Campbellsville High School

Senior Project Handbook

Class of 2015

Lead.Serve.Inspire.

Table of ContentsBegin with the End in Mind 2

Senior Project Timeline 4

Put First Things First 8

Be Proactive! 13

Think Win Win (Team Change Request) 16

Seek First to Understand Then to be Understood 19

Sharpen the Saw 29

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Begin with the End in MindWhen beginning any journey it is important to know your destination, goals and purpose. The CHS Senior Project is designed to encourage seniors to develop skills needed in the “real word” and to teach each student the importance of their role in giving back to the community and in playing their role as a successful citizen. The senior project provides an opportunity for students to display the knowledge and skills they have accumulated from K-12.

Employers and universities are increasingly stressing the importance students’ ability to bring complex ideas together, to problem solve and to work as a team in order to be successful. Businesses also indicate the need for new employees to enter the work world with good time management and goal-setting skills. Students and workers must be able to problem solve and make good decisions.

The senior year is a time to “sharpen the saw” to work towards becoming college and career ready. The senior project provides the opportunity for students to personalize this process while still being relevant and rigorous in the approach.

GRADUATION REQUIREMENTThe Senior Project is designed to give students a chance to demonstrate that they have the skills necessary to succeed after high school graduation by taking part in creating and completing a project based on community need. The school district feels that it is extremely important for students to have a real world application of their learning experiences. For this reason, the school board unanimously passed the CHS Senior Project as a part the CHS graduation requirements. All components of the project must be completed to STANDARD before the student will receive their diploma or participate in graduation ceremonies.

HOW DOES THIS FIT INTO OUR EDUCATIONAL GOALS?

The senior project allows the student to work as a part of a team as well as participate in self-directed activities. The project provides “real world” application, working with community leaders and opportunities for personal growth. In addition to these basic career ready skills, the senior project also addresses many of the common core standards for content areas, benchmarks for college and career readiness, and requirements for the CHS Writing Program.

CURRICULUM AND INSTRUCTION

1. Demonstrator: The school implements a rigorous communication curriculum which provides innovative opportunities for students to develop and refine 21st century communication skills.

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2. Demonstrator: Teachers implement a rigorous communication curriculum where students demonstrate disciplinary understanding and interdisciplinary connections.

3. Demonstrator: Students engage across the curriculum in a process of critical thinking and communicating.

4. Demonstrator: Students develop communication skills through collaboration and feedback.

5. Demonstrator: Schools provide differentiated learning experiences in communication skills.

FORMATIVE AND SUMMATIVE ASSESSMENT

1. Demonstrator: Schools systematically align writing and communication assessments to standards across all grade levels and areas.

2. Demonstrator: Teachers embed on-going formative and summative assessments in instruction for writing and other forms of communication.

3. Demonstrator: Teachers assess students’ writing and communication skills formatively and summatively to provide feedback and inform instruction across the curriculum.

4. Demonstrator: Students take ownership of their learning by analyzing and using feedback from formative and summative assessments of writing and communication skills.

THE PURPOSE OF THE CHS SENIOR PROJECT: The Senior Project is a rigorous and

relevant learning experience. The Senior Project demonstrates a

learning stretch during the senior year. The Senior Project provides an

opportunity to apply knowledge and skills acquired K-12.

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Senior Project Timeline 2014-2015All deadlines and requirements are listed in the timeline. Dates are subject to change, but not without adequate notice. It is important that each student regularly listen to announcements, sign up for the SENIOR PROJECT REMIND account and regularly check their email.

Part I (Fall Semester):

AUGUST 2014

August 25nd

Introduction to the CHS Community Outreach Project

August 25th

Student Interest/Learning Survey

August 29th

Ceremony of Teams

SEPTEMBER 2014

SEPT 5TH DEADLINE FOR REQUESTS to Alter TeamsSEPT 8-12TH FIRST TEAM MEETING

Schedule “Saw Sharpening” ActivityIdentify 3-5 Community NeedsDecide on which option you will take for online journals

SEPT 17TH ONLINE JOURNALS (BLOGS) CREATION Complete

Sept 19th INDIVIDUAL ONLINE JOURNAL #1Sept 22-26th

TEAM MEETING #2: Project Proposal Planning

Sept 26th STEP 3: OFFICIAL PROJECT PROPOSAL DUE Sept 30th FORMAL REFLECTION #1 (MLA, Typed, 1-2

pgs)

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OCTOBER 2014

OCT 2nd STEP 4: PROJECT PROPOSAL APPROVALSOCT 17th Individual Interviews DueOCT 19th INDIVIDUAL ONLINE JOURNAL #2OCT 14th PROJECT PROPOSAL Modifications DueOCT 13-17th

TEAM MEETING #3: Sharing & Action Plan

OCT 22nd STEP 6: ACTION PLAN DUE (with outline/timeline)

OCT 24th FORMAL REFLECTION # 2 (MLA, Typed, 1-2 pgs)

NOVEMBER 2014

October thru November

Project Implementation

PublicityRegular updates to GROUP BLOG PAGE

At least two (2) INDIVIDUAL ONLINE JOURNAL ENTRIES

Photos & Evidence Gathering

Nov 25th FORMAL REFLECTION #3 (MLA, Typed, 1-2pgs)

DECEMBER 2014

December 5th Blog Update- Main Page with Photos/Events from Project, Individual Blogs telling about your experience, what you’ve learned, etc.

Dec 12th Project Should be COMPLETE---Conduct SURVEY of community/individuals impacted by the project if you have not done so yet.

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Dec 15-19th Final Team Meeting/Team Talk

Dec 19th Self-Evaluations, Team Evaluations, Project Evaluations, and FINAL Personal Reflection Due (2-3 page reflection of the process & learning)

Dec 19th – 8AM

Project Portfolio (Binder) Due

Part 2 (Spring Semester):

JANUARY 2015

January 5-9th

Showcase Team Presentations (Videos/Articles)

January 16th

Research Paper Proposal (Formal Topic Request with Thesis)

January 30th

Research Paper Proposal Revisions

FEBRUARY 2015

February 20th

Annotated Bibliography Due

February 27th

Part II: Reflection #1 (1-2 pages typed, MLA)

February 27th

Part II: Online Journal/Blog Personal Update #1

MARCH 2015

March 13th Part II: Interview #1March 20th Part II: Interview #2March 20th Part II: Online Journal/Blog Personal Update

#2

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APRIL 2015

April 2nd Research Paper Due @ 8am April 13-17th

Team Planning Meeting for Final Presentation

Work on Individual Presentation using Web 2.0 ToolFinalize Binder (All Documents and Evidence Must be included)

April 24th Practice Session (Both Individual and Group) must be documented as a team meeting. Practice Session should be evaluated by your Team Teacher.

