rowth esponsibility ccountability iscipline · 2016-10-08 · 7" Graduation Project Spring 2017...

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Wallace Rose Hill High School

Senior Handbook 2016-‐2017

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Wallace Rose Hill High School 602 High School Road Teachey, NC 28464

910-‐285-‐7501

Principal – Mr. MD Guthrie Assistant Principals –Mr. Tim Jenkins & Dr. J. H. Parker, IV

GRAD Project Chairs

Shaula Hardin Amy Powers Sarah Durden

GRAD Project Committee

Rita Baker Julie Davis

Sarah Durden Shannon Gehen Daniel Gunn Shaula Hardin Cory Lovelace Amy Powers Alison Raynor Sumer Savage Robin Scott Mark Stampe Monte Thorne Graham Walker Windall White

Samantha Jo Wilson Christie Wuebbles

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TABLE OF CONTENTS

General Information & Description…..…………………………………………………….……..5 Fall Timeline …………………………………………………………………………………………….…...6 Spring Timeline…………………………………………………………………………….………………..7 Assessment …………………………………………………………………………………………….….….8 Ethics & Community Mentor…………………………………….......................................9 Mentor ………………..………………………………………………………………………………………10 Product…………………………………………………………………………………………………………11 Types of Products………………………………………………………………………………………… 12 Product…………………………………………………………………….………………………………13-‐15 Portfolio……………….……………………………………………………………………………………...16 Reflection……………….…………………………………………………………………………………….17 Presentation…………………………………………………………………………………………………18 Speech Outline………..……………………………………………………….…………………..19 & 20 Presentation & Forms……………………………………………………………………………..…….21

Product Approval ……………………………………….………………..………..………………..22-‐23 Ethical Commitment………………………………………………….…………..……………………..24 Parental Agreement and Release………………………………………………………..………...25 Mentor Forms……………………………………….……………….…………………………….. 26 & 27 Mentor Logs……………………………………………………………………………………….......28-‐30 Mentor Evaluation…………………………………………………..……………………………..……..31 Field Work Log……………………………………………………………………………….................32 Absentee Form………………………………………………………………………………………………33 Photo/Image Consent…………………………………………………………………..……………….34 Audience Verification…………………………………………………………………………………….35 Permission for Personal Service……………………………………………………………………..36 Fundraising and Donation Approval………………………………..…………………………….37 Appeal to the Graduation Project Committee…………………..…………………………..38 Technology Verification……………………………………………………..…………………………39 Sign of Commitment………………………………………….………………………………………….40 Resume’…………………………………………………………………………………………..……41 & 42 Rubrics……………………………………………………………………………….……………..…..…43-‐45 Table of Contents & Final Thoughts………………………………………………………..…….46

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GENERAL INFORMATION

Description

GRAD Project is a Project Based Learning assessment that incorporates the Engineering Design Process and provides seniors an opportunity to apply their skills in writing, speaking, research, and organization. This project displays the abilities students have acquired and honed throughout their education. In addition, the project allows students an opportunity, outside of class, to investigate and integrate their various interests and courses of study.

The project helps students develop skills in the following areas:

Time management Professional communication Research Community awareness Public speaking Self-‐directed learning Organization Responsibility

Components

1. Paper: Completed in English III

2. Product: Based on the research conducted for the paper, students will produce a product that is connected to the research knowledge. This component will be completed outside of class time. The time expectation for this part of the project is 15 hours minimum. Products can be performances, service projects, models, or any challenging application of the students’ research. This will be completed under the guidance of an approved community mentor.

3. Portfolio: All documentation, forms, essays, evidences, and reflections about the entire process are contained in the portfolio. It will be housed in a three-‐ring binder with dividers and sheet protectors.

4. Presentation: The final step to complete the GRAD Project requires the student to give a formal presentation to a small panel consisting of community members and teachers. The student will prepare and give a presentation describing the research, product, and project experience through The Engineering Design Process. The presentation will address what was learned and what the student plans to do as a result of completing the project.

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Timeline

Sophomore Year: Students select topics. This must be approved prior to promotion to a junior primetime.

Junior Year: Research paper. Students will not be promoted to English IV without successfully completing the research paper.

Senior Year: Product, presentation, portfolio. Although Grad Project is not completed in the English IV class, students complete the project based on the semester enrolled in English IV. For example, if a student is taking English IV in the fall, he/she will complete Grad Project first semester.

Graduation Project Fall 2016 Timeline and Due Dates September 16 Community Mentor & Product Approval September 23 Resume’, Ethical Commitment, Parent Release September 30 Product Approval Resubmission/2ndAttempt October 14 Sign of Commitment, 1st Mentor Log October 21 Autobiographical Essay November 4 2nd Mentor Log November 10 1st Product Check November 18 Final Product Check, Reflection Essay & Final Work Log (If the product is not completed by this date, a visit to Mr. Guthrie is mandatory.)

November 22 Final Speech Outline December 1 Portfolio Due (Student will not be allowed to practice presentations if the portfolio is not submitted.)

