HILLSBORO HIGH SCHOOL

Extended Application Project

Early Childhood Education Focus Program of Study

Mrs. Purdy

2015-2016

Dear Senior Parent:

Over the next semester, your son or daughter will be involved in planning, preparing, researching and presenting an

Extended Application Project for their capstone course. The purpose of the Project is for the student to demonstrate what

he/she knows about a subject of his/her interest and to showcase the project work. Through the project, students will

demonstrate the Oregon Essential Skills of active listening and clear speaking, thinking critically and analytically, using

technology to learn, live and work, demonstrating civic and community engagement, demonstrating global literacy and

demonstrating personal management and teamwork skills. These are essential skills not only to meet the Oregon

Graduation Requirements, but also for life after high school; such as further education and careers.

Your student is enrolled in The Early Childhood Education Focus Program of Study, which is a course of study to explore

the world of early childhood education and development. It is through this Focus Program of Study that your student will

do his/her extended application project. The extended application project includes: the design, implementation,

documentation and a presentation at a Focus Program of Study Senior Project Showcase evening in May. When the date

for the showcase evening is set a letter and invitation will be sent home.

Child Service II students will be receiving a manual as well as supplemental information and timelines throughout the

year detailing every step and responsibility expected of them. Please take the time to ask your student to show you this

information and ask him/her about what he/she has chosen to do for the project. We urge students to consider the safety

factor when selecting their project. The focus program instructor or administration must approve all projects. Projects will

not be approved for activities which are deemed illegal, unethical and/or dangerous, or which violate school rules.

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As a parent/guardian of ________________________________, a student at Hillsboro High School, I am aware that my

son/daughter must complete and present their Extended Application Project in order to graduate.

I agree to release the school district and its employees from all claims arriving from financial obligation incurred, or

damage, injury, or accident suffered while my daughter/son/adolescent participates in the project that he/she has chosen.

If you have any questions, please contact Kelly Purdy at 503-844-1980 x.3888 or purdyk@hsd.k12.or.us

Date: ________________ Phone: _____________________________ Email: _________________________________

Parent/Guardian: ________________________________________ _________________________________________

(Please Print) (Signature)

Student Name: __________________________________________ _________________________________________

(Please Print) (Signature)

Child Services 2 Senior Project Timeline Checklist

Check Off Due Date Description

Brainstorm of research topics and possible projects along with updated

Résumé and Personal Plan and Profile in Naviance.

Parent Permission Form due

Letter of Intent/Project proposal and Focus Question

Mentor and/or internship forms

Each Week on

Mon. Daily journaling of experiences and research

Check in on progress with research and note taking

Source evaluations

All research complete with thesis statement, bibliography and paper

outline

Problem, Typed!

Individual conferences on preliminary draft at teacher discretion

Second draft of paper

(must be turned in on time even if student is absent)

FINAL PAPER DUE at beginning of class

(must be turned in on time even if student is absent)

PROJECT DUE: Project Journals, Final Mentor Check Sheet and

Mentor’s Final Project Verification due at beginning of class

(Must be turned in on time even if student is absent).

Updated Essential Skills Explanations with evidence

April/May

SPEECH OUTLINE DUE at the beginning of class

(must be turned in on time even if student is absent)

Present speeches in class (Mandatory)

May 23, 2016 Senior Showcase Night (attendance is mandatory)

EXTENDED APPLICATION MINIMUM REQUIREMENTS

Graduation Requirment CORD

Resume Resume

Plan & Profile Plan & Profile

Job Shadow Job Shadow

Letter of Intent Letter of Intent

Journal Journal

Project

(“Meets” in all 3 categories of the rubric)

Project

(“Exceeds” in all 3 categories of the rubric)

Presentation

(Evening of May 23, 2016)

Presentation

(Evening of May 23, 2016)

15 hour career-related learning experience

(Mentor is required; with documentation)

30 hour career-related learning experience

(Internship is required/Mentor is required; all

with documentation)

All Essential Skills scores are at level 2 or

higher on the rubric; at least 2 pieces of

evidence are included

At least four Essential Skills scores are at

level 3 or higher on the rubric, while one

score may be at level 2; at least 3 pieces of

evidence are included

5-7 page paper with Works Cited; scores are

at level 2 or higher in each category

10 page paper with Works Cited;

scores are at level 3 or higher in each category

N/A Focus Program courses, including Capstone,

are completed with grades of C or better

Child Services II –Community Project

Focus Questions:

What is community? What communities are you a part of? How can you contribute positively to your community? What

can you do to make a positive difference for the youth in your community?

