the senior year. A second review of the topic by research seminar
     teachers will occur to insure that the student can meet graduation proficiency.

Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                  Page 7
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                    QUESTION DEVELOPMENT

The Core Question is the beginning and guiding step in developing this Senior Project as it
directs the student in researching their topic, and may take the form of one of the following two
categories:

        Inquiry- poses an question or explores in-depth implications that bring understanding to a
         social, political, scientific, moral/ethical conditions

        Problem Solving- states a problem, researches its cause and effect, proposes a solution,
         implements it, and evaluates its effectiveness


                                                  GUIDELINES

    1. The core question must relate to the student’s topic, and be open ended enough to provide
       enough opportunities for research.

    2. The core question must have a ―real-world‖ connection.

    3. The core question must establish a basis for a ―learning stretch‖ that goes beyond the
       student’s prior knowledge.

    4. The core question must be phrased as a How or Why question, such as:
           How can an E-Cubed Student….?
           How can I….?
           Why does……exist in my community?


                                                    EXAMPLES

        How can an E-Cubed Student promote awareness of African Culture in Providence
         Schools?
        Why do the assessment scores of middle school students in Providence drop
         significantly? How can I prevent this decline?
        How can I learn about prisoner rights in Rhode Island courts?
        Why is the attendance rate in high school so low, and what can I, as a student, do to
         improve this rate?




Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                  Page 8
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                          PROJECT OVERVIEW DEVELOPMENT
The second step in developing the senior project is to brainstorm ideas for the written, tangible
performance, physical and/or career-related product/project that is linked to the student topic.
This project will be developed through collaboration with a research seminar teacher and mentor.

                                                  GUIDELINES

1. Project must show a learning stretch, taking you beyond what you have ever done before

2. Project must be related to your topic, question, AND research paper

3. Project completed by student, NOT by research seminar teacher or parent, etc.

4. PowerPoint cannot be used as the project phase of Senior Project. It can only be used to
   assist/highlight during the oral presentation

                             RESTRICTIONS TO PROJECT ACTIVITIES

   No fundraising project which includes the student handling or collecting money will be
    allowed. If the project requires the collection of money then a member of a professional
    organization (i.e. the Cancer Society) must be involved.

   The student must select a project that is consistent with the E Cubed Academy Mission
    Statement and adheres to the guidelines of the Senior Project.

                                                    EXAMPLES

   Developing a videotaped collection of interviews and documentary analysis of a
    social/political issue related to your topic.
   Developing documents/brochures for use in a civic organization to impart information on
    your topic
   Developing an informational day/seminar about a subject of local concern relating to your
    topic
   Proposing a solution or improvement to a system or social problem


           SELECTING APPROPRIATE STANDARDS FOR PROJECT
Using the Project Task Sheet, and the E-Cubed Mission and Expectations Document on Page 3,
determine which standards and expectations you will demonstrate through completion of this
project.
Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                  Page 9
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                           PROJECT TASK SHEET

Use this worksheet to develop your Project Proposal. Make sure you address each of the components.
Meet with your Research Seminar teacher to discuss the proposal. Both of you must sign the final
proposal as well as your parent or guardian.

I.        The Core Question Is…
         a.   Based on your interests
         b.   Clearly stated as a question
         c.   Open-ended and exploratory
         d.   Directed towards a path to new knowledge, or a Learning stretch
         e.   Related to real-world issues

My core Question is ____________________________________________________________________
____________________________________________________________________________________?

II.      Overview of the Proposed Project
Write a brief description of your project plan. In your descriptions, explain what you hope to do, and
either what problem you will solve or essential question you will answer. Describe what steps you
will take. If you have an idea of whom you would like to work with, or where you would like to intern,
list it below.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

III.     The Learning Stretch or Path to New Knowledge

What do you think you will learn, and learn how to do, by doing this Project? Why is this new, and what
do you hope to gain by completing the Senior Project?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________


Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 10
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



IV.      Select the Applied Learning Standards for the Project

The design of the project already requires you to meet A-2 (a, b, and c) Communication Tools and
Techniques by requiring a multi-media presentation and a report of your findings and A-3 (a, b, and c)
Information Tools and Techniques by requiring you to gather information, use on-line sources, and
use word-processing software. You must now choose one of the following to also address:

         A-1      Problem Solving

                  1. Choose one of the A1 Standards:
                        a. Design a Product
                        b. Improve a System
                        c. Plan and Organize an event or activity


I choose______________________________________________________________________________

I will achieve this standard by
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________