Dec 5, 6 & 7 Practice Speech Presentations December 8 Graduation Project Presentations

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Graduation Project Spring 2017 Timeline and Due Dates

February 17 Community Mentor & Product Approval February 24 Resume’, Ethical Commitment, Parent Release March 3 Product Approval Resubmission/2nd Attempt March 10 Sign of Commitment, 1st Mentor Log March 17 Autobiographical Essay March 24 2nd Mentor Log April 7 1st Product Check April 24 Final Product Check, Reflection Essay & Final Work Log (If the product is not completed by this date, a visit to Mr. Guthrie is mandatory.)

April 28 Final Speech Outline May 5 Portfolio Due (Student will not be allowed to practice presentations if the portfolio is not submitted.)

May 8, 9 & 10 Practice Speech Presentations May 11 Graduation Project Presentations

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ASSESSMENT

The GRAD Project will be assessed using rubrics based on those created by the North Carolina Department of Instruction. GRAD Project is a graduation requirement at W-‐RH High School. A student must earn a minimum of 70 on the project to be eligible for graduation. Any failing project will have to be reworked from scratch: new topic, new research paper, new product, new presentation. Contact Mr. Guthrie for questions

regarding this policy. Grade Breakdown

Paper 25% -‐-‐-‐-‐-‐-‐-‐-‐-‐ The grade earned junior year will be applied. Product 25% -‐-‐-‐-‐-‐-‐-‐ The product will be graded by faculty and community judges. Presentation 25% -‐ The presentation will be graded by faculty and community judges. Portfolio 25% -‐-‐-‐-‐-‐-‐ The portfolio will be graded by Ms. Hardin . _________________________________________________________________________________________

Judges’ Feedback (Spring 2015) Items for consideration; judges noted the following strengths and weaknesses in students.

STRENGTHS WEAKNESSES

pride in projects **grammar, written and spoken **public speaking nervous and stressed about public speaking

risk taking and leadership too few research facts **confidence weak voice inflection ownership poor communication skills

interest in topics developing timelines **knowledge of topics **public speaking understood expectations **slang; colloquialism

**well-‐prepared too much observation as a product **technology skills unclear speaking voice

punctual elaboration project depth lack of concrete products and/or evidence

professional appearance procrastination motivation inequity in time and work between students

poise enthusiasm honesty

positive attitude **Starred comments were listed eye contact by multiple judges** politeness well versed

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INTEGRITY AND ETHICS Plagiarism, dishonesty, and cheating are unacceptable and have serious consequences.

• Forgery of signatures/ initials or making up information on GRAD Project sign-‐off sheets is dishonest. • Not completing the work as you have agreed to is an ethical issue. Be careful to complete all parts of

the project as approved. If anything changes, complete an Appeal to the GRAD Project Advisory Board form. A copy of this form is available in the forms sections of this packet. These ethical issues can result in a failing grade on the GRAD Project, ISS, suspension or expulsion.

• Each student is to fill out and sign the GRAD Project Ethical Commitment form in the forms section of this packet along with the Parent Release form.

• Be a man/woman of your word; be honest in your dealings with Grad Project.

COMMUNITY MENTOR Students at W-‐RH High School are required to have a community mentor. Working with a mentor is NOT optional and is an integral part of the GRAD Project. Community Mentor: A mentor is any caring person who develops an on-‐going one-‐on-‐one relationship with someone in need. A mentor’s role is similar to encourage, listen, give advice, advocate, share information and experience, and be a positive role model. The community mentor MUST have expertise regarding your topic and/or product choice.

MENTOR DESCRIPTRORS A MENTOR… A MENTOR CANNOT

is knowledgeable in the topic and/or product you have selected

be a relative who lives in the same household

is selected by you, not assigned do the work for you, but may assist you is available to work with you be a WRH HS teacher helps you define the exact product be convicted of a serious crime verifies that the product has been completed and signs the mentor log

can confirm the number of hours you spend working on your project

is at least 21 years of age Note: Procrastination is a key reason for failure when it comes to the mentorship. One of the first things you must do is locate a mentor, meet with him/her, and assure that this person is willing and able to provide the required time and support.

10 Tips for how to go about finding a mentor: Talk to parents, friends, and teachers about mentor possibilities. Other people who may help students locate a mentor include:

o WRH faculty o Employers and co-‐workers o Contacts at church o Contacts through community service organizations o Contacts through athletic organizations o Community business owners o Professional organizations employees o Newspaper staff

STUDENTS: **Ultimately, it is YOUR responsibility to locate a mentor. This may require stepping outside your comfort zone. Don’t procrastinate about finding a mentor; he or she is a priority as you start your work. Until your community mentor is approved, you will not be allowed to continue with Grad Project; however, you will still be penalized for failure to meet deadlines. Working with a mentor:

o Begin by making initial contact. o Explain the overall project goals and product ideas. o Decide how you and your mentor will communicate and work together. o Create a timeline and a schedule o Decide what parts of the product you can work on independently and which parts will require the

assistance of the mentor. o Be considerate, flexible, and respectful. o Professionals are busy people, so be organized to make efficient use of their time. Never use profanity

or slang, and always behave professionally.