MAY 2015

April 27-May 8th

Presentations will be scheduled during this period. Dates and times will be assigned when we are closer to the date. Complete Binders will be handed in at this time.

May 8th Final Reflection (3-5 Minute Video or 2-3 Pages typed)

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Put First Things FirstBefore jumping into any project, it is important to know what is expected of you and where you have creative freedom. Below is an outline of the basic steps and expectations.

A HIGHLY EFFECTIVE PROJECT AND TEAM WILL:

1. Focus on your highest priorities2. Eliminate the unimportant3. Stay true to your goals in the moment of choice

STEP 1: TEAMS

Students will be assigned a TEAM by the school administration and teachers. Students that have an issue with their team for ANY reason, must submit their concern in writing (see handbook worksheet) within 5 days of receiving their team assignment. Concerns will be reviewed and a decision will be made within 2-3 days. Expressing a concern does not, however, indicate that there will be a definite change. These will be assessed on a case by case basis.

It is important to remember that in the “real world” we are often put on teams or work with others we would not have chosen to work with. One part of the skills achieved in this process is learning to identify strengths of others and to work together.

As part of step 1, you will be required to spend at least ONE hour together “sharpening the saw” and finding common ground through a “fun” activity. This time can be logged towards your hours of completion.

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STEP 2: IDENTIFY A NEED

The purpose of your first official team meeting should be to identify a need within the community. You are to look at the city of Campbellsville (Taylor County) and list areas that you see the community could be improved or helped. Examples include:

An area that needs cleaning up or renovated A group of people that are overlooked or in need A program for a group of people that could be started

Each team should identify 3-5 needs. Remember, the focus of the project is not to find something you necessarily “like” to do, but rather a cause or an outreach you feel is important and needed in the community. Ultimately, if you choose a need you feel is important, your passion will drive you to work hard and to be creative, which ultimately results in “liking” what you’re doing!

STEP 3: PROJECT PROPOSAL (PLANNING)

The planning process (Project Proposal) will be instrumental in your success, both individually and as a team. The planning portion of your project should be extremely detailed. Your proposal should include:

1. Your focus: Problem/Proposed Solution/People Group/Location2. Your desired outcome: By completing this project what do you hope to achieve?

What change will come as a result of your action? Where will the greatest impact be?

3. Risk Assessment/Possible Bumps in the Road4. DETAILED Plan (Steps towards Action)5. Proposed Community Partner(s) & Contact Information6. Research (Has there been something like this done before? Who could be your

community contact? Has this been done in other cities/communities? Success/failure rate?)

7. Proposed Timeline (Detailed)8. Proposed Roles (What role will each of your group play? Work must be equally

shared. Consider your individual strengths and talents. Please be as detailed as possible)

9. Materials/Resources Needed10. Team Signatures/Parent 11. Signature of Teacher Team Leader(s)

**When you submit your Project Proposal, it must include an official team name, team logo (created by you) and a team photo (See template for details)

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STEP 4: PROJECT APPROVAL

Your project proposal must be submitted and approved by the project leaders (Senior Project Teacher & Principal). Once your proposal is approved, you may proceed to step 5.

If your proposal does not meet standard, your team will have ONE week to modify/make changes as suggested by the project leaders. If you fail to make these changes or show improvement, you will be required to schedule a team meeting with the Project Leaders, your Teacher Team Leader, and possibly your parents/guardians.

Final proposals, once signed by the Project Leaders, must be copied for each team member and signed by each team member’s parent/guardian. This will be done in order to keep parents/guardians informed of your plan. Parents/guardians can be valuable assets in making connections and finding resources within the community.

STEP 5: RESEARCH & COMMUNITY CONTACT (INTERVIEWS)

Step 6 requires each team to use their proposal to solidify an action plan. In order to proceed to step 6, each team will conduct more research and will make contact with outside members of the community. This section of the action plan requires that EACH team member interview ONE member of the community or a professional related to your project topic/plan.

Persons interviewed MAY NOT be:

From our school district A family member A student at CHS

Persons interviewed MAY be:

Professionals in our community Concerned citizens Local government officials

Each student will conduct their own interview, complete with transcript and interview coversheet. Students MUST obtain the signature of the person interviewed, and must provide the interviewee with a copy of the student interview evaluation and provide them with the provided stamped envelope. Individuals that participate in the interview will assess the professionalism of the students conducting the interview. Students are expected to take an “action photo” or posed photo of their interview. If possible, it is to your benefit (as a group and individually) that you record your interview (audio or video).

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STEP 6: ACTION PLAN (FINAL) & EXECUTION

After completing your research and interviews, each team will complete the final action plan and begin taking steps to execute their plan. As a part of step 6, students will submit:

1. Finalized Plan2. Publicity (Video/Poster/Social Media)3. Progress Reports/Journals4. Photos/Video showing a progression of events (not just the beginning/ending)

Key Points:

Make sure that each team member has a specific identifiable role. The roles must be named, described and clear.

Make sure that you have measurable objectives/goals. Make sure that your timeline is specific and that you hold one another accountable Be professional (Behavior, Dress, Interactions). Remember that you are

representatives of our district going out to impact the community. Plan ahead. Waiting until the last minute not only causes problems for you, but it is

not professional. PUBLISIZE what you’re doing—Get others involved. DOCUMENT. DOCUMENT. DOCUMENT. (Journal, Photos, Blog, Social

Media) The more evidence you accumulate, the higher your final score. Evidence= Success.

IF something is not working, do not force it—Adapt. Look for a WIN-WIN solution.

