senior project manual 10.11

LEGAL STUDIES ACADEMY

SENIOR PROJECT MANUAL2010-2011

THE LEGAL STUDIES ACADEMY SENIOR PROJECT

The Legal Studies Academy’s Senior Project seeks to build a bridge for students between educational skills and their relevancy in the real world. The four phases of the Senior Project include a 20-hour investment in a project of, an 8-10 page research paper on with relevance to the legal field, a 10-15 minute presentation before a panel of staff and community judges to synthesize and summarize the experience, and a portfolio to document the collection of information pertinent to the Senior Project development.

The Senior Project is a graduation requirement from the Legal Studies Academy. The student must satisfactorily complete all components of the Senior Project to be eligible for graduation with a Legal Studies Academy Seal.

Project ProposalAll seniors will submit project proposals by November19, 2010. Each proposal will

include a detailed project description, steps for completion, documentation, project consultant contracts, and signed parent consent forms. The Senior Project Advisory Board will evaluate the student’s project proposal based upon the challenge each student poses to him/herself, and the skills and knowledge the student proposes to acquire. Students must have their projects approved before beginning any work on their projects. Proposals may be revised several times before receiving approval. This process is a timely one, but serves as the most important step in the student’s successful completion of their project.

The PaperStudents will complete a formal research paper focusing on an area of law related to their

Senior Project. All papers must have an argument or opinion on the subject they are developing, and must not be a report about the student’s project.

The paper must be at least eight (8) pages, typed, and documented according to the Modern Language Association (MLA) format. Students must use a minimum of eight sources. Both primary (personal interviews) and secondary (books, magazines, newspapers) sources will be required. The process of writing the paper will be monitored during the class. Students must complete the entire writing process—note taking, outlining, drafting, revising and editing will all be required steps.

The ProjectThis phase of the Senior Project requires seniors to complete a project in an area of their

own interests. The project must be completed on the student’s own time and must include at least 20 hours of independent work. The project will be monitored during the Senior Project class period; however, the majority of this component will be completed independently.

The student must choose a project that is a challenge. Community service and career exploration are encouraged; however, students must create a product or provide an actual service that has been designed by them. Volunteer work alone for existing community service organizations or working at jobs with adults in career areas of interest to the student are not possible as options for the project. All students must design, create, write or organize something that can be evaluated. Partner projects will not be permitted.

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The Portfolio Students must create a portfolio to document their work on the project. The project is

evaluated through the portfolio which will contain items as stated in their project proposal such as the evaluation by the project consultant, a written overview of the project, the original project proposal, the research paper, and the project self-evaluation form, photos/video of progress on the project, and any appropriate drawings, graphs or charts. Documentation is essential to successfully complete this project; therefore, it is essential to keep records of everything.

The Senior BoardsYou will be required to be present at a designated presentation time. Professionals

in specific fields of study related to your individual project have been scheduled and therefore, make-up sessions are highly unlikely. Students will stand before a panel of judges and present their completed research paper and project. Staff and community members with expertise in the student’s chosen area will be present for this speech and parents are invited to their students’ presentation. Students will present for 8 to 10 minutes and then answer any questions judges may ask. Students will be graded on the content, delivery, and visual aids associated with their project. They will also be graded on their ability to field questions from the panel judges. Students should be able to explain the connection between their research paper and their project, as well as what they have learned about the legal field during the course of completing the project.

Academic HonestyThe Senior Project demands a high level of integrity on the part of students in every

phase of the project. Students must realize all work they present for their project will be assumed to be their own. When students are presenting work, which is not original, they must acknowledge the use of such work by properly documenting the paper, the project/portfolio and the presentation.

Any student in violation of Virginia Beach City Public Schools Regulation 5-34.2 (Cheating/Plagiarizing) will be referred to the Academy Coordinator for disciplinary measures.

Any academic dishonesty by the student on any part of the project will result in a referral to the Academy Coordinator, potential failure of the Senior Project class, and forfeiture of graduating with a Legal Studies Seal.

Definitions of Academic Dishonesty* on the Senior Project

Acts of academic dishonesty, which can result in failing the Senior Project and forfeiting Legal Studies graduation in June, are listed and described below.

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Fabrication:Any intentional falsification or invention of evidence, data, citation or other authority on the project, portfolio, paper, or presentation.

a. On the project this includes, but is not limited to, claiming to have created, designed, written, built, etc., all or part of the project which the student has not produced.

b. In the paper this includes, but is not limited to, attributing to authorities statements they never made. It is the student’s responsibility to produce any and all sources he or she used for the paper when asked to produce such evidence.

c. For the presentation this includes, but is not limited to, falsifying statements by sources/experts used. It is the student’s responsibility to produce any and all resources he or she used when asked to produce such evidence.

2. Unauthorized Collaboration :Any collaboration with another person, which has not been expressly allowed by the teacher or the Senior Project Advisory Committee.

a. On the project this includes, but is not limited to, any other person (the project consultant, a family member, etc.) producing work, which the student has committed to producing alone. The student must make clear in the project proposal the nature of the work he or she will undertake and the nature of any work, which will be performed by others. Project proposals must be followed; any change in project must be approved via a Project Revision Form submitted for approval.

b. In the paper this includes, but is not limited to, any person other than the student writing any portion of the paper. The student must be able to demonstrate a clear progression from the research phase, to drafting, revising, and editing. All editing suggestions by teachers, family members, tutors, or others must be made on hard-copy drafts of the paper. It is the student’s responsibility to produce any and all intermediate drafts of the paper when asked.

3. Plagiarism :Any intentional use of another’s ideas, words, or work as one’s own. Plagiarism includes the misuse of published material and the work of other students.

a. On the project this includes presenting as a project or part of the project published or unpublished work by someone other than the student. This includes, but is not limited to, written work, photographs, artwork, graphs, charts, drawings, video and audiotape.

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b. On the paper, this includes, but is not limited to, failing to cite the ideas or words

of any source, as well as using all or part of another person’s paper, or representing this draft as an original text.

c. For the presentation this includes, but is not limited to, failing to acknowledge the sources of any information, words, or material borrowed or used by the students during the presentation.

Consequences for Academic Dishonesty on the Senior Project

1. Students suspected of academic dishonesty will be required to appear before the Senior Project Advisory Board and demonstrate the originality of all Senior Project work.

2. Students must be prepared to provide evidence of originality for all phases of the project by :

Demonstrating the stages involved in producing the project Demonstrating completion of the project Demonstrating a thorough understanding of the principles and processes involved

in creating the project

Avoiding Academic Dishonesty

Students who are having difficulty in completing their projects because of unforeseen obstacles should notify their teacher immediately in order to avoid the temptation to fabricate a project under pressure of the deadline. Often a teacher will be able to redirect the student to a project which the student will be able to complete.

While writing the research paper, students must be diligent to meet all intermediate deadlines for notes and drafts of the paper to avoid the pressure of writing the paper at the last minute. The student must save all notes and drafts of the paper.

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ProjectProposal

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THE SENIOR PROJECT PROPOSAL

1. Stretch: Your project must challenge you in some substantial manner. While it may be connected to something you already know, it should require you to learn new skills and develop a new understanding of your project area. It must move you out of your comfort zone.

2. Waiver: Your parents must sign a waiver stipulating their agreement to the activity you are choosing. If your project includes physical risk your project advisor must be notified.

3. Expectations: Product, Performance, and Planned Activity: you must make, perform or plan something for your project that would not happen otherwise. The project must have a clear goal or purpose, which can be measured by an expert in the field and your teacher.

Classes are not senior projects You may take a class to reach your goal for the project; however, simply going to class is not the project.

Creating a web page is not an acceptable projectunless you can demonstrate there is a specific client and audience, with a clear need for the information, web sites will is not allowed.

Experience is essential Knowledge in the project field will help develop a more comprehensive project.