NOTICE:

THE PURPOSE OF USING A COMMUNITY MENTOR IS NOT TO MAKE LIFE DIFFICULT.

THE MENTORSHIP IS INTENDED TO FOSTER COMMUNICATION AND BUILD RELATIONSHIPS BETWEEN OUR SCHOOL AND THE COMMUNITY, TO HELP STUDENTS NETWORK AND PRACTICE PROFESSIONAL COMMUNICATION, TO CREATE COMMUNITY AWARENESS AND OWNERSHIP OF THE EDUCATIONAL PROCESS, AND TO ALLOW STUDENTS AND ADULT CITIZENS THE OPPORTUNITY TO GIVE BACK TO THEIR COMMUNITY AND SCHOOL.

THERE ARE MANY PEOPLE IN THE AREA WHO WANT TO HELP AND SUPPORT YOU -‐ PEOPLE WITH THE EXPERIENCE AND KNOWLEDGE TO ASSIST YOU AND THE CARE AND CONCERN TO NURTURE YOU. TAKE FULL ADVANTAGE OF THIS OPPORTUNITY BY SEEKING A QUALITY MENTOR, AND REMEMBER, IT IS NOT ALL ABOUT YOU.

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THE PRODUCT

Purpose • Create a tangible product related to your research. • Reflect applications of:

o Learning o Critical thinking o Problem-‐solving o Teamwork o Personal employability skills such as

! Responsibility ! Persistence ! Independence

Requirements:

• Select, design, and complete by the student. • Reflect a minimum of 15 hours of out-‐of-‐class work. Only time actually committed to the product

counts toward the 15 hour requirement. Time spent filling out paper work, writing, practicing the presentation, or organizing the portfolio cannot be counted toward the product hours. If you only complete the minimum hour requirement, your score for this portion of the product will be considered average and reflected as such on the grading rubric.

• Finish with the collaboration of a mentor. • Document with photographs, videos, logs, letters, receipts, certificates, etc. • Must be short-‐term or long-‐term, personal or public products. • Provide a learning stretch; students may not work on something in which they are already

accomplished unless they can demonstrate how their product is taking them above and beyond what they already know and can already do.

• Approved by a GRAD Project committee at the beginning of the process. • Include step-‐by-‐step proof of product. The end result is not as important as the process a student goes

through to get to the finished product.

Notice: • Products do not require that students spend any money. Many products are service related and serve

the community – for free! • Any costs incurred by the student are by his/her choice and should be discussed very carefully with

parents. • Students must choose a product they are legally allowed to complete. For example, tattooing requires

that all persons be at least 18 years old and licensed. If you will not be 18 prior to your product completion, you will not be allowed to complete such a product.

• Students must be creative with product ideas and cost solutions. The product idea is the student’s responsibility; even if the initial idea is rejected, he/she must revise it to meet specifications. Weak product ideas or laziness in creating original ideas will be no excuse for missing deadlines and no one else’s burden but the student’s. The mentor, teacher, parent, etc. may help with brainstorming, but developing an appropriate product is not their responsibility.

12 Types of Products and Examples: Products generally fall into six major categories; however, students often combine types for a stronger product. Many products do not incur any costs or require the purchase of supplies. The following projects have been successful:

• Physical Artifact o Models, computer programs, fashion clothing, architectural design, pottery, car mechanics,

building furniture. • Written Artifact

o Short story, book of poetry, novelette, journal of reflective essays, cookbooks, or “how-‐to” books.

• Performance-‐Based o Choreography of a dance, music video, magic show, instrumental recital, cooking class, signing,

acting. • Teaching or leadership

o Teach middle-‐school students about eating disorders, coach a little-‐league team, start a tutorial group, teach about drug abuse or gang violence.

• Career-‐Related o Job-‐shadow a police officer and develop a crime prevention program for your school or

neighborhood, observe a teacher and develop a lesson plan and teach a class. • Community Service

o Volunteer at a homeless shelter and organize a food drive, habitat for humanity, organize a recycling program.

Products Cannot Be:

-‐ Job shadowing alone. Students may shadow; however, they must take what they learn on the job and then create something with the information.

-‐ Completed without the advisement of a mentor. -‐ Presentation boards describing the research paper. -‐ PowerPoint presentations or videos. These are not products unto themselves. They may be part of

a presentation used while teaching, but they alone are not a product. Also, unedited videos are not products.

-‐ No brochures accepted. -‐ One cannot change the product!!!!! (Judges will flag your GP if it is different than the one on the

PRODUCT APPROVAL form.) -‐ All classes, workshops, events, etc… must be completed OFF CAMPUS. Students may no longer

teach classes at school. One must learn to make appointments, plan and manage this product.

13 ADDITIONAL PRODUCT PROCEDURES AND INFORMATION: Evidence All work on the product is to be done by the student. Product changes must be approved through the designated process. Products, which do not match the Product Approval Sheet, will be stiffly penalized or not evaluated at all. Documentation throughout the creation of the product is required for the portfolio. Documentation includes:

• Field Work Log -‐ Chart where students record and verify all product hours. The mentor, teacher, or other responsible adult willing to attest to the student’s work may verify hours.