      A-4 Learning and Self-Management Tools and Techniques

         1. Choose any two of the A-4 Standards:
               a. The student learns from models
               b. The student reviews his or her own progress in completing work activities and
                   adjust priorities to meet deadlines
               c. The student evaluates his or her performance

I choose ______________________________________________________________________________

I will achieve these standards by

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________


Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 11
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



_____________________________________________________________________________________
______________________________________________________________________________

V.       Select the Content Standards and Grade Span Expectations for the Project

GSEs and Content Standards
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________

VI.      Select the E-Cubed Expectations this project meets

Academic
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Social
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Civic_________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

VII.     Your Reasoning

Briefly explain why you chose to do this particular project:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Student Signature ___________________________________________________ Date ______________
Parent Signature____________________________________________________ Date______________
Instructor Signature _____________ ____________________________________Date_______________


Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 12
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                       ESTABLISHING AN INTERNSHIP/MENTOR
While the student is brainstorming and proposing their project, they should be contacting
community members with which they can work to gain insight into their topic.


                                   GUIDELINES AND RESTRICTIONS

   Internships/mentor opportunities should be established with organizations or individuals who
    work in a topic related field. These fields do not have to match the student topic exactly, but
    the student should be able to provide a link between their internship and their project.

   Student must spend at least 15 hours working with their mentor at their worksite.

   Internships cannot be established with a relative of the student.

   Internships cannot take place during regular academic classes. They may, however, be
    scheduled during sixth block Research Seminar Class, provided that the student misses no
    more than two Research Seminar Classes each week.

   Though students should identify their work partners, internship/mentor hours cannot begin
    until student’s letter of intent has been approved by the Senior Project Committee.


                                          PROCESS AND SUPPORT


Responsibility: The Research Seminar instructor and College Assistance Counselor can assist
the student in finding contacts, but the student holds primary responsibility for finding and
establishing the internship/mentor for their senior project.

Forms: Once the Internship has been established, students should provide their parents and
mentors the following documents, found in the next pages:

         1. Student Internship Code of Conduct
         2. Internship Site Work Plan

Each week of the internship, students must have the weekly time sheet filled in and forwarded to
the Assistant Principal for verification of work hours.




Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 13
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009




                                            Student Internship
                                       Code of Conduct
                                          Contract
Conduct of the Student

Prior to accepting an internship placement, the student has had discussions with the Research Seminar teacher and
understands the importance of demonstrating positive personal and professional behaviors.

As an intern and representative of E-Cubed Academy, each individual must accept the responsibilities and
obligations of a person who is professionally employed at the workplace intern site and guided by the policies and
procedures of that location. Anytime an intern has knowledge of confidential information, he or she must
understand and abide by the privacy, dignity and respect of the employer. Any breach of conduct may result in
consequences that are detrimental to E-Cubed Academy, student, and the internship program.

Interns will conduct themselves with dignity and class understanding that with great power comes great
responsibility. When these values are not part of the interns’ daily practice, it will result in the termination of the
internship experience. Therefore, students will not graduate in the June ceremony. The intern’s school counselor will
begin the process for alternate ways to obtain a high school diploma from the Providence School District.

Interns will conduct themselves like professionals in all aspects of completing the internship assignment. The
Internship Coordinator will guide and support the student in all instances.

Interns should also know that many companies, institutions or agencies have strict guidelines regarding possession
and use of illegal drugs.

I release E Cubed Academy and its stakeholders from any liability resulting from the transportation to and from the
intern site as well as any incidences while pursuing the internship at the approved location.

Worker's Compensation

Worker's compensation laws apply only to individuals performing services under the "contract of hire". Once the
employer pays a student, he/she becomes an employee, and thus worker's compensation laws apply.

I have read and agree to the terms indicated in this E Cubed Academy Contract for Internships.



Student Signature:______________________________________________________ /Date:

Parent Signature: _______________________________________________________/Date:

Internship supervisor/Mentor Signature: ______________________________________/Date:




Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 14
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                   INTERNSHIP SITE WORK PLAN



I, ______________________________will permit E-Cubed Student, ___________________

________________to enter the workplace as an intern under the supervision of
_______________________ for the purpose of gaining knowledge and experience in the area of
______________________ for approximately _____ hours a week or minimum 15 hours total
work experience.

The internship experience will begin on _______________, and the following work site learning
plan provides a description of each component of the student’s work experience.


