2014
Rogers High
School
Guidelines and Forms
05/13/2014
[RHS SENIOR PROJECT]
RHS Senior Project 2014
Table of Contents
Mission Statement
Expectations for Student Learning
General Graduation Requirements for a RHS Diploma
Senior Project Components
Overview of Expectations Community Service
Purpose of Community Service / Job Shadow
Guidelines for Community Service/Job Shadow
Forms
Community Service /Job Shadow Project Proposal
Student Commitment Form
Student & Parent/Guardian Consent Form
Time Log
Checklists, Rubrics & Samples
Letter of Intent
Resume Checklist
Resume Samples
Resume Rubric
Essay Choices
Essay Rubric
Thank you letter
Thank you letter Rubric
Evaluation of Student Performance
Profile & Report Components
Profile & Report Rubric
Community Service Profile Sample
Portfolio Preparation
Exhibition / Interview Components
Exhibition / Interview Power point Rubric
Exhibition / Interview Rubric
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RHS Senior Project 2014
The Rogers High School
Mission Statement
The mission of Rogers High School, in partnership with parents and
community, is to provide a challenging and appropriate education, in
a safe environment, so that all students will develop productive
citizenship, life-long learning, and the ability to adapt successfully in
a rapidly changing world.
Expectations for Student Learning
1. Students will demonstrate the acquisition of a body of knowledge by:

Integrating and applying acquired skills and knowledge

Applying research skills

Using a variety of technology tools

Implementing academic and career decision-making skills
2. Students will communicate effectively by:

Writing clearly and concisely

Listening attentively in a variety of settings

Speaking clearly

Reading for understanding

Using other forms of expression
3. Students will work cooperatively and/or independently to demonstrate the ability
to solve problems by:

Defining the problem accurately

Collecting, organizing, and analyzing information

Identifying and evaluating appropriate strategies

Selecting, implementing, and evaluating a plan of action

Drawing logical, in-depth conclusions
4. Students will demonstrate a knowledge and understanding of the rights and
responsibilities necessary to learn, live, and work in a culturally diverse and
democratic society by:

Contributing to the well-being of the school and community

Taking responsibility for personal and academic choices

Exhibiting integrity and a high level of effort toward goal attainment

Recognizing and respecting the diversity and individuality of others
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RHS Senior Project 2014
General Graduation Requirements for a RHS Diploma
Schools must be sure that all students successfully complete a rigorous diploma
program that gives them access to college or post-secondary training, whether
immediately after high school or when and if they so choose. Rogers High School, in
compliance with state regulations, has determined that it will use the following as
evidence of proficiency for graduation:




Common Core Assessments/Benchmarks for each course
Senior Project
24 course credits
NECAP Test – Level 2 (partially proficient) in Reading and Math
With the limited instructional time available to support seniors in the completion of a
traditional senior exhibition as previous to Class of 2013, the alternate structure has
been adopted.
Senior Project Components
All seniors will complete the following:
 College/Career Component
o Resume
o College or Employment sample application
o Essay utilizing a topic from the current common college application
o Completion of College/Career Readiness workshop
 Community Service Project (minimum 15 hours, logged, and monitored)
o Letter of Intent preceded by community service or job shadow/internship
proposal form that must be approved prior to starting the project.
o Consent & Commitment form (signed by all parties)
o Community Service log
o Community Service report
 Profile of the community service organization
 Summary of the community service project carried out
 Job Shadowing or Internship (minimum 15 hours, logged and monitored)
OR
o Letter of Intent preceded by Job Shadow/Internship proposal which
must be approved and assigned prior to starting the project
o Consent/Commitment form (signed by all parties)
o Job Shadow/Internship log and evaluation of performance
o Job Shadow/Internship report
 Profile of the organization and position shadowed
 Summary duties performed
 Portfolio, which will contain…
o Completed check list of requirements
o Resume
o Letter of Intent
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RHS Senior Project 2014

o Essay
o Community Service or Job Shadow/Internship Report
o Exhibition power-point
Exhibition/Interview
Grading:
Senior Project or a comparable product is a requirement of RIDE and, therefore, must
bear some weight in the graduation process. One-half credit (0.5) value will be entered
on the transcript upon completion of all components and is obligatory if a student is to
be awarded a district diploma. Each component is scored and has a due date
attributed to it. This process will be monitored and scored by the Assistant Principal.
The Senior Project process is a self-determined experience and therefore, can be
completed at any point prior to the end of third quarter. Students will receive
quarterly progress notice at the end of second quarter to advise both student and
parent of project status. An overall score of either (P)-pass (being the optimum score)
or (F)-failure will be entered by the end of the fourth quarter marking period.
o
In order to receive a passing mark of (P) the student must meet the deadlines
for each project component and achieve a mark of either (3) or (4) on the
established 4 point rubric for each scored item that is due. Failure to do so will
result in the earning of an (F), which will not impact the overall student GPA,
but will be reflected on the report card as such. A FINAL mark of (P) is
obligatory for the earning of the 0.5 credit and to receive a diploma.
Support and Due Dates:
Students will be provided with instruction and support during advisory periods during
the academic school year as well as the Newport Community School after-school
program. Seniors will participate in workshops on resume building, interview skills,
dressing for success as well as, assemblies which review each step of the process and
the associated grading mechanisms (rubrics, criteria, etc.). That is not to say that
seniors will have unlimited time to complete this process, but rather, they may be able
to complete the project prior to the end of 3rd quarter. Dates will be provided to serve
as a guideline for planning.
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Preparing for
College or
Career
Resume
Application
(PICK ONE - college, employment, service)
Essay
(Choose one of 6)
Community
Service
Proposal
(MUST be APPROVED - Turn in your Letter of Intent)
15 hours of Community Service or Job
Shadow/Internship
(Turn in your commitment and permission forms and time log)
Finished your 15?
Write Thank you letter and
Community Service/Job Shadow Report
Exhibition / Interview
Prepare power-point and present
This is a reflection upon your growth as a student
and your experience.
05/13/2014
Community Service or Job Shadowing/Internship
Volunteering is the ultimate exercise in democracy. You vote in elections once a
year, but when you volunteer, you vote every day about the kind of community
you want to live in.
Marjorie Moore, Minds Eye Information Service, Belleville, IL, USA
The ART of BECOMING
The mission of community service and job shadowing at Rogers High School is to
provide students with the opportunity to show mastery of the many skills they have
acquired while in the Newport Public Schools. Community service and job shadowing
empower students to take responsibility for their learning and to have a powerful voice
in their development as individuals. Students express what they know, display what
they are able to, and showcase their talents.
Community service and job shadowing are opportunities to bring awareness of global
and local issues, as well as career opportunities, into the realm of teenage existence
and in the process, create a connectedness to the community within which they live.
All students will begin working on and with community issues toward fulfilling the
school’s social and civic expectations. Each senior will be expected to complete 15
hours of service within the Newport County community and/or within local businesses
dealing with real-world issues as they exist within the local setting.
Students will have the support of the School Based Coordinator and community or
employment organizations to help identify, monitor and encourage student service or
support potential career interests. The insight and knowledge gained through this
experience will be incorporated into the final exhibition which will be a reflective
presentation and interview. Students are encouraged to reflect on issues of interest by
surfing the net, reading global and local news, and examining how they wish to engage
with others outside of the school environment as a way to single-out one service
avenue. Classmates can work together in pairs on a community service project if they
choose, but each person much complete their own set of hours and be responsible for
completing the task they have been designated. This is to ensure that no one is left
‘holding the bag’ for success at the end of a project.
Community Service or Job Shadow/Internship Guidelines
Total Hours Required = 15 minimum
Completed by March 2014
For completion of graduation requirements, students are required to complete a
minimum of fifteen (15) hours of community service or a job shadow/internship
OUTSIDE of school. These opportunities can take many forms and should result in a
“tangible” product or experience. Community service or job shadowing may build
05/13/2014
RHS Senior Project 2014
upon previous knowledge or experience and must represent a “learning stretch.”
Community service and job shadowing are attempts to bring the student closer to
fulfilling the promise of a holistic liberal arts high school experience.
Community service or a job shadow cannot simply be a continuation of a current job
or extracurricular activity. Students must be actively involved and do something as
opposed to merely observing. Community service or job shadowing should not be so
easy and/or beneath an individual’s skill level that there is no challenge. Simply
taking a class does not satisfy the requirements. In addition, students cannot be paid
for your hours. However, it must be noted that these opportunities have led to
employment.
Community service or job shadow experience is to be documented by:
 Keeping track of hours, dates, and individual tasks by completing the Time or
Log sheets;
 Having the mentor sign student time log sheets to verify hours;
 Mentor verifies that student has completed a minimum of 15 hours of either
community service or a job shadow, either in direct contact with the mentor
and/or working under the direction of the mentor, including dated photographs
of your community service experience (where applicable).
What are acceptable and unacceptable hours of service for Senior Project?
Acceptable:
o
o
Any service-learning activity or job shadow/internship experience:
 that takes place outside of the school environment and into the
community that the student resides or has interest in.
 whose chief purpose is to directly address human needs in areas such as:
environment, health, homelessness, poverty, sustainable development,
social equity, education or public;
 whose chief purpose is to collect food, clothing, or other items necessary
to benefit others and meet human needs;
 or has a purpose of educating others.
All acceptable learning activities require a signed and approved project proposal
form.
Unacceptable:
o
Any service-learning or job shadow activity:
 Whose chief purpose is to serve the student’s own family and which does
not extend the benefit of service to other families.
 That violates federal or state law which prohibits discrimination on the
basis of race, color, sex, age, national origin, religion, or disability.
 Whose chief purpose is to increase the amount of revenue for a private,
for-profit business or to generate new revenue for that business.
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RHS Senior Project 2014




