Senior Project Handbook

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					Senior Project Handbook
  Board of Education Recognition Diploma

                SY2012-2013




       Kaiser High School
         Class of 2010 and Beyond

       Henry J. Kaiser High School
          511 Lunalilo Home Road
            Honolulu, HI 96825
               (808) 394-1200




               Revised August 2011
                                        STATE OF HAWAII
                                    DEPARTMENT OF EDUCATION
                                 Henry J. Kaiser High School
                                 International Baccalaureate
                            Diploma and Middle Years Programme
                                      511 LUNALILO HOME ROAD
                                   HONOLULU, HAWAII 96825-1799
                                 Ph. (808) 394-1200, Fax (808) 394-1245


Dear Parent/Guardian:
This letter is to inform you of the High School Graduation requirement and Board of Education
(BOE) Recognition Diploma requirement that will be in effect for the Class of 2010 and beyond.
1. All students must complete a Personal Transition Plan (PTP Portfolio) in order to graduate
from any Hawaii Public High School. Under the new graduation mandate, if your child does not
complete the PTP, he/she WILL NOT GRADUATE despite good academic standing.
The PTP requirement is satisfied through successful completion of the Kaiser Advisory Program
(KAP), which is included in each student’s schedule of courses for all four years of attendance at
Kaiser High School. The goal of this program is to assist your child in making informed post-
secondary choices.
2. In addition to completing the PTP, any graduating senior (Class of 2010 and thereafter)
wishing to earn the B.O.E. Recognition Diploma will be required to successfully complete a
Senior Project, in addition to attaining a minimum 3.0 cumulative grade point average (GPA),
and passing specific course requirements.

3. Kaiser High School Honor Graduates and Class Valedictorians must complete all BOE
Recognition Diploma requirements and be enrolled in a minimum of four (4) credited
courses in their senior year.
The Senior Project must demonstrate a “learning stretch” and be personally useful and relevant
to that student. Successful completion of the Senior Project provides the student with the
opportunity to demonstrate advanced proficiency in the attainment of the General Learner
Outcomes (GLOs) as well as college-readiness skills.
Please discuss with your child whether or not you are interested in your child receiving the
B.O.E. Recognition Diploma. Please complete the bottom portion of this letter and have your
child return it to his/her KAP Advisor no later than December 7, 2011. All students must return
forms marking their intent.
For those that indicate interest in obtaining a Recognition Diploma, more information will be
forthcoming. If you have any questions, feel free to discuss this further with your child’s
counselor.
Respectfully,


John P. Sosa
Principal


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Senior Project Handbook
-------------------------------------------------Detach------------------------------------------------------------
----------
_____ Yes, my child is interested in earning the BOE Recognition Diploma.

_____ No, my child is not interested in earning the BOE Recognition Diploma.

Name of Child: __________________________________ Grade: ___________

Parent Email/Contact: __________________________________________________________

Parent/Guardian Signature: ___________________________________ Date: _____________




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    Project Overview & Requirements




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Beginning with the class of 2010, all students earning a Board of Education
Recognition Diploma must meet the following requirements:

       Course and credit requirements for graduation including the PTP .5 credit
        (KAP Advisory);
       Attain a cumulative grade point average (GPA) of 3.0 or higher (by the end of the
        3rd quarter of the senior year); and
       Completion of the Senior Project (one credit)

The Senior Project is comprised of several activities in each phase. Students must
demonstrate proficiency in all areas to be deemed eligible to receive this honor.

PHASE I -Preliminary Planning
   Submit a project proposal – must demonstrate a “learning stretch” and be
     personally useful and relevant to the student.
   Select a school mentor – a certificated staff member who will act as a guide
     throughout the project.

Note: Completion and approval of Phase I activities is required prior to moving to Phase II.

PHASE II- Research and Action
   Write a research paper on an approved topic of the student’s choice.
   Select one culminating activity to be done under the supervision of a community
     mentor (30 hours minimum).
             Career Focus (Job Shadowing/Mentorship) Exploring a career of interest.
             Service Learning (Community/School Related) Complete a
             service-learning project that makes a concrete and visible impact in
              the school or community.
             Personal Interest (Performance or Problem Based) Pursue a topic
             of personal interest and develop a research thesis around this interest.
   Select a community mentor – a community member who has some expertise in
     the area of interest.
   Maintain a learning log – a journal of your activities and reflection of the process.

PHASE III – Presentation and Evaluation

       Give a 15 minute formal presentation on your project before a panel - may include
        an administrator, teacher, counselor, community member, parent and/or student.
       Submit a portfolio – documentation on the student’s journey and includes the
        project proposal, research paper, verification forms, and activity and learning
        logs.

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                                                        Senior Project
                                                      Kaiser High School

                                                   BOE Recognition Diploma
                                                     (Class of 2010 & Beyond)
                                         successful completion of course requirements
                                          including the PTP credit (KAP Advisory);
                                         minimum cumulative GPA of 3.0; and
                                         successful completion of Senior Project



                                                                                                                       PHASE III
           PHASE I                                           PHASE II                                                 Presentation &
     Preliminary Planning                                 Research & Action                                             Evaluation


                                                                                        Activity Log


Project                      School                                                                        Oral
Proposal                     Mentor   Research          Community              Learning Log            Presentation             Portfolio
                                       Paper             Mentor

                                                                     Product
                                                               Culminating Activity
                                                                    (30 hours)
                                                               - Career Focus                                                 - Project Proposal
                                                               - Service Learning                                             - Research Paper
                                                               - Personal Interest                                            - Activity Logs
                                                                                                                              - Learning Log
                                                                                                                              - Verification
                                                                                                                                Forms




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                                       Kaiser High School – Class of 2012
                                   Senior Project (SP) Timeline and Checklist
 Due Dates                            Items                       Pages            Due to                Completed
                           PHASE I Preliminary Planning
  Wed. 12/9             Letter of Intent from Principal collected     1          KAP teacher
 Tues 5/1 or                  Informational Meeting                  3-16       SP Coordinator
  Thurs 5/3            Overview of Senior Project and Timeline
                              Sign up for Turnitin.com
 Thurs. 5/17                   Senior Project Proposal               7-12       School Mentor
                                Parent Consent Form                             SP Coordinator
Tues. 5/22                School Mentor Agreement Form              14-16       School Mentor
                                                                                SP Coordinator
   Summer                   Read and review Handbook.                 All       SP Coordinator
    Break           Find Community Mentor (30 hrs. of fieldwork)
    TBA                       Senior Project Kick-off                           SP Coordinator
                          PHASE II Research and Action
 Tues. 8/7/12                 School Mentor Meeting #1              22-23       School Mentor
Tues. 8/14/12           Seminar 1: Researching and Writing            n/a       SP Coordinator
                           Due: School Mentor Meeting #1
September              Research Paper Outline and Draft due to        n/a       School Mentor
                                    Turnitin.com
  September             Community Mentor Agreement Form             35-37       School Mentor
                                        due                                     SP Coordinator
  September              Seminar 2: Peer Review w/ Criteria         24-25       School Mentor
                      Due: School Mentor Mtg #2 w/ paper eval.                  SP Coordinator
   October                Research Paper Final Copy due to            n/a       School Mentor
                                    Turnitin.com                                SP Coordinator
   October            Seminar 3: Field Work and Learning Logs       38-41       SP Coordinator
  December                 Due: School Mentor Meeting #3            25-27       School Mentor
                                                                                SP Coordinator
   January                    Activity Verification Form              37        School Mentor
                              (from Community Mentor)                           SP Coordinator
   January                     Learning Log Evaluation                41        SP Coordinator
                       PHASE III Presentation & Evaluation
   January             School Mentor and Community Mentor           44 & 54     SP Coordinator
                                     Evaluations
   January             Self-Evaluations (Product and Portfolio)     42 & 52     SP Coordinator
  February                            Portfolio                       48        School Mentor
                              Technology Request Form                           SP Coordinator
  February                       Oral Presentations                 49-53       Panel of Judges

               All original forms MUST be in Student Portfolio. Electronic copies to SP Coord.
                                    *Dates will be confirmed in July 2012



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             Senior Project Handbook
                                            Kaiser High School
                                            SENIOR PROJECT

                             Parental Consent/Liability Release Form

To the Parent/Guardian of _____________________________:

Your child is about to embark upon an exciting educational journey. Successful
completion of the Senior Project provides the student with the opportunity to demonstrate
advanced proficiency in the attainment of the General Learner Outcomes (GLOs):
Self-Directed Learner; Complex Thinker; Effective Communicator; Community
Contributor; Quality Producer; and Effective and Ethical User of Technology.

In an effort to ensure successful completion of this three phase project, we ask that you
discuss the project with your child and initial the items below indicating your
understanding and approval of such terms.

_____ I approve of my child’s selected research paper topic as: ____________________

_____ I approve of my child’s selected project and understand it will entail work to be
      done on his/her own time and I am aware of Senior Project timeline.

_____ I acknowledge that the Community Mentor selected is at least 21 years of age and
      is not a relative of my child.

_____ I understand that all transportation for work beyond the school day is the
      responsibility of the student and parent.

_____ I understand that integrity and honesty will be upheld throughout the Senior
      Project. Any suspicion of plagiarism or dishonesty in any aspect of the Senior
      Project will result in a referral to the Senior Project Committee and withdrawal or
      disqualification from the program.

_____ I understand that the Kaiser High School and the Department of Education and
      their agents are not responsible for all potential risks resulting from the Senior
      Project, and all claims arising from any financial obligation incurred, and damage,
      injury or accident suffered, while my child participates in the Senior Project.


_________________________                       _________________________                     ____________
Parent/Guardian Name (Print)                    Parent/Guardian Signature                     Date

Contact information (please print): ___________________________________________

Distribution of Form: Original – Student Portfolio; Copies – School Mentor & SP Coordinator




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                           PHASE I
                     Preliminary Planning

               Senior Project Proposal
               School Mentor Information




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                              Choosing Your Project
                            Questions to Help Guide You

In order to prepare for your Senior Project, the following questions will help you
formulate your project proposal. Remember your Senior Project should demonstrate a
“learning stretch” or challenge for you.

Learning Stretch – “The art of making great demands upon one’s abilities while gaining
knowledge comprehension or mastery through experience or study.”(Auburndale High
School Senior Project Handbook 2007-2008)

The Challenge:
    The project must be challenging and take you out of your comfort zone.
    Your project should build on previous skills and knowledge or explore new areas.
    Your project must have an element of problem solving that encompasses time-
      management, discipline, perseverance, and using outside resources.