• Mentor Logs: A minimum of two are required to be completed and signed to verify the student met the required meeting times with the mentor. Students are encouraged to meet with their mentors more than three times, but only two are required to be verified with mentor logs.

• Pictures and/or video, extensive journaling, handouts, etc…, documenting the product process. • The actual item created, if your product is physical; however, documentation of progress is also

needed. Be sure that all forms are signed at the time the meetings take place. Do not put the mentor in the position of filling out documentation at the last minute. Products with Special Requirements Medical Field Products Any product involved with medical/psychological/sociological patients must have a clearly stated mentor willing to take responsibility for patient privacy and confidentiality. If a student takes photographs or videos of patients, the patient or their parents/guardians must sign releases. These releases go into the Product section of the portfolio. The student may print the copies needed or request copies from the English IV teacher. Photography Products Any product involving photography will require the printed photos as evidence of the process. These should be placed in the Product section of the portfolio. Job Shadowing Products Watching others work for the entire 15 hours is NOT adequate for Grad Project. Job shadowing must be done in conjunction with some other type of product. For example, Octavia Hicks shadowed with an obstetrician and then created a 3-‐D paper-‐mache’ model of a pregnant stomach revealing all the layers from the outer skin to the fetus. Students incorporating job shadowing will need to take special care to gather evidence to document their experience. Keeping a journal of the experience is one way to document. Again, students who job shadow must take what they have learned and experienced and DO SOMETHING with it. Students may NOT be paid or compensated in any way during their job shadowing hours.

14 Performance or Exhibition Products Products that involve a performance in front of an audience will require audience members to fill out the Audience Verification Form. These forms can be printed from the WRH website or requested from the teacher as needed. Have copies of this form ready to be passed out to the audience BEFORE the performance. After the audience has viewed the performance, have them complete the forms. Collect the forms before the audience leaves. Put these forms in the Product section of the portfolio. Personal Services Products Any student choosing a product involving a personal service such as in the field of cosmetology, barbering, landscaping, etc. must have their clients fill out the Permission Form for Personal Services. These forms can be printed from the WRH website or requested from the teacher as needed. The client’s parent or guardian must sign the form if he/she is under the age of 18. The service performed by the senior may NOT involve chemicals (hair color, perms, etc) or body modifications (piercing, tattoos, etc.). Volunteering Products Students must provide some sort of physical evidence of active participation in the volunteering activity. Some possible types of evidence are: pictures, videos, documented time log, journal log, etc. Video documentation is strongly encouraged for these products. The student should make sure that he/she APPEARS in the pictures/video. Fundraising Products The principal must approve all fundraising. Students MUST show results and receipts of the fundraising. Funds given to WRH should establish an account through Ms. Denise McAllister. Any product involving use of a school facility must have an administrator’s approval. Documentation of approvals must be in the portfolio. Procedure for fundraising projects at school:

1. Submit to the principal and the Grad Committee in writing the following information: a. For whom will you be raising money? b. What will be your activity/event? c. What will your expense be? d. When and where will the event occur?

2. Complete the Product Worksheet and attach the information previously mentioned. 3. Complete the Fundraising Form 4. See the W-‐RH Financial Secretary (Denise McAllister) to open an account for the money you raise.

Also, provide her the contact information for the organization. 5. Turn money in daily. DO NOT hold any money for any length of time. 6. Check with the advisor or mentor; he or she must be willing to attend your event. 7. Fundraising products cannot be done at the last minute due to the permissions one must attain from

administration and possibly the Board of Education.

15 Teaching Products Any product involving teaching a class must include the following:

• Your class must contain at least 10 people and be taught OFF CAMPUS. • Lesson plans must be completed for each teaching session. Use a five or six step lesson plan. • Maintain a notebook/folder of handouts, activities for each lesson, and student work samples. • Provide evidence in the form of pictures, videos, work samples, journaling, etc. • If you photograph students, be sure release forms are completed. • Complete at least one group activity during the teaching sessions.

Coaching Products Any product involving coaching must meet the following criteria:

• Must have a clearly identified audience to coach, a specific team or group must be identified. Groups or teams of fewer than 10 are not allowed.

• Must have a well-‐written practice plan for each coaching session containing specific techniques or drills. These plans need to explain in detail how each session will improve the individual’s or team’s performance. There needs to be pre-‐and post-‐ standard measurement. This can be done by measuring timings, counting completed tasks, or videos of improved performance.

• If you photograph participants, be sure release forms are completed. • There must be an obvious LEARNING STRETCH (Going from player to coach is not a sufficient learning

stretch.) You need to coach in areas you are not as familiar. For example, if you are an offensive player, then you need to learn defensive techniques or drills and demonstrate your teaching of these areas.

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THE PORTFOLIO The portfolio is the paper trail of Grad Project. It will house all documents and evidence. Portfolios will be available for the panel of judges to review before each presentation; therefore, it is imperative that students put forward their best effort in every aspect of the portfolio. Remember, first impressions count! Portfolio Basics

o White three-‐ring binder with plastic sleeve on the cover. o Format and appearance should be neat and orderly. o Organize using the table of contents provided by Ms. Hardin; page numbers are not required. o Forms and content must meet the requirements of the portfolio. o Demonstrate depth in academic and personal growth. o Provide insight into how the student has anticipated and dealt with challenges/changes. o Employ technology. o Include dividers and all papers inside separate sheet protectors. o Place Sign of Commitment within the cover of the binder. o Save copies of all materials. ALL work is typed and forms filled out in ink.