That replaces a paid staff worker of the participating agency or institution
with a student earning service-learning credit.
That compensates a student with money, goods, or services such that the
service-learning activity is performed in expectation of boththe servicelearning credit and the money, goods or services.
Whose chief purpose is to convert others to a particular religious, moral
or spiritual view and/or which denigrates the religious, moral, or spiritual
views of others.
Who chief purpose is to prepare and/or participate in the performance of
a religious service.
Student Responsibilities
Students are representing Rogers High School when they go out into the community.
As representatives, they must always do the following:
1. Be courteous and respectful when contacting providers on the phone, through
emails, and in person. Texting is to be avoided.
2. Dress in an appropriate manner when meeting with prospective coordinators.
3. Value the individual’s time by showing up on time for appointments. It is
unacceptable to cancel an appointment without giving twenty-four hours notice.
4. Complete ten hours of meeting/activity time with the organization
representative and document pertinent information on a community service log.
5. Incorporate the service experience into the senior exhibition/interview by
including experiences of your service time, new knowledge gained through
experience and research, and the impact it has had on you and the community
you serve.
Goals of Working with Community Service Organizations/Supporters or Job
Shadow/Internship
 Academic achievement –provide valuable real-world applications of inquiry
and knowledge as students volunteer in their area of interest.
 Employment and career preparation – introduce general ideas about the
workforce, including potential career, educational, and skill requirements, how
to get and keep a job, and attitudes about work.
 Social and Civic Awareness –engender awareness of social and civic issues as
they occur within the student’s ‘own backyard’, and can offer suggestions on
how the individual may enhance his/her own stewardship qualities.
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RHS Senior Project 2014
Required Forms
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RHS Senior Project 2014
COMMUNITY SERVICE/JOB SHADOW/INTERNSHIP PROJECT PROPOSAL
Student Name: _____________________________________ Advisory: ______________
Please answer the following questions:
1. When will you be participating in this community service or job
shadow/internship? (List anticipated dates)
2. Describe your Project.
3. With which outside organization will you work?
a. Name of organization:
b. Supervisor contact name:
c. Contact address:
d. Contact phone number:
4. List your responsibilities as a participant/coordinator of this project.
5. Provide some basic background information about the agency or community cause
that you will be helping. What personal, social, academic, or career goal is this
project connected to?
6. What type of evidence will you provide at the completion of the project? (i.e.,
pictures, video, interviews, flyers, receipts, letters, journals, pamphlets, etc.)
I understand that community service/job shadowing is a component of my senior
project which is a graduation requirement for both Rogers High School and RIDE.
Failure to complete all requirements will put my graduation in jeopardy.
Student Signature: __________________________________________ Date: _______________
Parent/Guardian Signature: ________________________________ Date: _______________
For Office Use Only: Proposal
 Approved
 Rejected/Reason __________________
Administrative Signature: ___________________________________ Date: ______________
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RHS Senior Project 2014
STUDENT COMMITMENT FOR COMPLETING TEN (10) SERVICE HOURS
Student Name: __________________________________________________________
I am working toward fulfilling the graduation requirements for Rogers High
School. This process requires that I work in a community service partnership
or Job Shadow/Internship experience with an adult representative who is at
least twenty-one years of age. I understand that I am responsible for
scheduling and keeping all appointments. I will complete at least fifteen hours
of time to work on a community issue or job shadow/internship opportunity
under the supervision of the approved community service provider/employer. I
also understand that the organization representative will sign the Time Log to
verify the amount of time I have spent on task. At the conclusion of the work,
the provider/representative/employer will fill out an evaluation sheet.
CS/JS Representative’s Name_______________________________________________
Phone Number_______________________e-mail______________________________
Area of Interest _____________________________________________________
Student’s Signature: _________________________________ Date: _______________
CS/JS Representative’s Signature: _________________________________________
Parent/Guardian’s Signature: __________________________________________
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RHS Senior Project 2014
Community Service or Job Shadowing/Internship
Student & Parent/Guardian Consent Form
To meet the goals of the Rhode Island High-School Diploma System, Rogers seniors are asked to (1)
demonstrate proficiency in all the core academic areas through the completion of a common course
assessments; (2) complete research regarding selected community issue and service provider or
job shadow/internship organization; (3) participate and complete 15 hours of either community
service or job shadowing; (4) reflect on and present on learning and service experiences; (5) build
a portfolio of materials in preparation for life beyond high school. These senior products will
provide enormous benefits for your child both now and in the future by allowing him/her to
demonstrate various skills such as, communication, problem solving, time-management, and
responsibility. Please read the Senior Project Guidelines handbook, sign and return the form below
to the Assistant Principal. Please address any questions or concerns to the Assistant Principal at
(401) 847-6235 x2626 or christiannefisher@newportrischools.org.
_____________________________________________________________________________________
As the parent or guardian of _____________________________ who is a student enrolled as a senior at
Rogers High School, I have reviewed the components required for proficiency-based graduation as
presented in the handbook and understand that my child must complete these requirements in
order to meet the proficiency-based graduation requirements set forth by Rogers High School,
which are also in line with the RIDE RI High School Diploma System.
For the community service component of the graduation requirements, my son/daughter has
decided to (please describe the nature of the student’s community service or job Shadow).
Nature of Service/Job Shadow: _____________________________________________________
o
o
o
I fully understand that the selection of this component is a student decision made
independently of the faculty and administration of Rogers High School. All consequences of the
project and experience, unless otherwise stated, rest solely with both the student and
parent/guardian.
Also, I fully understand that falsifying any aspect of the project will result in a failing grade and
may adversely affect the student’s meeting the requirements for graduation.
In addition, I fully understand my responsibilities as outlined in the handbook, including
contacting the school in a timely manner with concerns and providing a working phone number
in the event of an emergency or concern regarding my child.
Parent/Guardian Signature ________________________________ Date ___________________
Telephone # _________________________________ E-mail: ______________________________
Student Signature _______________________________________ Date ___________________
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RHS Senior Project 2014
COMMUNITY SERVICE OR JOB SHADOWING/INTERNSHIP TIME LOG
Student Name: ____________________________________Advisory: ________________
Description of Community Service/Job Shadow: ______________________________
Organization Name: _________________________________________________________
Organization Address: ______________________________________________________
CS/JS Representative’s Name: ____________________________________________
Area of Expertise: ____________________________________________________
If service was completed for more than one organization, please list above information
on the back of this sheet.
Date
Number of
Hours
Description of Work
Mentor’s
Initials
Total Hours: __________
As a community service or Job Shadow/Internship representative, I assure the
administration of Rogers High School that the student spent a minimum of fifteen (15)
hours on his/her project.
_______________________________________________
____________________
Mentor Signature
Date of Completion
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RHS Senior Project 2014
Checklists, Rubrics, Evaluation
& Samples
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RHS Senior Project 2014
Senior Project
SAMPLE LETTER OF INTENT
2014 Iwannagraduate Street
Newport, RI 02840
Your address and date
September 20, 2012
3 blank lines
(hit enter 4 times)
Senior Project Office
Rogers High School
15 Wickham Road
Newport, RI 02840
Dear Rogers High School Community:
My name is (your name) and I am a senior at Rogers High School. My favorite courses during my high
school career have been those associated with the humanities and law. I have participated in numerous
events related to getting out the vote and feeding the hungry.
As I have contemplated the community service/job shadow or internship hours I must do to successfully
complete my senior project, I decided to volunteer/shadow/intern at the Salvation Army. I will be
organizing and creating a student group of volunteers from my high school to serve in the county’s many
soup kitchens. Mrs. Brown is the volunteer coordinator for the Salvation Army and will monitor my
service. My ultimate goal is to double the number of volunteers each month who serve at the local soup
kitchens.
I understand that I must successfully complete each component of my senior project to be eligible to
graduate. Walking across the stage on Graduation Night will give me a great sense of accomplishment,
knowing I honestly fulfilled the required hours of service.
Sincerely,
Your Name
3 blank lines
(hit enter 4 times)
Your signature goes here
Your Name
_____________________________________________________________________________________
POSSIBLE REASONS FOR LETTER NOT BEING APPROVED:
 Not in final draft form (NO rough drafts will be accepted)
 Typing/Spelling errors
 Project/Experience not clearly defined
 Project approved when corrections to letter are made and submitted
If letter is NOT approved PLEASE CORRECT AND RESUBMIT ASAP.
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RHS Senior Project 2014
Resume Checklist
Name ___________________________ Date __________ Advisory _______________________
SelfPeer Edit Final
Over-all Look and Spacing

