Yelm High School

Culminating Project

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Step towards a Successful Culminating Project

Step 1—Project Categories

Discuss with your parent or guardian CP ideas and then choose 1 topic to focus upon. Remember your topic should be meaningful, of interest to you and should stretch your learning. Your project should fall under 1 of these categories:

Career/Education Exploration Community Service Academic Research

Step 2— Project Proposal Due Tuesday, October 1, 2013

Complete the online formal proposal. Be as detailed as possible in you proposal. To access the proposal go to the YHS school website, click the counseling button, then graduation requirements, then Culminating Project.

Step 3— Bibliography Due Tuesday, January 7, 2013

Research your topic and create a bibliography from your resources. Make sure you use MLA format. Directions on how to create a Bibliography can be found within the CP Booklet and online at the YHS website, under the counseling section.

Step 4— Product Due at time of presentation

Your product will be to build a tri-fold display board. You will be provided a display board. Make sure that you have the required elements on your board; these can be found in the product section in the booklet and online.

Step 5—Presentation Due April 2 and 3

Presentations will take place in the school commons during on February 5th for seniors who are ready to present early and at spring conference times on April 2nd and 3rd . Approximately half of the seniors will present each day. Each senior will give his/her presentation to a minimum of 3 adults (3 repetitions of the same presentation). The presentation requires you to share information, reflect on your project, and to answer questions from your audience. Each presentation should last approximately 5 minutes.

Mrs. Waltermeyer is available in the office before and after school, and during both Lunches. More information about CP can be found at the Yelm High School website under the counseling section.

Component #1: Project Proposal

Complete the online formal proposal. Be as detailed as possible in you proposal. To access the proposal go to YHS school website, click the counseling button, then graduation requirements, then Culminating Project then proposal. Below is an outline of the online proposal.

1.  Introduction:  Describe the general area of interest for your project.  Why did you choose this area?  What is your background in this area?  Why will this project be meaningful to you? 

 

2.  Describe your project.  Respond to all of the following questions a. What will you be learning? b. Write your essential research questions (3‐5)  c. What research or exploration will you need to accomplish? d. Will you utilize a field expert? (see Field Expert Agreement Form) 

3.  Projected budget.  There is no expectation that you spend any certain amount of money on your project.  Plan your budget 

a. Item                                                                     Cost 

4.  Product.  Your end product will be to build a tri‐fold display board that has the following major sections: a. Where did I start? (check one) 

                             _______  Career Interest Inventory                              _______    Community service activities                              _______  Academic Research 

b. What did I learn? (write in the space below) 

Career Interest  Community Service Project  Academic Research Paper 

Required samples include: 

Evidence of career or education research 

evidence of college or virtual tour 

college and scholarship application 

Job Shadow and/or interviews with field experts 

Project Time Log (online form) 

What other pieces might you include?  

How will I apply what I learned?  By completing a college/career interest project, I hope to decide: 

Required samples include 

a PowerPoint or scrapbook of photographs from project 

Project Time Log(online form)   

What else might you include? 

   How will I apply what I learned? By completing a community service project, I hope to gain: 

Required sample includes: 

a reflective component to the paper of what you learned from the project  

Visual representation of your project. 

Project time Log(online form) 

What else might you include?   

 How will I apply what I learned?  By completing an academic research project, I hope to learn: 

 

5.  Evaluation of Project.  How will you determine that your project was successful? 

6.  Timeline for Project.  In the text box provided for each month, add the dates and activities that you will need to complete.  The goal in this section is to commit time to complete the project. 

a. October  ‐ planning your project b. November – (Proposal due Oct 1st ) c. December – conduct research d. January – (Bibliography of research due Jan. 7th ) e. February – work on project f. March  ‐ complete product, plan for presentation (Display boards are due March 28) g. April (your presentation will be on April 2 or 3) 

Time Log To access the proposal go to YHS school website, click the counseling button, then graduation requirements, then Culminating Project then proposal. The Time Log will be listed as a link. 

 

Directions:  You are required to spend a minimum of 20 hours working on your culminating project.  Use the 

table below to document your time and activities.  This is a required sample for your product.  An example of a 

log entry is included. 