Questions to Consider when Choosing a Project:
   What do you enjoy in your spare time?
   What have you always wanted to do but didn’t have the time for?
   Is there any social problem you would like to investigate?
   Do you have an invention or creation you would like to pursue? (Consider
       policies/problems on the job, career opportunities in that field.)
   Have you ever been involved in a school, community, or state activity?
   Are you artistically creative?
   Do you like to work outdoors?
   Do you like to work by yourself or with other people?
   If you could pursue your wildest dream, what would it be?
   Have any travel experiences given you ideas?
   What is one of the biggest problems facing the world today?
   What would you like to be doing ten years from now?
   What is something you would like to improve about yourself?
   Will you still have the interest and energy for your project five months after you
       start it?
   Will you have to miss any significant deadlines? (Plan to turn your work in early.)

Questions to Consider When You Have Chosen a Project:
   Do you know all your potential resources? (Consider books, magazines, primary
       sources such as experts and staff members.)
   Have you made note of all special items you will need for your project?
   Are you prepared to bring your project in to show the Senior Project Committee,
       even if it’s something large?
   What is the logical connection between your research paper and your project?


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Senior Project Handbook
       Have you anticipated any problems? (Consider finances, transportation, not being
        able to work on your project during school hours, resources, mentors, and
        computer time.)
       Have you listed everything you know about your topic?
       If your project will be expensive, how could you manage or reduce the cost?


Writing Your Proposal:
    Your proposal is a promise you will be expected to keep.
    Follow the format in your Senior Project Handbook.
    Cover the who, what, when, where, how, and why of your project.




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                                 Kaiser High School
                            SENIOR PROJECT PROPOSAL

 Before you begin working on your Senior Project, you are required to complete the
 following steps.

     1. Complete the Senior Project Proposal document.
     2. Write a cover letter to a staff member who is willing to serve as your school
        mentor and present your written proposal.
     3. Obtain approval of your project from your school mentor and complete the
        School Mentor Agreement form.

PART I. STUDENT INFORMATION
                                                   First &
Last Name:
                                                   Middle Name:
Graduating Year:                                   KAP Advisor:
BOE Diploma                                        Cumulative
candidate:                                         G.P.A.:
                                                   English
Date of Proposal:
                                                   Teacher:
Phone #:                                           Email:

PART II. SENIOR PROJECT OVERVIEW
What type of senior project do you intend on completing?

    Career Focus (Job Shadowing/Mentorship). I will work with a community mentor, one
     on one, in a specific area related to the field of study that I intend to pursue as a career.
    Service Learning (Community/School Related). I will complete a service-learning
     project that makes a concrete and visible impact in the school or community.
    Personal Interest (Performance or Problem Based). I will pursue a topic of personal
     interest and develop my research thesis around this interest.

What topic will you focus on for your project?
(Review the list of possible topics for ideas.)



Why are you interested in this topic?




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What do you already know, have experienced, or have accomplished in this area?


What do you hope to discover while doing this project? (This is your essential
question)


What resources would you need to complete this project and how do you plan to
obtain these resources? (Identify the resources that you already have)


Identify at least three sources you have consulted about your topic before
completing this proposal. Who might your community mentor be?


What will the final product (or outcome) of your project look like? Describe your
project here.


Who will be involved in the completion of your project? Will you have others
assisting you?


What are the potential costs of your project and how will this be financed?


How long will it take you to complete the actual project (not including class time)
from start to finish?


Describe you commitment to this project. What challenges do you foresee and how
will you address them? (i.e. time management, perseverance etc.)




Signatures:
______________________________ ________________________________ ______________
Student Signature                      Printed Name                     Date
______________________________ ________________________________ ______________
Parent Signature                       Printed Name                     Date
______________________________ ________________________________ ______________
School Mentor Approval/Signature       Printed Name                     Date
___________________________
SP Coordinator
Distribution of Form: Original –Portfolio; Copies - School Mentor & Senior Project Coordinator

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                             Kaiser High School Senior Project
                          School Mentor’s Role and Responsibilities

Who is a school mentor?
A school mentor is a teacher, librarian, counselor or administrator who helps
students through the Senior Project process. (This is different from a community mentor
who is a career and/or content expert and who serves as a consultant to the student while
the student is completing the Senior Project.) The school mentor provides the tools and
information that students need to successfully complete the Senior Project. He/she helps
students troubleshoot and resolve problems themselves.

The school mentor’s role is to be a facilitator, instructor, and coach. He/she instructs
students in both the planning and implementation of the Senior Project as well as
teaches specific skills (such as time management, research, effective presentation, and
clear writing). The senior project is an unpredictable process. Students will test their
ideas, make mistakes, modify their plans, and find alternative solutions. As a whole,
only a few Senior Projects are completed without modifications and revisions.

Starting the Project
     Evaluate rigor and relevance of project plans
     Keep parents informed
     Encourage students to find their own community contact
     Recommend resources and materials for the project

During the Project
 Meet with the students regularly (or by email) to:
          1) Check project progress—complete Meeting #1,2,3 Worksheets
          2) Recommend additional resources and materials
          3) Offer assistance in overcoming unexpected obstacles
 Guide student to complete the research paper and product
 Assist community contact if he/she has questions
 Assist in compiling the portfolio
 Guide students in writing reflective essay
 Provide guidance and critiques of presentation (i.e. Mock Presentation)

After the Project
     Assist with celebration

Remember, as a school mentor you don't have to have all the answers. You just need to be steadfast in
helping students find the answers for themselves.

Note: No more than 2 students per school mentor

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                            School Mentor Selection
1. Write a paper or electronic letter to the School Mentor you would like to oversee
    your project. Follow the guidelines below.
2. Include a copy of the School Mentor Agreement Form and your Proposal
3. File original copy of the School Mentor Agreement Form and Senior Project
   Proposal in your portfolio. Make copies and submit to the Senior Project
   Coordinator and School Mentor.

NOTE: If your first choice is not available, please repeat the process until you find
someone who agrees to mentor you through your senior project

                    School Mentor Letter Requirements

Content requirements:
Paragraph 1: Description of your Senior Project
       - What I am going to do
                i.      Project focus (career, service learning or personal interest)
               ii. Research paper thesis
              iii. Product (what you are going to make or what you are going to
                        participate in)
              iv.       How the research paper is connected to the product
       - Tell why you are writing this letter
               i. Requesting that the recipient become your School Mentor for your
                          Senior Project
Paragraph 2: Why I chose you as a mentor
       - State your specific request
       - Ideas to consider in detailing your request:
                   i. Subject that the School Mentor you are writing to teaches
                   ii. Outside interest that the School Mentor you are writing to has
                 iii. “Connection” that the School Mentor you are writing to has with you
Paragraph 3: Thank you
       - Final thank you: Thank you in advance for your consideration of becoming my
               school mentor for my Senior Project.
       - Closing thought

Letter requirements:
 Letter will be typed
 Times New Roman or Helvetica, 12 pt. font
 Letter will be written in block format
 Letter will be spell-checked/grammar-checked




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                          School Mentor Sample Letter
Date


520 Kalanianaole Hwy.
Honolulu, HI 96825
July 20, 2008


Science Teacher
Kaiser High School
511 Lunalilo Home Road
Honolulu, HI 96789


Dear Mr. Doe:

I am a senior at Kaiser High School in Honolulu, Hawaii. For my Senior Project, I am
working on a personal interest project. This project will consist of a research paper
discussing the ethics of cloning, a hands-on cloning experiment that will be completed
through the University of Hawai’i Genetics Laboratory and a visual presentation
describing my findings.

While a freshman at Kaiser High School, I fondly remember your Honors Biology course
and immediately thought of asking you to become my School Mentor for this project
because you made our Biology course so enjoyable.

Thank you in advance for your consideration of becoming my School Mentor. I look
forward to working with you again.

Sincerely,




Jane Doe

Enclosure




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                       Kaiser High School Senior Project
                       School Mentor Agreement Form
Date: __________________________________

Dear____________________________________________________________________
            (Student-please fill in this line with your name)

____ Yes, I agree to become your School Mentor

        I would prefer that you contact me in the future via (check all that apply)

        _____ school e-mail address

        _____ school telephone number (ext.#___)

        _____ other e-mail address : ________________________________

        _____ other telephone number : _____________________________

        _____other: __________________________________

_____ No, I am sorry that I cannot become your School Mentor


Sincerely,

___________________________                ______________________             __________________
  School Mentor’s Signature                       Print name                         Date


Comments:




NOTE: If needed, please repeat the process. Keep copies of all correspondences in your
portfolio.
Distribution of Form: Original –Portfolio; Copies - School Mentor & Senior Project Coordinator



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                              Developing a Research Topic

Researching your topic will be the foundation of the entire Senior Project. A well
thought out and developed topic can make your project an exciting and interesting
exercise. However, a misstep in choosing a topic at the beginning of the project will
create many unforeseen problems later in its development. Such problems waste a great
deal of time and energy on your part.

The following steps are guidelines to developing a research topic that will help guide and
organize your entire project:

Step 1-Generalizing your Interest
Explore a general area of interest.
    Subject should be broad and something you are EXTREMELY interested in.
              E.g. Health/Medicine              Business/Tourism
              Visual and Performing Arts        Industrial Arts
              Culinary                          Agriculture
              Music                             Education
              Military                          Human Services
Step 2-Narrowing the Subject
Consider the reasons for your interest in the subject.
    Are you still going to be interested in this topic 5 months from now?
    Why does the subject interest you?
    Specifically, what parts of the topic are you curious about or most interested in?
       Create a list.
Step 3-Choosing an Appropriate Topic
From the list of the above ideas, choose a topic that satisfies the following criteria:
    Is the topic unbiased?
    Is the topic specific enough to answer in 4-5 pages?
    Is the topic broad enough so that there will be many sources of information?

Step 4-Thinking About Your Project
Will your project focus on an activity involving a career you are interested in, a service
learning project, or the pursuit of a personal interest?

Step 5-Finalizing Your Topic
Do an hour of preliminary research to make sure that the criteria in step 3 can really be
met.

