Central High School
Senior Handbook
2011-2012
Senior Portfolio, Research,
Fieldwork & Exhibition
Senior Portfolio, Research and Exhibition Handbook
Table of Contents
Topic
Page
Overview
2
Our School’s Mission
3
Grading
3
Definitions
4
Calendar of Events and Due Dates
5
Portfolio of Proficient Work Checklist
5
Portfolio of Proficient Work Requirements
6
Guidelines for Portfolio Reflective Summary
6
Research Topic Selection Guide
7
Writing a Research Paper Checklist
8
Letter of Intent
8
Fieldwork
9
Research Seminar Binder Checklist
9
Exhibition Portfolio
10
Missing Deadlines
11
Central High School PBGR Plagiarism and Academic Dishonesty Policy 11
PBGR Disciplinary Action
12
Mentor Information
12
Final Exhibition
14
Appendix - Forms
Letter of Intent Sample Structure
Fieldwork Journal Time Sheet
Fieldwork Journal Entry
Mentor Information Form
Student/Parental Consent Form
Portfolio Reflective Summary Outline Organizer
Portfolio Table of Contents
Research Paper Rubric
Senior Exhibition Power Point Rubric
Senior Exhibition Rubric
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18
19
21
22
23
24
27
28
30
Note to Readers: Specifics with regard to thesis statement, research outline and
paper structure will be determined by the individual classroom teacher and will follow
the MLA format and will utilize common grading rubrics.
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Overview
The Board of Regents and the Commissioner of Education recognize that the
skills, knowledge, and ability that students need to be successful in our global,
knowledge-based society have changed substantially. Today’s high school and
college graduates must have a strong literacy and numeracy foundation and be
capable of problem-solving, decision-making, analyzing, reasoning, working in
teams, effectively communicating, understanding systems, demonstrating
responsibility, and interpreting information, among other skills. In essence,
today’s students, tomorrow’s citizens, need a strong literacy and numeracy
foundation, higher order-thinking and reasoning skills, the ability to apply
knowledge, as well as the inter- and intra-personal skills to be self-directed
learners and effective members of high-performing teams.* To meet these goals
the Rhode Island Department of Education has established a Rhode Island
High-School Diploma System. In order for students to complete this program,
students must meet the following requirements:
Requirements:
1. Proficiency in Core-Content Knowledge
 EVERY student must successfully complete at least 20 Carnegie units
(courses), meeting requirements in 6 core areas.
 ALL students must participate in the state assessments (NECAP) for
English language arts, mathematics, and science.
2. Proficiency in Applied Learning Skills
 ALL students must demonstrate proficiency in applied learning skills in
all 6 core content areas.
 Applied learning skills are those which serve many aspects of a student’s
life: critical thinking, problem solving, research, communication,
decision making, interpreting information, analytic reasoning, and
personal or social responsibility.
Central High School will address the Applied Learning Skills requirements
through a senior project, which includes both a research seminar and
exhibition. The key components of the Senior Project are:
 Project/topic selection and letter of intent
 Outside contacts/Mentor
 Research paper
 Applied learning component/Fieldwork
 Portfolio of Proficient work reflecting all core content classes
 Exhibition Preparation
 Senior Exhibition
*Adapted from the Board of Regents Report on High School Reform (2005)
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Our School’s Mission
The Mission of Central High School is to instruct students in practical
knowledge, foster positive attitudes, encourage commendable behaviors, and
promote opportunities in order for students to realize their potential to thrive in
a global technological society.
Grading
There are three graded components to the Senior Project and they are:
1. Portfolio of Proficient Work
 The student will be expected to prepare a portfolio of proficient work
reflecting all the core content areas.
 A summative essay reflecting his/her high school experience will
accompany the portfolio.
 The grade will be determined based upon the essay and the work
content.
2. Research Seminar, Paper and Fieldwork
 The student will be expected to participate and pass a research
course. The grade will be comprised of the various pieces that are
graded throughout the course as well as for the final research paper.
The grade will also reflect how the student was able to demonstrate
the connection to the real world or Applied Learning piece through
fieldwork and demonstrate their “learning stretch” through the
creation of a product, service or event.
 A letter grade for the Research Seminar will be recorded on the report.
A minimum passing grade must be received in order to go on to the
Exhibition.
3. Senior Exhibition
 All students must do an exhibition after successful completion of the
research seminar.