Tasks student will perform:



Skills required:



Work Environment:



Use of technology or other equipment:



Safety/Security precautions:


Dress code and behavior:


Comments: (Additional comments on reverse side)


Student’s signature:____________________________________________ Date:______
Supervisor signature:____________________________________________Date:______
Parent’s signature: ___________________________________________ Date: _____
Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 15
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009




                                          E CUBED ACADEMY

                                        SENIOR INTERNSHIP PROJECT

                                              WEEKLY TIME SHEET



Student’s Name ___________________________________________

Sponsor Organization ______________________________ Sponsor Name _______________________

Sponsor Phone _________________________ _________Sponsor Email _________________________

Week of:                                                                                                                Hours

         Date                     In       Out            In           Out           In           Out




Supervisor Signature: __________________________/Date:__________



Please fax the weekly time sheet to the attention of: James Larson, Assistant Principal at 456-0676 (fax)




Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 16
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                         SCRIPT FOR INTERNSHIP COLD CALLS
When calling to find Internship or mentoring opportunities, use the following script to help you begin your
conversation:

Begin by saying:

         Hello, my name is ____________________________________________, and I am interested in speaking
         to someone about an internship or mentor opportunity at your organization. To whom should I speak?

You will either be transferred to someone who can help you, or you can leave your name and number so that the
appropriate person can call you back (note: if this happens, then you may have to call back several times to let them
know you are serious about your call).

If you are transferred or given the name of someone who can help you, you might want to say:

         Hello, my name is ____________________________________________, and I am interested in speaking
         to you about an internship or mentor opportunity at your organization. I am a twelfth grade student at E-
         Cubed Academy in Providence, and as part of our graduation requirements, I am working on a senior
         project on the topic of _________________________. This project requires research, writing and
         fieldwork.

         My project would require that I spend at minimum 15 hours working with you in your area of expertise to
         solve a problem, learn a skill, or help complete a task. I must log these hours and reflect on my learning in
         a journal. My ultimate goal in doing this senior project is to _____________________________________
         _______________________ and I hope to work with you in order to learn about/how
         to___________________________________________________________.

Ideally, your contact would be happy to help you with your project. At that point, you should discuss the following
with them:

                  Your schedule
                  Your availability
                  Your due dates
                  What your mentor needs from you
                  When you can set up a face to face meeting

If, for some reason, your contact cannot help you, be sure to ask the following:

         Do you know of another agency or person who can help me with my project?

No matter the outcome of the conversation, always end with:

         Thank you for your time.




Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 17
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                          LETTER OF INTENT
Before work can begin on the Senior Project, the student must propose the idea in a written
Letter of Intent and receive approval from the Senior Project Committee to begin.

Fieldwork cannot begin until the Letter of Intent has been approved. Approved letters will count
as one third of the first quarter Research Seminar grade. The student will receive no credit for
any Senior Project work in class until the Letter of Intent has been approved. Letters of Intent
should be written according to the following:

Format:

   Block Style Letter Format (see example)
   Addressed ―Dear Senior Project Committee,‖ and signed with your name
   Typed and single spaced using 12 point Times New Roman Font

Content:

   Paragraph I: What is the topic on which you will focus your Senior Project? Why did you
    choose this topic? What question guides your project?

   Paragraph 2: Describe your entire project. What will be your focus for your research paper?
    What will you being doing for your fieldwork/internship? Who will be your internship
    supervisor? How much involvement will this person have in your work?

   Paragraph 3: What is it that you will do that helps your community or has social/political
    significance? How will your internship and your research help you complete this community
    action requirement of your project?

   Paragraph 4: What previous knowledge or experience do you have in this topic? How does
    this project represent a ―learning stretch‖ for you as an individual? How will this challenge
    you? What new skills or knowledge do you hope to gain?

   Paragraph 5: How does this project help you meet E-Cubed’s Academic/Social/Civic
    Expectations AND the RI Applied Learning Standards? What GSEs will help you complete
    this project?

   Paragraph 6: Copy the following paragraph word for word into your letter:

Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 18
                                      E-Cubed Academy Senior Project Handbook Revised November 16, 2009




       “I understand that I am required to successfully complete a Senior Project in order to
       graduate with my class this June according to Providence School Committee’s Aligned
       Instructional Policy and section 5 of the Board of Regents’ High School Regulations of 2003.
       Furthermore, I understand that honesty and integrity are highly valued elements of my
       school community; therefore, I will demonstrate these qualities by not cheating on any part
       of my Senior Project. This means I will not plagiarize any of the written portions, and I will
       not exaggerate any part of my fieldwork. I know that if I decide to cheat on any component of
       my research paper, fieldwork or portfolio, I will have to complete an entirely new project
       and submit a new portfolio no later than May 14 in order to be eligible to graduate with my
       classmates in June.”