Portfolio Contents & Table of Contents

o Sign of Commitment on the cover of the portfolio o Autobiographical Essay o Resume’ o Ethical Commitment o Parental Release o Final Reflective Essay

DIVIDER – Research o Research Paper from junior year o A clean copy of the paper is preferable; be sure to include the Works Cited Page DIVIDER – Product o Product Approval worksheet o Copy of any appeals and responses (not all students will have these) o Work Log o Evidence of Product (pictures, surveys, letters from participants, etc.) o Additional forms if required due to the nature of the product: Audience Verification, Photo Consent,

Personal Service, Fundraising form, etc. DIVIDER – Mentorship

o Mentor Registration Form o Mentor Commitment Form o Mentor Logs – one for each visit with the mentor, minimum 2 o Evaluation Form DIVIDER – Presentation o Presentation Outline This outline is not a PowerPoint Outline. This outline is a sentence outline

constructed using MLA format and including all the information provided in the presentation section including the Engineering Design Process. Students will be developing this outline throughout the semester.

o Printed copy of Power Point Presentation with Engineering Design Process o Technology Check Verification

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Final Reflection

For GRAD Project, students will be writing one extensive final reflective essay.

o Must be typed in Times New Roman, 12 point font, double spaced, with one inch margins on all four sides.

o Must be at least two pages in length. o Failure to adhere to formatting guidelines will result in a grade deduction and required revision. o Use an MLA heading on the reflections.

An MLA heading begins on the first available line of the paper, is left justified, and double-‐spaced. It includes student’s name, the course name (for this please put – Graduation Project), teacher’s name, and the date. Center the title on the next available line. Do not put additional space between the heading, title, and start of the reflection. Example of the MLA heading format:

James Smith

Graduation Project

S. Hardin

12 February 2016

(Title) Final Reflection

……………………………………………………………………………….. FINAL REFLECTION

In this essay you will address all of the following questions. The paragraphs in the essay should be detailed. Use specific details, examples, and anecdotes from your GRAD Project experience. 1. What were the best moments of the entire process? What were the worst moments of the entire process? 2. How has GRAD Project affected the way you approach work, deal with people, or present yourself in public? 3. What would you change if you could do this again? 4. What advice do you have for next year’s seniors? 5. Which aspect of GRAD Project process stretched you the most? How did you react to this challenge? How do

you feel now that it is over? 6. Has this experience influenced your future planning in terms of work, education, or the development of

personal interests? 7. In what way(s) has GRAD Project changed your concept of yourself? Are you more confident of your abilities?

Are you more focused and directed? Are you more willing to take a risk? Has it raised more questions than given answers?

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PRESENTATION

Requirements: • 7-‐10 minutes; uninterrupted student presentation. • 4-‐5 minutes of follow-‐up questions (These are questions asked by the judges and are

not included in the required time allotment.) • Contain some form of audio/visual technology component

EXAMPLES o Power Point Presentation, Prezi o Video o Pictorial Slide Show

• Thorough examination of the product through the Engineering Design Process is expected. Students should focus on:

o ASK – What is the product? What can be done? Describe. o IMAGINE – Brainstorm ideas. How will you solve? Goals? o PLAN – Process. Materials. Plan of Action. Steps. Diagram. o CREATE – Follow plan. Make it. Final evidence. Complete product. o IMPROVE – Successes. Failures. Modify. Self Reflection. o Hours spent on the product. Working with a mentor.

• Products and/or proof of products must be brought to the presentation. • Formal business/professional attire. • Students must have successfully completed the research paper, portfolio, and product

prior to the presentation. ORGANAZATION OF THE FINAL SPEECH Complete using MLA format; this should be a thorough sentence outline, basically your script for the presentation. Add in A’s, B’s, 1’s, 2’s, 3’s, etc. where needed depending on the amount of information shared.

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Speech Outline

I. Introduction

A. Introduce yourself

B. Define the topic

C. Hook (30 second video imbedded within the Prezi

II. Project Idea (ASK & IMAGINE) How did you develop your project idea? What did you set as your ending goal? Yes, one of your goals was to finish the project so you could graduate, but what else did you set out to accomplish with your topic? Did you want to explore a possible career? Did you want to help your local community? Did you want to give awareness to your peers about an issue? Did you want to learn a new skill?

A. Why did you choose this category/subject/idea? B. Career, Hobby, Family, Interest

III. Community Mentor (PLAN) A. How did you find this person? B. What is his/her area of expertise? C. How did that person help you to be successful?

IV. Changes (PLAN) If there were changes in your project, tell the highlights of your original plan and what you had to do to modify it as the project developed. **If your project is what you proposed in the beginning you do not need to address this point, but if you had to make changes from your original idea, explain those changes to the judges and why they were necessary.

