w w w . c m s . k1 2 . n c . u s / c m s d e p a r t m e n...

www.cms.k12.nc.us/cmsdepartments/ci/grad-project

Every Child. Every Day. For a Better Tomorrow.

http://www.cms.k12.nc.us/cmsdepartments/ci/grad-project

The Graduation Project: Myers Park High School (A CMS School) 1

The Graduation Project Student Handbook -A CHARLOTTE-MECKLENBURG SCHOOLS GRADUATION REQUIREMENT-

TABLE OF CONTENTS The Graduation Project: Overview & General Information

Description of the Graduation Project……………………………………………………………... Roles & Responsibilities………………………………………………………………………….... Contact Information………………………………………………………………………………... Modifications/Accommodations…………………………………………………………………...

2-3 3-4 4 5

The Graduation Paper & Research Process: Junior Year (11th Grade)

Requirements of the Paper…………………………………………………………………………. Rubric for Paper……………………………………………………………………………………. Topic Selection: A Guide…………………………………………………………………………... Topic Permission Form*.................................................................................................................... Annotated Bibliography*................................................................................................................... Graphics in the Paper: A Guide……………………………………………………......................... Writing Process: Checklists & Support…………………………………………………………..... Submitting the Paper……………………………………………………………………………….. Self-Evaluation & Teacher Sign-off*................................................................................................ Score Conversion Chart…………………………………………………………………………….

5-6 7 8-11 12 13-14 14-17 18-19 20 21 22

The Service Learning Experience: Senior Year (12th Grade)

Modified Research Assignment……………………………………………………………………. The Service Learning Experience General Information & Overview of the SLE…………………………………………………….... SLE Approval Form*........................................................................................................................ Requirements Checklist……………………………………………………………......................... SLE Log*........................................................................................................................................... Self-Evaluation*................................................................................................................................. SLE Evaluation Form (Optional)…………………………………………………………………. Rubric for the SLE…………………………………………………………………………………. The Presentation Overview & Tips………………………………………………………………………………….... Letter to the Review Board*………………………………………………...................................... Presentation Checklist……………………………………………………………………………... Self-Evaluation (optional).................................................................................................................. Rubric………………………………………………………………………………………………. The Portfolio Guidelines and Required Documentation…………………………………...................................... Graduation Project Reflection…………………………………………………………………….... Auditor Checklist for Portfolio……………………………………………………………………. Rubric………………………………………………………………………………………………. Score Calculation and Conversion……………………………………………….........................

13-14 23 24 24 25 26 27 28 29-30 31 32 33 34 35 36 37 38 39

*Required for Portfolio and made available on teacher’s Canvas site.


Graduation Project: Description This culminating project for CMS students is meant to provide all students a venue to showcase the accumulated

learning and skills they have acquired over the course of their academic career. Each project is individualized by

the student’s choices and expression of learning. It is fully aligned to the Strategic Plan 2018.

The Graduation Project demands:

● Creativity ● Research ● Problem- Solving

● Global Awareness

● Responsibility ● Leadership ● Innovation ● Collaboration

The Graduation Project has been revised to allow each student to broaden their knowledge about a particular,

self-selected global or community issue and apply their knowledge and skills in the completion of a service learning

experience directly related to their chosen issue in our own community.

The information included in the Graduation Project manual will help students frame their work, and can answer

many questions about the project itself. For more information about service learning, please access CMS Serves at

http://serves.cmslearns.org.

http://serves.cmslearns.org/



The Four Components of the Graduation Project

Component Purpose General Requirements

I. The Research Paper *Note: this component is a prerequisite to all other components. Students without a research paper will be required to completed the Modified Research Assignment

To show knowledge has been gained & student is able to analyze, apply, synthesize content

● Completed Topic Permission Form ● Minimum of five (5) sources ● Minimum of one (1) primary source ● Completed Annotated Bibliography ● Avoid use of encyclopedia and reference texts

(i.e., Wikipedia) ● MLA Handbook followed for citations ● Works cited page ● 6-8 pages in length ● Completed Reflection

II. Service Learning Experience To apply knowledge gained to extend the research to meaningfully engage community / broaden awareness

● Minimum of 15 direct, focused hours towards outreach of researched issue

● Documentation of service, work (“Artifacts”) ● Money spent on SLE and/or artifact(s)will

NOT impact overall score ● Reflection

III. The Presentation To share experience and demonstrate appropriate public-speaking skills

● 5-6 minute presentation, followed by a Question & Answer session with Review Board

● Address: ○ Research ○ SLE

● Compose a letter to the Review Board ● Reflection

IV. The Portfolio To compile ample, satisfactory evidence of completion and progress through the Graduation Project experience.

● Required documents (consult section for further information)

● Subject to audits by a Review Board

A Review Board will complete evaluation of the oral presentation.

The Graduation Project: Roles & Responsibilities:

Role Basic Responsibilities

Student 1. Selecting a viable and compelling issue to research 2. Successfully completing all components of the Graduation Project: research paper, portfolio,

SLE, and oral presentation 3. Working on the culminating project independently, unless otherwise approved 4. Submitting all paperwork and documentation by designated deadlines 5. Seeking advice and assistance when needed 6. Maintaining timelines and documentation of completed tasks 7. Identifying and maintaining regular contact with the English teacher and a mentor (optional),


as the Graduation Project is created and developed 8. Using a variety of communication techniques (electronic, written, verbal), such as the letter of

intent, interviews, phone calls, and electronic communication, as project work progresses 9. Researching and writing a paper on a focused issue that addresses the specified guidelines 10. Completing and documenting verifiable work (outside the regular school day) on the SLE 11. Preparing a portfolio documenting work completed and making the portfolio available for the

Review Board during the Presentation . 12. Presenting to the Review Board

Teacher 1. Aide in selection and narrowing of a topic for research 2. Approval of the research issue 3. Support and documentation of research process 4. Revision and editing of written components (paper, letter to Review Board) 5. Approval of the service learning experience 6. Completion of all applicable progress checks, documentation logs of service hours,

notification of parents, and selection of mentor (option) 7. Completion of the student log of activities 8. Assessment of applicable components

Mentor (Optional for Student)

1. Allocates time and makes arrangements to work with the student on the project components 2. Provides suggestions and advice on project components (i.e., sharing resources, providing

interviews) as a support and resource to student 3. Provides accurate, honest verification of student’s work 4. Signs and returns all required documentation

Anyone from the community not directly related to the student who is 21 years of age or older that has a background on the student’s chosen topic or is considered to be an expert in the field the student is researching for the project may serve as a graduation project mentor.

Mentors who are not CMS employees must submit an application and be approved to volunteer by the Office of Strategic Partnerships. Mentors must also consent to a background check. Ideally, students should select their own mentors. Mentors should have an expertise or background in the student’s topic that will assist the student in the successful completion of the Graduation Project. Additional information about the role of mentor can be accessed on the district website.

The Graduation Project: Contact Information

Junior Year (11th Grade) Teachers

Ms. M. Callahan ([email protected]) Ms. Lee ([email protected])

Ms. Hefner ([email protected]) Ms. Mathers ([email protected])

Mr. Jenkins ([email protected]) Mr. O’Donnell ([email protected])

Senior Year (12th Grade) Teachers

Ms. Cates ([email protected]) Mr. O’Donnell ([email protected])

Mrs. Mitchell ([email protected]) Ms. M. Callahan ([email protected])

Graduation Project Coordinator

Ms. Jessica Lee ([email protected])

Interested in being a mentor to students at Myers Park? http://bit.ly/GPMentor

mailto:[email protected]

http://bit.ly/GPMentor


The Graduation Project: Accommodations and Modifications

Accommodations: Accommodations are adjustments to assignments that are required by law for students who have documented needs, have been assessed, and have the appropriate paperwork filed in the school system. Schools should

follow federal and state guidelines for giving accommodations.

• IEP/ 504: Any accommodations the student receives on an individualized education plan are expected to be given for Graduation Project. This means that if the student receives extra time or shortened assignments, those same accommodations are applied to Graduation Project. The school staff will make adjustments to the Graduation Project requirements accordingly. Note: The deadlines for submissions and presentations are not subject to modification, but the process and requirements can be modified according to a student’s 504 plan or IEP.

• ELL: Similar accommodations are given to documented ELL students. The most common are bilingual dictionaries, extra time on assignments and shortened assignments.

Modifications: Special circumstances may necessitate modifications to the Graduation Project. There is greater flexibility when modifying an assignment based on student need. Myers Park High School will use modifications as appropriate. Some common examples follow.

● Late Enrollment: Eligible for modification ● ELL: Eligible for modifications ● Illness: Students who miss presentations due to documented illness may be rescheduled. Students who are

homebound may present to one qualified and trained judge, usually a homebound teacher. ● Exchange Students: Eligible for modifications

The Graduation Project: Requirements for Research Paper

Academic Integrity/Plagiarism All work completed for the Graduation Project must be a student’s own work and must represent his/her best effort. Students who purchased and/or copied any portion of their research paper will receive a zero (0) on the paper and will be required to complete a paper on a new topic in order to be allowed to complete the three Graduation Project components in their senior year.

Research papers, artifacts, and visuals completed for the Graduation Project must be correctly and accurately documented. Any information that is not the student’s own knowledge must be correctly cited. Direct quotations must be in quotation marks and their source must be placed in internal citations. Paraphrasing or summarizing must be completely in the student’s own style of writing and must also have its source placed in internal citations.

Any flagrant evidence of plagiarism will result in a grade of zero.


General Requirements:

1. The paper must be argumentative, with a specific stance on an issue supported with research 2. Each paper must cite a minimum of five different sources that are authoritative and current. Encyclopedias and other general resources are not acceptable, including technological reference bundles. Students should strive for variety and balance by using print, online, interviews, digital media, and other reliable sources for information. Research should take a variety of forms, primary and secondary, traditional and non-traditional. Students should tailor their research to their topic to ensure a reasonable balance of sources. 3. Sources should include at least one primary source. Students whose primary sources are individuals should explain in the text the person’s expertise. NOTE: Students should identify primary sources with bold-faced type in the list of works cited. 4. Papers should be approximately six (6) to eight (8) pages of text. 5. The thesis statement should be in bold-faced type. A thesis statement is a short statement that summarizes the main claim of the research paper, and is developed, supported, and explained in the text by means of examples and evidence. 6. Students should learn to evaluate research in terms of validity and possible bias. This examination is especially important when students are using online sources

7. Students should not rely solely on online sources. 8. Students must carefully document all research information that they cite in their papers. This should include parenthetical documentation within the paper and a list of works cited at the end of the paper (in MLA format) 9. Students should understand research ethics and the serious consequences of plagiarism. 10. Students should create and integrate a student-generated graphic in their paper 11. Students should acknowledge counterpoints in their presentation of the research. The treatment of the counterpoint should serve to broaden the knowledge base and strengthen their claim. 12. Students should not choose a topic in which they are already an expert. If a student is a Type I diabetic, has interned with the Juvenile Diabetes Association, and has already done research regarding treatment and support, then the Graduation Project won’t serve a larger purpose. 13. Students should be especially careful if selecting a topic that has personal or emotional connections. The Research Paper should remain professional and unbiased in terms of language and style, and an intensely personal topic could potentially counteract that.


The Graduation Project: The Paper (Rubric)

Points Distinguished (4) Effective (3) Ineffective (2) Unsatisfactory (1) No Score (0)

Argumentative Structure / Style

Presents skillful, insightful, focused thesis statement

Presents thesis statement with effective insight, focus

Presents thesis statement with limited insight, focus

Presents a thesis statement that is disjointed, implicit

Presents no thesis statement (or no insight and focus)

Exemplary synthesis of ideas, provides multiple perspectives that draw strong, clear connections between thesis and claims.

Effective synthesis of ideas, providing multiple perspectives that draw connections between thesis and claims.

Uneven synthesis of ideas, providing some limited perspectives that draw insufficient connections between thesis and claims.

Limited synthesis of ideas, providing limited perspectives throughout that draw insufficient connections between thesis and claims.

Does not synthesize ideas or provide multiple perspectives, shows limited understanding of connections between thesis and claims.

Demonstrates exceptional selection of supporting information, including a primary source, clearly relevant to thesis and claims.

Demonstrates effective selection of supporting information, including a primary source, clearly relevant to thesis and claims.

Demonstrates selection of supporting information, including a primary source, relevant to thesis and claims.

Minimal use of supporting information, including a primary source, relevant to thesis and claims.

No use of a primary source.

Masterfully balances use of quotations, paraphrasing, and summary.

Effectively balances use of quotations, paraphrasing, and summary.

Uneven use of quotations, paraphrasing, and summary.

Insufficient balance of quotations, paraphrasing, summary.

Does not incorporate use of quotations, paraphrasing, and summary.

Demonstrates flawless use of MLA format (including pagination, citations, sources).

Demonstrates effective, appropriate use of MLA format (including pagination, citations, sources).

Demonstrates uneven use of MLA format (including pagination, citations, sources).

Demonstrates flawed use of MLA format (including pagination, citations, sources)

Does not use MLA format within paper (in pagination, citations, sources)

Seamlessly integrates student-generated visual (chart, diagram, picture, etc.) to enhance, emphasize important content

Effectively integrates student-generated visual (chart, diagram, picture, etc.) to emphasize important content

Integrates student-generated visual (chart, diagram, picture, etc.) to emphasize content.

Ineffectively or awkwardly integrates student-generated visual (chart, diagram, picture, etc.) to emphasize content.

Paper does not contain a visual (chart, diagram, picture).

Conventions

Exhibits masterful use of language, including skillful diction, a clear and consistent voice, and effective compositional choices that convey specific meaning.

Exhibit good, appropriate use of language, including intentional diction, a clear and consistent voice, and compositional choices that convey specific meaning.

Exhibits uneven use of language, including some moments of weak diction, limited clarity of voice, and some ineffective compositional choices.

Exhibits flawed use of language, including poor diction, incoherent ideas, no voice, or flawed compositional choices.

The writing present in the paper does not meet 11th grade standards in its language or compositional choices.

Masterfully uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage to enhance meaning.

Effectively uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage to enhance meaning.

Uneven use in standard writing conventions in grammar, spelling, capitalization, punctuation, and usage to enhance meaning.

Minimally uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage to enhance meaning.

The writing present in the paper does not meet 11th grade standards in grammar, spelling, capitalization, punctuation, and usage.

Total

Each dimension can receive between 0-4 points. The maximum score for a Distinguished level paper is 32. The minimum score for a submitted

paper is an 8 Papers can receive a combination of points from all categories. If students do not submit a paper, they will receive a score of 0.


The Graduation Project: A Guide to Topic Selection Each student will choose a research topic related to a community or global issue. Such issues impact the society in

which we live, are complex, and worthy of exploration. They also lend themselves to a service learning experience. The following guidelines will assist the student in choosing the subject to be explored.

The research topic should be one that requires knowledge across multiple subjects. It should be a natural outgrowth of interest and combine skills of all, or most, content areas. For example, a student who researches the changes in the ozone layer is using cumulative knowledge from English, Math, Science, and History. The research topic should be one that is broad enough to allow the student access to enough information, yet narrow enough to make the research scope reasonable. For example, a student choosing the topic Access to First Aid would find it impossible to include EVERYTHING about first aid (home remedies, history of emergency services, the treatment of burns, how to stop bleeding, evolution of first aid courses, etc.). On the other hand, a student choosing the research topic The Application of Band-Aids to Skin Abrasions probably would not find enough information. The research topic should be one in which the student is interested, but not one about which the student is already an expert. (See diabetes example on page 6.) The research topic should be one that is academically and creatively challenging to the student. The student should take care not to choose a topic that is limited to relatively simple ideas or one that has little application or service learning possibilities. Making such a choice would relegate the paper, the SLE, and the presentation to the mundane and uninteresting. The topic should require an academic and creative stretch for the student. Service Learning experiences should demonstrate some leadership and growth for the student. Expenditures will not enhance the evaluation of the project. Students should avoid choosing topics that might involve expenses they are not prepared to handle. If the research will involve travel or long distance calls, the student may want to make another choice. If the artifact(s) that grows out of the research and service learning experience will require expensive materials, the student may want to consider another choice. Remember, the student is NOT EXPECTED to spend money in order to complete the project. Students should avoid choosing topics that might endanger themselves or others. For example, experiments that are potentially dangerous are not appropriate. Students MUST obtain permissions BEFORE THE START of any service learning experience. Primary research is a valuable component of any inquiry. It may be wise for students to explore the possibilities for personal interviews, informal surveys, empirical observation, etc., before making a final selection of topic. Some preliminary research may be helpful to the student. By reading about a certain topic, the student may expand his/her areas of interest. Additionally, possibilities for new areas of exploration may surface. For example, if a student is not able to find precisely what he or she needs but does find usable information, it is possible for him/her to change focus while keeping the same main topic. Students may find helpful information at http://serves.cmslearns.org. Students should use good judgment to be certain that the issues they choose are appropriate for presentation to a Review Board and the general public. Remember that the senior English teacher/academic advisor, the mentor, and the parent(s) of the student must approve the selection of the issue.




Ineffective, Inadequate Sample Topics Effective, Adequate Sample Topics

Paying college athletes Concussions are not great Gun control Abortion / Planned Parenthood Death penalty Legalizing marijuana Standing for flag / protesting Lowering the drinking age

Rap music as modern poetry Censorship (banned books) Learning styles within classrooms Birth order & psychology Alternatives to traditional, “drug” therapy Hunting as a solution to urban hunger crisis Dietary restrictions / solutions Ethics of animal testing Relevance of literacy/ academic skills in real-life Body image as conveyed through social media Social, political commentary of films/music Homelessness in communities Issues with disciplinary policies

Topic Feasibility Filter In order to determine if your chosen topic will result in engaging research and discovery or end up in dead-ends and roadblocks, filter your topic through the following questions and place a check in the column which best matches your answer.

Mostly High Ratings = Green Light! Mostly Low Ratings = Red Flag! TOPIC:

Feasibility Question High Low

1. What is the likelihood that this issue can be seen from multiple perspectives? (Ethics, Budget, Feasibility, Management, etc.)

2. What is the likelihood that there is something about this issue that is controversial – a point on which experts disagree or which they interpret differently?

3. What is the likelihood that a body of information about this issue exists?

4. What is the likelihood that there have been recent new developments in this field?

5. What is the likelihood that you will be able to identify 5 W’s and an H for this topic? (Who, what, when, where, why, and how)

6. What is the likelihood that you can identify 2-3 primary sources in this field (names, job titles, situations, legal documents, original texts, etc…)

7. To what degree are your opinions informed or uncertain regarding this issue? (Is there room for you to become an “expert” yourself?)

8. To what degree are you able to view this issue objectively?

9. What is the likelihood that this issue is focused enough to be thoroughly addressed in 6-8 pages?

10. What is the likelihood that you will be able to develop a position or thesis statement regarding this issue (something that you can PROVE and not just EXPLAIN)?

11. What is the likelihood that you will be able to clearly link your learning from the research to your service learning experience?

12. How comfortable would you feel presenting this issue to a panel of adults?

Adapted from: Dianne Niemann, Partnership for Dynamic Learning


Narrowing a Topic

The research topic choice is very important. Your topic should be narrow enough that you can find targeted research on the topic, but broad enough to cover a 6-8-page research paper. Consider the following questions when deciding how to narrow a research topic:

▪ What do you already know about the issue? ▪ Is there a specific time period you want to cover on your topic? ▪ Is there a geographic region or country on which you would like to focus? ▪ Is there a particular aspect of this issue that interests you? For example, historical influence,

sociological aspects, specific groups or individuals involved in the issue, etc. (Adapted from www.lib.duke.edu/libguide/refining.htm)

Here are some ways to ensure a narrowed focus for your research project:

Narrow Topic By:

General Specific More Specific Very Specific

▪ Time Sports Basketball NBA Regulations Changes in doping regulations since 2000

▪ Location Conservation Biodiversity Urbanization and Biodiversity

The Use of Greenspace in Charlotte

▪ Genre Economics Business Loans Minority Business Loans

Micro-loans for Women in Poverty

▪ Area of Study Medicine The Development of Immunizations

Use of Immunizations in

Preventing Disease

Eradicating Polio with Immunizations

(Chart adapted from http://mccoy.lib.siu.edu/explorer)

Use the blank chart to practice narrowing your topic: Narrow Topic By:

General Specific More Specific Very Specific

▪ Time

▪ Location

▪ Genre

▪ Area of Study

Reviewed by Academic Advisor/English Teacher

Academic Advisor OR English Teacher’s Signature Dat

http://www.lib.duke.edu/libguide/refining.htm

http://mccoy.lib.siu.edu/explorer)


Narrowing your Research Topic to Identify your Essential Question

Once you have identified a general issue(s) that you are interested in, the next step is to narrow the subject and identify the essential or research question.

My general issue(s) of interest is(are):

In order to narrow your subject, you must conduct some preliminary research. Find several books or articles (avoid .com information) on your topic and browse them to get an overview. Look at the table of contents and scan the text. After doing this preliminary research:

List three facts that you already know about your issue:

1. 2. 3.

List three questions that you would like to know about your issue:

1. 2. 3.

Then, structure several what, which, how, or why questions about your issue:

WHAT What effect? What difference…? What if…? What is the best choice for…?

WHY? Why does it matter that…? Why do… Why…?

HOW? How could things be better? How does this effect….?

WHICH? Which is most important…? Which path is best to…? Which is the best design…?

Adapted from http://www.mchs.mariposa.k12.ca.u

Essential Question:

http://www.mchs.mariposa.k12.ca.us/


Topic Permission Form

Student Name:

Topic to be researched:

Essential question for topic/research:

Service Learning/Artifact Planning (What, Where, How?):

Signatures (Initial in Appropriate Box)

PARENT

I have discussed this topic with student and find it ACCEPTABLE

I have discussed this topic with student and find it UNACCEPTABLE

Comments/Questions/Concerns:

Signature: __________________________________________ Date: ______________

TEACHER



Revisions:

Signature: __________________________________________ Date: ______________

SITE COORDINATOR (Ms. Lee)



Revisions:

Signature: __________________________________________ Date: ______________


The Research Paper: Annotated Bibliography

An annotated bibliography is REQUIRED for all junior year students to attest that they have at least 5 working sources, and have evaluated not only how these sources will be used in relation to their thesis, but also how

credible these sources are. A digital copy of this form and the topic permission form are available on the teacher’s Canvas site.

Topic: Central Argument (Thesis):

SOURCE 1

Source Title & Author/s:

Type of Source:

MLA Citation:

MLA Parenthetical Citation:

Summary of Source (bullet points. Direct quote? Use quotation marks): How will this source support your argument? Credibility of Source?

SOURCE 2


Type of Source:

MLA Citation:



SOURCE 3


Type of Source:

MLA Citation:




SOURCE 4


Type of Source:

MLA Citation:



SOURCE 5


Type of Source:

MLA Citation:



The Graduation Paper: A Guide to Graphics

Guidelines: 1. Tables, graphs, and charts MUST BE STUDENT-GENERATED. This means that students may NOT simply copy and paste. The graphic/visual aid must be produced by the student and based on information researched by the student. 2. Tables, graphs, and charts must be accompanied by an explanation in the paper. References should precede (come before) the visual aid/graphic and explain or analyze the information contained in the graphic/visual aid. 3. All resources used in creating the student-generated visual must be properly annotated beneath the graphic.

Consider the following: • Every student is REQUIRED to include a visual component in his/her research paper. • Visual components may be one of the following: diagrams, charts, graphs, maps, or artistic renderings

(drawing, sketch, floor plan).


• Visual components MUST be original (i.e. student created). The visual component may not be a photocopy of a visual element taken from another source.

• The visual component must be used by the student to compile information researched from, then placed into a student-generated/created visual (chart, graph, table, diagram, map, sketch, etc).

• The visual component must be incorporated into the paper close to the text that clarifies and analyzes it. In other words, it cannot be attached at the end of the paper.

• The visual component must reference material introduced and explained within the text of the paper. • The visual component should be no larger than ½ of the page size and no smaller than ¼ of the page size. • Most word processing programs contain tools to assist in preparing and placing a visual component

directly within the text of the paper.

Basic Rules: Graphics, often called figures, make technical information clearer by presenting it in a visual way. There are simple guidelines to use to generate and present graphics in formal papers and essays. Some tips are:

• Make sure that the graphic or figure corresponds to the topic and overall thesis or purpose of your essay/paper.

• Keep your graphic simple. It should illustrate one idea – and the reader/audience should be able to understand the idea immediately.

• Use as few words as necessary in graphics. A title, labels, scales, numbers, statistics, and essential information are all that should be included in addition to statistics.

• The graphic should add to the purpose of the paper and should be discussed within the text.

BULLET POINTS DO NOT COUNT AS THE “VISUAL” ELEMENT REQUIRED FOR THE GRADUATION PROJECT.

Creating a Graph in the Graduation Paper

Options for Finding Data for a Student-Generated Graph: Option A: Read through your essay and look for data you’ve already used. Use this to create a graph. Option B: Look through the articles you’ve gathered in your Works Cited Page. Once you find some data points inside

one of the articles, create a new note for it in EasyBib, then create your graph. Option C: Go to the website www.statisticbrain.com. Use the search function to search for your topic. Be sure to

include other names or related terms for your topic. (For example, if your topic is “child labor,” you might want to look into “employment” or “income.”)

Option D: Search for data in other sources, including www.NYTimes.com, www.USAToday.com, the CIA World

Factbook, or The World Almanac (print copy in the Library).

Steps to Creating a Student-Generated Graph 1. Open the “Create a Graph” Website

http://nces.ed.gov/nceskids/createagraph/default.aspx

2. Choose the appropriate type of graph for your data.

http://www.statisticbrain.com/

http://www.nytimes.com/

http://www.usatoday.com/

http://nces.ed.gov/nceskids/createagraph/default.aspx


What are you trying to do?

Compare related data side-by-side.

Show data that comes from the same source (especially

percentages!).

Show data that changes over time.

Type of Graph Bar Graph Pie Graph Line Graph

Visual Example

Data example The number of each letter grade a teacher gave in a

semester.

The percentage of a class that received each letter grade.

A student’s GPA each time he gets a report card in four years

of high school. 3. In the design tab, choose your design specifics. 4. Open the data tab. Use your data you found earlier to enter your data in the chart.

● Title Your Graph ● You must have labels for the x- and y- axis ● You must list your source (author’s last name or article title in quotes)

o Example: “Source: Goldman” ● Be sure to list a proper min and max value

5. Open the labels tab and keep the font specifications as you see them.

6. Open the preview tab and check out your graph preview. 7. Copy and Paste your graph from the “Preview” tab 8. Paste your graph on your Graduation Paper Document

● Between ¼ - ½ of a page 9. Integrate your graph into your text. Hint: Add at least two sentences to the part your graph helps explain.

● One sentence to tell what the graph shows (introduce graphic) ● A second sentence that explains the graph.

Example Integration of Graph

Allowing child labor is also necessary because of the high poverty rate in the United States. According to

Sally Driscoll and Richard Grant, the minimum wage raised to $7.25 in 2009. Yet even with this increase, one

person working full time earning minimum wage would only earn $13,624. The poverty rate for a family of three

is $17,600 (Driscoll). This means that if a single mother works full time, she is still much below the threshold


means she’s even breaking the surface. As Figure 1 shows, this is even more concerning for black and Hispanic

families. Over 20% of children in the United States live in poverty, and of that group, over 65% were black or

Hispanic in 2009 (“US Children Statistics”).

It is unfortunate that the American Government sets a minimum wage that still does not get its citizens out of

poverty.


Writing Process: Research Paper Rough Draft Checklist Student’s name English teacher

Paper title

Comments: (Circle One) Notes: Yes No Introduces topic with a clear, focused

thesis statement Yes No Builds a clear, logical development

which supports the thesis statement

Yes No Includes a strong, insightful conclusion

Yes No Includes parenthetical documentation (in-text citations)

correctly/accurately Yes No Demonstrates an appropriate balance of research and

student’s synthesis of information Yes No Consistently uses appropriate Standard American English

Yes No Incorporates at least five sources (with no general

encyclopedias) Yes No Integrates at least one primary source (bold citation on

works cited page) Yes No All sources cited in parenthetical documentation listed on the

works cited page Yes No All sources on the works cited page mentioned in the text of

the paper (through parenthetical documentation or text) Yes No Uses MLA documentation correctly in text and on the

works cited page Student’s Signature Date Completed


Research Paper Requirements Checklist

_ 1. Paper submitted in correct format

_ Title _ Thesis clearly evident in boldface type

_ 2. Paper typed

_ One-inch margins _ 12 pt Times New Roman normal font

_ 3. Paper contains student-generated visual

_ 4. Paper contains correct internal documentation and Works Cited pages.

_ 5. Meets or exceeds number of required (5) sources on the Works Cited page

_ 6. Meets or exceeds types of sources required in the Works Cited page

_ Primary

_ Secondary

_ Journal

_ Book sources

_ Newspaper

_ Non-print sources (film, photographs, video, graphics, tables, charts, interviews) _ 7. Works Cited page follows correct format

_ 8. Paper meets minimum length (6 pages)

_ 9. Evidence of student voice (point of view, analysis, word choice, syntax, etc)

_ 10. Overall content and format acceptable

Parent’s Signature Date

Mentor’s Signature Date


The Research Paper: Submitting the Paper Students are REQUIRED to submit a paper on Turnitin.com, and teachers may require physical copies printed out. Turnitin.com: Creating an account & teacher codes (Fall 2018)

1. Go to turnitin.com and create an account.

2. Use the class name and class ID listed below for your teacher.

Teacher Name Class Code Enrollment Key

M. Callahan 18349499 GradPaper M. Hefner 18349540

M. Jenkins 18349487

J. Lee: AP Lang. & Comp. 18349540

J. Lee: Honors English III 18348502

L. Mathers 18349508

R. O’Donnell 18349495

3. Look on their page, you’ll click “Submit Assignment” for the Graduation Paper on the teacher’s required

due date.

4. You may submit PDF or DocX files.

a. If typing on GoogleDrive, click on “File”, then “Download as,” and select the appropriate option.

b. Save your file as LastNameFirstNameGP

i. Ex.: LeeJessicaGP

5. You’re allowed to re-submit files until the due date assigned by your teacher.

6. You can access the rubric on Turnitin.com, as well.

a. Teachers have the option to grade on paper OR on Turnitin.com.

b. Ask your teacher for further instructions regarding the assessment of the paper.


Research Paper Self-Evaluation Form Ths self-evaluation is intended to help you be aware of your development as you worked through the research process. Your answers should reflect your skill development. A summary of your research would not be an appropriate response! How did the research you conducted this school year enhance your knowledge of a community or global issue?

How did you benefit from the research process--in what ways do you feel you are now a more responsible, informed citizen?

What kinds of obstacles did you encounter during the research process? How did you overcome or persevere through these obstacles?

How will this experience benefit you in other areas of your life? How will you share the knowledge you’ve gained in the future? What are your next steps regarding the SLE portion of the Grad Project?

TEACHER FEEDBACK How has this student demonstrated growth in the area of conducting research?

Research strengths:

Research future recommendations:

Teacher signature: _________________________________________ Date:________________


Graduation Project – Paper: Calculation of the Overall Grade

Point Total Numerical Conversion

32 100 31 30

96 29 28 90 27 88 26 25 85 24 23 82 22 78 21 75 20 19 72 18 68 17 65 16 15 62 14 58 13 54 12 11 50 10 48 9 44 8 7 40 6 38 5 34 4 30 3 20 2 15 1 10 0 0

To determine credit for the Graduation Project as part of the English III grade, the following conversion chart must be used to calculate the numeric grades after the paper has been scored with the rubric. Each dimension of the rubric can receive between zero and four points. The maximum score for a “Distinguished” level paper is 32. Papers can receive a combination of points from all categories.


Service Learning Experience GUIDELINES FOR SERVICE LEARNING/ARTIFACT(S)

1. The service learning experience and related artifact(s)must be student-generated. Students must identify/design and participate in a suitable, related service learning experience that connects to their issue. For example, students may conduct a food drive for a local food bank. The service learning experience should reflect SIGNIFICANT EFFORT by the student to make a positive impact on the chosen issue.

2. The student should be able to show that the service learning experience is an application, extension, and synthesis of

the research and has practical applications in the real world.

3. The artifact(s) should serve as tangible evidence reflecting applications of learning, critical thinking skills, problem- solving skills, and personal employability skills, such as responsibility, determination, and independence.

4. The SLE artifacts should reflect a MINIMUM of fifteen (15) hours of work on the student’s identified

community issue.

5. The process of working on the service learning experience must be adequately documented with photographs, logs, letters, reflective journal entries, and other forms of documentation.

6. A parent and the senior English teacher must approve the Service Learning Experience. 7. Students should avoid selecting/completing service learning experiences that might require excessive expenses,

as the school/district does not provide funding for student graduation projects. Successful completion of a graduation project is not dependent upon the amount of money invested in the graduation project.

Choosing a Service Learning Experience Physical experiences – build or make something (such as a computer program, a special engine or prototype for temporary housing). Advocacy experiences– Write a proposal to limit waste production for a specific company to promote/instigate change to a policy, organize a peaceful march/rally, organize a drive, arrange meetings with public officials to discuss policy and reform. Performance – Mentor a performance with disabled actors, create a show that incorporates the community issue and perform to build public awareness, organize an art showcase around a community issue, host a panel discussion. Conduct a teaching or leadership experience – teach a middle school or elementary class a series of lessons or a skill; for example, tutor a math skill, read for a class or coach a little league team. Teach elders how to use the internet, Skype, etc. Establish a community garden, and teach people how to tend it. Classes taught must logically connect to chosen topic. For example, a student would not teach her Psychology class about water pollution in the Amazon. Physical experience – Teach someone how to exercise, work with a buddy to prepare for Special Olympics, or lead a group on a ecological tour of the community and map resources.

Career-related project – complete a service learning experience in an area that extends your prior research; for example, volunteer your time at a local office or hospital, shelter, park, historic site, or science center. Note: Job-shadowing


without any application beyond the shadowing experience is not challenging enough to meet the requirements of the Graduation Project and is unacceptable unless some measure of service is involved.

Service Learning Experience (SLE): Description & Approval Form Student: Date:

Topic of Service Learning Experience:

Who is your intended audience (whom are you serving)?

What materials will you need?

What expenses do you anticipate?

What timeline will you follow to complete this project?

How does this SLE demonstrate application of your previous research AND synthesis of new knowledge?

What artifacts do you plan to use in your portfolio / present to judges?

On the back of this form, in detail, explain exactly what you plan to do, and for whom, to complete the SLE. Student Signature of Completion: ___________________________________________ Date: ______________

Teacher Name (Print/Type): Signature if APPROVED: Date:

Signature if UNAPPROVED Date:

Parent Name (Print/Type): Signature if APPROVED: Date:


Coordinator Name (Print/Type):

Signature if APPROVED: Date:


Service Learning Experience: Requirements Checklist My service learning experience is/has:

1. Related to the thesis of the research-based paper 6. Evidence of technical skills 2. Is an academic stretch or challenge 7. Aesthetically pleasing/ creative 3. Connected to chosen global or community issue 8. Thoughtful in its use of detail 4. Demonstrates creative problem-solving 9. Representative of 15 hours (min.) of work 5. A variety of sources 10. Artifacts that include evidence of work

(journal, time log)


Student’s Signature Date:

SERVICE LEARNING EXPERIENCE: LOG STUDENT:TEACHER: TOPIC:MENTOR: You will keep a record of your work on this form. It will not only help you pace yourself, but it provides documentation of the time that you spend working on the project. This log should be included in your portfolio. If you meet with a mentor, have the mentor initial in the appropriate Date/Time Spent row. NOTE: You may choose to maintain an SLEjournal in addition to/in place of an SLE log; you may also add rows as needed.

Date/Time Spent

Description of what you did Resources used Next steps

TOTAL HOURS: I attest that the work listed here was done in good faith, and I have accurately accounted for the time spent working on the project. By signing below, I confirm my adherence to the MPHS Honor Code: On my honor, I will not lie; I will not cheat.


Student Signature:

Service Learning Experience Self-Evaluation Form This self-evaluation is intended to help you be aware of your development as you worked through the service learning process. Your answers should reflect your skill development and your impact on the community. A summary of your experiences would not be an appropriate response!

What were your greatest strengths during the SLE?

What kinds of obstacles did you encounter during the SLE? How did you overcome or persevere through these obstacles?

What do you wish you had done differently and why?

What impact did this experience make on your life? What are you going to take away from the SLE?

Teacher/ Mentor: Please answer the following questions, if possible.

How has this student demonstrated growth?

Strengths:

Future Recommendations:

Signature ______________________________________________________ Date __________________


Service Learning Experience Supervisor Evaluation Form After you complete your service learning experience, you must obtain at least one evaluation from someone with whom you worked or a site administrator. This evaluation MUST be included in the portfolio.

Student Name:

Service Learning Experience:

To the Evaluator: By completing this evaluation, you attest to having first-hand knowledge of the

work and leadership skills of the student during their chosen service learning experience.

This student demonstrated the following skills related to the completion of the service learning experience. (Please add specific details. Use N/A for skills not demonstrated.)

Name, position, and contact information (email) of person completing form

Organization & Thoroughness

Problem-Solving & Critical Thinking Skills

Creativity & Engagement

Enthusiasm & Leadership


Service Learning Experience Rubric

Total Points

Distinguished (4) Effective (3) Insufficient (2) Unsatisfactory (1) Unacceptable (0)

Learning over Time / Depth of Knowledge

Chooses a significant commentary/global issue and demonstrates creative, effective problem-solving skills.

Chooses a community/global issue and shows sufficient, appropriate problem-solving skills.

Chooses a community/global issue but shows limited problem-solving skills.

Chooses a community/global issues but shows no problem-solving skills.

Does not choose a community/global issue AND shows no problem-solving skills.

Artifacts demonstrate a significant, logical, and relevant link to the SLE and presentation.

Artifacts demonstrate an adequate and relevant link to the SLE and presentation.

Artifacts demonstrate an uneven link to the SLE and presentation.

Artifacts demonstrate a minimal link to the SLE and presentation

Artifacts seemingly unrelated to SLE and/or presentation.

Demonstrates comprehensive, critical analysis of researched issue in developing the SLE.

Demonstrates adequate analysis of researched issue in developing the SLE.

Demonstrates uneven understanding of researched issue in developing the SLE.

Demonstrates limited understanding of researched issue in developing the SLE.

Demonstrates unacceptable understanding of researched issue in developing the SLE.

Demonstrates exemplary creative thinking, decision- making, reasoning, and/or problem-solving.

Demonstrates adequate creative thinking, decision- making, reasoning, and/or problem-solving.

Demonstrates uneven creative thinking, decision- making, reasoning, and/or problem-solving.

Demonstrates limited creative thinking, decision- making, reasoning, and/or problem-solving.

Demonstrates unacceptable creative thinking, decision- making, reasoning, and/or problem-solving.

Demonstrates extensive connection to real-world situations.

Demonstrates effective connection to real-world situations.

Demonstrates uneven connection to real-world situations.

Demonstrates limited connection to real-world situations.

Demonstrates unacceptable connection to real-world situations.

Quality of Work

Exhibits creative and exceptional results using talents, abilities, and varied resources. Displays extensive use of leadership skills.

Exhibits effective results using talents, abilities, and varied resources. Displays effective use of leadership skills.

Exhibits uneven results using talents, abilities, and varied resources. Displays use of leadership skills.

Exhibits insufficient results using talents, abilities, and varied resources. Displays minimal use of leadership skills.

Exhibits unacceptable or lacking talents, abilities, and varied resources. Displays insubstantial use of leadership skills.

Displays evidence of exceptional creative and/or organizational skills.

Displays evidence of effective creative and/or organizational skills.

Displays evidence of uneven creative and/or organizational skills.

Displays evidence of minimal creative and/or organizational skills.

Displays no evidence of creative and/or organizational skills.

SLE demonstrates exceptional quality that exceeds 15 hours of time and effort.

SLE demonstrates quality that reflects 15 hours of time and effort.

SLE demonstrates uneven quality resulting from minimal time and effort (12-14 hours).

SLE demonstrates inadequate quality resulting from excessively minimal time and effort (10-11 hours).

SLE demonstrates unacceptable quality and/or time and effort (i.e., no log submitted, fewer than 10 hours accumulated)

Total Points & Overall Score

Each dimension can receive between 1-4 points. The maximum score for a Distinguished level SLE is 32. The minimum score for a submitted SLEis

8. SLEs can receive a combination of points from all categories. If students do not submit an SLE, they may receive a score of 0.

Scale: 32-28 total points =4 27-20 =3 19-12 =2 11-8 =1 0-7=0

● Artifacts are evidence presented from the service learning experience. This may include but is not limited to pictures, videos, letters, or other

evidence of student engagement in the SLE.


The Presentation

If you want your audience to remember your presentation, if you want to convince them of your knowledge and expertise, if you want them to pay attention to you, here are some tips from Steve Farnsworth, an advisor to the

TEDxSanJoseCA events, that you can incorporate into your talk:

1. “Tell a story. A story takes people on a journey of challenge, discovery, and emotion with salient sights, sounds, tastes, textures, and even smells. Think of the opening as a mini story. It gives the listener a place to start.” 2. “You need a middle and an end.” The opening story propels your listener into the topic. “The middle is where we learn the challenges and how they were overcome.” Then share the resolution, flourishing with rich detail so that your audience is carried on your words to the conclusion. 3. Your audience cares more about what you are saying than reading slides. The technology is there to support your talk, not be the focus for the audience. Use your technology wisely, as a help to visualize the story. Just a clean representation or picture is best, using very few words per slide. It is easy to distract the audience from what you are saying by making them read too much for themselves, or by noises that do not add to the story you are telling. 4. “Be Passionate. Passion is conveyed by going on an emotional journey. The speaker needs to share how key events touched and changed them. When obstacles seem insurmountable, passion drives the hero forward. Many speakers just share the facts believing the audience will just ‘get it’. That never works”. 4. “Edit Mercilessly. Have nine key points? Cross out three. Usually people try to talk faster and touch on too many ideas or points for the audience to consider. Keep your story simple, truthful, and create a clear vision of how good it can be and you just might inspire others to help change the world, too.” 1. Reference your research. What about your research influenced your choices for the presentation? Why are you choosing to focus attention on the things you are? 2. Dress for the task. Treat this opportunity as a potential job interview. Wear clothes that reflect your professionalism. Look with a critical eye at what others will see when they look at you: what is the message you are sending? 3. Step into a persona that speaks with confidence and knowledge about your topic. The best way to fend off nervousness is knowledge of your message. 4. State your argument or information clearly. Don’t leave the audience wondering what your point was. 5. Be honest. If you don’t know the answer to a question, say politely “I don’t know that particular data,” or “That was not within the scope of my research.” 6. Take your time to answer questions thoughtfully and with as much information as you can. This can make a huge difference in your score. 7. Be prepared as well as you can, which means push yourself a bit beyond when you think you are ready. Once you are confident in your material, relax. 8. Attitude counts. Be interested, responsible, and knowledgeable, and you will succeed. (9. Use any technology as a visual tool. Don’t rely on it to fill time or add too many details. Make sure you edit for spelling errors. Check that you can clearly read the text and that it contrasts to the background. If using technology, look at your presentation with a critical eye to see it as your audience will, not just from a monitor--colors that look great on


your screen may not be readable to your audience.)

STUDENT GUIDELINES FOR ORAL PRESENTATIONS

1. Write a letter of introduction for the Review Board members (one copy of this letter must be included in the portfolio). Review Board members will read this letter before listening to your presentation.

2. Practice your presentation several times until you feel comfortable with its format and content. Also,

time your presentation to be sure that you do not exceed the school time limit. 3. Anticipate questions that your Review Board might ask you (or ask a parent or a friend to compose

questions for you) and plan the answers you would give. Your board may not ask these exact questions, but this will give you an opportunity to practice answering questions. Remember that questions should address an aspect or an extension of your chosen issue. Review Boards will be trained regarding the nature of appropriate questions. However, if you are asked a question that you feel is not appropriate, you have the right to reply politely that the question does not relate to your research.

4. Wait for a signal from the Review Board before you begin your presentation.

5. Introduce yourself to the Review Board.

6. Remember that you will be making a formal presentation. Dress appropriately. If you are not sure what

constitutes appropriate dress, consult your English teacher. 7. Exhibit a professional and mature demeanor throughout your presentation..

8. Be aware of your body language. Avoid nervous gestures that may negatively affect your presentation.

9. Maintain eye contact with the Review Board members.

10. Do not read your presentation. You may refer to notes occasionally.

Sample Questions for Review Board Preparation

• Why did you choose this research topic?

• What interested you in this issue?

• What was the most interesting aspect of your research?

• What insight/experience did you gain from working with your mentor?

• How does your chosen issue relate to your future goals?

• What did you learn about yourself through completing this project?

• How has what you learned in school prepared you for completing this project?

• How have you grown through completing the Graduation Project?

• If you could change something about your service learning experience, what would it be?


GUIDELINES FOR THE LETTER TO THE REVIEW BOARD

1. The letter to the Review Board is an informative summary of the Graduation Project. It should include a personal introduction, background information, and a discussion of the research and service learning. The student should state the thesis, provide an overview of the research, explain additional knowledge gained through research, and provide a clear explanation of how the service learning experience is an extension of the research-based paper.

2. Remember your audience is the Review Board. 3. Copies of the letter must be provided for each review board member at the time of oral presentations. 4. The letter to the Review Board should follow standard business letter format. 5. A copy of the letter should be placed in the student portfolio. 6. FORMAT MATTERS. Your letter should match the format below (single-spaced, left-aligned, etc.).

Suggested Outline of Letter to the Review Board

Graduation Project Review Board Members Myers Park High School 2400 Colony Road Charlotte, NC 28209 October 5, 2018 (Date of presentation)

Dear Review Board Members:

Paragraph I: Introduce yourself and explain your issue choice for the Graduation Project.

Paragraph II: Provide the thesis and an overview of the research. Discuss additional knowledge that you have gained

through research.

Paragraph III: Explain how you identified your service learning experience, and how it is an extension of research.

Paragraph IV: Share what you have learned from the Graduation Project experiences and your impact on the issue

Paragraph V: Write a statement of personal growth.

Sincerely,

Signature (handwritten)

Your Name (typed)


Presentation Practice Checklist

Student ____________________________________________________________

_ 1. Presentation meets school guidelines for length.

_ 2. Presentation includes the use of at least one visual aid and your portfolio.

_ 3. Speaker maintains eye contact, uses appropriate language and speaks clearly with good volume. _ 4. Speaker responds accurately and effectively to questions.

(Circle one) Student has rehearsed presentation, and I find it is ACCEPTABLE/ UNACCEPTABLE.

Comments, suggestions, or concerns:

Teacher’s Signature _________________________________ Date _______________ (Circle one) Student has rehearsed presentation, and I find it is ACCEPTABLE/ UNACCEPTABLE.

Comments, suggestions, or concerns:

Reviewer’s Signature _________________________________ Date ______


Self-Evaluation: Presentation (optional)

Name:

This self-evaluation is intended to help you be aware of your development as you worked through the presentation process. Your answers should reflect your skill development. A summary of your presentation would not be an appropriate response!

What was most challenging about the presentation? How did you overcome those challenges?

What was most rewarding about the presentation and why?

What will you take away from this experience that will help you in the future?

Advisor/ Mentor: Please answer the following questions, if possible. How has this student demonstrated growth?

Strengths:

Future Recommendations:

Signature: Date:


Presentation Rubric

Total Points


Communication Skills

Letter to the Review Board exhibits exemplary, near-flawless writing that effectively establishes background information.

Letter to the Review Board exhibits effective, grade-appropriate writing that adequately establishes background information.

Letter to the Review Board exhibits mostly grade-appropriate writing that establishes some background information.

Letter to the Review Board exhibits writing inappropriate to grade level and establishes little background information.

Letter to the Review Board exhibits unacceptable writing that presents no background information.

Consistently speaks with engaging volume, tone, and articulation. Consistently makes appropriate eye contact.

Speaks with effective volume, tone, and articulation (with appropriate nervousness). Appropriate level of eye contact.

Has moments of difficulty speaking with appropriate volume, tone, and articulation (distracting nervousness). Makes infrequent eye contact.

Has overwhelming difficulty speaking with appropriate volume, tone, and articulation. Makes little, infrequent eye contact.

Does not speak with appropriate volume, tone, and articulation (Review Board cannot understand presentation). No eye contact made.

Consistently maintains appropriate posture, non- verbal communication techniques. Consistently exhibits poise, enthusiasm, confidence. Engages audience.

Maintains appropriate posture, non-verbal communication techniques. Generally exhibits poise, enthusiasm, confidence. Engages audience.

Exhibits moments of weak posture, non-verbal communication techniques. Exhibits moments of limited poise, enthusiasm, confidence.

Poor posture, non-verbal communication techniques Lacks poise, enthusiasm, confidence.

N/A

Effective use of grammar, diction, and style.

Appropriate use of grammar, diction, and style.

Occasional inappropriate use of grammar, diction, style.

Frequent inappropriate use of grammar, diction, style.

Consistently uses inappropriate grammar, diction, style.

Artifacts creatively enrich or reinforce presentation.

Artifacts effectively reinforce presentation.

Artifacts are awkwardly interjected into presentation.

Artifacts detract from presentation.

Provides no artifacts.

Content/Coherence

Effectively defines purpose of presentation, maintaining focus throughout.

Defines purpose of presentation, generally maintaining focus throughout.

Insufficiently defines purpose of presentation, and may lose focus sporadically.

Inadequately defines purpose of presentation.

Does not adhere to the purpose of the presentation.

Presents a logical and engaging sequence which the audience can follow.

Presents a logical, organized sequence which the audience can follow.

Presents a sequence which can be followed with minimal difficulty.

Presents a sequence that can be followed with some difficulty.

Presents a confusing sequence which cannot be followed.

Effectively, confidently, politely, accurately responds to Review Board’s questions.

Politely, accurately responds to Review Board’s questions.

Insufficiently , unevenly responds to Review Board’s questions

Minimally responds to Review Board’s questions.

Unable to respond to Review Board’s questions.

