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SENIOR CAPSTONE EXPERIENCE:A GUIDE FOR SOUTH DAKOTA SCHOOLS

“ENTER TO LEARN, LEAVE TO ACHIEVE”

2009

South Dakota Department of Education700 Governors Drive

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Pierre, SD 57501

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ACKNOWLEDGMENTS

The Senior Capstone Experience Framework Committee wishes you the best of luck in implementing Senior Capstone Experiences in your school district. We have tried to include in this initial Guide the most relevant information, guidelines, and materials for school districts that wish to implement Senior Capstone Experiences. In your journey to implement this Framework, let us know what worked and what didn’t work for you. We would also be interested in any new materials or strategies that you used in addition to the Guide. Please send this information to:

Marsha Kucker Scott Fossum715 E. 14th St. 821 N. Capital St.Sioux Falls, SD 57104 Mitchell, SD [email protected] [email protected]

USING THESENIOR CAPSTONE EXPERIENCE

FRAMEWORK

The Senior Capstone Experience Framework is intended to be a “menu” for school districts to use in designing a local Senior Capstone Experience program. The Framework is divided into four components – the research paper, the project, the portfolio and the presentation.

The Framework is available on the South Dakota Department of Education’s Senior Capstone Experience website. Using the website, you can download the forms you need and work with your school team to adapt them to fit your program.

The Senior Capstone Experience can be implemented as a stand-alone semester or year-long course, as a part of Senior English or integrated into the core Senior courses. The Experience can be a requirement for graduation with either a letter grade assigned or pass/fail status. High school credit can also be awarded.

You can see from the above, that flexibility is built into the Framework plan. Your school can tailor the program and documents to fit your needs, resources and schedules.

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mailto:[email protected]

mailto:[email protected]

TABLE OF CONTENTSSENIOR CAPSTONE EXPERIENCE FRAMEWORK

Using the Senior Capstone Experience Framework..............................................2

Introduction to Senior Capstone ExperiencesRationale for Senior Capstone Experiences..........................................................6Senior Capstone Experience Overview.................................................................7High School 2025 – Senior Experience Capstone.................................................8Elements of a High-Quality Program.....................................................................9

Initial Documents and FormsImplementation Process.................................................................................11-13Guidelines......................................................................................................14-17Letter to Seniors..................................................................................................18Letter to Parents..................................................................................................19Parent Permission Form......................................................................................20Agreement Form (Student-Parent-Faculty Advisor-Mentor)...........................21-22Timeline...............................................................................................................23

Senior Capstone Experience Roles and ResponsibilitiesSenior Capstone Experience Roles................................................................25-27Faculty Advisory Guidelines/Agreement Form....................................................28Choosing a Mentor..............................................................................................29Role of a Mentor.............................................................................................30-33Mentor Agreement Form.....................................................................................34Mentor’s Logs.................................................................................................35-36Mentor Verification Forms...................................................................................37Role of Steering Committee................................................................................38

Topic SelectionTopic Selection Guidelines.............................................................................40-42Project Goals and Activities............................................................................43-44Topics by Career Cluster................................................................................45-47Topic Selection Guide....................................................................................48-49Topic Selection Rubric.........................................................................................50Letter of Intent................................................................................................51-53Topic Change Form.............................................................................................54

PHASE I: The Research Paper Research Paper Guidelines.................................................................................56“Yes” Checklist....................................................................................................57Plagiarism............................................................................................................58Assembling Research Information..................................................................59-60Research Paper Student Editing Sheet...............................................................61

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Research Paper Rubrics................................................................................62-64

PHASE II: The ProductThe Product.........................................................................................................66Guidelines for the Product...................................................................................67Product Rubric.....................................................................................................68

PHASE III: The Portfolio Portfolio Checklists.........................................................................................70-73Journal............................................................................................................74-75Letter to Judges...................................................................................................76Writing an Overview.......................................................................................77-78Reflection.......................................................................................................79-81Self-evaluation................................................................................................82-83

PHASE IV: The PresentationGuidelines for Oral Presentation....................................................................85-86Tips for Successful Presentations.......................................................................87Speech Preparation........................................................................................88-89Outline for Presentations.....................................................................................90Presentation Poise.........................................................................................91-92Scheduling Presentations and Judges...........................................................93-94Guidelines for Judges..........................................................................................95Presentation Evaluation Rubrics..................................................................96-101

AppendixSchool Staff Frequently Asked Questions..................................................103-104Examples of Student Perspectives....................................................................105

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INTRODUCTION TOSENIOR CAPSTONE EXPERIENCES

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RATIONALE FOR SENIOR CAPSTONE EXPERIENCES

This Framework was developed with the following quotation as its guiding theme: “Enter to Learn; Leave to Achieve.”

Senior Capstone Experiences allow students the opportunity to consolidate and showcase the learning from their high school years into a meaningful and relevant Experience. It is their venue to connect with the world outside of school and to demonstrate they have the skills to go on to further education and/or enter the workforce.

Senior Capstone Experiences allow schools an avenue to promote the relevance and increase the rigor of the high school experience. A question we often hear from students is “Why do I have to learn this?” Senior Capstone Experiences allow students to see the connections between what they are learning now and the application to their future lives. They become an “expert” in their chosen topic area and showcase the skills and abilities they have gained through their high school experience.

Senior Capstone Experiences add increased rigor to the Senior year. The Senior Capstone Experience also provides students with focused and structured learning, gives them experience with the responsibility for meeting timelines, making decisions, doing research, preparing a presentation and making presentations – all skills needed for success in the workplace. Senior Capstone Experiences provide an opportunity for students to model the 3 R’s for schools – rigor, relevance, and results!

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SENIOR CAPSTONE EXPERIENCE OVERVIEW

The Senior Capstone Experience is a high school capstone experience that requires students to demonstrate not only what they know, but what they can do. States, school districts, and high schools focusing on restructuring, raising high school standards, and actively engaging all Seniors in a challenging and relevant educational process incorporate the Senior Capstone Experience.

The Senior Capstone Experience consists of four phases. The first phase includes the preparation of a research paper by each student. The research paper contains a thesis that the writer proves (supports) or disproves through research evidence. A student should carefully consider a possible product before selecting a research topic. Selection of a topic takes considerable thought. The paper exhibits the acquisition of knowledge through researching, writing, interviewing, and synthesizing an application of the real-world skills of time management, organization, self-discipline, persistence, and problem-solving.

The second phase includes the creation of a product that is an appropriate and logical extension of the research paper. The product must demonstrate the application of acquired knowledge through a reflective, physical, and/or intellectual stretch. It is recommended that Experiences be completed during the school year. However, certain exceptions may be considered. For example, agriculturally related Experiences may need to begin the summer prior to the Senior year.

The third phase is the portfolio, which includes specific writing throughout the Experience period. These writings will include reflective and informative journals, business letters, brochure, overviews, and a final Senior Capstone Experience reflection.

The fourth phase is a presentation before a Senior Capstone Experience panel with a ten to fifteen minute formal speech on the paper, the Experience, and personal growth. A question and answer period will follow the presentation. The portfolio will be provided to the panel of judges for review. The Senior Capstone Experience panel can be composed of teachers, mentors, parents, and community members, preferably with knowledge or background of the Experience area. The panel and portfolio experiences provide the student with an opportunity to synthesize the paper, Experience, and self-growth journey using communication skills related to fluency, knowledge depth, listening, explaining, defending, comprehending, and applying real world skills.

Throughout this process, students will benefit greatly from the expertise of a carefully selected Experience mentor and faculty advisor. They will serve as resources to the student during all phases of the Senior Capstone Experience.

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HIGH SCHOOL 2025 – SENIOR EXPERIENCE CAPSTONE

Program Description: The purpose of the Senior Experience Capstone is to allow students to demonstrate the knowledge and maturity they have gained during the course of their education. The Capstone must be a “learning stretch,” meaning that it must go beyond what one already knows or has experienced. The Senior Capstone is a four-part process consisting of a research paper, a portfolio, a project/product that is an extension of the research, and an oral presentation.

Criteria for Exemplary StatusDRAFT

1. The school district has the structure in place to offer and operate the Senior Experience Capstone.

a. A Steering Committee comprised of school staff and students is in place.b. A program guide provides information on the purpose, operating

structure, all forms and documents, and program and student evaluation. c. The school has designated a Coordinator for the program.d. The Senior Experience Coordinator is allotted time during the school day

to manage the program.

2. All seniors complete the Capstone as a requirement for graduation.a. The Senior Capstone should reflect the student’s chosen career

cluster/pathway and be reflective of their personal learning plan.b. All students are required to have teacher advisor.c. All students are required to have a professional mentor.d. Students are evaluated on each of the four Capstone components.

3. All students complete a research paper.a. The research paper is based on the Senior Capstone project topic and

relates to the student project.b. The research paper should be 8 – 10 pages in length and formatted

according to MLA style, which includes a minimum of 7 sources.

4. All students complete a portfolio.a. The portfolio should reflect new information learned and demonstrates

how that knowledge was applied in new and creative ways.b. The portfolio should include all forms, journal entries, references and

activities associated with the senior capstone.

5. All students produce a product related to their research topic.a. The product should be oriented around performance of a skill, the

development of some physical product, or the study of a profession.

6. All students present their final product/project to a panel of judges.a. The presentation should cover what was learned from doing the research,

from writing the paper, and from completing the Capstone.b. The presentation should also include what worked and what did not work,

how the problem was solved and the nature of personal growth.

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ELEMENTS OF A HIGH-QUALITYSENIOR CAPSTONE EXPERIENCE PROGRAM

1. Clear and Aligned Purpose - Student learning outcomes are aligned with school, district, and state mission and goals.

2. Explicit, Rigorous Criteria - Performance is assessed by application of established criteria.

3. Student-Directed Learning and Youth Engagement - The student takes leadership for selecting, planning, and implementing his/her own learning goals.

4. Clear Scaffolding of Skills - Students need instruction and practice for the skills required in the Experience. Some schools include a culminating project in elementary and middle school levels as well as high school.

5. Learning Stretch - The Experience poses a challenge that requires significant new learning.

6. Authentic Experience - Students apply core academic knowledge and skills beyond the traditional classroom setting to address a real problem.

7. Community Involvement - Members of the broader community play an important role in Experiences as mentors, panelists, advisors and/or resources.

8. Authentic Audience - Expert individuals and community organizations are critical members of the audience to hear and review the Experience.

9. Coordination and Comprehensive Communication - Students, parents, community members, teachers and administrators understand the purpose and processes of the Experience.

10. Adequate Staffing and Supervision - There is sufficient staff to coordinate the program and provide support to teachers, parents, and community partners.

11. Mechanism for Training Community Partners - Community partners are provided training to perform their role as co-educators and authentic partners.

12. Mechanism for Parent Involvement - Expectations are developed for parent involvement in the design, implementation, and celebration of the Experience.

13. Ongoing Professional Development and Program Improvement - School leaders and community partners organize formal training sessions, reflection activities and opportunities to continuously improve the program.

14. A Plan for Risk Management and Liability - Schools and communities ensure the Experience takes place in a safe environment and risk is managed.

15. Celebration and Recognition - All collaborators are provided opportunities to be recognized and celebrate the success of the Experience.

Education Commission of the States, 2004

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INITIAL DOCUMENTS AND FORMS

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SENIOR CAPSTONE EXPERIENCE IMPLEMENTATION PROCESS

1. Organize

As planning gets underway, reflect on these questions: Does the administration support the program? Does the staff support the program? Who are key people on staff or in the community that can be counted

on to assist with the program? Has funding been allocated? What is your timeline?

______1. There is support from administration, faculty, and the school board for Senior Capstone Experiences.

______2. An Experience Coordinator has been assigned.______3. A budget has been designated.______4. A steering committee has been formed for the purpose of putting

together the Framework.______5. A suggested timeline has been determined.

Then, considering your answers to these questions, begin the planning process.

2. Plan

In this phase, you are researching the answers to these questions “What do we want the Senior Capstone Experience program to look like in our school?” and “Who is responsible for what areas of the Experience?”

______1. Seek input from parents, faculty, and administration through surveys and conversations.

______2. Review the State Framework for Senior Capstone Experiences to become familiar with Experience components.

______3. Visit with other schools who have implemented the Senior Capstone Experiences.

______4. Review and refine the suggested timeline.

3. Design

The next step in the implementation process involves identifying and tailoring the components for your school. You will want to think about the big picture – how will all of the components work together? How are you going to communicate the program to administrators, teachers, parents, students, and the community in a way they can understand and support? Once you have decided on your overall approach, you will need to develop the specifics – the

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Guide for your school, the forms you will use, and the communication process with students.

______1. Identify components from the State Framework to include in your program plan.

______2. Revise the identified sample forms and documents from the Framework to include in your Guide.

______3. Decide if the Senior Capstone Experience program will be a stand-alone course or integrated into the English course.

______4. Determine if high school credit will be offered.______5. Determine if successful completion of the Senior Capstone Experience

is required for high school graduation.______6. Determine if the Senior Capstone Experience will be pass/fail or

assigned a letter grade.______7. Determine if the Senior Capstone Experience program will be a

semester in length or year long.______8. Get endorsement of your program plan from administrators and staff.______9. Identify roles and responsibilities for the Steering Committee,

Experience Coordinator, Faculty Advisor, Experience Mentor, and students.

______10.Create action plans, timelines, and calendars.______11.Prepare your plan for review including a draft of the Guide for your

school, as well as the action plan and timelines.