Date  Time Worked 

CP Component  Description of Activity 

Nov. 1, 2011  2 hours  #1 Proposal  Wrote description, essential questions and evaluation pieces on the proposal document 

       

       

       

       

       

       

       

Total      Hours spent on project must be at least 20 

 

 

Component #2: Project Research Bibliography

Description: Your culminating project must include research on your topic. The bibliography is where you cite all sources of information you consult for your project.

Requirements: You need to consult a minimum of five (5) sources of information in your research (no maximum). Citations must come from a variety of sources. Some samples are listed below, but you are not limited to these samples:

Books and magazines

Newspapers, academic journals, editorials

Interviews

College research sites

Online resources

Format: Modern Language Association (MLA) format

Sources listed in alphabetical order (author’s last name or source name)

Resources to assist you

EasyBib: Free Bibliography Maker - MLA, APA, Chicago citation styleswww.easybib.com/

citationmachine.net/

owl.english.purdue.edu/

Component #3: Product

Your product will be to build a tri-fold display board. You will be provided a display board.

The display board must have the following major sections:

Left Panel: Where did I start? What did I want to learn (Essential Questions)? Career Interest Inventory Community service activities Academic Research

Center Panel: What did I learn? Career Interest Project Community Service Project Academic Research PaperRequired samples include: 1. Evidence of career or education research 2. Evidence of college virtual tour 3. College application (military, apprenticeship acceptance) 4. Scholarship application 5. Job Shadow and/or interviews with field experts 6. Time log (online form) 7. What other pieces might you include?

Required samples include: 1. Scrapbook of photographs from project or slides from a power point. 2. Project time log (online form) 3. What other pieces might you include?

Required sample include: 1. A visual representation of your learning from the project 2. Time log(online form) 3. Other visual representations could include?

Right Panel: How will I apply what I learned?

By completing a college/career interest project, I gained…

By completing a community service project, I gained…

By completing an academic research project, I learned…

Component 4: Presentation

Setting: All presentations will take place in the school commons. The early bird presentation date will be in February, with the final presentation dates taking place during conferences in April. Approximately half of the seniors will present each day. Staff, parents and community members will be walking through all the displays simultaneously.

Format: Each senior will give his/her presentation to a minimum of 3 adults (3 repetitions of the same presentation). The presentation requires you to share information, reflect on your project, and to answer questions from your audience. Each presentation should last approximately 5 minutes and include the following discussion points:

Introduction of yourself Why did I choose this project? Describe your project. I am ready to graduate because… (Share work samples and other artifacts from your

display board). What are my plans after graduation? Include both education and career plans. How do my post-graduation plans connect with what I learned from my project? What have I learned about myself during my time at Yelm High School? My strengths?

My challenges? (this should align with the artifacts placed on your display board) What are my short and long term goals?

Time Frame of Presentation:

1. Introduce yourself and hand the audience member(s) a presentation rubric/checklist 2. Give your presentation to the audience, using your display board as a support. 3-4

minutes 3. Give a brief conclusion about the significant lessons learned from your project. 1-2

minutes 4. Respond to questions from the audience. Audience members will have prompts of

potential question topics. 5. Collect the signed checklist from the audience member(s)

Checkout Procedure after Presentations:

1. At least 3 signed audience checklist from your presentations to the YHS staff member at the checkout table.

2. Sign the senior roster of attendance. 3. Turn in remaining components of High School and Beyond Plan to your counselor.

Presentation Checklist

Evaluator 1 Evaluator 2 Evaluator 3 Skill Presented Not

PresentedPresented Not

Presented Presented Not

PresentedIntroduction of yourself

Why did I choose this project?

Describe your project.

I am ready to graduate because… (Share work samples and other artifacts from your display board).

What are my plans after graduation? Include both education and career plans.

How do my post-graduation plans connect with what I learned from my project?

What have I learned about myself during my time at Yelm High School? My strengths? My challenges?

What are my short and long term goals?

