nstructor &
Contact
Information
Senior Project Summer 2013Syllabus
Janine Balsis
Alan Cabanting
Kristie Morikawa
Ms. Balsis, Cybrary
Mr. Cabanting (Coach Alan), P-15
Ms. Morikawa (Coach Kris), Tech Ctr
Lachelle Sablan
Mrs. Sablan, P-15
janine.balsis@gmail.com
mrcabanting@gmail.com
krisitiemorikawa@gmail.com
Lachellesablan20@gmail.com
GOALS AND VALUES: The Senior Project engages learners as active participants in challenging, rigorous, focused,
and independent learning within a supportive environment. This project allows students to work reflectively on a
meaningful topic as they independently explore a current or potential passion through real-world experience. This
endeavor requires a higher level of thought, exploration, and application that reveals deeper knowledge and
understanding as they transition into the real world.
STRETCH LEARNING: Successful completion of the Senior Project provides students with the opportunity to
demonstrate advanced proficiency in the attainment of the General Learner Outcomes (GLO). The Senior Project
must demonstrate a “learning stretch” and be personally useful and relevant for that student. A project/activity
represents a “stretch” or challenge in educational growth because (1) the student has never attempted or
accomplished it before; it is new learning, (2) It is of great personal significance to the individual. Also, if the
student is already skilled or knowledgeable in the general area in which this project falls, they must declare how it
represents a new challenge sufficient to earn the label of educational “stretch.”
Guidelines for the Implementation of the
Board of Education Recognition Diploma Senior Project (Revised May, 2008)
MoHS Requirements/
Tentative Due Dates
Career and life skills demonstrating workplace readiness will be showcased in this
three-phase process.
PHASE ONE (PRELIMINARY PLANNING)
1.
PTP = Completed during SY 2013-2014 (PTP/CAP)
A. The Personal Transition Plan (PTP)
The Personal Transition Plan provides the framework for exploring career
interests and goals that may direct the selection of a Senior Project.
2.
Letter of Intent, Permission Forms, Agreements, etc.
3.
Senior Project Portfolio (On-going throughout the
summer; there will be periodic progress checks for
grade)
B.
Letter of Intent and Corresponding Documents
Each student begins by submitting a letter of intent for approval utilizing the
mechanism established at his or her school. Prior to the beginning of the
Senior Project, the student’s school mentor must approve the letter of
intent.
C.
Senior Project Portfolio (Final assessed in Phases two and three)
The Senior Project portfolio documents the student’s personal journey,
processes, and personal insights. Minimally, the portfolio will contain
verification forms, the research paper, and a learning log. Specific contents
of the portfolio will be identified at each school.
RESEARCH PAPER
D.
1.
An 5-8 page research paper using MLA or APA
documentation
2.
Annotated Bibliography with minimum 10 sources
cited in final paper
3.
Writing Process Reflections: during research;
drafting the outline; writing the paper; overall
research experience
4.
Rough draft due: Wed. 6/12
5.
Final paper due: Fri. 6/28
Research and Action
The research and action involved in the Senior Project are described below.
1.
(Research) Thesis Research Paper
The Senior Project begins with a “Big Idea” that generates an essential question
that reflects the student’s personal and career interests, goals, values, and/or
beliefs. The student writes a minimum 750 word research paper that describes
the essential question and proposes a project thesis. The student’s project thesis
will be tested in the action phase of the Senior Project that demonstrates a
“learning stretch.”
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Senior Project Summer 2013Syllabus
PHASE TWO - continued:
2.
ACTION RESEARCH
(Action Research) Culminating Activity + Product
During the action phase of the Senior Project the student demonstrates what he
or she has learned by the act of doing something. The student is required to
produce some tangible evidence that applies the knowledge gained during the
research phase; this should be a learning experience that challenges the student
and demonstrates a “learning stretch.” The project/activity must be done on the
student’s own time and will require advisement utilizing a community contact
who serves as a subject matter expert. The project/activity must be personally
relevant and genuinely connected to curriculum content, standards, and
benchmarks; AND related to the essential question and project thesis. The
action phase can be accomplished by selecting one of the three options
described below:
a.
Career Focus: Job Shadowing/Mentorship The student works with
a community mentor, one on one, in a specific area related to the
student’s desired goals and interest.
b.
Service Learning The student completes a service-learning project
that makes a concrete and visible impact in the school or community.
c.
Student Personal Interest—Product and Action The product and
action associated with the student’s personal interest must be related to
the essential question and project thesis. It must be relevant, rigorous
and connected to the attainment of the General Learner Outcomes.
The student may choose a product that is performance or problem based:
6.
Project/Activity requiring at least 25 learning contact
hours
7.
Mentor paperwork and hours verification forms
8.
Reflections – as many as dictated by project topic
selection
9.
ALL 25 hours must be completed
with documentation by Tues. 7/2
Performance-based: Performances involve execution of an authentic skill,
talent, and/ or ability. These include but are not limited to the
following: musical, dance, artistic, and/or dramatic performances;
rewriting and performing a scene in a play, artistic display or
demonstration, coaching a sport demonstrating athletic competence.
Problem-based: Problem-based learning begins with a problem or issue.
Using research, the student will come up with some solutions. The
research thesis will be developed from possible solutions and the student
will have to act on this thesis. For example: A problem in a government
course might be to persuade the Legislature to pass a student’s
recommended legislation, or a problem in a science course might be to
use scientific research to study and to potentially impact or change a
recognized problem within a community.
PHASE THREE: SENIOR BOARDS - Formal Presentation and Evaluation
Prepare and present a formal 10-15 minute presentation before a Project Panel followed by a
question and answer session. The presentation can be done orally, in a creative presentation
or in a non-traditional mode.
•
This presentation requires the student to discuss each phase of the Senior Project, the
relationship between each, the lessons learned, and its impact related to the student’s
project thesis.
•
The student will include for panel review the student portfolio with verification forms, the
research paper, learning log, and any other supporting documents.
•
The presentation must include the ethical use of technology.
XEP1050
SENIOR SEMINAR
SUMMER EXPERIENCE
-PRODUCTION
(1 Semester)
AND
XEP1055
SENIOR SEMINAR
SUMMER EXPERIENCE
- PERFORMANCE
(1 Semester)
Moanalua High School Summer
School Course Description:
For students who unable to fit a course
within his/her academic program during
the senior year or for those students
who need support or additional
guidance as they pursue the
requirements of the Senior Project
which is one component of being
eligible for the Board of Education
Special Recognition Diploma.
To be completed in the
1st Semester
Fall 2013-2014 School Year:
Date TBA
See Course Description above XEP1050 Senior Seminar Production/XEP1055 Senior Seminar
Performance for a detailed description on the coursework.
Students will be registering for this course during the summer of their junior year in order to
complete Phase I Preliminary Planning and Phase II Research and Action (paper and project).
The final step, Phase III The Presentation will be completed during the Fall Semester of their
senior year.
SUMMER SCHOOL DATES: 1st semester: May 30 – June 17
2nd semester: June 18 – July 3
Holidays (no school) : June 11
DAILY SCHEDULE: 8:00 am – 1:00 pm
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Senior Project Summer 2013Syllabus
The following is a TENTATIVE schedule of class agendas, homework, and due dates for this summer course. Students should continue to
monitor their own learning and progress throughout the course, keeping accurate documentation of all actions, obstacles, and achievements.
DATE
Thurs. 5/30
Week 1
Semester 1
MoHS Requirements/Tentative DUE DATES
1.
2.
3.
4.
5.
6.
7.
8.
Roster Verification & Summer School Rules
Internet Acceptable Use Form
Jupiter Access/Login & Gmail Accounts/Email
Check: Faculty Mentor in place? Fieldwork Mentor?
Special Release Sign-Out Procedures
Daily Activity/Communication/Progress Log = FORWARD
PROGRESS DAILY…EVIDENCE OF LEARNING…SELFDIRECTED/INDEPENDENT LEARNERS…
Detailed Project Plan
Introduction to Essential Question
 Drafting the ESSENTIAL QUESTION
HOMEWORK
 Annotated Bibliography—
compile hard copy research
materials to work on in class
 Options: Sign Out/Permission
Form to go State Library, UH
Library, etc.
After break…
1. Research Paper Thesis Statement
 Generating a working THESIS
2. Annotated Bibliography Formatting
3. Research & Note Taking
Fri. 5/31
Week 2
Mon. 6/3
Week 3
 Reflective Journal 1
1.
Detailed Outline
1.
Cold Calling Workshop/Finding an Appropriate (and willing)
Fieldwork Mentor
Researching Fieldwork Mentor Possibilities
“How To” Write the Research Paper
Drafting the Detailed Outline
 Detailed Outline
Review Detailed Outline
Begin Drafting the Research Paper
Calling the Fieldwork Mentor(s)—be concise and precise in
what you need them for… Be polite and professional.
 Faculty Mentor & Fieldwork
Mentor Forms

2.
3.
4.
Tues. 6/4
Week 4
1.
2.
3.
Wed. 6/5
Week 5
 Faculty Mentor & Fieldwork Mentor
1.
2.
3.
Thurs. 6/6
Week 6
Mid-Term
Tues. 6/11
Wed. 6/12
Week 9
Writer’s Workshop All Day: Continue Drafting the RESEARCH
PAPER
Student/Teacher Conferencing
Calling Fieldwork Mentor(s)
MID-TERM GRADES
tomorrow…Make sure you’re making
forward progress!!!
 Annotated Bibliography Due
Tomorrow
 Detailed Outline Due Tomorrow
 Annotated Bibliography
 Detailed Outline
1.
Fri. 6/7
Week 7
Mon. 6/10
Week 8
 Annotated Bibliography—
compile hard copy research
materials to work on in class
Issue MID-TERM GRADES—Refer to Assessment Checklist
 Reflective Journal 2
HOLIDAY: King Kamehameha Day – No Summer School!