When in doubt, ask for help. First consult your Teacher Team Leader, then the Project Team Leaders.

STEP 7: EVALUATION & REFLECTION

After you have completed your proposed plan of action, you must complete the following:

1. Self-Evaluation2. Team Evaluation3. Project Evaluation4. Personal Reflection (2-3 page reflection of the process & execution)

Each team is also responsible for conducting a survey (online or to hand out) of members of the community impacted by their efforts.

STEP 8: TEAM TALK

After submitting your evaluations, reflections and survey results, each team will meet to discuss the outcome of the project and the survey results. As a team you will reflect on what worked, what didn’t work and what you could do to improve your project in the future.

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This meeting will be facilitated by your Teacher Team Leader (and possibly a Project Leader).

During this meeting you should consider:

Use of resources Time management Success/Failures Survey Results Personal Feedback Outcomes Evidence Will you continue your work? Does your project have the potential to continue?

As a final product of the team talk, each team will produce either:

A feature article about their project. The article should include an introduction to their team, an overview of the project and photos.OR

An informational video (commercial type) including the same elements that would be required in the article. The video should be published/made accessible online.

STEP 9: RESEARCH PAPER (INDIVIDUAL TASK)

During the SPRING semester, each student will complete a research paper. The research paper topic must be related to your project in some way. Students within a team are required to choose different elements/approaches to research. The research paper element will include:

1. Research Paper Proposal2. Annotated Bibliography3. Professional Interview (In addition to previous interviews)4. Research Paper (4-6 pages)5. Works Cited (6-10 resources)

STEP 10: CULMINATING PRESENTAITONS USING WEB 2.0 TOOLS

You will relate your project by using a Web 2.0 tool to create a final presentation. This presentation should be dynamic and interactive and it will highlight what type of project you chose; this is when you will use your evidence collected in the portfolio (binder). It will trace your research journey and the outcome of your final project.

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PRESENTATION ELEMENTS

The presentation is the final phase of the Senior Project and should be viewed as an opportunity to demonstrate that you are qualified to graduate. The project will have two parts.

Part I: As a team, you will present the facts. This should include information from the planning stages, the implementation stages, the roles, and the completion and reflection. This is a time when you could use the video/article submitted first semester. (5-10 Minutes)

Part II: You will make a 5-10 minute presentation using a Web 2.0 tool, describing what you learned during the project and how it impacted the research paper and your findings. You will give an overview of your research before a panel of judges and then answer any questions the judges may ask. You will be evaluated on the content of your speech, delivery, evidence of learning and ability to field questions.

Be Proactive!GETTING STARTED TIPS

Senior Project Handbook: The Senior Project is manageable if tackled one piece at a time. Study this handbook before you start your project to familiarize yourself with all of the requirements and deadlines. Transfer any important dates to your student planner.

Start early! Keep in mind that any project can be time-consuming and cause anxiety.

Plan ahead! Is your project dependent on the weather? Do you have to work around other people’s schedules? How do the due dates fit in with the due dates of projects for other classes?

Identify the people you will interview.

REMEMBER: You do not get to choose your own due dates!

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INDIVIDUAL ON-GOING TASKS

PORTFOLIO (BINDER OF EVIDENCE)

This portfolio will be an on-going part of the Senior Project and will be presented to your Project Advisor teacher at monthly meetings. The portfolio is a collection that contains all the written and tangible components of the Senior Project and is presented to the Final Presentation Panel of judges prior to the Final Presentation.

The written components that are required for inclusion are outlined in each step of the project, this include but are not limited to: proposals, action plans, interviews, reflections/journals, etc. All photos and digital elements (videos, etc.) should be on a disc or jump drive and included in the final portfolio.

At the beginning of the project, each senior should put together a binder, which includes tabs for each step, as well as evidence. The binder, by the end, should have a professional looking cover, which includes your name, your team name, your team logo, and the name of your project. The portfolio will be completed and turned in at your final presentation, and the project panel will review your portfolio as part of your final presentation.

The portfolio is a demonstration of your learning journey.

REFLECTIONS, PHOTOS & ONLINE JOURNAL

REFLECTIONS

The reflection papers outline your growth as a learner and researcher to the final panel of judges and highlights future plans for utilizing the knowledge you gained as part of this project. They should not simply tell what you have done, they should reflect on your struggles, your growth, your problems and the journey to your solutions. Reflections must demonstrate that you are documenting your learning. Each reflection should be submitted with a minimum of four photographs. These papers will be a minimum of one page and a maximum of two pages long in MLA format (see template/example). Due dates for reflections are outlined in the timeline.

ONLINE JOURNAL (BLOG)

Each team is given a choice on how to set up their online journal.

OPTION ONE: You may set up a TEAM BLOG, which includes a page for each member of the group, as well as a “Home” page that gives general information about your project.

OPTION TWO: You may set up individual blogs, with an “About Our Project” page that gives general information about your project and a separate page for your own blog posts. (English blogs must be separate from this blog—its sole topic should be your project). Suggested Website for Blogs: Wordpress.com

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OPTION THREE: For the tech savvy, feel free to build your own website and include similar elements. If you plan on doing this, please check with the Senior Project Team Leaders first.

Individual blog entries must be posted, as well as regular updates about the project (group posts). Please follow the timeline for these due dates. Blog entries should be at least 3-5 paragraphs. Posts should be edited for grammatical/spelling mistakes before posting. Please include photographs with each post.

You may choose to do a VIDEO BLOG for at least two of these posts. Video blogs simply deliver the same content, but on camera. This should be an unscripted, semi-formal talk about your experience and progress (3-5 minutes).

PHOTOGRAPHS

The photographs that accompany your reflections and journal entries must be candid/action shots. Posed, deliberately staged photographs should be avoided or kept to a minimum. Be deliberate about catching your team in action. While there is a minimum number of photographs required for each checkpoint, we encourage each group to exceed this number. Again, the more evidence the better.

ADDITIONAL GUIDELINES Classes and jobs are not Senior Projects. You may take a class to help you reach your goal

for the product or performance. For example, you may take a quilting class to help you sew the baby quilt you are giving as a present. Simply going to class, however, is not the project.