My Final Topic is:

__________________________________________________________




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                          Sample Research Topics and Activities

One of the requirements of the senior project is to take the information you learned doing
your research paper and apply it to an activity. Not only will your activity be done on
your own time, it will require that you contact someone in the community who will work
with you and will serve as your expert advisor. Your activity should demonstrate a
“learning stretch” for you. Although you may use any of the following topics and
activities, feel free to come up with your own topic and activity because your passion will
motivate you to do a great job.

                                      Career Focus

         Research Topic                                       Activity
 Animal adoption                           Apply for a grant to create and publish a
                                           magazine for animal adoption
 Hand-made toys                            Design and construct toys for underprivileged
                                           children
 Being a leader                            Volunteer as an intern for an elected official, a
                                           businessman, etc.
 Job training skills for the               Establish a computer resource center
 underprivileged
 The basics of digital photography         Learn about digital photography and
                                           photograph an important event
 Techniques for teaching piano to          Teach private piano lessons at the Boys and
 children                                  Girls Club or some other organization
 Career as an X-ray technician             Learn to be an X-ray technician
 Teaching preschool children               Be a teaching assistant at a preschool
 Teaching a sport to young children        Teach the basics and fundamentals of playing
                                           a particular sport to 3 – 10 year old students
 Constructing playhouses                   Build a playhouse and donate it to charity
 Career information for becoming a         Learn sound engineering and assist in
 sound engineer                            production of a concert
 Dental hygiene for children               Teach elementary age children dental hygiene
 Basic dog grooming techniques             Learn to groom animals at the Humane
                                           Society
 Producing a play with young actors        Cast and direct a play with elementary
                                           students
 Motorcycle maintenance                    Repair and paint a motorcycle
 Creating a web site                       Build a web site for an endangered species
 Building a computer from scratch          Build a desktop computer
 Health tips for children                  Teach healthy life skills to elementary
                                           students
 Writing and publishing children’s         Write a children’s book of short stories to be
 stories                                   published



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 Topic you have been working on             Work with a community professional to
                                            further a scientific investigation you had
                                            started

 Topic you have been working on             Participate in a scientific symposium or
                                            conference as a presenter based on a scientific
                                            investigation you completed


                                   Service Learning Focus

          Research Topic                                         Activity
 Topics of interest to teens                Conduct weekly student group discussions on
                                            teen issues
 Arithmetic (or other topics)               Tutor children weekly to improve academic
                                            abilities
 Anti-smoking                               Organize a youth rally
 Elderly concerns                           Study how the aging process affects the elderly
                                            by observation and journaling findings
 Minimizing waste in a community            Create and implement a public education
                                            campaign to reduce the amount of waste
                                            produced by your school/community and
                                            evaluate its effectiveness
 How to conduct a scientific                Mentoring one or more younger student(s)
 experiment                                 through a scientific investigation project as
                                            service learning
 History Day                                Mentoring one or more younger student(s) on a
                                            National History Day project as service
                                            learning
 Topic dealing with the environment,        Design, implement, and lead peers in an
 e.g., using earthworms to decrease the     environmental project
 amount of vegetable scraps being
 dumped in the trash



                               Student Personal Interest Focus

          Research Topic                                        Activity
Training for a marathon                     Train for and run in a marathon
Gender bias                                 Give a presentation on gender bias
Playing an acoustic guitar                  Learn to play an acoustic guitar and play in a
                                            recital
Art shows                                   Organize an art show
Recycling cell phones                       Collect new and used cell phones for domestic
                                            violence shelters

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Senior Project Handbook
Food Bank                         Organize a food drive and donate the food to
                                  charity
Teaching basketball to children   Coach a basketball team made up of middle
                                  school students
Speaker boxes                     Build a speaker box for a home stereo
Cancer                            Conduct a walk-a-thon to benefit cancer
                                  research
Pregnancy and newborns            Volunteer for the March of Dimes in support of
                                  their annual Walk America
Painting murals                   Paint a mural
Judo                              Learn self-defense exercises by participating in
                                  a judo class
Video games for children          Design, program, and distribute a child’s
                                  educational video game
Care for the elderly              Visit and assist the elderly
Playing drums                     Learn to play the drums.
Mentoring young children          Develop a mentor program for elementary
                                  students
Topic of your choice              Develop and conduct a new individual
                                  scientific investigation
Topic of your choice              Continuing a scientific investigation process by
                                  conducting additional trials, adjusting a
                                  procedure
Topic of your choice              Developing a presentation geared towards
                                  change in public policy or law, given to local
                                  neighborhood boards or the legislature




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                      Meeting with Your School Mentor
To assist you with the timely completion of your Senior Project, you will be required to
meet with your school mentor a minimum of three (3) times, though additional
meetings are encouraged. Your first meeting should be scheduled at the start of your
Senior Project; your second meeting should be scheduled toward the middle of your
Senior Project; and your third meeting should be scheduled toward the end of your Senior
Project. An excellent way to maintain communication throughout the project and to
maintain a learning log is by emailing progress, challenges, reflections (learning logs) to
School Mentors.

Meeting Guidelines:

    1. Contact (i.e., face-to-face, email, telephone call) School Mentor at least 1 week
       prior to schedule and confirm a meeting time and place for Meeting #1.
    2. Complete Meeting #1, #2, and #3 worksheets.
    3. Submit one copy of each Meeting worksheet to your School Mentor and Senior
       Project Coordinator and another copy in your Portfolio.




Kaiser High School                          21                              rev. 6/29/2012
Senior Project Handbook
              Senior Project Meeting #1 Worksheet (due: ____________)

NOTE: Italicized items should be completed prior to your meeting with your School
Mentor. Bring your Senior Project Handbook with you.

General Information:
My focus is: ___________________________________________________________

My research paper thesis:___________________________________________

My product/performance will be:_____________________________________________

Items to be covered:
Completion of Forms: see Phase I of Senior Project Timeline & Checklist.
I submitted these forms and disbursed them accordingly:
SP Proposal: yes       no
School Mentor Agreement yes         no
Parent Consent/Liability form yes      no

Portfolio: I have a folder that is organized by sections: Proposal; School Mentor;
Research Paper; Product/Performance; Community Mentor; Learning Log;
Presentation; and Other (bring binder with you).

Research Paper:
I have started the research process: yes        no
If having problems/need assistance, fill in the “Problem/Possible Solutions” section on
the next page.

Community Mentor:
_____Yes, I have contacted a community mentor.
        My community mentor’s name and title is:________________________________
        My community mentor can be contacted at:
           E-mail:
          Telephone number(s):
          Address:
My community mentor has agreed to be my community mentor (circle one):
 yes    no     waiting for a response
I have asked my community mentor & parent/guardian to complete the SP Community
Mentor Information Form: yes no
_____No, I have not yet contacted a community mentor

I have tried to contact: ___________________________________________________

Suggestions for companies/ people to contact:
______________________________________________________________________


Kaiser High School                         22                             rev. 6/29/2012
Senior Project Handbook
What is working (my successes):
1.
2.
3.


Challenges I have faced:
1.
2.
3.


Next Steps/Solutions:
1.
2.
3.




School Mentor only:
Yes No         Student mentee was on time for this meeting
Yes No         Student mentee had the proper form (Meeting #1) completed prior to our
               meeting
Verification of meeting:
Student’s signature: _____________________________________ Date:_____________

School Mentor’s signature: _________________________________Date:____________

Distribution of Form: Original – Student Portfolio; Xerox copy – School Mentor




Kaiser High School                                      23                       rev. 6/29/2012
Senior Project Handbook
                Senior Project Meeting #2 Worksheet (due: _________)

NOTE: Italicized items should be completed prior to your meeting with your school
mentor. Bring your Senior Project Handbook & Research Paper Draft(s) with you.

General Information:
My focus is:______________________________________________________________

My research paper thesis::__________________________________________________

My product/performance will be:____________________________________________

Items to be covered:
Completion of Forms: see Phase I of Senior Project Timeline & Checklist
I have completed all forms and disbursed them accordingly: yes no
I need to submit these forms and to whom:
______________________________________________________________________

Portfolio: I have a folder that is organized by sections: Proposal; School Mentor;
Research Paper; Product/Performance; Community Mentor; Learning Log;
Presentation; and Other.
I have filed all completed required forms in their proper sections: yes no

Research Paper:
I have completed an outline and draft of my Research Paper: yes            no
I have evaluated my Research Paper against the rubric:       yes      no
Final draft due on: ________________
If having problems/need assistance, fill in the “Problem/Possible Solutions” section on
the next page.

Community Mentor
_____Yes, I have contacted a community mentor.
        My community mentor’s name and title is:________________________________
        My community mentor can be contacted at:
           E-mail:
          Telephone number(s):
          Address:
My community mentor has agreed to be my community mentor (circle one):
 yes     no     waiting for a response
I have asked my community mentor & parent/guardian to complete the SP Community
Mentor Information Form: yes          no
_____No, I have not yet contacted a community mentor.
I need assistance and have indicated that on the next page.




Kaiser High School                         24                             rev. 6/29/2012
Senior Project Handbook
Product/Activity
I have started working on my field work/product/performance activity: yes         no
If having problems/need assistance, fill in the “Problem/Possible Solutions” section on
the next page.
This is where I am in the process of completing my product/performance activity:

Learning Log
I have been completing Learning Log Reflections regularly: yes       no
(bring your learning log)
If having problems/need assistance, fill in the “Problem/Possible Solutions” section on
the next page.
My learning log follows the format prescribed and is up to date: yes      no

What is working (my successes):
1.
2.
3.


Challenges I have faced:
1.
2.
3.


Next Steps/Solutions:
1.
2.
3.

School Mentor only:
Yes No      Student mentee was on time for this meeting
Yes No      Student mentee had the proper form (Meeting #2) completed prior to our
            meeting

Verification of meeting:
Student’s signature: _____________________________________ Date:_____________
School Mentor’s signature: _______________________________Date:_____________
Distribution of Form: Original – Student Portfolio; Xerox copy – School Mentor. Electronic Copy – SP Coord.



Kaiser High School                                      25                                      rev. 6/29/2012
Senior Project Handbook
               Senior Project Meeting #3 Worksheet (due: ___________)

NOTE: Italicized items should be completed prior to your meeting with your School
Mentor. Bring your Senior Project Handbook and Portfolio with you.