No extra white spaces
Check





Spacing is equal and balanced
All lines begin and end the same – no small indents – margins make sense and
are consistent
There is a clear format which makes information easy to read and understand
Is crisp and clean
Professional, simple font. Boldface, underlines and italics are used to clarify
information
 Is on professional paper – not Xeroxed
Consistency


Throughout the document, the format is the same For instance, if the date is
listed first, all dates are listed first.
Fonts are the same – boldface, italics, (etc…) are used in a consistent manner
Spelling and Grammar


There are no spelling errors
There are no grammar errors
Type of Writing – Resume format










There are no sentences
Uses ACTION verbs
The writing is sensible, organized, and simple
The more important topics are listed first – education and work experience.
Fonts are the same – boldface, italics, (etc…) are used in a consistent manner
More “fluffy stuff” is listed toward the end – awards, hobbies, interests, etc…
All addresses are complete – with area codes, zip codes.
Is easy to read & organized
Your own contact information is easy to read and you are easy to contact.
One page (unless you have more than 5 years of experience)
Professionalism




The objective makes sense and is attainable.
There is no slang, or references to “youth” type of activity (like “chillin with
friends”)
E-mail address is professional
No references to any type of group or organization which could “type” you –
give you a reputation
Consistency


Throughout the document, the format is the same. For instance, if the date is
listed first, all dates are listed first.
Fonts are the same – boldfacing, italicing, (etc…) are used in a consistent
manner
This person is “hirable”




Based on this resume, I would want to schedule an interview with this person.
There is evidence of a successful work experience
This person has accomplished something – like honors, GPA, activities, etc… This is an interesting person
Anything else?
POSSIBLE REASONS FOR LETTER NOT BEING APPROVED:
 Not in final draft form (NO rough drafts will be accepted)
 Typing/Spelling errors
 Messy/crumpled/stained paper
If resume is NOT approved PLEASE CORRECT AND RESUBMIT ASAP
For Office Use Only: Resume
 Approved
 Rejected/Reason __________________
Administrative Signature: ___________________________________ Date: ______________
.
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FirstName LastName
6 Pine Street, Newport, RI 02840
home: 555.555.5555
cell: 566.486.2222
email: phjones@vacapp.com
Education
Rogers High School, Newport, RI
2009 - 2014
Experience
Sales Associate, The Retail Store
June 2008 – Present
• Maintain and restock inventory.
• Provide customer service.
• Operate computerized cash register system.
Child Care
2007 - Present
• Provide child care for several families after school, weekends and during school
vacations.
Achievements
• National Honor Society: 2008, 2009, 2010
• Academic Honor Roll: 2006 - 2010
Volunteer Experience
• Big Brother / Big Sisters
• Arlington Literacy Program
• Run for Life
Interests / Activities
• Member of Arlington High School Tennis Team
• Girl Scout
• Piano
Keith Jones
Home: 555-543-6543 Cell: 456-123-7654
Keith.Jones@gmail.com
244 Chestnut Street
Newport, RI 02840
Education
George Washington High School, Southampton, PA, May 2011
Overall GPA 3.8; Honor roll each quarter
Honors: French Honors Society, National Honors Society, National Merit Scholar
Clubs: Political Science, Show Choir, Theater, Yearbook Committee
Athletics: Varsity Soccer Captain, Intramural Volleyball
Experience
Assistant, Berkshire County Playhouse, Berkshire, PA
Summer 2010