Jobs are not Senior Projects. You may not use hours for which you are being paid. A project related to a job must go beyond the regular work schedule and provide for the employer something that is not part of your typical responsibilities.

Creating a documentary is not an acceptable Unless you can demonstrate a specific client and audience with a clear need for the information, documentaries will not be allowed. Accepted documentaries will be judged by existing industry standards and must show a sophisticated level of media skills.

Pre-existing ProjectsIf you use a pre-existing project, you must clearly identify an added stretch.

Partner projects are not allowed

Fundraising is acceptable under certain guidelines You must demonstrate a specific client and audiences with a clear need for the job.

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When the project proposal packet is approved, it becomes a binding performance contract. Any major alterations (i.e. alteration of hours, outcome, and documentation) to this project must be approved with the Senior Project Advisor via a Project Revision Form.

Each of the lettered items below must be included in your submitted Project Proposal. It is essential for you to fully breakdown your project and explain how you are going to document your process. Do not omit any of the following lettered items:

A. ABSTRACTEssentially, the abstract should paint a picture of what you plan to do. An abstract describes the general scope of your project. It includes the general details needed to complete your project. Your abstract gives the reader a clear idea of exactly what are going to do, and how you plan to do it. Your abstract should be between 300-400 words.

In order to write an abstract, you must address the following questions: (somequestions may not apply to your specific project – answer as many as possible.) Think specifics/details - number of participants, length of video, etc.

What is the title of my project? What will I make, perform or receive certification in? Who will be my consultant to assist me with my project? Who or what is/are my audience/participants of my project? When/where will my project take place? How many people will participate or benefit from my project? If my project involves an end product, who will evaluate it? What type of material will I need? Who is my client/audience? At the end of reading your abstract, the evaluator should have a clear picture of

what you will be doing for your senior project.

B. LEARNING SKILLSDuring this part of the proposal you need to list the skills needed to complete the project; these are brand new skills that will be learned independently or with the assistance of your project consultant, internship or shadowing experiences. If you are not learning any new skills, this project may not be enough of a stretch for you.

I will need to learn…(list skills to be enhanced) I will need to learn …(list skills that are brand new to you)

C. PROJECT STEPS – Should be presented in sequential order. Totaldocumented hours must be equal or greater than 20 hours.

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During this part of the proposal you need to list the skills needed to complete the project. These include the most basic and the most complex steps. Brainstorm and break down

the process for each task. Take time to consider each task from beginning to end. For each step approximate the amount of time needed to complete each task. Driving time may not be counted.

Think of this as a “to-do” list to complete your project, i.e. in order to create a movie you need to do… purchase the materials , find a location, create a storyboard, shoot footage, edit film, etc.

All of your learning skills listed above in Part B should be evident as a Project Step. For example, if you state you will need to learn how to shoot and edit a crime scene video —where are you learning how in your steps and with whom …

STEP 1: Create visual story board layout 1 HourSTEP 2: Outline script 2 HoursSTEP 3: Meet with Consultant, Mr. Smith to

receive feedback on storyboard and script prior to video shoot

3 Hours

STEP 4: Make revisions to storyboard and script

1 Hour

STEP 5 Shoot scene one: location Home Invasion

6 Hours

STEP 6 Etc…

D. PROJECT DOCUMENTATION – All documentation promised in your proposal must be present at your senior project defense.

One of the most important aspects of your Senior Project is the documentation process. It is through your documentation in your Portfolio that the Senior Project Defense Committee is able to evaluate your project. You must be thorough in documenting your Senior Project.

Generally speaking, your documentation must include all elements of your steps. All projects will require photo documentation. Video documentation is also strongly recommended. Graders want to see you completing the project in your documentation photos and/or video. If your project requires you to produce a video product, then a storyboard and script are required documentation. You must be prepared to verify your hours were completed by yourself. Consider all receipts, flyers, emails, phone logs, storyboards, scripts, interview questions, interview notes, practice logs or anything obtained during the process of completing your project. Keep a Senior Project folder/box and put all documentation in there.All of your learning skills listed in Parts B and C need to have documentation to verify completion. For example, if you stated you would need to learn how to brief a case, pictures or video should be present of you learning, if possible. You might also provide notes taken from consultant instruction.

If your Senior Project requires you to create something, you will use your “end product” in your presentation. For example, if you had to reconstruct a crime scene, the crime reconstruction should be presented at the Senior Boards before the defense panel.

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E. PROJECT JUSTIFICATION – Explain why this is a quality project.This is an essential step in the project approval process. The Senior Project Advisory

Board must agree that this is an appropriate project for you that justifies the growthdeemed necessary in order for this project to meet the Legal Studies graduation requirement. Spend thoughtful time formulating your project.

In this step justify why your choice of project is appropriate for you. Consider in your answer such areas as prior background, skills, talents, and learning stretch. Why is this project going to be very challenging for you? Why do you want to accomplish it?

F. PROJECT-PAPER CONNECTION – Explain the link between your project and a legal issue. You first need to explain the relationship of your project to your proposed topic. The paper must relate to the project in some manner; it is not merely a report on your project nor is it about your project. It is an independent research paper related to your project and must contain an opinion and surround a legal issue.

G. ACADEMIC HONESTY In this step you need to define academic honesty, plagiarism, and your understanding of these policies and consequences. The Senior Project demands a high level of integrity on your part in every phase of the project. We recognize most of the project is done without close supervision of classroom teachers. All work you present for your project will be assumed to be your own. When you are presenting work that is not original, you must acknowledge the use of such work by properly documenting the paper, the project/portfolio and presentation.

You have permission to copy the sample text for this piece of the proposal.

I understand that any academic dishonesty by me on any part of the project will result in failure of the Senior Project and forfeiture of the Legal Studies Seal on my High School diploma.

H. COMPLETION DATES – Time management is a critical.Your Senior Project/Portfolio will be due April 27-28, 2011. You are required to submit five (5) progress reports throughout the project experience. You should propose a schedule for submitting these reports.

Each date should serve as a time stamp to write a progress report, a minimum of five (5) are due in your final portfolio, but you may do more if you desire. Please make note of the proposal dates in your calendar.

Throughout the year the Senior Project Coordinator may pull you in and discuss your progress in relation to these steps and dates.

I. FACILITIES IMPACT FORM – You must get prior approval to use any facilty intended for this project.

In this step explain if First Colonial High School facilities will be needed for this project. If you are going to be using the facilities for any element, you must first have your consultant fill out the facilities request form and turn it in to Hollie Godfrey, Student

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Activities Coordinator. It is your consultant’s job to secure the date with Mrs. Godfrey – not yours.

If you are planning on using First Colonial technology (computers, cameras, etc.), you must obtain permission from appropriate faculty members who oversee the technology you wish to use.

If you are planning on using an outside facility, you will be required to secure the location prior to submitting your proposal, and you must have confirmation in written form attached to your proposal from the director of the facility.

If you are planning on completing a project similar to programs already occurring on campus, you must obtain approval from the appropriate organization on campus.

J. PARENT AGREEMENT

As a First Colonial High School, Legal Studies Academy parent, I recognize all parts of the Senior Project are graduation requirements and intend to support my student throughout the process.

I understand the physical project must be a product or performance which takes at least 20 hours outside of class time to complete, and which challenges my son/daughter’s current skills and knowledge. Additionally, I recognize I may obtain needed information via the Senior Project Manual; posted online.

I understand the Project Consultant may not be the student’s relative.

I fully understand this project selection decision is made independently of the staff and administration of First Colonial High School. The project selection and approval is parent and student-centered. Final approval for the project is governed by the Senior Project Advisory Board.

Due to the importance of the Senior Project, submittal of a project without approval will result in a failure or forfeit of Legal Studies Graduation in June 2010. Thus, if the project or consultant is altered or changed, a Project Revision Form must be submitted by February 12, 2010.