 In the event that the student does not successfully complete his/her
exhibition, he/she will be afforded one additional opportunity to revise
and re-present to a faculty-based committee.
 After completion of the exhibition, students will receive a sticker on
their transcript indicating whether they have “met, exceeded, not met”
or “met with distinction” the graduation requirement. Any student
not meeting this requirement will be placed in a junior homeroom the
next year as is done with students who fail English.
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Definitions
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Fieldwork – The opportunity to extend learning beyond the classroom by
working with an expert in the area of interest selected by the student.
Portfolio – A compilation of proficient work accompanied by a product
coversheet and graded rubric, as well as a summative reflective essay.
Research Binder - A compilation of all research notes, drafts, and
materials related to research. Also included will be any correspondence,
interviews, graded work during the course, outlines, exhibition plans,
personal reflections, etc.
Outside Contacts/Mentor – Individuals that you work with to complete
your paper and fieldwork and who will help you prepare for your exhibition.
Research Paper – A paper completed using skills learned and material
researched relating to a topic of personal interest. The resulting paper will
be of 8 – 10 pages in length.
Research Seminar – A one year course taken one period either 2 or 3 days
per week for an entire year, in which students will focus on learning how to
research and produce a research paper on a topic of personal interest.
Senior Exhibition – A presentation at the end of the semester or shortly
thereafter, following the successful completion of the research paper and
fieldwork. The student will demonstrate their “learning stretch” from the
research findings and fieldwork through a final exhibition of their work to a
panel of judges comprised of teachers, parents and community members.
It will contain information about their research, the process, the fieldwork,
and how it applies to the world outside.
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Calendar of Events and Due Dates
June/September
September
October
November
December
February
March
April
May
May/June
Parent & Senior Orientation
Selection of a topic
Parental acknowledgement
Research Proposal
Mentor form
Initial fieldwork journal entry, documenting first
meeting with mentor
Letter of Intent
Outline of research
Introduction and thesis statement with works cited
Note card check
Preliminary outline
Develop FIRST draft
Second fieldwork journal entry – student choice
Revise and develop SECOND draft
Third fieldwork journal entry – student choice
Revise and develop THIRD draft
Completion of fieldwork
Submission of last field journal entry
Final outline with thesis statement
Revise and develop FINAL draft
Submission of FINAL draft of research
Submission of completed fieldwork journal and time
sheets
Prepare (Power Point) presentation
Letter of recommendation from mentor
Summative reflective essay/letter for Portfolio
Completion of Portfolio
Letter of Introduction to portfolio reader(s)
Exhibition of senior research/fieldwork/learning
stretch
Celebration of Completion with family and mentors
Portfolio of Proficient Work - Checklist
 Table of Contents
 Summative Reflective Essay
 Proficient Work in order by Expectation
o Each piece consists of product coversheet, graded rubric, and
proficient product.
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Portfolio of Proficient Work - Requirements
All students will prepare a portfolio of proficient work that documents their
experiences from all of the core content areas. Students will also reflect upon
their learning experiences through the writing of a summative reflective essay.
A detailed description of each standard and the component parts are listed in
the portfolio table of contents in the Appendix of this document. The academic,
social, civic expectation requirements include:
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Expectation #1 – Problem Solving
o Choose 2 from 1.1 a-d
o One science inquiry/lab
o One social studies paper/project
o One well-documented research paper (research seminar)
Expectation #2 – Reading & Writing
o Choose 2 from 2a-c
o Oral Presentation (exhibition)
Expectation #3 – World Language
o Choose between this expectation OR expectation #5
Expectation #4 – Technology
o Demonstrate effective use of technology.
Expectation #5 – Art/Music
o Choose between this expectation OR expectation #3
Expectation #6 – Education/Career Plan
o Create resume and education/career plan.
Expectation #8 – Healthy Lifestyle
o Creation of a physical fitness plan, OR
o Training and certification in CPR
Expectations #7, 9, 10 (also 1.4 & 2d)
o Reflected in summative reflection, research paper, fieldwork, and
exhibition.
Guidelines for Portfolio Reflective Summary
The summative reflection will be the first page of the portfolio and is as
important as any of the entries. In writing the reflection you should consider
your progress as a student from ninth to twelfth grade. Examine what you
have you learned, how have you learned it, and why this learning is important
to you, now and in the future.