Your Letter of Intent must be submitted to your Research Seminar Teacher along with your
signed Project Worksheet AND a Timeline.

Block Letter Format Example:
Date

Your street address
City, State Zip

Senior Project Committee
812 Branch Ave
Providence RI 02904

Dear Senior Project Committee:

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vl;ajoiev;lanfoeiv;alqnfoinva;nfa;ldfa;lskdjf;laskjdf;aldjf;alhgwlafv naeoirjf.Ajdv;oeijfl;

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vl;ajoiev;lanfoeiv;alqnfoinva;nfa;ldfa;lskdjf;laskjdf;aldjf;alhgwlafv naeoirjf.Ajdv;oeijfl;

Sincerely,

Your Name



Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                                                         Page 19
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                                  RESEARCH

A student should begin researching as soon as they have chosen their topic, but the in depth
research should begin as soon as the student has completed their letter of Intent.

Students are required a minimum of ten (10) sources for their research in this project.

                                            WHAT TO RESEARCH

Begin the research process by brainstorming both answers and additional questions to your
guiding question. You will want to create a full list of questions that both you and your peers
might want to know about your topic and related question. In addition, you might want to
consider such questions as:

        What is the background, mechanics, or history of your topic?
        What is general public opinion/participation in your topic?
        What related social, economic, political or moral problem is related to your topic?
        Is this really a problem, or are there other sides to your issue?
        Who or what organizations currently try to address this problem? Are they successful?
        What might be the most effective ways to deal with your identified issue?
        How does your topic relate and affect other areas in the ―real-world?‖

                                           WHERE TO RESEARCH

Online Texts: While Google might be an easy place to start, it is not always the most reliable
search source. Instead, choose databases that have pre-screened sources so that your sources are
reliable, credible, current, and topical. Go to library.ppsd.org, and choose from the list of
approved databases for your search.

Through Interview: One of the best sources is a firsthand source. Interview your mentor or
other knowledgeable individuals at your internship site. Interview others who have firsthand
knowledge about your topic. As long as you site them, and can take good notes, this may be your
best source of information.

Through Surveys: Another good form of research is creating your own survey and polls and
tabulating the results. You can learn a good deal about public opinion and participation in your
community this way. Surveymonkey.com will allow you to set up a free online survey provided
you limit your questions to a small number.

Through Personal Observation and Experiment: This method is particularly useful for
scientific or data based inquiry. You can set up your own trial and, as long as you use a clear
method, you can gather researched based information for your project.

Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 20
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                                   CITATION
As they research, each student will want to cite their sources using both MLA bibliographic and
in text citation. Additionally, each source will need to be annotated in a final Works Cited page.

                                          WHAT IS ANNOTATION?

An annotated bibliography is a list of citations to books, articles, and documents. Each citation is
followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the
annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and
quality of the sources cited.

                                                 THE PROCESS

   First, locate and record citations to books, periodicals, and documents that may contain
    useful information and ideas on your topic. Briefly examine and review the actual items.
    Then choose those works that provide a variety of perspectives on your topic.

   Cite the book, article, or document using the appropriate style.

   Write a short annotation that summarizes the central theme and scope of the book or article.
    Include one or more sentences that (a) evaluate the authority or background of the author, (b)
    comment on the intended audience, (c) compare or contrast this work with another you have
    cited, or (d) explain how this work illuminates your bibliography topic.


                                                       EXAMPLE

Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and
       the Erosion of Traditional Family Orientations Among Young Adults." American
       Sociological Review 51.4 (1986): 541-554. Print.

         The researchers at the Rand Corporation and Brown University use data from the
         National Longitudinal Surveys of Women and Men to test their hypothesis that nonfamily
         living by young adults alters their attitudes, values, plans, and expectations, moving them
         away from their belief in traditional sex roles. They find their hypothesis supported in
         females, while the effects were fewer in studies of males. Increasing the time away from
         parents before marrying increased individualism, and changes in attitudes about families.


For up to date information about correct MLA citation both in text and as bibliography, please go
to http://owl.english.purdue.edu/owl/resource/557/15/.

Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 21
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                  THE SENIOR PROJECT PAPER
After sources have been found, read, and evaluated, a thesis statement and outline must be
developed for the final senior project paper.

