t2l/cic/student town leadership agenda 4/12/16 · pdf filearduino is an open source...
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T2L/CIC/Student Town Leadership agenda Location: Boardroom, 4-5:30pm
4/12/16
Empowering Educators Personalized Systems Quality Foundations
Page 1 of 3
Attendees: Howard Disney, Carol Swalley, Amy Burch, Robb Sommerfeld, Peter Toews, Toni Theissen, Anmol Grewal, Genie Rys, Lucas Sanchez, Carmen Polka, Dimi Reed, Bernadine Knittel, Heather Lelchook, Darlene Halvorsen, John Parks, Lora Patrick, Aviva Pflock, Jennifer McDermid, Tim Kubik, Donna Gallegos, Gywnne Johnson, Lanny Hass, Jesse Nino, Diane McInturff, Sheila Pottorff, Susan Harding, Becky Lewis, Amanda Babb, Rick Frei, Mark Heiser, Amber Wharton, Caleb Jordan, Di Worner, Marcia Venzke, Andy Chrisman, Donna Gallegos, Jason Hanford, Karen Hanford, Lamb Caro, Jodi Shadduck-McNalley, Kandi Smith, Kodi Fidler, Stephanie Krajac, Tyler Schlagel, Dawn Hennessy, Jessica Dalrymple, Kathy Schlepp, Michelle Logan, Kandi Smith
Be Impeccable with your Word Don’t Take Anything too Personally Don’t Make Assumptions Always Do Your Best
Time/Topic Notes/Input/Feedback Outcome
Introduction ☒ Information ☐ Input ☐ Decision
Carmen Williams welcomed everyone and started introductions for the meeting. ☒Complete ☐Carryover ☐ Table
CIC – Presentation
Mike Pintaric
☒ Information ☐ Input ☐ Decision
AP Computer Science Principles - Concept sheet attached
This will be piloted in 2017-18.
Steve Moos will reach out to on Monday to Curriculum reps and teachers about the
course. Presentation attached
☐Complete ☒Carryover ☐ Table
CIC - Presentation
Mike Pintaric
☒ Information ☐ Input ☐ Decision
Reflection & Evaluation- Intro to Electronics & Programming
The curriculum seemed too hard for students, brought it down to their level. No prerequisites. 60 plus kids to begin, 3 sections of classes. Very diverse group of students interested.
The platform based on the Arduino chip. It is a micro controller. The teachers attended a meeting at Intel where they received 20. Then purchased 50 more through a team purchasing effort from Learning Services, TEF and LHS. The platforms are accessible and based on C++ language.
Mike brought in some of the projects that the kids created. The basics are electricity, programming, building a prototype, processing (java based) that is tied to Arduino.
Male/female ratio – male dominate now/ 10-15% females. Offered to all grade levels and even split with participation.
☐Complete ☒Carryover ☐ Table
T2L/CIC/Student Town Leadership agenda Location: Boardroom, 4-5:30pm
4/12/16
Empowering Educators Personalized Systems Quality Foundations
Page 2 of 3
Presentation attached
CIC– Class Proposal
Lanny Hass Howard Disney
☒ Information ☐ Input ☐ Decision
Reflection & Evaluation – Advisory Course
Year 1- What we have done?
Year 2-Where we are going?
Presentation attached
☐Complete ☒Carryover ☐ Table
Capstone/CIC Presentation
Gwynne Johnson Karla Quiones 4:40pm-5:00pm
☒ Information ☐ Input ☐ Decision
Senior Capstone & Speech. Concept Sheet attached Currently the Capstone is a requirement of the LISA Diploma. Pathways for LISA students to have more opportunities. Merging speech credit with LISA capstone class – as the final presentation is a public performance given to the board, staff, parents and community members.
4 tiers 1. Artist statement – express who they are as artists and learners 2. LISA Core example piece – ELA, SS and Science – evidence where the arts were used to help understand major concepts 3.Best performance – express and reflect 4.Post-Secondary plan – research what happens after high school.. How did LISA help achieve.(Includes an interview with someone with particular career)
2 LISA Seniors presented. Savannah Wood and Owen Whitham
BHS Stem program – student presentation by Whitney Porter and Lauren Demoudt
4 year program – Advance Science classes
At least 40 hours for credit and completed internship for 1 year. The internship not required, but has led to job opportunities for students that have completed. The students do an end of year presentation on what was learned. The class was a collaborative effort, teacher deadline work to include journals, logs, evidence while during the advisory portion of class. Gave the student a look at the workforce possibilities.
