Culminating Project Handbook by Tim Hornbacher

REV. 03/17/10

Graduation Requirements Beginning with the Class of 2007 and beyond,

of the 10th grade reading, writing, and math

all MVHS graduates must complete a Culmi-

standards on the Washington Assessment of

nating Project. Beginning with the Class of

Student Learning (WASL) by the end of high

2008, all Washington graduates must fulfill the

school. Science will be added to the certifi-

following four requirements:

cate's requirements for the class of 2010. The

certificate helps ensure that all students — not

Earn a Certificate of Academic

Achievement (see below). Students must

just the college-bound — have the basic skills

meet standard on the 10th grade Washington

needed to succeed after high school, regardless

Assessment of Student Learning (WASL) in

of where their families live, how much money

reading, writing, and math. Science will be

they have, or what language they speak.

added in 2010. t

Complete a culminating project.

This integrated learning project helps students understand the connection between school and the real world by studying a topic they like and presenting their findings to teachers, community members, and other students. t

Meet class credit requirements.

Students must pass a certain number of classes in English, Math, Science (including one lab), Social Studies, Health and Fitness, Visual or Performing Arts, Occupational Education, and Electives (number of credits required depends on the school district). t

Craft a high school and beyond plan.

Students must detail their plan for meeting the high school graduation requirements and what

Certificate of Individual Achievement (CIA) may be obtained by special education students: “who are not appropriately assessed by the high school Washington assessment system.” If a student who is eligible for and receiving special education services cannot show competency at the 10th grade standards level, an IEP team determines what other alternate assessments are appropriate in order to obtain a CIA. The law states that a CIA may be obtained using multiple ways to demonstrate skills and abilities commensurate with their IEP. The OSPI Assessment Section has developed a manual entitled, “Guidelines for Participation and Testing Accommodations for Special

they expect to do the year after graduation.

Populations on the WASL.” This document is

Certificate of Academic Achievement

not be required to participate in the high

Beginning with the class of 2008, students graduating from public high schools in Washington must earn the Certificate of Academic Achievement by demonstrating achievement

for IEP teams’ use to determine who should school assessment sysstem and which types of assessments are available to use in order to show competency at their achievement level. For more information on Assessment of Special Education Students, visit: www.k12.wa.us/assessment/altassess.aspx

Overview tion office is located at the Office of Super-

MVHS Senior Culminating Project

intendent of Public Instruction, Olympia,

The Culminating Project is a graduation

Washington. The Curriculum and Instruction

requirement and an opportunity for students

Division’s mission is to provide leadership,

to demonstrate and showcase knowledge and

service, and support for the development and

skills learned in the Mount Vernon School

implementation of research-based curriculum

District. The state-mandated project fulfills the

to ensure that all learners achieve at high levels.

requirements set forth in the House Bill 1209

Washington State’s Curriculum and Instruc-

Washington State Learning Goals These four learning goals provided the foundation for development of the Essential Academic Learning Requirements (EALRs):

and documents achievement of Washington’s learning goals. The Culminating Project allows students to apply what they have learned throughout their four years of high school and will be presented their senior year. The Project is a final process

1. Read with comprehension, write with skill,

that confirms a student’s mastery of commu-

and communicate effectively and responsi-

nication skills, time management skills, and

bly in a variety of ways and settings.

personal planning skills.

2. Know and apply the core concepts and

The Project will document the student’s

principles of mathematics; social, physical,

academic experience and career preparation.

and life sciences; civics and history; geogra-

Students will begin discussion and research for

phy; arts; and health and fitness.

their Culminating Project in Freshman Focus,

3. Think analytically, logically, and creatively,

CP-embedded courses, or through a Culminat-

and integrate experience and knowledge to form reasoned judgments and solve problems.

Sophomore Biology, Junior English, Senior ing Project class (for students needing additional support). Culminating projects will focus around a

4. Understand the importance of work and

student’s determined Career Pathway. Students

how performance, effort, and decisions

have been working over their four years to find

directly affect future career and educational

a pathway and select high school courses that

opportunities.

support their pathway and make their learning relevant.

Career Pathways ARTS & COMMUNICATION Persons enjoying careers in Arts & Communications often:    

Value independence Enjoy creative activities such as music, writing, entertainment, and art Enjoy convincing others to accept a particular point of view Actively seek opportunities for self-expression

BUSINESS & MARKETING Persons enjoying careers in Business & Marketing often:    

Apply mathematics quickly and accurately Enjoy influencing others to buy a product or service Lead or manage people to work cooperatively Manage details systematically

HEALTH & HUMAN SERVICES Persons enjoying careers in Health & Human Services often:    

Put a high value on the well-being of others Get along well with a variety of people Are committed to continuing education in order to update skills Recognize correct and incorrect uses of the English language

SCIENCE & NATURAL RESOURCES Persons enjoying careers in Science & Natural Resources often:    

Put a high value on math and/or science Want to see practical results from their work Prefer to work with tools and objects rather than with people and words Are interested in understanding living systems

TECHNOLOGY & INDUSTRY Persons enjoying careers in Technology & Industry often:    

Put a high value on math and/or science Enjoy using facts and judgment — “figuring things out” Like to tinker with objects and how they work Are comfortable working with machines or equipment

Skills & Abilities Linguistic Musical Kinesthetic Visual / Spatial Intrapersonal Interpersonal

Skills & Abilities Logical Mathematical Linguistic Intrapersonal

Skills & Abilities Intrapersonal Interpersonal Linguistic Logical Mathematical

Skills & Abilities Logical Mathematical Visual / Spatial Kinesthetic

Skills & Abilities Logical Mathematical Kinesthetic Visual / Spatial

Culminating Project Options Option A

Project of choice related to

must have a physical on file with the

student’s Career pathway

Athletic office. Safety will be a primary

Option B

Compilation of best work

consideration as the Culminating Project

throughout high school

Coordinator/Instructor reviews your proposal.