V. Research (PLAN)

Discuss your research. Present your thesis and discuss your main points. What are some of the things you learned about your topic during this process that you found especially meaningful or interesting? **Last year’s judges wanted more research facts presented. You did the work, so be sure to share some of it with the judges. Explain how your research paper connects to your final product. For example, in my paper I wrote about animal abuse and for my product I volunteered at the humane society where I worked with and observed abused animals. I was able to see some of the situations I wrote about first hand while completing my product.

A. Thesis B. Fact/Stat C. Fact/Stat D. Research tie in with product

VI. Skil ls and Knowledge

What skills did you already have that would lead toward a successful project? What knowledge did you need to gain to be successful? A. Possessed/Knew B. Learned/Gained

VII. Product (CREATE) Do not neglect this portion or rush through it; the judges are grading your product. They must fully understand what you did, otherwise, your grade will likely suffer in this category. It is not the judges’ responsibility to figure out what your product is; it is YOUR responsibility to make sure the judges clearly understand what the actual product was. (CREATE)

A. What is it? – Explain it, describe it, and sell it to the judges. They must be convinced you did an appropriate product. B. Explain the process of completing your project (beginning, middle, end).

1. 2. 3.

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C. How much time did you spend working on your product (REMEMBER, YOU SHOULD HAVE AT LEAST 15 HOURS OF PRODUCT WORK). Explain how your time was spent.

D. Explain how this product was a learning stretch for you; how did it take you above and beyond what you already knew and could already do?

VII I . Learned ( IMPROVE) What have you learned from doing the product?

A. You can discuss what you learned about your topic and what you learned about yourself. B. What did you do well and what could you have done better?

THE JUDGES DO NOT WANT TO HEAR ABOUT PROCRASTINATION. Once a judge actually commented, “Alright already, we get it…” THEY ARE TIRED OF HEARING ABOUT IT!

IX. Closing

What can you tell the audience about the GRAD Project experience for you? Was it good, bad, interesting, stressful, challenging, rewarding, etc. Be sure to provide details that support your description; why was it good, bad, etc.? (Try to be positive at this point; do not end it with negativity.) A. Advice B. Thanks C. Acknowledge judges

X. Quote & Explanation Pick a quote to sum up your experience or what you learned. Use correct quotations and provide the name of the person. Open the floor to questions. A. Quote B. Tie the quote into your experience

**Before you leave be sure to thank the judges for their time.

**As you refine your Power Point/Prezi, be sure to include main points and the Engineering Design Process. For example, don’t just have a slide that says, “What did I learn?” You can title that slide, “Lessons Learned” but give some points that reflect what you are discussing. Example: Lessons Learned

• Nursing is not for me (then verbally elaborate). • Time management is important (then verbally elaborate). • Public speaking is not as scary as I once thought (then verbally elaborate)

**People love to see you in action, so use pictures when possible to enhance your presentation. PRESENTATION GUIDELINES AND TIPS

1. You will receive your presentation room assignment several days prior to the presentation date. It is YOUR responsibility to visit the classroom and test your technology prior to the presentation day.

2. Professional dress is required. You may wear apparel that matches your topic if it is necessary for your presentation. For instance, if you are performing a dance, you would wear a dance costume.

3. First impressions count, so be organized and have all materials ready. 4. Introduce yourself to the judges. 5. Do not chew gum. 6. Maintain eye contact, look around, and smile occasionally. 7. Do not read your presentation from the screen or note cards. These tools are intended to help keep you on

track, but under no circumstances should you be reading your presentation. 8. If the judges did not take your letters before entering the room, pass one out to each judge. 9. Practice, practice, practice. There is no substitution for preparation. 10. Try to anticipate and prepare for judges’ questions.

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11. Speak formally, and avoid colloquialisms, slang, and improper grammar. THIS HAS BEEN A PARTICULAR AREA OF CRITICISM FROM THE JUDGES in recent years. The adults of our community want to know that you can speak intelligently and appropriately in a formal setting.

12. Also, avoid the following words and phrases: a. “and stuff” b. “you know” c. “I guess” d. “and all of that” e. I “did” French cooking f. “um” “uh” g. “Yeah”

Practice Questions:

1. Why was this topic important to you? 2. What were your best and worst moments of the entire process? 3. If you could change one thing about your product, what would you change and why? 4. How has the project been a learning stretch? 5. What advice would you offer future seniors? 6. What resources helped you the most? 7. What are some problems you encountered and how did you handle these problems? 8. Does your topic relate to your career goals? If not, what are your career goals? 9. Now that it is all over, how do you feel about Grad Project and what you have accomplished? 10. What was the most interesting or shocking fact you learned about when doing your research? 11. What unexpected lessons did you learn along the way?