Coordinated rehearsal and performance schedules for the cast and crew of three oneweek productions over one season

Created and managed social media accounts for the playhouse to market each show
and ongoing activities
Cashier, Joe's Cafe, Southampton, PA
Fall 2009 - present

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Promoted to Barista in September, 2010
Tutor, Student Tutors at Washington, Southampton, PA
January 2009 - present

Helped elementary school students apply mathematic and scientific concepts to their
homework assignments

Helped coordinate a weekend trip to the Philadelphia zoo each season and designed a
packet of math and science questions related to the animals and exhibits children
encountered there

Became a pen-pal to one student throughout the three and a half years, encouraging
and assisting him with studies and adjusting to different grade
levels
Volunteer Soup Kitchen, Philadelphia, PA
Fall 2008 - present


Computer Skills
• Proficient with Microsoft Word, Excel, and PowerPoint, and Internet
Was selected employee of the month for efficient, friendly service
Served meals to over 100 less fortunate individuals each week
Created a brown bag lunch program collecting donations to pack bags of food for
individuals to take home with them
Volunteer, John Doe Campaign for House of Representatives
Summer 2008

Made over 1000 phone calls to local residents and businesses to inform them about
Doe's positions on issues

Helped organize and publicize a voter registration day at George Washington High
School for the start of the school year
Other Experience

05/13/2014
Lead role in The Music Man, Spring 2011
RESUME RUBRIC
Advisory
Student
Criteria
Content
Job-Specific
Information
Grammar/
Vocabulary
05/13/2014
4
3
2
1
The resume includes
all necessary items
(headings) and
follows guidelines
consistently (e.g.
objective, action
verbs, dates,,
places). Relevant
education and
experience
substantiate position
sought and are
presented in reverse
chronological order.
Almost all
necessary items
are included and
guidelines are
followed for the
most part. 1-2
errors in
presentation of
the content (e.g.
objective,
dates/places,
action verbs, use
of reverse
chronological
order). Relevant
education and
experience
mostly support
position sought.
Several necessary
content items are
missing or there
are several errors
in presentation
(e.g. objective,
dates, places,
actions verbs or
use of reverse
chronological
order). Relevant
education and
experience
provide little
support for
position sought.
Presentation of
content
contains many
errors or
omissions, e.g.
in the use of
chronological
order, action
verbs,
objective,
dates, places,
etc. Position
sought is not
supported by
relevant
education and
experience.
 All action phrases
 1-2
 3-4 duties/skills  5-6
used to describe
duties/skills
lack action
duties/skills
duties and skills
lack action
phrases
lack action
 Information
phrases
 Some
phrases
demonstrates ability  Information
information
 Information
to perform the job
unclear about
demonstrates
does not
 Professional
ability to
ability to
clearly
terminology used
perform the
perform the job
demonstrate
when describing
job
 Information
ability to
skills
 Some
creates doubt
perform the
professional
about abilities
job
terminology
used when
describing
skills
The resume uses
accurate English
grammar and
vocabulary (word
forms, word
choice). Action verbs
are consistently used
in past tense.
There are 1-3
errors in the use
of English
grammar and
vocabulary
(word forms,
word
choice). Action
verbs are almost
always used in
past tense.
There are 4-5
errors in English
grammar and
vocabulary (word
forms, word
choice). Action
verbs are often
not used in past
tense.
There are more
than 5 errors in
English
grammar and
vocabulary
(word forms,
word
choice). Action
verbs are
usually not
used in past
tense.
Comments
RHS Senior Project 2014
There are no
There are 1-3
Mechanics
errors
in
spelling,
errors in
(Spelling, Punctuation/
punctuation,
or
spelling,
Capitalization)
capitalization in
the resume.
TOTAL
There are 4-5
errors in spelling,
punctuation, or
punctuation, or capitalization in
capitalization in the resume.
the resume.
There are more
than 5 errors in
spelling,
punctuation,
capitalization
in the resume.
Minimum score of 12 is required for acceptable product.
SCORE:
20 | P a g e
RHS Senior Project 2014
Essay
Adapted from the Common College Application for 2014
Please write an essay of 250 – 500 words on a topic of your choice or on one of the options
listed below. Please indicate your topic by checking the appropriate box below. This
personal essay helps us become acquainted with you as a person student, apart from
courses, grades, test scores, and other objective data. It will also demonstrate your ability
to organize your thoughts and express yourself.
 Evaluate a significant experience, achievement, risk you have taken, or ethical
dilemma you have faced and its impact on you.
 Discuss some issue of personal, local, national, or international concern and its
importance to you.
 Indicate a person who has had a significant influence on you, and describe that
influence.
 Describe a character in fiction, a historical figure, or a creative work (as in art,
music, influence on you, and explain that influence.
 A range of academic interests, personal perspectives, and life experiences adds
much to the educational mix. Given your personal background, describe an
experience that illustrates what you would bring to the diversity in a college
community demonstrated the importance of diversity to you.
 Topic of your choice. Please indicate topic: __________________________________________
SOME POSSIBLE REASONS FOR ESSAY NOT BEING APPROVED:
 Not in final draft form (NO rough drafts will be accepted)
 Essay does not address the topic
 Typing/Spelling errors
 Messy/crumpled/stained paper
If essay is NOT approved PLEASE CORRECT AND RESUBMIT ASAP.
For Office Use Only: Essay
 Approved
 Rejected/Reason __________________
Administrative Signature: ___________________________________ Date: ______________
21 | P a g e
Essay Rubric
Name
Advisory
Criteria
4
Introduction
(Organization)
The introduction is inviting, states
the main topic and previews the
structure of the paper.
Focus on Topic
(Content)
There is one clear, well focused
topic. Main idea stands out and is
supported by detailed information.
Support for
Topic
(Content)
Commitment
(Voice)
Sequencing
(Organization)
Sentence
Structure
(Sentence
Fluency)
Relevant, telling, quality
details give the reader important
information that goes beyond the
obvious or predictable.
The writer successfully
uses several reasons/appeals to try
to show why the reader should care
or want to know more about the topic
Details are placed in a logical order
and the way they are presented
effectively keeps the interest of the
reader.
All sentences are wellconstructed with varied
structure.
Continued on other side
05/13/2014
3
The introduction clearly
states the main topic and
previews the structure of
the paper, but is not
particularly inviting to the
reader.
Main idea is clear but the
supporting information is
general.
Supporting details and
information are relevant,
but one key issue or
portion of the storyline is
unsupported.
The writer successfully
uses one or two
reasons/appeals to try to
show why the reader
should care or want to
know more about the topic.
Details are placed in a
logical order, but the way
in which they are
presented/introduced
sometimes makes the
writing less interesting.
Most sentences are wellconstructed with varied
structure.
2
1
The introduction states the
main topic, but does not
adequately preview the
structure of the paper nor
is it particularly inviting to
the reader.
Main idea is somewhat
clear but there is a need
for more supporting
information.
Supporting details and
information are relevant,
but several key issues or
portions of the storyline
are unsupported.
The writer attempts to
make the reader care about
the topic, but is not really
successful.
There is no clear
introduction of the main
topic or structure of the
paper.
Some details are not in a
logical or expected order,
and this distracts the
reader.
Many details are not in a
logical or expected order.
There is little sense that
the writing is organized.
Most sentences are wellconstructed but have a
similar structure.
Sentences lack structure
and appear incomplete or
rambling.
The main idea is not clear.
There is a seemingly
random collection of
information.
Supporting details and
information are typically
unclear or not related to
the topic.
The writer made no
attempt to make the reader
care about the topic.
RHS Senior Project 2014
Criteria
Word Choice
Adding
Personality
(Voice)
Grammar &
Spelling
(Conventions)
Conclusion
(Organization)
ESSAY RUBRIC
3
2
1
Writer uses vivid words and
phrases that linger or draw
pictures in the reader's mind,
and the choice and placement
of the words seems accurate,
natural and not forced.
4
Writer uses vivid words and
phrases that linger or draw
pictures in the reader's
mind, but occasionally the
words are used inaccurately
or seem overdone.
Writer uses words that
communicate clearly, but
the writing lacks variety,
punch or flair.
The writer seems to be
writing from knowledge or
experience. The author has
taken the ideas and made
them "his own."
The writer seems to be
drawing on knowledge or
experience, but there is
some lack of ownership of
the topic.
The writer relates some
of his own knowledge or
experience, but it adds
nothing to the discussion
of the topic.
Writer makes no errors in
grammar or spelling that
distract the reader from the
content.
The conclusion is strong
and leaves the reader with
a feeling that they
understand what the writer
is "getting at."
Writer makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
The conclusion is
recognizable and ties up
almost all the loose ends.
Writer makes 3-4 errors
in grammar or spelling
that distract the reader
from the content.
The conclusion is
recognizable, but does
not
tie up several loose ends.
Writer uses a limited
vocabulary that does not
communicate strongly or
capture the reader's
interest. Jargon or clichés
may be present and
detract from the meaning.
The writer has not tried to
transform the information
in a personal way. The
ideas and the way they
are expressed seem to
belong to someone else.
Writer makes more than 4
errors in grammar or
spelling that distract the
reader from the content.
There is not clear
conclusion
TOTAL
SOME POSSIBLE REASONS FOR ESSAY NOT BEING APPROVED:
 Not in final draft form (NO rough drafts will be accepted)
 Letter does not address the component
 Typing/Spelling errors
 Messy/crumpled/stained paper
If letter is NOT approved PLEASE CORRECT AND RESUBMIT ASAP.
For Office Use Only: Essay
 Approved
 Rejected/Reason __________________
Administrative Signature: ___________________________________ Date: ______________
23 | P a g e
Thank You Letter
Deadline date: Send or drop off your Thank You Letter within a week from the
completion of your Community Service or Job Shadow/Internship.
I.
II.
III.
The Purpose:
a. It is extremely important to thank the person at your community
service location in writing. Writing a thank you letter to your host
is very important to show your appreciation. A thank you letter
does not have to be lengthy; however, try to personalize it.
Required components:
a. Use Microsoft Word in Times New Roman font, 12 pt.
Required elements for assessment:
a. Write a meaningful thank you letter to the person you worked with.
b. When you write your letter, remember to do the following:
1. Be neat
2. Watch your spelling and grammar
3. Begin your letter with a sentence that specifically thanks the
representative for his/her time in assisting you with your
community service.
4. State something specific that you learned or enjoyed during the
experience.
Dear Mrs. Ryan:
I would like to take this opportunity to thank you for allowing me to complete my internship experience at the
ABC Early Learning Center. Taking charge of the afternoon toddler activities was quite an experience. I did not
realize so much went into planning and organizing activities that were both encourage both fun and learning at
the same time. Trying to motivate 2 year olds to share was a challenge. Thank you again for such an experience
as it has reinforced my desire to pursue a career in education.
Yours truly,
Dear Mr. Lynch,
I am writing to thank you for providing me with a position within your community service organization. Readers
for the Blind taught me so much about delivering services to the needy. It is quite an involved process as it
requires grant writing, volunteer coordination and training and organization. I very much enjoyed working
with Mr. Pipp and Mrs. Greengrass every Saturday as I helped then complete their daily shopping and reading
choice novels out loud to them. My hope is to continue working with other community service organizations
such as yours in the future. Thank you.
05/13/2014
RHS Senior Project 2014
THANK YOU LETTER RUBRIC
Student
Criteria
Salutation and
Closing
Sentences &
Paragraphs
Grammar &
spelling
(conventions)
Capitalization
and
Punctuation
Ideas
Advisory
2
4
3
Salutation and
closing have no
errors in
capitalization and
punctuation.
Salutation and
closing
have 1-2 errors
in capitalization
and punctuation.
Sentences and
paragraphs are
complete, wellconstructed and of
varied structure.
All sentences are
complete and
well-constructed
(no fragments, no
run-ons).
Paragraphing is
generally
done well.
Writer makes no
errors in grammar
or spelling.
Writer makes 1-2
errors in
grammar and/or
spelling.
Writer makes 34 errors in
grammar and/or
spelling
Writer makes no
errors in
capitalization and
punctuation.
Writer makes 1-2
errors in
capitalization
and punctuation.
Writer makes 34 errors in
capitalization
and
punctuation.
Ideas were
expressed in a
clear and
organized fashion.
It was easy to
figure out what
the letter was
about.
Ideas were
expressed in a
pretty clear
manner, but the
organization
could have been
better.
Ideas were
somewhat
organized, but
were not very
clear. It took
more than one
reading to figure
out what the
letter was about.
Salutation and
closing have 3 or
more errors in
capitalization
and
punctuation.
Most sentences
are complete
and wellconstructed.
1
Salutation
and/or closing
are missing.
Paragraphing
needs some
work. Many
sentence
fragments or
run-on
sentences OR
paragraphing
needs lots of
work.
Writer makes
more than 4
errors in
grammar
and/or spelling.
Writer makes
more than 4
errors in
capitalization
and
punctuation.
The letter
seemed to be a
collection of
unrelated
sentences. It
was very
difficult
SOME POSSIBLE REASONS FOR ESSAY NOT BEING APPROVED:
 Not in final draft form (NO rough drafts will be accepted)
 Letter does not address the component
 Typing/Spelling errors
 Messy/crumpled/stained paper
If letter is NOT approved PLEASE CORRECT AND RESUBMIT ASAP.
For Office Use Only: Essay
 Approved
 Rejected/Reason __________________
Administrative Signature: ___________________________________ Date: ______________
25 | P a g e
Evaluation of the Student by the Community Service / Job Shadow Host
This section to be completed by the student:
Student Name (please print)__________________________________________________________________________________
Post-secondary school/career choice: ______________________________________________________________________
We appreciate your time in hosting a McMinnville student at your place of work. If you have any questions or concerns, please contact Chris
Fisher, Assistant Principal at 401-847-6235 x 2626 or christiannefisher@newportrischools.org
If you are unable to return this with the student, please fax both sides to (401) 849-3295 or mail to RHS, 15 Wickham Road, Newport, RI
02840
Host’s Name (please print): _______________________________________________________________ Phone # ____________________________________
Email: __________________________________________________________Job Title: ____________________________________
Business Name: ______________________________________________________________________________________________
Business Address: _________________________________________________________ Fax #: __________________________
I.
II. Interview of the student: If it is convenient, please briefly interview your job shadow student. This provides valuable interviewing practice
for the student. It will also help you know how much the student knows (or still needs to know) about your job or community service
organization. Some sample interview questions might include:
 What are the reasons you are considering this field for your future occupation?
 What did you learn about this field (or this occupation) from your research at school?
 What skills or abilities do you have now that you believe would help you in this field?
 What is your plan while in high school to prepare for this career?
 What are your post high school plans?
III. Your evaluation of the student
Ratings:
 9-10
Above Standard
05/13/2014
Exceptional performance
equivalent to state standard 4
RHS Senior Project 2014