Option A — Project of Choice Think about an interest that you would like to pursue. Review what you want to do or learn during your lifetime. Ask yourself what can sustain your attention for a long period of time. Look at this Culminating Project as an opportunity to explore and learn about some-

3. You may not work with another student on this project. Your success is yours alone, not dependent upon another student’s work. 4. The next page will help you determine if the project is challenging and significant enough to qualify as your project.

thing in which you are sincerely interested and may want to continue in as a career. The Culminating Project Coordinator or your Culminating Project Class Instructor will help you stay within the parameters of the project guidelines during your 11th and 12th grade years. It is important that you, the student, di-

Option B — Compilation of Best Work (permission only) This option is for students who are on Individualized Learning Plans, students with special challenges, or for students who are given special permission by their counselor or by the

rect this learning experience and take respon-

Culminating Project Coordinator.

sibility for it. The completion of your project

You must receive special permission to take

is a pass/fail graduation requirement. However,

this option. You will follow the same guide-

you may be required to complete a project as a

lines above while you collect samples of your

class requirement for a grade.

best work over the course of your high school

GUidelines for your project 1. Your project must be a “learning stretch.” You, your instructor, and the Culminating Project Coordinator will work to deter mine the scope of your project. 2. Your project must not involve undue risk to yourself or others. If your project involves strenuous physical activity, you

learning experience. Through your collected work, you must show a “learning stretch” and demonstrate how you grew through your high school experiences. All other components of the Portfolio/Project are required in addition to this option.

Project Criteria Is the proposed project challenging, significant and worthy, and does it reveal critical thinking and problem solving? Use the critieria on this page to help make a determination:

The proposal clearly describes how the project involves significant new learning for the student, greatly extending the student’s knowledge, skills, and expertise The proposal explains how the project has important personal value in that it solves a significant problem or meets an important need of the student The proposal describes how the project is an ambitious undertaking, and how successful completion will involve finding solutions to complex and difficult problems, requiring advanced analytical, logical, and creative thinking

The proposal describes how the project will involve meaningful new learning for the student, requiring the investment of significant time and energy The proposal clearly explains how the project has important personal value to the student The proposal clearly identifies the analytical, logical, and creative thinking that will be required, and also some of the problems that will require solution over the course of the project

The proposal describes a project that involves a learning challenge for the student; the student will need to spend time and energy acquiring new knowledge and/or skills essential to the project The proposal explains why the project has value to the student The proposal describes a project that has sufficient complexity to challenge the student to make judgments and solve problems that require analytical, logical, and creative thinking

The proposal describes the new learning required by the project, but it appears to involve only a minimal learning challenge for the student; the student will not need to expend much time or energy to acquire new knowledge and/or skills The proposal does not make clear why a student chose the project The proposal describes a project that has some degree of complexity and will pose some problems, but is not sufficiently challenging to demand analytical, logical, and creative thinking

The proposal describes a project that appears to require little or no new learning by the student, because the project is not terribly difficult or challenging The proposal does not explain the value of the project to the student The proposal describes a project that does not seem sufficiently complex or demanding; it is not clear what problems will be encountered or how critical, analytical, or creative thinking will be required

Distinguished

Accomplished

Competent (At Standard)

Need Improvement

Limited

Culminating Project Support Classes & Activities 9th Grade — Focus Class

work on their Project within these classes and

Portfolio Building

can compile their work into a portfolio. They

Pathway Explorations

will also have an opportunity to present their

High School & Beyond Plan

projects within these classes.)

Designate 4 Credits of Pathway Courses over next 3 years

10th Grade — Biology (or Social Studies) Career/Job Exploration/College Searches Self-Assessments/Testing Revisit 4 Credits of Pathway Courses over next 3 years Check in with counselor regarding graduation requirements and project

11th Grade — English (Goals Paper) Paper (Who Am I, Where Am I Going, How will I Get There?) Project Action Plan Template: students can decide if their projects will be a culmination of best work and skills acquired in high school, or a special project that they are working on in class or through a leadership club/activity and should be related to their Pathway. Meet with

12th Grade — Designated “CP” Elective Courses 12th Grade — Culminating Project Class Students will work from the start to the completion on their Culminating Project. This is for students who need extra time and support completing this requirement or for students new to MVHS.

Presentation of Portfolio/ Project Presentations can take place 1st or 2nd semesters in “CP” courses, in Culminating Project Class, or as arranged by the Project Coordinator during WASL week. Project completion date must be by May 5th. It is reasonable to have students take several “CP” courses and complete many projects for credit within these classes. However, students

counselors to write template.

can choose which project will stretch their

11th Grade — Designated “CP” Elective Courses

ment.