4. Implement

When you reach this step, you have already done the hardest work. A phased implementation has hopefully been identified in your plan. Before you initiate the Senior Capstone Experience program, you will want to assess the need for staff development and carry it out in a systematic and timely way.

The Senior Capstone Experience Initiative is a whole high school program. A variety of people are going to participate in the program activities. Training will be critical to achieve the desired results. Training should provide an overview of Senior Capstone Experiences in general, specific information on the program for your school, roles and responsibilities of Experience personnel, as well as the entire staff, administrative forms and timelines.

______1. Communicate the Senior Capstone Experience program design and plan to staff.

______2. Conduct staff development.______3. Refine course content, if needed, to fit program requirements.______4. Initiate the Senior Capstone Experience course, if this is part of your

program design.______5. Review progress regularly, adjusting expectations and plans as

needed.

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5. Evaluate

Experience evaluation plans were built into the planning steps when you examined requirements and procedures for your local program. In this phase, you will need to frame your evaluation based on your goals for the Senior Capstone Experience program, as well as student outcomes. Be sure to include an annual review in your evaluation plan.

______1. Goals have been identified for the Senior Capstone Experience program.

______2. Student outcomes have been identified.______3. Analyze program and student results.______4. Recommend program modifications based upon results.

Final Note

As your school district develops and implements the Senior Capstone Experience program, please share your results with others. Your experiences and materials and tools you develop to use for program delivery will be invaluable to others.

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SENIOR CAPSTONE EXPERIENCE GUIDELINES – SAMPLE 1

The Senior Capstone Experience is an integral part of the final year of high school. It integrates skills, knowledge, and concepts learned into one culminating project. Here are some guidelines to use in completing all Experience phases.

Topic Selection: The topic can be developed around a career cluster focus or an area of interest. See sections of this Guide for forms and suggestions to help with the process of determining an Experience topic.

Research Paper: The research paper is a formal document that encourages the student to develop and demonstrate proficiency in conducting research and writing about a chosen topic. Following are some basic criteria for the paper:

1. Research-based with at least five sources, one to be an interview. Examples of sources would be periodicals, library references, technical manuals, Internet, etc.

2. Note cards to document relevant information and to help in preparing the outline for the presentation.

3. Word processed and conforming to MLA (Modern Language Association) or APA (American Psychological Association) standards. Refer to an MLA or APA handbook for information on this type of writing style.

4. Eight to ten pages in length, not including the title page and bibliography. An appendix with other supporting information may be included.

Product/Project: This is a tangible creation based on choosing, designing, and developing an item related to the research topic. A minimum of 15 hours should be spent outside of class on the project. An approval form must be submitted for the project (see page 50) before proceeding. A mentor and faculty advisor must be identified to assist with the project.

Portfolio: The pages from each of the following entries could be placed individually in plastic sleeves and organized in a three-ring binder.

1. Coversheet (inserted in front sleeve)2. Title page (same as cover sheet, first page of notebook)3. Product Proposal Contract (front pocket)4. Table of Contents5. Letter to Judges6. Journal Entries7. Senior Capstone Experience Overview8. Senior Capstone Experience Reflection9. Research Paper (Outline, Paper, and Works Cited)10.Product Proposal11.Mentoring Log 12.Letter of Intent13.Presentation PowerPoint (optional)

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Journal: The journal is part of the portfolio. It should contain the following:

1. A log of the hours spent on the Senior Capstone Experience. 2. Journal entries about experiences and knowledge gained. Use the forms

(see the Portfolio section of this Framework) that are provided, but add thoughts and descriptions as well.

3. Photographs or other visual documentation.

Presentation: A formal presentation describing all phases of the Senior Capstone Experience is the culminating event. A panel of judges will review and critique the presentation. Speech content should include information about the research paper, the product, and what was learned from this experience. This content should be supported by appropriate presentation media (e.g. PowerPoint, display with tri-fold boards, etc.) Following are some basic guidelines for the presentation. See complete guidelines in the presentation section of this Guide.

1. 8-10 minute overview of Experience2. 5-10 minute question and answer time3. Multi-media must be included as a part of the presentation4. Product 5. Portfolio

Northwest Ohio Region Tech Prepand

Northwest Rankin High School

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SENIOR CAPSTONE EXPERIENCE GUIDELINES – SAMPLE 2

1. Participating in the Senior Capstone Experience is a requirement for graduation from __________ High School. The Experience grade will be recorded on the high school transcript; however no credits are assigned.

2. Each Senior must have a Faculty Advisor and a Mentor. No faculty member may accept more than five advisees. The student will be assigned an Advisor at the beginning of the school year. The Experience Mentor cannot be a relative and must have some expertise in the Experience area.

3. A Senior Capstone Experience proposal explaining the Experience in full must be completed. The proposal must be neatly typed; no hand-written proposals will be accepted. All needed documents and guidelines concerning the Senior Capstone Experience are available in electronic form.

4. The student must submit two copies of the Senior Capstone Experience Proposal to the Faculty Advisor by __________________. The Faculty Advisor must sign the Experience form before it is given to the Senior Capstone Experience Steering Committee.

5. The student’s parent/guardian must also sign the proposal to indicate approval of the Experience. It is the student’s responsibility to inform his/her parent/guardian of any changes in the proposal made after acquiring their signature(s).

6. The student must also sign the proposal to indicate having read all the materials related to the Senior Capstone Experience. The student must agree to adhere to the requirements of the Senior Capstone Experience and the requests of the committee.

7. The Senior Capstone Experience Steering Committee, composed of faculty, business and community members, and parents, will consider all Experience proposals. This committee will maintain the authority to require revisions or to approve or reject any proposal that it feels is unsatisfactory. Most revisions are related to unclear goals and insufficient description of activities.

8. Senior Capstone Experience presentations will be conducted from _________________ through _________________, 20___. (date and time)

9. A student may not be paid for his/her Experience work unless extenuating circumstances require such payment.

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10. No relative may be in a direct line of responsibility for the student or for the area or department in which he/she works.

11. A student may do his/her Experience at a place where he/she has been previously employed only if the activities are completely different from those he/she has done before.

12. When the Experience proposal is submitted, it must contain the signatures of the Faculty Advisor, the Experience Mentor and the student’s parent/guardian, and the student.

13. During the Experience each student will keep a weekly journal and a log of time spent in Experience activities.

14. At the conclusion of the Experience, the journal, portfolio, Mentor’s evaluation, and any other required materials will be submitted by ________________ a.m. on ________________, 20______.

15. The Senior Capstone Experience Committee will make a final evaluation of the student’s Experience and will determine whether the student passes or fails. The evaluation score will appear on the student’s final transcript. An unacceptable evaluation requires successful completion of the Experience before a diploma will be awarded.

16. Each student should contact his/her Faculty Advisor once each week during the course of the Experience by whatever means the two determine (in person or by telephone, fax, or e-mail). The Faculty Advisor must read the student’s journal weekly.

17. Failure to comply with any of the Senior Capstone Experience guidelines will jeopardize graduation.

18. Students will display or present their projects on ________________, 20____. Presentation times will be assigned at a later date.

19. If the Experience is unavailable locally, out-of-town travel for Experience activities may be considered.

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LETTER TO SENIORS – SAMPLE

(date)

Dear Senior:

The Student Guide for your Senior Capstone Experience has been written to help you through the stages of the Experience you will engage in this year. With careful planning of your time, the Senior Capstone Experience can be a rewarding learning experience. This Experience will be a memorable accomplishment of your final year in high school.

Every Senior will complete the four phases of the Experience. Your final Senior Capstone Experience grade will be important to and incorporated in many classes you are taking this year.

The purpose of the Guide is to help you understand the requirements of the four Experience phases. You must successfully complete each of these phases: a paper, a product, a portfolio, and a presentation.

Good luck with your Experience. Dare to take risks, stretch your imagination and skills, and do the best job you can. You will join thousands of other high school Seniors from across the country in making this a very important part of your senior year.

Sincerely,

High School Principal

Enc


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LETTER TO PARENTS – SAMPLE

(Date)

Dear Parents or Guardians of Seniors:

This is a momentous year for your Senior. You have learned by now that our school has set high expectations for our students. We believe each student should have the opportunity to display his or her skills through a Senior Capstone Experience. As your student completes this Experience, he/she will demonstrate the following skills: reading, writing, speaking, accessing and processing information, thinking, self-discipline, problem-solving, organization, and implementing technology. These skills will be showcased through a four-phase process to include:

a word-processed research paper, a related physical product to demonstrate an aspect of the research

and/or service to the community, a portfolio, and a presentation given before a review panel composed of educators and

community members.

The Senior Capstone Experience topic is based on new knowledge and provides growth through a new learning experience.

The Senior Capstone Experience involves parental and teacher support as well as student initiative and self-discipline. Attached is a copy of the due dates for the Experience components.

Thank you for joining us on this exciting journey. If you have any questions, please do not hesitate to call the school at _________ to speak with me or any of the following Senior Capstone Experience teachers: ______________________________________________________________________________________.

Sincerely,

High School Principal

Enc


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PARENT PERMISSION FORM

Student’s Name: _____________________________________

I have read through the Senior Capstone Experience Student/Parent Handbook and understand the requirements of all phases of the Senior Capstone Experience. I acknowledge and give permission for my son/daughter to participate.

My son/daughter will do the following as his/her Experience:

and will write a research paper on the following topic:

Parent or Guardian’s name: _____________________________________

Parent or Guardian’s signature: __________________________________

Date: ______________________________________________________

Medford (OR) School District

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SENIOR CAPSTONE EXPERIENCE AGREEMENT FORM – SAMPLE

Student – Parent – Faculty Advisor – Mentor

A. Student Applicant

I agree to adhere to the schedule and objectives which I have set for myself. to make progress reports at the times and in the form designated by my

Faculty Advisor. to follow all the guidelines (which I have read and understand) established

for my Senior Capstone Experience.

I understand that the quality of my completion of Senior Capstone Experience

(excellent, acceptable, and unacceptable or letter grade) will be noted on my transcript.

that successful completion and acceptable reporting of the Experience are required for graduation.

that the school may not be liable for any injuries that I may sustain as a result of this Experience.

that I may be removed from the Experience if I do not follow the guidelines.

__________________________________________ ______________________ Signature of Student Applicant Date

B. Parent/Guardian

Please do not sign below unless the following is true:

I have read the rationale, guidelines, and Experience proposal and have discussed them with my son/daughter. I realize that the school cannot directly supervise him/her and understand that the school may not be liable for any injuries that he/she may sustain as a result of this project. I understand that it is my son’s/daughter’s responsibility to inform me of any changes in the proposal made after my signature.

__________________________________________ ______________________ Signature of Parent/Guardian Date

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C. Faculty Advisor


I accept the responsibility as Faculty Advisor for this student if his/her Experience is accepted as proposed. I will expect regular progress reports from him/her during the Experience and I will be willing to assist this student as needed before the Experience begins and during the Experience. I agree to perform all duties outlined on the Role of Faculty Advisor form.

__________________________________________ ______________________Signature of Faculty Advisor Date

D. Senior Capstone Experience Mentor


I have seen a copy of the rationale and guidelines for the Senior Capstone Experience and the applicant has given me a copy of the Senior Capstone Experience Mentor role. He/she has discussed with me the aims and objectives of the Senior Capstone Experience. We have discussed both the goals and our mutual expectations. I have read his/her proposed Experience. I approve it and will fulfill my obligations as outlined in the Role of the Senior Capstone Experience Mentor form.

__________________________________________ ______________________Signature of Senior Capstone Experience Date

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SENIOR CAPSTONE EXPERIENCE TIMELINE – SAMPLE

All journeys begin with an important first step. The first step in a Senior Capstone Experience is to choose a topic that interests you, will be fun to study and is worthwhile. Refer to the chart below and begin planning your Experience as outlined.

Activity DueDate

DateCompleted

Comments/Signature

Points Assigned

Commitment FormStudent’s SignatureParent’s SignatureFaculty Advisor’s SignatureProduct Mentor’s Signature

Letter of IntentResearch Paper

TopicOutlineFirst DraftRevisionFinal Draft

Product/ProcessMentor IdentifiedPlan SubmittedParent ApprovalCost Analysis SubmittedResources IdentifiedProcedures OutlinedJournal/LogPortfolio PreparedProduct/Process Completed

Oral PresentationSpeech Outline SubmittedNote Cards DevelopedVisual Aids DevelopedPortfolio CompletedSpeech/Presentation Practiced

Follow-upFeedback ReceivedThank-you notesPortfolio Completed

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Northwest Ohio Region Tech Prep

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SENIOR CAPSTONE EXPERIENCEROLES AND RESPONSIBILITES

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SENIOR CAPSTONE EXPERIENCE ROLES

Role of the StudentIt is the responsibility of the student to meet all guidelines and timelines for the Senior Capstone Experience.

1. Complete requirements of the Experience in accordance with the pre-established checklist and timetable. (See pages 14-17, 23).

2. Select a Senior Capstone Experience Mentor. (See pages 29-34).3. Maintain copies (paper and electronic) of all work in progress, rough

drafts, final draft, etc. (See pages 57, 59-60).4. Submit a rough draft of the research paper to the assigned Faculty

Advisor and English teacher. (See pages 56-64).5. Document product/process selection with the Faculty Advisor. (See page

50).6. Keep a project log or journal. (See pages 74-75).7. Develop copies of the oral presentation outline for the evaluation panel.

