John Fiske Elementary

8th Grade Community Project

Guidebook

Cynthia J. Miller Dana M. Turner

Principal Assistant Principal

Kiyana C. Grayer Monica Stewart

IB Coordinator* Project Coordinator

John Fiske Elementary

6020 South Langley

Chicago, IL 60637

(773) 535-0990

*Fiske is an IB MYP Candidate School

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Table of Contents

What is the Community Project? .............................................................................. 3

Aims & Objectives ................................................................................................................4

Timeline ...................................................................................................................................5

Role of the Supervisor ..........................................................................................................6

Assessment Criteria (Rubrics) .........................................................................................7

Process Journal ......................................................................................................................11

Approaches to Learning .....................................................................................................12

Appendices & Forms

a. Project Checklist ............................................................................................13

b. Student Contract .............................................................................................14

c. Proposal Template ..........................................................................................15

d. Supervisor Meeting Forms ..........................................................................16

e. Academic Honesty Policy ............................................................................17

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What is the Community Project? The Community Project is an Exit Criteria of John Fiske Elementary School whereby 8th grade students investigate a need within a community and address that need through advocacy and/or service as action. Because JFES is an IB Candidate School* for the Middle Years Programme, and is not partnered with an MYP high school, all students in Year 3 (8th Grade) are required to complete an inquiry-based project that showcases their understanding of Global Contexts. The purpose of the Community Project is to:

a. Raise awareness to a particular event, problem, cause, or social situation b. Encourage participation in an activity or cause c. Spark the use research, planning skills, and evaluation criteria f. Promote a continued advocacy for that cause or goal so that it impacts the social situation of a local or global community not only in the present, but in the future

During the Spring semester students will investigate issues of their choice within their personal, school, local, or global community and write a proposal for a project that will address that issue. They may work independently or with a partner. Students will then plan a course of action for executing their goals. Students will have an appointed Supervisor to guide them through the planning process. As a result of that plan, students will then be required to take action. This can take many forms but all will require students to serve in some capacity. Finally, students will reflect on the process and present their findings in a formal presentation.

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Aims and Objectives (MYP Projects Guide)

The aims state what a student may expect to exp erience and learn. These aims suggest how the student may be changed by the learning experience. The aims of the MYP projects are to encourage and enable students to:

• participate in a sustained, self-directed inquiry within a global context • generate creative new insights and develop deeper understandings through in-depth

investigation • demonstrate the skills, attitudes and knowledge required to complete a project over an

extended period of time • communicate effectively in a variety of situations • demonstrate responsible action through, or as a result of, learning • appreciate the process of learning and take pride in their accomplishments

The objectives of MYP projects encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. The table below illustrates the objectives of the community project.

Community Project Objectives

Objective A: Investigating i. Define a goal to address a need within a community, based on personal interests ii. Identify prior learning and subject-specific knowledge relevant to the project iii. Demonstrate research skills

Objective B: Planning i. Develop a proposal for action to serve a need in the community ii. Plan and record the development process of the project iii. Demonstrate Self-Management Skills

Objective C: Taking Action i. Demonstrate service as action as a result of the project ii. Demonstrate thinking skills iii. Demonstrate communication and social skills

Objective D: Reflecting i. Evaluate the quality of the service as action against the proposal ii. Reflect how completing the project has extended their knowledge and understanding of service learning iii. Reflect on their development of ATL (Approaches to Learning) skills

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2016 Timeline Kick Off MYP Community Project Assembly & Match Day Friday, January 29

Project Action Proposal and Contract: Investigating

Determine a need within a community Define a goal to address the need

Friday, February 12th

Supervisor Meeting #1 Investigating

Prepare a proposal for action Initial research – select relevant resources

Monday – Friday, February 15 – 19

Supervisor Meeting #2 Investigating

Continue research – gather information Work on the preparation for the service as action