Parent/Guardian Signature ___________________________ Date _________________

Day Phone ____________________ Evening Phone _________________________

Student Name ____________________________________________________________

Student Signature _________________________________ Date _________________

Student E-mail ___________________________________

K. TEACHER APPROVALI have read this Proposal Packet, asked for clarification when needed, and believe this project will challenge the student.

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Teacher ___________________________________ Block __________

Teacher Signature ________________________________ Date ____________

L. CONSULTANT CONTRACT

Student Name: ___________________________________________________________

Dear Prospective Senior Project Consultant:

To satisfy the requirements for First Colonial High School’s Legal Studies Academy (LSA) Senior Project, each LSA senior must complete a project challenging the student and requires 20-40 hours to complete. The student must create a product or performance; whether he or she assists with a case, provides community service within the legal community, or produces a documentary on a legal issue.

In order to carry out this project, the student needs a project consultant, someone from the community with interest, time and expertise to help the student complete the project. Project consultants have the unique opportunity to help a student in a very meaningful learning experience.

Please read the list below to be sure you qualify as a project consultant, and you are willing to undertake this service for the student named above.

The Project Consultant: Must be an adult, 21 years or older. Must not be the student’s relative. Must be knowledgeable in the field the student has chosen. Must be willing to oversee 20 hours or more of student’s work on the project via personal,

phone, or email contact. Must be willing to sign this contract explaining the roles and responsibilities of the student and

consultant after reviewing project proposal and clarifying project with the student. Must be willing to sign a log of student’s hours, progress reports or discuss student’s hours via

phone interview. Must be willing to write an evaluation of the student’s project upon completion with forms

provided. Must not help the student with writing the research paper or creating the final presentation.

If you are willing to act as the student’s project consultant, please read and discuss with the student his/her project description, explanation of personal challenge, and rough outline of the project. The student is responsible for meeting all deadlines and completing the project. The student should inform you of those deadlines and establish a schedule of meetings with you.

If you do not feel the student has met the discussed expectations, you may refuse to sign off on this project. If this situation occurs, students will be required to meet with the Senior Project

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THE SENIOR PROJECT PROPOSAL: CONSULTANT CONTRACT

Coordinator to discuss the completion of this project or possibly proposing a new project opting for a summer graduation date.

To help us ensure the student has an appropriate project consultant, please provide the information requested at the end of this contract. First Colonial High School thanks you for your

time and interest in our students. Please feel free to e-mail Angelique Phillips, the Senior Project Instructor, at [email protected] with any questions about the project.

To the Project Consultant: Please provide the information requested and sign on the appropriate line below.

Name _______________________________________ Phone (Day) ________________

Business/Organization __________________________ Phone (Evening) ____________

Address ______________________________________Email _____________________

Would you be willing to advise other students in the same area? YES NO

Please explain your qualifications in the project area to help this student:

What will be your role, your contribution to the student’s Senior Project?

I have discussed the project proposal with the student. The project meets the requirements, and I agree to act as this student’s project consultant. I affirm that I am not a member of the student’s family.

______________________________________________Date______________________ (Project Consultant Signature)

I understand as the student, I am responsible for meeting all deadlines, for meeting regularly with my Project Consultant, and for completing the Senior Project. I understand my Project Consultant will help me with the project phase and is not responsible for helping me with my paper or my presentation.

_______________________________________________Date____________________ (Student Signature)

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THE SENIOR PROJECT PROPOSAL: CONSULTANT CONTRACT

PROGRESS REPORTS

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SENIOR PROJECT PROGRESS REPORTS

During the project phase of the Senior Project you must keep up-to-date progress reports of the effort, results and time you have spent working on your project. Progress reports describe work completed and tasks planned for your Senior Project throughout the term by:

Describing specifically and precisely what tasks have been completed during the recent weeks.

Noting work you plan to do prior to the next progress report. Reviewing any problems you have experienced and how you have handled them. Reflecting on the time you have spent on your project.

In Basic terms, a progress report indicates how much you have completed in your Senior Project. Tracking your progress is an important part of documentation. Each progress report builds upon the previous and allows you to document all the work you have accomplished. Progress reports also provide you with the opportunity to document the skills and learning elements of your project as you progress through the numerous stages.

Suggestion: Look at your project steps and break them into 5 areas of focus and write reports for each of those areas. Or take your Learning Skills and discuss each of those in a progress report.

REQUIREMENTS

1. Identify the exact dates and times covered by the report.2. Describe the step in the project and provide any background information necessary.3. Organize information under the following headings:

Work Completed Work Scheduled Problems Encountered

4. Reflective Journal (at least ½ page, double spaced)

The journal should be anecdotal and reflective. You must include this portion within the progress report. The journal is the place to discuss your progress and personal experiences of what you have chosen, your fears about what seems difficult, your observations about how you learn best, and the similarities or differences between the pictures in your mind when you started and how your project is turning out.

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For the best results give specific, accurate descriptions of tasks completed and work scheduled versus personal experiences and feelings. Be sure to define terms used within the reports that might be unfamiliar.

Progress reports are an essential part of the project process, don’t procrastinate on this step, it will only hurt your progress on the project.

A minimum of five progress reports are required in the portfolio, they should be word processed.

Please include your name, teacher and date at the top of each progress report.

The best progress reports and journals reflect a serious commitment to your project, some personal insight into your own strengths and weaknesses, honesty about your successes and failures, and some larger perspectives on the relationship between your project and life in general.

Your progress reports will be evaluated based upon completeness, insight and presentation.

All project hours should be accounted for within your progress reports.

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FORMAT –All progress reports are 12 pt. single-spaced with the exception of the reflective journal, which is double-spaced.

TO: Mrs. Phillips

FROM: Your Name

DATE: Date reported typed

SUBJECT: Progress Report #: State the activity being worked on

PREVIOUS BACKGROUND: State any background information if necessary to aid in understanding the progress report (what you did last before this step).

TIME FRAME: Date began – date ending

HOURS SPENT: Time spent during this time frame only – do not add up hours

WORK COMPLETED Discuss the items worked on or completed during this time frame.

WORK SCHEDULED Discuss what you plan on working on next.

PROBLEMS ENCOUNTERED What problems/difficulties did you encounter? How did you handle them?

REFLECTIVE JOURNAL Journals should be at least half a page. Double-spaced.

USE AS MUCH SPACE AS NECESSARY FOR EACH ENTRY

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RESEARCH PAPER

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THE RESEARCH PAPER

In your Senior Project class, you will be required to write a properly formatted 8-10 page documented research paper on a specific topic related to your project area. If, for example, your project was to assist an attorney prepare for an upcoming case, a specific topic related to that might be: search and seizure laws. While the relation between these may not be readily apparent, one’s explanation during Senior Boards would clarify the relationship.

This paper makes up 25% of your grade, and it involves a process, which will range from 8 to 12 steps.

NOTE: Papers cannot be: A “history of…” A “biography of…” A “How to…” A report of information

The key to a quality research paper is a topic that allows you, the writer, to analyze the information gathered. To do so, the writer must understand the concepts and terms mentioned in articles read. Here, your consultant can help. Your research must be timely (2000 to present, in most cases), and it must show a range of sources: books, magazine articles, Internet sources, and primary source (a personal interview conducted by the writer or an interview read by the writer). A paper without a variety of sources will not pass the “Yes” test for submission.

Use college and public libraries to access magazine texts once you have found the source in the Reader’s Guide to Periodic Literature, Destiny, or Internet search engines. Access information via your consultant—a qualified consultant will most likely have his/her own professional library. Do not rely on the Internet to be your answer to all your research questions. For all sources, be sure to get complete publication information, including dates and pages.