Tyler handed out the DRAFT Capstone document. 35-40 capstones reviewed. Review the capstone and any remarks put down on the sheet. There are 4 perspectives that are going to be reviewed. Community Member, Parents, Students, Teachers Original values. Based on student passion. Must be: super broad, flexible,
☐Complete ☒Carryover ☐ Table
T2L/CIC/Student Town Leadership agenda Location: Boardroom, 4-5:30pm
4/12/16
Empowering Educators Personalized Systems Quality Foundations
Page 3 of 3
Discussion from review. No negative How does play as a class FTE- schedule in building Designed students accomplishments, show culmination of childhood learning. Pick what is fun and exciting. Are parents ok with product based. How is started? Can they carry in things already doing Graphic examples, pictures, addemdum for community service no connection experience 15 min presentation – do or die, high stakes. Connection to current, how has T2L prepared the students Table – warning not liked
Regroup/Reconnect 5:00-5:30pm
☒ Information ☐ Input ☐ Decision
Grad Guidelines – tabled to next meeting with a vote of 4/12 tables
A lot of feedback around capstone: Trying to nail down a framework. To move forward. There will be some subcommittee work to be pulled together, to finalize that piece.
May agenda items short 5 min capstone from another school Celebrations Grad guidelines overview Board policy – read Sign up – committees small group work needs to be established. Capstone and compenency
☐Complete ☒Carryover ☐ Table
5:30 – 6:15pm
Joint T2L/DAC Meeting
☒ Information ☐ Input ☐ Decision
Those in attendance for the joint meeting, names are highlighted in the attendees portion at the top of the minutes.
Common Assignment Study Presentation Discussion, importance for DAC/T2Life, how this ties to Competency, Standards-based Scoring, new Grad Requirements & the work of DAC- Michelle Logan, Di Worner, Kandi Smith,
Presentation attached
☒Complete ☐Carryover ☐ Table
AP Computer Science Principles
Mike PintaricLoveland High
What is AP Computer Science Principles
● New AP course for the 2016/17 school year● Aimed at introducing Computer Science to students who normally wouldn’t
think of going into a computer related field● College Credit can be earned by passing the AP test in the spring. This
course would be equivalent to an Introduction to Computer Science College Level Class
● Open to all students with Algebra 1 being the only recommended prerequisite
AP CSP for LHS/Thompson School District
● Pilot the new course for the 2017/18 school year● Will be available for most all 10-12th graders to take● It will be an additional Computer Technology class for students at LHS. Intro
to Electronics and Programming and Microcomputer Projects are the other two
● Can be incorporated into the new CTE STEM/ Computer Technology pathway
● Can be tied into the new Graduation Requirements
Planned Learning Tools
● Plan on using the 5 computer based units from Code.org that are avaliable for free. Others are available but this looks like the “best” from my initial examination
● All units include worksheets, activities, projects, videos, programming assignments etc that are 100% online
● The 5 units are: ○ Digital Information○ The Internet○ Programming○ Data○ Explore and Create
Questions???
Introduction to Electronics and Programming
Mike PintaricLoveland High
Overview
60+ 9-12th grade students enrolled in 2015/16
Students come from wide range of skill level. Majority have had little to no experience with electronics or programming
Gives students the opportunity to work with small scale 5v electronics while learning how program. Used the Arduino platform as the main learning tool in the class. Arduino is an open source microcontroller and C++ related language.
Equipment Used
50 Sparkfun Inventor's Kits were purchased with funds from TEF, Learning Services and LHS funds. 20 kits were also donated in the fall of 2014 by Sparkfun through a 2 day training at Intel.
6 Motor Shields and misc parts for vehicles
1 Weather Station
6 Joysticks and 3 Nintendo DS pads
6 Sets of parts for a home security system (keypads, motion sensors, window sensors, pressure sensors, etc)
Learning Process
Hands on experiment based learning is the main focus of the class. Learning by doing vs upfront teacher directed lectures.
Individual and group projects assessed learning throughout the year.
Assignments are structured in such a way so that students can be creative in finding a solution to the assignment and then implement it according to given specifications.
Most of the class time is used for students to build and experiment.