The thesis statement should be a re-working of the essential guiding question of the senior
project, and seek to provide an answer to that original question. This thesis statement will be
developed in cooperation with and approved by the Research Seminar Instructor Prior to writing
the paper.

The outline should be in standard Roman numeral format, and lay out a clear organizational path
for student writing. This outline will be developed in cooperation with and approved by the
Research Seminar Instructor Prior to writing the paper.


The format of the paper will be as follows:

        Including a cover page
        Ten sources minimum, cited within the text in MLA format
        Eight to Ten pages in length, double-spaced, Times New Roman 12 point font
        Using standard written English
        Including appropriate headings, use of white space and appropriate formatting.

                                         A NOTE ON PLAGIARISM

The Senior Project Paper must be free from plagiarism. (Plagiarism is cheating and results
in an automatic zero on the paper.)

 Plagiarism includes material taken from another source without sufficient documentation. You
must show proof of all collected research used in your report including quotes and paraphrasing
of another’s words or ideas. All proof of research is documented on the Works Cited page of
your report.


To see examples of plagiarism and correct paraphrasing, please go to Indiana University’s School of
Education website resources (https://www.indiana.edu/~istd/example1paraphrasing.html).

                                  Also see Appendix A, Paraphrasing examples




Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 22
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                        REFLECTIVE JOURNAL
The internship journal is a record of the student’s hands on learning. They are part record and
part sounding board. They are designed to:

        Allow the student and teacher to realize the thought, effort, and learning that has gone
         into the internship
        Reflect critical thinking and problem solving skills
        Serve as evidence of your experience working at your internship site.

                                               REQUIREMENTS

        Include no less than ten (10) journal entries of your on-site work
        Address the Journal Reflection Questions
        Include a final evaluation of your Internship performance
        Include a summative reflection of the entire senior project


                              INTERNSHIP REFLECTION QUESTIONS

Each Internship journal entry should be completed after each work session, and include the
following:
           1. Describe what you did while participating in that session’s activities
           2. What were some positive learning events that you experienced?
           3. What were some negatives?
           4. Rate your efforts and participation in that session.

At the end of your internship, answer the following questions in a lengthier typed response:

              1. What did you accomplish during your fieldwork? How do you feel about your
                 accomplishments?
              2. What was it like to develop a working relationship with your mentor? What did
                 you do to create a good rapport and earn the respect of your mentor?
              3. What problems did you encounter when working with your mentor? How did you
                 overcome any problems or obstacles that you encountered?
              4. What did you learn about yourself during this phase? What strengths and
                 weaknesses did you discover about yourself when developing your relationship
                 with your mentor?
              5. If you had the opportunity to redo this phase of your senior project, what would
                 you do differently?



Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 23
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                              SUMMATIVE REFLECTION QUESTIONS

This is your final reflection, a summary and self-evaluation of your entire Senior Project
experience. As such, this reflection will be longer than the others because it is more detailed.
This final reflection must be included in the Senior Project portfolio before presentations, and
accounts for half of the fourth quarter Research Seminar class grade. It must be written as
follows:

Format:

   Block Style Letter Format (see example)
   Addressed ―Dear Senior Project Judges,‖ and signed with your name
   Typed and single spaced using 12 point Times New Roman Font

Content:

        Introductory Paragraph: Briefly describe your Senior Project (include your overall topic,
         internship, research paper, and product). Include the dates when you started and
         completed your work, the estimated number of hours you spent creating the product, the
         total number of internship hours, and the names of any people who provided assistance
         when you are making your product.

        First Body Paragraph: Very specifically describe how the project has stretched you
         emotionally, intellectually and/or physically. Mark your learning stretch.

        Second Body Paragraph: Did your project turn out the way you planned? Why or why
         not?

        Third Body Paragraph: Describe the time you felt the most satisfaction in the process of
         completing your project. What is the most important skill you acquired during the senior
         project?


        Fourth Body Paragraph: Describe the four projects from your years in school that most
         helped you complete the senior project. What skills did you gain and how did you use
         them?

        Conclusion: Describe the most important and/or lasting effect the Senior Project
         experience has had on you. Thank the judges for their time.


Be sure to sign your summative reflection.
Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 24
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                                 PORTFOLIO
The portfolio is a written record/collection of the documents and other data that represents the
student’s Senior Project journey.

This portfolio includes not only provides the finalized documents used within the project itself,
but asks students to collect and identify the work they completed through their years in high
school as evidence of their growth as thinkers and learners.


