![](3D"PBGR_Handbook_files/image004.jpg")
Graduation by Portfolio
and Capstone Handbook
A Guide for Students, Parents, and Teachers
The
mission of
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sp; =
=
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sp; =
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Revised October 2006
Acknowledgements<= /span>
The 2006-2007
graduation handbook is
Proficiency-Based Graduation Requirements (PBGR)
Steering Committee
Judith Baxter, English Curriculum Coord= inator
Lori Ferguson, Assistant Principal
Michael Hobin,
Arlene Jeffrey, PBGR Coordinator=
Deb Jervis, Mathematics Curriculum Coordinator
Arthur Lisi, Guidance Curriculum Coordi= nator
Anthony Marsella, PBGR Coordinator
Kathleen Sullivan, Science and Technolo= gy Curriculum Coordinator
Donna Tobin, PBGR Coordinator
Founding Portfolio Committee
Anthony J. Marsella, Career
& Technical Education, Committee
Chair
Tina Andrew=
s, Parent
Representative
Marie Custe=
r,
Social Studies
Annette Dun=
kelman,
Unified Arts
Brian Hodge=
, Unified
Learning
Donna Hutso=
n,
School Based Coordinator
Kathleen La=
rocque, Technology
Dolores
O’Rourke,
Deb
Pacheco, Physical Education
John Rapoza, Career & Technical Edu= cation
Founding Capstone Committee
Kathleen Sullivan, Science, Committee Chair
JoAnn Avedisian, Unified Learning
Julie Boyle, English
Donna Della Porta, Unified Learning
Erica Horlbogen, Social Studies<= /span>
Arlene Jeffrey, English
Lisa Johansen, Social Studies
Dolores O’Rourke,
Robyn Pothi=
er,
Science
Gail Robinson, English
Donna Tobin, English
Special thanks to R.I. Department of Education, =
RI
Skills Commission, and the Education Alliance at
Table of Contents
Coventry High School Graduation Requirements..........................................=
................................... 5
&nbs=
p; Graduation
Portfolio, Capstone Project, and Certificate of Initial Mastery.......................... 5
&= nbsp; Types of Entries in a Portfolio <= /span>.................................................................= ............................... 7
&=
nbsp; Support and Structure for the Graduation Portfolio..........................................=
.................... 7
&= nbsp; Review Process………= 230;…………………………&= #8230;……………………..…R= 30;………..9
&=
nbsp; Core
Question – The Heart of a Capstone. 11
&= nbsp; Requirements……= ……...……………………&#= 8230;…………………………= ……………….13
&= nbsp; Topic Selection Guidelines …………………………̷= 0;……… …………= ……..............16
&= nbsp; Topic Checklist …………………………̷= 0;……………… …………= ………………... 17
&= nbsp; Capstone Proposal Worksheet ……………………= …………………………̷= 0;………… 18
&= nbsp; Requirements for Written Components …………………………̷= 0;…………………….. 27
&= nbsp; Research Rubric ………………………̷= 0;…………………………= 230;…………………..29
Final Product Rubrics………………………̷= 0;…………………………= 230;………….30-33
&= nbsp; Oral Presentation Rubric …………………………̷= 0;…………………………= 230;……….34
&= nbsp; Support and Structure for the Capstone Project …………………………̷= 0;……………..36
Appendices
= A. Coventry High Schoo= l Learner Expectations ………………………= ;……………….…... 37
= B. Applied Learning Standards ………………………&#= 8230;…………………………= ……….. 38
= C. RIDE Regulations Re= garding the RI Diploma System…………………̷= 0;…………...… 39
Required Parent/Student Signature Form…………………………&= #8230;…………………………= ;…41
Sch=
ools
must be sure that all students successfully complete a rigorous diploma pro=
gram
that gives them access to college or post-secondary training, whether
immediately after high school or when and if they so choose<=
/span> .
=
&nb=
sp; =
&nb=
sp; =
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sp; =
The <=
st1:place
w:st=3D"on">
RI De=
partment
of Education, 2005
Beg=
inning
with the Class of 2008, earning a high school diploma will be markedly
different for Rhode Island Coventry High School
Com=
pleting
a rigorous diploma program gives students access to college or post-seconda=
ry
training, whether immediately after high school or at some other time in th=
eir
life, if they so choose. With=
the
labor market changing so drastically, today’s high school graduates m=
ust
have a strong literacy and numeracy foundation and be capable of
problem-solving, decision-making, analytic reasoning, working with teams,
effectively communicating and interpreting information, and demonstrating
responsibility (RIDE, 2005).
Usi=
ng the
state’s guidance, every high school had to develop strategies for
assessing proficiency in these applied learning skills in all six content
areas. Coventry High Schoo=
l
This Graduation
by Portfolio and Capstone Handbook: A
Guide for Students, Parents and Teachers is designed to give studen=
ts
both an overview and working understanding of the requirements and expectat=
ions
needed to graduate from
![3D"*"](3D"PBGR_Handbook_files/image002.gif=)
Completion of a minimum of 24=
academic
credits
Graduation Portfolio
Capstone Project
What is a Graduation Portfolio?
=
A graduation
portfolio is a collection of evidence demonst=
rating
that students have the skills and knowledge expected of a graduate from
What is a
Graduation Capstone Project?
A Capstone Projec=
t
is also part of
Certifica=
te of
Initial Mastery (Optional)
A Certificate of Initial Mastery (CIM) is an endorsement to the h= igh school diploma that alerts colleges and businesses that students have met h= igh academic challenges beyond the graduation requirements. For students to achieve the CIM th= ey must successfully complete the following:&= nbsp; Graduation capstone project, 2 on demand and 1 extended ELA and math tasks, demonstrate responsibility and work habits, and meet or exceed stand= ard on the RI State Assessment. T= he CIM does mean extra effort on the part of the student but it may mean more educational and employment opportunities upon graduation from high school.<= span style=3D'mso-spacerun:yes'> The effort is worth it.
In order to graduate from Coventry High Schoo=
l
For the creation of a graduation portfolio, the student
selects work from his or her proficiency portfolio. This work must demonstrate how the
learner expectations of
What are the requirements for a CHS Proficiency P=
ortfolio?
- minimum number of three proficient
tasks (a minimum of two must be validated) are needed for all full year
courses. A minimum numbe=
r of one validated proficient tas=
k will
be required for all semester courses.=
-
- minimum of 50% of all entries must be validate= d. These entries have met the guidelines for rigor and relevance within each content area.
Proces= ses that students go through to build a CHS portfolio
Students go through a process of collecting, selecting, and reflecting:
Collecting – During = each course in each year of high school, students should put at least three entr= ies into their respective proficienc= y portfolios. The proficiency por= tfolio represents the ongoing collection of student work. While working to fulfill= the requirements stated above, students are also encouraged to collect document= ation from other educational experiences, such as internships, community service, performances, academic competitions, etc.&= nbsp;
Selecting<= /u> – The graduation portfolio is a subset of the proficiency portfolio.
- Students
will create a subset of their proficiency portfolios that demonstrates
proficiency in CHS’s learner expectations. Entries selected may =
have
a career focus.
- The same entry can be a “best” demonstration of more than one proficiency or learner expectation. For example, a student might selec= t a history project as a demonstration of Use of Information Literacy Skil= ls, Understanding of Social Studies Concepts, or Ability to Write a Resear= ch Paper.
- The student with guidance from advisors, teachers, parents, and counselors= will select most of the entries in the graduation portfolio.
Reflecting: The portfolio = will have two types of reflection: a reflection for each entry (formative), an= d an overall reflection (summative). To further explain these reflection types:
- Formative Reflection: A
reflection on each individual entry. This reflection is to be written =
at the
time the work is completed. Thus, the reflection helps the student
remember what he or she learned in this particular activity. As part of
the formative reflection, the student needs to describe why he/she bel=
ieves
the enclosed evidence is, indeed, a demonstration of the learner expec=
tations.
- Summative Reflection: An =
overall
reflection of the graduation portfolio. This reflection should focus =
on the
body of work as a whole, rather
than being a description of each individual entry.
What types of entries g= o into a CHS portfolio?
· The entries in the portfolio may come from any assignment that the student completes in high school and through independent experiences.
- A
minimum of two entries from each full year course must be validated
tasks. Teachers will
inform the students which tasks are validated and which are non-valida=
ted.
The majority of entries that students include in their portfolios will come from course-specific tasks including CIM tasks. These = are classified as “on demand” or “extended” tasks.
They can be classified as:
§ = &nb= sp; = &nb= sp; = &nb= sp; or
§eriod of time and require more in-depth w= ork and research.
The remaining entries in the portfolio may come from: =
- Student Selected Entries: These = are assignments that come from the classroom, independent study, or from activities that students participate in outside of school. Examples of these may include= :
- extracurricular activities=
- in-school activities
- out-of-school activities
All port= folio entries must include:
q = The prompt or a description of the assignment/activity
q = The student’s work (artifacts)
q = The date the entry was completed
q = A list of proficiencies met from Grade Span Expectations (GSEs), Content Standards, and CHS Learner Expectations.
q = A Formative Reflection
o
o
o
o
q = A completed evaluation aligned with a corresponding rubric documenting that t= he student has met proficiency.
Support and Structure for the Graduation Portfolio=
The
- Students are responsible for building their own portfolios. In doing so, they will become more independent learners and should be able to answer the question, “Why are we doing this anyway?” While the students need to have that responsibility, th= ey also need guidance and support.
- Students will be connected to a supportive adult = who will assist throughout the four year process. The advisor’s role is to monitor and to provide guidance and direction.
- A limited time will be allotted during the adviso= ry period to develop portfolios.
Review Process
ANNUAL REV= IEW OF A PROFICIENCY PORTFOLIO:
· An annual r= eview of the student’s proficiency portfolio will be conducted during the l= ast quarter of the school year. <= o:p>
· The review process will follow a specified protocol such as the Collaborative Assessment Conference.
· Portfolios = will be scored using a rubric.
· The process= is intended to provide students with the opportunity to gain experience in the delivery of oral presentations as well as to insure that the student’s portfolio is on course.
FINAL REVIEW OF A GRADUATION PORTFOLIO:<= o:p>
·
= second quarter in the = senior year.
Review committee compositionTh= e Graduation Portfolio Review Committee must be composed of at least five members to inc= lude some or all of the following:
· At least one teacher who possesses an in-dep= th knowledge of the state’s Grade Span Expectations (GSE’s)
· Content Area Teachers (Note: this does not i= mply that the Review Committee must include one teacher from every area, but as a whole, the review team must have in-depth knowledge and understanding of al= l of the school’s Graduation Expectations)
· One teacher with in-depth knowledge of the student
· At least one teacher who has not personally instructed the student during the previous academic year
· One community member not be related to the student
· One teacher from another district
Members of the Graduation Portfolio Review Committee m= ay fulfill multiple roles above.
All members of the Graduation Portfolio Review Committ= ee should have had sufficient training, professional development and or experi= ence to ensure:
· full understanding of Coventry High’s graduation requirements
· full understanding of the rubrics being used= to evaluate the student, as well as strong familiarity along with all expectat= ions and benchmarks
· ability to utilize authentic scoring based on evidence.
Once the committee has been a= ssembled, a formal review of the CHS portfolio will commence and the contents will be assessed. Members of the revi= ew committee will assess the summative reflection and verify the contents of the student= s’ portfolios. Rubrics for this process will be provided. Members of the Graduation Portfolio Review Committee must reach consensus on the students̵= 7; portfolios.
Reporting
Feedback in written form must be provided to the stude= nts along with an identification of the proficiency level:
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Commendable,
Acceptable, or Unsatisfactory. An unsatisfactory portfolio will be returned=
to
the student with specific feedback on deficient areas. The student will resubmit the portfolio in =
a timely manner or participa=
tion
in graduation may be jeopardized. To be eligible for graduation, students m=
ust
resubmit their amended portfolios by the established timeline and ultimatel=
y receive
a Commendable or Acceptable proficiency score.
The Capstone Project requires a student to focus in-de= pth on a core question of his or her choice. It plays an essential part in demonstrating that a student has met b= oth Applied Learning Standards and Content Standards. (Note: Students seeking a Certifica= te of Initial Mastery (CIM) may use the Capstone Project in their CIM portfolios.= )
The Capstone Project provides the student with a forum= for demonstrating that a student has achieved a learning stretch. T= he student will demonstrate his or her ability to analyze information, synthes= ize new solutions, and implement his or her ideas.
There are four Applied Learning Standards that must be= met in the Capstone Project. Thes= e are explained fully in Appendix B. The Applied Learning Standards focus on:
· Problem Solving
· Using communication tools and techniques
· Using information tools and techniques
· Applying self-management.
Each student chooses how th= ese standards are met through the Capstone Project. In addition to these standa= rds, the students must also:
· Demonstrate competency in at least one content area.
The Capstone Project begins with students exploring to= pics of interest (see section on Topic Guidelines, p= 16). The chosen topic is then explored = by way of a core question that leads the student on a path of in-depth learning and research. Each student must organize and plan how to find answers to the core question. The student wil= l be guided throughout the process. When completed, the student will present his or her results to a review panel.
Core Question – T= he Heart of a Capstone
The first step in creating a Capstone Project is for t= he student to develop a core question. This question will arise from the student’s interests and shou= ld eventually lead to meeting the four Applied Learning Standards.
The core question should be open-ended and exploratory. It is the beginning of a path which allows students to acquire knowledge and use that knowledge to solve problems. The core question w= ill lead to the creation of an identifiable product that can be judged for how = well it meets the applied learning and content standards selected by each studen= t. Depending on the final product, a = core question will fit into one of two categories. These include:
· INQUIRY – poses a question and explores in-depth implications that bring unders= tanding to a social, political, scientific, moral/ethical, or artistic condition. <= span style=3D'mso-spacerun:yes'>
· PROBLEM SOLVING – states a problem, researches its cause = and effect,
= proposes a solution, implements it, and evaluates its effectiveness.
Several Examples of Capston= e Core Questions:Ø How can students at
Ø How does the media alter public opinion of political candidates?
Ø How can seniors become more aware of the effects of alcohol?
Ø How did the genocides of the 20th Century = affect the population?
Ø How can more people be convinced to participate in recycling efforts?
Ø How can the community assist in the welfare of zoo an= imals?
Ø How can presentations by local authors lead to career awareness and publication?
Ø How do US/China education structures compare in prepa= ring students academically?
Ø How can the lite= rary work of CHS students be showcased to the local community?
Ø How can students’ self esteem at the elementary level be strengthened?
Example of an Inquiry Capstone and Connection to Standards
“= How does the media alter public opinion of political candidates?”=
Analyzing
· Collect information from newspapers, magazin= es, television, billboards, etc.
· Categorize collected information (what has t= he media provided?) such as public opinion polls, family profiles, prior voting records, etc.
· Determine the outcome of the election.
· Evaluate the information and state the answe= r to the question. Consider what t= he media focused on in relation to the outcome of the election.
Synthesizing
· The student creates a mock election, simulat= ing the media by distributing political platform information for each candidate= and using the election to confirm the answer to the core question.
Alignment to at least One Content Standard
· = Math: Interpreting polling outcomes, mea= suring the media’s effects quantitatively, and graphing public opinion surve= ys from the mock election.
· = Social Studies: Demonstratin= g an understanding of the Electoral process.
· = Science: Describing the physiological cause= and effect relationships that the media can utilize.
· = Arts: Creating advertisements capturing = the public’s attention.
· = English Language Arts: Demons= trating the proper use of grammar and punctuation and effective communication, or u= sing proper citation of sources of information and effective use of accessing and evaluating information.
Example of a Problem Solving Capstone with Connection to Standar= ds
“How can more people be convinced to participate in recycling efforts?”
Analyzing
· Examine what consumables are recyclable and = to what extent they are recycled by accessing information from local municipalities as well as from national averages using the internet and telephone interviews.
· Evaluate information provided in the form of= charts and graphs.
Synthesizing
· The student proposes a solution that is base= d on the research which generates the
greatest feasible solution to the problem.· The student generates an educational campaig= n to enhance the community’s
involvement.· The student implements an improvement plan at the school for recycling paper.
Alignment to at least One Content Standard
· = Math: Graphing public opinion surveys; <= span style=3D'mso-spacerun:yes'> performing statistical analysis of = public
opinion and its impact on the planet’s resources.· = Social Studies: Demonstratin= g an understanding of accessing records from
muni= cipalities.· = Science: Understanding the recycling proces= s on the molecular level.
· = Arts: Creating brochures and graphics th= at capture the community’s attention.
· = English: Demonstrating the proper use of gr= ammar and punctuation and effective
communication; or, using proper cit= ation of sources of information and effective
use of accessing and evaluating information.Capstone project requirements
Topic and Core Question <= /span>
- Must be selected by the student and is based on his/her interest(s), as wel= l as his or her prior knowledge and skills, but must be within established school/district parameters and approved by an advisor and parent(s) or guardian(s).
- Must include a clear learning stre= tch that demonstrates depth of knowledge; includes analysis, interpretatio= n, and evaluation; and goes beyond classroom instruction.
- Must have a “real-world” connection.
- Specific requirements and =
guidelines
are listed on pages 15 and 16.
Proposal
- Each
student must submit a written proposal. The “Capstone Proposal =
Sheet” on pages
17-26 outlines in detail the requirements along with the rubric for the proposal.
- Each
Capstone Project proposal must be officially approved by the Capstone
teacher.
Product
- The product demonstrates the active application of knowledge of the Applied Learning Standards (Appendix B) and Content Standards of at least one major discipline.
- Research
must include a variety of sources including literature, periodicals, a=
nd
internet data as well as personal interviews with experts within the
student’s chosen content area.&=
nbsp;
- Research must come from a variety of primary and secondary sources and must inc= lude the proper documentation and citation of sources using MLA format.
- Rubrics to guide students in the research and
developing the product are listed o=
n
pages 29 and 30.
Written Co= mponents
· Journal entries which summarize project progress, document meetings with the advisor/mentor, note problems encounte= red and solutions that emerged toward the completion of the Capstone Project.
· A reflective narrative containing a student’s purposeful evaluation of what he or she has learned. Specific requirements are outlined= on pages 27 and 28.
· The written component will be due prior to t= he oral presentation.
Oral Prese= ntation
- All Capstone Projects will include an oral presentation that will be prese= nted to a panel of judges.
- Each student will make technology choices based upon the nature of his/her Capstone Project.
- Specific requirements and rubrics are listed on pag= e 34.
=
General Timeline for the Capstone Project
FRESHMAN Ye= ar
Stu= dents will master content knowledge, understand the Grade Span Expectations and become familiar with the Applied Learning Standards. Students will develop skills, explore personal and career-related interests, and obtain clear expectations of the Capstone Project.
SOPHOMORE Y= ear
Stu= dents are strongly encouraged to explore potential Capstone topics as they beco= me more familiar with the requirements and demands of the Capstone. In preparation for the Capstone course, students are further encouraged to create a core question and for= mulate the proposal contained within this handbook to help them focus on the requirements for the project. Students may also want to identify an adult mentor with whom to work although it is not a requirement. When students have completed all requirements, they mu= st consult with a PBGR Coordinator to schedule a final presentation.
JUNIOR Year=
Stu= dents are required to enroll in the Capstone course to aid in fulfilling the requirement of the Capstone Project.&nbs= p; The Capstone must be completed and presented to a panel of judges = by the end of the junior year. Failure to do so may jeopardize the student’s senior status.
SENIOR Year
If revisions to the Capstone Project are needed, these must be completed by = the end of the FIRST semester of the senior year. A second review by a panel of ju= dges will occur to insure that the student has met graduation proficiency.
Capstone Roles and Responsibilities<= o:p>
Each student must:
Identif= y a core question that allows for an in-depth exploration of a topic which is proble= m
solving or inquiry. Write a formal proposal and = have it approved by the project advisor and Capstone teacher (if
applicable). The Capstone project must address Applied Learning Standards and Content
Stan= dards. Work with his/her advisor (or Capstone teacher) to identify experts who can be resources for
the Capstone project. Maintain a journal, documenti= ng all of his or her work on the project. Journal entries must be
shared with the advisor and Capstone teacher (if applicable). Refl= ection and revision will be
an ongoing part of the journal writ= ing process.
Develop and ad= here to a timeline for the major and minor activities in his project. This
incl= udes scheduling regular meetings with the project advisor (or Capstone teacher).= Conduct thorough resear= ch on the content of his or her project and document his progress with
phot= os or videos whenever possible. Stu= dents should consult regularly with their advisors (or
Caps= tone teachers) to ensure that content standards are met. Develop an annotated bibliogr= aphy of sources used for the completion of the project.
Maintain a portfolio of the v= arious Capstone components: proposal, timelines, research,
annotated bibliography, journ= als, reflections, etc. Adhere to the final product r= ubric that reflects the New Standards Applied Learning Standards,
the RI Grade Span Expectations (GSE’s), and appropriate content standards for the Capstone
Project. Complete the final product.
Obtain an outside evaluation = of the product (if appropriate).
Provide an adequate self-eval= uation of the product.
Review the final product with= the project advisor before the final oral presentation. Students
must make all necessary chang= es in sufficient time for the judging committee to review the
product. Deliver a final presentation = to a judging committee and adhere to the final oral presentation
rubric. Prepare a folder for judges w= hich contains the key components of the project. This will be
used= during the final oral presentation. Write a final reflective narr= ative.
Incorporate the use of techno= logy in the oral presentation to effectively communicate the
necessary elements of the project. = Revise the Capstone project i= f it does not meet standard and present again for a judging
comm= ittee.
Students = are ultimately responsible for the success of their respective Capstone Project= s. They must work closely with their Capstone Project Advisors (and Capstone teachers if applicable).
Topic selection guidelines
The following are guidelines that should assist each s= tudent in the selection of a topic to be explored:
· = ; The topic should be one that is broad enough= to allow each student access to enough information yet specific enough to make= the research scope reasonable.
· = ; The project topic should require an academic= and creative learning stretch. (Learning that emphasizes depth of know= ledge, includes analysis, interpretation, and evaluation, and goes beyond classroo= m instruction.) For example, the student shoul= d not choose a topic that is limited to relatively simple ideas or one that has little application or extension possibilities.
· = ; The student should consider selecting a topi= c in which he/she has some interest or knowledge. For example, it is possible to EXTEND the work a student has com= pleted for a History Day or Science Fair project in order to meet the requirements= of the Coventry High School Capstone Project.
· = ; No fundraising project which includes the student handling or collecting money will be allowed. If the project requires the collec= tion of money then a member of a professional organization (i.e. the Cancer Soci= ety) must be involved.
· = ; The student should not choose a topic that m= ight endanger himself or herself or others.
· = ; The student must select a project that is consistent with the Coventry High School Mission Statement and adheres to t= he guidelines of the Capstone Project.
Topic<= span style=3D'mso-spacerun:yes'> selection checklist
Students should use t= he following checklist as a guide for compl= eting the Capstone Project:
= Y N
I = have identified a topic that I am interested in researching.
I will be able to find enough research materials to complete a project on this
= topic. = My rese= arch scope is specific enough that the project will be manageable.
My topic / project is challe= nging enough that it requires a learning stretch.
I have identified a core que= stion.
I have discussed this topic = with my advisor/Capstone teacher and my parent
= or guardian and have completed the sign-off sheet by the required due date. = I have = identified the applied learning standards for my project.
= I have selected at least one content standard which will be used to complete my
= project. I am prepared to handle some expenses associated with my project.
= The project d= oes not require me to take risks that might endanger me or others.
Capstone Project
Proposal Worksheet
Use this worksheet to deve= lop your capstone Project proposal. Ma= ke sure you address each of the components.&n= bsp; Meet with your Capstone teacher or Capstone advisor to discuss the proposal. Both of you must si= gn the final proposal as well as your parent or guardian.
I. The Core Question Is . . .
· Based on your interests
· Clearly stated as a question<= o:p>
· Open-ended and exploratory
· Directed towards a path to new knowledge
· Related to real-world issues =
My core question is:
How <= span style=3D'mso-spacerun:yes'> _______________________________________________________________________= __
___________________________________________________________________________= ______________________________________________________________________________= ___________________________________________________________________________= ________?
II. Overview of the Proposed Capstone Project
Write a brief description of your project plan. In your description, identify the content and applied
learning standards that apply and the research that you plan to pursue. Also, describe the pr= oblem that your Capstone project will solve.&nbs= p; If more space is needed, attach a separate sheet to this worksheet.<= o:p>
__________________________________________________________________________= _____
__________________________________________________________________________= _____
__________________________________________________________________________= _____
__________________________________________________________________________= _____
__________________________________________________________________________= _____
__________________________________________________________________________= _____
__________________________________________________________________________= _____
__________________________________________________________________________= _____
___________________________________________________________________________= ______________________________________________________________________________= _____
__________________________________________________________________________= _____
___________________________________________________________________________= ____
___________________________________________________________________________= ____
___________________________________________________________________________= ____
___________________________________________________________________________= ____
___________________________________________________________________________= ____III.= Identify and describe the learning s= tretch or path to new knowledge that applies to this Capstone Project:
_______________________________________= ________________________________________
_____________________________________________________= __________________________
__________________________________________________________________________= _____
_____________________________________________________= __________________________
___________________________________________________________________________= ____
___________________________________________________________________________= ____
___________________________________________________________________________= ____
___________________________________________________________________________= ____
A1 – Problem Solving
1. (Choose one of the A1 problem solvi= ng standards.)
( A1a) Design a Product &= nbsp;
( A1b) Im= prove a System =
( A1c) Pl= an and Organize an event or an activity
I choose ___________________________________= ____________________________________
I will achieve this standard= ______= _________________________________________________
__________________________________________________________________________= _____
_______________________________________________________________________=
_______________________________________________________________________
______________________________________________________________________________________________________________________________________________=
_______________________________________________________________________=
A2 – Communication Tools and Techniques
1. = Choose (A2a) and one other standard.
2. = Describe how you will achieve these standards.
<= o:p>
(A2a) The student makes an oral present= ation of project plans or findings to
= &nb= sp; an a= udience with expertise in the relevant subject matter.(A2b) The student prepares a formal wri= tten proposal or report to an
= &nb= sp; = organization beyond the school.(A2c)&= nbsp; The student develops a multi-media presentation combining text,
= &nb= sp; = images, and /or sound.=I choose______= __________________________________________________________________
<= span style=3D'mso-tab-count:1'> &= nbsp;
I will achieve ___________________________________________________________________
_______________________________________= ________________________________________
_______________________________________= ________________________________________
___________________________________________________________________________= ____
___________________________________________________________________________= ____
___________________________________________________________________________= ____A3 – Information Tools and Techniques
1. Choose (A3a) and one= other standard
2. = Describe how you will achieve these standards.
<= span style=3D'mso-tab-count:2'> &= nbsp; &nbs= p;
(A3a) The student gathers information to assist in completing project work.
(A3b) The student uses on-line sources = to exchange information for specific
= purposes.(A3c) The stud= ent uses word-processing software to produce a multi-page
= document.(A3d) The stude= nt writes, adds content to, and analyzes a database program
= that uses a relational database.(A3e) The stude= nt creates, edits, and analyzes a spreadsheet of information
= that displays data in tabular, numeric format and includes multiple
= graphs.I choose___________________________________________________________________= _____
I will achieve ___________________________________________________________________
_______________________________________= ________________________________________
_______________________________________= ________________________________________
_______________________________________= ________________________________________
_______________________________________= ________________________________________
_______________________________________= ________________________________________
A4 – Learning and Self-Managem= ent Tools and Techniques
1.&nbs= p; Choose any two of the standards below and explain how you will achieve these
stan= dards.(A4a)&= nbsp; The student learns from models.
(A4b)&= nbsp; The student reviews his or her own progress in completing work
= &nb= sp; = activities and adjusts priorities as needed to meet deadlines.(A4c) The student evaluates his or her pe= rformance.
I choose ____________________________________________________________________= ___
I will achieve __________________________________________________________________
_________= ______________________________________________________________________ ____________________________________________________= ___________________________
_____________________________________________________= __________________________
___________________________________________________________________________= ____
___________________________________________________________________________= ____
___________________________________________________________________________= ____
V.
project.With your Capstone teacher or Capstone advisor, select at least one content a= rea and all the performance standards that are related to your project. Include all ELA standards that app= ly
and identify the GSEs related to your project.The content area and content standards = for my project are:
____________________________________= ____________________________________________________________________________________= __________________________
_____________________________________________________= __________________________
_____________________________________________________= __________________________
_____________________________________________________= __________________________
_____________________________________________________= __________________________
VI.<= span style=3D'font:7.0pt "Times New Roman"'> = Explanation of Why You Selected this Project
Write a brief explanation as to why you chose this particular field of inquiry, industry, or discipline to investigate.
_____________________________________________________= __________________________
__________________________________________________________________________= _____
__________________________________________________________________________= _____
__________________________________________________________________________= ___________________________________________________________________________= _________
___________________________________________________________________________= ____
___________________________________________________________________________= ____Capstone Project
I.&n= bsp; A timeline is extremely important for the management of a project.
- Get Sign-off on Problem Development Task (C=
ore
Question approval)
- Get Sign-off on Proposal/Timeline Developme=
nt
Task
- Get Preliminary Research sign-off (required to begin project)
- Deliver a Mid-Quarter Presentation (oral
progress report) to class
- Deliver an End-of-First Quarter Presentation
(oral progress report) to class
- Complete the Project
- Get Final Research sign-off from Capstone
teacher or Capstone Advisor
- Get Content sign-off (see rubric)
- Get Final Product sign-off (see rubric)
- Start work on the Oral Presentation
- Complete Work on Electronic Presentation (T=
wo
weeks before final presentation)
- Complete Final Reflective Essay (Two weeks
before final presentation)
- Practice Presentation
- Deliver Final Presentation
You are beginning this project on: __________________________________= ______________
The last day for presentations for this semester is: ___________________________________
II.&= nbsp; In chronolog= ical order, complete the preliminary timeline template. Expand your timeline to include maj= or as well as minor tasks. Assign tentative dates to each entry and then identify the date when each task is completed.
Reminders:
· = Consider the time constraints of both teacher and student schedules. How do these constraints affect the completion of your work? Plan ahead. Regularly update and refer = to your timeline.
· = If you are dependent upon input from another person, be sure to give them sufficient time to provide you with yo= ur request.
· = It is recommended that you use word processing to complete this timeline. If you do, attach your typed timeline to this proposal. (Using word processing allows for updates to be made easily.)=
Capstone Task / Timeline Worksheet1. Stat= e the Core Questions for your proposed Capstone Project: _______________________<= br> ____________________________________________________________________= ___________
____________________________________________________________________= ___________
2. Identify as many tasks as = you can which are associated with the completion of your
Capstone Project. List the major and a= lso the minor activities. Write e= ach task
beginning with an action word= and apply an anticipated due date to each line item.
Match each task to its major group.=Major Components / Groups
A. &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; D.
B. &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; E.
C. &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; F.
Task List Development for Capstone Project
Project Tasks
Due Date
Group
End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
=
Proposal Development Rubric
This rubric explains the elements of the prompt and standards that should be included in the work. To achieve a successful scor= e on this task, a student must MEET standard for all expectations. A student cannot meet standard on = this task if he/she receives “Below Standard” on any of the expectations.
Exp= ectations
Exc= eeds Standard
Mee= ts Standard
Bel= ow Standard
Proposal
Uses exemplary description of pro= ject with exceptional detail
Identifies all components necessa= ry.
Thoroughly identifies a learning stretch or a path to new knowledge.
Identifies all appropriate standa= rds with a comprehensive link to the particular project.
Fully explains why this field of inquiry, industry, or discipline was chosen.
Accurately describes the project = plan with sufficient detail.
Identifies many of the components necessary to complete the project.
Identifies a learning stretch or = a path to new knowledge
Identifies most of the standards = and includes a link to applied learning and content standards.
Nearly explains why this field of inquiry, industry, or discipline was chosen.
Does not accurately describe project.
Lacks necessary detail.
Lacks many of the appropriate components to complete the project.
Does not address a learning stret= ch.
Lacks one or more standards appro= priate to project.
Choice of field of inquiry not explained.
Timeline
Identifies all tasks necessary to successfully complete the project.
Develops a detailed timeline that= accounts for the time required to complete the project.
Includes all individual due dates= as well as projected completion dates in the timeline.
Identifies most of the tasks nece= ssary to complete the project.
Develops an incomplete schedule t= hat fails to account for the time required to complete the the project.
Includes many of the required due= dates as well as projected completion dates in the timeline.
Develops an unrealistic and/or incomplete timeline to complete components of the project.
Timeline is missing most of the required due dates as well as projected completion dates.
Solutions and Strategies for Achievement
Addresses innovative solutions an= d strategies necessary to complete each component in relationship to the final produc= t.
Identifies most of the effective = solutions and strategies necessary to complete each component in relationship to f= inal project.
Does not identify effective solut= ions and strategies necessary to complete each component in relationship to f= inal project.
Requirements for Written Compon= ents
In the Capstone Project
1.&n= bsp; JOU= RNAL GUIDELINES
A journal = is a reflection of your progress in problem solving. It also documents all the work
you have accomplished for your project. It should be neat, organized and typed.Specific criteria to include in each of your entries:
- Timeline
Ø Starting dates for each activity.
Ø Estimated date of completion.
- Evidence to show that each work activity has been successfully completed.
- Reflection that shows evidence of problem solving.
To document your= work, you must include the following:
- Resources
to help you complete the activity (materials, contacts, locations to v=
isit,
etc.).
- Planned
steps (what you did, what you saw, what you heard).
- Modifications
you made to your original plan.
- Evidence
that demonstrates successful completion of each activity.
· Specific standards addressed.
2.&n= bsp; REF= LECTIVE NARRATIVE GUIDELINES
Student reflections must be organized to allow for a progression of ideas. They must contain an introduction = that engages the reader and establishes a context, must express a clear developm= ent of ideas, and include a closure. All student reflections must include the following informatio= n:
A. A summary of the research and components of the project.
= B. A reflection of the problem solving process that has been undertaken to include consideration of the following questions:
· What obstacles did you face?
· What solutions did you bring forth?
· What results or findings did you conclude?
· What would you have done differently and why= ?
· How would you use what you have learned in t= he future?
· What component are you most proud of and why= ?
· What advice would you give to a student undertaking a similar project?
· What new academic knowledge did you gain from this project?
= C. A description of the role of the student’s mentor or outside source.
= D. A reference to the appropriate Appl= ied Learning Standards and Content Standards.
II. ALSO NEEDED: An organizational structure that allows = for the progression of ideas to include:
Rubric for Capstone Research
Category
Exceeds
Standard
Meets
Standard
Below
Standard
Referen= ce
Standar= ds
* Research<= o:p>
Annotates completel= y each source including citi= ng, summarizing, and indicating the value of each source.
Provides extensive = and relevant evidence to support the core question
Includes at least f= ifteen (15) primary and secondary sources.
Mostly completes the annotation of each source including citing, summarizing, and indicating t= he value of each source.
Provides some evide= nce to support the core question.
Includes ten (10) o= r more primary and secondary sources.
Attempts to annotat= e the research but does not fully cite, summarize, or indicate the value of each source.
Shows little or no = evidence to support the core question.
Includes fewer than= ten (10) primary and secondary sources.
· W-12-7.2<= o:p>
· W-12-6.5<= o:p>
· E1c
· E2c
*Resources<= o:p>
Includes an extensi= ve variety (at least four) of sources that are relevant to the core question= .
All sou= rces are properly cited and formatted on a works cited page and in the annotated bibliography (M= LA format).
Includes a variety = of sources (at least three) that are relevant to the core question.
Most sources are pr= operly cited on a works cited page and in the annotated bibliography (MLA format).
Includes a minimal = number of sources (fewer than three) that are relevant to the core question.
Many sources are im= properly cited or formatted in the works cited page and in the annotated bibliogra= phy (MLA format).
· A3a
· A3b
· W-12-6.6<= /span>
<= o:p>
<= o:p>
<= o:p>
<= o:p>
Final Product Rubric – A1= a
Prob= lem Solving Rubric - A1a Designing an Intellectual Product, Service, or System
To “Exceed Standard” for the final product, students may not be rated as “Below Standard” in any one
category and must re= ceive “Exceeds Standard” in the majority of categories.
Category
Exceeds Standard
Meets Standard
Below Standard
Design Ideas
D= evelops an analytical and
c= ritical proposal that provides
a= detailed description of how
t= he ideas for the product are
f= ormulated.
<= o:p>
<= span style=3D'mso-spacerun:yes'> Develops an analytical and
<= span style=3D'mso-spacerun:yes'> critical proposal that
<= span style=3D'mso-spacerun:yes'> demonstrates how the ideas
<= span style=3D'mso-spacerun:yes'> for the product are
<= span style=3D'mso-spacerun:yes'> formulated.
<= span style=3D'mso-spacerun:yes'> Develops a proposal that is not
<= span style=3D'mso-spacerun:yes'> analytical and fails to
<= span style=3D'mso-spacerun:yes'> demonstrate how the ideas for
<= span style=3D'mso-spacerun:yes'> the product are formulated.
Research
C= hooses and analyzes
s= ophisticated and compelling
r= esearch for the intended
p= roduct.
R= eflects thorough
u= nderstanding of similar work
d= one by others and presents it
i= n an acceptable MLA format.
<= o:p>
<= span style=3D'mso-spacerun:yes'> Chooses and analyzes
<= span style=3D'mso-spacerun:yes'> adequate and valid research
<= span style=3D'mso-spacerun:yes'> for the intended product.
<= span style=3D'mso-spacerun:yes'> Reflects awareness of similar
<= span style=3D'mso-spacerun:yes'> work done by others and
<= span style=3D'mso-spacerun:yes'> presents it in an acceptable
<= span style=3D'mso-spacerun:yes'> MLA format.
<= span style=3D'mso-spacerun:yes'> Fails to provide adequate and
<= span style=3D'mso-spacerun:yes'> suitable research for the
<= span style=3D'mso-spacerun:yes'> intended product.
<= span style=3D'mso-spacerun:yes'> Lacks awareness of similar work
<= span style=3D'mso-spacerun:yes'> done by others in an
<= span style=3D'mso-spacerun:yes'> unacceptable MLA format.
Choices
J= ustifies innovative choices
t= hat pertain to functional,
a= esthetic, social, economic, or
e= nvironmental elements.
<= span style=3D'mso-spacerun:yes'> Justifies adequate choices
<= span style=3D'mso-spacerun:yes'> that pertain to functional,
<= span style=3D'mso-spacerun:yes'> aesthetic, social, economic,
<= span style=3D'mso-spacerun:yes'> or environmental elements.
<= span style=3D'mso-spacerun:yes'> Lacks justification of choices
<= span style=3D'mso-spacerun:yes'> providing little or no reference =
<= span style=3D'mso-spacerun:yes'> to functional, aesthetic, social,=
<= span style=3D'mso-spacerun:yes'> economic, or environmental
<= span style=3D'mso-spacerun:yes'> elements.
<= o:p>
Implementa-tion
D= emonstrates evidence of
a= dvanced planning and
d= evelopment of the topic.
<= o:p>
<= span style=3D'mso-spacerun:yes'> Demonstrates evidence
<= span style=3D'mso-spacerun:yes'> of some planning and
<= span style=3D'mso-spacerun:yes'> development of the topic.
<= span style=3D'mso-spacerun:yes'> Does not establish criteria for <= o:p>
<= span style=3D'mso-spacerun:yes'> the development of the topic.
Product Analysis and Evaluation
D= emonstrates sophisticated
e= valuation and critical
a= nalysis of the product.
<= span style=3D'mso-spacerun:yes'> Demonstrates thoughtful
<= span style=3D'mso-spacerun:yes'> evaluation and analysis of
<= span style=3D'mso-spacerun:yes'> the product
<= span style=3D'mso-spacerun:yes'> Provides insufficient evaluation<= o:p>
<= span style=3D'mso-spacerun:yes'> and analysis of the product.
Examples of Intellectual Products may include st= ory books, letters to the editor, research papers, letter campaigns, and propos= als to governmental and business organizations.
Final Product Rubric – A1a
Problem Solving Rubric - A1a Designing a Phys= ical Product, Service, or System
To “Exceed Standard” fo= r the final product, students may not be rated as “Below Standard” in= any one
category and must receive “Exceeds Standard” in the majority of categories.Categor= y
Exceeds Standard
Meets Standard
Below Standard
Design Ideas
Provides complex ideas for
the design of the product,
service, or system.
Provides creative ideas for
the design of the product,
service, or system.
= Provides limited ideas for the
design of the product, ser= vice,
or system.
Choices
Provides comprehensive
justification of the functional,<= o:p>
aesthetic, social, economic, or
environmental choices made
in finalizing the design.
Provides ample justification
for the functional, aesthetic, <= o:p>
social, economic, or
environmental choices made
in finalizing the design.
Lacks justification of choices
made in finalizing the design.
Establishing Evaluation Criteria
Uses extensive insight in
establishing criteria for
evaluating the product,
service, or system.
Uses sophisticated designs to
enhance the product.
Uses some insight in
establishing criteria for
evaluating the product,
service, or system.
Uses adequate designs to
enhance the product.
Lacks criteria for evaluating
the product, service, or
system.
Lacks appropriate designs to
enhance the product, service
or system.
Implementa-tion
Provides a detailed
implementation plan for the
product, service, or system.
Uses creative modifications= to= conform to established
= standards or regulations
= regarding quality or safety.
Provides evidence of some
planning for the
implementation of the
product, service, or system.
= Uses adequate modifications
= to conform to established
standards or regulations
= regarding quality or safety.
Does not provide evidence of
any planning for the
implementation of the product,
service, or system.
Lacks evidence of any
modifications to conform to
established standards or
regulations.
Product=
Evaluat= ion
Establishes a product, service,=
or system that precisely
corresponds to the design
proposal.
Establishes a product, service,=
or system that nearly
corresponds to the design
proposal.
Establishes a product, service,=
or system that does not
correspond to the design
proposal.
Examples of physical products include building an engi= ne, creating a bulletin board, creating a work of art, landscaping projects, and automotive projects.
Final Product Rubric - A1b
Problem Solving Rubric - A1b Improving a System<= o:p>
To “Exceed StandardR= 21; for the final product, students may not be rated as “Below Standard”= ; in any one category and must receive “Exceeds Standard” in the maj= ority of categories.
Category
Exceeds Standar= d
Meets Standard<= o:p>
Below Standard<= o:p>
Aim of
the Project§
§
§
§
§
&n= bsp; Provides an adequate plan
for the project indicating the
&n= bsp; problem to be solved, goals
&n= bsp; to be met, and the procedure
used to develop the project.
&n= bsp; Does not provide a plan for
the project that indicates the
problem to be solved, goals
&n= bsp; to be met, or the procedure
used to develop the project.
Structure of the System
&n= bsp; Provides an excellent
explanation of the structure of <= o:p>
&n= bsp; the system including the logic
and sequence.
&n= bsp; Indicates in an exceptional
manner the principles
&n= bsp; underlying the system.
Provides an adequate
explanation of the structure
of the system.
Indicates in a clear manner
the principles underlying the
system.
Does not clearly explain the
structure of the system.
Fails to indicate the
principles underlying the
system.
Analysis of the System
Uses detailed analysis to
demonstrate an exceptional
understanding of the functional, =
aesthetic, social, or
environmental requirements of
the system.
Thoroughly compares and
contrasts the system to other
systems and takes into account
central requirements and
underlying principles.
Uses analysis to demonstrate
an adequate understanding of
the functional, aesthetic,
social, or environmental
requirements of the system.
A= dequately compares and
c= ontrasts the system to other
s= ystems and takes into
a= ccount central requirements
a= nd underlying principles.
Uses little analysis to
demonstrate understanding
of the functional, aesthetic,
social, or environmental
requirements of the system.
Shows little or no
comparison of the system to
other systems and does not
take into account central
requirements and underlying
principles.
Evaluation of the System
Insightfully evaluates the
operation of the system using
qualitative or quantitative
measurements.
Uses data to thoroughly describe
the strategies used to evaluate
and improve the system.
Evaluates the operation of the
system using qualitative or
quantitative measurements.
Uses data to describe the
strategies used to evaluate
and improve the system.
Fails to evaluate the operation
of the system using
qualitative or quantitative
measurements.
Offers limited data to
describe the strategies used
to evaluate and improve the
system.
Examples of improving a = system include developing new bus routes for a school district, improving the water quality of a lake, improving indoor air quality, developing a curriculum, a= nd redesigning furniture.
<= o:p>
Final Product Rubric – A1c
Prob= lem Solving Rubric — A1c - Planning an Event or Activity
To “Exceed Standard” for the final produ= ct, students may not be rated as “Below Standard” in any one catego= ry and must receive “Exceeds Standard” in the majority of categori= es.
Category
Exceeds Standar= d
Meets Standard<= o:p>
Below Standard<= o:p>
Purpose of
the Project§
Presents some evidence that
references the problem or t= he
need for the event or activ= ity.Shows little or no evidence
that references the problem= or
the need for the event or <= br> activity.Plan
Demonstrates in-depth research i= nto a broad range of precedents and regulations.
Develops a highly detailed plan
that considers facilities, budget= s, and the necessary resources to meet the goals of the event or activity.
Thoroughly identifies the = steps necessary to put the plan into action.
Demonstrates some research
into a broad range of
precedents and regulations.=
Develops an adequate plan that
and the necessary resources= to
meet the goals of the event= or
activity.
Nearly identifies the steps
necessary to put the plan i= nto
action.Shows insufficient research of
and regulations.
Fails to develop a plan that
considers facilities, budge= ts,
and the necessary resources= to
meet the goals of the event= or
activity.
Inadequately identifies the steps necessary to put the plan into action.
Implemen-tation<= span style=3D'mso-spacerun:yes'>
Regularly and accurately
modifies the plan in anticipation=
of problems.
Makes exceptional use of time, mo= ney, people, resources, and facilities within the schedule.
Occasionally modifies the plan
in anticipation of problems= .
Makes effective use of time= ,
money, people, resources an= d
facilities.Shows little or no evidence of
modification to the plan in
anticipation of problems.
Makes ineffective use of time,
money, people, resources and
facilities.
Evaluation
Effectively evaluates the success=
of the completed event or
activity using a variety of
quantitative and/or qualitative
methods.
Makes insightful
recommendations for planning
and organizing subsequent
events or activities.
Evaluates the success of the
completed event or activity
using a variety of quantitative
and/or qualitative methods.
Makes recommendations for
planning and organizing
subsequent events or
activities.
Ineffectively evaluates the
success of the completed event
or activity using a variety of
quantitative and/or qualitative
methods.
Does not makerecommendations for planning
and organizing subsequent
events or activities.
Examples of planning an event or an activity might inc= lude a charity basketball game, a cultural awareness week, a food drive, a book dr= ive, an educational class and or a book club.
<= o:p>
S= core: ______= ________________________<= o:p>
Rubric for Capstone Oral Presen= tation
Category
Exceeds
Standard
Meets
Standard
Below
Standard
Reference
Standards
LANGUAGE USE and DELIVERY:
The student communicates ideas effectively.
The student:
· Effectivel= y uses eye contact
· Speaks cle= arly, effectively and confidently
· Fully enga= ges the audience
· Dresses appropriately
· Selects ri= ch and varied words appropriate for context and audience, and uses correct gramm= ar
The student:
· Maintains = eye contact
· Speaks cle= arly and uses suitable volume and pace
· Takes step= s to engage the audience
· Dresses appropriately
· Selects wo= rks appropriate for context and audience, and uses correct grammar
The student:
· Uses eye c= ontact ineffectively
· Fails to s= peak clearly and audibly and uses unsuitable pace
· Does not e= ngage the audience
· Dresses inappropriately
· Selects wo= rds inappropriate for context and audience; uses incorrect grammar.
· OC10 2.1<= o:p>
· OC10 2.5<= o:p>
· ELA E3c
· A2a
ORGANIZATION and PREPARATION:
The student exhibits logical organization.
The student:
· Introduces= the topic clearly and creatively
· Maintains a clear focus on the topic
· Effectively includes smooth transitions to connect key points
· Ends with a logical, effective, and relevant conclusion
· Uses agend= a, outline, speaker notes, or other memory aids to execute a flowing presentation
The student:
· Introduces= the topic clearly
· Maintains a focus on the topic
· Includes transitions between key points
· Ends with a coherent conclusion based on evidence
· Uses agend= a, outline, notes or other memory aids to structure presentation
The student:
· Does not c= learly introduce the topic
· Does not establish or maintain a focus on the topic
· Uses ineff= ective transitions that rarely connect key points
· Ends witho= ut a conclusion based on evidence
· Does not m= ake effective use of notes or other memory aids
· OC 10 2.1=
· OC 10 2.2=
· OC 10 2.3=
· ELA E3c
CONTENT:
The student explains the process and findings = of the project and resulting learning.
The student:
· Clearly de= fines the topic or thesis and its significance
· Supports t= he thesis and key findings with an analysis of relevant and accurate evidenc= e
· Provides evidence of extensive and valid research with multiple and varied sources=
· Provides evidence of complex problem solving and learning stretch
· Combines a= nd evaluates existing ideas to form new insights
The student:
· Clearly de= fines the topic or thesis
· Supports t= he thesis and key findings with evidence
· Presents evidence of valid research with multiple sources
· Provides evidence of problem solving and learning stretch
· Combines existing ideas to form new insights
The student:
· Does not c= learly define the topic or thesis
· Does not s= upport thesis with evidence
· Provides l= ittle or no evidence of valid research
· Shows litt= le evidence of problem solving or learning stretch
· Shows litt= le evidence of the combination of ideas
· OC12 2.3<= o:p>
· NCEE E2
· W12 6.5
· A1c
· A2a
· A3a
· EC3
MEDIA USE:
The student uses technology and/or other media to enhance the presentation.
The student:
· Selects an= d uses well-crafted audio/visual supports to communicate desired information
· Uses techn= ology to enhance and deepen audience understanding
The student:
· Selects an= d uses audio/visual supports to communicate desired information
· Uses techn= ology to enhance audience understanding
The student:
· Ineffectiv= ely uses audio/visual supports
· Uses audio/visual supports that detract from the presentation
· OC10 2.6<= o:p>
· A2c
Q & A:
The student appropriately and effectively resp= onds to questions.
The student:
· Demonstrat= es extensive knowledge of the topic by responding confidently, precisely and appropriately to all audience questions and feedback
The student:
· Demonstrat= es knowledge of the topic by responding to questions and feedback accurately= and appropriately
&nbs= p; &nbs= p;
The student:
· Demonstrat= es incomplete knowledge of the topic by responding to questions and feedback inaccurately and inappropriately <= /span>
· OC 10 2.4=
· A2a
Score: ______________________________<= o:p>
SUPPORT AND STRUCTURE
for the Capstone Project
The
- Students will be connected to a supportive adul=
t (the
Capstone teacher / advisor) who will assist throughout the Capstone pr=
ocess.
The Capstone teacher’s / advisor’s role is to provide guid=
ance
and direction to each student.
- Time will be provided during the student’s
school day to complete the written and oral presentation components of=
the
Capstone project. Each student will also be expected to work independe=
ntly
to complete the Capstone Project.
- All students will be presented with clear expectations and goals. Deadlines for key will be provided= and will accompany these expectations.
- Any
student in need of specific accommodations must speak to his/her advis=
or
immediately. Special accommodations and modifications =
will
be provided on an individual basis.=
Appendix A:
Communication
la Read widely, attentively and on grade level for a variety of purposes, including academic, vocational, and leisure.
lb Write for a variety of purposes and audiences, creating suitable ways to communic= ate ideas.
lc Speak, listen, and converse intelligently in order to share information, build relationships, and promote understanding.
Crit= ical Thinkers & Problem Solvers
2a &= nbsp; Work cooperatively and independently.
2b &= nbsp; Define the problem.
2c &n= bsp; Collect and organize information.
2d &= nbsp; Apply strategies and implement a plan of action.
2e &= nbsp; Compile, interpret, and organize information.
2f &= nbsp; Draw logical conclusions.
Respect and Responsibility
3a &= nbsp; Accept personal responsibility for the well being of self and others.
3b &= nbsp; Work responsibly in groups and as individuals.
3c Under= stand career opportunities; acquire the skills, competencies and personal qualiti= es to succeed in the workplace.
3d &= nbsp; Show tolerance for human diversity.
3e &= nbsp; Demonstrate the importance of family and community.
Body of Knowledge
4a &= nbsp; Know themselves.
4b &= nbsp; Know about others.
4c &= nbsp; Have knowledge of history, religion, philosophy and the arts.
4d &= nbsp; Know about the natural and designed world.
Appendix B
Applied Learning Standards
A1 – PROBLEM SOLVING
· Desi= gn a Product, Service or System. The student identifies needs that could be met by new products, services, or systems and creates solutions for meeting them.
· Impr= ove a System. The student devel= ops and understanding of the way systems of people, machines, or processes work; troubleshoots problems in the operation of a system in need of repair or devises and tests ways of improving the effectiveness of a system in operat= ion.
· Plan= and Organize an Event or an Activity. The student takes responsibility for all aspects of planning and organiz= ing an event or an activity from concept to completion making good use of the resources of people, time, money, materials and facilities.
A2 – COMMUNICATION TOOLS
· The student makes an oral presentation of project plans or findings to an audience with expertise in the relevant sub= ject matter.
· The student prepares a formal written propos= al or report to an organization beyond the school.
· The student develops a multi-media presentat= ion combining text, images, and/or sound.
A3 – INFORMATION TOOL & TECHNIQUES
· The student gathers information to assist in= completing project work.
· The student uses on-line sources to exchange information for specific purposes.
· The student uses word-processing software to produce a multi-page document.
· The student writes, adds content to, and analyzes a database program that uses a relational database.
· The student creates, edits, and analyzes a spreadsheet of information that displays data in tabular, numeric format and includes multiple graphs.
A4 -- LEARNING & SELF-MANAGEMENT TOOL & TECHNIQUES
· The student learns from models.
· The student reviews his or her own progress = in completing work activities and adjusts priorities as needed to meet deadlin= es.
· The student evaluates his or her performance= .
Appendix C
Rhode Island Departmen= t of Education
The
5.0 GRADUATION REQUIREMENTS:
5.1 Graduation requirements revised:
= Districts shall revise and school committees shall approve and submi= t to the Commissioner at a time and in a manner so designated, but no later than May, 2004, standard graduation requirements that include demonstration of proficiency and apply to all students within the district. These requiremen= ts shall apply to students entering ninth grade in September 2004. The Commissioner shall create minimum graduation requirements to ensure compatibility of the graduation requirements among all school districts in =
5.2 Requirement for proficiency based graduation requireme= nts:
= These graduation requirements must include a demonstration of student proficiency that involves multiple measures of performance for all students= and is consistent with the state's Common Core of Learning and any standards adopted by the Board of Regents. Each student exiting a
5.3 Role of state assessment results for high school graduation:
= Results of state assessments shall be used by the schools as part of their total assessment of students. Individual student results on state assessments should be used in some manner by the school to determine the students programming, and may be used in some manner as one of the componen= ts for graduation. State assessments should not be the sole grounds to prohibit promotion or graduation from high school and shall not represent more than = 10 percent of all the weighted factors contributing to promotion or graduation= . To assist districts in utilizing state assessments as part of promotion and graduation requirements, RIDE will explore mechanisms for allowing students= to retake state-wide assessments.
=
IN ORDER TO ALLOW STUDENTS MULTIPLE OPPORTUNITIES TO DEMONSTRATE PROFICIENCY, THE REGENTS’ HIGH-SCHOOL REGULATIONS REQUIRE DISTRICTS TO DEVELOP A NEW HIGH-SCHOOL DIPLOMA SYSTEM CONSISTENT WITH THE COMMISSIONER’S CRITERIA, LISTED BELOW:
COURSE WORK= – AT LEAST 20 CARNEGIE UNITS THAT PROVIDE THE OPPORTUNITIES FOR STUDENTS TO LEARN AND BE ASSESSED AGAINST COMMONLY HELD EXPECTATIONS;
KNOWLEDGE AND SKILLS – THE CONTENT KNOWLEDGE AND HABITS OF THINKING, REASONING, COMMUNICATING, AND APPLYING KNOWLEDGE THAT REPRESENT THE MINIMUM STATEWIDE REQUIREMENTS FOR ALL STUDENT= S;
SCHOOLWIDE DIPLOMA ASSESSMENTS – ADDITIONAL MEASURES OF PROFICIENCY INCLUDING EXHIBITIONS, GRADUATION PORTFOLIOS, CERTIFICATES OF INITIAL MASTERY (CIM), ET AL., REQUI= RED BY THE REGENTS’ REGULATIONS FOR GRADUATION THAT ASSESS THE DEEP CONTE= NT KNOWLEDGE AND EXPECTATIONS REPRESENTED BY IN-DEPTH, LONG-TERM STUDENT WORK;=
LOCAL ASSESSMENTS – CLASSROOM, SC= HOOL DISTRICT TESTS, QUIZZES, COMMON ASSESSMENT TASKS, PROJECTS, AND OTHER LOCAL ASSIGNMENTS AND ASSESSMENTS; AND (Based on GSEs)
STATE ASSESSMENTS – DERIVED FROM GRADE-SPAN EXPECTATIONS (GSEs) IN
The elements of this new diploma system are specifically designed to require teaching and learning experiences that call for students to apply their academic knowledge and skills in authentic, intellectually demanding ways.<= span style=3D'mso-spacerun:yes'> As
The above Section 5.0 was = taken from the following source:
Rhode Island Department of Elementa= ry and Secondary Education (2003). High School Reform: Regulations of the Board of Regents and Secondary Education regarding public high schools and ensuring literacy for students entering high school. Final version 1.12.
To Parents / Guardians and Students:<= o:p>
The Administration requests that parents and students carefully read the Graduation by Portfolio and Capstone Handbook to become familiar with i= ts contents. Within these pages = is found an explanation of the expectations required for students to graduate = from
Student portfolios and capstone projects are the two state proficie= ncy based graduation requirements (PBGR’s) stipulated by
The appropriate use of computers is expected of all students, and t= he misuse of technology will result in disciplinary action and possibly legal action. The district’s complete computer policy may be found at www.coventryschools.net.
Parents and students are asked to sign below acknowledging that they have read and understand this handbook.&nb= sp;
________________________________________________________________________= _______
Student Signature = &nb= sp; = &nb= sp; = Date
________________________________________________________________________= _______
Student Name (Please Print) = = &nb= sp;
________________________________________________________________________= _______
Parent / Guardian Signature = &nb= sp; = &nb= sp; Date
________________________________________________________________________= _______
Parent / Guardian (Please Print)
________________________________________________________________________= _______Advisory Teacher = &nb= sp; = &nb= sp; = Advisory RoomRequired Parent= /Student Signature Form
- Students
will create a subset of their proficiency portfolios that demonstrates
proficiency in CHS’s learner expectations. Entries selected may =
have
a career focus.