General Information:
My focus is:________________________________________________________

My end product/performance will be:__________________________________________

Items to be covered:
Completion of Forms: see Senior Project Timeline & Checklist
I submitted these forms and disbursed them accordingly:
SP Community Mentor Information sheet: yes        no
SP Activity Verification Form yes      no
I need to submit these forms and to whom:
______________________________________________________________________

Research Paper:
My final draft of the research paper is completed and included in my Portfolio: yes no

Product/Activity
My product/performance activity is completed:   yes     no

Learning Log
My learning log is up to date and included in my Portfolio: yes    no

Mock Senior Project Board presentation (with School Mentor)
______ I have my materials ready for my Mock Senior Project Board presentations.
       I have prepared:
      _____ a Power Point presentation
      _____ a visual
      _____ a speech outline
      _____ props (optional)
      _____ other: ______________________________________________________

_____ I do not yet have my materials ready for my Mock Senior Project Board
presentation.
       I need to create:
       _____ a visual
       _____ a speech outline
       _____ props
       _____ other: ______________________________________________________

My mock Senior Project presentation is scheduled on: ____________________________


Kaiser High School                        26                             rev. 6/29/2012
Senior Project Handbook
Senior Project Boards
Senior Project Board Presentation date: __________________________
Technology Request form due: ______________________

Community Mentor
I have sent my Community Mentor a “thank you” letter: yes     no

Portfolio
My portfolio is organized with sections and all required documents are included:
Senior Project Proposal: yes no
School Mentor Agreement: yes no
Parental Consent/Liability Release Form: yes no
School Mentor Meeting #1 worksheet: yes no
Senior Project Community Mentor Information sheet: yes no
Senior Project Activity Verification form: yes no
Research Paper(drafts and final): yes no
Learning Logs: yes no
School Mentor Meeting #2 worksheet: yes no
School Mentor Meeting #3 worksheet: yes no
Senior Project Product Self-Evaluation: yes no
Senior Project Portfolio Self-Evaluation: yes no
Photos: yes no
Other:

What is working (my successes):
1.
2.
3.


Challenges I have faced:
1.
2.
3.


Next Steps/Solutions:
1.
2.
3.
________________________________________________________________________

Kaiser High School                         27                            rev. 6/29/2012
Senior Project Handbook
School Mentor only:
Yes No       Student mentee was on time for this meeting
Yes No       Student mentee had the proper form (Meeting #3) completed prior to our
             meeting

Verification of meeting:
Student’s signature: _____________________________________ Date:_____________
School Mentor’s signature: _________________________________Date:____________
Distribution of Form: Original – Student Portfolio; Xerox copy – School Mentor




Kaiser High School                                      28                       rev. 6/29/2012
Senior Project Handbook
                          PHASE II
                      Research and Action

               Research Paper
               Community Mentor
               Culminating Product/Activity
               Learning Log




Kaiser High School             29           rev. 6/29/2012
Senior Project Handbook
                                      PLAGIARISM

Plagiarism is intellectual theft. It comes from the Latin word plagiarius, which means
kidnapper. Plagiarism is cheating or stealing another author’s words and ideas without
giving appropriate credit. If you copy a classmate’s paper or copy word-for-word from a
book or download a paper from the internet and do not give credit to the person or
persons who wrote the information, you are stealing the information. It is more of a
moral and ethical issue, rather than a legal one. Most of the problems occur outside of
copyright infringement. Plagiarism will cause many problems nonetheless - from failure
of the course to expulsion in college. Plagiarism will result in ineligibility for the Board
of Education Recognition Diploma.

       Keep careful notes. Differentiate in the manner in which you write ideas,
        paraphrases or quotes.
       Give credit to the author’s - ideas, argument, or thinking. Be safe – cite it.
       All information must be documented, not just what you have copied word-for-
        word.
       Documenting sources also helps you as a researcher to evaluate what you believe
        about a subject.
       You do not have to document information that is common knowledge, such as
        dates of well-known events in history.
       If the information is a little known fact, be sure to document it to give you
        credibility as a writer.
       Always document statistics, charts, maps, or graphs – the author prepared them,
        so he/she must be given the credit.
       DO NOT turn in a paper that has already been graded for another class or another
        teacher or the same teacher but a different year, without the teacher’s permission.
       DO NOT change the order of a sentence or replace just a few words without
        citing the sources, you are still using the author’s ideas.
       If a person or persons are quoted in your source, then you MUST quote the
        information within your text.
       “Cutting and Pasting” downloaded articles from the internet is plagiarism if you
        do not cite the source immediately after the information.
       Downloading an essay from an internet site, changing the wording or allowing the
        computer to change it for you is plagiarism.

    When in doubt, ask the teacher and always, always, always accurately document
    your sources.




Kaiser High School                           30                              rev. 6/29/2012
Senior Project Handbook
                               Kaiser High School Senior Project
                                Research Paper Overview

The research paper is the foundation of the Senior Project and should be completed prior to
beginning the activity itself. The research paper must focus on a thesis-driven topic relevant to
the Senior Project idea and activity. Examples of a thesis are included in the pages to follow. It
is highly recommended that students begin research paper during summer prior to Senior year
and request assistance from school mentor, English teacher, or SP coordinator if struggling.


I. FORMAT REQUIREMENTS
     A. Between 1200-1500 words in length (Not including the Title Page, Works Cited, or
        Appendix Pages).
     B. 12 point Times New Roman
     C. Double-spaced
     D. Margins should be 1”
     E. Graphics (pictures or diagrams) placed after the body in appendices
     F. Clearly identify on the title page which format you will be following:
        1. Modern Language Association (MLA)
        2. American Psychological Association (APA) – only if required by School Mentor

II. DOCUMENTATION REQUIREMENTS
     A. A minimum of five sources used in the paper including at least one interview AND one
        other non-Internet source.
     B. Sources listed on the Works Cited page.
     C. Options for sources include:
        1. interview
        2. internet source with a web site that has the following endings: edu, gov, org
        3. professional periodical (computer based or hard copies)
        4. non-fiction or reference books (exception: no use of encyclopedias)
        5. EBSCO Host – for magazines, newspapers, reference books, etc.

III. DUE DATES
      A. Submit to Turnitin.com and School Mentor
         1. Outline and Rough Draft due: _____________
         2. Final Draft due: _______________

IV. THINGS TO KEEP IN MIND
     A. Information gained through the interview must be included in the research paper
     B. Because this is a research paper, it must be written in third person
        (i.e. this researcher = third person vs. I = first person).
    C. Use rubric to evaluate rough draft and final draft before final submission




   Kaiser High School                           31                             rev. 6/29/2012
   Senior Project Handbook
                                 Thesis Research Paper Evaluation
A score of 3 or 4 is a passing score for each criterion. A passing paper must reflect a score of 3 or 4 in
all areas. Please circle "Pass" or "Redo" and indicate the total points earned.


                            EXEMPLARY               PROFICIENT                APPROACHES                  DEVELOPING               SCORE

                                                               Form (MLA)
                              No errors           Two or fewer errors       Four or fewer errors        Five or more errors
  MANUSCRIPT
      FORM
 (Typing/spacing,                 4                        3                          2                          1
Page number/order,
   Heading/title)

                          All parenthetical      A few minor errors in         Some errors in             Many errors in
                         documentation and        documentation and          documentation and        documentation, works
DOCUMENTATION            works cited page are    works cited page, all     works cited page, more     cited page, inadequate
                          MLA correct, all          researched info        citations of researched    amount of citations to
                           researched info            documented               items is needed           support position
                             documented
                                                                                      2                          1
                                  4                        3
                              No errors           Two or fewer errors       Four or fewer errors        Five or more errors
 BIBLIOGRAPHY
 (Annotated for at                4                        3                          2                          1
  least five thyped
      enttries)

                                                  Mechanics, Usage, Grammar
                        Sentences well built,     Text flows, sentences       Sentence structure   Writing difficult to follow
     SENTENCE            strong and varied         somewhat varied,         awkward rather than or read aloud, sentences
      FLUENCY        structure make it easy to   relatively easy to read   fluid, reader must slow are incomplete, run-on,
(Fused Sentence/Run-         read aloud                   aloud                      down              and/or awkward
  on Error, Comma
 Splice/Comma Fault
    Error, Mixed                 4                         3                          2                          1
    Construction,
  Garbled Sentence,
  Stringy Sentences,
     Parallelism)

                  Strong control of      Reasonable control of               Limited control of        Little or no control of
CAPITALIZATION    standard writing         standard writing                   standard writing           standard writing
  UTILIZATION  conventions, few errors conventions, some editing            conventions, errors        conventions, extensive
 PUNCTUATION                                   necessary                     starting to impede      errors make it difficult to
   SPELLING                                                                      readability                get message
     (CUPS)
                          4                        3                                  2                          1


                            Strong control of     Reasonable control of    Limited control of      Little or no control of
    GRAMMAR              srammar conventions,    grammar conventions, grammar conventions, grammar conventions,
   (Subject/verb               few errors        some editing necessary errors starting to impede extensive errors make it
  agreement, tense                                                             readability         difficult to get message
agreement, adjective
   adverb usage,                  4                        3                          2                          1
   misplaced and
 dangling modifiers,
double negatives, etc.