                                                      Format

The senior project portfolio must contain:
    A cover page
    A table of contents
    The summative reflection in the form of a letter to judges.
    A Proposal section including:
          1. Approved Letter of Intent
          2. Signed Task Planning Sheet
          3. Project timeline
    An Internship section including
          1. Signed Code of Conduct
          2. Internship Work plan
          3. All work time sheets
          4. Your internship journal
    A research section including
          1. Your research paper
          2. Your annotated bibliography
          3. Any appendices such as survey results, transcripts of interviews, etc.
    An artifact/project section including
          1. Photographs, documents, or any other evidence of your performance, product, or
              proposal
    A supporting class work section including
          1. Two projects from senior year that allowed you to practice or prepared you with
              skills used in your senior project, with reflections
          2. One project from junior year that prepared you for the senior project, with
              reflection.
          3. One project from a year of your choice that you believe helped you complete your
              senior project, with reflection
    The senior project rubric


Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 25
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                        PORTFOLIO CHECK SHEET

                       Artifact                               Completed and Present                     RST Init.
Cover Page
Table of Contents
Reflection Letter
Proposal
           Approved Letter of Intent
           Signed Task Sheet
           Project Timeline
Internship
           Signed Code of Conduct
           Completed Work Plan
           Time sheets
           Internship Reflections
Research
           Paper
           Annotated Bibliography
           Appendices
Project Artifacts



Supporting Projects
          12th grade 1
          12th grade 2
          11th grade 1
          Other
Rubric


            Final Completion Date:__________________________________
Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 26
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                              PRESENTATION
The final piece of the Senior Project is a presentation in front of a panel of judges sharing what
the student learned, highlighting their Senior Project learning stretch, central question, research
seminar experience, showcasing skills and sharing their personal growth from beginning to end.

Students will work on the content of their oral presentation, delivery skills and visual aid display
in their Senior Project Seminar class. All students will be scheduled for a formal presentation
before a panel of judges at the conclusion of the SP Seminar Class.

Students are expected to:
    Complete two ―practice‖ board presentations
    Present on their scheduled date
    Arrive on time
    Dress to impress (ie. Slacks, dress shoes, button up shirts and ties for young men. Skirt or
       slacks, blouse, and dress shoes for young women.)
    Complete the equipment and special request form at least a week in advance to scheduled
       presentation date.

                                               REQUIREMENTS

        Prepare a 15 to 30 minute presentation
        Present clear evidence of the process of creating the project from start to finish
        Have an obvious introduction and conclusion
        Describe both your research and fieldwork
        Show clear connections between your research, fieldwork, and project
        Show evidence of project
        Explain how past projects have contributed to the Senior Project
        Describe your successes, challenges and lessons learned. Make clear learning stretch.
        Use technology to demonstrate and enhance presentation
        Prepare for a question and answer period.


Each student must receive a score of ―proficient‖ on their Senior Project presentation in order to
graduate with the class in accordance Providence School Committee’s Aligned Instructional
Policy and section 5 of the Board of Regents’ High School Regulations of 2003. Students who
do not earn a score of ―proficient‖ on their Senior Project presentation will be given a second
opportunity to deliver their presentation at a predetermined date prior to graduation. A third
opportunity may be available over the summer through the appeal process.



Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 27
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                        EQUPMENT AND SPECIAL REQUEST FORM

Please indicate below the equipment you will need for your oral presentation (eg TV/DVD
player, computer, piano, etc). Also indicate if you plan to bring in specialized equipment or if
you need a particular space for your presentation. You should test run any flash drives or CDs on
school equipment before your presentation date. If you have any questions or special needs, talk
to your Research Seminar Teacher.

Name _____________________________________Teacher___________________________

Topic_______________________________________________________________________



Equipment Needed:




Request for extended time (same date, but longer than 30 minutes):

If applicable, please explain the reasons you need extended time for your presentation




Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 28
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



           2009-10 SENIOR PROJECT DUE DATE CALENDAR
Due Date                    Responsibility/Event (All assignments are to be handed in during Research Seminar on
                            or before the due date).