Context:

All people are a part of one or more types of communities and play a role in said communities. Service learning,

learning that provides service to a community, not only enhances a community but also enhances student

learning. Service learning promotes a sense of civic responsibility and self awareness.

Learning Targets: Practice leadership, teamwork, and professional employment skills.

Relate human development theories to education in the classroom.

Learn and demonstrate customer service skills.

Demonstrate general operational procedures required for preschool profitability and success.

Explore possible career opportunities dealing with children (Internship/Mentorship

Oregon Essential Skills:

Listen actively and speak clearly and coherently

Think critically and analytically

Use technology to learn, live and work

Demonstrate civic and community engagement

Demonstrate global literacy

Demonstrate personal management and teamwork skills

IB Learner Profile Habits: Students will:

Develop metacognition by reflecting on personal beliefs and learning;

Take responsible risks by sharing opinions and beliefs orally and in writing;

Apply past knowledge in analyzing situations;

Show intellectual openness while researching;

Act with integrity while working with diverse populations;

Demonstrate empathy, compassion and respect towards the needs and feelings of others;

Make a positive difference to the lives of others;

Give thoughtful consideration to their own learning and experience.

Assignment Objectives: Students will be able to:

1. Answer the focus questions for the project;

2. Propose an idea for a service learning project;

3. Explain how the project will benefit a community and one’s own learning;

4. Make a difference for others in their community;

5. Document through accurate notes and citations what has been learned;

6. Journal throughout the learning process and evaluate personal progress and learning gains;

7. Create community connections;

8. Demonstrate collaboration and teamwork.

Process: You will:

1. Answer the focus questions and then brainstorm ways you can make a positive contribution to the lives of youth

in your community.

2. Write a project proposal letter [letter of intent].

3. Journal about your research, learning and community service throughout the entire project.

4. Conduct research that will help you with your project.

5. Keep accurate bibliography information (MLA) throughout your research process (books, magazines, internet,

interviews, movies, etc.)

6. Create interview questions for people in your community that will help you with your project.

7. Use your “Interview Questions” to interview individuals from your community that will help you complete your

proposed project.

8. Volunteer your time and services in the community.

9. Write a narrative reflection paper based on your research, learning and community service.

10. Give a speech based on your project and experience.

Paper Criteria:

Action Research formatting

6 or more pages (reference page included), single spaced, 12 point font, 1 inch margins

Speech Criteria:

Be 5-8 minutes in length.

Give credit for information, in the speech, which someone else came up with or wrote.

Prove a visual but visual must have a purpose.

Must be based on your research, learning and project. Must follow your paper in organization.

Note cards must be turned in and given the okay by Mrs. Purdy one week before due date.

SCORING:

Oregon Speaking Rubrics

Oregon Senior Project Paper Writing scoring Guide

Project Brainstorming Write down the career areas you are interested in possibly pursuing. Note how each of your interests could be

linked to your program of study. List some research topic ideas that relate to your area of interest in your

focused Program of Study or studies (POS). Finally list some project ideas that could be done that would be

appropriate for the interest and focused program of study or studies (FPS).

Area of Interest How it relates to your

POS

Research Ideas Project or Extended

Application Ideas

Child Services 2 Research Planning

Please read and fill out the following information to help in the planning of your Child Services II extended

application Research project.

Internship/Mentorship Placement choices: _____________________________________________________

Date Met/Set with Career Counselor, Mrs. Lyle, about internship: _________________________________

Career or post High School interests: _________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Pick two career or post high school interests and fill in the following information.

