senior portfolio student/guardian handbookthis handbook is a written guide for student success, an...

Senior Portfolio

Student/Guardian Handbook

Liberty High School

2015-2016

2

Liberty High School Senior Project 2015-2016

This handbook is a written guide for student success, an adapted version of the HSD Senior Project. It

provides the expectations and timelines for the various components of the Senior Portfolio. The four

major components: the Personal Profile, the Project, the Research Paper, and the Presentation. The

Senior work will full-fill Oregon state diploma requirements, meeting the Essential Skills (ES).

Table of Contents

The Senior Project Experience ............................................................................................................... 3

Hillsboro School District Graduation Requirements ............................................................................. 4

Liberty High School Senior Project and Graduation Requirements ...................................................... 5

Senior Project Timeline.......................................................................................................................... 6

The Project Overview ............................................................................................................................ 7

Project Planning Process Page ………………………………………………………………………. 8

Journal Log Project Guide ..................................................................................................................... 9

Sample Project Log .............................................................................................................................. 10

Extended Application Scoring Guide .................................................................................................. 11

Portfolio Checklist ............................................................................................................................... 12

Letter of Introduction ........................................................................................................................... 13

Job Shadow Overview.......................................................................................................................... 14

Resume Examples ............................................................................................................................... 14

Essential Learning Standards Overview ........................................................................................ 15-16

ES Scoring Guide ................................................................................................................................. 17

Research Paper Overview .................................................................................................................... 18

Senior Project Proposal ........................................................................................................................ 19

Research Source Log............................................................................................................................ 20

Research Paper Outlines ...................................................................................................................... 21

Research Paper Scoring Guide ....................................................................................................... 22-23

Speech Preparation ............................................................................................................................... 24

Presentation Visual............................................................................................................................... 25

Speech Prompts .................................................................................................................................... 26

Presentation Checklists ........................................................................................................................ 27

Presentation Evaluation ........................................................................................................................ 28

Mentor Letter ....................................................................................................................................... 29

Mentor Consent Form .......................................................................................................................... 30

Parent Permission ................................................................................................................................. 31

Project Budget Sheet ............................................................................................................................ 32

3


The Senior Portfolio Experience

State of Oregon graduation requirements include proof of learning and planning for your next step in life.

The senior portfolio is comprised of four major components: the profile, the project, the paper, and the

presentation (or the four P’s).

Portfolio

Students will collect all evidence of preparing for their future and meeting the graduation requirements.

Some Senior Project classes will be doing on-line portfolios for collection.

Components to the portfolio: Resume, Personal Statement, Letter of Reference, Research Paper, Journal-

Time Log, Project Work (verification of hours on the project), and Speech Preparation.

Preferably, all students will receive guidance and support for their Senior Project in their Focus Program

class. If students do not have a focus program class, they still need to complete the Senior Portfolio

Experience at Liberty. This means that all students need to be assigned to a teacher for verification of

completing graduation requirements. We ask that students and guardians read through this handbook, and

sign and return the appropriate forms.

Project

The project is a hands-on exploratory of at least 15 hours (20 hours for cords). It is recommended that at

least some elements of the project also be community service. For example, if you think you might want

to pursue a career working in photography, then volunteering to work with a professional photographer to

develop film, or even clean the shop, while getting a first hand look at the career, may account for hours

toward your project (also referred to as Extended Application). You will keep a journal of this experience

that includes reflection on what you are learning and doing, as well as a log of your dates and hours. A

budget sheet must also be kept. You are responsible for all expenses and might need to fundraise

depending on your project goals.

Paper

The paper will have a minimum of 5 credible sources - it needs to prove a thesis or respond to an essential

question, The paper is a collection of facts and expert opinions that you find in magazines, journal articles,

or books whether on-line or in the library. Each fact and expert opinion must be either paraphrased or

quoted, AND cited. You must include where you found your research in accordance with MLA or APA

documentation. Students can choose from different types of research papers outlined in the research

section the handbook.

Presentation

This is a 6-10 minute exhibition of what you’ve learned from your Project and Paper to a board of school

staff and community members. You will need a visual for the presentation: a poster or tri-fold is only

suggestions. Formal presentations will be made during class time and a less formal celebration of all

Senior Projects will be done in late May.

4


Graduation Requirements

5


Senior Portfolio Requirements

LHS: Portfolio Requirements Focus Program Cord Requirements

Personal Plan & Profile

Letter of Introduction (Personal Statement)

Resume

Job Shadow/Observation

Letter of Recommendation

Transcript

Personal Plan & Profile

Letter of Introduction (Personal Statement)

Resume

Job Shadow/Observation

Career/College/Scholarship Search

Letter of Recommendation

Transcript

Essential Skills

Meets in all 6 skills with

Evidence and Reflection

Essential Skills

Exceeds in 4 of the 6 skills with

Meets in 2 Evidence and Reflection provided

Research Paper

Outline

5 Creditable Sources Cited

Work Cited Page

Research Paper

Outline

7 Creditable Sources Cited

Work Cited Page

15 hours Extended Application

Project Proposal

Project Time Log

Mock Interview and/or College Night

20 hours Extended Application

Project Proposal

Project Time & Reflection Log

Evidence/Artifacts

Budget Sheet

Presentation

Presentation

Exhibition Night

Exhibition Night

Class Grade Earned

Class Grade Earned B or better in Focus Program Advance course

Scoring Guides (Teacher Provided)

Research Paper

Project

Presentation

Scoring Guides (Teacher Provided) Research Paper

Project

Presentation

Project Visual

Project Visual

6


Senior Portfolio Timeline

Note: Focus Program instructors have discretion to set different due dates.