6-8
5-1
N/A
Meets Standard
Below Standard
Not Applicable
Good performance
Inadequate performance
Performance was not observed
1. Personal Management (exhibits appropriate work ethic and behaviors)
proficient - equivalent to state standard 3
equivalent to state standard 1
Above
Meets
Below

Reports to job site at appropriate time
10 9 8
7
6
5
4
3
2
1
N/A

Maintains regular attendance
10 9 8
7
6
5
4
3
2
1
N/A

Dressed and groomed appropriately
10 9 8
7
6
5
4
3
2
1
N/A

Behaves in a professional manner at the site
10 9 8
7
6
5
4
3
2
1
N/A
2. Communication (demonstrates effective skills to give and receive information)

Demonstrates effective verbal and non-verbal communication skills
10 9 8
7
6
5
4
3
2
1
N/A

Speaks clearly, listens attentively and asks appropriate questions
10 9 8
7
6
5
4
3
2
1
N/A

Demonstrates interest in the site
10 9 8
7
6
5
4
3
2
1
N/A
8 7
6
5
4
3
2
1
N/A
3. Overall evaluation:

Student seemed to benefit from the experience
10 9
Comments: ___________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
__________________________________________________________________________
Signature of Evaluator/Mentor
__________________________________
Date
27 | P a g e
Part II:
 Community Service Provider or Job Shadow/Internship
Report
 Portfolio Preparation
 Exhibition / Interview – Power-point & Presentation
05/13/2014
RHS Senior Project 2014
Creating a Profile & Report
The profile and report will be the primary vehicle for introducing the organization you worked with
during your senior project. You will be graded on the following components:
1. Profile Content
a. Name of Provider/Organization
b. Overview (this is the research component)
i. Mission Statement/Vision/Goals
ii. Description of Organization
1. History/Background/Founded by
2. Current governing body
3. How is it financed (non-profit, for-profit)
4. Geography/demographics
a. Who do they assist? (globally vs. locally)
b. Where (globally vs. locally)
c. Details
i. Local address
ii. Contact Information
2. Report
a. Reflection on your experience as a volunteer
b. Research on the type of service/employee provided; its products
3. Organization/Sequence of Information within report
4. Use of Graphic/Logo/Photos
a. Utilize the organizations graphic/logo
b. Your pictures may be used within the piece to show your involvement
5. Effectiveness – Why the organization is needed (Local ties to global issue, if any)
6. Text – Font Choice & Formatting
7. Minimum of 2 pages/maximum of 4 pages in length (excluding the bibliography)
8. 8 ½ x 11 – brochure format is acceptable, but note that each panel does not constitute a page.
Research is a key component of this piece therefore a bibliography utilizing proper MLA citation will be
expected and must be an addendum to the profile. No bibliography and/or not in proper MLA citation
will result in the immediate return of the piece for revision.
Note: All interviews, websites, magazines, provider provided profiles must be documented.
Personal interviews refer to those interviews that you conduct yourself. List the interview by the name of
the interviewee. Include the descriptor Personal interview and the date of the interview.
EXAMPLE: Purdue, Pete. Personal interview. 1 Dec. 2000.
29 | P a g e
RHS Senior Project 2014
Profile Rubric
Student:
CATEGORY
Profile
Content
Sequencing of
Information
Use of Graphics
Logo / Photos
Effectiveness
Text - Font Choice
Conventions &
Formatting
Organization:
4
Exemplary
3
Proficient
2
Nearly Proficient
The profile content is generally
accurate, but one piece of
information is clearly flawed or
inaccurate.
1
Substantially Below
All profile content throughout
the presentation is accurate.
There are no factual errors.
Most of the profile content is
accurate but there is one
piece of information that
might be inaccurate.
Profile content is typically confusing or
contains more than one factual error.
Information is organized in a
clear, logical way.
Most information is organized Some information is logically
in a clear, logical way.
sequenced. An occasional item of
information seems out of place.
All graphics are attractive (size
and colors) and support the
theme/content of the
presentation.
A few graphics are not
attractive but all support the
theme/content of the
presentation.
All graphics are attractive but a few Several graphics are unattractive AND
do not seem to support the
detract from the content of the
theme/content of the presentation. presentation.
Profile includes all material
needed to gain a comfortable
understanding of the
organization.
Profile includes most material
needed to gain a comfortable
understanding of the
organization/provider but is
lacking one or two key
elements.
Profile is missing more than two
key elements. It offers an
incomplete picture of the
organization/provider.
Profile is lacking several key elements
and has inaccuracies that make it a
poor presentation of the
organization/provider.
Font formats (e.g., color, bold,
italic) have been carefully
planned to enhance readability
and content. No grammatical or
spelling errors.
Font formats have been
carefully planned to enhance
readability. Misspellings and
grammatical errors are
minimal.
Font formatting has been carefully
planned to complement the content.
It may be a little hard to read.
Misspellings and grammatical
errors are frequent.
Font formatting makes it very difficult
to read the material. Misspellings and
grammatical errors are frequent and
interfere with understanding.
There is no clear plan for the
organization of information.
Comments:
TOTAL Score
30 | P a g e
RHS Senior Project 2014
EXAMPLE of a PROFILE
Why we build

Nearly 2 billion people around the world live in slum housing and over 100
million are homeless. Habitat for Humanity is needed to help eliminate
poverty by providing simple, decent shelter to those in need.

Families left homeless by natural disasters, war and civil unrest often face
dire housing situations as they struggle to rebuild their lives. Habitat for
Humanity’s Disaster Response program provides shelter and housing
solutions to help these families recover.
About Habitat for Humanity
How it’s possible
Our mission and history

Take a quick tour of our mission, methods and current progress.


Find in-depth answers to frequently asked questions in this fact sheet.
Read the history of Habitat or view our photo timeline.
Who we are

We are a nonprofit, ecumenical Christian ministry founded on the conviction
that every man, woman and child should have a decent, safe and
affordable place to live. We build with people in need regardless of race or
religion. We welcome volunteers and supporters from all backgrounds.

Meet our Board of Directors, key staff members and our CEO, Jonathan
Reckford.

Former U.S. President Jimmy Carter and his wife Rosalynn are Habitat's
most famous supporters. The couple annually leads the Jimmy & Rosalynn
Carter Work Project.
What we build

Our houses are simple, decent, and affordable to low-income families
around the world. See what Habitat houses are like around the world.

Whenever possible, we build sustainable, energy-efficient and healthy
housing. Learn more about ourconstruction technologies.


Homeowners and volunteers build under trained supervision.

In the U.S., Habitat for Humanity lends no-profit, no-interest mortgage loans
to its beneficiary families.

