Due Dates
Kaiser High School – Class of 2013
Senior Project (SP) Timeline and Checklist
Items
Pages
PHASE I Preliminary Planning
Due to
Wed. 12/9
Letter of Intent from Principal collected
1
KAP teacher
Tues 5/1 or
Thurs 5/3
Informational Meeting
Overview of Senior Project and Timeline
Sign up for Turnitin.com
Senior Project Proposal
Parent Consent Form
School Mentor Agreement Form
3-16
SP Coordinator
7-12
School Mentor
SP Coordinator
School Mentor
SP Coordinator
SP Coordinator
Thurs. 5/17
Tues. 5/22
Summer
Break
TBA
Read and review Handbook.
Find Community Mentor (30 hrs. of fieldwork)
Senior Project Kick-off
14-16
All
Completed
SP Coordinator
PHASE II Research and Action
Tues. 8/7/12
School Mentor Meeting #1
22-23
School Mentor
Tues. 8/14/12
n/a
SP Coordinator
n/a
School Mentor
35-37
Tues. 11/13/12
Seminar 1: Researching and Writing
Due: School Mentor Meeting #1
Research Paper Outline and Draft due to
Turnitin.com
Community Mentor Agreement Form
due
Seminar 2: Peer Review w/ Criteria
Due: School Mentor Mtg #2 w/ paper eval.
Research Paper Final Copy due to
Turnitin.com
Seminar 3: Field Work and Learning Logs
School Mentor
SP Coordinator
School Mentor
SP Coordinator
School Mentor
SP Coordinator
SP Coordinator
Tues. 12/4/12
Due: School Mentor Meeting #3
25-27
School Mentor
SP Coordinator
Tues. 1/15/13
Activity Verification Form
(from Community Mentor)
37
School Mentor
SP Coordinator
Tues. 1/22/13
Learning Log Evaluation
41
SP Coordinator
School Mentor and Community Mentor
Evaluations
Self-Evaluations (Product and Portfolio)
44 & 54
SP Coordinator
42 & 52
SP Coordinator
Portfolio
Technology Request Form
Oral Presentations
48
49-53
School Mentor
SP Coordinator
Panel of Judges
Withdrawal and Appeal Forms
60-68
Not Applicable
Tues. 9/18/12
Tues. 9/25/12
Tues. 9/25/12
Tues. 10/30/12
24-25
n/a
38-41
PHASE III Presentation & Evaluation
Tues. 1/29/13
Tues. 1/29/13
Tues. 2/5/13
Sat. 2/23/13
All original forms MUST be in Student Portfolio. Copies to School Mentor and SP Coord.
Kaiser High School
SENIOR PROJECT
Parental Consent/Liability Release Form
To the Parent/Guardian of _____________________________:
Your child is about to embark upon an exciting educational journey. Successful
completion of the Senior Project provides the student with the opportunity to demonstrate
advanced proficiency in the attainment of the General Learner Outcomes (GLOs):
Self-Directed Learner; Complex Thinker; Effective Communicator; Community
Contributor; Quality Producer; and Effective and Ethical User of Technology.
In an effort to ensure successful completion of this three phase project, we ask that you
discuss the project with your child and initial the items below indicating your
understanding and approval of such terms.
_____ I approve of my child’s selected research paper topic as: ____________________
_____ I approve of my child’s selected project and understand it will entail work to be
done on his/her own time and I am aware of Senior Project timeline.
_____ I acknowledge that the Community Mentor selected is at least 21 years of age and
is not a relative of my child.
_____ I understand that all transportation for work beyond the school day is the
responsibility of the student and parent.
_____ I understand that integrity and honesty will be upheld throughout the Senior
Project. Any suspicion of plagiarism or dishonesty in any aspect of the Senior
Project will result in a referral to the Senior Project Committee and withdrawal or
disqualification from the program.
_____ I understand that the Kaiser High School and the Department of Education and
their agents are not responsible for all potential risks resulting from the Senior
Project, and all claims arising from any financial obligation incurred, and damage,
injury or accident suffered, while my child participates in the Senior Project.
_________________________
Parent/Guardian Name (Print)
_________________________
Parent/Guardian Signature
____________
Date
Contact information (please print): ___________________________________________
Distribution of Form: Original – Student Portfolio; Copies – School Mentor & SP Coordinator
Kaiser High School
SENIOR PROJECT PROPOSAL
Before you begin working on your Senior Project, you are required to complete the
following steps.
1. Complete the Senior Project Proposal document.
2. Write a cover letter to a staff member who is willing to serve as your school
mentor and present your written proposal.
3. Obtain approval of your project from your school mentor and complete the
School Mentor Agreement form.
PART I. STUDENT INFORMATION
Last Name:
Graduating Year:
BOE Diploma
candidate:
Date of Proposal:
Phone #:
First &
Middle Name:
KAP Advisor:
Cumulative
G.P.A.:
English
Teacher:
Email:
PART II. SENIOR PROJECT OVERVIEW
What type of senior project do you intend on completing?