Career or Community interest:

What I know about it:

What I want to know about it:

Career or Community interest:

What I know about it:

What I want to know about it:

What I want to research about: ________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

My idea relates to youth by: ___________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

I chose this topic because: ____________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

My goals for this Project are: ____________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

How will your Extended Application Research Project solve a problem, benefit others, design or invent

something original, and/or conduct an experiment or other in-depth research?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

What adult(s) in the community would be good consultants or mentors for you?

__________________________________________________________________________________________

__________________________________________________________________________________________

What kinds of budget issues will you have to consider to carry-out or present your Research Project?

__________________________________________________________________________________________

__________________________________________________________________________________________

What is your essential or focus question for your Project?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Senior Project Letter of Intent: The Project Proposal

Letter of Intent

The Senior Project Letter of Intent is a formal letter that is addressed to the Senior Project Coordinator, your

Focus Program Major Instructor, and identifies what you’ll be researching (your paper) and what you’ll be

doing or creating (your project) this year. It also includes your paper's thesis statement. The letter follows a

predictable pattern:

1st Paragraph

The first paragraph of the Letter of Intent reflects your interest in the topic you’ve chosen and

clearly shows how what you’ll be doing is something new for you. In other words, not only must

you describe why the topic is interesting, you must also show how it is a departure from anything

you’ve done previously.

2nd Paragraph

The second paragraph of this letter describes—in detail—what you will be researching for your

7-10 page paper. This paragraph should state your paper’s tentative thesis and begin to

identify the various sources you plan on using.

3rd Paragraph

The third paragraph of the Letter of Intent begins with a transitional sentence that shows the

correlation between your paper and your project. The rest of the paragraph describes your

fifteen-hour project in detail, including what you will be doing to achieve your desired goals,

who will be involved as your mentor, and any other information crucial to the success of this

project.

4th Paragraph

The final paragraph of the Senior Project Letter of Intent is your disclaimer against plagiarism

and fraudulent behavior. You are to include at least two sentences that touch on your

understanding of plagiarism and fraud, and explain that you know the repercussions for these

acts.

Salem Keizer School District, “Senior Project Letter of Intent: Your Project Proposal”, Salem Keizer School District. 8 September

2009. http://north.salkeiz.k12.or.us/old/Library/senior/intent.htm

SAMPLE LETTER OF INTENT

1234 Pine Avenue

Pebble Beach, California 93953

February 3, 2015

Mrs. Karinne Gordon

Pacific Grove High School

615 Sunset Drive

Pacific Grove, California 93950

Dear Mrs. Gordon:

I have chosen the area of interior design to study and research. Since I was young, my mother and I have

watched Home and Garden Television together and read design and architectural books. Our favorite show,

Divine Design, featured Canadian designer Candice Olsen who used a plethora of chic styles to suit her

customers varying tastes. I have always loved to draw, paint, and take pictures, so interior design became

another medium in which to express myself creatively. I took the liberty two years ago to sketch my room

design and bring it to life.

In my research paper, I will discuss the history of interior design, the different classes or styles of interior

design, what the interior design business entails today, and any other interesting topic-related information I

come across. My resources will come mainly from design books, magazines, and articles, but I will use internet

resources as well. However, I do plan to take a day trip to the diverse city of San Francisco to take pictures of

architecture and find inspiration. My friend’s sister took interior design classes in college, so I hope to interview

her or any other student or established local interior designer.

For my physical project, I plan to draft and sketch a bedroom from my home (which we are currently

remodeling) and virtually plan a design. I will make a board of sketches, use swatches of chosen fabric, and

have pictures of the lighting and furniture I will use. I plan to also sketch and create three other rooms: a

kitchen, bathroom, and closet/office space. I will use varying styles (i.e. modern, eclectic) for each room to

demonstrate my knowledge of design.