Kaiser High School                                             32                                         rev. 6/29/2012
Senior Project Handbook
                        Clear sense of “writing to Writer’s voice is formal     Writer’s voice may        No audience awareness,
                        be read”, brings topic to and engaging with some       emerge at times, little    voice is flat, lifeless and
      VOICE               life, strong audience    sense of “writing to be    sense of reader /writer            impersonal
                                 awareness                  read”                   interaction

                                    4                         3                          2                            1


                          Language is natural,     Language is functional Language is predictable,          Language is limited,
  WORD CHOICE            interesting, figurative   and occasionally goes     ordinary and/or                monotonous, and/or
   (incorrect word            and precise            beyond ordinary           repetitious                       misused
usage, contractions,
slang, abbreviations,               4                         3                          2                            1
     1st/2nd person
  pronouns, shift in
          tense
                                                                       Content
                     Clearly stated, introduces Clearly stated, introduces In the introduction, the        Don't know the exact
 INTRODUCTION the topic of the paper and the topic of the paper.            explanation of topic is               topic.
   (clearly stated,    the main points to be                                      confusing.
introduces the topic         discussed.
of the paper and the
  main points to be               4                          3                         2                              1
      discussed)

                            Arguable thesis,     Arguable thesis with         Thesis unclear, simple,     Lacking central thesis,
      THESIS            Compellingly supported clear supporting detail             with minimal            consistency and/or
                         with opposition clearly                              development or support            purpose
                                refuted

                                    4                         3                          2                            1

               Demonstrates complete Shows understanding of                    Some of the concepts Thinking scattered, Little
   CONCEPT      understanding of the         the subject matter.              discussed are covered in concept development. No
 DEVELOPMENT   subject. Shows higher          Develops a easily                 a confusing manner.       evidence of original
                critical thinking skills followed train of thought              There is in adequate           thought.
                with a well developed,        with documented                  documentation of the
                detailed, relevant and    support, that is carried                thought process.
              accurate treatment of the          throughout.
                        subject
                            4                         3                                    2                          1
               Sequence and structure       Generally clear and                Structure inconsistent,       Lacks organization
                    strong, precise         logical organization,             undeveloped or obvious       structure, no apparent
                   introduction and            structure a bit                text, intro or conclusion   intro and/or conclusion
 ORGANIZATION         conclusion                 predictable

                                    4                                                    2                            1
                                                              3


                         Selection of supporting Some of the selection of Little of the selection of None of the selection of
   ACCURACY               resource material is    supporting resource        supporting resource        supporting resource
      AND                authoritative, current material is authoritative, material is authoritative, material is authoritative,
    CITATION               and pertinent. All    current and pertinent.     current and pertinent.     current and pertinent.
                               supporting           All supporting             Some supporting             No supporting
                            documentation is       documentation is           documentation is           documentation is
                             properly cited.        properly cited.             properly cited.           properly cited.

                                                              3                          2                            1
                                    4

OVERALL RATING               (PASS)      (FAIL)            Total Points Earned/PossiblePoints (40)                                      /52




Kaiser High School                                                33                                           rev. 6/29/2012
Senior Project Handbook
Kaiser High School        34   rev. 6/29/2012
Senior Project Handbook
                              Kaiser High School Senior Project
                          Contacting Your Community Mentor

GETTING READY
    1. Find a quiet place to call. There should be no interruptions. There should be no loud
       music or noise near you.
    2. Have your paper and pen ready. Have your script and anything else you need in front of
       you.
    3. You may be nervous, but try to sound friendly and enthusiastic.
    4. Talk slowly and clearly. Speak up but not too loud. Don’t chew gum or eat while on the
       phone.
    5. Be polite and patient.



WHAT YOU NEED TO DO
       Identify yourself and tell him/her you are a student at Kaiser High School.
       Tell why you are calling.
       Ask to speak to the person you wish to be your mentor.
       If that person is not available, ask when he or she will be available.
       Explain what you would like him/her to do for you.
       If he/she agrees to be your mentor, set up an appointment for you to get together.
       If he/she cannot be your mentor, ask him/her to suggest someone else in the same field.
       Thank the person you are calling.


SAMPLE SCRIPT:
“Hello, my name is _________________________, and I’m a student at Kaiser High School.
I’m involved in a Senior Project that includes writing a research paper on a topic/issue of my
choice and completing a product that is related to my topic. My topic is ___________________
and for my product/activity I would like to ______________.
I have been asked to find someone in the community who would be willing to assist me in the
product/activity phase. I was wondering whether you would be interested in mentoring me.”

Then ask him/her if you can schedule a meeting with them to discuss your project and his/her
role and responsibilities.
Bring these forms with you:
     A copy of your Project Proposal
     Senior Project Community Mentor Information Letter
     Senior Project Community Mentor Agreement Form




Kaiser High School                          35                             rev. 6/29/2012
Senior Project Handbook
                                            STATE OF HAWAII
                                        DEPARTMENT OF EDUCATION
                                      Henry J. Kaiser High School
                                      International Baccalaureate
                                 Diploma and Middle Years Programme
                                          511 LUNALILO HOME ROAD
                                       HONOLULU, HAWAII 96825-1799
                                     Ph. (808) 394-1200, Fax (808) 394-1245


Dear Mentor:

The State of Hawaii has adopted the Senior Project as a requirement for the Board of Education Diploma.
Each senior’s writing, speaking, thinking, problem solving, researching, organizational and time
management skills will be showcased in this four-part process. These components include a thesis-driven
research paper, a culminating activity that showcases a “learning stretch” with a tangible product/activity
that is in some way related to the research paper, a Personal Transition Plan with Senior Project portfolio,
and an oral presentation. The presentation will be delivered to a panel of judges.

A successful Senior Project involves parental, teacher, and most crucially, mentor support, as well as
student initiative and self-discipline. As a community member, you are being asked to serve as a
student’s mentor for the fieldwork and product portion of his/her Senior Project. As a mentor, you would
be required to fulfill the following requirements:

       Be a community member or business person who has an interest in working with high school
        students to further their knowledge of “real-world” experience
       Be at least 21 years of age and NOT related to the student
       Have some expertise in the area of the student’s interest
       Be willing to help the student with his/her research and product
       Give information and instruction to the student
       Provide guidance for the student
       Give an interview; be a resource
       Help the student identify the exact product that he/she plans to complete
       Help the student push his/her limits and go beyond previous experience or skill levels
       Give support and encouragement
       Confirm/verify the number of hours spent working on the product (minimum of 30 hrs.)
       Verify that the product was completed by the student

Keep this form for your records and return the consent form that your mentee will provide you with. If
you have any questions or concerns, you may contact me at 394-1200. Thank you in advance for your
support of this challenging and exciting project.

Sincerely,

Senior Project Coordinator




Kaiser High School                               36                                rev. 6/29/2012
Senior Project Handbook
                             Kaiser High School Senior Project
                            Community Mentor Agreement Form

Student Name: _________________________________________________

Senior Project Topic: ___________________________________________

Please initial on the blank spaces to the left that you have read and understood each statement
made.

_____ I understand the requirements of a community mentor and agree to serve as a mentor.

_____I am interested in serving as a judge for the oral presentation for other students.


Mentor Signature: ________________________________                     Date: __________________

Community Mentor Name & Title: ______________________________________________

Business Address: ___________________________________________________________

E-mail Address: ____________________________________________________________

Phone Number: office: ____________________ cell: _______________________

                                   Parent Acknowledgement
I have signed the Senior Project Parental Consent/Liability Release form and am fully aware of
the role and expectations of the community mentor. I am aware that my child will be working
with the Community Mentor stated above as part of his/her Senior Project.

Parent/Guardian Name (please print): ___________________________________________

Address: __________________________________________________________________

City, State, Zip Code: _________________________________________________________

E-mail Address:______________________________________________________________

Parent Signature: ____________________________________________________________

Student Signature: ___________________________________________________________
Distribution of Form: Original –Portfolio; Copies – Community Mentor; School Mentor & Senior Project
Coordinator




Kaiser High School                               37                                  rev. 6/29/2012
Senior Project Handbook
                            Kaiser High School Senior Project
                                  Culminating Activity
During the action phase of the Senior Project, students must demonstrate what they have learned
by producing a product or activity. Students will be required to produce some tangible evidence
that applies the knowledge gained during the research phase; this should be a learning experience
that challenges the student and demonstrates a “learning stretch.”
The product/activity must be done on the student’s own time and will require advisement
utilizing a community mentor who serves as a subject matter expert. A minimum of 30 hours
must be completed for the activity. The action phase can be accomplished by selecting one of
the three options described below:

Career Focus: Job Shadowing/Mentorship
The student works with a community mentor, one on one, in a specific area related to the
student’s desired goals and interest.

       Mentoring must be related to the essential question and project thesis.

Service Learning
The student completes a service-learning project that makes a concrete and visible impact in the
school or community.

       The service-learning project must be related to the essential question and project thesis.

Student Personal Interest – Product and Action
The product and action associated with the student’s personal interest must be related to the
essential question and project thesis.

       The student may choose a product that is performance or problem based:
           1. Performance-based: Performance involves execution of an authentic skill, talent,
               and/or ability. These include but are not limited to the following: musical, dance,
               artistic, and/or dramatic performances; re-writing and performing a scene in a
               play, artistic display or demonstration, coaching a sport demonstrating athletic
               competence.
           2. Problem-based: Problem-based learning begins with a problem or issue. Using
               research, the student will come up with some solutions. The research thesis will
               be developed from possible solutions and the student will have to act on this
               thesis.




Kaiser High School                           38                              rev. 6/29/2012
Senior Project Handbook
                                       Kaiser High School Senior Project
                                          Activity Verification Form
  Name: ______________________________________
  Description of Culminating Activity:
  ______________________________________________________________________________
  __________________________________________________________________
  Mentor’s Name: _________________________________________________

Date                        Number of Hours           Description of progress       Mentor’s Initials




  Total Hours:____________________
  As a mentor, I assure the Senior Project Committee that the student spent a minimum of thirty
  (30) hours in his/her fieldwork.

  Mentor’s Signature: ______________________________ Date: _______________
  Distribution of Form: Original –Portfolio; Copies – Community Mentor; School Mentor & Senior Project
  Coordinator

  Kaiser High School                               39                                  rev. 6/29/2012
  Senior Project Handbook
                              Kaiser High School Senior Project
                               Guideline for Learning Logs

An extremely important component of your Senior Project is your learning log. Learning logs
represent a special kind of journal in which you record what is going on with your research. As
you begin, you need to recount what you know, assume, or imagine about your topic. The
personalized tracking of your own involvement in this experience should not only encourage
active learning, but should also reveal your active reflection of the process. Assess what you
have learned in the process of completing the Senior Project and comment on the value of your
discoveries. Keeping this journal requires practice and a willingness to monitor how well you
are doing while learning new information. Whenever you spend any time on your project, keep
track of your thoughts and activities in this log. There are really three areas of focus for your
log:

Narrative
    What did you learn today?
    What confused you?
    What questions do you still have?
    How will you use this information?

Problems That Need Solving
    What isn’t working for you at this time?
    What do you need assistance with from your mentor or English teacher?
    What logistical trouble needs solving? (i.e., transportation, funding, materials, etc.)

Record Keeping
    Note date and time of entry.
    Include the number of hours you spend on the project that day.
    Note the content of what was accomplished or attempted for that day.
    Include research records, bibliography, Internet search, etc.
    Include notes from your research.
    Did today’s activities/activities involve community members? How were they involved?


NOTE: You should be completing one (1) Learning Log entry per week.