(See pages 88-89).8. Develop a portfolio to display work. (See pages 70-73).9. Write and distribute teacher-approved thank you letters to the Mentor and

members of the Senior Capstone Experience panel. Complete and return a Senior Capstone Experience evaluation concerning the experience.

Role of the Faculty AdvisorAll professional staff members (teachers, counselors, and administrators) are available as advisors. Advisors should limit their advisees to no more than five to be able to work effectively with each one. (See pages 25, 28).

1. Act as a consultant to the student, providing assistance with selection of the Experience topic and final approval of Experience scope. (See pages 40-50).

2. Assist and advise the student in the technical portion of the Experience.3. Serve as the liaison with the student and the Mentor. The Mentor should

be contacted during the first week of the Experience and any other time that may become necessary.

4. Oversee student work in accordance with Experience guidelines. (See page 67).

5. Review the rough draft of the research paper and advise the student about needed revisions. (See pages 56-64).

6. Evaluate the final draft of the research paper. (See pages 56-64).7. Allocate related class time to work with students regarding their Senior

Capstone Experience.8. Evaluate the product/process according to the Experience guidelines.

(See pages 68).9. Coach the student in preparation for the oral presentation and verify

technical accuracy of the presented materials. (See pages 85-92).10.Administer an end-of-project student evaluation survey form for the

purpose of Experience improvement.

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11.Serve as the liaison with the Mentor and Senior Capstone Experience Committee, providing them with information such as individual student abilities and appropriateness of goals and activities.

12.Assist with the role of the English teacher that follows.

Role of English TeacherThe English Teacher is responsible for monitoring the research phase of the Experience.

1. Instruct the student in the proper form and process of the research paper. (See pages 56-64).

2. Collect and evaluate all documentation pertaining to the Senior Capstone Experience. (See pages 70-81).

3. Review the rough draft of the research paper and advise the student as to where revisions may be needed. (See pages 61-64).

4. Evaluate the final draft of the research paper. (See pages 61-64).5. Discuss with the Faculty Advisor the content of the research paper and

integrate evaluations of form and content to final Experience grade. (See pages 68, 72, 100).

6. Coach the student in appropriate methods of giving an oral presentation. (See pages 85-92).

7. Conduct a post presentation discussion with the student for the purpose of Experience improvement and implementation. (See pages 96-101).

Role of Senior Capstone Experience MentorThe role of the Experience Mentor is essential to the success of the Senior Capstone Experience. Each student must have a Mentor who has expertise/experience with the topic.

1. Assist and advise the student in technical aspects of the research paper and/or product/process.

2. Serve as a resource to the student in all stages of the product/process Experience development.

3. Allocate time and make arrangements to work with student on the Experience.

4. Sign and return the Mentor Agreement Form. (See page 34).5. Provide accurate and honest verification of the student's work. (See

pages 35-37).6. Document the hours spent with the student working on the Senior

Capstone Experience. (See pages 35-37).7. Additional assistance could be provided by:

a. reviewing student research materials,b. evaluating the product/process,c. advising student in planning the oral presentation, andd. attending the oral presentation.

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Role of the Senior Capstone Experience Steering CommitteeThe Steering Committee provides overall direction of the Experience. Committee members should include representation from the following: administrators, teachers, parents, students, and business/community members. (See page 38).

1. Agree to meet on a quarterly basis.2. Create an action plan for implementing the program. (See pages 11-13).3. Prepare an Implementation Guide specific to your school.4. Determine timelines for all phases of the Experience. (See page 23).5. Approval of all Senior Capstone Experience topics and projects. (See

pages 40-54).

Role of Senior Capstone Experience CoordinatorSchools should have one person designated as the Coordinator. This could be a paid position with release time provided. Specific duties are as follows:

1. Serve as the Chair of the Experience Steering Committee. (See page 38).2. Prepare a yearly calendar with timelines for the Experience. (See page

23).3. Organize the panel of judges for student presentations. (See pages 93-

94).4. Coordinate assignments of students with Faculty Advisors. (See page

28).


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FACULTY ADVISOR GUIDELINES AND CONFIRMATION FORM – SAMPLE

Faculty Advisors are assigned to each Senior to provide support and guidance throughout the Experience period. It is recommended that no Faculty Advisor have responsibility for more than five students. Even though a student may have a mentor or outside consultant who has specific expertise in the research topic, a Faculty Advisor is recommended. The responsibilities of the Faculty Advisor should include, but are not limited to:

1. Assisting/advising the student with topic selection.2. Working with the English teacher on progress checks and documentation. 3. Meeting with the student for periodic progress checks during scheduled

Senior Capstone Experience time.4. Meeting with the Senior to suggest the proposed product/project.5. Advising the Senior during the presentation of the product/project. 6. Providing the student with feedback.7. Keeping a log of time spent advising Seniors in this process.8. Reporting to the Steering Committee or English teacher any Senior who is not

meeting timelines or requirements.9. Reviewing the completed project and evaluation form before submission to

the committee. To collect students’ projects by 9:00 a.m. on ________________, 20_____. , read them, recommend them for acceptance or rejection, and submit them to the Senior Capstone Experience Committee by ___________________, 20_____.

STUDENT NAME: ________________________________________________

FACULTY ADVISOR NAME: ______________________________________

RESEARCH TOPIC: ____________________________________________

I understand my responsibilities as a Senior Capstone Experience Faculty Advisor and will oversee the above student’s progress during this Experience.

________________________________________________________________Signature of Faculty Advisor Date

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CHOOSING A SENIOR CAPSTONE EXPERIENCE MENTOR

A Senior Capstone Experience Mentor is someone who has experience and an understanding of your Experience topic and will take a sincere interest in guiding you to successful completion of your product.

What does the Mentor do?• Provides expertise in the product area• Gives suggestions and advice• Supports your efforts• Gives you feedback

What do you need to do before choosing a Mentor?• Clearly define your product• Be specific about what you expect from your Mentor, including time

commitments• Be able to show how the mentorship will benefit the Mentor

How do you choose a Mentor?• Brainstorm possible experts within your chosen field of study• Talk to parents, friends, and teachers about possibilities• Look for someone who has the expertise and is interested in mentoring

you through completion of your product/process

Once you have a Mentor - what should happen?• Meet with your Mentor• Determine how often you will meet with your Mentor• Decide what areas of your Experience the Mentor will assist with (i.e.

project details, review speech)• Ask the Mentor to be part of your review team


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THE ROLE OF THE SENIOR CAPSTONE EXPERIENCE MENTOR – SAMPLE

This page is to be given to the Experience Mentor at the time you discuss with him/her what his/her duties will be. Be sure that your Mentor reads your finished written proposal and understands the commitment before signing the proposal.

The role of the Experience Mentor is essential to the success of the Senior Capstone Experience at _______________ High School. As responsible men and women in the community, the Experience Mentors play an active part in the students’ learning experience.

As Experience Mentor, you will be asked to accept the following responsibilities:

1. To help the student organize his/her Experience and then indicate approval by signing the appropriate statement at the bottom of the proposal form.

2. To supervise the student as he/she follows through on his/her Experience proposal.

3. To sign time sheets to indicate that he/she has completed the required hours.

4. To complete an evaluation form at the close of the Experience.

Following is additional information that you will find useful:

1. The Senior Capstone Experience begins on ____________ and continues through ____________________. Students are to work with you for a minimum of fifteen contact hours.

2. A student may not be paid for his/her Experience work.

3. No relative may be in a direct line of supervision for the student. The student may not work at a relative’s place of business or in a position in which he/she has been previously employed.

4. Each student will also be assigned a Faculty Advisor who acts as a consultant for the student when writing the research paper and again during the process/product development. Because the Faculty Advisor may or may not have expertise in the Experience area, your assistance is especially important to the student. The Advisor will further act as a liaison between the Experience Mentor and the school. Your contacts with the school can be made through this person or the Senior Capstone Experience Coordinator listed on the following page.

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5. The student is bound by a set of guidelines that he/she should share with you. Failure of the student to comply with these guidelines could jeopardize graduation.

6. The student will keep a journal and write a final evaluation of his/her Experience. These are not to be done during his/her meetings with you.

7. In a pre-Experience conference with the student, please establish a mutual understanding of what will be expected during Experience time.

We have asked each student to discuss with the Experience Mentor the rationale and guidelines, as well as the aims and objectives of the Senior Capstone Experience as it operates at ________ High School. If the student has not done so, please ask him/her to clarify these items for you.

We trust that the student’s work will be beneficial not only to him/her, but also to you as the Experience Mentor and that you will both gain satisfaction. Thank you for your interest in the Senior Capstone Experience program. If you have any questions, do not hesitate to call (Name and Contact Information).

______________________________________________________.(Senior Capstone Experience Coordinator)

______________________________________________________Experience Mentor Signature Date

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WHAT IS A MENTOR? WHAT DOES A MENTOR DO?

It is common to hear Mentors described as: teachers trainers sponsors role models advocates coaches openers of doors friends

What are the benefits of having a personal Mentor? Skills and knowledge relating to careers Positive role model of a professional in the field Connections with other professionals in the industry Knowledge of how school and work interrelate Learn what it takes to be successful in the industry Expanded resources to help advance your care

What is the role of the learner in the mentorship? (The following information has been adapted from the General Motors AYES Mentor and Student handbooks)

Learners participate in a mentorship in order to gain experience and knowledge from the “experts”. Learners are expected to reflect regularly on the experience of the mentorship.

The mentorship provides students with the opportunity to take what they have learned and are learning at school and be able to “practice” or apply what they have learned in a “real world” setting.

Learners need to receive immediate direction, feedback, and evaluation on the application of their skills.

The intern development plan must be a valuable and progressive one. It should:

o Provide opportunities to apply what the student learns at school o Complement his or her school curriculum o Include varied tasks and duties o Not consist of “bottom-feeder” tasks o Be structured (it should start with the basics and become

increasingly more challenging over the life of the internship)

What will your Mentor expect from you? Good work habits Punctuality - be on time Dress appropriately Bathe, use deodorant, brush your teeth, and groom your hair Wear clean, comfortable clothes in good repair Don't wear a hat, shorts, miniskirt, or sunglasses

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Don't wear too much jewelry or make-up Don't eat while working Maintain and demonstrate a positive attitude Come prepared Be alert and enthusiastic, try to make a good impression Be willing and eager to talk; be willing and eager to listen Be honest. Don't brag or exaggerate Look at the Mentor and other adults when speaking to them

Challenges you will face You will be in the “real world” and using “real world” rules Working as an intern is quite different from what you have experienced at

school The typical day is very fast paced and very demanding Your will need to learn the expectations of your Mentor quickly Listen to your Mentor and follow his or her directions

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MENTOR AGREEMENT FORM – SAMPLE

Student Name_____________________

Experience_______________________

In order for students to complete a Senior Capstone Experience, the student must work with a Mentor who has expertise in the area being explored. The Mentor must be willing to verify the student’s efforts and time spent. A student should spend at least 15 hours with the Mentor. If you are willing to serve as this student’s Mentor, please complete the form below.

I agree to serve as a Mentor for the above named student for the Senior Capstone Experience during the 20_____ - 20_____ school year.

Mentor Name______________________________________

Address__________________________________________

Phone____________________________________________

E-mail____________________________________________

Relationship to Student_____________________________

________________________________ _________________Signature Date


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SENIOR CAPSTONE EXPERIENCE MENTORING LOG – SAMPLE 1

(Duplicate this form as needed.)

Student Name: ___________________________________________________

Faculty Advisor: __________________________________________________

Mentor: _________________________________________________________

Use this form to keep a record of your meetings with the Senior student. This will serve as documentation of the time spent in consultation on the Senior Capstone Experience. Please note and initial any time spent with your Advisee in any aspect of the written or physical project, including travel time, phone, and other correspondence. The time requirement for mentoring is fifteen hours.

If you have questions regarding this form, please call the high school at _________ and ask for the student’s Senior Capstone Experience Faculty Advisor.

Date:___________________________ Time Spent: _____________________

Description of what was done:

Mentor's Signature:__________________________________________________

----------------------------------------------------------------------------------------------------------

Date:___________________________ Time Spent: _____________________

Description of what was done:

Mentor's Signature:__________________________________________________


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MENTOR’S LOG – SAMPLE 2

Student Name: ___________________________________________________

Experience Title: __________________________________________________

Session Date Comments/Time Spent MentorInitials

1

2

3

4

5

6

Mentor signature: ________________________________________________

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SENIOR CAPSTONE EXPERIENCE MENTORVERIFICATION FORM – SAMPLE

Student Name________________________ Experience__________________

As a Senior Capstone Experience Mentor, you have been chosen to verify this student's efforts on the Senior Capstone Experience. Since most of the time spent on the project phase of the assignment has been out of class, verification of the student's efforts is necessary. Please answer the following questions to help us evaluate/document the 15 hours required in the mentoring process. Please keep in mind that this student's research paper has already been evaluated. This form refers to the physical product/process.

1. Can you verify that you spent at least 15 hours mentoring the student on this project?

______ Yes ______ No

Comments:

2. Have you seen/discussed this project at different stages of completion, not just the final phase?

______ Yes ______ No

Comments:

3. What specific problems did this student encounter and overcome?

4. What successes have you seen this student achieve?

Signature__________________________________Date ___________

We appreciate your support and contribution to the student.