I understand the importance of using my own words and the consequences of plagiarism. On presentation day,

when I show my sketch boards to my audience and show them all the hard work I put into my project, I will

know it was done by my own efforts. I cannot wait to receive an “A” on my project and graduate with the rest

of my class June 10, 2015, with a smile on my face.

Sincerely,

Stellar Student

Selecting a Mentor

A mentor is a person who knows a lot about your subject and is willing to help you as you learn. It is important

that you select this person carefully. This person should be:

an adult

someone who understands that being your mentor is a time commitment

someone with whom you can work well

an "expert" in your project field (licensed or certified if required), with years of experience

willing and able to meet with you at least three times

able to verify, in writing your work and product development time of at least 15 hours

someone who is not an immediate relative

Turn in the name and phone number of your mentor on the Mentor Selection Form. Your project does not

officially begin until this form has been turned in to your senior seminar teacher!

Important! You must contact the School to Work office (in the Counseling Department) before initial contact of

your potential mentor IF THEY WORK FOR:

• Police, sheriff, hospital, ambulance, major local business and your project is

connected to their employment or business

(OR)

• If you need help finding someone to be your mentor in your field.

**Note to school: Use these 3 pages to select and document a mentor, or use the Internship/Senior Project

Packet found in the Career Center.

Sample Letter to Prospective Mentor

[Street Address]

[City, ST ZIP Code]

November 9, 2006

[Recipient Name], [Title]

[Company Name]

[Street Address]

[City, ST ZIP Code]

Dear [Recipient Name]:

Thank you for agreeing to help a student complete the Senior Project. You are joining a team of students,

teachers, parents/guardians, and other mentors, in a unique learning experience that will bring together the

efforts of the school and community in a positive way.

Your effort, time, and knowledge, are key factors to the student's success. You will assist, advise, and

encourage the senior as he/she completes this student-selected project, and fulfills this graduation requirement.

It is important that you be available to the student for help and consultation throughout the product development

phase of the Senior Project.. The student will need to actually meet with you at least three times:

• To discuss the project plans and receive your suggestions; to have you suggest books, magazines, trade

publications, manuals, or videos, that could be used for ideas, guidance and instruction, and research.

• To discuss the development of the product; to ask questions and make sure everything is progressing in

a satisfactory way. The student should have the product about half-way completed by mid-March. You

will receive a phone call from a high school staff member to verify that all is going well at the mid-point

of the project development.

• To see and evaluate the completed project; to fill out an evaluation form verifying that the student did

the work and spent a minimum of 15 hours on his/her project.

If you have any questions, please call the high school at 503-84X-XXXX and ask for_____________________.

Sincerely,

(Your signature)

[Type Your Name]

Source Evaluations

As you read for intrinsic or for research purposes you will find a surplus of resources including books, articles,

web sites, and journals. Not all of the information available to you is going to be useful or suitable. It is

important to make sense of what is out there by evaluating sources you find for suitability, appropriateness and

authority. Use the information below to help assess your resources.

When evaluating a resource ask yourself several questions: who, what, where, when, and why1. These

questions will help you with all types of media not just written text information.

Who First ask, who is the author? In asking this question you will be looking at the authority of the author. Is this

person someone who has appropriate qualifications? What are his/her credentials? What else has he/she

written?

The next who question should be; who is the intended audience? In asking this question you will be looking for

any bias and the type of language that is used. Does the language used show an intention for the audience to be

professionals in the field? Who will understand what is written?2 Who will benefit from this resource?

What What, refers to content. Again in asking what, just as asking who the intended audience is, you are looking for

any bias. Is the author showing objectivity? What point of view does the author represent? “Is the article an

editorial that is trying to argue a position? Is the website sponsored by a company or organization that advocates

a certain philosophy? Is the article published in a magazine that has a particular editorial position? Consult

resources which indicate whether a publication is known to be conservative or progressive, or is affiliated with a

particular advocacy group."1

When Asking when is very important at this has to do with the timeliness of the information. When was the source

published? If it’s a website, when was it last updated? Try to avoid websites that do not have a posting date.