Evaluator Name Please Print

Evaluator Signature

Comments

APPENDIX

Resources and Forms

APPENDIX 1: Prohibited Project Activities

The Culminating Project allows for a wide variety of topic ideas. However, some of the activities students choose to pursue may not be appropriate for district-sponsored programs due to safety concerns. The following activities will not be approved for Culminating Projects:

Air or flight activities: Airplane flying, hang gliding, helicopters, hot air ballooning, parachuting, or skydiving

Motorized races and contests: Auto racing, demolition contests, motorcycles and go-cart races, stunting and tractor pull

Activities involving watercraft over 26 feet in length White water rafting and jet skis: The use of any raft, tube, or other vessel used for

navigating white water streams, and any jet ski or other similar personal watercraft designed to carry two or fewer persons

Water activities: Canoeing, kayaking, wind surfing, power boat racing, private swimming pools, swimming in lakes and rivers, scuba diving, watercraft activities, water skiing, water slides, and water parks

Amusement Park Activities: Bungee jumping, dunk tanks, fairground activities, food eating contests

Animal Activities: Donkey basketball, horse riding, pack animal trips, saddle animals, snake handling, stray domestic animals, birds, uncaged wild animals

Athletics not WIAA approved: High-impact aerobics, archery, martial arts, boxing, mud or Jell-o wrestling, powder puff football, skiing (both snow and water), snowboarding, inline skating, skateboarding, mountain climbing, spelunking, rappelling, extreme snowboarding.

Weapons (and weapon-related) Activities: Use and making of weapons such as firearms, knives, bow and arrows, explosive, paint balling.

Miscellaneous Activities: Activities not permitted under labor laws governing minors, tattoos/body piercing, human experimentation.

If you feel your selected topic puts you in a gray area with the list above, you need to discuss your project with the CP Coordinator and file a permission request with the district risk management team. The district’s decision regarding the safety of any project will be considered final and a student denied permission would need to choose a different topic.

EXAMPLES OF SUCCESSFUL PROJECTS AND PRODUCTS Since we are just beginning this process, these examples are taken from other school districts that already have the culminating project requirement in place. All of these projects were successfully completed. Career Exploration Project

Research and job shadow/interview a museum curator. Work at a local museum as an intern and create a fundraiser for the museum.

Research and job shadow/interview a financial advisor. Develop a mock or real investment portfolio and investment plan by researching finance management.

Research and job shadow/interview a gourmet cook. Study gourmet cooking through research and field experience, learning about the design, preparation, and serving of traditional French cuisine

Research and job shadow/interview a physical therapist. Design and implement a physical therapy program for a cerebral palsy patient

Research and job shadow/interview a photographer. Investigate contemporary photographic styles and techniques and create a portfolio of original works in the “post-modern” tradition.

Community Service Projects

Design and lead your own school-wide workshop on the dangers of drinking and driving.(See ASB advisor for approval)

Study with a community theatre group and produce your own play. Coach a youth soccer team and complete a study in youth and motivation. Research why people commit hate crimes and create a resource guide for the community. Volunteer to work in a retirement home and create an oral history collection of the lives of those

who live there Design a landscape and irrigation plan for a local church or community group. Organize a seminar on eating disorders.

Research Project

Research why people commit hate crimes and create a resource guide for the community. Research and develop a robotics project and participate in a national competition. Research, develop, shoot, edit, and exhibit a video documenting the Islamic experience in

Washington State, focusing on the nature and causes of anti-Muslim discrimination Study the Palestinian Arab-Israeli conflict and write a research paper on barriers to peace Read the major works of Jane Austen and write a research paper on her influence on

English literature Hopefully this list will illustrate the wide variety of project topics students may choose. Students are encouraged to use their imagination and design a project that will be personally meaningful. Note: Students already involved in groups (Eagle Scouts, etc) requiring a major project may be able to adapt their project to meet the CP requirements as well. Students should discuss this possibility with the CP Coordinator during the proposal stage to make certain all YHS requirements would also be met.

APPENDIX 2

Guidelines for Choosing and Working with a Field Expert Field experts are not required as part of the culminating project process. However, having a field expert can potentially be of great benefit to the student by giving him/her an opportunity to work with someone who can offer guidance and advice in the student’s chosen subject. The field expert could be a teacher (past or present), an adult family member, or a community member. Other students or persons under 18 should not be used as a field expert. Since having a field expert is not required, the primary responsibility for finding a qualified field expert lies with the student and his/her family. Students choosing to use a field expert will be required to document that fact, and complete the “Field Expert Agreement” below. Safety Issues: Yelm Community Schools policy may soon require that persons not employed by the school district that work with students must complete a background check if they work with students unsupervised by district personnel. This rule would apply to field experts who are not already employed by the district. Working with a field expert can take many forms. Students may work over the phone or via email. The field expert could meet the student at school, or work elsewhere in the presence of a parent/guardian. Students and parents should be cautious about unsupervised contact with someone not employed by the school district that is not well known to the student or family. Even if a background check has been completed, one-on-one contact between a student and field expert from the community should be avoided. Note: One-on-one contact means in a private or public place with no other people around. For example, a student could work with a field expert in an office environment if there are other workers nearby or in close proximity, but should not work in a private office with only the field expert. Students should have parents/guardians review and approve project activities in the community and activities with the field expert. For safety reasons, students should always be alert to inappropriate behaviors or communications. Students should discontinue contact immediately if they are uncomfortable with anything being said, done, suggested, or implied. When working in the community, students should always inform their parents/guardians:

Where they are meeting (a public place or place of business is advised). Whom they are meeting. How long they plan to meet and when they will return. The purpose for the meeting. What transportation they plan to use. Courtesy Issues:

To establish a positive working relationship with a field expert or any other community member, students should: Set up meetings well ahead of time and then call to confirm immediately before the planned date. Clearly state the purpose when requesting a meeting date/time and always respect others’ busy schedules. Be sure when communicating by email or voice mail to leave complete information. Give people time to respond to messages but follow up when necessary. Be accommodating, polite, and flexible and appreciative.

Other Considerations: While field experts can be a huge benefit, students should be cautious of designing a project that is too dependent on the help of a field expert. The student must complete all project work by the appropriate deadlines. The field expert’s help must be limited to guidance and advice. If a situation should arise where the student and a field expert have agreed to work together but the field expert is unable to meet with the student, the student is still responsible for the project completion. It will be up to the student to discuss the situation with the faculty advisor to decide how to proceed. Some options include: carry on without a field expert; go through the field expert selection process a second time; or to repeat the culminating project the following semester.

Appendix 3 FIELD EXPERT INFORMATION AND GUIDELINES

AND AGREEMENT FORM A field expert is a community member, parent, or teacher who works with a student on the culminating project, providing role modeling, assistance with planning, brainstorming, developing realistic timelines and giving practical guidance on the student’s chosen topic. The field expert should be working in the same field the student is exploring for the culminating project. Time commitment to this project will depend on the nature of the student’s project. Field Expert Duties:

Field experts must give their permission to be a student’s field expert. Field experts not employed by the Yelm Community Schools who will work with students away

from the school must consent to an YCS School Volunteer background check. Field experts may help advise the direction of a project, as they serve as experts in their field.

However, it is not the field expert’s responsibility to do the project for the student. Field experts should be able to help students brainstorm solutions when they run into difficulties

with their project. Field experts should be willing to make themselves available on the agreed upon timeline of

meetings devised by the student and field expert together. Field experts should avoid private one-on-one contact with students unsupervised by either

district personnel or the student’s parent/guardian. Note: One-on-one contact means in a private or public place with no other people around. For example, a student could work with a field expert in an office environment if there are other workers nearby or in close proximity, but should not work in a private office with only the field expert.

Field experts should assist in evaluating the student’s progress on the project—celebrating successes and making suggestions for improvements.

Field experts are encouraged to attend their Culminating Project Presentation. Field experts need to complete the Field Expert Reflection Sheet.

Student Name: _________________________________________________ Field Expert Name (Print)___________________________________________ Place of Business: ________________________________________________ Work address: __________________________________________________ Work phone: _____________________ E-mail: ________________________ Home address: __________________________________________________ Home Phone: ___________________________________________________ I have read and understand the duties and expectations as outlined above and agree to work with the above student as a field expert for this student’s culminating project. Field Expert (Signature): _________________________________ Date_______________

FIELD EXPERT REFLECTION SHEET Yelm High School would like to thank all of the Field Experts for the time, advice, and energy you have contributed to assist our student on their culminating project. We hope this has been a rewarding experience. 1. Would you be willing to be a field expert for another student next year? ____Yes ____ No 2. Are you planning on attending your student’s presentation? ____Yes ____ No 3. How many hours were you directly involved with the student on this project? ___________ 4. Did you see the project at different stages of development/completion or just the finished product? 5. Are you satisfied with the time and effort the student put into the development of this project? 6. What was the most valuable outcome of this project for both of you? Student Name: ___________________________________________________ Field Expert Name (Print)___________________________________________ Place of Business: __________________________________________________ Work address: _____________________________________________________ Work phone: _____________________ E-mail: ________________________ Field Expert (Signature): ___________________________________________ Date: _______________________