Quarter 1 - Intro to Electronics
Used the Makey Makey to learn about conductive materials and completing the circuit.
Learned about resistance, current and voltage and how to read these values in a circuit with a multimeter
Basic introduction to parallel and series circuits
Experimented with different parts in inventor kit like resistors, LED’s, RGB LED’s, potentiometers, photocells, etc
Basi
Quarter 2 - Intro to Programming
Used the Arduino boards to wire up different circuits that would be able to be controlled with the Arduino programming language
Created a working Stoplight, Railroad crossing and Crosswalk in miniature form using LEDs, buttons and potentiometers
Worked on mini projects that included using a buzzer to create a song, motors and servos to make things move, temperature sensors and flex sensors to detect different readings and RGB leds to display different colors like a TV.
Final Project was a choice between creating a prototype of a toy or an interactive art piece
Quarter 3- Processing and Group Projects
Learned about how to program in Processing, a Java based language
Created programs that demonstrated basic drawing, animation and control features
4 Group projects: Home Security System, Self Driving Vehicle, Joystick/Game Making and Weather Station
Quarter 4 - Group Projects and Final Project
Finished up group projects from quarter 3.
Will create a final project of their choice that demonstrates their learning throughout the entire year.
Open ended and students will have to create a poster board showing their progression of learning along with a working project.
Questions???
Revisiting Advisory Remembering where we came from and focusing on our future
TVHS
Why we chose an Advisory Program to begin with Provide students with an adult in the school to build a trusting relationship
with
ICAP and long term planning
Articulation of college and career readiness
Our journey so far this year
Committee met over five times and up to a dozen staff members took part in the meetings
The committee worked with Tim Kubik
Reflected on what changes we made this year and how it impacted Advisory ie. changed to every other week
Recognized the importance of career readiness skills in content areas and how they can be cultivated in a high functioning Advisory Program
Our future plans with a high functioning Advisory Program
Where we are headed
Emphasizing the importance of an effective advisory
Shifting our mindset from checklists to body of evidence
Focusing on communication and problem solving
Building In house development of meaningful relationships with students
Developing a growth mindset
Providing better support Standards Based Instruction
What are TVHS’s future considerations on the pathway to…
Integration Grant: Standards, Assessment, & Educator Effectiveness
Initial LDC trainings300+ secondary teachersSpanning all subjects100% middle level teachers
Implemented Teacher Trainer model
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
• Teacher Driven Structural Shifts
• District wide adoption of LDC rubric
• District Interim Assessments • LDC template task • LDC rubric
• LDC training for all 4-5 teachers
• Common Assignment Study
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
Entry points
4
Common Mini-tasks
Common LDC
modules
Common unit frame with LDC
Common unit
CROSS-BUILDING/DISTRICT STUDENT WORK ALANYSIS
Enduring understanding
Important to know and do
Worth being familiar with
“Non-negotiables” for common assignment systems
• Teachers from at least two different buildings/districts• Common LDC teaching task• Common skill clusters• An instructional ladder that allows for differentiation• Opportunity for customization• Analysis of student work with teachers from at least two
schools
5
• School Improvement Plans focused on LDC framework
• Common Assignment Study doubled
• LDC part of Induction at Secondary
• District wide focus on PLCs
• Content standards mapped K-5
• Artifacts for Educator Effectiveness
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
Aligned curricula…
7
Over 90% of teachers reported that CAS: • Provided them with new instructional strategies• Raised their expectations for student work• Improved students’ writing skills and understanding of content
Aligned curricula…
Unit design Unit revision Student work analysis
PLC structures
Collaborative time…“…focused on an improvement cycle, provides the primary vehicle for learning.”
8
Unit design Unit revision Student work analysis
PLC structures
Over 85% of teachers responded that CAS collaboration enhanced their capacity to: • Teach CAS units• Provide student feedback• Use student work and scoring rubrics
From the field
“You really have to put yourself out there. You have to be vulnerable…I’ve been teaching for a long time, and I’ve never had this level of collaboration across schools. I’ve had it within a school, but never across schools. And we
truly are representing almost all of our schools in the district.”
9
Feedback systems…“…and calibrated observational measures and tools (video, surveys, and formative assessment) eliminate dissonance between perceived and actual performance.”