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THE ROLE OF THE SENIOR CAPSTONE EXPERIENCE STEERING COMMITTEE

The Senior Capstone Experience Steering Committee is essential to the existence and success of the Senior Capstone Experience. Without the contribution of the parents, teachers, and community members on the committee, administering such an undertaking would be impossible.

The Senior Capstone Experience Committee may be divided into subcommittees. Each subcommittee is assigned a certain number of Experiences to oversee. Because the subcommittees make every attempt to be consistent and fair in evaluating Experiences, students may not move their Experiences from one subcommittee to another. The subcommittees’ duties include:

1. Reviewing the Senior Capstone Experience proposals

In this capacity, the subcommittees determine whether the proposal meets the criteria and follows the guidelines of Senior Capstone Experience. Each member reads the proposals individually. The subcommittee then meets as a group to discuss their impressions of the Experiences. At this meeting each Experience is either accepted as submitted, returned with suggested revisions, or rejected outright.

The revisions suggested by the committee are designed to bring the Experience into compliance with Experience criteria and guidelines, to give the Experience clearer focus or better structure, to assure that the student has enough activities to fulfill the fifteen hour mentoring requirement, to increase the accountability of the student, to protect the student applicant, and to improve the quality of the Experience.

2. Evaluating the Experience

The subcommittee will evaluate the success or failure of the Experiences assigned to it. This review includes reading the journal, the final evaluation, the mentor’s evaluation, and the faculty advisor’s comments, as well as reviewing any other materials promised as part of the Experience. The subcommittee has the right to require the make-up of missing hours, the addition of material to the journal, the revision of final evaluations, or any other revision deemed necessary by the subcommittee to consider the Experience as completed.

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TOPIC SELECTION

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TOPIC SELECTION GUIDELINES - SAMPLE

A Senior Capstone Experience is about doing and learning something that you want to do and learning more about! This is your chance to choose a topic that will be interesting and worthwhile and will extend your knowledge. However, making the decision may not be easy. Choose carefully, consult with your Faculty Advisor, and remember to keep your Experience manageable. Carefully choose a product or process that you can build or produce or a community-based service you can provide. Answer these questions as you decide your topic:

Is there a clear connection between the research topic and the product/process you want to produce?

Does the product/process represent significant amounts of time, effort, and appropriate complexity? Does it go beyond what you already know how to do?

Is the Experience something you will do outside of your regular class or co-curricular requirements?

Will the product involve tangible evidence of your work – either something physical that can be seen and touched, a community-based service that can be documented as beneficial or something that can be written, produced, taped, or presented?

Is the Experience related to your chosen career cluster?

The following guidelines may assist in choosing the subject to be explored.

1. The research topic should be one in which the student is interested, but not one about which the student is already an expert.

If a student has been a diabetic for ten years, worked closely with the Juvenile Diabetes Association, and has been a volunteer in the children’s diabetic ward in a local hospital, he or she probably knows a great deal about the subject juvenile diabetes. Unless that student pursues a new approach to diabetes, that topic might not yield much new learning.

2. The research topic may be one that requires cumulative knowledge across grade levels and content area.

It should be a natural outgrowth of interest and combined skills of all, or most content areas. For example, a student who researches the changes in the ozone layer is using cumulative knowledge from at least English, math, science, and history.

3. Some preliminary research may be helpful to the student.

By reading about a certain topic, the student may expand his/her areas of interest. Possibilities for new areas of exploration may surface.

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4. The research topic should be one that is challenging to the student academically and creatively.

The student should take care not to choose a topic that is limited to relatively simple ideas or one that has little application or extension possibilities. The topic should require an academic and creative stretch/risk.

5. Students should avoid choosing topics that might involve expenses they are not prepared to handle.

For example if the research involves travel or long distance calls, the student may want to make another choice. If the product that grows out of the research will require materials, the student may want to make another choice. Remember, the student is not required, encouraged, or advised to spend money in order to complete the Experience. Expenditures will not enhance the evaluation of the Experience.

6. Primary research is a valuable component of any inquiry.

It may be wise, therefore, to explore the possibilities for personal interviews, informal surveys, empirical observation, etc., before making a final topic selection.

7. Students should avoid choosing topics that might endanger themselves or others.

For example, experiments which are potentially explosive or activities such as handling poisonous snakes are not appropriate.

8. Students should use good judgment to be certain that the topics they choose are appropriate for presentation to a review panel and the general public.

Remember that the student must have Experience Proposal approved by the Senior Capstone Experience Steering Committee and Faculty Advisor prior to beginning the Experience.

9. The research topic should be one that is broad enough to allow the student access to enough information, yet narrow enough to make the research scope reasonable.

For example, a student choosing the career cluster Health Science would find it impossible to include everything about health science (home remedies, history of emergency services, the treatment of burns, how to stop bleeding, evolution of first aid courses, etc.) On the other hand, a student choosing to research The Application of Band-Aids to Skin

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Abrasions probably will not find enough information. A better choice would be Bandaging for Sports Injuries.

10. The research topic should be related to the student’s chosen career cluster.

South Dakota has adopted the following 16 career clusters:

Agriculture, Food and Natural Resources Architecture and Construction Arts, A/V Technology and Communications Business Management and Administration Education and Training Finance Government and Public Administration Health Science Hospitality and Tourism Human Services Information Technology Law, Public Safety, Corrections and Security Manufacturing Marketing Science, Technology, Engineering and Mathematics Transportation, Distribution and Logistics

The Senior Capstone Experience should be related to one of these 16 areas.


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PROJECT GOALS AND ACTIVITIES SAMPLE

Following are examples of workable goals and activities for Senior Projects. Goals are what you want to accomplish by doing the Project; activities are what you do (action) to accomplish your goals. The activity grows out of the goals.

For a career-related Project: being an aide in a fourth grade classroom

Goal 1: to teach science to fourth grade students

Goal 2: to learn the responsibilities of a teacher in a fourth grade classroom

Activity 1: design and implement a science demonstration for a fourth grade science class

Activity 2: help the teacher with the daily clerical tasks (collecting milk and lunch money, taking attendance, grading papers)

Career Cluster: Education and Training

For an academic Project: learning about Asian literature

Goal 1: to study literature from various Asian cultures

Goal 2: to compare these Asian cultures as they are depicted in the literature

Activity 1: read Chinese, Japanese, East Indian, and Korean authors

Activity 2: look at the various works for similarities and differences in the cultures

Career Cluster: Education and Training

For a creative Project: painting a large mural in an office

Goal 1: to research modern murals

Goal 2: to use a new medium in creating the mural

Activity 1: go to the library and read about modern mural painting

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Activity 2: experiment with various mediums used in painting murals

Career Cluster: Arts, A/V Technology and Communications

For a service-learning Project: getting involved in political campaigning

Goal 1: to learn the workings of a political campaign

Goal 2: to learn the persuasive techniques needed to elect a candidate

Activity 1: work for the election of candidate X at his campaign headquarters

Activity 2: listen and watch a seasoned campaigner as he does telephone work

Career Cluster: Government and Public Administration

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EXAMPLES OF SENIOR CAPSTONE EXPERIENCE TOPICSBY CAREER CLUSTER

The following list is a sampling of topics that could be used for Senior Capstone Experiences. It is not an all-inclusive list, but is intended to serve as a starting place when beginning the process of topic selection.

Career Cluster Research Paper Experience

Agriculturaland NaturalResources

Animal Abuse Humane Society volunteerCrop Planting a new crop, measuring yield

resultsDeer Population Wildlife studyFloral Design Make floral arrangements and market

themHorse Training Train a horseHorticulture Build a greenhouseLandscape Design Create and prepare a landscape

design for a houseOrganic Farming Analyze organic versus regular farming

techniques by planting test lotsOrphan Wild Animals Animal rehabilitation volunteerVeterinary Medicine Shadow veterinary doctor

Architecture andConstruction

Home Building Help build a Habitat for Humanities house

Arts, A/VTechnology andCommunications

Architecture Draw blueprints, make a modelArt Show Organize an art showcase of your

photography workCartooning Design a cartoon characterCommercial Art Commercial art advertisingImpressionist Artists Paint impressionistic artMurals Paint muralPlays Write a play, coordinate its

presentationPoetry Write a selection of poetry for possible

publicationSilent Films Make silent movie

Business andAdministration

Business Ownership Start a small business which markets or produces a product or service

Marketing and Promotion

Prepare/implement a business marketing plan

Medical Secretary Shadow medical secretaryStock Market Chart stock

Educationand Training

Coach Serve as a coach for a sports or fine arts group

Elementary Education 15 hours aiding in a Kindergarten classroom

Hearing Impaired Learn sign language, teach it to a group of elementary school students

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Educationand Training

Karate Skill Demonstration

Learn karate, do a demonstration of techniques and a report on the history and origins.

Sports Broadcasting Announce at a sports event, coordinate broadcasting arrangements with the radio station

HealthScience

Children’s Book Research and write a children’s book on a health topic. Read the book to an elementary school class.

Crack Babies Community Awareness programDentistry Work at a dental clinicDrug Testing Work in health care facilityDrugs in Elementary Schools

Present program in schools

Emergency Room Medicine

Shadow emergency room doctors

History of Diseases Research changes in different types of diseases from the 1900’s to present

Nutritional Cooking Prepare and sell a cookbook with recipes of nutritious foods

Teens and Drugs Write and perform a one-act playTobacco (Substance Abuse)

Conduct a school awareness program that could include presentations, guest speakers, brochures, posters, etc.

Hospitalityand Tourism

Dance Organize a dance team, prepare a program to present at a Senior Citizens Center or during half time at a sporting event

Music Coordinate/present a piano recital, proceeds for charity

Music Arranging Write a composition for an orchestraRadio Broadcasting Take part in a radio broadcastWilliam Shakespeare Shakespearean monologues

performance

HumanServices

Babysitting Offer a series of classes in babysittingCare of Elderly Volunteer in a retirement/nursing homeChild Abuse Design a prevention programHandicapped Housing Design a barrier-free houseHomeless Coordinate a food and/or clothing driveHomeless People Food-clothing driveHomeless People Volunteer at a shelterPreschool Learning Serve as a student teaching aide for a

preschoolStudent Rights When Arrested

Handbook on What to Do

Teen Peer Pressure Write, direct, and perform a playTeen Pregnancy Volunteer at a Crisis Center

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InformationTechnology

Programming Create a record-keeping program for a business

Web Page Design and maintain a web page for your school or a community organization

Law and PublicSafety

Community Safety Survey/analyze the community for safety issues. Prepare a written analysis to present to the city commission. Select one issue, such as vacant buildings, as the focus of your Experience.

Retail/WholesaleSales and Service

Design Research fashion design in history, create a dress/suit for a particular period

Fashion Sew prom dressFashions 1940-1990 Fashion showModeling Study modeling techniques, model

fashions for an event

ScientificResearch/Engineering

Hydropower Create a modelWater Pollution Examine and test water nearby,

compile statistics, compare to reports from some time ago

Weather Study and report on the changing weather patterns for a certain time period or region

Weather Forecasting Forecast weather for a weekTransportation,Distribution andLogistics

Car Restoration Restore an antique car

All Clusters

Individual Career Plan Prepare a career plan for your interest area, arrange for job shadowing in your career area

Job Certification Select an occupational area and attain certification – child care, computers, nurses aide, etc.

State/Community Analysis

Research, analyze, and predict the current job/occupational outlook for your community

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TOPIC SELECTION GUIDE

Your Experience will probably fall into one of the following categories: Career Exploration, Design a product system or service, Event/activity planning, Investigation, Learn a new skill or improve an existing skill, or Research. Use the information below to guide you in designing your scoring tool.

Career Exploration

Research: Conducts research into required education, professional responsibilities, ethical issues, salary, employment outlook, and opportunities for advancement.

Networking: Develops contacts within the chosen field.Career Plan: Creates a professional career plan.Application: Applies the information acquired about a chosen career to

the development of a quality product or activity.

Design a Product System or Service

Research: Conducts research into similar work done by others.Fine Tuning: Makes appropriate adjustments as necessary.Evaluation: Evaluates the quality of the design by gathering information

from sources such as impact studies, product testing, or market research. Makes adjustments as needed to conform to specified standards of quality and/or safety.

Event/Activity Plan

Research: Conducts research into relevant precedents, laws and/or regulations. Considers similar work done by others. Understands what made similar events successful or unsuccessful.

Publicity: Takes appropriate measures to insure that the target audience takes part in the event or that the event is attended.

Efficiency: Makes efficient use of time, money, people, resources and facilities. Makes contingency plans for unexpected circumstances.

Evaluation: Evaluates the success.

Investigation

Focus: Develops a central question.Procedure: Designs an appropriate procedure to gather information.Objectivity: Objectively observes, measures, and records results.Generalization: Generalizes about the data by comparing and

contrasting and noting trends.

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Learning a New Skill or Improving an Existing Skill

Research: Conducts research into current methods and practice.Documentation: Determines a way to measure and document progress.Evaluation: Establishes qualitative measurable standard for skill level

based on expert advice. Demonstrates acquisition of new skill or measurable skill improvement.

Research

Focus: Develops a central question of social, economical, environmental, political, historical, or scientific significance.

Research: Investigates a variety of primary and secondary resources and formulates a thesis.

Writing: Write a paper building and developing an argument using logical thinking and data from research to support the conclusion.

Application: Applies the information acquired about the topic to the development of a product or activity.