__________ Introduce the project and hands in portfolio, mentor agreement forms, parent

permission forms. Identify interests, brainstorm topics to research and project work.

__________ Letter of Introduction for Profile including (Personal Statement):

Who I am - Why I am - Who I aspire to become

__________ Job Shadow & Paper Work

__________ Resume

__________ Research Paper Rough Draft with Works Cited Page

__________ Final Research Paper

__________ Project Proposal

__________ Project Budget Proposal

__________ Project Product & Time Log

__________ ES Skills Evidence and Reflection Standards (Proof must accommodate statements)

__________ Professional Portfolio Self Reflection

__________ Presentation Visual

__________ Practice Presentations

__________ Official Presentations

__________ Senior Project Exhibition Night

7


The Project

A student must choose a focus for his/her Senior Project. This focus may be career or academic related,

and it should be of genuine interest to the student and tied to the student’s educational and career plan.

After brainstorming possible topics and deciding upon a project focus, the student must submit a formal

project proposal for his/her advisor’s approval. When approved, the letter becomes part of the project

documentation. After determining the topic of the project, the student must formulate guiding questions

for the project, so as to guide research. The student is expected to assemble a project bibliography, or

works cited collection, and should keep notes on source material utilized in the project.

If the project requires extensive materials to complete (e.g. scale model of an original hydraulic life

design, a sample catalog of original clothing designs), the student should fill-out a project budget sheet

(located in addendums) and review it with the advisor.

There are three focus areas that projects need to relate to: Academic, Career or Service Focus.

Career or Field of

Interest & Focus

Project Possibilities

Also referred to as Extended Application Paper Topic Possibilities

Veternarian/Animals

Intern in Vet. Office

Work with Humane Society

Put on a fundraiser

Solutions to ease animal cruelty in

the food industry and/or science

Solutions to problems of animal

ownership

Ethical dilemmas of pet ownership,

such as health care costs

Musician/Performer

Organize and perform in a school production

Learn a new instrument and play publicly

Organize entertainment for retirement homes or

veterans

Censorship of art

Importance of music/art in schools

Public support art/music

Connection between music and art

Physical Therapist or

Coach

Intern in physical therapist office

Coach in a youth league

Preventing injuries in youth sports

Drugs in sports

Value of sports and sportsmanship in

schools

Fashion Designer

Design and sew prom dresses

Organize a fashion show

Design fashions from different eras in

culminating outfits

Volunteer or work at a boutique

Effect of fashion trends on youth

Functionality in fashion design

Narrative I-Search on “is the fashion

industry for me?”

Military Go through military training program

Organize support program for troops

Assist at Veteran’s Affairs

The role of military today

Military recruitment on high school

and college campuses

Politics Attend public meetings and write news stories

on locals decisions’ affect on schools.

Background and history of Watergate

The affect of CIM and new state

standardized testing

Cars Refinishing and refurbishing a 1965 Impala Narrative reflection on refinishing

body work on Impala with document

research

Africa Fundraising dinner to raise money for a UN Research paper on AIDS in Africa

8


sponsored orphanage Research paper on Darfur genocide

Planning Process Summary Page for Project Work ______________________________________________________________________ IDENTIFY COMMUNITY CONCERNS / CAREER SKILL INTEREST (Incorporate research)

SET A GOAL (Specifics, must be stated in a way one could determine if you reached it.)

FORM A PLAN Who:

What:

When:

Where:

How:

Cost:

Resources:

______________________________________________________________________

ACT (Predict when you carry out plan what you will see, hear, feel)

FOLLOW UP (If you complete goal, what might you to extend goal?)

9


Journal Log - Project Guide

Students: Maintain a neat, thorough, and well-organized record of your progress on your Senior

Project. The Journal may be typed or handwritten in a binder or lab book. The log can guide you

in your final presentation.

Keep in mind that you should pace yourself. It is helpful to take a look at a calendar with your mentor

before you begin your work. Please take into account common obstacles to the project: costs, other

commitments (AP classes), extra-curricular activities, work, and family.

You should review your project log with your mentor each time you meet.

Journal logs could consist of responses to the following questions or ideas:

1. Describe the progress you made on your project this week. Please explain with specifics.

a. What did you do?

b. Where did you go?

c. Who did you speak with?

d. What did you see?

2. Did you meet the goals set with your mentor last time? Explain.

3. What obstacles are you facing?

4. What within your project work has emerged as especially interesting? Explain.

5. What kinds of risks did you take in your project?

6. How much time did you spend working on the project this time?

7. What are you current goals?

8. What education and skills are necessary to attain a job in this field?

a. What is the job availability, recompense, and any geographic considerations?