In the spaces provided on the outline page (see Appendix), jot down ideas and
examples in response to each prompt. Be as specific as possible. Then, on a
separate sheet, TYPE your reflection in paragraph form. Your essay should be
consistent with the format of your other pieces, meaning it should be in Times
New Roman, 12 pt. font, and double spaced. Be sure to proofread and edit your
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paper; this reflection should be an example of your most thoughtful and correct
writing.
The suggested format is as follows:
 Paragraph 1 – Overview
o This paragraph should include descriptions of what is in your
portfolio and why.
 Paragraph 2 – Strengths and Weaknesses
o This/These paragraphs(s) should describe your strengths and
weakness.
o Specific pieces of work should be references.
o How did you discover your strengths/weaknesses? Have your
strengths and weaknesses changed from grade 9 – 12?
 Paragraph 3 – Personal Goals
o This/These paragraph(s) should describe how this portfolio
demonstrated how you have met your personal goals.
o What have you enjoyed and what have you found most difficult
both academically and socially.
 Paragraph 4 – Expectations
o This/These paragraph(s) should describe how this portfolio
demonstrates how you have met the school’s academic, social and
civic learning expectations.
o Describe organizations, clubs, sports, etc. that you have been
involved in. Reference the school’s mission, GLE’s etc.
o Describe how your work and involvement in the school community
will prepare you for your future and future goals.
 Paragraph 5 – Conclusion
o This paragraph should summarize the key points, growth and
where you hope your high school experience will take you.
Research Topic Selection Guide
The research paper can be either one of the following three types of research:
a) Career exploration
b) Problem-based
c) Inquiry-based
Students will be expected to engage in preliminary exploration into a minimum
of three different topics to allow time to determine interest in a topic that they
will be expected to research and correlate into a fieldwork component during
the following 7 months. Once a topic has been chosen, students will write a
letter of intent that explains their choice and the expected, connected fieldwork
opportunities.
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The kind of paper you are writing may be:
An analytical paper: breaks down an issue or an idea into its
component parts, evaluates the issue or idea, and presents this
breakdown and evaluation to the audience;
2. An expository (explanatory) paper: explains something to the audience;
3. An argumentative paper: makes a claim about a topic and justifies this
claim with specific evidence. The claim could be an opinion, a policy
proposal, an evaluation, a cause-and-effect statement, or an
interpretation. The goal of the argumentative paper is to convince the
audience that the claim is true based on the evidence provided.
1.
Writing a Research Paper Checklist
 Choose a topic.
 Do the preliminary work
o Preliminary reading, research question, working outline
 Read and gather information/print articles.
 Create a “Works Cited” page.
 Write a Letter of Intent.
 Write note cards.
 Write the final outline with the thesis statement.
 Write the drafts (2-3)
o Introduction, body paragraph, conclusion, parenthetical
documentation, works cited page.
 Revise the drafts (2-3)
o Check content, organization, paragraph structure, sentence
structure, mechanics, usage, and style.
 Write and submit the final paper.
Letter of Intent
A student cannot begin fieldwork until his/her letter of intent is approved.
Letters of Intent should be written according to the following format.
1. Letters must be typed and single-spaced, using Times New Roman, 12point font.
2. Follow “Block Style Letter”, sample enclosed;
3. Letters are to be addressed “Dear Community of Central High School”
and signed by you;
4. The letter is to address the following:
a. Paragraph One:
i. Introduce yourself to your audience
ii. Quickly transition into the purpose of the letter.
1. Identify and discuss the essential question on which
you will focus your Senior Project.
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b. Paragraph Two:
i. Explain why you chose this topic/area of study;
ii. Discuss what you anticipate doing for your fieldwork;
c. Paragraph Three:
i. Identify your mentor and his/her expertise in the chosen
field;
ii. Discuss possible sources for your research;
iii. Predict the link between the topic of your research paper and
your fieldwork.
d. Paragraph Four:
i. Contemplate and predict your “learning stretch.”
ii. Restate your purpose and its importance.
iii. Clearly indicate your understanding of the expected ethical
behavior and the penalty for violations with regard to
plagiarism and dishonest policy.
iv. Thank the reader for his/her time.
Fieldwork
For the Senior Project, students are required to complete a minimum of fifteen
hours of fieldwork outside of school. Fieldwork can take many forms and
should result in a “tangible” product. Your fieldwork may build upon previous
knowledge or experience and must represent a “learning stretch.” Fieldwork
brings the student closer to fulfilling the promise of the thesis statement.