 Career Focus (Job Shadowing/Mentorship). I will work with a community mentor, one
on one, in a specific area related to the field of study that I intend to pursue as a career.
 Service Learning (Community/School Related). I will complete a service-learning
project that makes a concrete and visible impact in the school or community.
 Personal Interest (Performance or Problem Based). I will pursue a topic of personal
interest and develop my research thesis around this interest.
What topic will you focus on for your project?
(Review the list of possible topics for ideas.)
Why are you interested in this topic?
What do you already know, have experienced, or have accomplished in this area?
What do you hope to discover while doing this project? (This is your essential
question)
What resources would you need to complete this project and how do you plan to
obtain these resources? (Identify the resources that you already have)
Identify at least three sources you have consulted about your topic before
completing this proposal. Who might your community mentor be?
What will the final product (or outcome) of your project look like? Describe your
project here.
Who will be involved in the completion of your project? Will you have others
assisting you?
What are the potential costs of your project and how will this be financed?
How long will it take you to complete the actual project (not including class time)
from start to finish?
Describe you commitment to this project. What challenges do you foresee and how
will you address them? (i.e. time management, perseverance etc.)
Signatures:
______________________________ ________________________________ ______________
Student Signature
Printed Name
Date
______________________________ ________________________________ ______________
Parent Signature
Printed Name
Date
______________________________ ________________________________ ______________
School Mentor Approval/Signature
Printed Name
Date
___________________________
SP Coordinator
Distribution of Form: Original –Portfolio; Copies - School Mentor & Senior Project Coordinator
School Mentor Sample Letter
Date
520 Kalanianaole Hwy.
Honolulu, HI 96825
July 20, 2008
Science Teacher
Kaiser High School
511 Lunalilo Home Road
Honolulu, HI 96789
Dear Mr. Doe:
I am a senior at Kaiser High School in Honolulu, Hawaii. For my Senior Project, I am
working on a personal interest project. This project will consist of a research paper
discussing the ethics of cloning, a hands-on cloning experiment that will be completed
through the University of Hawai’i Genetics Laboratory and a visual presentation
describing my findings.
While a freshman at Kaiser High School, I fondly remember your Honors Biology course
and immediately thought of asking you to become my School Mentor for this project
because you made our Biology course so enjoyable.
Thank you in advance for your consideration of becoming my School Mentor. I look
forward to working with you again.
Sincerely,
Jane Doe
Enclosure
Kaiser High School Senior Project
School Mentor Agreement Form
Date: __________________________________
Dear____________________________________________________________________
(Student-please fill in this line with your name)
____ Yes, I agree to become your School Mentor
I would prefer that you contact me in the future via (check all that apply)
_____ school e-mail address
_____ school telephone number (ext.#___)
_____ other e-mail address : ________________________________
_____ other telephone number : _____________________________
_____other: __________________________________
_____ No, I am sorry that I cannot become your School Mentor
Sincerely,
___________________________
School Mentor’s Signature
______________________
Print name
__________________
Date
Comments:
NOTE: If needed, please repeat the process. Keep copies of all correspondences in your
portfolio.
Distribution of Form: Original –Portfolio; Copies - School Mentor & Senior Project Coordinator
Senior Project Meeting #1 Worksheet (due: ____________)
NOTE: Italicized items should be completed prior to your meeting with your School
Mentor. Bring your Senior Project Handbook with you.
General Information:
My focus is: ___________________________________________________________
My research paper thesis:___________________________________________
My product/performance will be:_____________________________________________
Items to be covered:
Completion of Forms: see Phase I of Senior Project Timeline & Checklist.
I submitted these forms and disbursed them accordingly:
SP Proposal: yes
no
School Mentor Agreement yes
no
Parent Consent/Liability form yes
no
Portfolio: I have a folder that is organized by sections: Proposal; School Mentor;
Research Paper; Product/Performance; Community Mentor; Learning Log;
Presentation; and Other (bring binder with you).
Research Paper:
I have started the research process: yes
no
If having problems/need assistance, fill in the “Problem/Possible Solutions” section on
the next page.
Community Mentor:
_____Yes, I have contacted a community mentor.
My community mentor’s name and title is:________________________________
My community mentor can be contacted at:
E-mail:
Telephone number(s):
Address:
My community mentor has agreed to be my community mentor (circle one):
yes
no
waiting for a response
I have asked my community mentor & parent/guardian to complete the SP Community
Mentor Information Form: yes no
_____No, I have not yet contacted a community mentor
I have tried to contact: ___________________________________________________
Suggestions for companies/ people to contact:
______________________________________________________________________
What is working (my successes):
1.
2.
3.
Challenges I have faced:
1.
2.
3.
Next Steps/Solutions:
1.
2.
3.