Utilize the research skills gained in the Legal Research and Writing course. Actively seek sources, and bring copies of those texts to class. If you use an on-campus computer (the library, computer lab, and laptop cart) you must save your files using your Sharepoint storage area. This will provide you access to your files anywhere you can access the Internet. If you have a word processor other than Microsoft Word, save your files in Rich Text Format (RTF) and these files will be able to be opened using different word processing programs. Consult the Research Handbook distributed by the First Colonial High School library to assist you with the research paper.

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PROJECT PORTFOLIO

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PROJECT PORTFOLIO CHECKLIST

You will submit your Senior Project Portfolio upon completion of the product/performance stage of the Senior Project. You will also be responsible for submitting it during Senior Boards so that the judges may preview your work before you speak. In the portfolio you need to document your work on the project, submitting all of the forms and documents listed below.

Be sure to keep a log recording all of the time you spend working on your project. Although this is not a requirement, you may find it helpful when writing your progress reports. Five progress reports, which offer in-depth analysis of your experience with the Senior Project, are required. Be sure you keep all of your work on the project in a safe place, so compiling it will be a simple process before submission. Be careful to write well, use spell check, and edit effectively on all the portfolio documents. Often, students have done worthwhile projects, only to fail because they have not taken the time to check spelling, mechanics and formatting.

The portfolio will also allow the judges a “sneak preview” of who you are, what you did for your Senior Project and what skills and knowledge you have acquired. Based upon this initial introduction your portfolio gives, the judges can then ask related questions during the question and answer portion of Senior Boards.

Remember, your portfolio will give the judges a first impression of your project. Make sure your first impression is a strong one. Spend some time sprucing up your portfolio contents. Clean up any errors or items that are messy or unclear. Check to make sure the forms you have included are not well written and your materials are organized. Let yourself shine and let the judges begin to see how competent, skilled, and capable you really are. Your portfolio contents should include all the items below typed in order. You may check with your Senior Project teacher about any other items you may want to include.

Typed Cover page with Name, Teacher Name, and Period Typed Table of Contents with proper sections or page numbers Typed Letter to the Judges Typed Senior Project Overview Original Project Proposal with all signatures Project Consultant Evaluation Typed Self-Evaluation of Project Typed Progress Reports Photo-documentation of project process and completion with typed captions Completed project if in print form or on videotape, computer disks, or

anything which can be submitted in or with the portfolio. Typed Research paper Typed Resume Any other documentation you stated in your original proposal

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LETTER TO THE JUDGES

One of the first impressions the judges will have of your project will come from this letter. The purpose of this writing is to give the judges an introduction to you as a whole person, beyond the work you have done on the Senior Project. They will gain an understanding of your goals, opinions, and interests. When they hear you speak at Senior Boards, they will most likely bring these insights into their understanding and consequent assessment of your presentation. This letter, therefore, must demonstrate your best writing and must be a sincere expression of how you perceive certain aspects of yourself.

The letter may include any of the following topics: family background, schooling, hobbies, goals, driving principles or passions, individual talents, handicaps, or unusual circumstances, experiences with Senior Project or other intense learning activities, reflections on your high school years, expressions of regret or gratitude, or views on any subject you think will give the judges useful information about you as a graduate. (The list above is only to give you some suggestions. You can write on other topics or choose only one or two to develop in detail.) Word process this letter using a formal business letter format.

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SENIOR PROJECT OVERVIEW

DIRECTIONS: Explain each area in 35 to 50 words.

Name: ___________________________________________________

Title of Project: ___________________________________________

Title of Research Paper: _____________________________________

Synopsis of Research Paper:

Project Description:

Relationship between Project and Paper:

My background experience in the area:

Special things I’d like judges to consider and look for:

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PROJECT CONSULTANT EVALUATION

Thank you for taking the time to assist this student with the completion of their Senior Project. We hope it has been a positive experience for the student and for you. In order to better evaluate this student’s performance, please take a few minutes to fill out the form below.

Student’s Name _____________________________________________________

Project ______________________________________________________

Consultant’s Name______________________________________________________

Consultant’s Phone______________________________________________________

Please circle one for each area indicating the student’s level of proficiency.

CATEGORY Above Standard

4

Standard

3

Developing

2

Below Standard

1CHALLENGE Extremely high

level of risk or difficulty for the student; student

went beyond prior knowledge

High level of risk or difficulty for

the student; student went beyond prior knowledge

Some level of risk or difficulty for

the student; student went beyond prior knowledge

No level of risk or difficulty for the student; student

went beyond prior knowledge

TIME COMMITMENT Extremely high level of

responsibility demonstrated; met

intermediate deadlines, kept appointments,

used time productively

High level of responsibility

demonstrated; met intermediate

deadlines, kept appointments,


Some level of responsibility




No level of responsibility




PROBLEM SOLVING Extremely strong ability of student

to overcome obstacles, persist when faced with

difficulty, anticipate possible problems/solution

s

Strong ability of student to overcome

obstacles, persist when faced with

difficulty, anticipate possible problems/solutions

Some ability to overcome


difficulty, anticipate possible problems/solution

s

No ability of student to overcome


difficulty, anticipate possible problems/solutions

USE OF RESOURCES Student involved several other

Student involved other people,

Student involved either other

Student used a limited amount of

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people, organizations,

books, Web sites, etc.

organizations, books, Web sites,

etc.

people, organizations, books, or Web

sites

resources

CREATIVITY/QUALITY Extremely high degree to which

the product, performance or

service demonstrates a

concern for high quality.

High degree to which the product,

performance or service

demonstrates a concern for high

quality.

Some degree to which the product,

performance or service

demonstrates a concern for high

quality.

Does not represent a concern for high

quality work.

Total Points ________/ 20

How many times have you met with the student during the course of the project?

3-4 5-7 7-10 10 or more

How many hours can you verify this student spent working on this project? ______

Please comment on any of the above areas of evaluation, or on anything you believe is relevant to this student’s performance on the Senior Project.

___________________________________________ Date: ___________________ (Project Consultant Signature)

SENIOR PROJECT SELF-EVALUATION

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Directions: Utilize this worksheet to help evaluate yourself and your project. Be as complete and descriptive as possible. This self-evaluation should give the scoring team a clear picture of what you accomplished in your project. You may recreate these forms on your own computer or download them from the Class Homepage. Be sure to give a typed clear description and account for all twelve items on the self-evaluation.

Name __________________ Project Start Date _____________________

Title of Project __________________ Project Completion Date ____________________

1. In 40 words or more describe your project and the steps you performed to complete it. What did you produce or perform?

2. In at least 40 words explain how the project challenged you, and what sort of time challenges and resource problems did you encounter?

SENIOR PROJECT SELF-EVALUATION

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3. List and then describe 5-8 fundamental ideas/concepts/skills of your project, which you learned during your project.

Example from Project on Search and Seizure

Idea/Concept/Skill Explanation (how you learned it)

Case Briefing In order to prepare for the trial I was working on, I had to learn the elements of a case brief and analyze other case briefs.

4. List and describe 5-8 problems you encountered in your project, and briefly describe how you solved each.

Example from Project on Search and Seizure

Problem Explanation

Research Many of the cases I was looking for were not accessible through the schools Internet service, therefore I had to use other resources.

SENIOR PROJECT SELF-EVALUTION

27

5. Outline the process hours spent in completing the project.

A. Estimated total hours spent on project:_______{Should match those detailed in Progress Report}

B. Estimated total steps involved in your project: ________

Modify number of steps to fit your project.

Steps Involved Hours Date Completed

Step 1: __________________________________ _______ ___________________

Step 2: __________________________________ _______ ___________________

Step 3: __________________________________ _______ ___________________

Step 4: __________________________________ _______ ___________________

Step 5: __________________________________ _______ ___________________

6. List materials used.

7. List all people who helped you on the project and briefly describe the help given.

Example

Ed Davis Project Consultant; he let me shadow events to learn the attorney’s trade; and he reviewed all my research for the case.