9. Interview an experienced professional and write about your experience.

10. Discuss barriers to your project.

10


Sample:

Journal Log - Format and Content

Project: (Brief Summary/Description)

Total Number of Hours: (keep a running total)

March 23rd

I’ve decided that I want to explore early childhood education, so I contacted Headstart to see if I could

find a project mentor. They gave me the three names of teachers who have either associate degrees or

bachelor degrees in early childhood education. After talking with all three of the teachers, I chose Aurora

Phillips to be my mentor. Today, I spoke with Aurora, who is the head of the early learning program at

Headstart. She agreed to meet with me on Wednesday, November 3 to talk about my shadowing

experience and begin to talk about how and when I will begin using reinforcement techniques to promote

certain types of behavior and extinction of others.

It’s exciting to think about experimenting with these preschoolers. Right now it is hard to imagine that

conditioning will actually alter their behaviors. The first thing I will be doing is shadowing Aurora

partially to see what types of techniques she uses (knowingly or unknowingly) and also to begin to

identify behaviors that are manageable and that are specific enough to focus on. (20 minutes)

March 25th

Attending the 2-hour morning program at Headstart was an eye opener. The main thing I noticed was that

reinforcement is heavily used already. The most common reinforcers with these young children are praise

and attention. Also withholding those reinforcers is a way to try to extinguish behaviors. Some of those

kids though are absolutely out of control. I’m thinking that a real challenge will be to select only three of

these children to work with. On my next visit I will try to pick three kids with very different behavioral

patterns. This way I can plan on seeing if certain types of kids respond more rapidly to reinforcement

techniques. I bet that kids with a short attention span will be the toughest to work with since they will

have a hard time sticking to even a short activity. This is all so interesting and challenging. (2 hours,

experience and journaling)

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Student’s Name: ___________________________________

EXTENDED APPLICATION: SENIOR PROJECT

Teacher Signature: __________________________________________

Date: __________________

RELEVANCE

RIGOR

REFLECTION

Demonstrates evidence of personal

relevance

Applies and extends academic and specialized

knowledge and skills to new situations.

Reflects on learning and connection to post-

high school goals

OVERALL SCORE:

(3, 2, 1)

Above Standard: evidence is thorough, in-depth, insightful, or exceptional in some way. Evidence demonstrates overall proficiency across all Extended Application dimensions.

SCORE:

-3-

-3-

Above

Meets Standard: evidence in the collection is adequate and demonstrates overall proficiency IN ALL SECTION TO MEET GRADUATION REQUIRMENTS

SCORE:

-2-

Demonstrates a connection to post-high

school goals and plans as they have

developed or evolved.

Shows evidence of new learning, ideas,

results, or conclusions appropriate to the student’s academic interest, career plan, or

community service goal.

Applies academic, specialized knowledge and

skills appropriate to the student’s:

academic interest, career plans or

community service goal.

Applies academic, specialized knowledge and

skills in a complex or non-routine situations

where there is some individual responsibility and autonomy.

Reflects on the relevance of evidence that

demonstrates new learning, ideas, results, or

conclusions.

-Reflects also highlights the rigor of evidence

in application of appropriate academic and specialized knowledge and skills in complex

or non-routine situations.

-2-

Meets

Below Standard – MUST REDO Below standard means the evidence is insufficient or not proficient (e.g., weak, incomplete, inappropriate, or limited in some way).

SCORE:

-1-

Insufficient Evidence

Does not meet Proficiency


Does not meet

Proficiency


Does not meet

Proficiency

-1-

Below

12


Example: Table of Content Personal Plan and Profile

o Letter of Introduction

o Resume

o Letter of Recommendation or Scholarship/Award Letter

o Education Plan Essay*

o Transcript

o Job Shadow Paperwork

o Copies of Awards/Honors received*

Research

o Outline

o Research Paper

o Work Cited Page

o Research Paper Scoring Guide—instructor provided

The Project (or Extended Application)

o Project Proposal (with any modification paperwork)

o Journal – Time Log (all of the following could be acceptable forms of the journal):

Mentor Log Entries (including mentor initials)

Internship Experience Entries

Extended Application experiences

Reflections

Evidence of New Learning or Ideas

Research Process entries

Calendar of Dates

o Mentor consent form*

o Photographs, pamphlets, ID tags or any physical evidence of participation

o Budget Worksheet

o Extended Application Scoring Guide—instructor provided

Essential Skills Evidence and Reflection

o Team Work & Personal Management

o Demonstrate Civic Engagement,

o Listen and Speak Clearly and Coherently,

o Think Critically & Analytically,

o Global Literacy

o Use Technology to Live - Learn - Work

o Essential Skill Scoring Guide - instructor provided

Presentation

o Outline

o Presentation Evaluations—instructor provided

Exhibition or Celebration Night

o Verification of attendance and participation

* Going beyond State Standard

13


Letter of Introduction

Creatively respond to the following queries in the form of a letter to be read by portfolio viewers.