Sept 8-18:                  Introduction of Senior Project Guidelines and Topic Exploration

Sept 29                     DUE! Topic Selection

Oct 30:                     DUE! Letter of Intent, Internship/Internship Supervisor Confirmation

Nov 23:                     DUE! Source List in correct MLA format

Dec 7                       DUE! Draft of Thesis Statement and Annotated Bibliography

Jan 4                       DUE! Introduction with Final Thesis, Outline and Annotated Bibliography

Jan 29                      DUE! First Draft of Research Paper

Feb 1-5                     Peer Review of Research Paper

Feb 22                      DUE! Second Draft of Research Paper

March 29:                   DUE! Final Copy of Research Paper

March 31:                   Teacher Reading Day: Final Research Papers Assessed

April 5:                    Scored Final Research Papers Returned

April 26-May 14             Practice Speeches in Research Seminar

May 4:                      DUE! Completed Senior Project with Portfolio component: field work must be completed
                            and documented and approved Research Paper must be in by this date to receive full
                            credit.

May 14                      Students whose senior projects are not complete by this date must petition the Senior
                            Project Committee in person in order to receive a possible extension.

May 14-18                   First Round - Senior Board Presentations!

May 24-28                   Second Round – Senior Board Presentations!

May 31-June 3               Third and Final Round - Individually scheduled Senior Board Presentations for students
                            who needed to re-do their presentations.

June 4                      Notification to Students who do not successfully complete a Senior Project/Portfolio will
                            receive notification by mail of graduate or no graduate. Students and families make an
                            appointment with Senior Guidance Counselor for Summer School, Summer Graduation
                            for Seniors or Alternative Diploma Program.
Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 29
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                            THE SENIOR PROJECT COMMITTEE
The Senior Project Review Board is responsible for reviewing and approving Senior Project
proposals. The Review Board also considers other issues that may arise during the year.

 THE PROFICIENCY-BASED GRADUATION REQUIREMENTS APPEAL PROCESS

The Proficiency- Based Graduation Requirements Appeal Process provides students with a way
to address decision(s) made relative to the Senior Project. The Senior Project Committee is
comprised of the following individuals: an administrator, the school division member, a
community member, a classroom teacher, and a special educator.

To appeal a decision the following process must be followed.

   1. The student along with his/her parent or guardian completes the Appeal Form indicating the
      reason for the appeal. This form must be submitted within three school days of the decision
      the student is appealing.

   2. The Senior Project Committee sends a letter by mail home to the parent/guardian notifying
      them of the meeting. This meeting must occur within five school days of receipt of the
      student’s request.

   3. The student accompanied by his/her parent/guardian presents his/her request to the Appeal
      Committee.

   4. The Appeal Committee renders its decision within one school day of the meeting. The
      Committee will notify the student of the decision either in person or by telephone. A letter
      will be sent home stating the committee’s decision.


                                    MISSED DEADLINE POLICY

Meeting deadlines and completing work to proficiency are essential to successful completion of
the Senior Project. The Senior Project calendar has been carefully created to allow for a smooth
transition from one part of the project to another in a timely manner. Failure to meet deadlines or
any of the requirements of the Senior Project process may jeopardize a student’s graduation. In
addition to a reduction in grade for the assignment, a student who misses a Senior Project
deadline is referred to a mandatory tutoring program.




Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 30
                           E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                  SENIOR PROJECT APPEALS FORM

If for some reason, you are unable to complete a portion of your senior project in a timely or
proficient manner, or you disagree with a score you received on any part of your senior project,
you must submit this appeals form to the Senior Project Committee within three days of
announced decision to appeal.

Name____________________________________ Teacher___________________________

Topic ___________________________________



Describe the artifact on which you wish to base your appeal:




Please list the score you received on said artifact: ____________________________________



Please explain in clear terms why you wish to appeal this score:




Student Signature____________________________________________Date:

Parent Signature ____________________________________________Date:
Adapted from Coventry High School Portfolio and Capstone Handbook and East Providence High School and Barrington High
School Senior Project Handbooks                                                                                Page 31
                                               E-Cubed Academy Senior Project Handbook Revised November 16, 2009



E3 Academy Senior Project Rubric                                                      Scoring Guide: 0-no evidence;1- Below Proficient, 2- Nearly Proficient, 3- Proficient, 4- Proficient with Mastery


 NAME of Student:                                                                                                                                  DATE:

                                           1                                  2                                    3                                                4                             Score

                             The student cannot identify a     The student identifies a          The student identifies needs that         The student identifies several needs that could be
                             problem                           problem, but needs help           could be met by events, services, or      met by events, services, or systems, and spear-
                                                               developing a solution             systems and creates solutions for         heads groups that create solutions for meeting
                                                                                                 meeting them                              them

                             The student does not plan or      Implements steps planned by       plans and implements the steps            Plans a means of oversight and support for
A1 Problem Solving




                             implement steps for solutions     another to create the event,      needed to create the event, service,      groups implementing solutions
                                                               service or system                 or system

