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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 Kaiser High School 1 rev. 6/29/2012 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: _____________ Kaiser High School 2 rev. 6/29/2012 Senior Project Handbook Project Overview & Requirements Kaiser High School 3 rev. 6/29/2012 Senior Project Handbook 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. Kaiser High School 4 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 5 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 6 rev. 6/29/2012 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 Kaiser High School 7 rev. 6/29/2012 Senior Project Handbook PHASE I Preliminary Planning Senior Project Proposal School Mentor Information Kaiser High School 8 rev. 6/29/2012 Senior Project Handbook 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? Kaiser High School 9 rev. 6/29/2012 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. Kaiser High School 10 rev. 6/29/2012 Senior Project Handbook 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? Kaiser High School 11 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 12 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 13 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 14 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 15 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 16 rev. 6/29/2012 Senior Project Handbook 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: __________________________________________________________ Kaiser High School 17 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 18 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 19 rev. 6/29/2012 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 Kaiser High School 20 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 42 rev. 6/29/2012 Senior Project Handbook 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. Kaiser High School 44 rev. 6/29/2012 Senior Project Handbook 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? Kaiser High School 45 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 46 rev. 6/29/2012 Senior Project Handbook 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! Kaiser High School 47 rev. 6/29/2012 Senior Project Handbook PHASE III Presentation and Evaluation Formal Presentation Portfolio Kaiser High School 48 rev. 6/29/2012 Senior Project Handbook 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. Kaiser High School 49 rev. 6/29/2012 Senior Project Handbook 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 Senior Project Handbook 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 Kaiser High School 51 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 52 rev. 6/29/2012 Senior Project Handbook 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. Kaiser High School 53 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 54 rev. 6/29/2012 Senior Project Handbook Kaiser High School 55 rev. 6/29/2012 Senior Project Handbook Kaiser High School 56 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 57 rev. 6/29/2012 Senior Project Handbook 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 Senior Project Handbook 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: Kaiser High School 59 rev. 6/29/2012 Senior Project Handbook SENIOR PROJECT Withdrawal Forms Appeals Protocol Appeals Application Kaiser High School 60 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 61 rev. 6/29/2012 Senior Project Handbook 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: _____________________________________ Kaiser High School 62 rev. 6/29/2012 Senior Project Handbook 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 Kaiser High School 63 rev. 6/29/2012 Senior Project Handbook 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
"Senior Project Handbook"