Ultimately you want to express: Who you are – Why you are, who you are – Who do you aspire to

become. To conclude the letter, convince the portfolio reader you will reach your goal, by indicating

what you have accomplished to prepare for your next journey.

Who are you? What makes you?

What are some adjectives you would use to describe yourself?

What are my personal interests, strengths, skills, and talents?

Where do you come from?

Where do you think you’re going? Philosophically speaking, of course.

What is your family like? Describe.

What is important to you? Why?

What does education mean to you? Explain.

How has school served you so far?

What are my personal goals? What are my educational goals?

What action will I take to reach my goals?

What help do I need to help me reach my goals?

What are my career interests and goals? What career options will I explore?

What career paths will allow me to develop my skills and talents?

How will you use your education in the future?

14


Job Shadow This experience is to help determine the knowledge, skills and talents needed to develop to further your

career path? There are four options to complete this assignment.

Propose where and who you will complete career observation to instructor;

Make an appointment with career center and align a career experience;

Observe a Career Technical Focus Program Teacher here at Liberty; or

Compose 5 interview questions and phone scripts to call a professional in the field you

are interested in exploring.

Reflect upon your experience by answering three of the four questions.

What specific knowledge or skills did you learn?

How might you apply that knowledge or skill to achieve a goal?

What skills, learning, or ideas did you acquire that will help you after high school?

Resume - 1 page only

Jackson Garvey 1133 N.E. 14th

El Dorado, Kansas 67042 (316) 555-3086

Objective To obtain a job shadow as an architect.

Education Liberty High School, Hillsboro, Oregon Graduate 2015

Courses Studied: metal shop, computer applications, three years of

woodworking and three-dimensional design.

Work Experience June - August 2006 Warehouse Worker, Gates Tire Company

Duties included assisting with receiving shipments, stocking,

and sending shipments. Operated forklift and loading dock.

June - August 2005 Landscape Maintenance for private individuals.

Duties included planting and removing plants and providing lawn maintenance for a variety of personal clients.

June - August 2005 Field Worker, Townsend Farms, Inc. Duties included planting and harvesting for several crops for

small family farm operation.

Skills Able to operate the following: lathe, table saw, drill press, sander,

bench grinder, arc welder, loading dock, Hyster 2450 forklift. Bilingual in English and Spanish

Activities Junior varsity and varsity baseball and soccer,

Member of Greater El Dorado Soccer Club.

References Mike Smith, Manager Cheri Tillis, Owner/Supervisor

Gates Tire Company Tillis Farms

1122 N.W. 22nd 2300 W. Farm Hill Road El Dorado, Kansas 67042 El Dorado, Kansas 67042

(316) 555-6924 (316) 555-2299

Deborah Smith 123 Cherry Lane

Hillsboro, OR 97123 (503) 555-5555

Objective To obtain a job shadow as a dental hygienist.

Education

2004 - Present Liberty High School Hillsboro, Oregon

Health Occupations Career Endorsement Program

Biology

Health Occupations Block

Current GPA: 3.6

Work Experience

2005 - Present ABC Dental Offices Hillsboro, Oregon

Receptionist/Assistant

Duties include answering phones, filing, scheduling

appointments, assisting hygienists, assistants, and doctors

with material handling, patient set-up.

Interests and Activities

Varsity basketball, varsity tennis, National Honor

Society, Link Crew. Interests include hiking, skiing, and

reading.

References

Bob Jones, Dental Hygienist ABC Dental Offices 1234 Main Street Hillsboro, OR 97123 (503) 555-1234

Jim Black, Teacher/NHS Advisor Liberty High School 2700 NW Liberty Road Hillsboro, OR 97124 (503) 844-1900, ext. 123

15


Essential Learning Standards Students must document proficiency in Essential Skills (ES) as designated by the state of Oregon. This

documentation becomes part of the student’s Collection of Evidence in the Senior Portfolio. Evidence of

proficiency in the ES can take a variety of forms. Students are required to write a reflection indicating

where the proof is located in the portfolio and the value of the work.

The student’s advisor assesses the student’s ES proficiency using the District scoring guide; this

assessment is included in the student’s Collection of Evidence.

Your ES are a series of observations and work samples about YOU! How have you successfully (or not)

navigated your world thus far? What skills have you used? What have you noticed about your behaviors

and abilities to process and use these experiences? What have you learned from your education, as well

as your life experience? How have applied your experiences to achieve your goals?

For each ES skill proof must be located to illustrate skill and then write about the following:

How did you apply specific knowledge or skill to achieve a goal?

How does your project relate to your plans for after high school?

What skills, learning, or ideas did you acquire that will help you after high school, and how will

they help?

Essential Skills Components

Listen Actively and Speak Clearly and Coherently – Skills Include 1. Listen actively to understand verbal and non-verbal communication.

2. Give and follow spoken instructions to perform a task, ask and answer questions, and solve

problems.

3. Present or discuss ideas clearly, effectively, and coherently, using both verbal and nonverbal

techniques.

4. Use language appropriate to particular audiences and contexts.

Example Topics: job interviews, job shadows, school presentations, group work

presentations, etc.