Monday – Friday, February 29 – March 4

Supervisor Meeting #3 Planning

Develop a plan for action Record and document process in Process Journal

Monday – Friday, March 14 – March 18

Supervisor Meeting #4 Planning

Prepare for service Continue research

Monday – Friday, March 28 – April 1

Supervisor Meeting #5 Taking Action

Carry out the action plan Record and document process in Process Journal

Monday – Friday April 11 – April 15

Supervisor Meeting #6 Reflecting

Submit paper documents for the overall project Evaluate project against proposal

Monday – Friday April 25 – April 29

Supervisor Meeting #7 Reflecting

Prepare presentation Complete bibliography

Monday - Friday April 9 – April 13

Final Due Date Friday, May 20

Project Evaluations Monday – Friday May 23 – May 27

Exhibition of Projects Friday, June 3

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The Role of the Supervisor To guide and support students through the completion of the Community Project, all students are assigned a mentor to supervise the process. The team of Fiske supervisors is comprised of various staff members, teaching staff and non-teaching staff.

Supervisors are to meet with students twice per month for a minimum of 30 minutes. During this meeting supervisors will…

refer to the timeline, validating that the student is adhering to set dates confirm that the project content is age-appropriate ensure that students are being academically honest support and give guidance/refer students to other resources

After the completion of the project, supervisors will participate in the assessment process whereby each supervisor will be a part of an evaluation team using the Assessment Criteria from the MYP Projects Guide. The Supervisors’ responsibilities are to:

• ensure the chosen MYP project topic satisfies appropriate legal and ethical standards with regard

• to health and safety, confidentiality, human rights, animal welfare and environmental issues

• provide guidance to students in the process and completion of the project • confirm the authenticity of the work submitted • assess the MYP project using the criteria in this guide • participate in the standardization of assessment process established by the school

Students should receive information and guidance that includes: • guidelines about the MYP project • a timetable with deadlines • the assessment criteria for the project • advice on how to keep and use a process journal • the importance of personal analysis and reflection • formative feedback • requirements for academic honesty

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Criterion A: Investigating Maximum: 8 In the community project, students should:

i. define a goal to address a need within a community, based on personal interests ii. identify prior learning and subject-specific knowledge relevant to the project iii. demonstrate research skills.

Achievement level

Level descriptor

0 Students do not achieve a standard described by any of the descriptors below. 1–2 Students are able to:

i. state a goal to address a need within a community, based on personal interests, but this may be limited in depth or accessibility

ii. identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance

iii. demonstrate limited research skills. 3–4 Students are able to:

i. outline an adequate goal to address a need within a community, based on personal interests

ii. identify basic prior learning and subject-specific knowledge relevant to some areas of the project

iii. demonstrate adequate research skills. 5–6 Students are able to:

i. define a clear and challenging goal to address a need within a community, based on personal interests

ii. identify prior learning and subject-specific knowledge generally relevant to the project

iii. demonstrate substantial research skills. 7–8 Students are able to:

i. define a clear and highly challenging goal to address a need within a community, based on personal interests

ii. identify prior learning and subject-specific knowledge that is consistently highly relevant to the project

iii. demonstrate excellent research skills.

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Criterion B: Planning Maximum: 8 In the community project, students should:

i. develop a proposal for action to serve the need in the community

ii. plan and record the development process of the project

iii. demonstrate self-management skills.

Achievement level

Level descriptor

0 Students do not achieve a standard described by any of the descriptors below. 1–2 Students are able to:

i. develop a limited proposal for action to serve the need in the community

ii. present a limited or partial plan and record of the development process of the project

iii. demonstrate limited self-management skills. 3–4 Students are able to:

i. develop an adequate proposal for action to serve the need in the community

ii. present an adequate plan and record of the development process of the project

iii. demonstrate adequate self-management skills 5–6 Students are able to:

i. develop a suitable proposal for action to serve the need in the community

ii. present a substantial plan and record of the development process of the project

iii. demonstrate substantial self-management skills. 7–8 Students are able to:

i. develop a detailed, appropriate and thoughtful proposal for action to serve the need in the community

ii. present a detailed and accurate plan and record of the development process of the project

iii. demonstrate excellent self-management skills.