FORMS

Required forms for all students Product Approval Worksheet Ethical Commitment Parental Release Mentor Registration Form Mentor Commitment Form Mentor Logs (minimum 2) Field Work Log Evaluation Form Technology Check Additional forms for specific products or issues (These forms are available from the teacher as needed) Audience Verification Absentee (must be completed prior to the absence) Permission to be a Subject for Personal Service Appeal to the Graduation Project Committee Photograph/Image Usage Consent Fundraising/Donations Form

**All forms must be completed in blue or black ink. No forms (including signatures) will be accepted.

22 Wallace Rose Hill High School Graduation Project PRODUCT APPROVAL WORKSHEET

Name_______________ (Must be typed or completed in pen)

1. GRAD Project Topic ___________________________________________________________________ 2. Research Paper Thesis: ____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________ 3. Product: Describe the product you wish to complete for the GRAD Project. Be specific and thorough. ____________________________________________________________________________________________________________________________________________________

__________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________ 4. Which of the following categories apply to your product; include a brief explanation. (Check and explain all that apply)

____ Learning ______________________________________________________________________ ____ Teaching/Leading/Coaching_______________________________________________________ ____ Fundraising ____________________________________________________________________ ____ Volunteering ___________________________________________________________________ ____ Making/building/creating _________________________________________________________ ____ Job Shadowing __________________________________________________________________ ____ Other _________________________________________________________________________

5. What evidence will you provide to substantiate your product? Will you use photos, video, participant forms, journals, etc. The process of all products must be documented. ________________________________________________________________________________________________________________________________________________________________________

6. Your GRAD Project must demonstrate a learning stretch. What will be new and challenging for you in regards to your product? ________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________

7. I estimate the total cost of this project to be $_______________. I have reviewed my child’s proposal, and approve of his product choice. PARENT SIGNATURE _______________________________________________ DATE _______________

CONTINUED ON NEXT PAGE

23 FOR COMMITTEE USE ONLY ______ PRODUCT APPROVED AS IS ______PRODUCT APPROVED WITH SPECIAL CONDITIONS (See below) ______ PRODUCT NOT APPROVED Reasons for disapproval: ____ Connection between paper and product is not clear ____ Product does not follow W-‐RH guidelines ____ Learning stretch is not clear ____ Product is similar to one already part of the curriculum ____ Product is unclear ____ Too simple; does not represent a reasonable challenge ____ Other: _______________________________________________________________________ Suggested modifications: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ Approval with special conditions Although your proposal has been accepted, you will need to make sure you: ___ include lesson plans for the lessons you teach ___ appropriately edit the video tape of your product ___ work with an approved food service institution ___ follow all county protocol for fundraising – consult the financial secretary ___follow the guidelines for your product as outlined in the handbook. COMMITTEE MEMBER SIGNATURE ________________________________________ DATE_______________

END OF PRODUCT APPROVAL WORKSHEET

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Wallace Rose Hill High School Graduation Project ETHICAL COMMITMENT

STUDENT NAME (print) ___________________________________________________________________ Ethics -‐ morals or principles of right and wrong behavior Integrity – honesty; soundness of moral character The administration and faculty of Wallace-‐Rose Hill High School are dedicated not only to academics but also to fostering integrity among students, the future leaders and citizens of our community. As such, we believe that students should be encouraged to recognize, understand, and practice ethical behavior in all their endeavors. This guide is intended to help students recognize and avoid unethical behavior and guide them to acceptable conduct as they complete their GRAD Project. Please read and sign the following ethical commitment: “As a participant in the Wallace-‐Rose Hill High School GRAD Project, I pledge to adhere to the following as a demonstration of my honor and integrity. I understand that if I fail to adhere to these standards, I will be ineligible to successfully complete the Grad Project. I also understand that Grad Project is a graduation requirement at W-‐RH High School.”

" I will complete all the work necessary for the project myself. " I will adhere to all requirements and complete the product approved by the project committee. If

changes are made, I will complete the necessary forms and attain approval from the committee prior to beginning work.

" I will not buy or falsify the completion of a product. " I will not exaggerate or misrepresent my project in any way. " I will collect accurate verifications on all the work requiring signatures. " I will not forge any verification documents or project hours. " I will faithfully complete a minimum of fifteen product hours. " I will work with an approved community mentor. " I will meet regularly with my teacher advisor to discuss my project.

____________________________________ ____________ ____________________ Student Signature Date Parent/Guardian Pledge: I have read the above expectations, and I will encourage and help my child uphold his or her ethical commitment to the GRAD Project. ____________________________________ ___________ ____________________ Parent Signature Date

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Wallace Rose Hill High School Graduation Project PARENT ACKNOWLEDGEMENT AND RELEASE

Student Name: (print) _________________________________________________________________ Project Topic: _______________________________________________________________________ Dear Parents: The purpose of the GRAD Project is to give students an opportunity to integrate knowledge from across the curriculum and exhibit the skills they have acquired throughout their educational journey. The project allows students to explore a topic of their choice and apply their knowledge by creating, serving, or experiencing something new. Please understand that although the project is housed in the English department, it is a school project not an English project. Your support and participation in this endeavor is invaluable. Please familiarize yourself with your child’s topic and product choice and the expectations listed below; check each box as you read and sign at the bottom.