(See catalog for courses marked as “CP”. Students will write a “Reflection Paper” and

learning and count as their graduation require-

MVHS Culminating Project Considerations develop lifelong learners who use their minds

English Language Learners (ELL)

and skills well. The six components of Mount

ELL students who receive services will have an

Vernon High School’s Culminating Project

individualized plan detailing how each student

move students through academic courses and

will meet the CP requirements. Each student’s

activities that develop and demonstrate their

plan will be developed by a team including the

readiness to take responsibility for their own

student and ELL teacher(s), counselor(s), and

learning.

parent/guardian(s) with the approval of the

A fundamental goal of public education is to

Intellectual Integrity

District-level representative for ELL.

Intellectual integrity is the cornerstone of

Students With Disabilities

being a self-directed learner. It is imperative

Students with disabilities may require accom-

that students present an honest accounting

modations and/or modifications to complete

of all CP related activities. Students falsify-

their work. Student IEPs or 504 plans will de-

ing any aspect of their work will be subject to

tail how each student will meet the CP require-

appropriate disciplinary action, ranging from

ments. The plan may include input from the

submitting completely new, verifiably original

student, parent/guardian(s), Special Education

work, up to and including loss of the privilege

teacher(s), counselor, and general education

to participate in commencement ceremonies.

teacher(s) who are familiar with the student’s

Running Start and Emerson Alternative

needs.

All students who participate in Running

Out of District Transfer Students

Start, Emerson Alternative, or other equiva-

Students who transfer into MVHS from an-

lent programs, are required to complete all

other district and are given Junior, Sophomore,

four components of the CP and meet MVHS

or Freshman standing at their new school, will

requirements. Students who intend to partici-

be required to complete all four components of

pate in these programs need to plan carefully

the Culminating Project. Students who trans-

to ensure completion of the CP within their

fer into MVHS from another district, who are

school’s published deadlines. A high school

given first semester Senior standing at MVHS

administrator or CP Coordinator must ap-

and have credit in Junior English or its equiva-

prove all Culminating Projects outside of the

lent may be exempted by the school principal

designated high school “CP” courses.

from the 11th Grade English Paper.

First semester transfer students must complete

on all mentors outside of the Mount Vernon

the other three CP components.

School District.

Students who transfer into MVHS second se-

Costs

mester and are given Senior standing at MVHS may be exempted by the school principal from completion of the CP, providing that they are within one semester of attaining minimum building graduation requirements in all other areas. Students will be required to take a â&#x20AC;&#x153;CPâ&#x20AC;? course and develop a 5th year plan with their counselor.

Project Parameters Approval Parents/Guardians are asked to certify that

Despite its status as a graduation requirement, the Self-Directed Project need not cost any more than a typical school project. Schools are not responsible for funding any espense incurred during the Project. While projects may require some expense, the district encourages students to work within their means. During the planning phase, students will be encouraged to develop a reasonably accurate estimate of costs, a guaranteed source for those funds, and parents are asked to plan accordingly.

they understand what their student plans to do

Facilities

for their Project. Projects must comply with

District facilities are not automatically avail-

parameters established by the Mount Vernon

able to students for Self-Directed Projects.

School District Risk Management Pool, federal

Students wishing to secure MVHS facilities

and state law, and the policies and procedures

will be required to follow all procedures for an

of MVHS, including those governing Reli-

outside group wishing to use facilities includ-

gious-Related Activities and Practices, No.

ing a formal request for use of facilities and any

2340 and 2340P, and Community Relations,

required fee. Because facilities are scheduled

No. 4333.

well in advance, students cannot be assured of

Although students, when designing and work-

use.

ing on their Project, are encouraged to challenge themselves in original and creative ways, certain hazardous activities are prohibited. The district has the right to reject any project that is judged to be unsafe. Any job shadows or internships must be pre-approved by the CP Coordinator or a CP Course Instructor. Necessary background checks must be completed

Guidelines for Students Mentoring in the Community

Give people time to respond to messages

Job Shadows or Internships can be an option

Be accomodating, polite, and flexible

for a CP Project, but must be pre-approved

and follow up when necessary

Students need to have parents/guardians review

How to Assist with the Culminating Exhibition

and approve project activities in the com-

Parents and community members are often

munity. For safety reasons, students should

interested in participating in the Culminat-

always stay alert to inappropriate behaviors

ing Project experience. Among other things,

or communications. They should discontinue

this could include serving on a panel for the

contact immediately if they are uncomfortable

student presentations, mentoring, or even

with anything being said, done, suggested, or

tutoring. Please contact MVHS’s Volunteer

implied.

Coordinator for information as to how parents

by a CP Instructor or the CP Coordinator.

When working in the community, students should always notify their parents/guardians:

and community members may contribute.

Where they are meeting (a public place or

Whom to Contact for More Information

place of business is advised)

The Culminating Project Coordinator may

Whom they are meeting How long they plan to meet and when they will return Of the purpose for the meeting What transportation they plan to use To establish a good working relationship with others, students should: Set up meetings well ahead of time and then call to confirm immediately before the planned date Clearly state purpose when requesting a meeting date/time and always respect others’ busy schedules Be sure to leave complete information when communicating by email or voice mail

be contacted for more information. Contact information is listed on the MVHS website: www.mountvernonschools.org/mvhs

Getting started on your Culminating Project

Getting started on your Culminating Project “If we did the things we are capable of doing, we would literally astound ourselves.” THOMAS EDISON So where do students find ideas for Culminating Project ideas? By looking around them for inspiration. Here are some ideas: • Talk with your friends, classmates, and your teachers • Keep an eye out for interesting topics in magazines, newspapers and journals • Keep an eye out for interesting topics while watching television or listening to the radio • Browse encyclopedias, periodical indexes, and other sources, including sets such as CQ Researcher, Opposing Viewpoints, and Current Controversies. Ask a librarian for ideas on where to look for topics • Look at the index and table of contents of the texts you’re using for your classes • Look online; many schools around the country are doing similar projects and reading about them might provide a spark of inspiration What do you do once you have a general topic? The need to complete a big project can cause anxiety. However, there are ways to reduce that anxiety. Your teachers will do their share to help cut down on the stress by providing opportunities to learn all of the skills you will need to successfully complete your Culminating Project. The following are some general tips about starting any project on the right foot: •

Start early! Keep in mind that any project can be very time-consuming. Plan on approximately 10 hours just for deciding on a topic, writing up your plan, and thinking about where to find resources. If you give yourself lots of time to complete the early stages of your project, unexpected delays won’t cause as much of a problem. If you wait until the last minute, those unexpected delays could derail your whole project!

• Plan ahead! Is your project dependent on the weather? Do you have to work around other peoples’ schedules? How does the due date fit in with the due dates of projects for other classes? • Have a clear understanding of the assignment! Read this handbook carefully. Clear up any questions with a teacher or the Project Manager prior to beginning your plan. • Know what types of materials you need! Do you need books or articles? Should you find a person or several people to interview? Are web pages appropriate? •

Remember that completing any project requires patience and flexibility! It may take time to get the results you want. Ask for help when you need it! Teachers, counselors and librarians are very familiar with the research process. They will be glad to help you at any stage of the process. Your teachers understand the requirements of the Culminating Project and can point you in the right direction. Don’t forget, other people are busy, too, so you may have to contact them more than once, by phone, by email, or in person to get the help you need. Keep trying!

Possible fields of interest • Fine Arts- music, dance, drama • Art- glass blowing, jewelry design, drawing and painting • Health- medicine, fitness, nutrition • Business- management, marketing, advertising, finance, insurance • Social Problems- homelessness, domestic violence, AIDS, gang violence, drugs and alcohol, social justice, racism • Science- chemistry, biology, marine biology, environmental science, animal studies • Sports- camps, coaching, individual training • Technical skills- building, woodwork, computers, metal work • Video- video production, filming, editing, sound dubbing • Religion- history, comparisons, cults • History- archeology, genealogy, civilization, culture studies • Service- law enforcement, fire department, EMT, forest ranger, fish and game warden.

Specific examples of successful culminating projects • Developed and taught a class on skateboard construction at New Vista • Researched a project on Southeast Asian Art • Began a career as a competitive mountain bike racer • Choreographed and performed original dance works • Interned at a school for autistic children • Learned how to build a house from the ground up • Constructed a complex computer system • Created a portfolio on 3-D computer art • Created a web site of resources for self help in legal affairs • Lived independently and created a handbook for emancipated teens • Mastered outdoor living skills including a solo adventure • Designed a vacation cabin and created an architectural model • Compiled and produced a magazine documenting graffiti around the country • Learned to be an assistant in pale ontological research • Organized activities connected to a Japanese exchange program • Planned and led 200 mile backpacking trip along a Colorado Trail • Prepared and trained for pilot’s license • Restored a 1969 Pontiac Firebird • Taught a class on Greek philosophy at the high school • Undertook a field study of Sandhill Cranes • Wrote a children’s book • Wrote, directed and performed an original one woman show • Worked at a camp for disadvantaged youth • Volunteered at an AIDS Hospice • Prepared for volunteer fire-fighting activities and designed an accountability system for fire fighters • Redecorated a home with original mural work • Conducted an in-depth study of a career of interest

About your plan What is it? • The guide for your project • A map to get where you want to go • A detailed Plan which shows you have more than a rough idea • Achievable and reasonable • Meaningful to you

What should take place prior to making a Plan? • Thoughtful search of project • Interest Inventory: given by counselor • Consider personal strengths and interests • Discussion with parent(s) about the possible topics • Classroom opportunities to learn the skills required for the Culminating Project

Why is the Plan required? • Without a good Plan you can’t get started or stay on task • A good Plan prevents you from wasting time • A good Plan means greater chance of success in completing the project • You will be able to set personal goals for learning • You will be able to think critically, creatively and originally and problem solve • You will be able to communicate effectively

How will your Plan be assessed? • The Plan will be reviewed by a panel of 3-4 staff members • The Plan must be approved by the review panel before you can begin your project! If you want to start your project the spring/summer of your junior year, please see the timeline. • The panel will be looking for thorough completion of the Plan Template form (see next page)

“Well begun is half done.” PLATO

Print neatly and submit to Advisory or Mrs. Sager by April 29, 2010

Class of 2011 Culminating Project Plan Student Name_ ______________________________________ Bulldog Advisory Teacher____________________________ CP Instructor Name___________________________________ Counselor________________________________________ (Please Print Legibly)

Project Name________________________________________ Date Plan Submitted________________________________ Please address the following prompts in the space provided.

1. Learning goal(s):

2. Description of the project:

3. What will the finished project look like?

4. Justification, purpose, and significance of the project:

5. Resources and plan for research:

6. Mentors (people who will help you with your project):

Culminating Project Plan, Page Two

7. Timeline/Calendar:

Turn in plan on_ __________________________________________________________________

Work on project___________________________________________________________________

Present project____________________________________________________________________

Turn in completed project portfolio___________________________________________________

8. Budget/Materials (Are there any costs involved? If so, what are they?):

9. Pre-presentation: How do you plan to present your project and who will be your audience?

10. Evaluation: How do you plan to demonstrate to the evaluator(s) that you met your learning goal(s)?

Student/parents sign to verify their understanding that while the Culminating Project is subject to school approval, the specific project and area of study is selected by the student and parents/guardians, independent of the staff and administration of Mount Vernon High School. Student/parents therefore assume all responsibility for any risks and costs which might be inherent in the project chosen.

_________________________________________________________________________________________________ Student Signature—I attest that this plan was prepared by me and is original work. _________________________________________________________________________________________________ Parent Signature—I understand what my son/daughter plans to do for his/her Culminating Project. __________________________________________________________________________________________________ CP Instructor Signature—The CP Instructor is an MVHS teacher who will oversee and sign off on your project. CP Instructor’s Phone Number or School Extension: _________________________________________________________ As this student’s Culminating Project Instructor, I agree to the following by my signature to this form: I understand what my student plans to do for his/her Culminating Project. I understand that I am expected to evaluate this student’s project according to the standards indicated. I understand that the project evaluation is due to the CP Advisor no later than May 9, 2011.

— Review Panel — Plan Approved___________________________________ Plan Needs Revision __________________________________ (Date) (Initials)

(Date) (Initials)

Please use the reverse side for any additional comments regarding the Plan/Project

Explanation and Clarification for the Plan 1. Learning Goal A statement that describes what you hope to learn by completing the project. The learning goal(s) can be related to knowledge to be gained or skills to be acquired.

2. Description of the Project A concise description of what you are going to do for your Culminating Project. (No more than 3 sentences.)

3. What will your finished Project look like? Describe what you expect your finished project to look like. You need to explain what level of work will satisfy you. Write a statement which will begin with I know my project was successful if _____________ • You are aiming for something to make you proud.

4. Justification/Purpose/Significance/ A thoughtful paragraph answering the question why you are choosing to do this project. Explain why this project is interesting, significant or meaningful to you. Discuss some or all of the following: • • • •

Whether this topic is new for you Whether it is a personal or intellectual or social or physical challenge for you What people or events influenced you in selecting this project and this learning goal, and whether it relates to a future career choice What information you already know about this subject

5. Resources/Plan for Research A detailed explanation of how you will complete your project. The list below includes factors which may not have already occurred to you. Consider every point and imagine whether it might relate to what you will do on your Culminating Project. Include as much information as you know at this point. • • • • •

The topics you will need to learn more about, background on your goal, people in the field, factual information, available resources, and existing solutions. The way you will get that information. Consider the following: interviews, working with a mentor(s), library research, field research, volunteering, getting a job, attending performances/games/ rallies/ events, internship. Whether any current or previous classes in school will enrich or contribute to your project. Whether you will need to take an outside class as part of the process to complete your Culminating Project. If you need to take a class you must find out availability, cost, schedule, etc. Whether you will need other materials, electronic equipment, hardware or tools to complete the project.

6. Mentors It is strongly recommended, but not required, that you find and use a mentor for this project. A mentor is someone who has the knowledge, skills and /or abilities to assist in you in completing your project. • List adults or peers who you will consult, if any. • Explain why these people will benefit you. • Provide contact information.

7. Timeline/Calendar Outline your major tasks and anticipated project completion and presentation dates.

8. Budget/Materials While your project does not have to cost money to complete, you will undoubtedly have to use materials and will have to provide for the expenses you incur. • • • • •

Estimate small costs: gas, phone charges, parking fees, etc. Estimate the cost of presentation materials Estimate class costs, admission costs, extra supplies, film, paper, etc. Indicate any donations Estimate the final cost of your project

9. Pre-Presentation Write a sentence explaining your current thought of how you plan to present your project. • Refer to the Presentation Rubric and description page 40. • You will have 20 minutes including time for questions and answers.

10. Evaluation: How will the panel know if you met your learning goal? The learning goal must be related to the knowledge gained or skills to be acquired. • Include a statement that explains how the panel will know if you have met your specific learning goal. • This statement will begin with: You will know I learned Insert Learning Goal because ____________________ (for example, I will have a portfolio of photographs that document my progress and final product)

Making changes to your Plan If you make changes to your Learning Goals or Description of the Project you must submit a new Plan. If these elements change then all following elements of your Plan will most likely change as well. These changes must be explained and communicated in writing to the CP coordinator and later to the Review Panel. Making changes to your Plan after December greatly increases your risk of failing to complete each component of the Culminating Project on time and at standard. No changes to Learning Goals or Description of the Project will be accepted after the second week in February (actual date TBA). You are allowed to change the following without consulting the CP coordinator. You may want to address these changes in your Written Reflection. • • • • •

Resources Mentors Personal Timeline Budget/Materials How you will present your project

Timeline for completing the Culminating Project (CP) Junior Year • • • • • •

Gather information about the culminating project. Talk to CP embedded course instructors or other adults about the project. Find an MVHS staff member to be your CP instructor. This can be your Bulldog Advisor, the instructor of a CP embedded course, or any teacher with the expertise and willingness to oversee your project. April 29—Project Plan Due—Turn in to your Bulldog Advisory teacher during advisory. The Project Plans will be collected and submitted to the CP Coordinator. Project Plans will be reviewed by a panel. Results (accepted or needs revision) wil be returned within four weeks. If revision is needed, plans must be resubmitted within two weeks.

Senior Year October 1 • Revised plans and those not previously approved due—results will be returned within four weeks.

December—January • Collect Career Planning Section Components. • Complete project.

February—March • Project Presentation at student-led conferences. • Write reflection paper.

April—May • May 2—Entire Project Portfolio and Presentation due to CP instructor or earlier as designated by CP instructor. • May 9, 2011—Final Portfolio Scoring Guide due to CP coordinator from all CP instructors.

Frequently Asked Questions 1. What is the Culminating Project?

An independent, self-directed individual project completed and presented by the end of your senior year.

2. Why do I need to do this?

The Culminating Project is a state graduation requirement beginning for the class of 2008 (WAC180-51-061).

3. What kind of project can I do?

Each student is free to design their own culminating project. There are no restrictions provided each requirement of the project can be met. The project must be legal, safe and appropriate.

4. Who decides whether the project is safe, legal and appropriate?

A project review panel of three to four staff members will determine the appropriateness of all Plans.

5. How long should my project take?

Your project should consist of about 20-40 hours of work total.

6. Can I work with a partner on a Culminating Project?

No, all components of the project must be completed independently. This is a culmination of individual learning.

7. Is it possible for me to see other projects before doing my own?

You may ask CP Instructors to see previous projects to view.

8. Who will evaluate each of the above?

The Plan: Review Panel comprised of three to four staff. The Project: Your culminating Project Instructor will be required to evaluate your project and submit the com pleted scoring guide to the CP coordinator.

9. Can I start working once my Plan is approved?

Yes, you may begin working as soon as your plan is approved,

10. Will I be given time in class to work on my project?

You will not be given time in your regularly scheduled classes, unless they are a CP embedded course or if you have made arrangements with the instructor.

11. How do I get help when I need it?

Your CP instructor or the CP coordinator is available to answer questions and support you.

12. What if I donâ&#x20AC;&#x2122;t meet standard on my project?

You will need to revise and resubmit your project.

13. What if I donâ&#x20AC;&#x2122;t submit a project? Is there a possibility I will not graduate?

You will not graduate from Mount Vernon High School if you fail to meet standard on any component of the Culminating Project.

Standards & Rubrics for the Culminating Project

Life Goals Paper Scoring Guide (If not previously evaluated by Junior English teacher) Student_ ___________________________________________Student ID #_________________ Date_________________ Evaluator Name______________________________________________________________________________________ s Paper should focus on Who You Are, Where You Are Headed & How You Plan To Get There. s Word processes in the range of 2-5 full pages of text (excluding lengthy quotes and graphics), double-spaced in 12 point Times New Roman font. s Contains research from three different sources of two different types (i.e. internet, trade publications, magazines, newspapers, interviews, etc.) s Uses MLA format throughout the paper.

At Standard

Not At Standard

q Includes an introduction that leads to an understanding of the q Introduces too broad a topic; introduces too many possibilities;

scope and objective developed in the paper. Introduction contains thesis sentence(s) that guide the paper as a whole, and distill the essayâ&#x20AC;&#x2122;s main points into a succinct statement.

has no clear thesis sentence(s).

q Provides sufficient, relevant research from three sources of

q Provides insufficient, and/or irrelevant research and/or does not

q Establishes credibility of sources by clearly identifying the

q Does not clearly establish credibility of sources in the essay and/or

q Essay thoroughly explores and provides answers to the three

q Essay does not thoroughly explore and/or provide answers to the three

q Spelling, grammar, and basic writing conventions are

q Spelling, grammar, and basic writing conventions are not

two different types.

origin of the source in the essay, as well as by providing a clear works-cited page. Works-cited page meets MLA formatting standards.

component questions of this essay: Who am I? Where am I going? How will I get there? All three sections meld together to form a unified essay.

observed; essay is free of related errors.

contain research from three sources of two different types.

is missing a complete works-cited page. Works-cited page does not meet MLA formatting standards.

component questions of this essay: Who am I? Where am I going? How will I get there? The three sections do not meld together to form a unified essay; they seem fragmented and forced together.

consistently observed; essay contains related errors.

Comments/revisions needed: ___________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

q Meets Standard I verify that ______________________________________________________ has met the standards requird for the Life goals Paper portion of the MVHS Culminating Project. ____________________________________________________________________________________________________________ Evaluator Signature Date

q Does Not Meet Standard

Revise and re-submit by ________________________________________ ___________________________________________ Evaluator Signature

MVHS Culminating Project Assessment Student_ ___________________________________________Student ID #_________________ Date_________________ Option A (Project) q

CP Instructor___________________________________________

Option B (Best Work, By Permission Only) q

Bulldog Advisory Teacher__________________________________

At Standard

Not At Standard

q Provides documentation throughout the project that relates

q EXAMPLES: Important activities are missing; descriptions are

q Provides Reflective Paper that reflects on the set of learning

q EXAMPLES: Entries do not reflect on all learning goals, do not

q Provides annotations of multiple resources (credible, varied,

q EXAMPLES: Resources are too similar in type, lack authority, are

q Provides a body of evidence showing involvement and how

q EXAMPLES: Evidence does not show involvement in activities,

activities, dates, hours, and expenses related to learning goals.

goals at significant points throughout the project considering external evaluations.

with a minimum of six, including at least one interview, cited in MLA format) which detail how each resource was used within the project to achieve learning goals.

progress was tracked toward the intended outcome.

not related to learning goals, do not justify time logged . . .

span the entire project, are based mostly on internal evaluation, only cite external evaluations without using the feedback to monitor progress . . .

not relevant to the learning goals; the annotations do not explain how each source was used to achieve learning goals, do not directly explain how the sources were used to achieve the learning goals . . .

show progress was tracked toward the intended outcome, only snapshots of project work and final product without enough detail to reveal direct involvement . . .

q Examines the feedback on quality from the external evaluation q EXAMPLES: Offers the external evaluation of the product

and compares the actual to the intended product.

without clear indication of quality and/or comparison of actual to intended, comparison between actual and intended is too general . . .

q Meets district graduation writing standards.

q Content / Organization / Style / Conventions

q Summarizes what was learned as a result of doing the project

q EXAMPLES: States learning only in terms of finishing the

q Evaluates how what actually occurred matched the proposal;

q EXAMPLES: Relates only what went right or wrong rather than

q Explains what was learned from completing and self-

q EXAMPLES: Shares personal efforts to meet requirements for

including attainment of the learning goals.

explaining if the plan was followed, why any adjustments had to be made, or how any problems were solved.

directing the project and how that might impact learning in the future.

activities rather than the attainment of learning goals, states learning by summarizing activities in relationship to learning goals but does not address attainment level . . . examining what was planned, why it worked or needed to be changed, focuses in general terms on how the project proposal matched or differed from what actually occurred in the project but does not evaluate why . . .

completion but ignores reflecting on the project’s intended outcome, learning process, or applications in the future, does clearly state implication for future learning . . .

q Meets Standard q Needs Revision _____________________________________________________________________________________________ CP Instructor Signature Date

— Comments on back —

Presentation Scoring Guide Student_ _____________________________________________ Student ID_ __________________ Date_____________

Introduction

CP Instructor___________________________________________ Bulldog Advisory Teacher_ ________________________

Exceeds standard — excellent

Meets standard — minimum requirements

Does not meet standard — requires further work

l Creative

introduction connects topic and project to audience

l Effective

introduction with statement of purpose

Application of Learning

Body

q l Main

points clear l Interesting, appropriate details for all main points

of significant academic growth l Exceptional insights on personal growth l Integrated and thoughtful relationship between paper and project

l Main

points clearly identified l Details support each point

Organization Language Use Conclusion Delivery – Verbal

beginning, middle, and

end l Reflects sophisticated thought and planning

l Evidence

of both increased knowledge and personal growth l Shows clear connection between paper and project

meaningful transitions l Uses exemplary word choice l Creative personal voice hooks audience

l Clear

beginning, middle, and end l Reflects thought and planning

insightful l Strong impact on audience

l Implements

and well paced volume and inflection

l Appropriate

q l Little

evidence of knowledge gained beyond typical course work

q l Hard

to follow sequence l Lacks clarity

q l Transitions

choppy, disconnected transitions l Repetitive, inappropriate word l Uses appropriate word choice and choice personal voice l Lack of personal voice appropriate

q l Summarizes

high points of project l Expresses a personal insight

q l Clear

and details do not adequately cover topic

q l Uniquely

l Ideas

q l Implements

q l Dynamic

clarity of purpose

q l Evidence

l Lacks

q l Unclear

conclusion l No personal reflection shared

q l Articulates

clearly with good pronunciation

q l Lacks

inflection to hear

l Difficult

Impromptu Skills

Media (electronic, visual, audio)

Appearance

Delivery – Eye Contact

Delivery – Non-Verbal

Presentation Scoring Guide - Page 2 Exceeds standard — excellent

Meets standard — minimum requirements

Does not meet standard — requires further work

l Poise,

posture, and gestures enhance speech

l Poise,

posture, and gestures do not detract from speech

language detracts

q l Eye

contact distributed through out audience l Minimal use of notes

l Eye

contact with most of audience l Use of notes does not detract from delivery

q l Minimal

or avoids eye contact l Speech is mostly read from notes

l Presents

self in professional, engaging manner

l Dress

is appropriate is courteous

l Manner

l Inappropriate l Discourteous

use is well-integrated l Supports main points l Impacts audience

l Media

use enhances speech l Supports main ideas

l Media

used is poor quality or inappropriate l Media does not support main ideas

reflect deep understanding of research and topic l Responses are fluent, spontaneous, sincere, and confident

dress or manner or rude

l Media

l Answers

l Body

to questions demonstrate l Answers do not convey necessary information knowledge and understanding l Responses are relaxed and sincere l Responses are strained and awkward l Answers

q Met Standard q Did Not Meet Standard I verify that this presentation has met the standards required to pass the MVHS Culminating Project:

__________________________________________________________________________________________________ Evaluator Name Signature Date If this does not meet standard, student must revise and re-present by _____________________________________________

— Comments on back —

MVHS Written Reflection Scoring Guide Student_ ___________________________________________Student ID #_________________ Date_________________ CP Instructor________________________________________ Bulldog Advisory Teacher_ ___________________________

Exceeds standard — excellent

Meets standard — minimum requirements

Does not meet standard — requires further work

l Reflection

reveals exceptional insight and introspection related to all eight components

l Reflection

addresses these eight components: 1. Description of project — summarizes what was created or accomplished 2. Description of process — includes sequence of major steps and activities

l Lacks

reflection about one or more of the eight components l Goal and accomplishments unclear l Sequence of work/activities confusing

Components

3. Describes new skills learned or advancement of previous skills; acknowledges those who helped 4. Describes challenges and obstacles: e.g., time, resources, support 5. Explains personal growth — benefit to self 6. Demonstrates connection/ benefit to community; involvement beyond the school 7. Describes modifications — what students would have done differently 8. Application to future

Length & Format

l Additional

length, not to exceed 1000 words l Font and format may creatively express personality; must be electronic and easily read

q l Minimum

of 500 words

l Double-spaced l Typed — 12

point font, Times New Roman or equivalent

l Not

adequately developed; less than 500 words l Not typed

Organization

MVHS Written Reflection Scoring Guide - Page 2 Exceeds standard — excellent

Meets standard — minimum requirements

Does not meet standard — requires further work

l Structure

is obvious, logical, and

complete l Structure fits topic and content l Components are seamlessly woven through piece while easily identifiable

l Organization

shows planning with a clear beginning, middle, and end l Logical or chronological order is functional l All eight components are easily identifiable

Word Choice & Voice

l Words

convey exceptional sense of personality l Creative use of analogies, metaphors, humor, etc., to describe personal learning

l Written

in standard English, less formal and more personal than the scholarly paper l Use of multi-syllabic words l Few redundancies in word selection l Voice is appropriate and functional for audience and purpose

Fluency

Conventions

scheme not apparent l Detracts from readability l Some components are missing or difficult to find

q l Uses

slang, inappropriate language l Redundant use of limited vocabulary l Voice inappropriate for audience and purpose

l Consistently

strong and varied sentence structure l Effective transitions make reader eager to continue

l Variety

of sentence structure l Functional transitions move the reader along

q l Minimal

l Organizational

l Repetitive

simple sentences l Many sentence fragments l Many run-on sentences l Few or awkward transitions

errors in punctuation, spelling, and grammar

l Few

errors in punctuation, spelling, and grammar

l Many

errors in punctuation, spelling, etc. l Seriously affects readability

q Met Standard q Did Not Meet Standard I verify that this presentation has met the standards required to pass the MVHS Culminating Project:

— Comments on back —

Six Components

Career Planning Section Include: All Culminating Project items below; plus a résumé, example of a cover letter, high school transcript, attendance record, and test scores. Other items could be scholarships, college credits, and letters of recommendation, sport/club participation, and special awards.

Life Goals Paper—completed in Junior English

3 4

Project Plan Project Options (pick one): 1. Project related to Pathway 2. Compilation of best work throughout high school (by special permission only)

Presentation of Portfolio/Project

Reflective Paper

8-15 minute presentation in front of CP class or special group

Each component of the Culminating Project/Portfolio must meet or exceed the standards as indicated on the rubrics (grading scales) assigned to each component. A Pass or Fail designation will be assigned to the graduation requirement with no additional credit awarded. Students needing extra help can enroll in the .5 credit Culminating Project course by special permission through their counselor.

MVHS Final Portfolio Scoring Guide (Place this Scoring Guide in the front of your Portfolio)

Name of Student:____________________________________ Student #:_______________________________________ Project Name:_ _____________________________________________________________________________________ CP Instructor________________________________________ Bulldog Advisory Teacher_ __________________________ Meets

Does Not Meet Standards

q q q q q q q

Career Planning Section (Your Advisory Portfolio) Standards Include these required items: Portfolio Notebook.................................................................. Title Page................................................................................. Table of Contents..................................................................... Résumé.................................................................................... Cover Letter............................................................................. Interest & Aptitude Survey(s) from Career Center................... Transcript With First Semester Grades......................................

Other optional items that may be included: Attendance Record, .College Credits, Special Awards, Test Scores (WASL, SAT, etc.), Letters of Recommendation, Work Permits, Scholarships, .Sports/Club Participations, Citizenship Record, Job Shadow/Internship

Culminating Project Section Life Goals Paper (Completed in Junior English)........................... Project Plan.................................................................................. Project Documentation................................................................ (Photos, interviews, journal, time log, receipts, drawings, etc.) Presentation beyond normal class requirements (Include PowerPoint and presentation documents)................... Reflective Paper............................................................................

q q q q

q q

Signature / Date (if other than CP Instructor)

Comments from Culminating Project Coordinator/Instructor: _____________________________________________________________________________________________ _____________________________________________________________________________________________ I verify that _______________________________________________ has met the standards required to pass the (Student Name)

Culminating Project graduation requirement and has completed a full and final Culminating Project portfolio.

_____________________________________________________________________________________________ CP Instructor (Name)

Signature

Date

_____________________________________________________________________________________________ CP Coordinator (Name)

Signature

This Scoring Guide due to CP Coordinator by May 9, 2011

Date