SENIOR PROJECT SELF-EVALUTION

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8. How does your completed project compare to the picture you had in mind when you started the project?

9. If given the opportunity, what would you do differently now that you speak from experience?

10. Now that the project is completed, explain/describe the stretch or challenge you encountered/experienced.

11. Beyond the project itself, what did you learn about yourself?

12. What grade would you give yourself on the project? Justify the evaluation of your grade in at least 25 words.

Grade: ____________

Justification:

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SENIOR PROJECTBOARDS

SENIOR PROJECT BOARDS

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TOP TEN THINGS THAT RESEMBLE SENIOR PROJECT BOARDS

1. Meeting with Mrs. Phillips to debate why the “60” you received on your paper should be a “100”.

2. Clearing up discrepancies with your boss between your paycheck and your actual hours worked.

3. Explaining to Mr. Spruill why you are in his hall and don’t have a planner.

4. Meeting with Mrs. Scherr to explain the pro’s and con’s of why you don’t have as many

community service hours as the rest of the LSA students.

5. Explaining to Mr. Benjamin why wearing your “beanie” should not be considered a dress code violation.

6. Trying to convince Mr. Godfrey to let you leave class 5 minutes early.

7. Trying to convince Mrs. Phillips not to give you an assignment over the holiday break.

8. Meeting with Mrs. Schubart to discuss your post-high school plans, if you should graduate.

9. Explaining to the police officer how you missed the directional sign indicating no U-Turn.

10. Sitting with staff members talking about a project you just completed.

Sound easy? Sound like something you have done before? That is because you have. If you have done your project, you should be able to talk about it with others.

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SENIOR PROJECT BOARDS INFORMATION

The final phase of the Senior Project, Senior Boards, will take place beginning on May 17, 2011. Students will stand before a panel of judges and present their completed research projects. Staff and community members with expertise in the students’ chosen areas will serve on the panels of judges. Other seniors who did projects in the same area will present during the same class period, when possible.

Students must present for eight to ten minutes and then answer any questions the judges may ask. Students will be graded on visual aids, content of their speeches, delivery, and their ability to field questions.

Students should be able to explain the connection between their research and their projects, as well as what they have learned about themselves in the course of completing their projects.

Preparing for Senior Project Boards

Students must have completed and passed the project and the paper phases of the Senior Project in order to proceed to the presentation phase.

Senior Board assignments will be posted prior to the week of Boards. It is the student’s responsibility to be prepared and be ready to present during the time assigned. Any special technology must be requested (i.e. projector, laptop, etc.)

After all papers and projects have been submitted and evaluated, seniors who are eligible for Senior Boards will give dress rehearsal presentations before fellow classmates. This is an opportunity to work out any kinks and get constructive criticism from your fellow classmates.

To prepare for your presentation, carefully examine the material that follows, including the Senior Boards Presentation Evaluation in the Supplemental Material of this manual.

Judges will look for four things in your speech:

What did you produce or perform?

What did you learn in your research?

How are your project and paper related?

How did you grow and learn in the experience?

You have accomplished a great deal at this point. Let your confidence and your pride of accomplishment shine through when you speak.

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SENIOR PROJECT SPEECH PREPARATION

Step 1: What are you going to talk about?Answer the following questions. Referring to the Project Self-Evaluation might help.1. How do your paper and project connect?1. What emotions did you experience as you worked through the paper and project? Anger?

Excitement? Pride? Frustration?2. What problems did you experience or encounter? Money? Time Management? Skill Deficiencies?

Explain.3. What personal growth did you gain from the paper and project? What self-knowledge did you

gain? What knowledge of your topic did you gain?4. How did the project affect your plans for your future? Explain.

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

1. Organization- jot your ideas on separate 3 x 5 cards and arrange them in an order that is logical and pleasing.

2. Plan your introduction. The introduction should:a. Grab attentionb. Make topic thesis clear. (Be sure to mention both paper and project).

c. Take no more than 60-90 seconds—consider using quotations, reading, dramatics, jokes, surveys or other audience participation sets, games, audio-visual devices, demonstrations, or questions.

3. Plan your conclusion. A good conclusion should:a. Restate topic/thesisb. Leave the audience thinking about what you have said.c. Take no more than 30-60 seconds.

4. Plan the display of your project. Will it be an ongoing, integral part of your speech, such as a slide show? Part of your introduction? Happen after your conclusion? Think about how to most effectively display your final piece. Avoid passing items around during your speech, this causes too much distraction.

5. Plan your visual aids, the next lesson will focus on this element in depth.6. Make sure the room contains all the equipment you need before your speech.7. Plan and practice your note cards. Do not write out your speech; use key ideas on your card to

avoid reading. Number them to keep order.8. Practice, practice, practice.

Step 3: Speech techniques to remember:1. Eye Contact 4. Gesture2. Posture 5. Props6. Voice

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 the process will provide you with the confidence and clear-headedness to take on any queries.

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Grading Rubrics/ Supplemental Materials

34

SENIOR PROJECT AUDIENCE EVALUATION

To the student: Use or modify this form for performances before an audience. For Senior Projects which are performances, you must include in your portfolio at least three evaluation forms filled out by different members of the audience. If you are performing only for your project consultant, this form may be used along with the Project Consultant Evaluation of Project.

Presenter (student): _______________________________________________________

Evaluator’s name: _______________________________________________________

Location of presentation: __________________________________________________

Teacher/adult in charge of audience: ___________________ Phone: _______________

Time and date of presentation: ______________________________________________

Please rate the presenter/performer using the form below.

Senior Project Audience Evaluation

Superb5

Strong4

Adequate3

Weak2

Absent1

Preparation The presenter was extremely prepared (all technology, props, outline)

The presenter was well prepared (all technology, props, outline)

The presenter was prepared (all technology, props, outline)

The presenter was not very prepared (all technology, props, outline)

Preparation was lacking and distracted from presentation

Dress/Appearance

Student is dressed appropriately for formal audience – no exceptions

Student is dressed appropriately for formal audience – one exception

Student is somewhat dressed for formal audience

Student dress is informal but not inappropriate

Student is dressed inappropriately

Speaking ability Presenter demonstrated exceptional speech habits (i.e. voice control, gestures, eye contact)

Presenter demonstrated good speech habits (i.e. voice control, gestures, eye contact)

Presenter demonstrated satisfactory speech habits (i.e. voice control, gestures, eye contact)

Presenter struggled with speech habits (i.e. voice control, gestures, eye contact)

Speaking skills severely distracted from presentation

Knowledge

The presenter had excellent knowledge of his/her subject matter

The presenter had good knowledge of his/her subject matter

The presenter had adequate knowledge of his/her subject matter

The presenter had some knowledge of his/her subject matter

The presenter demonstrated no knowledge of his/her subject matter

InterestThe presenter offered a lot of new, interesting and educational information

The presenter offered new, interesting and educational information

The presenter offered some new, interesting and/or educational information

The presenter offered new, interesting or educational information

The presenter failed to offer new, interesting and/or educational information

Organization

The presenter was extremely organized in terms of an introduction, body and conclusion

The presenter was organized in terms of an introduction, body and conclusion

The presenter was somewhat organized in terms of an introduction, body and conclusion

The presenter was somewhat lacking in organization

No organization present

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Involvement After watching the presentation, the audience would be highly motivated to learn more about the presenter’s subject area

After watching the presentation, the audience would be motivated to learn more about the presenter’s subject area

After watching the presentation, the audience would be somewhat motivated to learn more about the presenter’s subject area

After watching the presentation, the audience may be motivated to learn more about the presenter’s subject area – but more information or energy is needed

After watching the presentation, the audience would not be motivated to learn more about the presenter’s subject area

EnthusiasmThe presenter was extremely enthusiastic about his/her subject area throughout the entire presentation