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SENIOR CAPSTONE EXPERIENCETOPIC SELECTION RUBRIC – SAMPLE

Student Name_______________________________________________________

Identified Career Cluster______________________________________________

Component 1-Unacceptable 2-Marginal 3-Acceptable 4-ExemplaryDepth of Thought

Major gaps are evident. Little or no reasoning is demonstrated.

There are major gaps in reasoning. Reasoning is somewhat apparent, but is flawed.

Reasoning is apparent, but a few minor gaps or flaws exist.

Reasoning is clear, concise and effectively demonstrated.

Feasibility The Experience solution is clearly not possible within the parameters set forth by the problem.

The feasibility was in question until an explanation was requested and given. The solution may not be possible within the parameters of the problem.

While the solution is valid, it may not be easily replicated.

It is clear that the method of solution is valid and can be readily replicated.

Attention to Detail

The Experience is generally characterized by superfluous or surface knowledge.

Only a few questions are answered in detail. The work generally does not attend to the underlying detail required by the problem.

Most of the questions posed by the problem are directly answered in detail.

Questions are anticipated and addressed.

Creativity This approach to the Experience is a detail replication of a previous design. No new ideas are demonstrated.

The approach is obviously related to a previous design, but some novelty is shown.

While the design presented may be similar in approach to others, unique characteristics exist that make this design stand out.

The approach to the design is fresh, novel and unique.

Approved Topic_______________________________________________________

Faculty Advisor Signature_______________________________________________

Steering Committee Approval: _____ yes _____ no


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LETTER OF INTENT

Once you have selected your topic, formally declare your paper and process/product in a business letter to the Senior Capstone Experience Steering Committee. We realize that you have had many conversations about your Senior Capstone Experience in class, but this letter announces to parents, to teachers, to judges, and the steering committee exactly what your intentions are.

This activity will benefit you in other areas of your education and in life in general. Knowing how a write a business letter can be very important in establishing a favorable image of you to people who have never met. There are certain rules that must be followed for basic letter writing skills.

1. The style of letter that you will be using will be block style.

2. The entire letter is typed at the left margin (one inch).

3. Do not indent at the beginning of each paragraph.

4. The body of the letter is single spaced, with double spaces between paragraphs.

Be careful with your spelling and grammar. Pay attention to the format, following it strictly. You will continue to redo your letter until it is perfect for your portfolio, so make it easier on yourself!

The following page is a template for the Letter of Intent:


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SENIOR CAPSTONE EXPERIENCE PROPOSAL - SAMPLE

Due Dates:Proposal _____________________

Mail to Mentor _________________

Your proposal should include the following:

Paragraph One:

What is the topic or area of study that will be the focus of your Senior Capstone Experience? Why did you choose this topic? What previous knowledge or experience in this area do you have?

Paragraph Two:

What will be the focus of your research paper? Describe your topic, discussing any preliminary areas of exploration or questions you have identified.

Paragraph Three:

What will your Experience be? How will you make your research “come alive”? Who can serve as a mentor to you to complete the Experience and what is their experience or expertise in your chosen field? What resources (time and/or money) do you anticipate this will require?

Paragraph Four:

What is the connection between your research paper and your Experience? How are these components related and how do they together show a concerted effort to explore your topic or area of study?


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LETTER OF INTENT – SAMPLEBlock Style Format

123 Any St. (Your mailing address)Anytown, SD 57000May 6, 2006 (Quadruple Space - return 4 times after the date

Leaving 3 blank line spaces)

Steering Committee for Senior Capstone ExperienceSchool AddressSchooltown, SD 57000 (Double Space – leaves 1 blank line)Dear Members of the Steering Committee: (DS)The first paragraph of your letter should contain the general area of interest and your background, if any in the area.

(DS)In the second paragraph, you will describe the specific topic of your research paper and any sources in which you might have access. You also need to provide your proposed mentor’s name, title/position, place of business, address, and phone number. Remember to narrow the topic for your research paper.

(DS)The third paragraph of the letter should describe the proposed product/process idea and explain the connection between the paper and the product/process. Describe how the research and the product/process relate and support one another.

(DS)In the fourth paragraph, you will declare your understanding of plagiarism and its consequences.

Sincerely, (QS)

Your Typed First and Last Name

(Be sure to have equal blank space from the first line of your mailing address to the top edge of the paper and from your typed name to the bottom edge of the paper.)

Tip for letter placement: From Print Layout View, zoom out to whole page and check for equal spacing and adjust by inserting or deleting lines.


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SENIOR CAPSTONE EXPERIENCE TOPIC CHANGE FORM – SAMPLE

As sometimes happens, a student may need to modify the original Senior Capstone Experience. If that happens, a student should address the following questions as he/she modifies the original proposal and secures the required signatures.

1. How do you wish to change the proposed Experience?

2. What is the purpose of the changes?

3. How will these changes help to further explore an area of interest?

4. How will these changes allow better demonstration or representation of learning?

5. Have the proposed changes been discussed with others, such as parents, Faculty Advisor, and Senior Capstone Experience Mentor? What were the responses about the proposed change?

6. How will these changes affect the Experience time line?

Student Date

Faculty Advisor Date

Parent/Guardian Date

Steering Committee Approval: _____ yes _____ no

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PHASE I

RESEARCH PAPER

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RESEARCH PAPER GUIDELINES - SAMPLE

Length: Eight pages minimum

Paper Submission: All students must submit a hard copy accompanied by an electronic copy in Microsoft Word saved on a CD or diskette.

Format: APA or MLA format, 12-point font, Times New Roman, all double-spaced. Use the format of heading and title when no title page is required.

Upper left-hand corner after marginYour nameEnglish Teacher’s nameCourseDate (month day, year)

Works Cited: This is an alphabetical listing of the sources cited in the paper to prove, support, or disprove the thesis statement. A minimum of five sources is required. One must be an interview.

Parenthetical Documentation: Any fact you use to back up the central point of your paper must be documented, whether the fact is directly quoted or in your own words. Paraphrasing does not mean changing every third word of the original language of the source. If you do not document a fact that supports your central point, you are guilty of plagiarism. If you use a writer’s exact words but do not give credit and/or do not place the exact words in quotation marks, you have committed plagiarism.

Quotations: The only reason you need to use exact quotations is if the language of the original resource is very unusual and cannot be paraphrased or the exact quote supports or gives an example of the thesis statement already established. If you think the original language must be used, please follow these guidelines:

Never use a quotation without introducing who gave the quote and/or the significance of the quote. A quote by itself, even punctuated correctly, makes little sense if it is not worked smoothly into the context of your own sentence structure and into what your paper is trying to prove.

For quotations that are four lines long or longer, indent each line of the entire quote one inch and double space the material. Do not use quotation marks.

Fremont County School District, Dubois, WY

58

“YES” CHECKLIST – SAMPLE

Before your English teacher will read and grade your research paper, it must pass the YES list test below. If any category earns a “NO” check, your paper will be returned. Since there are no papers accepted late, it is imperative that you turn your paper in before the final date, so that if needed you have time to complete revisions to your paper.

YES NO

____ Eight pages minimum ____

____ Word-processed in Microsoft Word ____

____ Parenthetical documentation ____

____ Works cited page ____

____ Five sources minimum ____(including interview)

____ Pages are numbered ____

____ Rough draft ____

____ Note cards and source cards ____

____ Outline and thesis page ____

____ Diskette or CD ____

Fremont County School District, Dubois, WY

59

PLAGIARISM

Plagiarism is cheating or stealing another author's words and ideas without giving appropriate credit. If you do not give credit to the person or persons who wrote the information you receive when researching, you are stealing the information. Colleges or businesses can and will terminate you because of plagiarism. It is more of a moral and ethical issue 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.

Avoiding plagiarism is easy to incorporate into your research. Plagiarism will result in loss of credit and required enrollment in a credit recovery course that may delay graduation.

Keep careful notes. Differentiate in the manner in which you write ideas, paraphrases or quotes.

Give credit to the author's ideas, arguments, 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 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, andalways, always, always accurately document your sources.

Mitchell Technical Institute

60

ASSEMBLING RESEARCH INFORMATION

Checklist for a Research Paper Construct a working bibliography Make note cards Organize the note cards and make an outline Write rough draft Revise to final draft Complete final paper

Making Note Cards Use a separate note card for each source Place the source number in the upper right corner of each card Use a separate note card for each main idea Write a label in the upper left corner of the card Write the page number at the bottom of each card Use only one side of the card Be sure to indicate quoted or paraphrased materials Be sure all notes exist within context and are accurately recorded Reread the notes to make sure you understand them

Organizing Note Cards Use label topics (from upper left corner) to organize the cards Discriminate between main and subordinate ideas Arrange cards in the order they will appear in the paper Write an outline that indicates the order

Writing a Rough DraftAn introductory paragraph is:

A general statement of information A transition sentence using works directly related to the thesis A thesis statement and explanation that:

1. Contains a one-sentence statement of the topic being examined.2. States an opinion.3. Narrows the topic so it may be adequately supported in research.

The body of the paper contains: The weakest pro-argument or least important reason/example in support

of the thesis. A secondary strongest point. The strongest pro-argument or most important reason/example in the

support of the thesis. Proper documentation of the sources.

The conclusion: Restates the thesis. Paraphrases or summarizes ideas supporting the thesis. Takes the topic one step beyond and predicts the future of the problem.

The bibliography:

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Is an alphabetical list. Contains all sources used in the paper.

Miscellaneous: Follow either MLA or APA style Avoid plagiarism - presenting someone else’s words or ideas as your own

1. Borrowing someone’s words or ideas is acceptable as long as you give appropriate credit.

2. Common knowledge does not require documentation

Writing the Final Paper Revise and edit the evaluated rough draft. Make a copy to share with your Mentor.


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RESEARCH PAPER STUDENT EDITING SHEET - SAMPLE

Name: __________________________________________________________

Thesis Statement:

1. Content/Organization Length appropriate Yes _____ No _____ All sections support thesis Yes _____ No _____ Clearly written Yes _____ No _____ Well-phrased sentences Yes _____ No _____ Good transitions Yes _____ No _____ Conclusion restates thesis Yes _____ No _____ Conclusion offers solution Yes _____ No _____

2. Use of Sources Correct number of sources Yes _____ No _____ How many:

o Works cited ________ o Works consulted _____

Paraphrased information correctly documented Yes _____ No _____

No paragraph citations Yes _____ No _____ Number of citations in paper Yes _____ No _____

3. Mechanics Underlined publication titles Yes _____ No _____ Quotation marks around magazine

articles Yes _____ No _____ Parentheses around citations Yes _____ No _____ Periods follow parenthesis Yes _____ No _____ End punctuation mark before closing

quotation marks in a direct quote Yes _____ No _____ Corrected all spelling errors Yes _____ No _____ Eliminated fragments Yes _____ No _____ Eliminated run-on sentences Yes _____ No _____ Eliminated contractions Yes _____ No _____ Mechanical/grammatical errors Yes _____ No _____


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RESEARCH PAPER RUBRIC – SAMPLE 1

Name ________________________________________________________

Format (65 points)

_____ Title/Cover Page (5)_____ Thesis Page (15)

_____ One page in length (3)_____ Thesis sentence in the opening paragraph (5)_____ Concise summary of content of paper (7)

_____ Works Cited Page/Bibliography (25)_____ Correct number of sources, in appropriate category (14)_____ Indentation correct and alphabetically organized (6)_____ MLA design and punctuation followed (5)

_____ In-Text Citation (20)_____ Variety of sources and documentation are used (15)_____ Proper format (5)

Grammar (90 points)

_____ Paraphrases difficult concepts/language (10)_____ Punctuation including capitals, commas, etc. (20)_____ Paragraphs break correctly (10)_____ Correct spelling (15)_____ Sentence structure – no fragments/run-ons (15)_____ Uses non-narrative perspective (uses 3rd person pronouns) (20)

Organization (45 points)

_____ Follows a logical progression (15)_____ Includes all components (10)_____ Required length (20)

Total Points 200 Points Earned _____ Grade _____


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RESEARCH PAPER RUBRIC – SAMPLE 2

Rough Draft (keyboarded)

Final Draft (keyboarded)

Format: 20 pointsCorrect title page 4 3 2 ReviseCorrect outline 4 3 2 ReviseCorrect subheadings and titles 4 3 2 ReviseCorrect numbering 4 3 2 ReviseCorrect margins 4 3 2 ReviseStructure: 20 pointsAppropriate title sheet 4 3 2 ReviseThesis statement 4 3 2 ReviseWell developed body (adequate information) and clear method of development

4 3 2 Revise

Adequate conclusion 4 3 2 ReviseAdherence to outline 4 3 2 ReviseDocumentation: 20 pointsCorrect parenthetical documentation 4 3 2 ReviseCorrect works cited page 4 3 2 ReviseVariety of sources 4 3 2 ReviseAll required citations included 4 3 2 ReviseFive sources (minimum) referenced 4 3 2 ReviseMechanics: 12 pointsSpelling 4 3 2 ReviseCapitalization 4 3 2 RevisePunctuation 4 3 2 ReviseUsage: 28 pointsParallel structure 4 3 2 ReviseSentence variety 4 3 2 ReviseConsistency in tone and voice 4 3 2 ReviseTense consistency 4 3 2 RevisePronoun and antecedent agreement 4 3 2 ReviseTransitions 4 3 2 ReviseSubject and verb agreement 4 3 2 Revise

Total 100 Points Earned __________ Grade __________


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THESIS RESEARCH PAPER EVALUATION – SAMPLE 3

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.

Developing Basic Proficient Exemplary Score

Thesis andContent

Lacking central thesis, consistency and/or

purpose

1

Thesis somewhat unclear, simple, with minimal development

or support

2

Arguable thesis with clear supportive

evidence

3

Arguable thesis, compellingly

supported with opposition clearly

refuted4

ConventionsLittle or no control of

standard writing conventions, extensive errors make it difficult

to get message1

Limited control of standard writing

conventions, errors starting to impede

readability2

Reasonable control of standard writing conventions, some editing necessary

3

Strong control of standard writing conventions, few

errors

4

SentenceFluency

Writing difficult to follow or read aloud,

sentences are incomplete, run-on,

and/or awkward

1

Sentence structure mechanical,

sometimes awkward rather than fluid, reader must slow

down2

Text flows, sentences

somewhat varied, relatively easy to

read aloud

3

Sentences well built, strong and varied structure make it easy to

read aloud

4

OrganizationLacks organizational

structure, no apparent intro and/or conclusion

1

Structure inconsistent,

attempts to organize text, intro and

conclusion undeveloped or

obvious2

Generally clear and logical organization,

structure a bit predictable

3

Sequence and structure strong, precise intro and

conclusion

4

VoiceNo audience

awareness, voice is flat, lifeless and

impersonal

1

Writer’s voice may emerge at times, seldom provides

sense of reader/writer interaction

2

Writer’s voice is formal and engaging with some sense of “writing to be read”

3

Clear sense of “writing to be

read”, brings topic to life, strong

audience awareness

4

Word ChoiceLanguage is limited, monotonous, and/or

misused

1

Language is predictable, ordinary,

and/or repetitious

2

Language is functional and

occasionally goes beyond ordinary

3

Language is natural,

interesting, figurative and

precise4

DocumentationMany errors in

documentation and works cited page,

inadequate amount of citations to effectively

support position

1

Some errors in documentation and works cited page, more citations of researched info is

necessary

2

A few minor errors in documentation and works cited

page, all researched info documented

3

All parenthetical documentation and works cited

page is MLA correct, all

researched info documented

4

OverallRating

(Pass) (Redo) Total Points Earned/Possible Points28

Vancouver (WA) Public Schools

66

PHASE II

THE PRODUCT

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THE PRODUCT

The physical product gives you the chance to explore your career cluster in greater depth than possible during the normal course of your busy senior year. Frequently, students begin knowing what they want to do for their Senior Capstone Experience, yet are unsure what to produce as a product. Your Mentor is an invaluable resource for feedback and ideas.

The product can be oriented around performance of a skill, the development of some physical product, or the study of a profession. Whatever the product, you must keep in mind that during your oral presentation, you will be required to illustrate your activities in some way. Products that have been built should be photographed at various stages of completion. Other fields of study must be illustrated in the same way. Problem-solving your way to a well-documented presentation is a vital part of putting together a dynamic speech.

The product is an appropriate and logical outgrowth/extension of the research paper. It demonstrates application of acquired knowledge from the research and maintains attention to the thesis and focus. The product shows evidence of inventiveness/creativity in its concept(s). The student-generated product demonstrates care and attention to detail in its design.


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GUIDELINES FOR THE PRODUCT – SAMPLE

1. The product must be student-generated. It must be a showcase of the student’s skills – not a parent’s, friend’s, or mentor’s.

2. The product should show evidence of application and synthesis of the research paper.

3. The product should be tangible evidence that reflects the academic stretch/risk, which the student has experienced during completion of the Experience.

4. Students are not expected to spend a lot of money in order to complete the Experience. Expenditures will not enhance the evaluation of the Experience.

5. Research for the product should reflect one or more of four primary areas: personal experience, experiment, survey and/or interview.

6. The product can be community service oriented.

7. A group/community could benefit from the product.

8. There will be no pairing or sharing of products.

9. The Senior Capstone Experience Steering Committee must approve the product.

10. The product may include one or more of the following media:

Audio/visual aid - playing original music, sounds, etc. Charts/graphs - visual graph of surveys, experiment results, etc. Video of process – video steps to final product such as building a barn How-to demonstration – step-by-step video of project/process such as

grooming a pet Visual product – showing the final creation of a dress or a painting, etc. PowerPoint/I-Movies – physical record of an experiment or experience

such as growing wheat Work of fiction – collection of poems, stories, novel, interview,

bibliography Non-fiction work about an individual, historic writings, etc. Other – as approved by the Faculty Advisory or Steering Committee.

11. All products must be completed and proof-of-project Journals are due to the Faculty Advisor on March ______, 20______.

12. The product should be related to the student’s chosen career cluster.


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SENIOR EXPERIENCE PRODUCT RUBRIC – SAMPLE

1. 15 hours minimum (determined by portfolio, 2 points per hour) 30 points

2. Experience presents an extension of the research 15 points

3. Documentation (in portfolio) 35 points Journal or log entries 6 points Photographs 4 points Letter of recommendation 4 points Papers/notes/flyers/charts 4 points Research paper 4 points Copies of all required forms 4 points Reflection/self-evaluation 9 points

4. Signed mentor sheet (minimum of 3 meetings) 10 points

5. Care and attention to detail, a quality product (also includes the quality of the portfolio)

10 points

Total Possible 100 points


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PHASE III

THE PORTFOLIO

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SENIOR CULMINATING EXPERIENCEPORTFOLIO GUIDELINES – SAMPLE

Introduction: A portfolio is required as part of your Senior Capstone Experience and must be submitted as part of your presentation. Your portfolio shows all of the work you have done on your Experience. This is the first impression the panel will get of you and your Experience—make sure that you create a positive one. Your portfolio must meet the following guidelines and must include all of the sections and components listed below. It must be neat and professional looking.

Required Portfolio Components in This Order

Binder and Paper: Obtain a 1-1/2” white view binder that includes a clear cover slot into which a cover page can be inserted. All pages in your presentation portfolio must be 8-1/2” x 11” in size and NOT 8” x 10-1/2”. Do NOT use page protectors. Use only Arial and Times New Roman fonts or equivalents.

♱ Portfolio Cover: Create a portfolio cover page that includes 1) your Experience title, 2) your name, 3) a centered picture or graphic that represents your project, 4) school name, 5) your Senior Capstone Experience teacher’s name, and 6) the presentation date. Insert it in your cover clear slot.

♱ Title Page: Organize similar to your Cover Page but do not include your graphic.

♱ Table of Contents Page: Organize it similar to the checklist below.

Section 1 divider labeled: Proposal♱ Your Experience Approval Form and signatures (if not included on your

proposal cover page)♱ Your actual Original Approved Proposal♱ Your Addendum, if needed♱ Your Senior Capstone Experience Contract

Section 2 divider labeled: Field Expert Forms♱ Field Expert Form #1: Information Form♱ Field Expert Form #2: Initial Interview♱ Field Expert Form #3: Proposal Review♱ Field Expert Form #4: Experience Progress♱ Field Expert Form #5: Exit Interview

Section 3 divider labeled: Experience Journal♱ Your complete Experience Journal in 8-1/2” x 11” 3-hole paper format

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Section 4 divider labeled: Research♱ Your Annotated Bibliography♱ All research documents gathered regarding your Experience are

included here.

Section 5 divider labeled: Appendix♱ Photos showing progress and completion of your Experience♱ Other Experience documentation created, such as project notes,

conclusions, graphs, charts, etc.♱ Your Budget Page with a list of expenditures and the total cost of your

Experience♱ Your required class assessments♱ All class handouts♱ Your Senior Capstone Experience Guidebook (may be omitted for final

presentation if too thick)♱ Optional: Rough Drafts, Outlines, etc.

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PORTFOLIO CHECKLIST – SAMPLE

Note that the organization of the Portfolio presentation is to be in the order as listed below.

ONE_____Letter to Judges_____Final Personal Statement

TWO_____Letter of Commitment_____The Thesis Research Paper (Final typed copy)_____Works Cited_____Justification of Internet Sources Cited_____Thesis Research Paper Evaluation Rubric_____Senior Capstone Experience Activity Verification Form

THREEFour Best Works/Reflective Essays_____Communications_____Problem Solving_____Teamwork_____Technology

FOUR_____Final Typed Résumé_____Final List of References_____Application (Employment)_____Thank You Letter

FIVE_____Post High-School Plan_____Personal Financial Budget

SIX_____Order of Presentation — Portfolio Checklist_____Senior Capstone Experience presentations_____Oral presentation Information

SEVEN (OPTIONAL)_____Letter(s) of Recommendation_____Acceptance letters from colleges and/or programs_____Certificates or Awards_____Additional Best Works

Vancouver (WA) Public Schools

74

SENIOR CAPSTONE EXPERIENCE PORTFOLIOTABLE OF CONTENTS – SAMPLE

All contents must be clean copies and separated by dividers or title pages. You may substitute page numbers for sections.

Senior Capstone Experience Overview...............................................Section 1

Letter to the Judges............................................................................Section 2

Letter of Intent.....................................................................................Section 3

Proposal..............................................................................................Section 4

Senior Capstone Experience Overview Expected Expenses Time Expenditure Sheet Mentor and Resource Information Sheet Question and Parent Signature Sheet

Research Paper..................................................................................Section 5

Research Paper Self-Evaluation.........................................................Section 6

Senior Capstone Experience Time Sheet...........................................Section 7

Senior Capstone Experience Journal Entries......................................Section 8

Mentor Evaluation Form......................................................................Section 9

Audience Verification Form (if applicable).........................................Section 10

Evidence of Experience.....................................................................Section 11

Experience Self-Evaluation...............................................................Section 12

Thank-You Letters.............................................................................Section 13

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THE SENIOR CAPSTONE EXPERIENCE JOURNAL – SAMPLE 1

1. All students must complete a Journal as a part of their Senior Capstone Experience. The Journal is a component of the Experience portfolio.

2. Students should record at minimum of one entry per week during the Experience period.

3. Include the following information at the top of each Journal page: the date and the number of hours that you worked on the Experience during that particular week.

4. Each entry should cover the following:

a. Describe what you did on the Senior Capstone Experience during that week.

b. Write your personal reaction or evaluation of what you did that week. Some things you may wish to include:

i. Did you like what you were doing? Why or why not?ii. Did everything happen exactly as you expected, or were

there some surprises?iii. How will you benefit from what you are learning?iv. What frustrations did you experience?v. What successes did you achieve?

Please note: Even if your Experience is repetitive in nature, your Journal must meet these minimum requirements.

5. Remember that your Journal will be read by your Faculty Advisor and the Senior Capstone Experience Steering Committee.

6. It is your responsibility to have your Faculty Advisory check your Journal each week.

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JOURNAL GUIDELINES – SAMPLE 2

Your journal is the documentation of what you have done for your Experience.

You may begin documenting hours when you have an approved proposal.

The following are requirements for journal entries:

If it is not documented in your journal, it doesn’t exist.

Keep your journal legible and organized chronologically by date.

Include the date, number of hours spent that day, detailed entry, and the total number of hours.

Entries need to be detailed and specific (minimum 1 paragraph). In each entry, include:o What you dido What you sawo What you heard

At the end of each week:o Summarize your week’s progresso Write a reflective paragraph about your progress and your work

What you learned How it related to your Experience Your reactions

o Total number of hours spent on your Experienceo Outline a plan for the following week

Journals will be collected and reviewed regularly to insure entries are current.

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LETTER TO THE JUDGES - SAMPLE

Format: Block (see format for Letter of Intent)

Purpose: To satisfy the requirement of an autobiographical essay and to inform and thank the judges.

Content: The first paragraph should briefly introduce you; tell what you think about topics that interest you, and in general, give a sense of the person whom they will hear during the presentation.

The second paragraph should explain the subject of your Experience and what you think you have accomplished.

Finally, in the third paragraph, thank the judges. They have had to schedule time away from work to be a part of your Senior Capstone Experience.

Length: One page

Reminder: This letter will be the first text that the judges will see in your portfolio, and you only have one chance to make a first impression. Although this is a formal business letter, you may use “I” references as you explain to the judges who you are, what you have done, what your Experience is about, and what you think about your achievement with this Experience.


78

SENIOR CAPSTONE EXPERIENCE OVERVIEW - SAMPLE

Directions: Using the format below, type the corresponding topic and answer by writing complete sentences (with the exception of #1). This must be word processed for your portfolio.

Your Name

Faculty Advisor’s Name

English Teacher’s Name

Mentor’s Name

Date (Month Day, Year)

Overview

Title of the Research Paper: Effects of Mentoring on Children

Research Paper Synopsis

Using this paragraph format under each bold question/heading, you will respond

to each heading/question in complete sentences. This is an example of the

proper format.

Physical Product Description



proper format.

Relationship between the Paper and the Physical Product



proper format.

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Background experience in this area



proper format.

Special things the judges should know about the Senior Capstone

Experience



proper format.


80

SENIOR CAPSTONE EXPERIENCE REFLECTION - SAMPLE

Directions: Using the format below, type the corresponding topic and answer by writing complete sentences. This must be word processed for your portfolio.

Your Name

Faculty Advisor’s Name

English Teacher’s Name

Mentor’s Name

Date (Month Day, Year)

Reflection

What were the total hours spent on the Experience? (This calculation does not include class time.)