You may not use hours for which you are being paid. Products or performances related to jobs must go beyond the regular work schedule and provide for the employer something that is not part of the student’s typical responsibilities.

Job Shadows, alone, do not qualify as projects. However, you may spend some time shadowing someone in order to learn how to create your product/performance.

Creating a web page is not an acceptable product unless the team can demonstrate that there is a specific client and audience with a clear need for the information and a purpose beyond its publication.

Don’t propose to attempt something outside your budget. CHS is not responsible for funding any expense incurred during the Senior Project

If the project can only be completed in a classroom at CHS during school time, you must find another project. Class OR Club/Organization assignments may not be used for the Senior Project.

All projects must be original creations of the team.

The project you choose must be both a challenge for you and your team. It must be a project which will take at least 10-12 hours to complete.

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Regardless of the nature of your project, you must show in your proposal how the project will benefit someone else within the community.

Think Win-WinTEAM CHANGE REQUEST

CHS Senior Community Outreach ProjectTeam Change Request

Name: ______________________________________ Date:__________________

Team Teacher Leader:_________________________________________________

English IV Period: __________ Email: ____________________________________

Phone Number: __________________________

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Please describe, in detail, your reason for requesting a team change. The more detail you include, the better we will be able to assess the situation. This information will not be shared outside of the team teacher leaders and administration, unless discussed with you.

Please provide the reason(s) that you believe these issues/problems cannot be overlooked in order to work as a team.

Student Signature:_______________________________________________________

Date:______________________

Date Submitted:__________________________ Review/Decision Date: ____________

Decision:

Action:

Team Leader Signatures:

Date

Date

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TEAM MEETING AGENDA

MEETING #1 [Date]

[Time]

Team Name:Student:Project Title:Purpose of Meeting:Present at the meeting:Materials Presented/Checked:

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AGENDA ITEMS

TOPICGOALS/

REQUIREMENTS TO MEET

ACTION PLAN

Ex: Reviewed Proposal, talked about changes, viewed photos, etc

Next Meeting:Student Signature & Date:

Team Teacher Leader Signature & Date:

EVALUATIONSVarious evaluations during the senior project will be administered online. Your team teacher leader or English IV instructor will provide you with the links at the appropriate time. IF for some reason you cannot access these online, please speak with one of the aforementioned individuals to arrange for a paper copy.

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Seek First to Understand, Then to be UnderstoodPORTFOLIOYour portfolio must be created and maintained from start to finish. The elements of the portfolio should be placed in a plain, professional three ring binder. The binder should include 8 white tabs, professionally labeled (use printer—ask for help if you do not know how to do this). The binder will be checked at random points during the year, please make sure it is always up-to-date. After your action plan is approved, each team will create a binder cover which displays your team logo and team name. All designs much look professional. Your portfolio will be organized as follows:

LOCATION

TAB LABEL CONTENT

In front of Tab 1

Table of Contents

Typed list of contents

Tab 1: Senior Project Handbook

Copy of handbook provided by English teacher for easy reference (can also be found online).

Tab 2: The Project Proposal, Revisions, Action Plan

Tab 3: Team Team Information Sheet, Team Contact Information, Team Blog Information & Copies, Team Mission Statement, Team Goals, Team Timeline, Team Meeting Agendas

Tab 4: Evidence Personal Activity Log, Team Activity Log, Photographs with dates and captions.

Tab 5: Research Part I Research Completed during Part I (Budget Information, pamphlets, contact with businesses, online research, etc.) Interviews

Tab 6: Reflections Formal Reflections & Online Journals

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Tab 7: Research Part II

Research Paper Proposal, Annotated Bibliography, Rough Draft, Final Draft (with works cited), Interviews

Tab 8: Presentations Final Presentation Outline, Copies of Presentation (print, digital, etc.), Final Presentation Practice Sheet, Score sheet, etc.

RESEARCH

PART I (FALL 2014):

Research in Part I of the senior project will consist of using basic research skills in order to gather information to complete your project proposal and project action plan. Examples of topics you might research include (but are not limited to):

Project Examples Project Focus Researching other community projects from around the US and abroad Professionals related to your focus Organizations in the community Businesses in the community Population of the community Resources & Supplies

PART II (SPRING 2015):

Research in Part II is to help you conduct a serious inquiry into a topic related to your Senior Project. Research, in this instance, is the locating and analysis of information. You need to gather a variety of usable, reliable sources of information. You will review key resources/documents pertinent to your topic that will form the foundation of knowledge for your research paper.

The research for this paper requires at least six sources (five print/electronic sources and one interview) that will provide you with information to form your own thesis and

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supporting details for your research paper. The general requirements for the research paper are as follows:

Research Paper Proposal: o One page proposal which includes your thesis statement

Interview:o For your interview, you must complete an Interview Cover Sheet and

attach it to the annotation for your interview. The Interview Cover Sheet must be signed by the person you interviewed. Please see the tips for conducting an interview in this packet.

Annotated Bibliography:o Your annotated bibliography will include:

A proper MLA citation at the top of the page. This packet includes information on how to properly cite sources in MLA format. Additional information can also be found at http://owl.english.purdue.edu.

A brief summary of the source and how it relates to your research paper thesis.

Research Paper:o Topic Selection :

Select a topic that relates to your Senior Project in some form or fashion. You should have this outlined in your in your proposal.

o Length: Your final research paper must be a minimum of six pages and

a maximum of eight pages long.o Sources:

Although six sources is the minimum, it is unlikely that you will find all the information that you need from just six sources. Try to set a goal of eight or more sources.

As you work on your essay, you may realize you can make it even better with additional source material. Keep the Works Cited page open so that as you find new information, you can add the citation to the document.

If you assemble your Works Cited page before you begin typing your research paper, you will know what to include for the parenthetical citation—whatever you wrote first in the Works Cited entry (usually the author’s name).

You must use parenthetical citations throughout your paper. You must blend the source information. For example, you

should use two or more sources in most of your paragraphs. Your essay will be unacceptable if you write one paragraph summarizing the information you found in the first source, another paragraph summarizing the information you found in the second source, and so on.