10
85% of teachers feel that CAS:• Provides useful feedback to students about their writing• Allows them to use student work to inform instruction
From the field
“…It’s super easy with educator effectiveness. Here’s the standard. Look at this and look at this product. Because then you have student work to really show them in the end…I think the data’s huge. It’s never, ‘Oh, I feel like I’m doing it, so it’s happening.’ Or, ‘Take my word for it.’ It is documented. Here it is. Here’s the student work. Here [are] the scores. Here’s the backward design. Here’s the standard. Here’s how tied to the standard this prompt is.’ I feel like it’s very concrete and a lot less of, ‘Just trust me. I’m doing it. I promise. Cross my heart.’” 11
• School Improvement Plans focused on LDC framework
• Common Assignment Study doubled
• LDC part of Induction at Secondary
• District wide focus on PLCs
• Content standards mapped K-5
• Artifacts for Educator Effectiveness
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17Cross-state units:• 7th grade ELA (2)• 10th grade ELA (2)• Middle school science (3)• High school Biology (2)• Middle school US History
(2)• High School US History (2)
Colorado units:• 4th and 5th grade• 6th, 9th, and 11th grade ELA• 7th grade math
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
Senior Capstone Project Handbook
Thompson School District
Learning Services
A High School Graduation Requirement
Types of POL and Capstones from other school that were used in conjunction with this handbook.
Sentinel HS Capstone Southern Regional Education Board Capstone Handbook
Georgia School District Capstone Handbook
eValley Regional HS Capstone Handbook
Nash Rocky Public schools capstone Handbook
Marshall HS Senior Capstone Handbook
Memphis City School Capstone Handbook
Bolton HS Capstone Handbook
Sinton HS Capstone Handbook
El Camino HS Capstone Handbook
Riverside STEM HS Capstone Handbook
Waimea HS Capstone Handbook
Cardinal Newman School HS capstone Handbook
Kohala HS Capstone Handbook
Masuk HS Capstone Handbook
Parish HS Senior Capstone Handbook
Petal HS senior Project Handbook
Mercer County Senior Capstone Handbook
Winters HS Senior Capstone Handbook
Tech Prep Senior Project Manual
Burke HS Capstone Project
Oxford Public Schools Capstone
Big Sky HS Senior Capstone
Winters HS Senior Capstone
Bacon Academy Senior Capstone
Kansas City Schools Senior Capstone
Stonington HS Senior Capstone
New Prairie HS Capstone
Middleton HS Capstone Handbook
OHS Senior Capstone
Regional School District 6 Senior Capstone
Evening HS Capstone
Gulford HS Senior Capstone
Nashville Public Schools Senior Capstone
STEM Capstone at Berthoud HS
LISA Capstones at Mountain View HS
Personal Projects at Loveland HS
Table of Contents Introduction to the Senior Capstone Project .............................................................................................................. 3
Capstone Project Components ................................................................................................................................... 4
Capstone Project FAQ’s ........................................................................................................................................... 4
The Proposal .............................................................................................................................................................. 7
Selecting a Capstone .................................................................................................................................................. 7
Senior Capstone Portfolio ........................................................................................................................................ 11
The Presentation ...................................................................................................................................................... 12
Role of your high school during the capstone project. ............................................................................................ 13
What does it mean to be a community member mentor (not a requirement but a suggestion)? .............................. 13
Scoring the Senior Capstone Project ....................................................................................................................... 14
Addendum- Community Service ............................................................................................................................. 16
Introduction to the Senior Capstone Project
The Senior Capstone Project a graduation requirement established by Thompson School District in 2016 as a
recommendation from the Colorado Department of Education. The Thompson2Life Task Force has researched
and reviewed recommendations addressing 21st century college and career requirements. As a result of this
research, Board Policy IKF, regarding district graduation requirements was revised in 2016 to include a Senior
Capstone Project. In order for students to obtain a diploma or certificate of completion from Thompson School
District they must successfully complete a Senior Capstone Project on a personal career and or life goals.
The purpose of this Senior Capstone Project is to empower students to demonstrate that they can learn
independently and that they have become self-motivated thinkers capable of using all the major educational and
life skills they have developed in their classrooms during their 13 years of education. The project is intended to
align with the goals around a student’s area of passion. Through the Senior Capstone Project students will be
asked to display their creative ability, critical thinking and communication skills while demonstrating a clear
understanding of the essential skills needed to achieve their career and or life goals. The capstone is a part of all
three of the diplomas that TSD offers to their students.