As a rule of thumb, use only sources that have been written in the last ten years. If using older resources

indicate as to the reason; such as, no new research in this field.

Where Where is this resource recognized by others? Where did the author get his/her research and information? Be

sure to look for a bibliography or links to verify this information.

Why

This is an important question to ask. Why was this source created or published. Is it a primary or secondary

source? Primary sources present findings for the first time or original research. Secondary sources do not

provide new information but a compilation or evaluation of previously existing material/research.

Your source evaluations need not be lengthy but of quality information. Be sure to follow the SpartsWRITE

format of topic sentence (TS), concrete detail (CD), and commentary (CD). Be sure to use appropriate CM in

your evaluations.

1 Ohio State University English 110 Research Skills 2 “Critical Evaluation of Resources.“ University of California Berkley Library. 10 March 2008. University of Berkley. 18 Nov. 2008

<http://www.lib.berkeley.edu/instruct/guides/evaluation.html>

Project Journal Guidelines

Objective:

Maintain a neat, thorough, and well-organized record of progress on the Senior Project.

You will turn in your journal on a weekly basis in order for the instructor to check on your progress and assist in

whatever is needed.

The final copy of your log must be typed and properly formatted. The journal is part of the senior project

section of your portfolio.

Be sure to PACE yourself. Try to distribute your project work evenly over the weeks. Take a look at a

calendar with your mentor before you begin work. Take into account common obstacles to the project: costs,

weather, and other commitments such as school, extra-curricular activities, work and family.

Your journal entries are meant as a reflection on your work and what you have accomplished. Use the questions and

statements below as a guide to writing your entries, answer what applies.

1. Describe the progress you made. Explain using appropriate commentary and concrete detail. (Who did

you speak with? Where did you go? What did you learn? What did you see? What was helpful or not

helpful?)

2. Did you meet the goals you and your mentor set for the week? Please review the goals and explain.

3. What obstacles did you come across? Explain what you’ve have found interesting or helpful. What kinds

of “risks” did you take? In other words, how did you stretch yourself by experiencing something new

and different?

4. Assess and explain the amount of effort you have put forth this day or week.

5. Explain what your next goals are and how you plan to achieve them.

Sample Journal Entry Format and Content

Sally Spartan

Senior Project Journal

Project: Researching IDEA Individuals with Disabilities Education Act (Brief Summary/Description)

Date: Monday, September 29, 2008 (Date)

Amount of Time: 5:00pm-6:00pm 1 hour (Start time – End time – Total time spent)

The woman I spoke to from Early Intervention agreed to be my mentor and we met last week as per my last journal entry.

I followed her advice and began researching about the Individual’s with Disabilities Education Act (IDEA) today. The

Oregon Department of Education and US Department of Education websites were very helpful and had a lot of

information. I had no idea that some students had Individual Education Plans (IEPs). This seems like a really interesting

idea. I am not exactly sure what IEPS and 504s are really about so I think that I’ll need to interview some Special

Education teachers as well as Regular classroom teachers and see how these IEPs are used in both types of classrooms.

My mentor would be a good resource to ask as well. I’ll need to set up time to meet and set up interviews. I don’t know

any elementary or junior high school teachers so I’ll ask Ms. Jett to help me find teachers to interview. In reading the

IDEA information I really am having a hard time understanding what some of the language means or I guess making

sense of what it all means. The wording is a bit confusing so I wrote down my questions and highlighted the parts that

were confusing. I hope that the people I interview will be able to help me make sense of it all. My goal is to get my

questions answered and interview people by the end of next week.

Internship/Mentor Contact Project Time Log

Name: __________________ Supervisor: _______________________ Location:_______________

School Year: _____________ Semester: ______________________

Date

Hours

Worked

Per Day or

Week

Total

Number of

Hours

Worked to

Date Description of Activity

Supervisor

Signature

Thesis Statements

What is a thesis statement?

A thesis statement declares what you believe and what you intend to prove.

The thesis statement is typically located at the end of your opening paragraph. (The opening paragraph serves to set the

context for the thesis.)