Think Critically and Analytically - Skills Include: 1. Identify and explain the key elements of a complex event, text1, issue, problem or phenomenon.

2. Develop a method to explore the relationships between the key elements of a complex event,

text1, issue, problem or phenomenon.

3. Gather, question and evaluate the quality of information from multiple primary and secondary

sources.

4. Propose defensible conclusions that address multiple and diverse perspectives.

1 Text includes by is not limited to all forms of written material, communications, media, and other representations in words, numbers, and graphics and visual

displays using traditional and technological formats.

16


5. Evaluate the strength of conclusions, differentiating reasoning based on facts from reasoning

based on opinions.

Example Topics: research paper, choosing where to go to college, creative projects, etc.

Demonstrate Civic and Community Engagement – Skills Include: 1. Apply knowledge of local, state, and U.S. history and government to explain current social and

political issues.

2. Perform the civic and community responsibilities essential to living in a representative

democracy

Example Topics: job shadow, social and political issues of interest, volunteer work, etc.

Demonstrate Global Literacy – Skills Include: 1. Demonstrate knowledge of diverse cultural, linguistic, and artistic expressions.

2. Apply a global perspective to analyze contemporary and historical issues

Example Topics: Latin America project, world issue project, research paper etc.

Demonstrate Personal Management and Teamwork - Skills Include: 1. Participate cooperatively and productively in work teams to identify and solve problems.

2. Display initiative and demonstrate respect for other team members to complete tasks.

3. Plan, organize, and complete assigned tasks accurately and on time.

4. Exhibit work ethic and performance, including the ability to be responsible and dependable.

Example Topics: sports, theater or musical experiences, organize community event, etc.

Use Technology to Learn, Live and Work ~ Skills Include: 1. Use creativity and innovation to generate ideas, products, or processes using current technology.

2. Use technology to participate in a broader community through networking, collaboration and

learning.

3. Recognize and practice legal and responsible behavior in the use and access of information and

technology.

4. Use technology as a tool to access, research, manage, integrate, and communicate ideas and

information.

Example Topics: a time when I used PowerPoint, how I found my research, tech course.

17


ESSENTIAL SKILLS for SENIOR PRORTFOLIO RUBRIC

Student Name: Student ID: Date: ______________________________

Teacher Name: Teacher Signature:______________________________________________

Listen Actively and

Speak Clearly and

Coherently

Think Critically and

Analytically

Use Technology to

Learn, Live, and

Work

Demonstrate Civic

and Community

Engagement

Demonstrate

Global Literacy

Demonstrate

Personal

Management and

Teamwork Skills

OVERALL

SCORE:

Meets all of the requirements of the grade level standard and can demonstrate understanding at a higher level of rigor.

Student-provided evidence is above standard in at least four areas to receive an overall score of 3. (Focus Program Cord Requirement)

SCORE:

-3-

Exceeds

Meets all of the requirements and demonstrates all of the knowledge and skills of the grade level standard at the appropriate level of rigor.

Teacher documentation or student-provided evidence meets standard in all areas to receive an overall score of 3. (Senior Project Level, basic graduation requirement)

□ Listen actively to

understand verbal

and non-verbal

communication.

□ Give and follow

spoken

instructions to

perform a task, ask and answer

questions, and

solve problems.

□ Present or discuss

ideas clearly,

effectively, and

coherently, using both verbal and

nonverbal

techniques.

□ Use language

appropriate to

particular

audiences and

contexts.

□ Identify and explain

the key elements of a

complex event, text2,

issue, problem or

phenomenon.

□ Develop a method to

explore the

relationships between the key

elements of a

complex event, text1,

issue, problem or

phenomenon.

□ Gather, question and

evaluate the quality of information from

multiple primary and

secondary sources.

□ Propose defensible

conclusions that

address multiple and

diverse perspectives.

□ Evaluate the strength of conclusions,

differentiating

reasoning based on

facts from reasoning

based on opinions.

□ Use creativity and

innovation to

generate ideas,

products, or

processes using

current

technology.

□ Use technology to participate in a

broader

community

through

networking,

collaboration and

learning. □ Recognize and

practice legal and

responsible

behavior in the

use and access of

information and

technology.

□ Use technology as a tool to access,

research, manage,

integrate, and

communicate

ideas and

information.

□ Apply

knowledge of

local, state, and

U.S. history or

government to

explain current

social and

political issues. □ Perform the

civic and

community

responsibilities

essential to

living in a

representative democracy.

□ Demonstrate

knowledge of

diverse cultural,

linguistic, and

artistic

expressions.

□ Apply a global

perspective to analyze

contemporary

and historical

issues.

□ Participate

cooperatively

and productively

in work teams to

identify and

solve problems.

□ Display

initiative and demonstrate

respect for other

team members

to complete

tasks.

□ Plan, organize,

and complete assigned tasks

accurately and

on time.

□ Exhibit work

ethic and

performance,

including the

ability to be responsible and

dependable.

Meets

SCORE:

-2-

18


Meets the most basic elements of a given standard, but not all knowledge and skills embedded in the standard are demonstrated.