The presenter was enthusiastic about his/her subject area throughout most of the presentation

The presenter was somewhat enthusiastic about his/her subject area throughout most of the presentation

The presenter was lacking enthusiasm about his/her subject area throughout several key areas of the presentation

The presenter was not enthusiastic at all and it distracted from the presentation

Preparedness

The presenter clearly put in at least 10-20 hours of preparation/rehearsal for the performance




The presenter clearly put in less than one hour of preparation/rehearsal for the performance

Impromptu

The presenter offered high quality answers to questions posed to him/her after the presentation

The presenter offered quality answers to questions posed to him/her after the presentation

The presenter offered some high quality answers to questions posed to him/her after the presentation

The presenter offered a limited amount of quality answers to questions posed to him/her after the presentation

The presenter offered no quality answers to questions posed to him/her after the presentation

Total Points: ________/ 50

Additional Comments:

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SENIOR PROJECT/PORTFOLIO EVALUATION

A committee of Legal Studies Academy teachers and community members will evaluate each student’s Senior Project based on evidence of the qualities listed below, in addition to the question/answer period during the Senior Project Defense. The student should document project work through the portfolio. Carefully read portfolio directions to make sure the portfolio is complete and properly organized.

Name _____________________________

Teacher ___________________________

Date ______________________________

Scorer Name: ______________

Exceptional Satisfactory

Incomplete Re-defend

“YES” TEST: In order for the project/portfolio to be successful, it must contain the following basic components. A “NO” on any items will result in the portfolio being returned to the student so the omission can be corrected.

YES NO____ ____ Project Completed____ ____ Typed Cover page and table of contents____ ____ Typed Letter to the Judges____ ____ Typed Senior Project Overview____ ____ Original Project Proposal with all signatures____ ____ Project Consultant Evaluation____ ____ Typed Self-Evaluation of Project____ ____ Typed Progress Reports – minimum 5 accounting for all hours spent on project_____ _____ Typed Photo-documentation of project process and completion____ ____ Completed project Documentation (see original proposal to verify what must be

included)____ ____ Audience Evaluations for performances or critiqued projects____ ____ Typed Research paper____ ____ Typed Resume____ ____ Optional items: letters of recommendation, certificates, awards, etc.

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An “Unsatisfactory” or “Superficial” score on any component will result in an incomplete until the insufficient component is addressed and corrected. Students cannot pass this Senior Project requirement until the component is improved.

Project/Portfolio Components

Exceptional

4

Satisfactory

3

Unsatisfactory

2

Superficial

1

Quality of project Outstanding use of time, resources, and problem solving skills. Project demonstrates a clear learning stretch with well documented evidence of growth in learning.

Acceptable use of time, resources, and problem solving skills. Project demonstrates learning stretch with documented evidence of growth in learning.

Insufficient use of time, resources, and problem solving skills. Project demonstrates a somewhat of a learning stretch – but it is not clear. Lacking documented evidence of growth in learning.

No use of time, resources, and problem solving skills. Project demonstrates no learning stretch or evidence of growth in learning.

Demonstration of skills & knowledge

Clear evidence presented of skills and knowledge gained from completion of project

Some evidence presented of skills and knowledge gained from completion of project

Lacking evidence of skills and knowledge gained from completion of project

No evidence presented of skills and knowledge gained from completion of project

Writing Quality Exceptional writing demonstrated throughout project. Student focused on audience for research paper, project, portfolio, and presentation.

Good writing demonstrated throughout project. Student focused somewhat on audience for research paper, project, portfolio, and presentation.

Poor writing demonstrated throughout project. Student failed to focus on audience for research paper, project, portfolio, and presentation.

Writing skills are unacceptable on several components of project/portfolio

Completeness of Documentation

All documentation is complete, professional, and accurately records all steps of students project

Most documentation is complete, professional, and accurately records all steps of students project

Documentation is incomplete, not professional, and does not accurately record all steps of students project

Student is lacking documentation; therefore, project is incomplete

Presentation and Organization

Project and portfolio are extremely professional and organized, meet all requirements of original proposal, and include all sections for evaluation

Project and portfolio are professional and organized, meet all requirements of original proposal, and include all sections for evaluation

Project and portfolio are not lacking professionalism and/or organization. They do meet all requirements of original proposal, and do include all sections for evaluation

Project and portfolio are not professional and/or are disorganized. They do not meet all requirements of original proposal, and do not include all sections for evaluation

Score: _______/20

Additional Notes:

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COVER PAGE/TABLE OF CONTENTS Incomplete Pages/Sections Aligned Incorrectly Other:

LETTER TO THE JUDGES Edit Incomplete Format Correctly Sign Letter Other:

SENIOR PROJECT OVERVIEW Develop Responses Edit Other:

PROJECT PROPOSAL Original Proposal w/ Sigs. Missing Missing Revision/Extension Forms Other:

CONSULTANT EVALUATION Incomplete Missing Other:

SELF-EVALUATION Edit Incomplete Format Correctly Develop Responses/Lacking Depth Other:

PROGRESS REPORTS Minimum of 5 Reports Needed All hours must be documented Format Correctly Reflective Journals of ½ Page min. Other:

OTHER DOCUMENTATION LISTED IN APPROVED PROPOSAL

Missing Audience Evaluations Missing Rough Drafts Missing Lessons/Plans Missing Letters Missing Log Other:

PROJECT DOCUMENTATION PHOTO/VIDEO

Missing Photo Documentation Missing Typed Photo Captions Missing Video Documentation Other:

RESEARCH PAPER Paper Missing Other:

RESUME Edit Incomplete Other:

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Name __________________________

/100=

“YES” TEST: In order for the paper to be evaluated, it must contain the following basic components.A “No” on any single item will result in the paper being immediately returned to the writer so the omission can be corrected.Evaluation will stop until the “NO” error is corrected.Any “Unacceptable Skill” score mark, no matter the final point total, must be resubmitted and raised to an acceptable skill level before a score will be recorded.

YES NO____ ____ Paper correctly formatted (title page, margins, header, etc.)____ ____ Thesis in introduction____ ____ Information used within paper cited with correct documentation process____ ____ Works Cited page, formatted correctly, minimum of eight sources____ ____ Paper written in third person____ ____ Seven full pages of text, onto page 8, all pages numbered correctly within header____ ____ Margins: 1” all around with 23 lines of text per page____ ____ Approved font (Times New Roman)____ ____ Graded draft turned in with paper

___________________________________ Signature of student verifying “YES” test passed

Grading Rubric for Final Research Paper

A (94-100) B (86-93) C (78-85) D (70-77) E (69 & Below)

Composition / Organization

Consistent and strong reflection of research

Content is focused and fully developed

Strong organization

Reasonable reflection of research

Content is reasonably focused and developed

Inconsistent reflection of research

Inconsistent focus and development of content

Inconsistent reflection of research

Little focus and development of content

No reflection of research

No focus and development of content

Written Expression

Precise information

Strong vocabulary Clear, coherent,

and varied sentence construction

Appropriate information

Varied vocabulary

Clear and varied sentence construction

Vague information

Average vocabulary

Some varied (but occasionally awkward) sentence construction

Uneven selection of information

Bland vocabulary

Lack of sentence variety and frequent awkward sentence construction

Lack of information

Poor vocabulary

Extremely awkward and monotonous sentence construction

Usage / Mechanics

Consistent and correct use of MLA format

Errors of capitalization, punctuation, usage, sentence formation, and spelling do not distract from message

Reasonable use of MLA format

Errors of capitalization, punctuation, usage, sentence formation, and spelling are elementary

Inconsistent and incorrect use of MLA format

Errors of capitalization, punctuation, usage, sentence formation, and spelling distract from message

Little and incorrect use of MLA format

Density and variety of errors in capitalization, punctuation, usage, sentence formation, and spelling overwhelm

No use of MLA format

No awareness of rules in capitalization, punctuation, usage, sentence formation, and spelling

SENIOR PROJECT PRESENTATION EVALUATION

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SENIOR RESEARCH PAPER RUBRIC

Student Name: Paper:

Project: Teacher Name:

Total Speech Time:

AREA I: CONTENT Superb5

Effective4

Fair3

Weak2

INTRODUCTION Has extremely interesting attention-getter, states or implies purpose of the presentation

Has interesting attention-getter, states or implies purpose of the presentation

Somewhat of an attention-getter, states or implies purpose of the presentation

Either lacking an attention getter or purpose/goal of presentation

BODY OF SPEECHMain ideas and points well supported by interesting and appropriate details clearly demonstrates completion of goals/project

Main ideas and points supported by interesting and appropriate details clearly demonstrates completion of goals/project

Main ideas and points somewhat supported by interesting and appropriate details clearly demonstrates completion of goals/project

Main ideas and points lacking support or no clear demonstration of completion of goals/project

APPLICATION OF LEARNING Strong application of

self-discovery, evidence of challenge and personal growth.

Successful application of self-discovery, evidence of challenge and personal growth.

Reasonable application of self-discovery, evidence of challenge and personal growth.

Limited application of self-discovery, evidence of challenge and personal growth.

BALANCED CONTENTExtremely well balanced –solid connection made between paper and project

Well balanced –solid connection made between paper and project

Somewhat balanced – connection made between paper and project

Somewhat unbalanced –no clear connection made between paper and project

ORGANIZATION Extremely logical flow with strong transitions to move from point to point

Logical flow with transitions to move from point to point

Fairly logical flow with some transitions to move from point to point

Organization is somewhat choppy and leaves the audience confused

LANGUAGE USE

Use of language clearly appropriate for formal audience – avoids slang phrases, highly selective word choice, style

Use of language appropriate for formal audience – avoids slang phrases, appropriate word choice, style

Use of language somewhat appropriate for formal audience –slang phrases, jargon, questionable word choice, & style

Use of language not appropriate for formal audience at key points of presentation – too many slang phrases or inappropriate word choices

DELIVERY SKILLS volume, rate, clarity, vitality Presenter demonstrated

exceptional speech habits (i.e. voice control, gestures, eye contact)

Presenter demonstrated good speech habits (i.e. voice control, gestures, eye contact)

Presenter demonstrated satisfactory speech habits (i.e. voice control, gestures, eye contact)

Presenter struggled with speech habits (i.e. voice control, gestures, eye contact)

DRESS/APPEARANCE Student is dressed Student is dressed Student is somewhat Student dress is

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appropriately for formal audience – no exceptions

appropriately for formal audience – one exception

dressed for formal audience

inappropriate

AUDIO/VISUAL QUALITY

Solid appearance, superior visibility, spelling, creativity – displays through content and application of learning Used as an aid to guide audience through speech

Effective appearance, adequate visibility, spelling, creativity – displays through content and application of learningUsed as an aid to guide audience through speech

Appearance is lacking in quality, visibility, spelling, and creativity need improvement – No clear representation of projectStudent depended on aid as outline or speaking tool too much through speech

Audio visual is extremely poor quality and/or has too many errors which distract from message

QUALITY OF STUDENT RESPONSES:

Student demonstrates high level of knowledge gained from completion of project

Student demonstrates good level of knowledge gained from completion of project

Student somewhat demonstrates knowledge gained from completion of project

Student failed to demonstrated knowledge gained from completion of project

Total Points: ______/50

Comments:

SUGGESTED SENIOR PROJECT LOG

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During the project phase of the Senior Project, it is suggested you keep an up-to-date record of the efforts, results and time you have spent working on your project. This log is important for several reasons. First, it keeps you on task and focused by requiring you write down what you have accomplished so far and what you need to do next. It also keeps a record of the time spent on the project. Finally, the Senior Project log allows the Senior Project judges to realize your effort, thought, and learning challenge. It will give them a clearer idea of the scope of your project...

Because this log is an important element in the process, make sure it is clearly and neatly written or word-processed. Logs should be submitted in chronological order.

Possible Suggestions for Log Fill in date, location, and starting time at the beginning of each session Fill in the ending time, description of activities, and both signatures at the end of each

session Have them signed Keep logs in chronological order and submit in the portfolio

Senior Project Log

Date: Wednesday, January 12, 2009 Place: Mrs. Phillip’s room

Time begun: 7:20 a.m. Time completed: 8:30 a.m.

Description of activities:

7:20-8:00: Looked at plans and discussed the expectations of the case.

8:00-830: Decided to use the Smith vs. Jones case as a basis for case preparation,

Project Consultant’s signature: Mrs. Phillips

Student’s signature: John Doe

PROJECT REVISION FORM

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To the student: Provide the information requested, a new proposal with highlighted changes, and sign on the appropriate line. Revisions will be accepted until January 3, 2011

Name Email:

Class Schedule 1. / 2. / 3. / 4. /

Project Title Advisor Room # Project Consultant Phone #

Explain the changes or alterations you are requesting.

For what reason(s) are these changes necessary?

How will these changes affect the outcome, challenge and time initially put forth in your proposal?

Student Signature Date

Revision to project: Approved DeclinedReason for Decision

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Signature of Project Coordinator Date

PROJECT EXTENSION FORM (must be submitted by February 1, 2011)

To the student: Extensions are only for projects that will NOT BE COMPLETED by April 27, 20011 due to scheduling—not due to procrastination.

Name Email: Class Schedule 1. /

2. / 3. / 4. /

Project Title Advisor Room # Project Consultant Phone #

What are the reasons you are requesting an extension?

What length of an extension is necessary in order for completion of project? Explain.

How will this extension affect the outcome, challenge and time initially put forth in your proposal?

Student Signature Date

Extension to Project: Approved Declined

Length of Extension

New Completion Date

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Signature of Project Coordinator Date

SAMPLE PROGRESS REPORT

TO: Senior Project Grader

FROM: John Doe

DATE: February 5, 2009

SUBJECT: Progress Report 4: Retexturing Walls

PREVIOUS BACKGROUND: Set up appointment with contractor and purchase supplies, prep walls and tape off windows.

TIME FRAME: December 26, 2008- January 5, 2009 HOURS SPENT: 9

WORK COMPLETED

Discuss the items worked on or completed during this time frame.

WORK SCHEDULED

Discuss what you plan on working next.

PROBLEMS ENCOUNTERED

What problems/difficulties did you encounter? How did you handle them?

REFLECTIVE JOURNAL

Journals need to be at least half a page. Talk about details of the process – task the Senior Project Defense Panel need to know

about in order to understand the amount of work you put into the project.

USE AS MUCH SPACE AS NECESSARY FOR EACH ENTRY

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SAMPLE LETTER TO THE JUDGES

5555 Patriot PlaceVirginia Beach, VA 23454

April 8, 2009

Judges, Senior Project BoardFirst Colonial High School1272 Mill Dam RoadVirginia Beach, VA 23454

Dear Judges:

As a soon-to-be graduate of First Colonial High School, I will take this opportunity to tell you about some things I learned this year. I learned procrastination is not the answer, graduation is earned (not just given as an automatic ticket at the end of the senior year), and I can accomplish more than I ever realized I could if I work hard and stay with it. These lessons will be very useful to me when I leave First Colonial High School and go on to further training or the workforce.

I was not sure if I could make it through four years of high school and graduate. My family has moved several times, and I often fell behind in school. Whenever we would move into a new area, I would go to the nearest school, but often it was very frustrating. I would have to repeat something I had already learned, or be confused because I came in the middle of the unit. But it has always been important to me to get a good education because I want to have a productive life for myself and for my family in the future. I will be the only member of my family to have graduated from high school. They are very proud of me, and I am proud of myself.

I chose to remodel the band room for my Senior Project because it relates to my career goal. I want to be a professional designer. I love working on recreating and designing new rooms while working with people and their visions or ideas. I can see myself organizing beautiful areas for all types of gatherings. Too many people these days do not appreciate the time and skill it takes to set-up and create areas for the home and office. I would like to draw their attention to the art of time management, organization skills, and effective communication. My family really appreciates my hard work in this area. In fact, my parents, and siblings are currently fighting over who will get to utilize my skills from my project for their next change.

Although I had to cut back on my hours of work at a nearby restaurant to work on school assignments and projects this year, I am now very happy I did. I found I enjoyed researching about my career goal in design, and I gained a great deal of satisfaction in remodeling the band room for First Colonial High School. I wanted to make a lasting impression on the school and my project allowed me to do just that.

Thank you for taking the time to read my portfolio and for listening to my presentation. I hope you have found them interesting.

Sincerely,JOHN DOEJohn Doe

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Sue SmithMrs. PhillipsSenior ProjectSeptember 29, 2010

Senior Project Proposal: The Cutting Edge

A. Abstract

Pantene Pro-V Shampoo and Conditioner has a program called Beautiful Lengths, where women donate their hair to make wigs for other women who have lost their hair to Cancer. For my Senior Project, I plan to host a voluntary competition between the various levels of the Virginia Lady Aces Travel Softball Team to determine which age group can donate the most locks of hair to cancer patients.

The competition will take place on Saturday March 7, 2009, at Emmanuel Lutheran Church in Virginia Beach (see attached event agreement) from 10:00am until 4:00pm. Two main competitions will be held – U18 vs. U16 and U14 vs. U12; however, other donations will be accepted. A raffle, composed on donated items from various local businesses, coaches, and parents will be held during the event to raise money for the American Cancer Society.

My consultant for this project will be David Smith, the director of softball within the Virginia Aces organization. My audience will be the softball players from various teams within the organization, their families, church members, and other members of my peer group.

The materials I will need are a hair dresser, flyers, advertisements on the Virginia Lady Aces website, reminders at practices, advertisements in the church bulletin, flyers at school, and word of mouth advertising. I also plan to advertise by creating an event posting on Facebook with updates.

My Senior Project will directly impact the community by having both an impact on the participants who cut their hair for people in need, and an impact on those receiving the donation.

B. Learning Skills

For this project I will need to learn how to enhance my organization and communication skills. I will also need to learn how to prioritize tasks and manage my time effectively. I will also develop better, more effective writing skills. In order to put together a quality

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presentation, I will also need to learn how to operate a video camera, edit using Movie Maker, and effectively communicate my message in a professional manner.

C. Project Steps

Step TASK TIME

Step 1

Communication Contact hair dresser (to donate

services) Contact Pantene Beautiful Lengths

program(for all rules and regulations) E-mail coaches for all teams Create flyers/posters Hand out flyers at Fall Tournaments Hang up flyers at both practice and on

the Virginia Lady Aces website Create Facebook site Create Flyer for Church bulletin

15 hours

Step 2

Gathering Materials Buy different color paper (each color

represents a different type of cancer) Buy poster board and paint to make

signs for the project day Buying raffle tickets/ two baskets

2 hours

Step 3

Finding Sponsors Go to privately-owned restaurants and

ask for donations (raffle items) Go to privately-owned

softball/baseball stores and see if they are willing to donate items (raffle items)

6 hours

Step 4

Get Donations Solicit during games/practices from

other teams willing to donate money for American Cancer Society

3 hours

Step 5 Set-up Project Create raffle baskets Make posters Create brackets – to keep track of hair

challenge Make food for the event Organize Fellowship hall in church

2 hours

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Set up ticket booth and table of raffling items

Set up balloons and winning baskets as well

Set up hair cutting station

Step 6

Project Distribute raffle tickets Monitor hair-cutting (fill in brackets) Raffle items Announce Winners

8 hours

Total Hours

36 hours

D. Documentation

For my project I will keep a daily journal of completed tasks for my project. I will also use pictures for my portfolio of my project and video the event to use for my final presentation to the judges.

E. Project Justification

I believe this project is a stretch because it will push me outside of my comfort zone on so many levels. I am a shy person who has never asked for donations, let alone set up and organized an entire event. I also believe my project is justified because it will benefit the community by making someone’s cancer recovery easier.

F. Project-Paper Connection

My paper will discuss the current legislation dealing with healthcare reform and how it directly impacts persons living with a terminal illness. I plan to defend the rights of patients and demonstrate the correlation between the new insurance policies proposed by the new healthcare reform and overall patient care.

G. Academic Honesty

I understand my project will be my own work. I know if I use another source without citation, I will be accused of plagiarism. I also understand if I do not show full academic honesty, I will not be able to participate in Law Day and it could also cost my Legal Studies Academy Seal on my diploma when I graduate. Any academic dishonesty by me on any part of the project will result in failing the Senior Project and forfeiting Legal Studies graduation in June.

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H. Completion Dates

Step Completion Date

Contact hair dresser (to donate services) January 1, 2010

Contact Pantene Beautiful Lengths program(for all rules and regulations)

January 5, 2010

Progress Report #1 January 6, 2010

E-mail coaches for all teams January 8, 2010

Create flyers/posters January 13, 2010

Hand out flyers at Fall Tournaments January 14, 2010

Hang up flyers at both practice and on the Virginia Lady Aces website

January 15, 2010

Create Facebook site January 16, 2010


Create Flyer for Church bulletin January 19, 2010

Buy different color paper (each color represents a different type of cancer)

January 22, 2010

Buy poster board and paint to make signs for the project day

January 23, 2010


Buying raffle tickets/ two baskets January 24, 2010

Go to privately-owned restaurants and ask for donations (raffle items)

January 25, 2010

Go to privately-owned softball/baseball stores and see if they are willing to donate items (raffle items)

January 28, 2010

Solicit during games/practices from other teams willing to donate money for American Cancer Society

January 30, 2010

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Create raffle baskets February 3, 2010

Make posters February 3, 2010

Progress Report #4 February 3, 2010

Create brackets – to keep track of hair challenge

February 3, 2010

Buy all food items to prepare February 3, 2010

Progress Report #5 February 5, 2010

Send the donated hair and money February 15, 2010

Portfolio March 10, 2010

Trailer March 15, 2010

Weebly/Webs April 15, 2010

Tri-Fold April 21, 2010

Presentation April 28, 2010

I. FACILITIES IMPACT

For my project I intend to use the banquet hall at Emmanuel Lutheran Church in Virginia Beach on Saturday March 7, 2009 from 10:00am to 4:00pm. Please see the attached letter from the director agreeing to these terms.

J. PARENT AGREEMENT

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As a First Colonial High School, Legal Studies Academy parent, I recognize all parts of the Senior Project are graduation requirements and I intend to support my student throughout the process.

I understand the physical project must be a product or performance which takes at least 20 hours outside of class time to complete, and which challenges my son/daughter’s current skills and knowledge. Additionally, I recognize I may obtain needed information via the Senior Project Manual; posted online.

I fully understand this project selection decision is made independently of the staff and administration of First Colonial High School. The project selection and approval is parent and student-centered. Final approval for the project is governed by the Senior Project Advisory Board.

Due to the importance of the Senior Project, I understand that failure to complete the process/project will result in forfeit of Legal Studies Graduation in June 2011.

Parent/Guardian Signature ___________________________ Date _________________

Day Phone ____________________ Evening Phone _________________________

Student Name ____________________________________________________________

Student Signature _________________________________ Date _________________

Student E-mail ___________________________________

K. TEACHER APPROVALI have read this Proposal Packet, asked for clarification when needed, and believe this project will challenge the student.

Teacher ___________________________________ Block __________

Teacher Signature ________________________________ Date ____________

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senior project manual 10.11

Documents