A component of the final presentation will be a reflection. Each student will begin the process by reflecting
emotionally, intellectually, and academically on the past 13 years of education. Are hope is through this process
we will challenge students to not only think about where they have been but where they are going.
Capstone Project Components
Proposal- the Capstone Project proposal is the beginning piece of this experience. Seniors will be asked to
explore their passions and choose one to develop essential questions around. The proposal must outline how the
student will challenge their current knowledge. All students must submit a proposal for approval before they
begin. Students must be able to answer the who, what, when, where, and why of the essential questions they have
developed.
Presentation - the Senior Capstone presentation is designed to showcase students’ accomplishments through
their years of education. They will have the choice top make a 15-minute presentation to a panel of judges or
complete their presentation at a senior capstone evening; open to parents and community. A reflective piece and
visual aid must accompany the presentation.
Portfolio- The portfolio is intended to record the history of the Senior Capstone journey. Students are expected
to capture all things related to their project; including meetings, proposals, and internships hours. This is a
window into understanding the students Capstone journey.
Capstone Project FAQ’s
1. Why do students complete a senior capstone project?
Studies show that students who successfully complete a rigorous project during their senior year do better
post high school graduation. The Capstone project not only ensures that students master their classroom
work, but also helps prepare for college, career and community readiness.
2. Is the Capstone required to graduate?
Yes. All Thompson School District seniors – will be required to complete a Capstone. Therefore,
students who do not complete the Capstone requirements will not graduate.
3. What happens if a student does not complete the senior capstone experience?
Students who do not receive a successful evaluation will be given the opportunity to revise and present
again, prior to graduation. If the students does not meet the presentation requirement, he or she will
not graduate.
4. How are projects approved?
To ensure students have a solidified plan, TSD requires preliminary research with teachers,
parents/guardians, and or mentors. Your project proposal will be submitted to the Capstone Committee
for approval. If your project is not approved, the committee will give you feedback and suggestions that
will lead to approval.
5. What if my initial project needs to be changed?
It will be extremely difficult to change your topic after it is approved. You may find, however, that a few
of the activities in your approved Capstone project proposal may need to be amended. If you have a valid
reason to amend an activity or two (not change your topic, or alter the whole scope of your Capstone) you
may do so with the approval of the Capstone Committee.
6. What if I can’t find a mentor, if I need to change my mentor, or if I need two mentors?
We will help you locate the resources to find a mentor; we have a list of experts who have mentored
students in the past. Learning to network will be a key activity for students this year, an experience that
will hopefully open doors for the student in the future. Students may work with more than one expert, so
if one mentor is unable to continue to help, they may turn to the other(s) as backup. Because of their
project designs, some students may find they need two mentors.
7. What if I am a student with special circumstances?
a. Students with an IEP or ELL: If you are a student with an IEP or ELL you are required to
complete the senior capstone. Accommodations needed to complete the senior capstone will be
addressed in your IEP or ELL process.
b. Transfer Students: If you are a transfer student to TSD before or during your senior year you are
required to complete a senior capstone. You will work with the senior capstone coordinator
(which is a designated administrator at each building) to plan and implement a senior capstone
which can successfully be completed within the given time frame.
c. Extenuating Circumstances: If an unusual circumstance should arise, it will be considered on a
case-by-case basis by the senior Capstone Committee at that school.
d. Early Graduates: if you are planning to graduate early, you are required to complete a senior
capstone. You should also meet with the senior Capstone coordinator at your school early in the
year so that you mat set up a plan to complete all components by early graduation in January.
Senior Capstone Timeline
Due Date Capstone Component
April
(Junior Year)
Parent/ Student Orientation. MUST ATTEND put on at
your high School
September
(Senior Year)
Initial Project Proposal
Parent must sign off on project proposal
September
(Senior Year)
Final Proposals Due
Parent must sign off on project proposal
October
(Senior Year)
Mentor Information Forms Due-
1st draft outline due for presentation
February
(Senior Year)
Final Draft of outline for presentation due
Beginning-April
(Senior Year)
Portfolio Due
End- April
(Senior Year)
Presentation
The Proposal
The first step in the capstone project is to select an essential question. This question should arise out of a
student’s passions. The essential question should be something that is open-ended, exploratory, and will
involve stretching the learning of the student. Each student must choose a capstone mentor. Part of the
proposal is choosing a community mentor. A mentor should be someone with specific expertise related
to the subject matter of the capstone, as they will serve in an advisory role for the student and their
project.