Kaiser High School                          40                              rev. 6/29/2012
Senior Project Handbook
                               Kaiser High School Senior Project
                                         Learning Log

Student Name: ______________________________                          Page #: ______

  Date        # of Hours                                   Reflection
                                             (Refer to Guidelines for Learning Logs)




Total # of Hours: ____________



Distribution of Form: Original –Portfolio; Copy– School Mentor




Kaiser High School                               41                          rev. 6/29/2012
Senior Project Handbook
                                      Sample of Learning Log


Student Name: Emmett Smith                                             Page #: 1 of 10
  Date         # of Hours                                     Reflection
                  Total                     (Refer to Guidelines for Learning Logs)
10/10/08      2.5              This was my first meeting with Mr. Johnson and I had no idea
                               what to expect. I have had no experience with cars other than
                               driving them and filling them up with gas. I was worried I would
                               not be able to understand what I was to do. Mr. Johnson first had
                               me watch him as he performed an oil change on his truck, a Chevy
                               S10. He talked through each step, explaining what he was doing.
                               Mr. Johnson then asked me to change the oil on the next scheduled
                               car, a Ford Tempo. I was very apprehensive, worried that I would
                               mess up but he reassured me that I could do it and watched as I
                               changed the oil. I was very messy and I ended up covered with
                               grease but I was happy with how quickly I had caught on.
10/15/08      4.0              I went to the library to find information on car maintenance so I
                               could begin working on my mini-manual. I do not want
                               something very long and in-depth, just a few helpful hints about
                               general and roadside maintenance.

10/20/08      9.0              After finishing a draft of my mini-manual for oil changes, I asked
                               Joe, one of my friends, who also has never had any experience
                               with car maintenance, to change the oil in mom’s car. To do this,
                               I first needed to talk with Joe’s mom, Mrs. Bob, to ask permission
                               to do so. At first, she was very against the idea because she didn’t
                               want to incur additional expenses in the event that we did
                               something wrong or broke something. However, I was able to
                               finally convince her that I did know what I was doing because I
                               described what I learned from Mr. Johnson and that I did have Mr.
                               Johnson look over my draft of my mini-manual. I’m also happy
                               that I did complete half of my Community Involvement
                               requirement –between convincing Mrs. Bob that I knew what I
                               was doing and working with Joe, it took a lot of time, but I was
                               able to better revise my mini-manual to make the directions even
                               more descriptive and clear.
Distribution of Form: Original –Portfolio; Copy – School Mentor




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                                           Kaiser High School Senior Project
                                                 Learning Log Rubric

Criteria                    Advanced                       Proficient          Partially Proficient              Novice
Minimum                        4                               3                        2                          1
Score: 6

 CONTENT           Well organized                   Organized. Complete (no   Somewhat organized.        Disorganized.
                   Very complete (no gaps in        gaps in time).            Incomplete (some gaps      Incomplete (many gaps
                   time).                           Documentation of the      in time).                  in time).
                   Documentation of the             learning experience is    Documentation of the       Documentation of the
                   learning experience is clearly   evident.                  learning experience is     learning experience is
                   and concisely evident.           Documentation is          evident.                   not evident.
Score: ___/3       Documentation is relevant        substantial.              Some documentation.        Documentation missing.
                   and substantial.
APPEARANCE         Very neat, accurate, and         Neat and accurate.        Somewhat neat and          Messy and inaccurate.
                   concise.                         Easy to follow.           accurate.                  Not in chronological
                   Very easy to follow.             In chronological order.   Not easy to follow.        order.
Score: ___/3       In chronological order.                                    Chronological order not
                                                                              evident.

           Name of Student: ______________________________________________________

           Student’s overall score: _______ (Minimum Passing Score: 6)

           _____ Student has met their Learning Log requirement.

           _____ Student has not met their Learning Log requirement.

           __________________________________                            _______________________
                 School Mentor’s Signature                                         Date

           Comments:




           Distribution of Form: Original –Portfolio; Copy - School Mentor



           Kaiser High School                                 43                                rev. 6/29/2012
           Senior Project Handbook
                            Kaiser High School Senior Project
                                 Product Self-Evaluation

Student’s Name: _________________________________________________________
Community Mentor’s Name:______________________________________
DATE: _____________________

Describe the Culminating Activity product/activity that you completed for your Senior Project:




Date Culminating Activity Begun:
Date Completed:
Estimated Number of Hours spent on the Culminating Activity:
Number of Mentor Contact Hours:

Resources used to Complete Culminating Activity:

Materials Used –


People who provided assistance –


Expenses –




                              Evaluation of Culminating Activity

1.      How might you share your experience and newly acquired information?




2.      Describe the time you felt the most satisfaction in the process of completing your
        culminating activity.




3       Explain how completing the Senior Project has prepared you for your post high        school
        plans.

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4.      Describe the problems you encountered in completing the product and how you        solved
        them.




5.      If given the opportunity to re-do your Senior Project, what changes would you      make?




6.     What did you learn about yourself (strengths, needs, etc.) through the completion of your
Senior Project?




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                                  Kaiser High School Senior Project
                                     Product Evaluation Rubric
Good community mentors are a vital part of a successful Senior Project. We appreciate your willingness
to have helped us this year by mentoring a student. As the person who has worked most closely with the
student on the product/activity phase of the project, we need your input in assigning a grade. Please use
this Product Evaluation Rubric to assess your mentee and complete both forms. Please return them to:
Senior Project Coordinator, Kaiser High School, 511 Lunalilo Home Road, Honolulu, HI 96825,
postmarked no later than _Jan. 31, 2013__.You may send it in a sealed envelope with the student if you
desire, as well.

Student’s Name: ___________________________________________________________

Project: ______________________________________________________________________

Mentor’s Name: ________________________________________________________________

Mentor’s Signature: ____________________________________________ Date: ____________


Criteria                                                                     Partially
Minimum Score:              Advanced                Proficient               Proficient                   Novice
18                             4                        3                        2                          1
Effort/Time             Student invested        Student put in           Student put in some      Student did not put in
                        extra time and put in   adequate time and        time and effort but      sufficient effort or
                        tremendous effort to    effort to complete       not enough to be         invest enough time to
                        create an exemplary     the product              satisfactory             complete product
Score: ___/3            product

Evidence of             Extensive planning      Satisfactory             Some planning and        Little planning or
planning and            is evident and          planning and some        exploration is           exploration is evident
Endeavor to fully       student fully           exploration of other     evident
explore possibilities   explored various        possibilities to
of ways to              avenues                 complete product
complete product

Score: ___/3

Problem Solving         Exceptional ability     Satisfactory ability     Some ability to          Difficulty solving
                        to solve problems       to solve problems        solve problems;          problems and may not
                        and student may         and ability to ask for   asked for help if        have asked for help
                        even have gone          and accept help as       needed
                        beyond help of          needed
                        mentor to other
Score: ___/3
                        resources




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                                                                         Partially
Criteria                  Advanced               Proficient              Proficient                  Novice
                             4                       3                       2                         1
Evidence of          Exceptional             Satisfactory            Some evidence that      Little evidence that the
Learning             evidence that the       evidence that           student did take        student learned much
                     student not only        student did learn the   away some concepts      from completing the
                     learned the concepts    concepts and skills     or skills               product
                     and skills necessary,   needed to complete
                     but went beyond to      the product
Score: ___/3         learn even more


Use of               Exemplary use of        Satisfactory            Some evidence that      Little evidence that
Sources/Materials    sources and             evidence that           sources and             sources and materials
related to project   materials that may      sources and             materials were          were well utilized well
                     enhanced the            materials were used     utilized well
                     product due to          in an adequate
                     student’s mastery       manner to complete
                     and manipulation        the product
Score: ___/3
Creativity and       Student was             Student exhibited       Student exhibited       Student exhibited little
Enthusiasm           exceptionally           satisfactory and        some enthusiasm         enthusiasm and
                     enthusiastic and        appropriate             and showed some         showed a minimum of
                     very creative in        enthusiasm and          creativity              creativity
                     her/his execution of    showed creativity
Score: ___/3         the product


Student’s overall score: _______ (Minimum Passing Score: 18)


Comments:




Would you be willing to mentor a Kaiser student next year? ____ Yes ____ No




                     Thank you for sharing your expertise with the students of KHS!




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                         PHASE III
                 Presentation and Evaluation

               Formal Presentation
               Portfolio




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                          FORMAL PRESENTATION AND EVALUATION

Senior Project candidates are to submit their project portfolio for prior review by the Kaiser
Presentation Panel in February (see Timeline). In February, students will be assigned a date and
time for making a formal presentation of their project to the Panel.

Senior Project candidates must satisfy each of the following requirements during their formal
presentation:

        I.      Oral presentation of 10-15 minutes.

        II.     Use visual aids such as a Power Point presentation, charts, video, graphs, slide
                show, etc. (Students must speak live to the Panel for no less than 50% of the total
                time used. Also, students must not read from a prepared script. Referring
                occasionally to notes on 3x5 cards is allowed).

        III.    Provide pertinent information on Phase One and Phase Two of the project in a
                well-organized introduction, body, and conclusion, that are strong in both form
                and content.

        IV.     Participate in the question-and-answer period conducted by the Panel following
                the presentation.

                Possible questions: Did you encounter any challenges while completing Phases One and Two of
                your project? If so, choose one or two that are most important to you and share how you
                overcame them. How will this project be useful to you in college, in a career, in life? If you had to
                do this project over again, what would you have done differently and why?

        V.      Wear clothing that is appropriate and in conformance with the school’s dress
                code: Boys—Collared dress or Aloha shirt, dress slacks, socks and shoes; Girls—
                Business or Aloha Dress, skirt and blouse, pant suit, shoes or dress sandals.
                Costumes are allowed if they are clearly relevant to the project, and positively add
                to the presentation.



                    Kaiser Presentation Panel: Composition and Assessment

There shall be 3-4 members that may include an administrator, counselor, teacher, certificated
staff and community member. One student in the sophomore or junior year may also serve.
Panelists shall not have served as a mentor to the student on the project.

The Panel will assess each student based on the attached Senior Project Presentation Assessment
Rubric sheet. This sheet, along with the Panel’s recommendation, will be forwarded to the
Senior Project Coordinator who will decide whether or not to award credit for the project.