School Mentor only:
Yes No
Yes No
Student mentee was on time for this meeting
Student mentee had the proper form (Meeting #1) completed prior to our
meeting
Verification of meeting:
Student’s signature: _____________________________________ Date:_____________
School Mentor’s signature: _________________________________Date:____________
Distribution of Form: Original – Student Portfolio; Xerox copy – School Mentor
Senior Project Meeting #2 Worksheet (due: _________)
NOTE: Italicized items should be completed prior to your meeting with your school
mentor. Bring your Senior Project Handbook & Research Paper Draft(s) with you.
General Information:
My focus is:______________________________________________________________
My research paper thesis::__________________________________________________
My product/performance will be:____________________________________________
Items to be covered:
Completion of Forms: see Phase I of Senior Project Timeline & Checklist
I have completed all forms and disbursed them accordingly: yes
no
I need to submit these forms and to whom:
______________________________________________________________________
Portfolio: I have a folder that is organized by sections: Proposal; School Mentor;
Research Paper; Product/Performance; Community Mentor; Learning Log;
Presentation; and Other.
I have filed all completed required forms in their proper sections: yes
no
Research Paper:
I have completed an outline and draft of my Research Paper: yes
no
I have evaluated my Research Paper against the rubric:
yes
no
Final draft due on: ________________
If having problems/need assistance, fill in the “Problem/Possible Solutions” section on
the next page.
Community Mentor
_____Yes, I have contacted a community mentor.
My community mentor’s name and title is:________________________________
My community mentor can be contacted at:
E-mail:
Telephone number(s):
Address:
My community mentor has agreed to be my community mentor (circle one):
yes
no
waiting for a response
I have asked my community mentor & parent/guardian to complete the SP Community
Mentor Information Form: yes
no
_____No, I have not yet contacted a community mentor.
I need assistance and have indicated that on the next page.
Product/Activity
I have started working on my field work/product/performance activity: yes
no
If having problems/need assistance, fill in the “Problem/Possible Solutions” section on
the next page.
This is where I am in the process of completing my product/performance activity:
Learning Log
I have been completing Learning Log Reflections regularly: yes
no
(bring your learning log)
If having problems/need assistance, fill in the “Problem/Possible Solutions” section on
the next page.
My learning log follows the format prescribed and is up to date: yes
no
What is working (my successes):
1.
2.
3.
Challenges I have faced:
1.
2.
3.
Next Steps/Solutions:
1.
2.
3.
School Mentor only:
Yes No
Student mentee was on time for this meeting
Yes No
Student mentee had the proper form (Meeting #2) completed prior to our
meeting
Verification of meeting:
Student’s signature: _____________________________________ Date:_____________
School Mentor’s signature: _______________________________Date:_____________
Distribution of Form: Original – Student Portfolio; Xerox copy – School Mentor. Electronic Copy – SP Coord.
Senior Project Meeting #3 Worksheet (due: ___________)
NOTE: Italicized items should be completed prior to your meeting with your School
Mentor. Bring your Senior Project Handbook and Portfolio with you.
General Information:
My focus is:________________________________________________________
My end product/performance will be:__________________________________________
Items to be covered:
Completion of Forms: see Senior Project Timeline & Checklist
I submitted these forms and disbursed them accordingly:
SP Community Mentor Information sheet: yes
no
SP Activity Verification Form yes
no
I need to submit these forms and to whom:
______________________________________________________________________
Research Paper:
My final draft of the research paper is completed and included in my Portfolio: yes no
Product/Activity
My product/performance activity is completed:
yes
no
Learning Log
My learning log is up to date and included in my Portfolio: yes
no
Mock Senior Project Board presentation (with School Mentor)
______ I have my materials ready for my Mock Senior Project Board presentations.
I have prepared:
_____ a Power Point presentation
_____ a visual
_____ a speech outline
_____ props (optional)
_____ other: ______________________________________________________
_____ I do not yet have my materials ready for my Mock Senior Project Board
presentation.
I need to create:
_____ a visual
_____ a speech outline
_____ props
_____ other: ______________________________________________________
My mock Senior Project presentation is scheduled on: ____________________________
Senior Project Boards
Senior Project Board Presentation date: __________________________
Technology Request form due: ______________________
Community Mentor
I have sent my Community Mentor a “thank you” letter: yes
no
Portfolio
My portfolio is organized with sections and all required documents are included:
Senior Project Proposal: yes no
School Mentor Agreement: yes no
Parental Consent/Liability Release Form: yes no
School Mentor Meeting #1 worksheet: yes no
Senior Project Community Mentor Information sheet: yes no
Senior Project Activity Verification form: yes no
Research Paper(drafts and final): yes no
Learning Logs: yes no
School Mentor Meeting #2 worksheet: yes no
School Mentor Meeting #3 worksheet: yes no
Senior Project Product Self-Evaluation: yes no
Senior Project Portfolio Self-Evaluation: yes no
Photos: yes no
Other:
What is working (my successes):
1.