On a global scale, Habitat’s traditional model is not always possible.
Our international housing financeprograms consist of innovative housing
finance practices and/or partnerships with microfinance organizations.
Individuals, corporations, faith groups and others provide vital financial
support. Learn more about Habitat's stewardship of these resources in
our Annual Report and Financial Statement.
Learn more


HabitatLearns provides free in-depth knowledge on housing issues.

Learn more about who we are and what we do around the world every day.
Visit our newsroom for press releases, articles, photos and videos about
Habitat for Humanity.
Visit the Global Village and Discovery Center in Americus, Georgia. Learn
about the devastating effects of poverty everywhere. See life-size Habitat
houses from countries around the world.
31 | P a g e
RHS Senior Project 2014
Why Habitat for Humanity is needed

The world is experiencing a global housing crisis.
 About 1.6 billion people live in substandard housing and 100 million are
homeless.(1)
 Each week, more than 1 million people are born in, or move to, cities in the
developing world.(2)
 One billion people (32 percent of the global urban population) live in urban
slums.
 If no serious action were taken, the number of slum dwellers worldwide
would increase over the next 30 years to nearly 2 billion.(3)

In the United States alone, 95 million people have housing problems.
Including payments too large a percentage of their income, overcrowding, poor quality
shelter and homelessness.(4)
Clean, decent, and stable housing provides more than just a roof over
someone’s head.
 Stability for families and children.
 Sense of dignity and pride.
 Health, physical safety, and security.
 Increase of educational and job prospects.
The transformational ability of good housing.
 Clean, warm housing is essential for prevention and care of diseases of
poverty like HIV/AIDS, tuberculosis, diarrhea, and malaria.(5)
 Children under five in Malawi living in Habitat for Humanity houses have 44
percent less malaria, respiratory or gastrointestinal diseases compared to
children living in traditional houses.(6)
Housing is a great means of wealth creation.
 Home ownership is a form of wealth accumulation through equity and
forced savings from mortgage repayment.(7)
 Housing construction creates job opportunities for migrants to cities and
stimulates the creation of small business.
 The process of securing land tenure helps to increase access to credit.(8)
Good housing attracts economic investment and development.
 Contributes to thriving school systems and community organizations.
 A catalyst for civic activism and a stimulus for community-based
organizations.
 Safe homes and neighborhoods help to build social stability and security.(9)
Housing must become a priority
 The percentage of people without access to decent, stable housing is rising.
 Increasing the housing supply across the globe is essential.
Adequate housing is vitally important to the health of the world’s economies,
communities, and populations.
If we are to succeed in the fight against poverty, we must support the
expansion of housing both as policy and as practice.
Learn how Habitat is making a difference
 Program Milestones 2011
 Program Milestones 2010
 Habitat for Humanity International’s annual reports
Additional resources on poverty housing
 U.S. Statistics and Research
 International Statistics and Research
 Habitat's Advocacy Research and Resources
 Resources/Bibliography
Sources
(1) Miloon Kothari, UN Press Briefing by Special Rapporteur on the Right to
Adequate Housing, November, 2005.
(2) D. Kissick, et al,Housing for All: Essential for Economic, Social, and Civic
Development, a 28 page manuscript prepared for the World Urban Forum III by
PADCO/AECOM.
(3) UN-Habitat,Global Report on Human Settlements 2003: The Challenge of
Slums.
(4) National Low Income Housing Coalition,America’s Neighbors: The
Affordable Housing Crisis and the People it Affects, 2004.
(5) Kissick,op. cit.
(6) Christopher G. Wolff, et al.,The Effect of Improved Housing on Illness in
Children under Five Years Old in Northern Malawi: Cross-Sectional Study, BMJ
vol. 322, 2001
(7) Thomas P. Boehm and Alan M. Scholttmann, U.S. Department of Housing
and Urban Development: Office of Policy Development and Research,Wealth
Accumulation and Homeownership: Evidence for Low-Income Households,
December 2004
(8) Kissick,op. cit.
(9) Kissick,op. cit.
32 | P a g e
RHS Senior Project 2014
Your Portfolio
Portfolio Preparation
Deadline date: 1 week prior to your exhibition/interview
Directions: A well-prepared portfolio provides "evidence" to an employer/college interview of your
accomplishments, skills, abilities and it documents the scope and quality of your experience and training.
It is an organized collection of documentation that presents both your personal and professional
achievements in a concrete way. Take pictures of your experience to add personalization. Turn in your
Portfolio to Ms. Fisher 1 week prior to your exhibition / interview.
Required Components:
Portfolio Specifications: To be provided to you. Clear-front Report cover or clear-front presentation
book (plastic sheet protectors and dividers optional).
Required elements for portfolio:
Section 1: It’s All About You
1. Checklist of Senior Project components
2. Resume
3. Essay
Section 2: All about your community service experience
4. Letter of Intent
5. Community Service or Job Shadow/Internship report
Section 4: Reflective Piece in power point format enhanced by your interview
6. Exhibition / Interview power point
33 | P a g e
RHS Senior Project 2014
Your Exhibition/Interview – 20 minutes
On the day of your scheduled presentation, you should dress appropriately – DRESS FOR SUCCESS.
Appearance is important when it comes to first impressions. Business attire is expected. School
dress code policy will be enforced as usual. If you are unsure about what you will be wearing is
appropriate, check with your advisor.
The only exemptions for missing your scheduled presentation time are medical, with note from doctor
and/or legal (with verification).
In order to be organized and effective, you must work with an outline of your speech. Below is one such
outline. Use it or create your own customized outline for your presentation. Use creative transitions from
one topic to the next.
Presentation Outline Guide
I. Introduction:
· Start effectively to get the attention of the panel.
· State your name
· What skills and abilities do you have that align with this project or that you may have developed
as a result?
II. Narrative about you
· Describe your high school experience whether it was entirely at Rogers or a combination of other
locations.
· What is your greatest strength?
o How did your experience in high school help you develop these strengths?
· What was your greatest challenge?
o How did were you able to overcome it?
· How have you improved as a student?
· What have you learned about yourself as you worked toward graduation from high school?
III.
·
·
·
Narrative of the experience
How did you select your community service or job shadow/internship site?
Describe the organization you worked with.
o Who was your guide?
o Who do they provide service to?
o What type of service is provided to the public? (Share your profile)
Share your experience.
o Describe your work completed in your 15 hours.
 What were your particular responsibilities?
 What project did you choose to do? Why?
o What did you learn from the people associated with this location about service/career and
what they do?
o Did you experience any difficulties with this experience?
 What difficulties did you overcome?
34 | P a g e
RHS Senior Project 2014
·
o What were the most memorable moments and successes?
o What have you learned about yourself?
o Where did personal growth occur?
How did this experience affect your plans for the future?
IV. Closing/Reflection
· End with something the judges will remember about you on a positive note.
· If you had to do it (high school, community service or job shadow) over again what would you
change?
· What was the most important thing you learned during high school and the community service or
job shadow process?
· What lessons will you apply to your future?
· Share your future college/career goals once you leave high school.
V. Question and Answers from the panel
· Ask the panel if they have any questions about your presentation.
· Thank the panel for their time and expertise.
*NOTE: You may choose another strategy to begin your speech as long as it is effective.
Power point Preparation
·
·
·
·
The power point is a back drop to your interview.
Use color – photos, artwork
Don’t clutter the screen with words or too much visual information
Stay away from drop-ins, whistles, flying words, etc.
·
Keep it clean, crisp and straight to the point.
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RHS Senior Project 2014
Exhibition/Interview Power-point Rubric
CATEGORY
Introduction/Title Slide
Content