Words of Wisdom
Remind students to review their ICAP, career clusters, and passions to note any overlapping
interests
A student’s essential question should be creative and academically challenging.
A student’s topic should be able to conduct an interview with an expert in their field of interest.
The Senior Capstone should be able to answer the following questions:
o As a student, how have you been prepared for college, career, and community?
How will you use this readiness in your passion?
Selecting a Capstone
You may already know exactly what capstone project you want to pursue, or perhaps you don’t even
know where to begin. So an approach for brainstorming is below. Remember this is a project you will
invest a significant amount of time and energy. It should be something that you are passionate and
excited about so you will learn from the experience and have a great time doing it. This is something
that you may already be doing, such as STEM, LISA, IB, and entrepreneur class. Knowing what you are
not interested in is also key to choosing. Something that you have done in the past, may not be what you
want to look for in the future.
The following steps are guidelines for brainstorming and selecting an exciting and interesting Capstone:
Step-1
Explore a general area of interest- Think about your ICAP and your POL.
The subject area should be broad and something that you are interested in.
Examples: (But not limited too)
Environmental Science Classic Literature
Visual or Performing arts Creative writing/Publishing
Industrial Arts Agriculture
Business/ Tourism Human Service
Computer Science Automotive
Manufacturing Technology Fermentation Science
Construction Film/Photography
Step 2- Narrow the Subject Area
What are your reasons for interest in this subject area?
Why does this subject area interest you?
Specifically what parts of the subject interest you the most?
Does this subject area have long term interest to you? Why?
Do you have skills and or knowledge in this area that you are looking to expand?
Are there people around you or people that you have access to who may be interested in becoming a
mentor and being involves?
Step 3- Choose a topic within the subject area that is most appropriate for the Capstone
In this step it is very important to consider your access to all of the resources that you will need to complete the
Capstone. Remember that the Capstone should stretch you and provide new learning opportunities for you.
Do you have general skills or knowledge to the topic?
Make sure you have the resources to complete this topic.
Do not be afraid to learn from experts in the field when it comes to your project. Also do not chose something
that you know already is not of interest top you. We want you to follow that passion and if that had changed that
is okay.
Sample Capstone Project Presentation Ideas(but not limited to) o create a personal video package (radio/TV broadcasting)
o Conduct and analyze a patient/client survey (medicine) o Design an informational packet (medicine, law, etc.)
o write (for publication) a newspaper article on a current, relevant topic
o design a website for a small business, organization, or professional group (animation, media tech)
o design a set of architectural blueprints (architecture, engineering) o create a photo journal of steps in project completion (engineering)
o design and build a model of a project (architecture, engineering) o plan a lesson, teach a class, and reflect on the outcome (education)
o design a graphic (logo, advertisement, webpage) to be used by a business, organization, club, etc. (animation, graphical arts)
o write a will in an acceptable legal format (law)
o research and write pamphlets or booklets (graphical arts) o create laminated charts, posters, etc. (graphical arts)
o design and produce instructional media: video, audio, etc. (media technology) o draw a cartoon book explaining a process or a procedure (education)
o produce a “day in the life” video of your chosen major (media tech) o design a marketing campaign for a business or product (graphic arts, marketing,
hotel management) o research and design a menu for a restaurant with nutritional information (graphic
arts, culinary)
o set up an accounting system for a small business (banking & finance) o choreograph and perform a dance routine (performing arts)
o write a scene play and/or perform a monologue (performing arts) o perform an instrumental or vocal solo (performing arts)
o STEM Capstone project at BHS o IB Capstone at LHS
o Business Presentation at LHS o LISA capstone at MVHS
Thompson School District Capstone Project Proposal
RETURN TO: Advisor
Name_____________________________________________________ Grade __________
I intend to begin my Capstone Experience Project (circle one): Summer 2016 Fall 2016
Your proposal will be reviewed for approval. This proposal must outline
Topic you wish to explore (Essential Question):
______________________________________________________________________________
______________________________________________________________________________
Academic and or Community Mentor (if known):______________________
1. Describe your goals for the Capstone Project (academic and personal).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How does your proposed Capstone Project build upon your interests and/or previous experiences?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. How does your proposed Capstone Project represent a “learning stretch” for you?