Presentation Time: _____________________________(mark time)

Consistently manages time effectively (6 minute speech length, within 30 seconds over/under)

Generally manages time effectively (within :45 over/under)

Insufficient time manage (1 minute over/under)

Ineffective time management (within 1.5 minutes over/under)

Mismanages allotted time (2 minutes+ over/under)

Points & Overall Score:

Each dimension can receive between 0-4 points. The maximum score for a Distinguished level presentation is 32. The minimum score for a presentation is 8. Presentations can receive a combination of points from all categories. If students do not present to judges, they may receive a score of 0.


Scale: 32-38 total points =4 27-20 = 3 19-12 = 2 11-8 = 1 0-7 = 0

Portfolio

The portfolio serves as a record of the process and progress of the graduation project and includes periodic reflections. This physical record will help you keep track of your work. Additionally, this record will help your teacher, academic advisor, and mentor (optional) monitor your progress.

Portfolio Requirements The Graduation Project Portfolio must meet the following guidelines:

1. The appearance and format should be neat and orderly. 2. The portfolio must be organized and contain a table of contents. 3. All forms and content must meet the requirements of the portfolio. 4. The portfolio should demonstrate depth in academic and personal growth. 5. The portfolio must contain reflections that provide insight into how the student has anticipated and dealt

with challenges and changes through the project. 6. Technology should be used to construct the portfolio.

The following are REQUIRED documents:

Title page (including the Graduation Project topic, school and student’s name) Table of contents Topic permission form Research paper (Final Draft) SLE approval form Letter to the review board SLE log and artifacts (may include photos, journals, samples, lesson plans, communications, etc.) Self-evaluations (two: paper, SLE) Evidence of planning for the presentation

The following are OPTIONAL documents:

● Presentation Self-Evaluation ● Progress checklists and/or peer evaluations ● Mentor confirmation form ● Mentor log ● Mentor reflection ● One evaluation from someone directly involved with the SLE ● Additional time logs/journals (separate from SLE reflective journals)


Overall Project Reflection

Requirements:

● MLA formatting (Times New Roman, 12 point font, double spaced) ● Student information in upper-left corner ● 1.5 pages (minimum)

The following is offered as a suggestion for the layout of your reflection. You may choose to organize your reflection differently, but please make sure you address all of the required talking points outlined below. Paragraph I: Briefly reflect on why you selected your chosen topic, the background knowledge you

had about it, and the reason you ended up selecting it for your Graduation Project. Paragraph II: Reflect on the research process, addressing how you gained critical thinking skills in

evaluating sources, how you overcame obstacles, and what you learned from your research (use your self-evaluation as a guide!).

Paragraph III: Reflect on the SLE portion of your Graduation Project: what goals did you set for

extending your knowledge and making a difference within the community-at-large? How did the experience have an effect on your life or the way that you see/understand the world? What did you gain from this experience? (Use your self-evaluation as a guide!)

Paragraph IV: Reflect on your presentation to the Review Board. How did speaking to

community members differ from speaking to your classmates? What obstacles or fears did you overcome to successfully complete your presentation? Do you think your presentation was effective/made a difference? Explain.

Paragraph V: Reflect on the overall project. Do you feel the Graduation Project made you a

more active, informed citizen? Explain. Moving forward, how will you apply the lessons learned to your life?


Portfolio Checklist for Auditors

Student _____________________________________ English Teacher ______________________________

Items to Be Placed in Portfolio

❏ Title Page ❏ Table of Contents ❏ Topic permission form (junior year) ❏ Research paper (junior year) ❏ Research self-evaluation (junior year)

❏ SLE approval form ❏ Letter to the review board ❏ SLE time log and artifacts (work samples, pictures, sketches, communications during SLE completion) ❏ SLE Self-Evaluation ❏ Evidence of planning for presentation (may include outline, note cards, and inclusion of artifacts)

Optional Documents: ❑ Presentation self-evaluation ❑ Mentor log ❑ Mentor confirmation form ❑ Mentor reflection ❑ Additional time logs/journals

Student’s Signature _________________________________________________ Auditor’s Signature: ______________________________________________________

Portfolio Rubric


Total Points


x2

Student Reflections reveal mature and critical insight into how student anticipated changes, dealt with contingencies.

Student Reflections reveal sufficient insight into how student anticipated changes, dealt with contingencies.

Student Reflections reveal insufficient insight into how student anticipated changes, dealt with contingencies.

Student Reflections reveal minimalt insight into how student anticipated changes, dealt with contingencies.

Student Reflections reveal no insight into how student anticipated changes, dealt with contingencies.

Demonstrates significant ongoing academic and/or personal growth.

Demonstrates acceptable ongoing academic and/or personal growth.

Demonstrates insufficient ongoing academic and/or personal growth.

Demonstrates little ongoing academic and/or personal growth.

Demonstrates no ongoing academic and/or personal growth.

Grammar and mechanics used skillfully to enhance construction of portfolio.

Grammar and mechanics used adequately to enhance construction of portfolio.

Grammar and mechanics used insufficiently to enhance construction of portfolio.

Grammar and mechanics used minimally to enhance construction of portfolio.

Grammar and mechanics not used in the construction of portfolio.

Portfolio's appearance and format are exceptionally professional.

Portfolio's appearance and format are adequately professional.

Portfolio's appearance and format are unevenly professional.

Portfolio's appearance and format are inappropriate or insufficient.

Portfolio's appearance and format do not adhere to guidelines.

Exhibits effective organizational skills in completion of portfolio.

Exhibits adequate organizational skills in completion of portfolio

Exhibits uneven organizational skills in completion of portfolio.

Exhibits flawed organizational skills in completion of portfolio.

Exhibits no clear organizational skills in completion of portfolio.

Exceeds requirements for portfolio contents in thoughtful ways to enhance meaning and completeness.

Meets requirements for portfolio contents in thoughtful ways to enhance meaning and completeness.

Meets some requirements for portfolio contents in thoughtful ways to enhance meaning and completeness.

Meets fews requirements for portfolio contents in thoughtful ways to enhance meaning and completeness.

Meets no requirements for portfolio contents in thoughtful ways to enhance meaning and completeness.

Total Points/Score

Each dimension can receive between 1-4 points. The maximum score for a Distinguished level portfolio is 28. The minimum score for a portfolio is 7. Portfolios can receive a combination of points from all categories. If students do not submit a portfolio, they may receive a score of 0.

Scale: 28-25 = 4 24-18 = 3 17-11 = 2 10-7 = 1 6-0 = 0


Graduation Project: Senior Year (Cumulative Grade) Student Name:

Service Learning /Artifact Score (4,3,2,1,0)

Composite Score

Converted Score

Presentation Score (4,3,2,1,0) 1 NS – Student must resubmit

Portfolio Score (4,3,2,1,0) 2 NS – Student must resubmit

TOTAL COMPOSITE SCORE (4,3,2,1,0) 3 55

CONVERTED SCORE 4 60

GRADE CALCULATION: CMS School Board policy: In order to receive credit for the Graduation Project as part of the English IV grade, students must complete the three required components and demonstrated that they have completed the required research paper. The score above will count for 20% of the second quarter grade in semester-long English IV courses and 40% of the fourth quarter grade in year-long English IV courses.

The cumulative grade is the sum of the three components. For example, a student earning a 2 on the SLE a 4 on the presentation, and a 3 on the portfolio would have a composite score of 9, and a converted score of 85.

5 65

6 70

7 75

8 80

9 85

10 90

11 95

12 100