Text Elements
7x7 Rule: No more than 7
words per line, and 7 lines
per slide


Appearance/Layout




Transitions/Effects



Writing Mechanics

4
Exemplary
Presents overall topic
Grabs audience attention
Includes student name
Clear & concise
Logical progression of ideas
Accurate & complete
Student _______________________________





Easy to read
Point size varies appropriately for
headings and text
7x7 rule is followed

Layout is visually appealing and
supports overall message
Appropriate use of background
and theme
Logo, footer, and slide # included
on all slides



All transitions and animation
enhance the presentation without
ditraction
Sounds and other media do not
district the audience
All effects are not distracting and
are appropriate to the topic and
overall theme
No spelling, punctuation, or
grammatical errors



3
Proficient
Clear & coherent
Relates to topic
Includes student name
Logical progression of ideas
Unnecessary length & detail






Font sometimes difficult or
distracting to read
7x7 rule is followed


Layout is pleasant
Background is apporpriate
Logo, footer or slide # is
missing





Transitions and animation
mostly used appropriately
and effectively, but could be
less distracting

Little or no editing required
for spelling/grammar


2
Nearly Proficient
Shows some structure
Overly detailed/incomplete
Somewhat appealing
Vague in conveying point
No sense of purpose
Information shows some
understanding of topic
Font is often difficult to read
Bold, italic, or underling is
distracting or overused
Some slides do not follow
7x7 rule
Layout appears cluttered or
busy
Background is distracting
Large gaps of white space
Logo, footer, or slide # is
missing















Transitions and animation
are often distracting
Sound or other media seems
unrelated to topic

3-5 errors exist in text



1
Substantially Below
Does not introduce student
Not interesting/relevant
Does not indicate topic
Lacks a clear point
No logical sequence
Limited understanding of
topic
May show inaccuracies
Text is extremely difficult to
read
Inappropriate use of color
contrast, bold, italic,
underline formating
7x7 rule not followed
Layout is cluttered, confusing
No headings
Background is very
distracting
Large gaps of white space
Logo, footer, and slide # are
missing
Transitions and animation
are high distracting
Sound or other media is very
distracting and does not
relate to topic.
More than 5 errors exist in
text
Spelling, usage, grammar,
punctuation, capitalization
erroes are repetitive and
distracting.
TOTAL POINTS
36 | P a g e
RHS Senior Project 2014
Senior Exhibition Rubric
Category
(4)
Exemplary
Student ___________________________________ Start time ___________ End Time ____________
(3)
Proficient
(2)
Developing Proficiency
Professionalism &
Attire
Punctual. Business attire; very
professional look
Punctual. Casual attire, yet neat in
appearance
Time-Limit
Presentation well-timed and
within 20 minute limit.
Presentation is within 20 minute
limit, but not less than 10 minutes
Power point was an outstanding
component of presentation.
Power point was used
appropriately and connected to
presentation.
Stands up straight and establishes
eye contact with persons in the
room.
Power point was used but not
effectively or did not relate to
presentation.
Sometimes stands up straight,
and establishes eye contact
No power point was used during
presentation.
Pretty well prepared but might
have needed more rehearsal;
organized and adequate
 Demonstrated prior thought
and preparation
 Made efficient use of time
 Had a clear sense of purpose
 Reflective
Somewhat prepared, but it is
clear that rehearsal was lacking;
disorganized but has most of
requirements.
Not at all prepared to present.
Uses vocabulary appropriately,
minor errors in grammar. Is clear
and confident.
Some difficulty with use of
vocabulary; errors in
grammatical structure interfere
with comprehension. Not so
clear or confident
Inadequate and/or incorrect use
of vocabulary; several errors in
grammar, making message
incomprehensible.
Power Point
Body Language &
Poise
Preparedness
Verbal Language
Stands up straight, relaxes &
confident, establishes eye
contact with persons in the
room.
Completely prepared and
obviously rehearsed – exceeded
required elements
 Demonstrated prior thought
and preparation
 Made efficient use of time
 Had a clear sense of purpose
 Clearly reflective
Uses extensive and varied
vocabulary, all grammatical
structures are correct. Is clear
and confident.
Casual attire, wore sneakers, or
wrinkled, disheveled. Tardy to
interview.
Presentation ran over or less
than 10 minutes.
(1)
Little or No Evidence of
Proficiency
General attire, not appropriate for
audience (t-shirt, jeans, shorts).
Tardy to interview.
Presentation was extremely short.
Slouches and/or does not look at
people during presentation
37 | P a g e
RHS Senior Project 2014
(4)
Exemplary
(3)
Proficient
Always speaks clearly, effectively
and confidently (e.g., volume,
pace, articulation) Verbal nonfluencies (e.g., “uh”, “um”, “you
know”, “like”) are rare.
Speaks clearly & confidently (e.g.,
volume, pace, articulation). Verbal
non-fluencies (e.g., “uh”, “um”, “you
know”, “like”) are occasionally
evident but have minimal effect on
presentation clarity & flow.
Accurately/clearly answers
questions posed by panel.
Accurately/clearly answers most
questions posed by panel.
Shows a full understanding of
the presentation expectations
 Reflects upon time and
accomplishments over the
years
 Evaluates strengths and
weaknesses of his/her work,
in general and as applied to
their community service
 Identified Learning Stretch
met through community
service and/or learning
process
Shows a good understanding of the
presentation expectations
 Reflects upon time and
accomplishments over the
years
 Evaluates strengths and
weaknesses of his/her work, in
general and as applied to their
community service
 Identified Learning Stretch
met through community
service and/or learning
process
Category
Speaking Voice
Comprehension
Content
TOTAL Points earned: ______________ /36 points
36 = 100%
35 = 97
34 = 94
33 = 91
32 = 89
31 = 86
30 = 83
29 = 80%
28 = 77
27 = 74
26 = 71
25 = 69
24 = 66
23 = 63
Scoring
22 = 60%
21 = 57
20 = 54
19 = 51
18 = 49
17 = 46
16 = 43
(2)
Developing Proficiency
Infrequently speaks clearly &
confidently (e.g., volume, pace,
articulation). Verbal nonfluencies (e.g., “uh”, “um”, “you
know”, “like”) have negative
effect on presentation flow &
clarity.
Accurately/clearly answers few
questions posed by panel.
Shows a good understanding of
parts of the presentation
expectations
Panel Member _____________________________
15 = 40%
14 = 37
13 = 34
12 = 31
11 = 29
10 = 26
09 = 23
(1)
Little or No Evidence of
Proficiency
Neglects to speak clearly. Verbal
non-fluencies are frequent and
have significantly detrimental on
presentation’s flow and clarity.
Inaccurate/Unclear responses to
posed questions.
Does not seem to understand
what is expected and does not
connect to any of the three topics
Comments to student or in general:
08 = 20%
07 = 17
06 = 14
05 = 11
04 = 09
03 = 06
02 = 03
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