______________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________
Senior Capstone Portfolio
Assignment:
The portfolio records the history of the Senior Capstone Project, which includes all of the documents
and effort that students have put into their Senior Capstone Project. The portfolio is a window through
which another person can view any accomplishments over the last year. This will illustrate your hard
work and dedication to the Senior Capstone Committee.
Purpose:
The purpose of the Senior Capstone Portfolio is to document the entirety of your learning experience.
The portfolio will enable the review panel to visually evaluate the evidence of your learning, while
providing you with a keepsake that is reflective of your experience. The portfolio will include
components that are compiled from the project throughout your senior year.
Words of Wisdom:
Remember to document EVERYTHING. Take pictures, notes, get signatures (when needed),
and create journal entries of all things related to the Senior Capstone. It is important to keep
track of work to show the amount of effort put forth.
Remember to make duplicate copies of EVERYTHING produced in relation to the project.
Try to stay as organized as possible. The 3-ring binder system may help students organize
physical documents. Though some documentation may be electronic, they will need to be printed
at the end of the year.
The Presentation
The Senior Capstone Presentation is intended to be the event to show the culmination of Early Childhood through
12 grade learning. Students will be offered two ways to present; to a panel of judges or during a Senior Capstone
evening event open to parents and the community. If students choose to present in front of the panel of judges it
will consist of teachers and/or community members. This presentation should be 8-10 minutes in length followed
by a 5 minute segment of question and answers. For students who decide to participate in the Senior Capstone
Evening their presentations should include a tri-fold board, pictures, charts, and other relative information. Judges
will be walking around grading a student’s 5-minute presentation on their capstone, questions may be
interspersed. All presentations should be rehearsed and professional in manner, dress, and appearance.
Presentation Minimum Requirements:
Your Presentation Must for Panel of Judges:
Be 8-10 minutes long with a 5 minute period for question and answer
Include what research and field work has been done (if applicable)
Explain what has been learned
o Including challenges and how they were overcome
Examples of how the Early Childhood through 12 Grade experience has prepared you for life after high
school (emotionally, academically, and socially)
Your Presentation Must for Senior Capstone Evening Event:
A tri- fold board
Have a 5 minute elevator speech
Portfolio at your table
Any AV needs to be prepped before the evening
Role of your high school during the capstone project.
Each school will have a set of expert teachers and administrators that will be considered the capstone advisor
committee. These 5-10 teachers and administrators will be the students guide when students may need help in
their capstone. They are not there to mentor students they are here to help students with project ideas and
community mentorship selection process. The building will have the flexibility to do this how it works best for
them, while still meeting the overall requirements.
Students and parents remember, this is not your child’s high schools responsibility to make sure the deadlines are
met and they a ready for graduation. This is to help the student own their learning, and the responsibility is
placed upon them to complete this project on time. As a reminder the student can use a capstone they are already
on in a class as the senior capstone project.
This group will be the ones who not only approves project proposals but also make sure students continue to meet
the deadlines that are required for the senior capstone. There are 3 mandatory check-ins that will be factored into
the grading of the Capstone. Please remember that these are educators first and foremost, so they cannot be a
personal helper in the Senior Capstone process. This experience is designed to stretch the students learning and
make them feel uncomfortable.
What does it mean to be a community member mentor (not a requirement but a suggestion)?
A mentor from the community serves in one of two capacities: (1) provides and opportunity for one or two
seniors to volunteer at a program or a business, (2) meets with students to offer guidance, make suggestions, give
feedback, provide coaching, share knowledge, and record progress of the Senior Capstone. Mentors should sign
an official log or form that will track the student’s hours for the senior capstone experience. THANK YOU for
being a part of this student’s senior capstone. Your involvement is vital to the students and the completion of the
Capstone Project. A community mentor is someone that is not required for the capstone, but rather something that
is highly suggested.
Expectations:
As a mentor to this student, your expectation is:
Be willing to help the student with his or her project
Meet face to face a minimum of 3 times throughout the project
Give information to the student and/or assist the student in locating the information they may need
Provide Guidance for the student
Be a resource
Help the student take the project from concept to completion
Help students to push their learning, sometimes this requires them to fail.
Confirm the number of hours the student has been working
Be there to see and grade the presentation of your mentee.