 Research Paper Draft 1
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Senior Project Summer 2013Syllabus
Thurs. 6/13
Week 10
Fri. 6/14
Week 11
Mon. 6/17
Week 12
Tues. 6/18
Week 1
Semester 2
Wed. 6/19
Week 2
Thurs. 9/20
Week 3
Fri. 6/21
Week 4
 Binder/Portfolio Check
 Reflective Journal 3
 Research Paper Draft 2
 Completed at least 10 hours of Fieldwork w/
Documentation
 Revise Research Paper if
needed
 Mentor Feedback Form (postmarked by today)
 Revise Research Paper if
needed
 Revise Research Paper if
needed
 Revise Research Paper if
needed
 Power Point Presentation Draft 1
 Reflective Journal 4
Mon. 6/24
Week 5
Tues. 6/25
Week 6
Mid-Term
Wed. 6/26
Week 7
Thurs. 6/27
Week 8
Fri. 6/28
Week 9
Mon. 7/1
Week 10
1.
Issue MID-TERM GRADES—Refer to Assessment Checklist
MID-TERM GRADES
tomorrow…Make sure you’re making
forward progress!!!
 Revise Research Paper if
needed
 Revise Research Paper if
needed
 FINAL RESEARCH PAPER
 Reflective Journal 5
 Revise Research Paper if
needed
 Revise Research Paper if
needed
 Power Point & Practice
Presentation
1.
1.
2.
 Power Point & Practice
Presentation
Research Paper GRADE Issued
Students Practice w/ Power Point Presentations
*MORIKAWA out/KOYANAGI sub
Tues. 7/2
Week 11
 Completed ALL 25 hours of Fieldwork w/ Documentation
 Binder/Portfolio Check
1.
 Power Point & Practice
Presentation
Students Practice w/ Power Point Presentations
*MORIKAWA out/KOYANAGI sub
Wed. 7/3
Week 12
Last Day 
1.
Students Practice w/ Power Point Presentations
*MORIKAWA out/KOYANAGI sub
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Senior Project Summer 2013Syllabus
GRADING/ASSESSMENT: Final grades should be a reflection of student’s overall individual progress and learning.
SEMESTER 1:
 Outline
 Annotated Bibliography – minimum 10 different sources
 Draft letter of intent/Executive Summary
 Action Research detailed plan (learning activity
 Mentor Agreements (Faculty/Fieldwork)
 Any additional requirements as established by individual Senior Project teacher
SEMESTER 2:
 Final Research Paper; minimum 10 different sources cited
 Action Research completed OR detailed plan of action for remaining hours
 Professional Portfolio – grade determined by project expectations
 Senior Boards Dress Rehearsal Presentation: July 1-3 in class
 Schedule 2 additional presentation practices with assigned senior project teacher or mentor during school
year 2013-2014
ETHICAL COMMITMENT: An Exercise in Honesty and Integrity
1. The student understands that he/she must be responsible for meeting deadlines and completing requirements.
2. The student will complete the research necessary to write the research paper component of my project avoiding
information gathered by another student, “borrowed” from the Internet, any other electronic source or any other
“pre-done” source, or using extensive/excessive help from a tutor/mentor/parent/guardian.
3. The paper will be written entirely in the student’s own words and will be consistent with their unique voice as a
writer.
4. The student will document my paper consistent with the MLA (Modern Language Association) format or APA
(American Psychological Association) format (usually for marketing plan students only)—not both.
5. The student will complete all of the work necessary for the completion of the product/project that evolves from
the research paper.
6. The student will collect accurate verifications on all the work necessitating signatures.
7. The student will personally complete his/her project.
8. The student will include only work that he/she has completed in his/her portfolio. The portfolio will reflect the
student’s work effort and only his/her work effort that he/she has exerted through the completion of their
individual Senior Project.
9. The student understands that if he/she commits plagiarism in the research paper or falsifies their project in any
way, he/she will appear before the Administrative Team. Any act of plagiarism or academic thievery which
includes submitting the work of another, either published or unpublished, or submitting work that is not of your
own creation, will receive a zero and the proper disciplinary action with administration. In addition, your
parent(s)/guardian(s) will be notified.
As an honorable student of integrity, I agree to adhere to the above criteria in completing my Senior Project. I understand that if I
fail to adhere to these standards and submit work that is not my own creation, I will face the penalties as outlined here.
Print Student Name:
Print Parent/Guardian Name:
Student
Initial:
Parent/
Guardian
Initial:
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Senior Project Summer 2013Syllabus
QUESTIONS AND ASSISTANCE
If your student has questions regarding any grade or progress update, or needs additional help,
please make an appointment to see us before or after school to discuss the situation and/or
concern. If you are unsure about something, please do not hesitate to ASK us about it. We
welcome the opportunity to provide explanations.
Remember, communication is important. We’re a team working towards the same goal: learning
and success.
We, both my child and I, have read all of the syllabus guidelines and understand that we are
responsible for knowing and abiding by them.
Print Student Name:
Student Signature:
Date:
Print Parent/Guardian Name:
Parent/Guardian Signature:
Date:
Some things to think about as we begin this exciting journey together:
“Life [and learning] is not a journey to the grave with the intention of arriving safely
in a pretty well preserved body, but rather to skid in broadside, thoroughly used up,
totally worn out, and loudly proclaiming WOW! What a ride!” – Mark Frost
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