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                                           Kaiser High School
                                        Technology Request Form


        Presentation Title: ______________________________________________

Student’s Name:                             Cell #:                         Email:
                                            Home #:
School Mentor:                              Room #

Presentation Date:                          Presentation Time:              Presentation Location:


        _____ I do NOT need any technology (please see Ms. Lum, Senior Project Coordinator)

        Equipment requesting: (check all that apply)
        _____ Computer for PowerPoint

        _____ PowerPoint Projector

        _____ Projector Screen

        _____ Television

        _____ DVD Player

        _____ VHS Player

        _____ CD Player

        _____ Cassette Player

        _____ Table for Display

        _____Other (please describe in detail):
        ______________________________________________________________________________
        __________________________________________________________________

        You are responsible for checking the compatibility of your presentation on the school equipment
        at least 2 days prior to your presentation date. We cannot guarantee that your saved presentation
        will work! Have a back up plan (e.g. hard copies of your visual aids for the judges).
        Form due to SP Coordinator by: ________________________



        Kaiser High School                         50                             rev. 6/29/2012
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                                                 Kaiser High School Senior Project Panel Presentation
                                                                 Assessment Rubric


  Student’s Name: _________________________________________ Presentation Title:____________________________________ Date:
                                                      ____________

        Please circle a box for each category.
    GLO #1: Self-               Excellent                         Proficient                      Partially Proficient                 Not Proficient
    Directed
    Learner
                                    4                                  3                                     2                                1


                     Student provides clear and
                                                                                                                                 Student provides little to no
                     convincing evidence of time       Student provides adequate            Student provides limited
                                                                                                                                 evidence of time
                     commitment and effort,            evidence of time commitment          evidence of time commitment
                                                                                                                                 commitment and effort,
                     independence and self-            and effort, independence and         and effort, independence and
    Understands                                                                                                                  independence and self-
                     direction, and the ability to     self-direction, and the ability to   self-direction, and/or the ability
                                                                                                                                 direction, and/or the ability
    Content and      solve problems that arose         solve problems that arose during     to solve problems that arose
                                                                                                                                 to solve problems that arose
    Challenge        during the learning process.      the learning process.                during the learning process.
                                                                                                                                 during the learning process.
                     Student provides clear evidence   Student provides adequate            Student provides limited
                                                                                                                                 Student provides little to no
                     of a learning stretch and self-   evidence of a learning stretch and   evidence of a learning stretch
                                                                                                                                 evidence of a learning
                     discovery.                        self-discovery.                      and self-discovery.
                                                                                                                                 stretch and self-discovery.



    GLO #2:                     Excellent                         Proficient                      Partially Proficient                  Not Proficient
    Community
    Contributor
                                    4                                  3                                     2                                 1




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                     Student provides clear and
    Interacts with                                                                         Student provides limited              Student provides little to no
                     convincing evidence that         Student provides adequate
                                                                                           evidence that he/she established      evidence that he/she
    people outside   he/she established a             evidence that he/she established a
                                                                                           a professional working                established a professional
    of the           professional working             professional working relationship
                                                                                           relationship with community           working relationship with
    classroom        relationship with community      with community members.
                                                                                           members.                              community members.
                     members.


    GLO #3:          Excellent                        Proficient                           Partially Proficient                  Not Proficient
    Complex
    Thinker
                                   4                                  3                                     2                                  1




                                                                                                                                 Provides little to no evidence
                     Student provides clear and       Student provides adequate            Provides limited evidence he/she      he/she understands the
    Synthesizes      convincing evidence he/she       evidence he/she understands the      understands the Essential Question    Essential Question and can
    information      understands the Essential        Essential Question and can           and can explain how it developed.     explain how it developed.
    from research    Question and can explain how     explain how it connects to the       Has some difficulty connecting EQ
                                                                                                                                 Has difficulty connecting
                     it connects to the research      research paper and the project.      to the research paper and the
    and              paper and the project. Student   Student explains the learning        project. Struggles to explain the     EQ to the research paper and
    experience                                                                             learning process and how he/she       the project. Cannot explain
                     clearly explains the learning    process and how he/she solved
    (combined                                                                              solved any problems. Use of           the learning process and how
                     process and how he/she solved    any problems. Adequate use of
    with GLO #6)                                                                           technology in the project attempted   he/she solved any problems.
                     any problems. Effective use of   technology evident in the project
                                                                                           but insubstantial.                    Use of technology in the
                     technology evident in the        as a whole.
                                                                                                                                 project poor.
                     project as a whole.




    GLO #4:          Excellent                        Proficient                           Partially Proficient                  Not Proficient
    Quality
    Producer
                                   4                                  3                                     2                                  1




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                        Student provides clear and                                                                                   Student provides little to no
    Creates a                                               Student provides adequate            Student provides limited
                        convincing evidence that the                                                                                 evidence that the research
                                                            evidence that the research and the   evidence that the research and
    rigorous and        research and the project match                                                                               and the project match the
                                                            project match the speaker’s area     the project match the speaker’s
    relevant            the speaker’s area of interest.                                                                              speaker’s area of interest.
                                                            of interest. The depth and           area of interest. The depth and
    project             The depth and complexity of                                                                                  The depth and complexity of
                                                            complexity of the project’s scope    complexity of the project’s
                        the project’s scope is especially                                                                            the project’s scope is
                                                            is evident.                          scope is marginal.
                        strong.                                                                                                      inadequate.


    GLO #5:             Excellent                           Proficient                           Partially Proficient                Not Proficient
    Effective
    Communicator
                                        4                                   3                                    2                                 1
    General
                                                                                                                                     A weak or irrelevant
    Presentation                                                                                 A simplistic introduction is        introduction is followed by a
    * Essential         Attention-getting introduction      An adequate introduction is
    Question,                                                                                    followed by a loosely logical,      haphazardly organized
                        is followed by a logical, well-     followed by a generally logical,
    learning stretch,                                                                            organized presentation that         presentation that
                        organized presentation that         organized presentation that
    personal                                                                                     marginally connects all the         unsuccessfully attempts to
                        clearly and comprehensively         generally connects all the
    relevance, self-                                                                             components* of the Senior           connect all the components*
                        connects all the components*        components* of the Senior
    discovery,                                                                                   Project. Audience                   of the Senior Project.
    research and        of the Senior Project.              Project.
                                                                                                 understanding is affected.          Audience understanding is
    independent                                                                                                                      affected.
    fieldwork




                                                                                                                                     Aids are of little to no
                                                            Aids are relevant, generally error   Aids are of limited relevance
                        Aids are relevant, error free,                                                                               relevance and contain errors
                                                            free, well-organized, and neat       and contain errors that begin to
    Presentation        well-organized, and neat and                                                                                 that severely interfere with
                                                            and adequately guide the             interfere with meaning. They
    Aids                clearly guide the audience                                                                                   meaning. They present a
                                                            audience through the                 present a barrier to the audience
                        through the presentation.                                                                                    barrier to the audience more
                                                            presentation.                        more than serving as a guide.
                                                                                                                                     than serving as a guide.




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                       Student is exceptional in the                                           Student is marginal in fewer        Student is marginal in more
                                                         Student is adequate in the
                       following areas: articulation,                                          than half of the following areas:   than half of the following
                                                         following areas: articulation, use
                       use of standard English,                                                articulation, use of standard       areas: articulation, use of
                                                         of standard English, posture, eye
    Delivery           posture, eye contact,
                                                         contact, professional dress,
                                                                                               English, posture, eye contact,      standard English, posture,
                       professional dress, volume,                                             professional dress, volume,         eye contact, professional
                                                         volume, speaking rate, word
                       speaking rate, word choice, and                                         speaking rate, word choice, and     dress, volume, speaking rate,
                                                         choice, and poise.
                       poise.                                                                  poise.                              word choice, and poise.
                       Student responds directly and
                                                                                                                                   Student responds
                       accurately; answers with          Student responds adequately;          Student responds inadequately;
    Question and                                                                                                                   inadequately; answers with
                       exceptional fluency and           answers with adequate fluency,        answers with limited fluency,
    Answer                                                                                                                         little fluency, confidence,
                       confidence, and shows             confidence, and enthusiasm.           confidence, and enthusiasm.
                                                                                                                                   and enthusiasm.
                       enthusiasm.
Additional comment




Distribution of Form: Original –Portfolio; Copies - School Mentor & Senior Project Coordinator



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Kaiser High School        55   rev. 6/29/2012
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Kaiser High School        56   rev. 6/29/2012
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                                 Kaiser High School Senior Project
                                     Portfolio Self-Evaluation
Reflecting on the active learning process is a key component to successful work. Take time to look
through the portfolio and reflect on the learning process and stretch. Be thorough, write clearly, and
use direct examples from your work.

1. When I look through my portfolio, I feel ____________________ because




2. I am most proud of




3. I am still not pleased with




4. Five things I learned during the completion of the portfolio were
       a.


        b.


        c.


        d.


        e.



5. One fact/observation I learned that surprised or fascinated me was




6. One thing I wish people would understand about my portfolio is


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7. When I completed my portfolio, the top three skills I used were
      a.


        b.


        c.


8. The skill I am most improved in is ___________________________ and there is an
   example of that in




9. I improved on this skill by




10. If I were to thank two people for helping me to complete this portfolio, I would like
    to thank __________________________ because




    and ________________________ because




11. If I were to select one item to re-do, I would pick ____________________________
    because




12. I would like people who view my portfolio to know




Kaiser High School                          58                             rev. 6/29/2012
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                                Kaiser High School Senior Project
                                  Portfolio Evaluation Rubric
   Criteria                                                     Partially
  Minimum                 Advanced         Proficient           Proficient                     Novice
  Score: 12                  4                 3                    2                            1
Completeness      All required         All required items   Missing an              Many items
(See Portfolio    items are present    are present          element or two          missing or not
Checklist for     and student adds                                                  complete
reference)        enrichment items

 Score: ___/3

Quality           Portfolio is of      Portfolio is         Portfolio works         Portfolio is of poor
                  high quality, is     adequate and of      toward decent           quality and may be
                  immaculate, neat,    decent quality       quality but may         dirty, torn, rumpled
                  and flawless                              be messy or of          or messy
 Score: ___/3                                               lesser quality

Creativity        Outstanding          Portfolio is         Student begins to       Little evidence of
                  portfolio that is    creative and may     show some               creativity – simple
                  clearly artistic,    have a theme as      creative spark by       linear approach
                  thematic, or         well as additional   addition of
                  unusually            materials and        materials or
                  presented –          artistic elements    artistic elements
                  shows real
 Score: ___/3     enthusiasm for its
                  completion
Organization      Superbly             Sufficiently         Moderately              Disorganized,
                  organized with       organized and        organized with          almost to the point
                  enhancing            communicates         only a few              of making its
                  organizational       effectively          misplaced items         communication
                  devices or                                or errors,              ineffective
                  techniques                                communicates
 Score: ___/3                                               effectively


Name of Student: _______________________________________________

Student’s overall score: _______ (Minimum Passing Score: 12)
_____ Student has met their Portfolio requirement.
_____ Student has not met their Portfolio requirement.
__________________________________                 _______________________
     School Mentor’s Signature                            Date
Comments:




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                            SENIOR PROJECT

                           Withdrawal Forms
                           Appeals Protocol
                           Appeals Application




Kaiser High School                60              rev. 6/29/2012
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                                                      Kaiser High School
                                                    511 Lunalilo Home Road
                                                      Honolulu, HI 96825



                                                    Withdrawal Process




Dear Student:

You have indicated that you wish to withdraw from the Senior Project and in doing so, you will no
longer qualify for a Board of Education Recognition Diploma. Please complete the Kaiser High
School Senior Project Withdrawal Agreement form attached and mail it Kaiser High School. Once
approved, the withdrawal cannot be revoked and all services attendant with the program will be
discontinued.