Demonstrates the essential knowledge and skills required. Cannot demonstrate the level of rigor called for by verb in the standard.

SCORE:

-1-




Insufficient

Evidence

Insufficient

Evidence

Insufficient

Evidence

Nearly Meets

Meets a few elements of a given grade level standard, but many required elements are missing and limited understanding demonstrated. Doesn’t meet Graduation Requirements.

SCORE:

-0-

Does Not Meet Proficiency






Not Yet Meets

19


Research Paper Overview

To fully document the Senior Project, the student is required to write a research paper. This paper may

take one of three forms: a narrative “I-Search” paper, a narrative “Career-Based” paper (adapted from

models provided by the state of Oregon), or a traditional expository research paper (which includes

technical scientific papers). The paper focuses on an area of interest as it relates to the overall project, or

it documents the student’s experience about finding answers to project guiding questions, or it documents

the student’s career-related experience(s). The style the student chooses should meld with the overall

project; this is a decision the student will make with the aid of the advisor. Note: your focus program

teacher might have different requirements for papers that are specific to an academic area of study.

Research Paper Requirements:

minimum 5 creditable source cited in text (7 for cords)

typed in an easily-read 12-point font

double spaced

one-inch margins

MLA or APA format for title page, in-text citations, and annotated works cited page.

The works cited page is not included in the total page count.

The Senior Project paper is assessed according to common core writing standards. Each student will

select one of the following paper options:

Students may select one of four options: Expository (classic research paper, inquiry based, use if in Senior Inquiry) Technical (scientific or inquiry based)

20


Senior Project Proposal

DUE: __________

Type the following paragraphs in essay format using 4-6 thoughtful sentences for each paragraph.

Paragraph 1: Describe your project and essential question. Explain why you chose this topic.

Paragraph 2: What do you already know about your topic? What experiences have made you curious

about your topic? This could include classes you have already taken.

Paragraph 3: Describe what risk(s) you will take to complete this project. Be sure to consider physical,

emotional, spiritual, and intellectual challenges. Include any budgetary needs/concerns and desired

community partnerships (think internship or mentorship).

Paragraph 4: Predict the possible long-term benefits of this project on your own career development. In

which career(s) could you apply what you will learn?

Student Signature _____________________________________________ Date _________________

Parent Signature ______________________________________________ Date _________________

Focus Program Instructor Signature _______________________________ Date _________________

NOTE: Students who change projects mid-year will be required to resubmit their project

proposals with parent signatures.

21


Research Source Log

The research source log is similar to using note cards. The goal of using the source log is to keep track of

your various sources. Students are encouraged to use the source log in all steps of the research process.

Students can keep electronic copies or hard copies for their portfolio (hard copies will be provided by

your instructor). Note: all websites are different and authors are frequently difficult to find; therefore,

fill out the log according to what information you can locate. After completing your source log, begin to

organize your sources. Print this document to keep track of your other sources.

Source Log Information:

Topic _______________________________________________________________________________

Author ___________________________________Article Title:_________________________________

Website Title ____________________________ Date of Publication ____________________________

Sponsoring Organization ____________________________ Access Date _________________________

Internet (URL) address

____________________________________________________________________

Direct Quote from source (word for word from text)

Paraphrased Quote from source (put in your own words)

22


Research Paper Outlines

Expository Outline: Senior Inquiry students are required to use this writing model.

Part I. Introduction: Thesis statement that addresses an essential question

Part II. Body of Evidence - includes parenthetical notation (MLA format)

Part III. Conclusion

Part IV. Works Cited page

Technical or Scientific Writing Outline

Part I. Introduction: includes a complete abstract and clearly outlines all research and project elements.

An abstract is a condensed version of the inquiry that hooks the reader’s interest.

Part II. Methods and Materials

Part III. Results

Part IV. Discussion

Part V. Conclusion

23


WRITING SCORING GUIDE: Argument

Student’s Name: ____________________________Teacher Signature: _______________________ Date: _____________

24


WRITING SCORING GUIDE: Informative

Student’s Name: ____________________________Teacher Signature: _______________________ Date: ____________

25


The Presentation: Speech Preparation

Your presentation will be comprised of a formal 6-10 minutes in length before adjudicators, teachers and

community members. The speech will be accompanied by a visual aid created specifically for the

presentation.

Before you are permitted to make your formal presentation you must schedule and present to at least one

advisory class. If the presentation does not meet the evaluation standards (found in the scoring guide) you

will be required to present to another advisory class.

When preparing, you will order it in such a way that the introduction includes a fact or brief telling of an

incident that is relevant to your research and project. A quick overview of what the adjudicators are going

to hear and see. (Essentially you are presenting a five-paragraph essay…with an introduction, body and

conclusion!)

Following your introduction, talk about your research paper. Remember you researched an area that

was new and interesting to you. Be sure to communicate this excitement to your audience.