Your thesis statement is the promise that your paper keeps.

Make it clear, strong, and easy to find.

What you plan to argue + How you plan to argue it = Thesis

Attributes of a good thesis

It takes a stand and justifies the discussion you will present.

It avoids vague language (such as "it seems").

It provides the reader with a map to guide him/her through your work.

It should pass the “So what?” or “Who cares?” test

Thesis Brainstorming

Select a topic: television violence and children

Ask an interesting question: What are the effects of television violence on children?

Revise the question into a thesis: Violence on television increases aggressive behavior in preschool

children.

Remember this argument is your “preliminary” or “working” thesis. As you read you may discover evidence

that may affect your stance. It is okay to revise your thesis!

How to Generate a Thesis Statement if the Topic is not Assigned.

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the

issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

take on a subject upon which reasonable people could disagree

deal with a subject that can be adequately treated given the nature of the

assignment

express one main idea

assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic.

Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that

you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t

know what you want to say about sugar consumption.

Narrow the topic.

Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far

more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school

children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might

agree that children consume more sugar than they used to, not everyone would agree on what should be done or who

should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your

conclusions on the topic.

Take a position on the topic.

After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that

something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language.

You decide to explain what you mean about food and beverage choices, so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of

sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support.

You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of

sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who

should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you

became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

Writing Tutorial Services. “How to Write a Thesis Statement” Indiana University. 2009. The Trustees of Indiana University, 8 September 2009.

http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml#unassigned

WRITING SCORING GUIDE

Student’s Name: _______________________________ Teacher Signature: _______________________ Date: _____________

IDEAS &

CONTENT

ORGANIZATION SENTENCE

FLUENCY

CONVENTIONS CITING

SOURCES

Communicates knowledge

of topic, including

relevant examples, facts,

anecdotes, and details.

Structures information in

logical sequence, makes

connections and transitions

among ideas, sentences, and

paragraphs.

Develops flow and

rhythm of sentences.

Demonstrates knowledge of

spelling, grammar,

punctuation, capitalization,

usage, paragraphs.

Indicates sources of

information, including all

ideas, statements,

quotations, and statistics

used.

OVERALL

SCORE:

(3, 2, 1)

Above Standard – CAM Level

Above standard means that writing is thorough, in-depth, insightful, or exceptional in some way. Writing exceeds proficiency across all Writing Standards.

SCORE:

-3-

- Writing has clarity,

focus, and control.

- Main ideas stand out.

- Supporting, relevant,

carefully selected details.

- When appropriate, use of

resources provides

accurate, credible support.

- Thorough, balanced

exploration of topic;

writing makes connections

and shares insights.

- Content and details well-

suited to audience and

purpose.

- Effective sequencing;

organizational structure fits

the topic, and writing is easy

to follow.

- Strong, inviting beginning

draws reader in and strong,

satisfying sense of resolution

or closure.

- Smooth, effective

transitions among all

elements (sentences,

paragraphs, ideas).

- Details fit where placed.

-Paper is five to ten (5-10)

pages in length

- Natural, fluent sound;

one sentence flows into

the next.

- Variation in sentence

structure, length, and

beginnings add interest

to the text.

- Sentence structure that

helps meaning.

- Strong control over

sentence structure;

fragments, if used, work

well.

- Control of style;

dialogue, if used, sounds

natural.

- Strong control and a wide

range of conventions used

contributes to clear

communication in sufficiently

long and complex piece.

- Correct grammar and usage.

- Effective use of punctuation

guides reader through text.

- Correct spelling of difficult

words; few, if any,

capitalization errors.

- Paragraph breaks reinforce

organizational structure.

- Little or no need for editing.

- Errors, if present, are so

minor they do not interfere

with readability or distract the

reader.

- Documentation helps

reader judge quality of

information.

- Writer credits sources by

introducing quotations or

paraphrases to give full

credit where credit is due.

- Citations conform to

appropriate format (e.g.,

MLA, APA, etc.)