A. Research

Using this paragraph format, respond to each heading/question in

complete sentences. This is an example of the proper format.

B. Product

C. Mentoring

What were at least two of the biggest problems you encountered as you worked on the Experience?

A.

B.

What did you do to manage your time?



proper format.

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What did you learn from the experience of working with other people?



proper format.

What personal satisfaction was gained from this Experience?



proper format.

Briefly describe the “risk” you took in completing this Experience. Include what you consider to be the “stretch” in this Experience for you.



proper format.

How were your original plans for the Experience the same or different from the final outcome of your Experience?



proper format.

Assess the success of your product.



proper format.

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What did the Experience teach you about yourself?



proper format.

What would you do differently now that you have finished?



proper format.

What grade would you give yourself for the Experience? Give your

justification.



proper format.


83

SENIOR CAPSTONE EXPERIENCE SELF-EVALUATION – SAMPLE

1. Describe your Experience in at least 25 words.

2. Answer the following:

A. Estimated total hours spent on your Experience ___________

B. Estimated number of steps to your Experience ___________

List the Steps:

C. Date Started: ___________

D. Date Completed: ___________

E. Materials Used:

F. List every type of resource (including people):

3. Circle the appropriate response A. Did community resources help? Yes No N/A B. Have you asked for advice/comments about your Experience from other people? Yes No N/A C. Did you utilize task analysis and time management principles? Yes No N/A D. Have you ever done a project like this before? Yes No N/A

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E. Would you recommend your project area for future Senior Capstone Experience? Yes No N/A Explain:

4. Answer in 25 words or less:

A. Would you feel intimidated to show your Experience to an expert for evaluation?

B. List three things that you now know after completing your Senior Capstone Experience.

C. List the personal satisfaction you gained from this Experience.

D. Describe what risks you took in completing this Experience. Consider not only a physical risk, but also an emotional or intellectual challenge.

E. How do you feel your Experience would compare to other similar Experiences? Explain.

F. How did your project allow you to learn more about your career cluster?


85

PHASE IV

THE PRESENTATION

86

STUDENT GUIDELINES FOR THE ORAL PRESENTATION

The Senior Capstone Experience presentation is the culminating event, which must include the entire learning experience. It should reflect elements of the product, paper and the portfolio.

1. Prior to the presentation (planning the event), confirm the time and place. Also confirm with the Faculty Advisor that the judges have been invited.

2. Plan the presentation using the presentation rubric: Check the speech itself – Do you have an introduction (attention-getting device)? Is your outline completed? How are you going to conclude your presentation (a concluding device)?

3. Prepare audio / visual materials that you will need. Check the technology to make sure it’s working and ready to use.

4. Practice and time the presentation using the audio/visual materials.

5. On the day of the presentation, arrive early to check that everything is in order and functional.

6. Keep these tips in mind when answering questions following your presentation:

a. Answer with confidence.b. Request clarification when necessary.c. Admit when you don’t know the answer.d. Pack up and remove product/presentation materials.

7. Bask in success — show appreciation to your Mentors, Faculty Advisors, and judges with thank you notes sharing personal reflections.

8. Remember that you will be making a formal presentation. Please dress according to presentation guidelines. If you are not sure what constitutes appropriate dress, consult your Senior Capstone Experience Faculty Advisor.

9. Do not chew gum.

10. Be aware of your body language. Avoid nervous gestures that may adversely affect your presentation.

11. Maintain eye contact with the judges.

12. Do not read your presentation.

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13. Practice your presentation several times until you feel comfortable with its format and content. Also, time your presentation to be sure that you speak for a minimum of ten minutes and do not exceed the fifteen-minute maximum.

14. Proof of a product is required as a part of your oral presentation.

15. Be sure that your presentation covers the following: subject of the research paper, subject of the physical product, connection between the paper and the product, the stretch for you, and a self-evaluation.

Try to anticipate what questions your audience might ask you (or ask a parent or a friend to compose questions for you) and plan the answers you would give. The judges may not ask these exact questions, but this will give you an opportunity to practice answering questions. Remember that questions should address a clarification or extension of your topic.


88

TIPS FOR SUCCESSFUL PRESENTATIONS

Preparation

Practice your presentation and know your subject well. Prepare handouts for your audience that highlight the main points of your

presentation.

Format

Think “multi-media!” Use a variety of formats, including video images, slides, overheads, computer graphics, 3-D models, and 2-D presentation boards. Plan carefully to make sure you have all of the equipment you need.

Use materials such as poster board, markers, colored paper, and cardboard to prepare “professional style” presentation boards.

Standards

Set high standards for your presentation; check all written work for grammar and spelling errors; create a clear graphic layout; and thoroughly label all products and exhibition board.

Ask your Mentor to review the materials before your presentation.

Speech Organization

Introduction: Introduce your topic and try to capture the audience’s attention.

Body: List and explain five key points that you want to make:o Point 1: How did you become interested in the topic?o Point 2: How does the topic relate to your career cluster?o Point 3: What did you learn from the research?o Point 4: What did you learn from the Experience?o Point 5: What did you learn about yourself and how has this

information affected your plans for the future? Connect the introduction, learning, and possible plans for the future.


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SPEECH PREPARATION

Step 1: What are you going to talk about? Answer the following questions.1. How do your paper and project connect?2. What emotions did you experience as you worked through the paper and

product/process? (anger, excitement, pride, frustration)3. What problems did you encounter? (money, time management, skill)

Explain.4. What personal growth did you gain from the paper and product/process?

What self-knowledge did you gain? What knowledge of your topic did you gain?

5. How did the Experience relate to your career cluster?6. How did the Experience affect your plans for the future? Explain.7. What Experience advice would you pass on to next year’s seniors?

Step 2: How am I going to say this? Use the answers to the questions above as references.

1. Organization – jot down your ideas on separate 3 x 5 index cards and arrange them into an order that is logical.

2. Slip blank cards into spaces where a visual aid is needed.3. Add blank cards for the introduction and conclusion.4. If you have a product that can be displayed, jot down your ideas for that

display on another card, e.g., photographs.5. Plan your introduction. The introduction should:

a. Grab the audience’s attention.b. Make the topic’s thesis clear (be sure to mention both paper and

product/process).c. Take no more than 60 seconds.

6. Plan your conclusion. A good conclusion should:a. Restate topic/thesis.b. Leave the audience thinking.c. Take no more than 30 seconds.

7. Plan the display of your Experience. Will it be an on-going, integral part of your speech, such as a slide show? Part of your introduction? Happen after your conclusion? Will you wear it? Sit on it? Serve up samples? (Avoid distributing items during your speech – this causes too much distraction.)

8. Plan your visual aids. Two types should be included.9. Make sure your Faculty Advisor knows what equipment you will need. 10.Look at each idea card and fill in details, colorful anecdotes, and factual

information.11.Place all cards back in order and begin practicing your speech.

Step 3: Speech techniques to remember.1. Eye contact – This is extremely important. Practice often enough so that

you rarely need to look at your cards. Remember this is a friendly audience. Your peers and your judges are pulling for you. You need the reinforcement that their encouraging expressions will give you. Look at

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them. True communication happens with the eyes. A speech without eye contact is only half a speech.

2. Posture – Stand proud. You have a right to be. You have accomplished a great deal. Avoid:

a. Gripping the podium.b. Locking your knees – you’ve come too far to faint now.c. Twitching, wiggling, and shaking.

3. Voice – your voice needs to:a. Be loud enough to be heard.b. Vary appropriately in pitch and tone.

4. Gesture – Use your hands to help you make your point. Gestures should be natural and spontaneous, not choreographed and mechanical.

5. Props (audio-visuals) – Plan and practice using any prop or audio-visual you will need during the presentation.

Step 4: Prepare for questions.Of course, there is no way to know for sure what the panel members will ask you, but you can make some educated guesses and that process will provide you with the confidence and clear-headedness to take on any question. Answer the following brainstorming questions.

1. If you were a judge listening to your speech, what would you want to know?

2. What would you like people to ask?3. What unusual qualities does your Experience have that might spark

interest?4. What part of your paper might make people curious?5. What controversial topics, if any, do you touch on?6. What possessed you to choose this topic?7. Who helped?8. How did you finance it?9. How much time did you spend?10.Does the Experience double as credit for another class?

Your Senior Capstone Experience presentation should be the peak of your high school career. Your audience will be small and supportive. You will be well prepared. This is your chance to show off, to shine. Enjoy!!


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SENIOR CAPSTONE EXPERIENCE PRESENTATION – SAMPLE

I. Presentation of the Senior Paper and Experience Activity

A. Describe thesis research paperB. Connect content of paper to Experience activityC. Explain what you learned about the overall topic and about yourselfD. Describe whether the Experience affects your future plans and how

you can use what you learned from this Experience later on in life.

II. Professional Development Portfolio

A. Personal StatementB. Best Works: Highlight sections of the portfolio as evidence of both

academic and employability skills that support the Personal Statement including but not limited to the following areas:1. Investigative Planning/Problem Solving2. Technology Information3. Teamwork4. Written Communication

C. Accomplishments and activities highlightsD. Post High-School Plan

III. Time

A. Formal Presentation of research paper and Experience activity (8-10 minutes)

B. Question and Answer Session (5 minutes)C. Judges Scoring (5 minutes)D. An audio/visual aid is required.

IV. Presentation Performance Evaluation

A. Audience: Community Members and TeachersB. Areas to be evaluated with feedback:

1. Content2. Organization3. Delivery and Professionalism4. Impromptu Skills

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PRESENTATION POISE

Posture

Stand up straight, but not stiff. Point your feet toward the audience with your weight evenly

distributed. Don’t place your weight on one hip and then shift to the other. Shifting can distract the audience.

Movement

Move to the side or front of the podium to get nearer the audience. When no podium is available, stay within 4-8 feet of the front row. Don’t stay in one spot but don’t pace either. An occasional step to

either side, or even a half step towards the audience for emphasis, can enhance your presentation.

Stay close, stay direct, and stay involved with your audience.

Shoulder Orientation

Keep your shoulders oriented toward the audience. This becomes critical when using visual aids.

You will have to angle away from the audience sometimes, but it should not be more than 45 degrees.

Don’t speak unless you have eye contact with the audience. Don’t talk to your visual aid.

Gestures

Learn to gesture in front of an audience exactly as you would if you were having an animated conversation with a friend-nothing more, nothing less.

Using natural gestures will not distract from a presentation; however, doing one of the following certainly will, so avoid:

1. Keeping your hands in your pocket2. Keeping your hands handcuffed behind your back3. Keeping your arms crossed or flapping4. Wringing your hands nervously

Eye Contact

The rule of thumb for eye contact is 1-3 seconds per person. Try not to let your eyes dart around the room.

Try to focus on one person, not long enough to make that individual feel uncomfortable, but long enough to pull him or her into your presentation. Then move on to another person.

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Good eye contact helps establish and build rapport. It involves the audience and reduces the speaker’s feeling of isolation.

Voice

Learn to listen to yourself; stay aware not only of what you are saying but also how you are saying it. A suggestion would be to videotape your presentation and critique it.

Monotone: Anxiety usually causes monotone voices. The muscles in the chest and throat tighten up and become less flexible, and airflow is restricted. The voice then loses its natural animation and monotone results. You must relax and release tension. Upper and lower body movement is vital.

Talking too fast: When we become anxious, the rate of speech usually increases. Articulation is what is important. Sometimes when you talk too fast you trip over words. Breathe and slow down. Listen for the last word of a sentence, and then proceed to your next sentence. Pausing can be very effective in a presentation. This allows important points to sink in. Sometimes the audience needs a period of silence to digest what you are saying.

Volume: Practice will solve most problems in volume. Have a person who will give you a straight answer listen to your presentation from the back of the room. Ask that person if you can be heard, if you trail off the end of a sentence, if lack of volume makes you sound insecure, or if you are speaking too loudly.

Excerpts From:

Mandel, Steve. Effective Presentation Skills: A Practical Guide for Better Speaking. Menlo Park, CA: Crisp Publications, Inc., 1993.


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WORKSHEET FOR SCHEDULING PRESENTATIONS

Complete one worksheet for each career cluster. Use judges’ information to form committees for each date and time. Allot one hour for each presentation. The committee will take approximately 10 minutes to review written documents prior to each presentation. Student presentations will last 15 to 30 minutes. A 10- to 15-minute question-and-answer session will follow. The committee will have the rest of the hour to evaluate the Experience.

Career Cluster ______________________ Total Number of Experiences ____

Day/Date Time Student’s Name Experience Title Judges

SREB

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JUDGES PANEL

Make copies of this recruitment form to distribute at school functions and meetings of community clubs and organizations. Establish a database of information taken from the forms.

Judges’ Information:

Name ________________________________________________________________

Business/Organization ___________________________________________________

Address _______________________________________________________________

Phone Number(s) _______________________________________________________

E-mail ________________________________________________________________

Please check the career cluster In which you have the most expertise.

_____ Agriculture, Food and Natural Resources

_____ Hospitality and Tourism

_____ Architecture and Construction _____ Human Services

_____ Arts, A/V Tech. and Communications _____ Information Technology

_____ Business Management and Administration

_____ Law, Public Safety, Corrections and Security

_____ Education and Training _____ Manufacturing

_____ Finance _____ Marketing

_____ Government and Public Administration _____ Science, Technology, Engineering and Mathematics

_____ Health Science _____ Transportation, Distribution and Logistics

Place check marks to indicate which day(s) and time(s) you can appear.Day 8 a.m. to 10 a.m. 10 a.m. to Noon 1 p.m. to 3 p.m. 3 p.m. to 5 p.m. 5 p.m. to 7 p.m.