Fieldwork cannot simply be a continuation of a current job or extracurricular
activity. You must be actively involved and do something as opposed to merely
observing. Fieldwork may include shadowing, interviewing, and surveying
individuals. Fieldwork should not be so easy and/or beneath your skill level
that there is no challenge for you. Simply taking a class does not satisfy the
fieldwork requirements. In addition, you cannot be paid for your fieldwork
hours.
Fieldwork is to be documented by:
 Keeping track of hours, dates, and individual tasks by completing the
Fieldwork Time Log sheets (see Appendix);
 Having your mentor sign your time log sheets to verify hours;
 Keeping a dated log of activities in the fieldwork journal (see Appendix);
 Student mentor writing a required letter of recommendation following the
completion of the minimum amount of fieldwork hours;
 Including dated photographs of your fieldwork experience.
Research Seminar Binder Checklist
The Research Seminar binder serves several purposes. It records the history of
work you have done in class and the process and preparations for your final
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exhibition. All of the documents and assignments you have completed during
the class should be compiled in your binder in a neat manner on a regular
basis so that you will not have to search later for the listed items.
The binder/portfolio must be complete in order for you to complete the
Research Seminar and prepare for your Exhibition. All of the following items
must be included:
 Course Work Topic Interest Survey
 Letter of Intent (first and revised copies)
 Writing sample
 Thesis Statement
 Preliminary outline
 Note cards
 Bibliography cards
 Final paper and all drafts
 Outside Contact(s)/Mentor information and notes on activities, dates,
copies of any correspondence, emails, etc.
 Personal Interview Summary and Questions (where applicable)
 Outline and written plan for your Exhibition
 Field log and journal entries
 Copy of thank you (notes) to outside contacts(s)/Mentor
 Letter of Recommendation from Mentor
 Other: Add any other relevant information, documents, pictures, etc.
Exhibition Portfolio
The Exhibition portfolio serves several purposes. First and foremost, your
exhibition portfolio records the history of your Senior Project from start to
finish. It is a window through which another person can view your
accomplishments. Additionally, it provides yet another opportunity for you to
reflect upon and show the community of Central High School how you have
met state graduation requirements, and state standards. This portfolio will be
made available to the Exhibition panel that will be grading your presentation.
This portfolio will contain components taken from your Research Seminary
Binder and must be complete before you are permitted to give your oral
presentation. These documents include, in the required order:
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Letter of Introduction to the Exhibition Portfolio Reader
Letter of Intent
Parent Acknowledgement Form
Mentor Form
Fieldwork Time Sheets
Clean, ungraded copy of Research Paper
Letter of Recommendation from Mentor
Thank you Letter to Mentor
Clean, fieldwork journal entries (first, 2 unspecified, and last)
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 Copy of Power Point Presentation
Missing Deadlines
Any student who misses a deadline during any aspect of the Senior Portfolio,
Research, and Exhibition may be subject to the following actions:
 Loss of credit for missing item
 Receipt of an incomplete grade for research, portfolio or exhibition,
resulting in the need for summer school
 Failure to graduate
Central High School PBGR Plagiarism and
Academic Dishonesty Policy
Plagiarism is from the Latin work for kidnapper. It is a term that refers to the
stealing of words or ideas from someone else without giving credit to that
person. This definition includes writings (essays, poems, stories, etc.),
computer programs, drawings, artwork, and all other types of work, which are
not one’s own. Types of plagiarism include word-for-word, rearrangement or
rewording (mosaic), and indirect (paraphrasing). Examples of plagiarism may
include but is not limited to:
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Failing to cite with quotation marks the written words of another;
Failing to credit the author and source of material used in a composition;
Failing to cite research materials in a bibliography or works cited;
Failing to cite a person who is quoted;
Failing to cite an author whose works are paraphrased or summarized;
Presenting another person’s creative work or ideas as one’s own in
essay’s, poems, music, art, computer programs, or other projects;
Copying or paraphrasing ideas from literary criticisms or study aids
without documentation. [MLA, 2.1, 6th ed]
Academic dishonesty occurs when students obtain or assist others in obtaining
credit for work which is not their own. Students are expected to conduct
themselves to the highest standards of personal integrity. Students must
adhere to the rules prohibiting academic dishonesty and to resist peer pressure
to violate these high standards of integrity. Students are not expected to use
dishonest methods to fulfill academic expectations and responsibilities.
Whenever students have any questions about this procedure or any procedure,
they should ask their teachers, counselors, or administrators for assistance.