When you speak about your project, briefly explain the manner in which you chose the project and how it

relates to your paper. Then go on to tell about the most important things you learned, and how well you

learned them. Your strongest points will probably be those which reinforce, relate to or even dispute the

facts you learned in your research. A panel likes to hear how a student has learned by doing, so you will

probably want to make this the longest part of your speech.

The conclusion is comprised of a last few words, usually the ones most remembered by the evaluators, so

try to end with firmness and strength. You may make the audience aware you are about to end the speech

with a phrase such as, “Finally,” and “In looking back on this, “etc. (Try to avoid “in conclusion,” as this

is a cliché). An evaluator would enjoy hearing how your work has had a positive and lasting effect on

you, but don’t be a phony. What’s important is that you leave the adjudicators with the impression that

you invested yourself in your work and that the research and project have impacted you.

Guidelines for accommodating non-native English speaking Seniors

A short overview should be presented in English at the beginning of the presentation

(approximately two minutes). The following 6-8 minutes could be in native language in order to

allow elaboration of the ideas and complete expression of the concept.

These students will be allowed to exceed the 10-minute limit in order for there to be sufficient

time for the elaborated presentation.

This will not be viewed as a modification, but rather a standard accommodation.

The adjudication committee will include student native language speakers who will be an audience

willing and able to understand the work being presented.

26


Presentation Visual

A visual that displays the essential components of your project is required. A tri-fold is widely used, but is

not required. No matter how you choose to display your presentation, it should relate important and

interesting information about your work and the project’s developments to help the audience better

understand all you have done. Displays can include photographs (before, during, after), charts, graphs,

pamphlets, instruction sheets, and patterns. There is no cut-and-dried rule about what a display should

be, however, it should be neat, creatively accomplished, attractive and legible. Audio displays should be

well-edited, volume controlled and timed to work with the speech.

Using construction paper, tag board, markers, pens, paints, rub-on letters, and your creative talents,

design a poster that describes your research paper and project (this could be a tri-fold, but is not required).

Please be sure that the topic of the paper, the topic of the project, and your name are on the poster.

Essential questions or thesis statements might also be required. Note: students are responsible for the

visual. Tri-folds are not provided by the instructor (make sure to use your budget sheet for this).

Requirements for visual:

Essential Question or Thesis Statement

Research Paper Topic or Abstract

Graphics (at least three that relate with your project)

Project Description

Here is an example of information that could be put on your visual:

Topic or Essential Question: Does the behavior in a 5th

period class change when students have eaten

before or after class?

Research: How does regular nutrition affect the learning and behavior of adolescents?

Graphic: A student eating an apple, with a carton of milk nearby.

Project: Observe and document behaviors over a four-week period. 2 weeks of food before 5th

period, 2

weeks of 2nd

lunch.

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Speech Prompts

By finishing the following sentences you are, in essence…creating your presentation speech…

I first became curious about…

I developed my essential question by…

When I first started doing my research I thought I would find out…

I was surprised to find that…

Along the way, I learned…

The fact or challenge that surprised me the most was…

Something I never even considered was…

Looking back to where I started and where I am in my research now, I know…

I originally chose this topic for my research paper because (why is it important for you?)…

My research paper relates to my topic by…

I approached the project by (your process)…

The project turned out…

If I were to show you my project right now you would see…

The project was…

The project impacted me and the community by…

The three things I learned while working on this project are:

I am most proud of…

After high school I expect this project to integrate into or affect my life by…

28


Presentation Checklists

Before you begin working on your speech, please communicate the

following to your Focus Program Instructor.

Who is your mentor?

Did you complete an internship?

What three people would you like to be on your adjudication (judge) panel?

Are you doing a power point or a presentation where you will need a computer?

If the answer to 4 is “no”, what will you need to exhibit your project and give your speech?

When you can honestly answer and check off all the items on this list, you will be fully prepared to

give an engaging presentation.

___1. Is the presentation between 6-10 minutes?

___2. Have I practiced using prepared note cards and not a script? Prepared note cards are numbered,

contain topics and ideas, key words, etc. I is advised for a student to not have more than five notecards.

___3. Does my speech connect research paper and project?

___4. Does my speech convey an emotional connection to my work? (Do I show that I care?)

___5. Does my speech include obstacles, challenges and successes I encountered?

___6. Does the speech inform how I have gained from this senior project experience?

___7. Does the speech explain how the research and project have impacted my future or plans?

___8. Do my audio or visual aids help convey the information easily?

___9. Does my presentation flow from introduction to research to project to a conclusion with closing

remarks that tie up the presentation memorably?

___10. Have I practiced enough to feel confident?

29


Presentation Evaluation

Liberty High School Senior Exhibition Scoring Guide

Student Name: _______________________ Advisor Name: ________________________

Student’s Essential Question:_________________________________________________

Evaluator’s Name: _______________________Status: Staff Community Member

Evaluator Directions: Place a checkmark in the appropriate box in the chart below. Before scoring the student on his/her

presentation alone, please ask the student questions that allow him/her to communicate in a less formal

style of speech. Be sure to write comments below that will aid the student in understanding how and why

you scored as you have. Feel free to write positive comments, and put any negative comments in a

context that assist the student’s learning.