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Criterion C: Taking Action Maximum: 8 In the community project, students should:

i. demonstrate service as action as a result of the project ii. demonstrate thinking skills iii. demonstrate communication and social skills

Achievement level

Level descriptor

0 Students do not achieve a standard described by any of the descriptors below. 1–2 Students are able to:

i. demonstrate limited service as action as a result of the project ii. demonstrate limited thinking skills iii. demonstrate limited communication and social skills.

3–4 Students are able to: i. demonstrate adequate service as action as a result of the project ii. demonstrate adequate thinking skills iii. demonstrate adequate communication and social skills.

5–6 Students are able to: i. demonstrate substantial service as action as a result of the project ii. demonstrate substantial thinking skills iii. demonstrate substantial communication and social skills.

7–8 Students are able to: iv. demonstrate excellent service as action as a result of the project v. demonstrate excellent thinking skills vi. demonstrate excellent communication and social skills.

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Criterion D: Reflecting Maximum: 8 In the community project, students should:

i. evaluate the quality of the service as action against the proposal ii. reflect on how completing the project has extended their knowledge and understanding of service learning iii. reflect on their development of ATL skills.

Achievement level

Level descriptor

0 Students do not achieve a standard described by any of the descriptors below. 1–2 Students are able to:

i. present a limited evaluation of the quality of the service as action against the proposal

ii. present limited reflections on how completing the project has extended their knowledge and understanding of service learning

iii. present limited reflections on their development of ATL skills. 3–4 Students are able to:

i. present an adequate evaluation of the quality of the service as action against the proposal

ii. present adequate reflections on how completing the project has extended their knowledge and understanding of service learning

iii. present adequate reflections on their development of ATL skills. 5–6 Students are able to:

i. present a substantial evaluation of the quality of the service as action against the proposal

ii. present substantial reflections on how completing the project has extended their knowledge and understanding of service learning

iii. present substantial reflections on their development of ATL skills. 7–8 Students are able to:

i. present an excellent evaluation of the quality of the service as action against the proposal

ii. present excellent reflections on how completing the project has extended their knowledge and understanding of service learning

iii. present excellent reflections on their development of ATL skills.

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Process Journal

The Process Journal is the method in which students will record and document their research, collect abstracts, and house data. Process Journals will be an integral part of the student/supervisor meetings, as supervisors will monitor where students are in the process. Journals will also need to be submitted as a part of final presentations. Each student will be required to submit a Process Journal, regardless to whether or not they are working in pairs. The Process Journal is: The Process Journal is not:

used throughout the project to document its development

an evolving record of intents, processes, accomplishments

a place to record initial thoughts and developments, brainstorming, possible lines of inquiry and further questions raised

a place for recording interactions with sources, for example teachers, supervisors, external contributors

a place to record selected, annotated and/or edited research and to maintain a bibliography

a place for storing useful information, for example quotations, pictures, ideas, photographs

a means of exploring ideas and solutions a place for evaluating work completed a place for reflecting on learning devised by the student in a format that suits his

or her needs a record of reflections and formative feedback

received

written up after the process has been completed

additional work on top of the project; it is part of and supports the project

a diary with detailed writing about what was done

a static document with only one format

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Approaches to Learning

Approaches to Learning (ATL) skills specify the way in which students will construct their own learning while going through the process of the Community Project. These skills are explicitly taught in MYP units. The skills taught in class are intended to transfer, the goal being that students will use these skills independently to sustain their investigating, planning, taking action, and reflecting.

ATL Skills: I. Communication II. Collaboration III. Organization IV. Affective V. Reflection

VI. Information Literacy VII. Media Literacy VIII. Critical Thinking IX. Creative Thinking X. Transfer

In accordance with the MYP Projects Guide, the ten skills are aligned with the four Assessment Criteria for Community Project. Community Project Objectives MYP ATL Skill Clusters

Objective A: Investigating i. define a goal to address a need within a community, based

on personal interests Collaboration, Critical Thinking, Creative Thinking, Affective Skills

ii. identify prior learning and subject-specific knowledge relevant to the project

iii. demonstrate research skills.