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

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SREB

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GUIDELINES FOR JUDGES

Thank you for volunteering your time as a judge for the Senior Capstone Experience. You have been asked to evaluate the presentation phase of this Experience. The student is required to speak on his or her topic for ten to fifteen minutes using presentation notes. Students should not read from their notes. He or she should address the following issues:

an explanation and defense of the research paper,(this constitutes 75-80% of the presentation)

the subject of the physical product,

the connection between the paper and the product,

the stretch/risk for the student, and

a self-evaluation.

At the end of the speech, each judge should have at least one question about an aspect of the student's project. Final scores include an assessment of the student's ability to field questions as well.

You will use the following form to evaluate the oral presentation part of the Senior Capstone Experience. The checklist includes a point system of evaluation. Listed below are a few suggestions for the judges.

1. Watch your body language--students receive feedback from your facial expressions, level of attention, and posture.

2. You will be asked to introduce yourself.

3. Do not ask questions until the end of the presentation. When asking questions, do not challenge the student's selection of the topic or personal beliefs. Do not argue with the student or ask personal questions.

4. As a judge, you should write comments to the students concerning their strengths and weaknesses.


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RUBRIC FOR EVALUATING THE PRESENTATION – SAMPLE 1

Scale:10-9 Outstanding evidence of the descriptor8-7-6 Substantial evidence of the descriptor, but minor flaws may be

present5-4-3 Some evidence of the descriptor, but flaws exist2-1 Little evidence of the descriptor0 No evidence of the descriptor

(Teachers will assess penalty points for failure to meet time requirements) Please circle ONE number to indicate points awarded for each descriptor.

Also, please help these students understand justification of scores given by providing specific comments in space provided.

KNOWLEDGE OF CONTENT: The student effectively integrates information from the research-based paper and product. The speaker shows a comprehensive grasp of the topic. The topic is clearly conveyed to the audience.

10 9 8 7 6 5 4 3 2 1 0Score Explanation/Comments:

PRESENTATION FORMAT: The introduction effectively engages interest in the topic and establishes a sense of purpose or direction. The body of the presentation conveys essential and critical ideas that flow logically and smoothly and are supported with appropriate illustrations or examples. The conclusion effectively ends the presentation.


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DELIVERY: The student maintains poise throughout the delivery. The student uses effective presentation techniques (posture, gestures, voice projection, and eye contact). The delivery includes an effective command of language, proper pronunciation, and appropriate word choice.


SENSE OF AUDIENCE: The presentation is appropriate for the intended audience. The student convinces the audience of expertise about the topic.


APPEARANCE: The student is dressed in appropriate attire.10 9 8 7 6 5 4 3 2 1 0

Score Explanation/Comments:

VISUAL AIDS: The PowerPoint, portfolio, and tri-fold board enhance the presentation with accurate information that is professional, attractive, and readable. Visual aids were appropriately incorporated into the presentation.


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PRODUCT: The product is an extension of the research to a degree that a community/group of people benefit from the student’s research knowledge.


RISK FACTOR: A stretch/risk is exceedingly evident. The stretch reveals exploration of a new area. The learning stretch is relative to the individual student and can relate to emotional, spiritual, intellectual, or physical or a combination. The student’s effort is inspiring.


EXTEMPORANEOUS QUESTIONS: The student responds confidently and accurately to extemporaneous questions.


THANK YOU LETTERS: The student delivered each judge a typed thank you letter.

YES _____

NO _____

Score Explanation/Comments:

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ORAL PRESENTATION EVALUATION - SAMPLE 2

Student Name: ____________________________________

Appropriate areas are circled and the overall rating is found in the score column on the right. Comments will be placed on the back of this sheet.

Developing Basic Proficient Exemplary Score

Content(Including

PDP, Paper,and PhysicalApplication)

Content lacks reasoning and

has little supporting

detail, addresses only one aspect

of the Experience

0 – 14

Content shows evidence of reasoning

but provides little relevant supporting

detail and/or does not cover all required

areas15 – 16

Content is well reasoned, with some insight and relevant supporting details; covers all required areas to a degree

17 – 21

Content is well reasoned, insightful and supported by relevant details;

covers all required areas thoroughly

22 – 25

LanguageProblems with pronunciation and very low

level of grammar0 – 5

Language and grammar below

average for a senior

6

Use of grammar enhances the

presentation in parts

7 - 8

Use of grammar enhances the entire

presentation

9 - 10

DeliveryRead from notes

and rarely looked at judges

0 – 5

Some problems with pauses, pacing and/or

eye contact

6

Delivery is good, but not yet polished

7 – 8

Speaks with confidence,

presence, poise and eye contact

excellent9 - 10

OrganizationInformation very scattered and/or no audio/visual

aid is used

0 – 5

Information is at times not presented in order

and/or audio visual aid is not relevant

6

Most information is presented in logical order, audio-visual

aid somewhat relevant

7 – 8

All information presented in logical order, audio-visual aid relevant and

helpful9 – 10

ImpromptuSkills

Speaker is unable to respond

0 – 5

Speaker seems caught off guard by questions but is able

to respond6

Speaker responds well to questions but

lacks confidence

7 - 8

Speaker’s knowledge is evident

in responses to questions

9 – 10

Design ofSenior

Capstone Experience

Components of project seem

fragmented and unrelated

0 – 5

One component of project hard to connect

6

Components of project seem

connected but could improve

7 – 8

Paper, hours, PDP, speech, and

audiovisual well planned and connected

9 - 10

Self-Reflection

Speaker does not address knowledge,

skills, or lessons gained0 – 11

Speaker exhibits little evidence of self-

reflection

12 – 14

Speaker exhibits some evidence of high level thinking

and reflection

15 - 17

Speaker exhibits abundant evidence of higher levels of

thinking and reflection18 – 20

AttireSpeaker is not appropriately

dressed0

Speaker is wearing appropriate attire

5OverallRating (Pass) (Redo) Total Points Earned/Possible Points

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JUDGES PRESENTATION EVALUATION – SAMPLE 3

Name _______________________ Experience ___________________________

CONTENT (35 points)Introduction – personal introduction; reason for choosing topic;

purpose of product/project clearly stated or implied attracts attention

1 2 3 4 5

Body – clearly states main points; accurate, appropriate supporting details

6 7 8 9 10

Organization – logical flow of ideas 1 2 3 4 5

Conclusion – summarizes; reflects personal growth/learning 1 2 3 4 5

Language Usage – transitions; avoids slang; appropriate word choice

1 2 3 4 5

Relation to Learning – relates research to project and product to presentation

1 2 3 4 5

CONTENT TOTAL __________DELIVERY OF SPEECH (15 points)Non-verbal – eye contact, poise, posture, appropriate/natural

gestures1 2 3

Verbal – volume, rate, clarity of speech 1 2 3

Dress/Appearance/Demeanor – neat, appropriate dress; courteous, punctual and prepared

1 2 3

Audio/Visual Aids – support speech and enhance presentation; limited use of information on note cards

2 3 4 5 6

DELIVERY TOTAL __________QUESTION AND ANSWER SESSION (15 points)Impromptu Skills – fluent, confident; answers questions easily 1 2 3 4 5

Quality of Responses – evidence of knowledge; responds directly to questions

6 7 8 9 10

Q & A TOTAL __________PRODUCT (35 points)Well Constructed – visually attractive; shows evidence of time

spent in production in written, model, or visual form16 17 18 19 20

Evidence of Research – product relates to research and to presentation

11 12 13 14 15

IF NO PRODUCT EVIDENT – give 0 if product is missing, or 1-4 for an unclear or poorly defined product. Do not mark any points in the first two criteria above.

0 1 2 3 4

PRODUCT TOTAL __________

TOTAL POINTS: __________ (100 possible)

Comments:

Emery (SD) High School105

SENIOR CAPSTONE EXPERIENCE FINAL GRADE - SAMPLE

POINT DISTRIBUTION

MAXIMUMPOINTS ASSIGNMENTS

50 Conference (Winter)

The seniors’ final grades will be

based on these assignments.

The total possible points is

1950.

Passing is 60 percent or 1170

points.

50 Conference (Spring)100 Evening display50 First 20 hours of logs50 Goals and Plan50 Judges’ copy of Senior paper,

letter, and resume100 Letter of intent OR Declaration

of hours50 Mentor confirmation form

100 Mentor’s evaluation of student100 Parent information letter250 Portfolio of service project100 Practice boards300 Research paper50 Roles and responsibilities

100 Resume300 Senior Boards100 Senior letter50 Thank you letter

50 Bonus Points One additional thank you letter50 Bonus Points Return of signed FERPA form

Grade Percentage Points Grade Percentage PointsA = 94-100% 1833-1950 C+ = 77-79% 1501-1559A- = 90-93% 1755-1832 C = 74-76% 1443-1500B+ = 87-89% 1696-1754 C- = 70-73% 1365-1442B = 84-86% 1638-1695 D+ = 67-69% 1306-1364B- = 80-83% 1560-1637 D = 60-66% 1170-1305

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APPENDIX

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SCHOOL STAFF FREQUENTLY ASKED QUESTIONS

What is the Senior Capstone Experience?

The Senior Capstone Experience is an independent student program in which students directly apply what they have learned in school to Experiences that may range from a career interest area to a hobby to something they would like to learn more about. These Experiences are intended to be a student-led learning experience with set guidelines and timelines along the way. Students are required to demonstrate their knowledge and expertise through a product/process, a paper, a presentation, and a portfolio. Each student will have a Mentor and a Faculty Advisor for further support.

What is the purpose of the Senior Capstone Experience?

The Senior Capstone Experience is intended to:

1. enable students to integrate various skills, perspectives, and bodies of knowledge they have encountered throughout high school.

2. give students an opportunity to direct such skills, knowledge, and perspectives toward practical application and/or original research on issues of their choosing.

3. provide students the opportunity to develop specific skills and areas of expertise.

4. provide students with personal experience of the activities and organizational structures they will encounter in the workplace.

5. provide students with a focused, challenging, and meaningful Senior year.6. engage students in a major project where they demonstrate their skills in

research, writing, speaking, and creating.7. encourage student independence and initiative.

What do first-year Senior Capstone Experience schools commonly experience?

School districts will experience a combination of excitement, apprehension, resistance, confusion, challenges, but most of all, a great deal of success and a feeling of accomplishment and pride by students. The program is complex and labor intensive. Schools will not experience perfection during the first year –maybe never. It will be a time of learning and building.

Can incorporating a Senior Capstone Experience cause resistance?

Yes. However, careful planning up front will take care of many issues. Use this Framework as your guide. Select and use those items that best meet the needs of your school. Implement your program in stages. Don’t take on more than you or your staff can handle. Plan a public relations and information campaign to provide students, parents, and faculty with information on the Senior Capstone

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Experience. Many times resistance comes from a lack of knowledge about what is required and what the benefits will be to the students and school.

What are common mistakes schools make when implementing the Senior Capstone Experience?

One of the most common mistakes is not developing a long-term vision and plan. The commitment and vision need to be supported, revisited, revised if needed, and carried out. Faculty roles need to be determined, grading issues discussed, timelines developed, etc. Use this Framework as your resource in developing the Senior Capstone Experience program for your school.

How many hours are involved in the Senior Capstone Experience?

This semester long Experience will involve approximately 120-150 hours in and outside of the school day. This amounts to approximately ten hours a week. Time spent on the Experience will be documented in a project log.

Who is involved in the Senior Capstone Experience process?

In addition to the student, Senior Capstone Experiences will generally have a Faculty Advisor and an Experience Mentor. In addition, classroom instructors will be involved, specifically the English teachers. School districts may elect to have a Senior Capstone Experience Steering Committee, as well as a Senior Capstone Experience Coordinator. A panel of judges will be needed for student presentations.

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EXAMPLES OF STUDENT PERSPECTIVES

Q. What did you do to manage your time?A. I tried to manage my time by completing assignments early. I also

completed other class assignments when they were first assigned so that I could devote more of my time to my Senior Capstone Experience.

A. I got a big calendar to put on my desk at home. I marked important dates on it.

A. I had to learn and teach myself new time management skills in order not to get behind. My life quickly went from calm to busy in a matter of days.

Q. What personal satisfaction did you gain from the Experience?A. Overall, I would say that I feel a sense of pride in the final completion of the

Experience, and I know that I can do anything that I put my mind to.A. I am impressed with the time and effort I put into this Experience. I have

never had a project where a year-long focus was required.A. I feel I have grown in my time management skills as well as in my social skills.

Q. What did the Experience teach you about yourself?A. The Experience taught me that I am capable of completing a large project and

that the work is easier if I do not complain and just do it.A. It enabled me to realize that I can fit in to the world outside of school and that

high school students are not secluded from the rest of the community.A. The Experience taught me how to work with a wide range of people with

many different personalities and opinions. A. I found that I can accomplish projects this huge with patience, determination,

and most importantly, time management.

Q. What would you do differently now that you have finished?A. If I could do anything differently, I would probably spend more time

researching and probably a lot more time in preparing for the final presentation.

A. I would have started on my product earlier and taken advantage of the “dead” time that was available to me instead of procrastinating.

A. I would have spent more time talking with a variety of people about my subject to fully understand the broad range of perspectives and opinions.


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