I would certainly be willing to discuss this decision with you and to help in whatever manner I can to
address your concerns. I can be reached at 394-1200 ext. 2336.

Sincerely,


Senior Project Coordinator




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                                            Kaiser High School
                              Senior Project Withdrawal Agreement

Upon full consideration of the requirements for the Board of Education (BOE) Recognition Diploma,
we are asking that ______________________________(student’s name) be withdrawn from the
Senior Project for the following reason(s):

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Student Parent            [Please initial on the blank spaces to the left that you have read and
                          understood each statement made.]

_____ _____               We understand that any student earning a Board of Education Recognition
                          Diploma must have a minimum cumulative grade point average of 3.0,
                          successfully complete course requirements, and the Senior Project.

_____ _____               We understand that any student who wishes to be considered a valedictorian
                          must have a cumulative grade point average of 4.0, successfully complete
                          course requirements, and the Senior Project.

_____ _____               We understand that once withdrawn from the program, the student will not be
                          readmitted to the Senior Project.


_____________________________________________                   ____________________
Parent/Guardian Name (Print)                                          Date

_____________________________________________                   ____________________
Parent/Guardian Signature                                             Date

_____________________________________________                   ____________________
Student Name (Print)                                                  Date

_____________________________________________                   ____________________
Student Signature                                                     Date

______________________________________________                  ____________________
Counselor’s Signature                                                 Date

SP Coordinator Acknowledgement: _____________________________________



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                              Appeals Protocol for Senior Project
                Note: Appeals Protocol determined by state not by individual schools.

 Any parent/guardian or student participating in senior project may formally appeal the decisions of their school's
 Advisory Council by following the following articulated procedure. If the procedure is not followed, via the
 protocols established, the appeal will be summarily dismissed. “If a stretch decision is challenged as “lacking
 rigor”, the decision will be determined/evaluated or examined by each high school's Advisory Board. The
 Advisory Board will include a minimum of five members (two from staff at large, the student's Senior Project
 teacher/advisor, one school administrator and the Senior Project Coordinator). The decision and examination can
 include but will not be limited to the consideration of the student's (and families) prior knowledge, project task
 analysis, mentor information, student interview/testimony, project's meaningfulness. The decision must address
 the program's purpose framed by rigor, relevance and appropriateness, and the Board of Education Recognition
 diploma focus as a diploma of special merit involving extended study, rigor and learning.” (Kathryn
 Matayoshi,Interim Superintendent).

Minimum number of members on Advisory Board (5):
2 staff at large
Student's Senior Project School Advisor
1 school administrator
Senior Project Coordinator

Operation of the Advisory Board:
Chairmanship-rotation among membership
Secretary-keeps the records of proceedings

PROCEDURE

A. Informal Reconsideration

The school advisor and/or members of the Advisory Council shall explain to the complainant the school's criteria,
methods and procedures for decision making.

B. Formal Appeal

If the complainant wishes to file a formal appeal, the complainant must personally obtain a copy of the school’s
"Petition for Appeals Form" which is kept on hand in the school library media center and with the Senior Project
Coordinator.

The form shall be fully completed, signed, and dated by the complainant and filed with copies to the Advisory
Council and the Senior Project Coordinator. The student has five working days after receiving the decision to
file the appeal.

C. Guidelines for the Appeal to the Advisory Board:

The Senior Project Coordinator will alert the Advisory Council that an Petition for Appeals Form has been filed
and will ascertain that all members have an opportunity to read the "Petition for Appeals Form" within ten
working days of receiving the formal complaint.

Before the ten days have elapsed, the Senior Project Coordinator shall convene an Advisory Council meeting
where the appeal will be reviewed


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The student will be contacted to make an appointment to attend the appeals review.

Failure to attend the review will result in a denial of the appeal.
All work and documentation related to the appeal shall be brought to the review.

The student will be allowed to present his/her case during which the he/she has ten (10) minutes to present
the appeal to the Advisory Board followed by ten (10) minutes of clarifications as needed. A
parent/guardian, school advisor and/or community advisor can attend the review with the student.

After the case is presented, the Advisory Council will go into executive session and a decision will be
rendered which will include written documentation of the decision. A file of all written documentation will
be maintained by the Senior Project Coordinator. The appeals process is confidential.

The decision will be rendered no later than one day after the appeals process.

The Advisory Board will decide one of the following:
   1 If the appeal is granted, the student will be given an opportunity to fulfill the requirements of the
           component. All new deadlines will be determined by the Advisory Board
   2 If the appeal is not granted, the student will be withdrawn from Senior Project.

The Advisory Council will notify the complainant in writing of the council's decision within three working
days of the meeting.

The decision of the Advisory Council shall be final.

The Advisory Board will render decisions on the following type of issues:


Time Extensions (All appeals for a time extension must be tendered before due dates.)
Student work that is officially late or needs to be redone
Component waivers
Project/topic appropriateness and meaningfulness
Learning stretch issues
Ethical issues
Student, staff and parent senior project concerns and complaints
Mentor issues
Topic or project changes
Requests for transferring or changing school advisors
Requests for school absences related to travel or completion of a project

Students may appeal different issues, but can not appeal the same issue after a decision has been
rendered.




Kaiser High School                               64                                  rev. 6/29/2012
Senior Project Handbook
                               Petition for Appeals Form
Attach this completed form to your Complaint Response and submit to the Senior Project
Coordinator and members of the Advisory Council.
Student Name: _________________________________________
Mailing Address: ______________________________________________________________
Email ________________________________________________
Home phone: ___________________ Cell phone: ____________________
Title of the Project __________________________________________________
Title of the research paper _____________________________________________
School Advisor __________________________ Community Mentor ________________________
Component Appeal Requested (circle) PAPER            PRODUCT PORTFOLIO
PRESENTATION
Request Initiated By (if not a student): ___________________________________
Relationship to student ______________________________________________
Address ______________________________________________
City ____________________             State _____    Zip __________
Phone (     ) _____________________ email _______________________
I have discussed this Petition for Appeals Form with my child and understand that the Advisory
Board will decide one of the following:
1. If the appeal is granted, the student will be given an opportunity to fulfill the requirements of
the component. All new deadlines will be determined by the Advisory Board
2. If the appeal is not granted, the student will be withdrawn from Senior Project.
Parent/Guardian Signature ___________________________________________ Date ___________
><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><
><><><><><><
For Official Use Only
Received by __________________________________________ Date _______________________
Date and time of the review ___________________________________________________________
Approved _______________ Unapproved ________________ Date of notification ____________
Comments:
Advisory Board Chair's Signature _______________________________ Date




Kaiser High School                           65                               rev. 6/29/2012
Senior Project Handbook
COMPLAINT RESPONSE (Please comment on each question and clearly print or type
your answers.)
1. Have you been able to discuss this work with the school advisor or members of the Advisory
Council who reviewed the evaluation/grade?            Yes No
Please explain, use the back of the paper if necessary:




2. Do you understand how a rubric is used?
Please explain, use the back of the paper if necessary:




3. How did you learn about the evaluation? What were your reactions?




4. What do you understand to be the general reasons for the grade the evaluation earned?




5. What are the reasons for submitting your appeal? Please be specific. Cite pages, illustrations,
audio visual section, written critique, etc. Please explain, use the back of the paper if necessary:




Kaiser High School                           66                               rev. 6/29/2012
Senior Project Handbook
6. Detail the process you followed to complete the above circled component. Include a copy
    of your verification log and field notes as evidence of the work associated with this
    component.




7. Have you reviewed the grading rubric used for evaluation? Do you understand its use on this
    student work?     Please explain, use the back of the paper if necessary:




8. What did you find positive about the evaluation?




9. In your opinion, how can the student work be modified to meet the requirements detailed in
     the rubric?



10. Detail extenuating circumstances that should be considered.




11. Do you have other comments concerning this request?




Signature of Complainant: ____________________________ Printed name: ________________
Signature of Parent: _______________________________________




    Kaiser High School                          67                             rev. 6/29/2012
    Senior Project Handbook
                                       References

Auburndale High School. Senior Project Handbook 2007-2008. Auburndale: Auburndale

      High School, 2007.

HI Dept. of Educ. Guidelines for the Implementation of the Board of Education

      Recognition Diploma Senior Project: Revised May, 2008. Honolulu, HI: HI Dept.

      of Educ., 2008.

Hilo High School. Senior Project Handbook: For the Class of 2010 and Beyond. Hilo, HI:

      Hilo High School, 2007.

Lahainaluna High School. Senior Project 2007-2008. Lahaina, HI: High School. Senior

      Project Handbook: For the Class of 2010 and Beyond. Hilo, HI: Lahainaluna High

      School, 2007.

Leilehua High School. Senior Project 2008-2009. Wahiawa, HI: Leilehua High School,

      2008.

Mililani High School. Mililani High School Senior Project Student Handbook. Rev. 21

      Sept. 2008. Mililani, HI: Mililani High School, 2008.

Sebranek, Patrick, Davekemper, and Verne Meyer. Writers Inc: A Student Handbook for

      Writing and Learning. Wilmington: Great Source Education Group, 2001.




Kaiser High School                         68                           rev. 6/29/2012
Senior Project Handbook

				
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