                             The student does not plan or      Student cannot make               makes adjustments as needed to            Identifying potential pitfalls in groups action, and
                             implement steps for solutions     adjustments as needed to          conform with specified standards or       leads groups to make adjustments
                                                               implementation                    regulations regarding quality or safety

                             The student does not reflect      With help, student can            evaluates the event, service, or          Evaluates own leadership role in terms of the
                             on their role                     reflect on their role in the      system in terms of the criteria           criteria established in the design of the groups
                                                               problem solving                   established in the design proposal

                             Student does not make an oral     Student makes an oral             The student makes an oral                 Student organizes a panel audience and emcees
                             presentation of project plans     presentation of project plans     presentation of project plans or          several group presentations.
A2 Communication tools and




                             or findings to an audience        or findings to an audience        findings to an audience with
                             within the school                 within the school                 expertise in the relevant subject
                                                                                                 matter
       techniques




                             Student does not prepare a        Student prepares a formal         The student prepares a formal             Student prepares a formal written proposal or
                             formal written proposal or        written proposal or report to     written proposal or report to an          report to a panel audience
                             report to a school organization   a school organization             organization beyond the school

                             Student does not develop a        Students develop a multi-         The student develops a multi-media        Student develops a multi-media presentation
                                                                                                 presentation combining text, images,
                                                            E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                                            ,multimedia presentation     media presentation             and/or sound                            with mastery



                                              The student does not use   The student looks at models   The student learns from models         The student creates models
A4 Learning and Self-Management Tools and




                                              model

                                              The student does not       The student understands       The student reviews his or her own     The student reviews his or her own progress
                                              review his or her own      his or her own progress in    progress in completing work            in completing work activities and adjusts
                                              progress in completing     completing work activities    activities and adjusts priorities as   priorities as needed to meet deadlines
                Techniques




                                              work activities                                          needed to meet deadlines

                                              The student does not       The student can evaluate      The student evaluates his or her       The student evaluates his or her performance
                                              evaluate his or her        his or her performance with   performance                            and its effect on the performance of others.
                                              performance                help




Teacher Comments:
E-Cubed Academy Senior Project Handbook Revised November 16, 2009




         Appendices
                         E-Cubed Academy Senior Project Handbook Revised November 16, 2009



                              A. Word for Word | Paraphrasing

A paraphrased example must be cited. You cite a paraphrased example as you
would a word-for-word quote. Paraphrasing is a condensed version of another
author's work, or putting the author's words into your own words.

Read the example carefully!

Original Source Material: During the last decade, there has been a shift from
                                                                                           Source: Merriënboer, J. J.
"instructivist" approaches towards "constructivist" approaches in the field of
instructional design. Instructivist approaches reflect the belief that the role of         van. (1997). Training
knowledge is basically to represent the real world. Meaning is eventually determined       complex cognitive skills.
by this real world and [is] thus external to the understander.
                                                                                           Englewood Cliffs, NJ:
                                                                                           Educational Technology
                                                                                           Publications.

Plagiarized Version                                       Correct Version


Over the last ten years, there has been a marked          Instructivists hold that the "real world," external to
change from "instructivist" points of view to             individuals, can be represented as knowledge and
"constructivist" points of view among instructional       determines what will be understood by individuals. This
designers. Instructivist points of view hold the belief   view has been shifting to a constructivist view over the
that the role of knowledge is fundamentally to            past decade (Merriënboer, 1997).
represent the real world. In this view, meaning is
determined by the real world and is therefore external    References: Merriënboer, J. J. van. (1997). Training
to the learner.                                           complex cognitive skills. Englewood Cliffs, NJ:
                                                          Educational Technology Publications.
References: Merriënboer, J. J. van. (1997). Training
complex cognitive skills. Englewood Cliffs, NJ:
Educational Technology Publications.

Explanation: This example has been plagiarized. The       Explanation: This example has been paraphrased and
student has substituted synonyms for many words in        the original author has been credited for those ideas. The
the passage, but has not changed the structure of the     student has cited the source of the ideas appropriately,
text and has used another person's ideas without          and included the source in the reference list.
crediting that person for them.



Source: Frick, T. “How to Recognize Plagiarism.” June 25, 2005. Indian University Bloomington: School of
Education. November 15, 2009. https://www.indiana.edu/~istd/example1paraphrasing.html.

				
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Description: List and Briefly Describe the Five Most Important Guidelines in Your Opinion to Be Followed When Making Oral Business Presentations document sample