Rigor/Value

Does this

project

challenge the

student? Do

the concepts

presented

demonstrate

critical

thinking and

solid ideas

and content?

Personal Relevance

Is the student

connected to the

project? Does this

project really matter

to them?

Organization

Is the presentation

well-ordered?

Does the speech

have an

introduction,

body and

conclusion? If

there is a visual

component to the

presentation, is it

well-ordered,

neat, and

understandable?

Delivery

Eye contact is

maintained

throughout,

voice is not

monotone but

fluctuating,

appropriate

body

language is

demonstrated,

and student

maintains

formal tone

throughout.

Exceeds

Demonstrates advanced

knowledge and maturity.

Meets Demonstrates expected

knowledge and maturity.

Needs Further Work

30


Mentor Letter

Dear Mentor:

Thank you for expressing an interest in aiding a senior in the culminating experience of the Liberty High School Senior Project.

For the Senior Project, all senior students will:

Write a research paper on an approved, self-selected topic

Complete a hands-on or service-oriented project related to the research paper topic (requiring a minimum of 15 hours

of documented hours of work)

Compile a portfolio of coursework and,

Present findings to a board in a formal oral presentation at the end of May

If you are comfortable mentoring a student, please complete the attached Mentor Consent Form and send it back with your

advisee. You may keep this letter for reference.

How might a mentor help a student with the Senior Project portion of this process?

Depending on the nature of the student’s topic, he/she may begin the project at the beginning of the school year. All students

need to complete a minimum of 15 hours of documented work. Project work as well as a thorough project log must be

completed and submitted on April 24. The teachers at the high schools request that each mentor/student team meet at least

three times during the project phase of the Senior Project. These meetings should be scheduled for the mentor’s convenience.

During these “progress” meetings, a mentor might do the following:

Help the student pace him/herself to meet the deadline with ease

Set upcoming goals

Troubleshoot potential difficulties

Review completion of previous goals

Discuss the student’s accomplishments, discoveries, frustrations, questions, obstacles, etc.

Review the materials or artifacts the student gathered

Suggest additional resources or contact

Verify and sign the student’s project log

Project work must be verified by the consenting adult mentor (there may, in some cases, be more than one mentor per project).

The Senior Seminar or Focus Program teachers also need verification that the student met with his/her mentor on at least three

different occasions as planned. Students must record the progress of their projects in their log. A mentor should verify

meeting and discussion by initially the student’s journal for each meeting. Students are aware that video footage, letters from

supervisors, slides, photographs and certificates of course completion may all count as additional forms of verification.

How might a mentor help a student with his/her formal, oral presentation?

Students will present what they learned through the research paper and project work to their classmates and teacher in class

during the month of May. This presentation is required practice for the board presentations students deliver at the end of May.

Mentors are welcome to attend their student’s board presentation. Reviewing the content of the student’s speech prior to this

presentation may be helpful for the student. Please contact your advisee’s Focus Program or Senior Seminar teacher if you

have any questions or concerns.

31


Mentor Consent Form

I have read the expectations for the Senior Project mentors, and I am willing to aid _________________

in the completion of his/her senior project. I will with this student a minimum of three times during the

course of his/her senior project to advise and monitor progress. We will have our first meeting before

he/she begins the hands-on or service related project to a reasonable time schedule so that the project will

be completed on time. At this initial conference, we will also schedule at least two future meetings with

each other. I understand that the student may request additional meetings or contacts to request assistance.

I also understand that immediate that the student may request additional meetings or contacts to request

assistance. I also understand that immediate family members may not act as a primary mentor.

I may be contacted at the following address and phone number

Address ____________________________________

____________________________________

Phone ___________________________________ Work __________________

Mentor’s Name (print) _____________________________

Mentor’s Profession ______________________________

Mentor’s Signature _______________________________

Date and time of next meeting ________________________

Goals to be reached by student prior to that meeting:

a.

b.

c.

32


Parent/Guardian Agreement

Student’s Name _______________________________________________________________________

I have carefully read through the Senior Project Student/Parent Handbook and understand the

requirements of all phases of the Senior Project.

Parent or guardian’s name (please print) ________________________________

Parent or guardian’s signature ________________________________________

Contact Information Home Phone______________Work Phone ____________

Cell Phone _______________ Emails (write neatly) __________________________________________

Date ________________________

Please return this signed form by _______________________

33


Project Budget Sheet

This form should be completed if costs will be associated with your Senior Project. You are responsible

for all expenses. Remember, you are not required to spend money on your Senior Project.

Project costs: What kinds of materials or expenses will you need to plan and carry out your Senior

Project? For example, will you need paper, binders, long distance phone calls, bus fare, gas money, etc?

ITEM COST DATE NEEDED BY 1.

2.

3.

4.

5.

Exhibition costs: What kinds of materials will you need to present your work? Will you need poster

board, tri-folds, markers, video tape, computer disks, overhead transparencies, photocopies for handouts,

etc?

ITEM COST DATE NEEDED BY 1.

2.

3.

4.

5.

senior portfolio student/guardian handbookthis handbook is a written guide for student success, an...

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