If you are paraphrasing, you must still cite the source. If you are quoting word-for-world, make certain every element of the quotation is exact (including spelling, capitalization, and punctuation).

o Research Outline:

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We recommend that you create an outline for your research paper before you begin composing the actual paper. This will provide you with a guideline for the content of your paper and make the process much simpler for you. Your outline should include:

A lead-in, an introduction and statement of your research focus (thesis).

Supporting evidence. A conclusion that summarizes the main points of

your research paper and states a recommendation, prediction, or solution to the problem(s) raised in the paper.

o Works Cited : Sources cited using MLA format on a separate page. If you need help organizing your material, citing your sources,

or completing your Works Cited page, please see your English teacher for help.

RESEARCH PAPER ASSESSMENT CHECKLIST

In order to meet the basic requirements of the research paper, you must be able to answer “yes” to all checklist items. When you can answer “yes” to all checklist items, attach this to your research paper and submit to your English IV instructor by the due date.

Yes No

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___ _____ Annotated Bibliography: Annotated bibliography includes MLA citations, summaries, and statements of how the sources relate to your topic for each of six sources. One source must be a personal interview.

___ _____ Length: Must be a minimum of six-eight pages of text, double spaced, with 1” margins (does not include the checklist or Works Cited page).

___ _____ Introduction & Thesis: An interesting lead-in and clearly stated thesis.

___ _____ Supporting evidence: All key points are covered.

___ _____ Conclusion: Clearly addresses research question/topic. Summarizes main points of research and states a recommendation, prediction, or solution to the problem raised in the paper.

___ _____ Works Cited: Includes a works cited page with sources cited using MLA format. Works Cited is centered as the first line, the entire page is double-spaced, the 2nd and 3rd lines of each citation are indented, sources are listed alphabetically, and dates are listed in correct form (10 Nov 2011).

___ _____ Parenthetical citations: Used throughout the body of the paper.

___ _____ Source information: Blends source information. Does not simply summarize each source.

___ _____ Conventions: Spell check and grammar checks have been used and student has proofread essay carefully.

Name Date_________

English IV Instructor

INTERVIEWSYou are also required to complete three personal interviews as part of the project, one during Part I (the action portion of the project) during the first semester and two during Part II (the research portion)in the second semester. The people you choose to interview should be a person who has some level of expertise that relates to your topic. This expert can be a teacher, community member, a stranger, or an acquaintance, but cannot be another student or a family member. An expert can help you choose the best sources and give you the most practical, workable information regarding your topic of interest.

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Interview Tips: Make an appointment. These are busy people who have generously given up

time to answer questions. When you make the appointment, be sure to mention how long you expect the

interview to last and the kind of info you are seeking. Some interviews can be conducted over the telephone or via e-mail, although it

is preferable to see the interviewee in person because surroundings, body language, and other matters can offer valuable info.

Have a list of interview questions ready before the interview. These questions should be substantial and help you answer your research statement/question. Aim for a minimum of 10 questions.

ASK PROJECT SPECIFIC QUESTIONS. Use open-ended questions, not ones that can be answered simply “yes” or

“no.” Take notes, record answers. Dress appropriately and use proper manners. Remember, you are not only

representing yourself, but you are representing CHS. You will be evaluated by the interviewee.

If you want to tape record the interview you must ask permission. Send a follow-up thank you to the expert. In order for project interviews to be complete, an interview cover sheet and

transcript must be turned in for each one. These documents should also be in your project portfolio.

INTERVIEW TEMPLATES

CHS COMMUNITY OUTREACH PROJECTINTERVIEW SHEET COVER SHEET

Name: Date: Project Title:

Directions:

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Fill in the required information into this cover sheet and print. Paper clip this cover sheet to your interview transcript and submit by the deadline.

Name of person you interviewed:

Date of Interview:

Explain this person’s expertise as it relates to your project or research paper:

Relation to Project – Explain how this interview source will help you in your action plan or research paper. THIS INTERVIEW MUST BE DIRECTLY RELATED TO YOUR PROJECT.

________ Interviewee’s Signature Date

(Sample)

Interview Transcript (sample)Mr. John Doe, General Manager of Damon Howatt Archery

October 4, 2013

1. Did someone teach you how to build longbows or were you ever an apprentice?

I could just do it. In 1961, actually in December, I started to work for Howatt. I just haven’t had any difficulty with the process and what I do.

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Sample2. How did you get started in the bow building business?

I was actually saddling a horse out on the range land when I saw some guys a ways out on the property. I trotted my way over there, and that’s when I met Damon and Edmond Howatt while they were playing archery golf. I went all the way to Zillah with Damon where Edmond picked us up. Later on Damon told me he’d give me a bow if I could just string it and pull it back. Of course I got the bow and shot my first deer with it.

3. What’s your favorite part of your job?

I would say designing is my favorite part. Almost all bows start out with an idea and then you pursue it. You can always learn something new every time you work on a bow. A man is stupid if he ever thinks he knows everything about building a bow.

4. Is there a particular longbow that is your favorite?

My Venom 66”. Next year I’m going to set a world record with it.

5. What type(s) of wood would you recommend a first time bowyer to use?

To make a laminated longbow with fiber glass you should stick to hardwoods. Maple is adequate, walnut is questionable for strength. African hardwoods are my preferences. My two favorites are Bubinga and Shedua. These are the best for the riser material. Quite a few woods are great for limbs like red elm, bamboo, and maple. The Venom has three laminations of bamboo from China which really works well. However it doesn’t make that much more difference, except it is lighter, meaning it recovers faster after a shot. Bubinga is also very reasonable.

6. What type of bow would you suggest (to make), like straight, reflex-deflex, etcetera?

The simplest thing to start with is a self bow. There’s a lot to learn about that. The major downside is that they fail randomly and often explosively. The fiberglass backed bows are more stable. You’ll want to have deflex-reflex design. I’ve always thought ―you have all the length [of the bow], so why not use it? Be sure smooth-on glue is used in a fairly warm place for 4 or 5 days. If you miss-do the amount of curing time in high temperatures it can cause de-lamination. Around 100-115 degrees is about right for the smooth-on glue. I mean you could use a

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Sample

simple box with heat lamps at each end, leave them on for 7 or 8 hours, shut the lights off, and then let the bow sit for a day.