2.
3.
Challenges I have faced:
1.
2.
3.
Next Steps/Solutions:
1.
2.
3.
________________________________________________________________________
School Mentor only:
Yes No
Student mentee was on time for this meeting
Yes No
Student mentee had the proper form (Meeting #3) completed prior to our
meeting
Verification of meeting:
Student’s signature: _____________________________________ Date:_____________
School Mentor’s signature: _________________________________Date:____________
Distribution of Form: Original – Student Portfolio; Xerox copy – School Mentor
Kaiser High School Senior Project
Research Paper Overview
The research paper is the foundation of the Senior Project and should be completed prior to
beginning the activity itself. The research paper must focus on a thesis-driven topic relevant to
the Senior Project idea and activity. Examples of a thesis are included in the pages to follow. It
is highly recommended that students begin research paper during summer prior to Senior year
and request assistance from school mentor, English teacher, or SP coordinator if struggling.
I. FORMAT REQUIREMENTS
A. Between 1200-1500 words in length (Not including the Title Page, Works Cited, or
Appendix Pages).
B. 12 point Times New Roman
C. Double-spaced
D. Margins should be 1”
E. Graphics (pictures or diagrams) placed after the body in appendices
F. Clearly identify on the title page which format you will be following:
1. Modern Language Association (MLA)
2. American Psychological Association (APA) – only if required by School Mentor
II. DOCUMENTATION REQUIREMENTS
A. A minimum of five sources used in the paper including at least one interview AND one
other non-Internet source.
B. Sources listed on the Works Cited page.
C. Options for sources include:
1. interview
2. internet source with a web site that has the following endings: edu, gov, org
3. professional periodical (computer based or hard copies)
4. non-fiction or reference books (exception: no use of encyclopedias)
5. EBSCO Host – for magazines, newspapers, reference books, etc.
III. DUE DATES
A. Submit to Turnitin.com and School Mentor
1. Outline and Rough Draft due: _____________
2. Final Draft due: _______________
IV. THINGS TO KEEP IN MIND
A. Information gained through the interview must be included in the research paper
B. Because this is a research paper, it must be written in third person
(i.e. this researcher = third person vs. I = first person).
C. Use rubric to evaluate rough draft and final draft before final submission
Thesis Research Paper Evaluation
A score of 3 or 4 is a passing score for each criterion. A passing paper must reflect a score of 3 or 4 in
all areas. Please circle "Pass" or "Redo" and indicate the total points earned.
EXEMPLARY
PROFICIENT
APPROACHES
DEVELOPING
No errors
Two or fewer errors
Four or fewer errors
Five or more errors
4
3
2
1
All parenthetical
documentation and
works cited page are
MLA correct, all
researched info
documented
A few minor errors in
documentation and
works cited page, all
researched info
documented
Some errors in
documentation and
works cited page, more
citations of researched
items is needed
Many errors in
documentation, works
cited page, inadequate
amount of citations to
support position
2
1
4
No errors
3
Two or fewer errors
Four or fewer errors
Five or more errors
4
3
2
1
Form (MLA)
MANUSCRIPT
FORM
(Typing/spacing,
Page number/order,
Heading/title)
DOCUMENTATION
BIBLIOGRAPHY
(Annotated for at
least five thyped
enttries)
Mechanics, Usage, Grammar
Sentences well built,
SENTENCE
strong and varied
FLUENCY
structure make it easy to
(Fused Sentence/Runread aloud
on Error, Comma
Splice/Comma Fault
Error, Mixed
4
Construction,
Garbled Sentence,
Stringy Sentences,
Parallelism)
Text flows, sentences
somewhat varied,
relatively easy to read
aloud
3
Strong control of
Reasonable control of
CAPITALIZATION
standard writing
standard writing
UTILIZATION
conventions, few errors conventions, some editing
PUNCTUATION
necessary
SPELLING
(CUPS)
4
3
GRAMMAR
(Subject/verb
agreement, tense
agreement, adjective
adverb usage,
misplaced and
dangling modifiers,
double negatives, etc.
Strong control of
srammar conventions,
few errors
4
Sentence structure
Writing difficult to follow
awkward rather than or read aloud, sentences
fluid, reader must slow are incomplete, run-on,
down
and/or awkward
2
1
Limited control of
standard writing
conventions, errors
starting to impede
readability
Little or no control of
standard writing
conventions, extensive
errors make it difficult to
get message
2
1
Reasonable control of
Limited control of
Little or no control of
grammar conventions, grammar conventions, grammar conventions,
some editing necessary errors starting to impede extensive errors make it
readability
difficult to get message
3
2
1
SCORE
VOICE
Clear sense of “writing to Writer’s voice is formal
be read”, brings topic to and engaging with some
life, strong audience
sense of “writing to be
awareness
read”
4
WORD CHOICE
(incorrect word
usage, contractions,
slang, abbreviations,
1st/2nd person
pronouns, shift in
tense
Writer’s voice may
emerge at times, little
sense of reader /writer
interaction
No audience awareness,
voice is flat, lifeless and
impersonal
2
1
3
Language is natural,
interesting, figurative
and precise
4
Language is functional Language is predictable,
and occasionally goes
ordinary and/or
beyond ordinary
repetitious
3
2
Language is limited,
monotonous, and/or
misused
1
Content
Clearly stated, introduces Clearly stated, introduces In the introduction, the
INTRODUCTION the topic of the paper and the topic of the paper.