Remember that this project and experience are that of the student. You are a facilitator, resource, and friend, but
it’s the student’s responsibility to keep in touch with and finish their project. The relationship that is made with
this student should not be burdensome. If you experience any problems with the student please let the faculty
capstone advisor and make them aware of the issue. Again thank you so much for your time and effort with our
students.
Scoring the Senior Capstone Project
Context
Students today are preparing for jobs that don’t yet exist. The unimaginable is becoming commonplace, and
citizens of the world are no longer fixtures but designers. The capstone project will help introduce them to the
skills needed to succeed in the 21st Century.
Overview: what will you encounter in your future, and how will you be a vital contributor for the world?
The senior capstone project emphasizes the student’s potential contribution for an ever-changing world after
graduation, which will help reveal how the student will be a vital asset to his or her chosen area of interest. The
capstone project panel could include district personnel, community members, and students. The student will
show the panel the process through the capstone project components. The capstone project interview is assessed
as complete or incomplete based on a proficient score earned on the district-approved rubrics.
Creative Product: how will you be a solution in this ever-changing world?
The creative product is completed in the senior year and will be evaluated on the quality of critical thinking and
mechanics. The product should be coherent, organized, developed, reflect an awareness of audience and purpose,
and be free of errors. The language should demonstrate control of the conventions of written English and be free
of errors. The student will be required to gather information related to his or her field of interest or pathway.
Culminating Presentation: why do you want to be what you want to be? Can you demonstrate how your
contribution reveals your passion?
The capstone presentation will be evaluated on structure and organization, vocal expression, non-verbal skills,
and overall impact. In addition to meeting the time requirement, the presentation should include an introduction,
main ideas, and conclusion, which exhibit critical thinking. Vocal expression will be rated on volume, pitch,
articulation, and pronunciation. The project presentation should include appropriate eye contact, posture,
gestures, movement, and attire. The presentation’s overall impact will be scored on energy, enthusiasm, sincerity,
and originality/creativity.
The creative product demonstration will be evaluated on understanding of purpose and audience, choice of media,
creativity, and relevance of career/life goals, which should create a convincing overall impact on a professional
audience/panel. The project should demonstrate a clear purpose and an appropriate understanding of audience.
Media should be ready to use, appropriate, and relevant to the student goals. Creativity will be evaluated on
clarity and originality. The student’s exploration of how to make a personal contribution as a citizen for the
world should demonstrate an understanding of how to plan for and achieve both long and short-term goals. The
student should exhibit enthusiasm and sincerity so that the panel is left with a positive overall impact, confident
that the student will be able to achieve any future goal.
Student Name (PRINT): _______________________________________________________________ Senior Capstone Project Application: Submit the application no later than the end of first semester.
Grade POL
Grade 9
(Brainstorm about big ideas for Capstone, possible do showing
to see if it’s something that will hold interest)
Grade 10 (Narrowing down the idea for the capstone project, if one has
not chosen continue in the choosing process)
Grade 11
(Getting ready to start the research and turn in the capstone
proposal form, with this a student can get started on the
capstone)
Grade 12 (Work on your product)
(Get ready for your presentation)
Student: Your signature below acknowledges readiness to complete the Senior Exit Interview, which is a TSD high school
graduation requirement. __________________________________________________________________ ___________ Student Signature Date _______________________________________ ______________________________ Email Cell Parent/Guardian: Your signature below acknowledges your student’s readiness to complete the Senior Exit Interview, which is a
TSD high school graduation requirement. __________________________________________________________________ ___________ Parent/Guardian Signature Date ________________________________________ ___________________________________ Email Cell
Addendum- Community Service
Community Service refers to service that a person performs for the benefit of his or her local community. Step
outside of your familiar environments and expand your horizons. Strengthen your senses of civic engagement and
nationalism. Broaden your educational, developmental and social goals. As a TSD student, you should deliberate,
plan, implement and reflect on your community service in order to sustain the highest quality of service learning.
This is a huge piece of your capstone. This helps you as a student stretch your learning.
The purpose of the Community Service program at Thompson School District mirrors the mission of the district
itself; that is to prepare you to become a responsible, active citizen. To that end, the program strives to instill in
you an awareness of the multiple needs of the community, a sense of moral obligation to help those less fortunate
and the desire to make your community a better place in which to live.