- Provides in-text

documentation for each

borrowed item.

- Full source information

cited on own page (i.e.,

bibliography or works

cited pages).

-3-

Above

Meets Standard – Senior Portfolio Level

Student must demonstrate proficiency. The written paper is adequate and demonstrates overall proficiency with a score of 2 or better in all Writing Standard areas.

SCORE:

-2- - Clear main idea(s).

- Supporting details

relevant, but may be

overly general or limited.

- When appropriate,

resources used to provide

accurate support.

- Topic explored and

explained, though details

may be imbalanced with

main idea(s); some

connections and insights

present.

- Content and selected

details relevant, but not

always well-chosen for

audience and purpose.

- Clear sequencing.

- Organization that may be

predictable.

- Developed beginning that

may not be particularly

inviting; developed

conclusion that may lack

subtlety.

- Easy to follow with details

that fit.

- Transitions stilted or

predictable.

- Organization helps reader

despite some weaknesses.

-Paper is a minimum of five

(5) pages in length

- Natural sound, though

it may lack rhythm and

grace.

- Repeated patterns of

sentence structure;

beginnings that detract

from overall impact.

- Control over simple

sentence structure, but

variable control over

more complex

sentences.

- Some lapses in control

of style; dialogue, if

used, may at times

sound unnatural or

stilted.

- Control of conventions is

used, but wide range not

demonstrated.

- Occasional lapses in correct

grammar or usage.

- Correct end of sentence

punctuation; internal

punctuation sometimes

incorrect.

- Spelling usually correct,

especially on common words.

- Basically sound paragraph

breaks.

- Capitalization errors minor.

- Problems not severe enough

to distort meaning or confuse;

moderate need for editing.

- Minor errors noticeable, but

do not impede reading.

- Documentation helps

reader judge quality of

information.

- Minor errors do not

violate rules of

documentation.

- Sometimes credits

sources.

- Punctuates all quoted

materials; errors

noticeable, but do not

impede understanding.

- Provides in-text

documentation for most

material.

- Source information cited

on own page (i.e.,

bibliography or works

cited page); some gaps

present

-2-

Meets

Below Standard

Below standard means the writing is insufficient or not proficient (e.g., weak, incomplete, inappropriate, or limited in some way).

SCORE:

-1-

Insufficient Evidence

Does not meet Proficiency

Insufficient Evidence

Does not meet Proficiency

Insufficient Evidence

Does not meet Proficiency

Insufficient Evidence

Does not meet Proficiency

Insufficient Evidence

Does not meet Proficiency

-1-

Below

Display Board Requirements

A Good Title

Your title is an extremely important attention-grabber. A good title should simply and accurately present your

research. The title should make the casual observer want to know more. Make the project title stand out by

using larger letters for it and smaller letters for the headings.

Take Photographs or use pictures (clipart)

Pictures help explain your purpose or show the importance of what you are trying to get across.

Be Organized

Make sure your display is logically presented and easy to read. A glance should permit anyone to locate quickly

the main title, subtitles, main ideas, analysis and conclusions. When you arrange your display, imagine that you

are seeing it for the first time. Before attaching everything, ask the opinion of other students, teachers, or

family members.

Eye-Catching

Make your display stand out. Use neat, colorful headings, charts, and graphs to present your project. Pay special

attention to the labeling of any pictures, graphs, charts, diagrams, and tables to ensure that each has a title and

appropriate label describing what is being demonstrated. Anyone should be able to understand the visuals

without further explanation. Place all typed material on a colored backing, such as construction paper. Leave a

border around the edges of each piece of typed material. Use a paper cutter so that the edges will be straight.

Sub Title

Main Ideas

Sub Title Main Ideas

Main Title

Examples/Etc. (Illustrations/Photos)

(Graphs/Charts)

Analysis

Conclusion

Essential Skills & Learning Target Evidence Explanation

Student Name

Standard/Learning Target-- (List the State Standard here)

Skills-(List the specific skills you have acquired for this Essential Skill Standard and the course Learning Target.)

Explanation of Evidence-(Explain using concrete detail (CD) and commentary (CM) the evidence/product you are

using to meet the Essential Skills State Standard and course Learning Target. Explain with CD and CM how the

evidence meets or exceeds the State Standards and Learning Target; be specific and give details. This should be at

least a paragraph long (8-10+ sentences). The evidence will be included in your portfolio.

Reflection/Explanation-(Explain using concrete detail (CD) and commentary (CM) what you learned from this

experience/evidence or what you might have done differently or better. This too should be at least a paragraph of 8-

10+ sentences.

ESSENTIAL SKILLS for Senior Project SCORING GUIDE

Student’s Name: __________________________ Student ID: ______________ School: __________________

Teacher Name: ___________________ Teacher Signature: _______________________ Date: _____________

Listen

Actively and

Speak

Clearly and

Coherently

Think critically

and Analytically

Use

Technology

to Learn,

Live, and

Work

Demonstrate

Civic and

Community

Engagement

Demonstrate

Global

Literacy

Demonstrate

Personal

Management

and Teamwork

Skills

OVERALL

SCORE

ABOVE STANDARD – (Focus Program Level/graduation cord requirement) Above standard evidence is thorough, in-depth, insightful, or exceptional in some way. Teacher documentation or student-provided evidence is above standard in at

least four areas to receive and overall score of 3.

SCORE:

- 3-

Above

MEETS STANDARD – (Senior Project Level, basic graduation requirement) To meet standard students must have experienced success with each of the skills listed below at some point during their high school career.

Teacher documentation or student-provided evidence meets standard in all areas to receive an overall score of 2.

The skill

includes

all of the

following:

Listen

actively to

understand

verbal and non-verbal

communicatio

n. Give and

follow spoken

instructions to perform a

task, ask and

answer questions, and

solve

problems. Present or

discuss ideas

clearly, effectively,

and

coherently, using both

verbal and

nonverbal techniques.

Use language

appropriate to particular

audiences and

contexts.

Identify and

explain the key

elements of a

complex event, texti, issue,

problem or

phenomenon. Develop a

method to

explore the relationships

between the key

elements of a complex event,

text, issue

problem or phenomenon.

Gather, question

and evaluate the quality of

information from

multiple primary and secondary

sources.

Propose defensible

conclusions that

address multiple and diverse

perspectives.

Evaluate the strength of

conclusions,

differentiating reasoning based

on facts from

reasoning based on opinions.

Use creativity

and

innovation to

generate ideas,

products, or

processes using current

technology.

Use technology to

participate in

a broader community

through

networking, collaboration

and learning.

Recognize and practice

legal and

responsible behavior in

the use and

access of information

and

technology. Use

technology as

a tool to access,

research,

manage, integrate, and

communicate

ideas and information.

Apply

knowledge of

local, state,

and U.S. history and

government to

explain current social and

political

issues. Perform the

civic and

community responsibilities

essential to

living in a representative

democracy.

Demonstrate

knowledge

of diverse

cultural, linguistic,

and artistic

expressions. Apply a

global

perspective to analyze

contemporar

y and historical

issues.

Participate

cooperatively

and

productively in work teams to

identify and

solve problems. Display

initiative and

demonstrate respect for other

team members

to complete tasks.

Plan, organize,

and complete assigned tasks

accurately and

on time. Exhibit work

ethic and

performance, including the

ability to be

responsible and dependable.

Meets

SCORE:

- 2-

BELOW STANDARD Below standard means the evidence is insufficient or not proficient (e.g., weak, incomplete, inappropriate, or limited in some way).

SCORE:

- 1- Insufficient

Evidence

Does not meet

Proficiency

Insufficient

Evidence

Does not meet

Proficiency

Insufficient

Evidence

Does not meet

Proficiency

Insufficient

Evidence

Does not meet

Proficiency

Insufficient

Evidence

Does not meet

Proficiency

Insufficient

Evidence

Does not meet

Proficiency

Below

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

visual displays using traditional and technological formats.