explanation of topic is
(clearly stated,
the main points to be
confusing.
introduces the topic
discussed.
of the paper and the
main points to be
4
3
2
discussed)
THESIS
Arguable thesis,
Arguable thesis with
Compellingly supported clear supporting detail
with opposition clearly
refuted
4
3
Demonstrates complete Shows understanding of
understanding of the
the subject matter.
subject. Shows higher
Develops a easily
critical thinking skills followed train of thought
with a well developed,
with documented
detailed, relevant and
support, that is carried
accurate treatment of the
throughout.
subject
4
3
Sequence and structure
Generally clear and
strong, precise
logical organization,
introduction and
structure a bit
ORGANIZATION
conclusion
predictable
CONCEPT
DEVELOPMENT
4
Don't know the exact
topic.
1
Thesis unclear, simple,
with minimal
development or support
Lacking central thesis,
consistency and/or
purpose
2
1
Some of the concepts Thinking scattered, Little
discussed are covered in concept development. No
a confusing manner.
evidence of original
There is in adequate
thought.
documentation of the
thought process.
2
Structure inconsistent,
undeveloped or obvious
text, intro or conclusion
1
Lacks organization
structure, no apparent
intro and/or conclusion
2
1
3
ACCURACY
AND
CITATION
Selection of supporting Some of the selection of Little of the selection of None of the selection of
resource material is
supporting resource
supporting resource
supporting resource
authoritative, current material is authoritative, material is authoritative, material is authoritative,
and pertinent. All
current and pertinent.
current and pertinent.
current and pertinent.
supporting
All supporting
Some supporting
No supporting
documentation is
documentation is
documentation is
documentation is
properly cited.
properly cited.
properly cited.
properly cited.
3
2
1
4
OVERALL RATING
(PASS)
(FAIL)
Total Points Earned/PossiblePoints (40)
/52
Kaiser High School Senior Project
Community Mentor Agreement Form
Student Name: _________________________________________________
Senior Project Topic: ___________________________________________
Please initial on the blank spaces to the left that you have read and understood each statement
made.
_____ I understand the requirements of a community mentor and agree to serve as a mentor.
_____I am interested in serving as a judge for the oral presentation for other students.
Mentor Signature: ________________________________
Date: __________________
Community Mentor Name & Title: ______________________________________________
Business Address: ___________________________________________________________
E-mail Address: ____________________________________________________________
Phone Number: office: ____________________ cell: _______________________
Parent Acknowledgement
I have signed the Senior Project Parental Consent/Liability Release form and am fully aware of
the role and expectations of the community mentor. I am aware that my child will be working
with the Community Mentor stated above as part of his/her Senior Project.
Parent/Guardian Name (please print): ___________________________________________
Address: __________________________________________________________________
City, State, Zip Code: _________________________________________________________
E-mail Address:______________________________________________________________
Parent Signature: ____________________________________________________________
Student Signature: ___________________________________________________________
Distribution of Form: Original –Portfolio; Copies – Community Mentor; School Mentor & Senior Project
Kaiser High School Senior Project
Activity Verification Form
Name: ______________________________________
Description of Culminating Activity:
______________________________________________________________________________
__________________________________________________________________
Mentor’s Name: _________________________________________________
Date
Number of Hours
Description of progress
Mentor’s Initials
Total Hours:____________________
As a mentor, I assure the Senior Project Committee that the student spent a minimum of thirty
(30) hours in his/her fieldwork.
Mentor’s Signature: ______________________________ Date: _______________
Distribution of Form: Original –Portfolio; Copies – Community Mentor; School Mentor & Senior Project
Kaiser High School Senior Project
Learning Log (template)
Student Name: ______________________________
Date
# of Hours
Page #: ______
Reflection
(Refer to Guidelines for Learning Logs)
Total # of Hours: ____________
Distribution of Form: Original –Portfolio; Copy– School Mentor
Kaiser High School Senior Project
Learning Log Rubric
Criteria
Minimum
Score: 6
CONTENT
Score: ___/3
APPEARANCE
Score: ___/3
Advanced
4
Proficient
3
Partially Proficient
2
Novice
1
Well organized
Very complete (no gaps in
time).
Documentation of the
learning experience is clearly
and concisely evident.
Documentation is relevant
and substantial.
Very neat, accurate, and
concise.
Very easy to follow.
In chronological order.