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Examples of academic dishonesty may include, but is not limited to:
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Forging signatures (including parent and mentor)
Doctoring forms (erasures, obliterations, additions, deletions, etc.)
Altering grades (especially those on rubrics of portfolio pieces and
research components)
Falsely obtaining credit for work
Falsifying time sheets
Obtaining, without permission, the work or materials of another
student. [Adapted from the North Carolina Agricultural and Technical State
University, 2006]
PBGR Disciplinary Action
In the event that a student is identified as having plagiarized material or
violated the academic dishonesty policy in the process of completing the Senior
Portfolio, Research, Fieldwork and Exhibition, said student will face very
serious consequences which will adversely affect graduation status. Penalties
may include, but are not limited to:
 Invalidation of senior portfolio or research
 Invalidation of that specific component of the senior portfolio or
research
 Parent conference with administration
 Detention
 Suspension
 Dismissal from various school groups or events
 Loss of scholarships
 Loss of college acceptance
 Legal proceeding
Mentor Information
The ART of BECOMING
The Mission of the Senior Portfolio, Research, and Exhibition at Central
High School is to provide students with the opportunity to show mastery of the
many skills they have acquired while in the Providence Public Schools. Senior
Portfolio, Research, and Exhibition empowers 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.
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What is a Mentor?
A mentor is a positive role model involved in a one-on-one supportive
partnership with a student, sharing expertise in a given area. The partnership
is based on trust, focuses on the needs of the student, and encourages
him/her to develop to his/her fullest potential. While a mentor can have a
variety of roles – a friend, a coach, a motivator, an advisor, and a teacher –
there are certain roles that a mentor does not play. It may be helpful to
remember that a mentor is not a parent, a social worker, financial advisor, or a
professional counselor.
Mentoring & Senior Research & Fieldwork
Mentoring is an integral part of the applied learning portion of the Central High
School Senior Research and Fieldwork component. Mentors provide support
and guidance to students as they complete the requirements for research and
fieldwork by meeting with them to give input about their research papers and
to assist with the design and implementation of their projects. While mentors
contribute primarily to the product and paper components, their impact on
students extends far beyond the final grade. Mentors become friends who help
students discover hidden strengths, meet challenges, and develop confidence in
their own abilities.
Through the fieldwork and product writing, students will work with a mentor
with expertise in an area of personal interest that is correlated to their research
for a minimum 15 logged hours. Students will implement skills in time
management, responsibility, and accountability.
Mentoring Guidelines
The following are general requirements for Senior Research and Fieldwork
mentors:
 The mentor must be at least 25 years of age.
 The mentor may not be a member of the student’s family or a current
employer.
 The mentor will act as a primary resource (be interviewed, provide
information) for the student during the research paper phases and, if
possible, provide suggestions for paper content.
 The mentor will meet with the student to help design and complete the
student-generated product.
 The mentor will assist the student on the job, if possible, in order to
provide the student practical experience in the area of the chosen topic.
 The mentor will assist the student in establishing objectives and keeping
a log of all activities completed during meetings.
 The mentor must write a letter of recommendation.
 The mentor must be at least 25 years of age.
 The mentor and student must meet a minimum of twelve logged hours.
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Goals of Mentoring
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Academic achievement – the mentors help improve the basic academic
skills of the student.
Employment and career preparation – the mentors introduce general
ideas about the workforce, including potential career, educational, and
skill requirements, how to get and keep a job, and attitudes about work.
Mentor Dos and Don’ts
Mentor Dos
Mentor Don’ts
Do appreciate any growth.
Don’t think you are going to change anything
overnight.
Do praise the student when deserved
Don’t judge the student or his/her family.
Do ask questions and obtain information.
Don’t forget that a confidence is built on trust.
Do share with the student and
communicate
Don’t forget communication means listening
too.
Be punctual.
Don’t be late and disappoint a student that’s
counting on you.
Be a good role model.
Don’t exhibit poor language or dress
inappropriately.
Do follow rules of the school and program.
Don’t allow students to talk you into things
that you know are against the rules.
Do show attention and concern. Be a
friend.
Don’t try to be a parent.
Do show that you recognize the student’s
values and lifestyle.
Don’t try to impose your beliefs or values on a
student, but demonstrate your values.
Strive for mutual respect.
Don’t settle for rudeness.
Come prepared.
Don’t come without a plan.
Be honest.