" I have read the proposal and approve of the product chosen by my child. " Seniors are responsible for obtaining and working with a community mentor. " The product must demonstrate a learning stretch, going above and beyond the student’s current

knowledge and experience. " W-‐RH HS is not responsible for transportation or expenses associated with GRAD Project. " The product portion of the project requires a minimum of 15 documented activity hours. These hours

are to be completed after school, on weekends, or over breaks. " W-‐RH HS is not responsible for any injury received by the student during the course of the GRAD

Project fieldwork and/or product work. " The product may be a physical product, written product, performance, teacher or leadership

experience, physical experience, and service-‐based or career related product. Job shadowing alone is not a sufficient product; it must be incorporated with one of the previously listed product forms.

" The product must be approved by the GRAD Project committee and completed as approved. Any changes in the product must be submitted for approval prior to beginning the work. Not completing the approved product is an ethical violation.

" This project is not only a test of skill but integrity; plagiarism, forgery, cheating, or any form of dishonesty will result in failure of the project and forfeiture of graduation.

" The product must be completed independently under the advisement of a teacher advisor and community mentor

. Please complete the following: Parent or Guardian Name (Please Print): _____________________________________________________ Home Phone: _________________ Work Phone: ___________________ Cell Phone: _________________ Email: _________________________________________________________________________________ Signature: ______________________________________________Date___________________________

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Wallace Rose Hill High School Graduation Project MENTOR FORM (Page 1: To be completed by the student)

Working with a mentor is NOT optional. It is your responsibility to find your mentor. Student Name: ____________________________________________________________________________ GRAD Project Topic _________________________________________________________________________

COMMUNITY MENTOR INFORMATION

Mentor’s Name: ____________________________________________________________________________ Mailing Address: ____________________________________________________________________________ City/State/Zip: ______________________________________________________________________________ Home Phone: ______________________________ Work Phone: _______________________________ Cell Phone: _______________________________ Email Address ______________________________________________________________________________ Occupation, Position, and/or Title: ____________________________________________________________ **If available, attach your mentor’s business card at the bottom right of the page. Answer the following questions with complete, articulate sentences.

1. How did you find your mentor?

2. In what field is your mentor an expert?

3. Describe your mentor’s expertise and how you will benefit from working with this mentor.

4. Have you known this person prior to beginning GRAD Project? Is so, how?

MENTOR CHECKLIST: Please review and check the following criteria to assure your selected mentor qualifies. ___ My proposed mentor is not a relative. ___ My mentor is at least 21 years of age. ___ My mentor has not been convicted of any serious crimes. ___ My mentor has expertise in my topic and/or product. ___ My mentor is not a WRH HS teacher. ___ My mentor is accessible to me.

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Wallace Rose Hill High School Graduation Project MENTOR COMMITMENT FORM (To be completed by the mentor)

Part 1: Contact Information Mentor’s Name _________________________________________________________________________ Mentor’s Address ________________________________________________________________________ City: _________________________________ State ______________ Zip ________________ Mentor’s Phone Numbers: (Work) ___________________ (Home) _____________________ (Cell) ______________________ (Email)___________________________________________ Part 2: Project Information I have agreed to mentor _______________________________________during the Grad Project Process. The student’s research topic is ______________________________________________. The student’ physical product will be__________________________________________. Part 3: Background Describe your qualifications for serving as a mentor for this topic:__________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Describe your previous knowledge or experience with this student: _______________________________________________________________________________________ _______________________________________________________________________________________ Part 4: Commitment Agreement I will help this student in the following way(s): ____ assist with information and resource location ____ provide facilities in which the student may work on his/her product ____ guide in the completion of the product ____ assist with problem-‐solving ____provide constructive feedback throughout the project ____ verify successful completion of a valid product that represents a “learning stretch” ____ verify hours when the student works under my supervision ____ other ________________________________________________________ Part 5: Verifying Signature I __________________________________ have never been convicted of any crime other than a minor traffic violation, and I am not a relative or guardian of this student. Mentor Signature ___________________________________Date____________________

Part 6: Parent Signature I approve of my child being mentored for Graduation Project by the aforementioned community mentor. Parent Signature___________________________________Date_____________________

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Wallace Rose Hill High School Graduation Project MENTOR LOG

Students must document four contacts with the mentor and should present a log sheet to his/her mentor at each visit. The log should be completed by the mentor in the mentor’s handwriting and signed.

Student: _________________________________________ Date: _______________________________

Student arrived at ____________________ and left at _____________________.

Total time spent with mentor: __________

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

Mentor, please comment on the following categories:

1. Type of work completed by the student today: _____ interviewed mentor _____ observed mentor _____ practiced skills with mentor _____ worked on the creation of the product _____ other, describe: _______________________________________________________________

2. Rank the student’s use of time today: Poor Average Good 1 2 3 4 5

3. Rank the student’s punctuality and professional demeanor. Poor Average Good

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4. What are the goals for the next visit?

5. What do you expect the student to do before the next visit with you?

Additional comment or concerns:

Mentor Signature ______________________________________________________________

Student Signature ______________________________________________________________

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Wallace Rose Hill High School Graduation Project MENTOR LOG


Student: _________________________________________ Date: _______________________________



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MENTOR LOG


Student: _________________________________________ Date: _______________________________



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rowth esponsibility ccountability iscipline · 2016-10-08 · 7" Graduation Project Spring 2017...

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