Organized. Complete (no
gaps in time).
Documentation of the
learning experience is
evident.
Documentation is
substantial.
Somewhat organized.
Incomplete (some gaps
in time).
Documentation of the
learning experience is
evident.
Some documentation.
Disorganized.
Incomplete (many gaps
in time).
Documentation of the
learning experience is
not evident.
Documentation missing.
Neat and accurate.
Easy to follow.
In chronological order.
Somewhat neat and
accurate.
Not easy to follow.
Chronological order not
evident.
Messy and inaccurate.
Not in chronological
order.
Name of Student: ______________________________________________________
Student’s overall score: _______ (Minimum Passing Score: 6)
_____ Student has met their Learning Log requirement.
_____ Student has not met their Learning Log requirement.
__________________________________
School Mentor’s Signature
_______________________
Date
Comments:
Distribution of Form: Original –Portfolio; Copy - School Mentor
Kaiser High School Senior Project
Product Self-Evaluation
Student’s Name: _________________________________________________________
Community Mentor’s Name:______________________________________
DATE: _____________________
Describe the Culminating Activity product/activity that you completed for your Senior Project:
Date Culminating Activity Begun:
Date Completed:
Estimated Number of Hours spent on the Culminating Activity:
Number of Mentor Contact Hours:
Resources used to Complete Culminating Activity:
Materials Used –
People who provided assistance –
Expenses –
Evaluation of Culminating Activity
1.
How might you share your experience and newly acquired information?
2.
Describe the time you felt the most satisfaction in the process of completing your
culminating activity.
3
Explain how completing the Senior Project has prepared you for your post high
plans.
school
4.
Describe the problems you encountered in completing the product and how you
them.
solved
5.
If given the opportunity to re-do your Senior Project, what changes would you
make?
6.
What did you learn about yourself (strengths, needs, etc.) through the completion of your
Senior Project?
Kaiser High School Senior Project
Product Evaluation Rubric
Good community mentors are a vital part of a successful Senior Project. We appreciate your willingness
to have helped us this year by mentoring a student. As the person who has worked most closely with the
student on the product/activity phase of the project, we need your input in assigning a grade. Please use
this Product Evaluation Rubric to assess your mentee and complete both forms. Please return them to:
Senior Project Coordinator, Kaiser High School, 511 Lunalilo Home Road, Honolulu, HI 96825,
postmarked no later than _Jan. 31, 2013__.You may send it in a sealed envelope with the student if you
desire, as well.
Student’s Name: ___________________________________________________________
Project: ______________________________________________________________________
Mentor’s Name: ________________________________________________________________
Mentor’s Signature: ____________________________________________ Date: ____________
Criteria
Minimum Score:
18
Effort/Time
Score: ___/3
Evidence of
planning and
Endeavor to fully
explore possibilities
of ways to
complete product
Advanced
4
Proficient
3
Partially
Proficient
2
Novice
1
Student invested
extra time and put in
tremendous effort to
create an exemplary
product
Student put in
adequate time and
effort to complete
the product
Student put in some
time and effort but
not enough to be
satisfactory
Student did not put in
sufficient effort or
invest enough time to
complete product
Extensive planning
is evident and
student fully
explored various
avenues
Satisfactory
planning and some
exploration of other
possibilities to
complete product
Some planning and
exploration is
evident
Little planning or
exploration is evident
Exceptional ability
to solve problems
and student may
even have gone
beyond help of
mentor to other
resources
Satisfactory ability
to solve problems
and ability to ask for
and accept help as
needed
Some ability to
solve problems;
asked for help if
needed
Difficulty solving
problems and may not
have asked for help
Score: ___/3
Problem Solving
Score: ___/3
Criteria
Evidence of
Learning
Score: ___/3
Use of
Sources/Materials
related to project
Partially
Proficient
2
Novice
1
Advanced
4
Proficient
3
Exceptional
evidence that the
student not only
learned the concepts
and skills necessary,
but went beyond to
learn even more
Satisfactory
evidence that
student did learn the
concepts and skills
needed to complete
the product
Some evidence that
student did take
away some concepts
or skills
Little evidence that the
student learned much
from completing the
product
Exemplary use of
sources and
materials that may
enhanced the
product due to
student’s mastery
and manipulation
Satisfactory
evidence that
sources and
materials were used
in an adequate
manner to complete
the product
Some evidence that
sources and
materials were
utilized well
Little evidence that
sources and materials
were well utilized well
Student was
exceptionally
enthusiastic and
very creative in
her/his execution of
the product
Student exhibited
satisfactory and
appropriate
enthusiasm and
showed creativity
Student exhibited
some enthusiasm
and showed some
creativity
Student exhibited little
enthusiasm and
showed a minimum of
creativity
Score: ___/3
Creativity and
Enthusiasm
Score: ___/3
Student’s overall score: _______ (Minimum Passing Score: 18)
Comments:
Would you be willing to mentor a Kaiser student next year? ____ Yes ____ No
Thank you for sharing your expertise with the students of KHS!