Don’t think a student can’t spot insincerity.
Final Exhibition
In the spring of senior year, seniors will present their work during a 30 minute
exhibition comprised of a 20 minute power-point presentation and a 10 minute
question and answer session. Seniors will use this opportunity to reflect on
their research, fieldwork, the resulting learning stretch, and their individual
growth as a learner during the past four years. A panel comprised of faculty
and staff will grade each student using a rubric specific to the exhibition. (See
copy of rubric in the appendix section.)
Prior to their exhibitions, students will work with their research seminar
teacher to create the power-point and practice their presentations. The power14
point itself, along with the portfolio, will be graded separately prior to the
exhibition using specific rubrics. (See copy of rubric in the appendix section.)
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Appendix
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REQUIRED FORM -- Block-style Letter for LETTER OF INTENT
YOUR ADDRESS
Your Street
Providence, RI 029-October XX, 2010
Central High School
70 Fricker Street
Providence, RI 02909
Dear Community of Central High School:
The first paragraph of a letter of intent (a proposal letter) is to introduce your audience to your
senior research project topic and associated fieldwork. Begin with a friendly opening; then
quickly transition into the purpose of your letter, which is the introduction of your research topic.
Use a couple of sentences to introduce yourself and explain the purpose, but do not go in to
detail until the next paragraph.
Beginning with the second paragraph, state the supporting details to justify your interest in
completing this particular project. These may take the form of background information, statistics
or first-hand accounts or reflections.
The next paragraph within the body of the letter should be used to identify your mentor and what
expertise he/she has in this area. Discuss how you will carry out your fieldwork and how your
mentor will specifically assist you in this process. Include any information on the types of
methods you will use to complete your fieldwork (interview, shadowing, etc.).
Finally, in the closing paragraph, briefly restate your purpose and why it is important. Clearly
indicate your understanding of the expected ethical behavior and the penalty for any violations
with regard to the school plagiarism and dishonesty policy. As this is an informational letter,
think about closing with gratitude for the reader's time.
Sincerely,
Joe Senior
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Senior Project Field Journal
Cover Page
Name:
______________________________________________________________
Advisor:
______________________________________________________________
Date of
Fieldwork
Site of Fieldwork
Number of
Hours
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Mentor Signature
Central High School
Fieldwork Journal Entry
DATE: _______________________________
TIME IN: _____________ TIME OUT: __________ LOCATION: __________________
Specific Purpose/Goal of today: ______________________________________________
______________________________________________________________________________
______________________________________________________________________________
Resources used: _____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Major Issues/Points Covered: ________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Questions that arose during fieldwork: _______________________________________
______________________________________________________________________________
______________________________________________________________________________
Outcome(s)/Goals Reached Today:____________________________________________
______________________________________________________________________________
______________________________________________________________________________
Goals for next time:__________________________________________________________
______________________________________________________________________________
Completed and Submitted by:
__________________________________________________
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Reflections:
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Central High School
Senior Portfolio, Research, Fieldwork & Exhibition
Mentor Information Form
SENIOR INFORMATION
Name: _______________________________________________________________________
Address: _____________________________________________________________________
Contact Phone: ________________________________________________________________
Research/Portfolio Seminar Teacher:________________________________________________
Nature of Fieldwork: ____________________________________________________________
MENTOR INFORMATION
Name: ________________________________________________________________________
Occupation: ___________________________________________________________________
Name of Business/Company: ______________________________________________________
Street Address: _________________________________________________________________
City/State/Zip code: _____________________________________________________________
Day Phone: ____________________________________________________________________
Home/Cell Phone: ___________________________
E-mail address: _________________________________________________________________
Fax number: ________________________________
__________________________________________
Mentor’s Signature
__________________________________________
Student’s Signature
__________________________________________
Parent/Guardian’s Signature
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Central High School
Senior Portfolio, Research, & Exhibition
STUDENT & PARENT/GUARDIAN CONSENT FORM
To meet the goals of the Rhode Island High-School Diploma System, Central seniors are
asked to (1) demonstrate proficiency in all the core academic areas through the completion of a
senior portfolio; (2) complete research and fieldwork in an area of personal interest and (3)
exhibit what has been learned during the research and fieldwork components. 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, timemanagement, and responsibility. Please read the Senior Handbook, sign and return the form
below to your child’s research/portfolio seminar teacher. Please address any questions or
concerns to the Senior Coordinators at (401)456-9111.
______________________________________________________________________________
As the parent or guardian of _____________________________ who is a student
enrolled as a senior at Central High School, I have reviewed the components of the Senior
Portfolio, Research, Fieldwork & Exhibition as presented in the handbook and understand that
my student must complete these requirements in order to meet the proficiency-based graduation
requirements set forth by Central High School, which are also in line with the RI High School
Diploma System. For the fieldwork/product component of the senior project, my son/daughter
has decided to (describe the nature of the student’s fieldwork).
Nature of Fieldwork:_____________________________________________________________
______________________________________________________________________________
I fully understand that the selection of the fieldwork/product component is a student
decision made independently of the faculty and administration of Central High School. All
consequences of the fieldwork/product choice, production, or experience, unless otherwise
stated, rest solely with both the student and parent/guardian.
Also, I fully understand that plagiarizing the research or 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 ___________________
Phone # _________________________________ E-mail: ______________________________
Student Signature _______________________________________ Date ___________________
22
Senior Portfolio
Summative Reflection Outline
Paragraph 1: Introduction
What are five words you would use to describe your work habits as a
student? Give two examples of how any of these qualities are shown in your
portfolio entries.
Paragraph 2: Strengths and Weaknesses
What portfolio entry shows your greatest strength as a student? Where in
the piece do you see that strength? What did you do during your high
school years to develop this strength?
What piece shows your greatest challenge as s student? Where in the piece
do you see that challenge? How have your worked to overcome that
challenge?
23
Paragraph 3: Personal Goals
How have you improved as a student since ninth grade? What entry best
reveals that growth?
Paragraph 4: Expectations
Which required entries are not in your portfolio? Explain why they are
missing.
Which portfolio entry relates most to your future academic or career goals?
Explain.
Paragraph 5: Conclusion
What have you learned about yourself as a student and a person by
completing your graduation portfolio?
24
Central High School RESEARCH PAPER Rubric
An essay must score all 3s to demonstrate proficiency.
Expectations
Research
R-10-15.1
R -10-15.2
R-10-15.3
Thesis
W-10-7
Development
and Support
W-10-8.2
W-10-8.4
Organization
W-10-6.3
W-10-6.4
W-10-6.4b
W-10-6.5
Conventions
W-10-9.1
W-10-9.2
W-10-9.4
W-10-9.5
(4)
(3)
Exemplary
Proficient
Identification and
evaluation of potential
sources and careful
selection of multiple
appropriate sources
demonstrate a high
level of interest in and
mastery of the research
topic.
Identification and
evaluation of
potential sources and
selection of sources
demonstrate interest
in and understanding
of the research topic.
Some of the
sources have
been selected
with care, but
they aren’t
always
relevant or not
enough
sources used.
Too few sources
used, and/or too
little care taken in
the selection of
sources.
States and maintains
an original and
insightful focus,
controlling idea, or
thesis.
States and maintains
an appropriate focus,
controlling idea, or
thesis.
Focus,
controlling
idea, or thesis
is vague,
unclear or
inappropriate.
No evidence of a
focus, controlling
idea, or thesis.
Support for thesis
includes a wealth of
details and facts for
appropriate depth of
information, along
with thoughtful
analysis of the
significance of those
details and facts.
Support includes
sufficient details or
facts for appropriate
depth of information
along with comments
on the significance of
the information.
Support
includes some
details or facts;
reference to
the
significance of
information
not always
stated.
Too few details or
facts appear; little
to no discussion
about significance
of information
appears.
Synthesizes and
organizes research
using transitional
words and phrases;
draws an insightful or
memorable conclusion;
accurately documents
all sources, using MLA
format.
Synthesizes and
organizes research
using transitions;
draws a fitting
conclusion; lists and
cites sources using
standard (MLA)
format.
Paragraphs
may lack
transitions;
conclusion
may not reflect
the thesis;
sources not
documented
appropriately.
Disjointed or
incoherent ideas
and/or no closure
evident; no
documentation
used.
Error-free writing
demonstrates mastery
of language
conventions (grammar,
sentence structure,
punctuation, spelling,
capitalization)
Demonstrates control
of language
conventions with no
errors that interfere
with reader’s
understanding
Some errors
interfere with
reader’s
understanding
Many errors
interfere with
reader’s
understanding.
No evidence of
proofreading and
editing.
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(2)
Developing
Proficiency
(1)
Little or No
Evidence of
Proficiency