7. On that note, what glue do you use here at Howatt Archery?

We use smooth-on only in which the bow is very carefully monitored, even within the laminations with the monitored heating strip along the whole length of the bow. You can ruin wood with exceeding temperatures because moisture is drawn out of the bow, damaging the materials causing cracking and breaking.

8. Can you tell me more about the laminations?

Well carbon in laminations completely ruins a bow. I don’t believe in sticking carbon in the limbs because carbon doesn’t compress or elongate like woods do. It breaks other material in the core and it vibrates and microwave frequency. It won’t perform any better than other core woods and will fail later. You would have to plan your bow around the carbon, and be careful to balance its placement. If it were on both sides in the laminations, it will buckle and collapse the entire core when shot. Red elm and bamboo are good, but the best and most stable is hard rock maple. The way the wood and fibers form is continuous like one big fiber. This makes very high strength, good bending modulus and compression modulus. We use all sorts of stuff, but you have to know about your uses. You may have to do certain things depending on the wood, or else the bow will fail.

REFLECTIONSSenior Project Reflection Paper Component Guidelines

Formal Reflections:o After each of your monthly progress checks, you will be required to

complete a reflection of your current progress. This reflection should be a full page in length and turned in to your English teacher by the date specified on your timeline.

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o Once your teacher returns your reflection, please include this in your project portfolio.

Final reflection:o After your presentation is complete and you have presented during your

practice session, you will complete a final reflection paper, which will be submitted the day following your presentation. The on-going reflections will assist you in evaluating your overall progress for your final reflection paper.

o Compose a 2-3 page paper in which you discuss the following the topics: Describe your experiences with the Senior Project and a self-

evaluation of what occurred during the year. Know your audience. This is not the place to complain/rant about the Senior Project requirement.

Discuss any changes you made from your original plan and why those changes were necessary. Did you make any changes as a result of feedback from others?

What did you learn about working with others and representing yourself in the community through this project?

How did you help others through your project, and how did doing so make you feel?

Explain how you plan to use the information you gained beyond high school. What will your next steps be in regard to your Senior Project?

o Place your final reflection paper in your final portfolio.

BLOGS (ONLINE JOURNAL)Blogs should be regularly updated once they have been created. It is recommended that each team use WordPress as their host. Please complete the blog profile form and submit this with your Action Plan.

Sharpen the SawTEAM ACTIVITY RECORD

Each team member should keep accurate records of team meetings, events and activities.

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TEAM ACTIVITY LOG # 1 TEAM NAME: Date Time

(Begin)Time (End)

Details of tasks, purpose and location:

Evidence Provided:

I verify that all time logged on this form is accurate and true.

Student Signature/Date Team Teacher Leader Signature

PUBLICITY & SPECIAL RECOGNITION

Please keep a record of any publicity you do for your project and of any recognition you receive in the community. These will count as evidence for your project. Also remember that it is your responsibility to publicize your project, and to encourage community involvement.

CHS will also be promoting and showcasing projects that stand out.

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COMMUNITY SPOTLIGHT & CELEBRATION

As a conclusion to the senior project, CHS will host an open house night in celebration of your hard work and accomplishments. This is an opportunity for you to showcase your project, your research and your presentations to your family, friends, peers, teachers and others in the community. Businesses looking to hire students in the future will also be invited to attend the open house.

SynergizePROJECT PROPOSALThe project proposal declares your project intent. It is an essential step in the project approval process. You will fill out a proposal outline posted online and included in your handbook. Your responses must be typed, detailed, thoughtful, carefully proofed, and interesting to read. The senior project

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team leaders will assess whether this is an appropriate project for your team and that it is one that justifies the growth deemed necessary in order for this project to meet the graduation requirement.

KEY POINTS:

By an assigned date, you will submit a Project Proposal.

You must have this completed proposal approved before beginning any work on your project. Once your proposal has been evaluated and meets standard, you will place it in your portfolio.

Each team member will sign the proposal, it will be copied, and each member must include a copy in their portfolio/binder.

THE PROJECT PROPOSAL WILL COVER THE FOLLOWING AREAS:

1. Project Title: A short creative title for your project.

2. Individual Team Members & Team Teacher Leader

3. Team Name: Create a team name. This will be your identifier for the rest of the year.

4. Team Logo: Design an original logo to be placed on all your documents and your portfolio.

5. Group Photo: Take a group photo to include.

6. Mission Statement: Create a brief, one to two sentence mission statement for your team which encompasses your goals.

7. Project Focus & Rationale: A paragraph or two that defines the focus of your project. You must also explain how your project will benefit the community.

8. Learning Stretch: A paragraph describing how this project will provide an added or new challenge to you. (This will be an individual response)

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9. Research Focus: Where will you seek out information about similar projects that have been completed in other places? What individuals can you interview? What companies, businesses, and organizations could you speak to about your project? Form a few questions you will seek to answer BEFORE completing your action plan. This section should be at least 2-3 paragraphs and may include bullet points or numbered questions as well.

10. Materials/Facilities/Costs: Please make a list of all materials and facilities you believe you will need to successfully complete your project. Each individual item should have an estimated (researched) required budget. This may require you to make some phone calls or to price search online. (The best way to include this is by inserting a chart.)

11. Proposal for Costs: CHS will not provide you with money to complete your project. Analyze our costs and come up with a plan to cover those costs.

12. Statement: Provide a statement that defines how you believe, as a team, that this project will help you be college and career ready.

13. Signatures of all member

CHS Community Outreach Senior Project

PROJECT PROPOSAL TEMPLATEName: Date:

Directions: Type your proposal in this template. Handwritten proposals will not be accepted. PROOFREAD AND SPELLCHECK

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YOUR PROPOSAL BEFORE SUBMITTING! If you give only one word responses your proposal will not be approved. After finalizing your proposal, print the document and submit by the deadline.

Team Name & Team MembersProvide the names of each team member, as well as your team teacher leader.

Project Title Provide a short, creative title for your project.

Project Focus What will you do for your project? How did you narrow down your assessment of community needs? A paragraph or two that defines the focus of your project. You must also explain how your project will benefit the community.

Rationale for the Identified NeedExplain the reasons you selected your project topic. The relevance/importance of this project should be clear.

Learning Stretch Have you done anything similar or related to your project focus before? Include in this paragraph a statement describing how this project will provide an added or new challenge. This is the most critical part of your project and will be the only part of the proposal that provides an individual response.

Research FocusWhere will you seek out information about similar projects that have been completed in other places? What individuals can you interview? What companies, businesses, and organizations could you speak to about your project? Form a few questions you will seek to answer BEFORE completing your action plan. This section should be at least 2-3 paragraphs and may include bullet points or numbered questions as well.

Materials/Facilities/Costs

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Team Logo

Please make a list of all materials and facilities you believe you will need to successfully complete your project. Each individual item should have an estimated (researched) required budget. This may require you to make some phone calls or to price search online. (The best way to include this is by inserting a chart.)

Proposal for CostsCHS will not provide you with money to complete your project. Analyze our costs and come up with a plan to cover those costs.

Mission StatementCreate a brief, one to two sentence mission statement for your team which encompasses your goals.

Team StatementProvide a statement that defines how you believe, as a team, that this project will help you be college and career ready.

Team CommitmentI have reviewed and contributed to the team senior project proposal. I have read and agreed to the proposed elements contained within. I acknowledge that this group will be my team for the remainder of the year and that it is vital that we work together in order to be successful.

Student Signature/Date

Student Signature/Date

Student Signature/Date

Student Signature/Date

Student Signature/Date

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Student Signature/Date

Team Teacher Signature/Date

Individual Commitment Statement

I understand that I/my student must complete a Senior Project in order to graduate from Campbellsville High School. I accept responsibility for selecting the project and meeting the guidelines and standards as spelled out in this Guide.

________ Student Signature/Date Parent/Guardian Signature/Date

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Team Photo

ACTION PLANAfter your proposal has been approved, each team should begin developing an action plan. The action plan must be extremely detailed. The action plan should include:

Goals, Mission Statement, Purpose Team Members & Assigned Roles Detailed steps to completion Detailed supplies & resources Research to support plan of action

Sample action plan templates will be provided to each senior in their senior English course. Each group will have the freedom to choose their own design for the action plan, as long as it covered the required components.

INDIVIDUAL ACTIVITY LOGSEach team member will keep a record of their individual activity. Any time you meet with the group, research, interview someone, or actively work on an element of the project, you should record your time. Completing required paperwork does not count as required time. Please include details about what you did during the time, as well as evidence (photos, videos, a paper trail, printouts, etc.)

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SENIOR PROJECT INDIVIDUAL ACTIVITY LOG # 1

NAME: __________________________________________Date Time

(Begin)Time (End)

Details of tasks and location:

Evidence Provided:

I verify that all time logged on this form is accurate and true.

Student Signature/Date Team Teacher Leader Signature

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BLOGS

Each team is responsible for maintaining a project blog. The main page should provide regular updates through various media formats. The “About” page should include information about team members, a little about our school and the senior project and an overview of your project.

Please make sure to fill out the BLOG information sheet and submit it with your ACTION PLAN.

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Name or Team Name: __________________________________________________________

Blog Title: _______________________________________________________________________

Blog Tagline: ___________________________________________________________________

Blog Web Address: _____________________________________________________________

If your team chose to do individual blogs, please submit a form for each team member. Print a copy of your “About” page and staple it to this form.

Submitted: ______________________________________________________________________

Received by: ____________________________________________________________________

Suggested Updates/Changes:

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Blog Team Profile

COMMUNITY SURVEY & RESULTS

As a final step to Part I of the senior project, you will create a survey to obtain feedback from the community of impact. A copy of this survey, along with the results should be included in your portfolio. An online tool like SurveyMonkey.com can be used to created and administer the survey. While it is suggested that you use an online survey, you must consider your community and do what works best for them.

FINAL PRESENTATIONS

GROUP PRESENTATION COMPONENT GUIDELINES

As part of the Senior Project, you will complete a presentation that documents all stages of your Senior Project. This presentation will include multiple media formats, not simply text. You should also include photographs of any actions taken as part of a project. Your video can also include video clips from your personal interviews. This will be the basis for your Final Presentation.

Make sure your presentation is attractive and catchy. Use graphics, videos, audio clips, and transitions to make your presentation come alive for the presentation panel. Below are guidelines for your presentation; these are only the minimum requirements. You may include more than required if you need to do so.

Introduction Introduce your team. Introduce your project. Make sure you introduction catches your audience’s attention!

Consider a video, photo, quote, etc., to make your presentation sparkle from the beginning.

Relate your project category (Product or performance)

Rationale Give a short explanation about why and how you chose your project. Demonstrate to your audience why this is an important or fascinating

project.o Remember…you hook or lose the majority of your audience in

the first few minutes!

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What did you already know about this topic? What did you want to know more about? Explain your learning stretch.

How did you perform a needs assessment for the community?

Planning and Research How was the planning as a team? What roles did you each take on? What did you learn as part of your research? Provide a brief summary

of what you learned from each source. Who did you interview? Why did you choose this person? Did you seek professional advice?

Project & Results This is the heart of your project and slide show. How did you create your project? Outline how you spent your time.

What tools/equipment did you use? You should be able to prove that your product actually exists.

Explain how your project was a benefit to someone else. Show the step by step progress of your project. Include video clips of your personal interviews, if possible. If not

possible, include quotes from those you interviewed that helped you most.

What were the final results? What did your survey say about its effectiveness?

Problem-solving

Conclusion & Reflection What worked? What didn’t work? What would you change? How will you use the information you learned about your project in the

future? How did your view of your subject change? Did this process strengthen

your interest or teach you this is something in which you are not interested? How did you grow as a student and/or person?

Is your team planning to continue your project/outreach?

Closing Restate your Introduction/Project topic. Thank the judges for their attention. Recognize people who helped you with your project. State “I’d be glad to answer any questions you may have.”

NOTE: Technology can fail. Have a backup plan. It is your responsibility to check and double check that equipment for your Final Presentation is

available and working properly prior to your presentation.

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INDIVIDUAL PRESENTATION

The Final Presentation is the final phase of the Senior Project and will take place in late April or early May. You will stand before a panel of judges and present your completed research project. You will present using a Web 2.0 to show off your project. Staff and community members will serve on the panel of judges.

In order to proceed to the Presentation phase you must have completed and met standard on all components of the Senior Project. Make sure:

You have given a practice presentation Completed your portfolio. Attended all required team meetings Handed in all components by the due dates.

PRESENTATION INFORMATION

You will present for 5-10 minutes followed by a question and answer period.

Judges will evaluate the content/organization of your speech, your delivery/presence, and your ability to field questions about your project.

You should be able to prove your project actually exists.

What Judges Will Look For In Your Presentation

Why did you do this project? What did you learn from your research? Is a “learning

stretch” evident? What was your role? Did you do what you said you were

going to do in your proposal? How did you grow and learn in the Senior Project

experience? In your high school years? How did your project benefit others? How did working with a

team challenge you and make you grow? Positive, enthusiastic attitude towards your project and

presentation.

Possible Final Presentation Questions from Panel Judges

In the future, how will you be able to use the skills, knowledge, or experience you gained by working on this project? What have you learned about yourself?

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How have you used the coursework at CHS to learn, grow, and prepare for the challenges after high school? For your Senior Project?

What classes have you most enjoyed at CHS? Identify your strengths and/or areas to work on.

PRESENTATION DETAILS TO REMEMBER:

1. Time: Presentations will take place in May. Date & times to be announced. Be Punctual.

2. Dress: Dress like you would for an interview. Dress professionally. No hats, flip flops, or shorts. You will be sent home to change if you are not dressed appropriately.

3. Attitude: Project an enthusiastic & positive attitude. Smile and greet panel members. Impress the panel that you are a learner, thinker, planner, productive citizen ready to embrace college, military, or work world.

4. Supplies: It is your responsibility to check and double-check that the equipment needed for your Final Presentation is available and working properly prior to your presentation. A few days before your Final Presentation time visit your assigned classroom to ensure you can access your files or open your jump drive.

5. Practice: You must have participated in a Practice Presentation to be eligible for the Final Presentation.

6. Panel: At least two teachers/administrators will serve on the Final Presentation Panel.

7. Audience: Fellow seniors, teachers, administrators.

8. Questions: Each speech will be followed by a question and answer session.

9. Evaluation: Each panel member will provide feedback based on grading criteria found in the rubric section of the handbook. A teacher facilitator will preside over the Final Presentation.

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10. Portfolio: The notebook portfolio is for the Final Presentation Panel. The Panel will have read through your Portfolio prior to meeting you at the Final Presentation.

11. To be redone: A make-up presentation time in May is scheduled for students who either didn’t pass the May Final Presentation session or have a family emergency that makes it necessary to reschedule.

PRACTICE SESSION GUIDELINES

To help prepare for the Final Presentation in May you must practice your presentations. The key to a successful speech is preparation. Practice, practice, and practice some more before your Final Presentation. Time yourself. Your speech should be a minimum of 5 minutes and a maximum of 10 minutes. A question and answer period follows your presentation.

You will give a practice final presentation in front of your Team Teacher the end of April. This is a practice session designed to give you feedback before you give your Final Presentation in front of the Final Presentation judges.

If less than 5 minutes, you need to enhance your presentation by offering more information on the process, research, and/or learning stretch. You will not be cleared to give your final presentation if your practice session runs less than 5 minutes. You will hold a 2nd practice session to demonstrate your presentation meets the time requirement.

Save your feedback/comment forms and place them in your final Portfolio.

After the practice session your Project Advisor Teacher will sign the Practice Session Verification Form. Place this in your final Portfolio. THIS PRACTICE SESSION VERIFICATION FORM IS YOUR ADMITTANCE TICKET TO THE FINAL PRESENTATION. YOU WILL NOT BE ALLOWED TO PRESENT WITHOUT THIS FORM.

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Special Statements & InformationAPPROVAL

Parents/Guardians are asked to certify that they understand what their student must complete a Senior Project. The student and parent/guardian fully accept responsibility for selecting the project and meeting the guidelines and standards as spelled out in this Guide. A parent/guardian signature is required as part of the project proposal before the Senior Project work begins.

INTERVENTION

School officials will notify students and parents if the student is not making adequate progress. If a student misses a target completion date the Senior Project Advisor for assigned to the student will conference with the student and notify parents in order to determine what level of continue support will lead to the successful completion of all Senior Project components.

REMEDIATION

Some students may need more direction in constructing their project or may need some kind of remediation to help them “meet standard” on project components. You will have the opportunity for an individual or team work session to address the specific component that needs additional work in order to meet standard. You may also be assigned a tutor session. When you’ve reworked the areas that need more attention you will then resubmit this work for approval.

GRADING

Each step an all submitted items, such as (but not limited to) reflections, presentations, the research paper, etc., will be scored for a grade that will be applied to each student’s Senior English Class. To complete and pass the overall Senior Project each student must meet or exceed specific standards spelled out in the evaluation rubrics in order for students to graduate.

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ENGLISH LANGUAGE LEARNERS (ELL)

ELL students who receive services will have an individualized plan detailing how each student will meet the Senior Project requirements. Each student’s plan will be developed by a team including the student and ELL teacher(s), counselor(s), and parent/guardian(s) with the approval of the District-leveled representative for ELL. A building administrator will approve all plans.

STUDENTS WITH DISABILITIES

Students with disabilities may require accommodations and/or modifications to complete their work. Students IEPs or 504 plans will detail how each student will meet the Senior Project requirements. The plan may include input from the student, parent/guardian(s), Special Education teacher(s), counselor and general education teacher(s) who are familiar with the student’s needs. A building administrator will approve all plans.

OUT OF DISTRICT TRANSFER STUDENTS

Students who transfer into the Campbellsville School District from another district are required to fully participate in the Senior Project. Students who transfer in during the first semester of their senior year are required to fully participate in the Senior Project, meeting all components at standard. Students who transfer during the second semester of their senior year will not be required to complete components from the Fall Semester of the project, but will be required to complete all other components. Consideration will be given to work already completed in another district, if the district also requires the completion of a Senior Project.

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