Kaiser High School
Technology Request Form
Presentation Title: ______________________________________________
Student’s Name:
Email:
School Mentor:
Cell #:
Home #:
Room #
Presentation Date:
Presentation Time:
Presentation Location:
_____ I do NOT need any technology (please see Ms. Lum, Senior Project Coordinator)
Equipment requesting: (check all that apply)
_____ Computer for PowerPoint
_____ PowerPoint Projector
_____ Projector Screen
_____ Television
_____ DVD Player
_____ VHS Player
_____ CD Player
_____ Cassette Player
_____ Table for Display
_____Other (please describe in detail):
______________________________________________________________________________
__________________________________________________________________
You are responsible for checking the compatibility of your presentation on the school equipment
at least 2 days prior to your presentation date. We cannot guarantee that your saved presentation
will work! Have a back up plan (e.g. hard copies of your visual aids for the judges).
Form due to SP Coordinator by: ________________________
Kaiser High School Senior Project Panel Presentation
Assessment Rubric
Student’s Name: _________________________________________ Presentation
Title:____________________________________ Date: ____________
Please circle a box for each category.
GLO #1:
SelfDirected
Learner
Excellent
Proficient
Partially Proficient
Not Proficient
4
3
2
1
Student provides clear
and convincing
evidence of time
commitment and
effort, independence
and self-direction,
and the ability to
solve problems that
arose during the
learning process.
Student provides clear
evidence of a learning
stretch and selfdiscovery.
Student provides
adequate evidence of
time commitment and
effort, independence
and self-direction, and
the ability to solve
problems that arose
during the learning
process.
Student provides
adequate evidence of a
learning stretch and
self-discovery.
Student provides
limited evidence of
time commitment and
effort, independence
and self-direction,
and/or the ability to
solve problems that
arose during the
learning process.
Student provides
limited evidence of a
learning stretch and
self-discovery.
Student provides
little to no evidence
of time commitment
and effort,
independence and
self-direction,
and/or the ability to
solve problems that
arose during the
learning process.
Student provides
little to no evidence
of a learning stretch
and self-discovery.
Excellent
Proficient
Partially Proficient
Not Proficient
4
3
2
1
Interacts
with
people
outside of
the
classroo
m
Student provides clear
and convincing
evidence that he/she
established a
professional working
relationship with
community members.
Student provides
adequate evidence that
he/she established a
professional working
relationship with
community members.
Student provides
limited evidence that
he/she established a
professional working
relationship with
community members.
Student provides
little to no evidence
that he/she
established a
professional
working relationship
with community
members.
GLO #3:
Complex
Thinker
Excellent
Proficient
Partially Proficient
Not Proficient
Understa
nds
Content
and
Challeng
e
GLO #2:
Communi
ty
Contribut
or
4
3
2
1
Synthesiz
es
informati
on from
research
and
experienc
e
(combine
d with
GLO #6)
GLO #4:
Quality
Producer
Creates a
rigorous
and
relevant
project
GLO #5:
Student provides clear
and convincing
evidence he/she
understands the
Essential Question
and can explain how
it connects to the
research paper and
the project. Student
clearly explains the
learning process and
how he/she solved
any problems.
Effective use of
technology evident in
the project as a
whole.
Excellent
Student provides
adequate evidence
he/she understands the
Essential Question and
can explain how it
connects to the
research paper and the
project. Student
explains the learning
process and how he/she
solved any problems.
Adequate use of
technology evident in
the project as a whole.
Provides limited
evidence he/she
understands the Essential
Question and can explain
how it developed. Has
some difficulty
connecting EQ to the
research paper and the
project. Struggles to
explain the learning
process and how he/she
solved any problems.
Use of technology in the
project attempted but
Proficient
Partially Proficient
insubstantial.
Provides little to no
evidence he/she
understands the
Essential Question
and can explain how
it developed. Has
difficulty connecting
EQ to the research
paper and the
project. Cannot
explain the learning
process and how
he/she solved any
problems. Use of
technology in the
project poor.
Not Proficient
4
3
2
1
Student provides clear
and convincing
evidence that the
research and the
project match the
speaker’s area of
interest. The depth
and complexity of the
project’s scope is
especially strong.
Student provides
adequate evidence that
the research and the
project match the
speaker’s area of
interest. The depth and
complexity of the
project’s scope is
evident.
Student provides
limited evidence that
the research and the
project match the
speaker’s area of
interest. The depth
and complexity of the
project’s scope is
marginal.
Student provides
little to no evidence
that the research and
the project match
the speaker’s area of
interest. The depth
and complexity of
the project’s scope
is inadequate.