Information Literacy, Media Literacy, Transfer, Affective Skills

Objective B: Planning i. develop a proposal for action to serve the need in the

community Collaboration, Organization, Critical Thinking, Creative Thinking, Affective Skills

i. plan and record the development process of the project ii. demonstrate self-management skills.

Collaboration, Organization, Reflection, Affective Skills

Objective C: Taking Action i. demonstrate service as action as a result of the project

Organization, Critical Thinking, Creative Thinking, Affective Skills

i. demonstrate thinking skills ii. demonstrate communication and social skills

Communication, Collaboration, Critical Thinking, Creative Thinking, Transfer, Affective Skills

Objective D: Reflecting i. evaluate the quality of the service as action against the

proposal ii. reflect on how completing the project has extended their

knowledge and understanding of service learning iii. reflect on their development of ATL skills.

Communication, Reflective, Affective Skills

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MYP Community Project Checklist

Investigating Determine a need within a community Define a goal to address the need Submit Project Proposal Conduct initial research and gather information Meet with Supervisor Record Information in Process Journal

Planning Develop a plan for action Continue Research Prepare for Service Record Information in Process Journal Meet with Supervisor

Taking Action Carry Out the Service Project Record Information in Process Journal

Reflecting Evaluate project against Proposal Complete Project Board for Display Select extracts from Process Journal Complete Academic Honesty form

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Community Project Acceptance Policy As part of my eighth grade promotion criteria and as a requirement for participating in any eighth grade activities, I must meet the criteria according to an established timeline for my Community Project based on the following requirements:

Drafting a Proposal Meet with Supervisor Monthly Maintain Process Journal Complete the Academic Honesty Form Cite Sources (Bibliography) Present Final Presentation Perform an Exhibition of Learning

As an eighth student, I, ___________________________________ accept the above requirements for my Community Project.

As the parent of _________________________________, I understand that my child has to complete the above requirements for his/her Community Project. We (parent and student) accept the above requirements the above requirements and understand that noncompliance may result in exclusion from any eighth grade activity. ______________________________________ _________________________ Student Date

______________________________________ __________________________ Parent/Guardian Date ______________________________________ __________________________ Project Coordinator Date ______________________________________ __________________________ Supervisor Date ______________________________________ __________________________ IB Coordinator Date

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Community Project Proposal Project Title: Student Name(s): Supervisor Name: NEED: Describe the need you intend to address. What is lacking/needing improvement? Targeted Community: Action Goal: What is the purpose of your Community Project? What do you hope to achieve? Awareness? Actively participate? Research? Inform other? Crete/innovate? Change behaviors? Advocate? Global Context: How is this Global Context relevant? Why?

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Supervisor Meeting Form Meeting #_______ Date: Meeting Notes:

Next Steps:

Meeting #_______ Date: Meeting Notes:

Next Steps:

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MYP Community Project Academic Honesty Form Student name Student number School name School number Supervisor name Student: This document records your progress and the nature of your discussions with your supervisor. You should aim to see your supervisor at least three times: at the start of the process to discuss your initial ideas, then once you have completed a significant amount of your project, and finally once your completed report/presentation has been submitted. Supervisor: You are asked to have at least three supervision sessions with students, one at the start of the process, an interim meeting and then the final meeting. Other sessions are permitted but do not need to be recorded on this sheet. After each session, students should make a summary of what was discussed and you should sign and date these comments. Date Main points discussed Signature/initials Meeting 1 Student:

Supervisor: Meeting 2 Student:

Supervisor: Meeting 3 Student:

Supervisor: Supervisor comment Student declaration I confirm that this work is my own and this is the final version. I have acknowledged, in the body of my work, each use of the words, work or ideas of another person, whether written, oral or visual (hard copy and/or electronic materials). Supervisor declaration I confirm that, to the best of my knowledge, the material submitted is the authentic work of the student.

Student’s signature Date Supervisor’s signature Date

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