Excellent
Proficient
Partially Proficient
Not Proficient
Effective
Communic
ator
4
General
Presentati
on
* Essential
Question,
learning
stretch,
personal
relevance,
selfdiscovery,
research
and
independent
fieldwork
Attention-getting
introduction is
followed by a logical,
well-organized
presentation that
clearly and
comprehensively
connects all the
components* of the
Senior Project.
3
2
1
An adequate
introduction is
followed by a generally
logical, organized
presentation that
generally connects all
the components* of the
Senior Project.
A simplistic
introduction is
followed by a loosely
logical, organized
presentation that
marginally connects
all the components* of
the Senior Project.
Audience
understanding is
affected.
A weak or irrelevant
introduction is
followed by a
haphazardly
organized
presentation that
unsuccessfully
attempts to connect
all the components*
of the Senior
Project. Audience
understanding is
affected.
Presentati
on Aids
Aids are relevant,
error free, wellorganized, and neat
and clearly guide the
audience through the
presentation.
Aids are relevant,
generally error free,
well-organized, and
neat and adequately
guide the audience
through the
presentation.
Aids are of limited
relevance and contain
errors that begin to
interfere with
meaning. They present
a barrier to the
audience more than
serving as a guide.
Aids are of little to
no relevance and
contain errors that
severely interfere
with meaning. They
present a barrier to
the audience more
than serving as a
guide.
Delivery
Student is exceptional
in the following
areas: articulation,
use of standard
English, posture, eye
contact, professional
dress, volume,
speaking rate, word
choice, and poise.
Student is adequate in
the following areas:
articulation, use of
standard English,
posture, eye contact,
professional dress,
volume, speaking rate,
word choice, and poise.
Student is marginal in
fewer than half of the
following areas:
articulation, use of
standard English,
posture, eye contact,
professional dress,
volume, speaking rate,
word choice, and
poise.
Student is marginal
in more than half of
the following areas:
articulation, use of
standard English,
posture, eye contact,
professional dress,
volume, speaking
rate, word choice,
and poise.
Question
and
Answer
Student responds
directly and
accurately; answers
with exceptional
fluency and
confidence, and
shows enthusiasm.
Student responds
adequately; answers
with adequate fluency,
confidence, and
enthusiasm.
Student responds
inadequately; answers
with limited fluency,
confidence, and
enthusiasm.
Student responds
inadequately;
answers with little
fluency, confidence,
and enthusiasm.
Additional comment
Distribution of Form: Original –Portfolio; Copies - School Mentor & Senior Project Coordinator
Kaiser High School Senior Project
Portfolio Self-Evaluation
Reflecting on the active learning process is a key component to successful work. Take time to
look through the portfolio and reflect on the learning process and stretch. Be thorough, write
clearly, and use direct examples from your work.
1. When I look through my portfolio, I feel ____________________ because
2. I am most proud of
3. I am still not pleased with
4. Five things I learned during the completion of the portfolio were
a.
b.
c.
d.
e.
5. One fact/observation I learned that surprised or fascinated me was
6. One thing I wish people would understand about my portfolio is
7. When I completed my portfolio, the top three skills I used were
a.
b.
c.
8. The skill I am most improved in is ___________________________ and there is an
example of that in
9. I improved on this skill by
10. If I were to thank two people for helping me to complete this portfolio, I would like
to thank __________________________ because
and ________________________ because
11. If I were to select one item to re-do, I would pick ____________________________
because
12. I would like people who view my portfolio to know
Kaiser High School Senior Project
Portfolio Evaluation Rubric
Criteria
Minimum
Score: 12
Advanced
4
Proficient
3
Partially
Proficient
2
Completeness
(See Portfolio
Checklist for
reference)
All required
items are present
and student adds
enrichment items
All required items
are present
Missing an
element or two
Many items
missing or not
complete
Portfolio is of
high quality, is
immaculate, neat,
and flawless
Portfolio is
adequate and of
decent quality
Portfolio works
toward decent
quality but may
be messy or of
lesser quality
Portfolio is of poor
quality and may be
dirty, torn, rumpled
or messy
Outstanding
portfolio that is
clearly artistic,
thematic, or
unusually
presented –
shows real
enthusiasm for its
completion
Superbly
organized with
enhancing
organizational
devices or
techniques
Portfolio is
creative and may
have a theme as
well as additional
materials and
artistic elements
Student begins to
show some
creative spark by
addition of
materials or
artistic elements
Little evidence of
creativity – simple
linear approach
Sufficiently
organized and
communicates
effectively
Moderately
organized with
only a few
misplaced items
or errors,
communicates
effectively
Disorganized,
almost to the point
of making its
communication
ineffective
Novice
1
Score: ___/3
Quality
Score: ___/3
Creativity
Score: ___/3
Organization
Score: ___/3
Name of Student: _______________________________________________
Student’s overall score: _______ (Minimum Passing Score: 12)
_____ Student has met their Portfolio requirement.
_____ Student has not met their Portfolio requirement.
__________________________________
_______________________
School Mentor’s Signature
Date
Comments: