Senior Project Handbook
Board of Education Recognition Diploma
SY2012-2013
Kaiser High School
Class of 2010 and Beyond
Henry J. Kaiser High School
511 Lunalilo Home Road
Honolulu, HI 96825
(808) 394-1200
Revised August 2012
STATE OF HAWAII
DEPARTMENT OF EDUCATION
Henry J. Kaiser High School
International Baccalaureate
Diploma and Middle Years Programme
511 LUNALILO HOME ROAD
HONOLULU, HAWAII 96825-1799
Ph. (808) 394-1200, Fax (808) 394-1245
Dear Parent/Guardian:
This letter is to inform you of the High School Graduation requirement and Board of Education
(BOE) Recognition Diploma requirement that will be in effect for the Class of 2010 and beyond.
1. All students must complete a Personal Transition Plan (PTP Portfolio) in order to graduate
from any Hawaii Public High School. Under the new graduation mandate, if your child does not
complete the PTP, he/she WILL NOT GRADUATE despite good academic standing.
The PTP requirement is satisfied through successful completion of the Kaiser Advisory Program
(KAP), which is included in each student’s schedule of courses for all four years of attendance at
Kaiser High School. The goal of this program is to assist your child in making informed postsecondary choices.
2. In addition to completing the PTP, any graduating senior (Class of 2010 and thereafter)
wishing to earn the B.O.E. Recognition Diploma will be required to successfully complete a
Senior Project, in addition to attaining a minimum 3.0 cumulative grade point average (GPA),
and passing specific course requirements.
3. Kaiser High School Honor Graduates and Class Valedictorians must complete all BOE
Recognition Diploma requirements and be enrolled in a minimum of four (4) credited
courses in their senior year.
The Senior Project must demonstrate a “learning stretch” and be personally useful and relevant
to that student. Successful completion of the Senior Project provides the student with the
opportunity to demonstrate advanced proficiency in the attainment of the General Learner
Outcomes (GLOs) as well as college-readiness skills.
Please discuss with your child whether or not you are interested in your child receiving the
B.O.E. Recognition Diploma. Please complete the bottom portion of this letter and have your
child return it to his/her KAP Advisor no later than December 7, 2011. All students must return
forms marking their intent.
For those that indicate interest in obtaining a Recognition Diploma, more information will be
forthcoming. If you have any questions, feel free to discuss this further with your child’s
counselor.
Respectfully,
John P. Sosa
Principal
Kaiser High School
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-------------------------------------------------Detach--------------------------------------------------------------------_____ Yes, my child is interested in earning the BOE Recognition Diploma.
_____ No, my child is not interested in earning the BOE Recognition Diploma.
Name of Child: __________________________________ Grade: ___________
Parent Email/Contact: __________________________________________________________
Parent/Guardian Signature: ___________________________________ Date: _____________
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Project Overview & Requirements
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Beginning with the class of 2010, all students earning a Board of Education
Recognition Diploma must meet the following requirements:



Course and credit requirements for graduation including the PTP .5 credit
(KAP Advisory);
Attain a cumulative grade point average (GPA) of 3.0 or higher (by the end of the
3rd quarter of the senior year); and
Completion of the Senior Project (one credit)
The Senior Project is comprised of several activities in each phase. Students must
demonstrate proficiency in all areas to be deemed eligible to receive this honor.
PHASE I -Preliminary Planning
 Submit a project proposal – must demonstrate a “learning stretch” and be
personally useful and relevant to the student.
 Select a school mentor – a certificated staff member who will act as a guide
throughout the project.
Note: Completion and approval of Phase I activities is required prior to moving to Phase II.
PHASE II- Research and Action
 Write a research paper on an approved topic of the student’s choice.
 Select one culminating activity to be done under the supervision of a community
mentor (30 hours minimum).
Career Focus (Job Shadowing/Mentorship) Exploring a career of interest.
Service Learning (Community/School Related) Complete a
service-learning project that makes a concrete and visible impact in
the school or community.
Personal Interest (Performance or Problem Based) Pursue a topic
of personal interest and develop a research thesis around this interest.
 Select a community mentor – a community member who has some expertise in
the area of interest.
 Maintain a learning log – a journal of your activities and reflection of the process.
PHASE III – Presentation and Evaluation


Give a 15 minute formal presentation on your project before a panel - may include
an administrator, teacher, counselor, community member, parent and/or student.
Submit a portfolio – documentation on the student’s journey and includes the
project proposal, research paper, verification forms, and activity and learning
logs.
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Senior Project
Kaiser High School



BOE Recognition Diploma
(Class of 2010 & Beyond)
successful completion of course requirements
including the PTP credit (KAP Advisory);
minimum cumulative GPA of 3.0; and
successful completion of Senior Project
PHASE I
Preliminary Planning
PHASE III
Presentation &
Evaluation
PHASE II
Research & Action
Activity Log
Project
Proposal
School
Mentor
Research
Paper
Community
Mentor
Learning Log
Product
Culminating Activity
(30 hours)
- Career Focus
- Service Learning
- Personal Interest
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Oral
Presentation
Portfolio
- Project Proposal
- Research Paper
- Activity Logs
- Learning Log
- Verification
Forms
Due Dates
Kaiser High School – Class of 2013
Senior Project (SP) Timeline and Checklist
Items
Pages
PHASE I Preliminary Planning
Due to
Wed. 12/9
Letter of Intent from Principal collected
1
KAP teacher
Tues 5/1 or
Thurs 5/3
Informational Meeting
Overview of Senior Project and Timeline
Sign up for Turnitin.com
Senior Project Proposal
Parent Consent Form
School Mentor Agreement Form
3-16
SP Coordinator
7-12
School Mentor
SP Coordinator
School Mentor
SP Coordinator
SP Coordinator
Thurs. 5/17
Tues. 5/22
Summer
Break
TBA
Read and review Handbook.
Find Community Mentor (30 hrs. of fieldwork)
Senior Project Kick-off
14-16
All
Completed
SP Coordinator
PHASE II Research and Action
Tues. 8/7/12
School Mentor Meeting #1
22-23
School Mentor
Tues. 8/14/12
n/a
SP Coordinator
n/a
School Mentor
35-37
Tues. 11/13/12
Seminar 1: Researching and Writing
Due: School Mentor Meeting #1
Research Paper Outline and Draft due to
Turnitin.com
Community Mentor Agreement Form
due
Seminar 2: Peer Review w/ Criteria
Due: School Mentor Mtg #2 w/ paper eval.
Research Paper Final Copy due to
Turnitin.com
Seminar 3: Field Work and Learning Logs
School Mentor
SP Coordinator
School Mentor
SP Coordinator
School Mentor
SP Coordinator
SP Coordinator
Tues. 12/4/12
Due: School Mentor Meeting #3
25-27
School Mentor
SP Coordinator
Tues. 1/15/13
Activity Verification Form
(from Community Mentor)
37
School Mentor
SP Coordinator
Tues. 1/22/13
Learning Log Evaluation
41
SP Coordinator
School Mentor and Community Mentor
Evaluations
Self-Evaluations (Product and Portfolio)
44 & 54
SP Coordinator
42 & 52
SP Coordinator
Portfolio
Technology Request Form
Oral Presentations
48
49-53
School Mentor
SP Coordinator
Panel of Judges
Withdrawal and Appeal Forms
60-68
Not Applicable
Tues. 9/18/12
Tues. 9/25/12
Tues. 9/25/12
Tues. 10/30/12
24-25
n/a
38-41
PHASE III Presentation & Evaluation
Tues. 1/29/13
Tues. 1/29/13
Tues. 2/5/13
Sat. 2/23/13
All original forms MUST be in Student Portfolio. Copies to School Mentor and SP Coord.
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Kaiser High School
SENIOR PROJECT
Parental Consent/Liability Release Form
To the Parent/Guardian of _____________________________:
Your child is about to embark upon an exciting educational journey. Successful
completion of the Senior Project provides the student with the opportunity to demonstrate
advanced proficiency in the attainment of the General Learner Outcomes (GLOs):
Self-Directed Learner; Complex Thinker; Effective Communicator; Community
Contributor; Quality Producer; and Effective and Ethical User of Technology.
In an effort to ensure successful completion of this three phase project, we ask that you
discuss the project with your child and initial the items below indicating your
understanding and approval of such terms.
_____ I approve of my child’s selected research paper topic as: ____________________
_____ I approve of my child’s selected project and understand it will entail work to be
done on his/her own time and I am aware of Senior Project timeline.
_____ I acknowledge that the Community Mentor selected is at least 21 years of age and
is not a relative of my child.
_____ I understand that all transportation for work beyond the school day is the
responsibility of the student and parent.
_____ I understand that integrity and honesty will be upheld throughout the Senior
Project. Any suspicion of plagiarism or dishonesty in any aspect of the Senior
Project will result in a referral to the Senior Project Committee and withdrawal or
disqualification from the program.
_____ I understand that the Kaiser High School and the Department of Education and
their agents are not responsible for all potential risks resulting from the Senior
Project, and all claims arising from any financial obligation incurred, and damage,
injury or accident suffered, while my child participates in the Senior Project.
_________________________
Parent/Guardian Name (Print)
_________________________
Parent/Guardian Signature
____________
Date
Contact information (please print): ___________________________________________
Distribution of Form: Original – Student Portfolio; Copies – School Mentor & SP Coordinator
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PHASE I
Preliminary Planning


Senior Project Proposal
School Mentor Information
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Choosing Your Project
Questions to Help Guide You
In order to prepare for your Senior Project, the following questions will help you
formulate your project proposal. Remember your Senior Project should demonstrate a
“learning stretch” or challenge for you.
Learning Stretch – “The art of making great demands upon one’s abilities while gaining
knowledge comprehension or mastery through experience or study.”(Auburndale High
School Senior Project Handbook 2007-2008)
The Challenge:
 The project must be challenging and take you out of your comfort zone.
 Your project should build on previous skills and knowledge or explore new areas.
 Your project must have an element of problem solving that encompasses timemanagement, discipline, perseverance, and using outside resources.
Questions to Consider when Choosing a Project:
 What do you enjoy in your spare time?
 What have you always wanted to do but didn’t have the time for?
 Is there any social problem you would like to investigate?
 Do you have an invention or creation you would like to pursue? (Consider
policies/problems on the job, career opportunities in that field.)
 Have you ever been involved in a school, community, or state activity?
 Are you artistically creative?
 Do you like to work outdoors?
 Do you like to work by yourself or with other people?
 If you could pursue your wildest dream, what would it be?
 Have any travel experiences given you ideas?
 What is one of the biggest problems facing the world today?
 What would you like to be doing ten years from now?
 What is something you would like to improve about yourself?
 Will you still have the interest and energy for your project five months after you
start it?
 Will you have to miss any significant deadlines? (Plan to turn your work in early.)
Questions to Consider When You Have Chosen a Project:
 Do you know all your potential resources? (Consider books, magazines, primary
sources such as experts and staff members.)
 Have you made note of all special items you will need for your project?
 Are you prepared to bring your project in to show the Senior Project Committee,
even if it’s something large?
 What is the logical connection between your research paper and your project?
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


Have you anticipated any problems? (Consider finances, transportation, not being
able to work on your project during school hours, resources, mentors, and
computer time.)
Have you listed everything you know about your topic?
If your project will be expensive, how could you manage or reduce the cost?
Writing Your Proposal:
 Your proposal is a promise you will be expected to keep.
 Follow the format in your Senior Project Handbook.
 Cover the who, what, when, where, how, and why of your project.
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Kaiser High School
SENIOR PROJECT PROPOSAL
Before you begin working on your Senior Project, you are required to complete the
following steps.
1. Complete the Senior Project Proposal document.
2. Write a cover letter to a staff member who is willing to serve as your school
mentor and present your written proposal.
3. Obtain approval of your project from your school mentor and complete the
School Mentor Agreement form.
PART I. STUDENT INFORMATION
First &
Middle Name:
KAP Advisor:
Cumulative
G.P.A.:
English
Teacher:
Email:
Last Name:
Graduating Year:
BOE Diploma
candidate:
Date of Proposal:
Phone #:
PART II. SENIOR PROJECT OVERVIEW
What type of senior project do you intend on completing?
 Career Focus (Job Shadowing/Mentorship). I will work with a community mentor, one
on one, in a specific area related to the field of study that I intend to pursue as a career.
 Service Learning (Community/School Related). I will complete a service-learning
project that makes a concrete and visible impact in the school or community.
 Personal Interest (Performance or Problem Based). I will pursue a topic of personal
interest and develop my research thesis around this interest.
What topic will you focus on for your project?
(Review the list of possible topics for ideas.)
Why are you interested in this topic?
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What do you already know, have experienced, or have accomplished in this area?
What do you hope to discover while doing this project? (This is your essential
question)
What resources would you need to complete this project and how do you plan to
obtain these resources? (Identify the resources that you already have)
Identify at least three sources you have consulted about your topic before
completing this proposal. Who might your community mentor be?
What will the final product (or outcome) of your project look like? Describe your
project here.
Who will be involved in the completion of your project? Will you have others
assisting you?
What are the potential costs of your project and how will this be financed?
How long will it take you to complete the actual project (not including class time)
from start to finish?
Describe you commitment to this project. What challenges do you foresee and how
will you address them? (i.e. time management, perseverance etc.)
Signatures:
______________________________ ________________________________ ______________
Student Signature
Printed Name
Date
______________________________ ________________________________ ______________
Parent Signature
Printed Name
Date
______________________________ ________________________________ ______________
School Mentor Approval/Signature
Printed Name
Date
___________________________
SP Coordinator
Distribution of Form: Original –Portfolio; Copies - School Mentor & Senior Project Coordinator
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Kaiser High School Senior Project
School Mentor’s Role and Responsibilities
Who is a school mentor?
A school mentor is a teacher, librarian, counselor or administrator who helps
students through the Senior Project process. (This is different from a community mentor
who is a career and/or content expert and who serves as a consultant to the student while
the student is completing the Senior Project.) The school mentor provides the tools and
information that students need to successfully complete the Senior Project. He/she helps
students troubleshoot and resolve problems themselves.
The school mentor’s role is to be a facilitator, instructor, and coach. He/she instructs
students in both the planning and implementation of the Senior Project as well as
teaches specific skills (such as time management, research, effective presentation, and
clear writing). The senior project is an unpredictable process. Students will test their
ideas, make mistakes, modify their plans, and find alternative solutions. As a whole,
only a few Senior Projects are completed without modifications and revisions.
Starting the Project
 Evaluate rigor and relevance of project plans
 Keep parents informed
 Encourage students to find their own community contact
 Recommend resources and materials for the project
During the Project
 Meet with the students regularly (or by email) to:
1) Check project progress—complete Meeting #1,2,3 Worksheets
2) Recommend additional resources and materials
3) Offer assistance in overcoming unexpected obstacles
 Guide student to complete the research paper and product
 Assist community contact if he/she has questions
 Assist in compiling the portfolio
 Guide students in writing reflective essay
 Provide guidance and critiques of presentation (i.e. Mock Presentation)
After the Project
 Assist with celebration
Remember, as a school mentor you don't have to have all the answers. You just need to be steadfast in
helping students find the answers for themselves.
Note: No more than 2 students per school mentor
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School Mentor Selection
1.
Write a paper or electronic letter to the School Mentor you would like to oversee
your project. Follow the guidelines below.
2. Include a copy of the School Mentor Agreement Form and your Proposal
3. File original copy of the School Mentor Agreement Form and Senior Project
Proposal in your portfolio. Make copies and submit to the Senior Project
Coordinator and School Mentor.
NOTE: If your first choice is not available, please repeat the process until you find
someone who agrees to mentor you through your senior project
School Mentor Letter Requirements
Content requirements:
Paragraph 1: Description of your Senior Project
- What I am going to do
i.
Project focus (career, service learning or personal interest)
ii. Research paper thesis
iii. Product (what you are going to make or what you are going to
participate in)
iv.
How the research paper is connected to the product
- Tell why you are writing this letter
i. Requesting that the recipient become your School Mentor for your
Senior Project
Paragraph 2: Why I chose you as a mentor
- State your specific request
- Ideas to consider in detailing your request:
i. Subject that the School Mentor you are writing to teaches
ii. Outside interest that the School Mentor you are writing to has
iii. “Connection” that the School Mentor you are writing to has with you
Paragraph 3: Thank you
- Final thank you: Thank you in advance for your consideration of becoming my
school mentor for my Senior Project.
- Closing thought
Letter requirements:
 Letter will be typed
 Times New Roman or Helvetica, 12 pt. font
 Letter will be written in block format
 Letter will be spell-checked/grammar-checked
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School Mentor Sample Letter
Date
520 Kalanianaole Hwy.
Honolulu, HI 96825
July 20, 2008
Science Teacher
Kaiser High School
511 Lunalilo Home Road
Honolulu, HI 96789
Dear Mr. Doe:
I am a senior at Kaiser High School in Honolulu, Hawaii. For my Senior Project, I am
working on a personal interest project. This project will consist of a research paper
discussing the ethics of cloning, a hands-on cloning experiment that will be completed
through the University of Hawai’i Genetics Laboratory and a visual presentation
describing my findings.
While a freshman at Kaiser High School, I fondly remember your Honors Biology course
and immediately thought of asking you to become my School Mentor for this project
because you made our Biology course so enjoyable.
Thank you in advance for your consideration of becoming my School Mentor. I look
forward to working with you again.
Sincerely,
Jane Doe
Enclosure
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Kaiser High School Senior Project
School Mentor Agreement Form
Date: __________________________________
Dear____________________________________________________________________
(Student-please fill in this line with your name)
____ Yes, I agree to become your School Mentor
I would prefer that you contact me in the future via (check all that apply)
_____ school e-mail address
_____ school telephone number (ext.#___)
_____ other e-mail address : ________________________________
_____ other telephone number : _____________________________
_____other: __________________________________
_____ No, I am sorry that I cannot become your School Mentor
Sincerely,
___________________________
School Mentor’s Signature
______________________
Print name
__________________
Date
Comments:
NOTE: If needed, please repeat the process. Keep copies of all correspondences in your
portfolio.
Distribution of Form: Original –Portfolio; Copies - School Mentor & Senior Project Coordinator
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Developing a Research Topic
Researching your topic will be the foundation of the entire Senior Project. A well
thought out and developed topic can make your project an exciting and interesting
exercise. However, a misstep in choosing a topic at the beginning of the project will
create many unforeseen problems later in its development. Such problems waste a great
deal of time and energy on your part.
The following steps are guidelines to developing a research topic that will help guide and
organize your entire project:
Step 1-Generalizing your Interest
Explore a general area of interest.
 Subject should be broad and something you are EXTREMELY interested in.
E.g. Health/Medicine
Business/Tourism
Visual and Performing Arts
Industrial Arts
Culinary
Agriculture
Music
Education
Military
Human Services
Step 2-Narrowing the Subject
Consider the reasons for your interest in the subject.
 Are you still going to be interested in this topic 5 months from now?
 Why does the subject interest you?
 Specifically, what parts of the topic are you curious about or most interested in?
Create a list.
Step 3-Choosing an Appropriate Topic
From the list of the above ideas, choose a topic that satisfies the following criteria:
 Is the topic unbiased?
 Is the topic specific enough to answer in 4-5 pages?
 Is the topic broad enough so that there will be many sources of information?
Step 4-Thinking About Your Project
Will your project focus on an activity involving a career you are interested in, a service
learning project, or the pursuit of a personal interest?
Step 5-Finalizing Your Topic
Do an hour of preliminary research to make sure that the criteria in step 3 can really be
met.
My Final Topic is:
__________________________________________________________
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Sample Research Topics and Activities
One of the requirements of the senior project is to take the information you learned doing
your research paper and apply it to an activity. Not only will your activity be done on
your own time, it will require that you contact someone in the community who will work
with you and will serve as your expert advisor. Your activity should demonstrate a
“learning stretch” for you. Although you may use any of the following topics and
activities, feel free to come up with your own topic and activity because your passion will
motivate you to do a great job.
Career Focus
Research Topic
Animal adoption
Hand-made toys
Being a leader
Job training skills for the
underprivileged
The basics of digital photography
Techniques for teaching piano to
children
Career as an X-ray technician
Teaching preschool children
Teaching a sport to young children
Constructing playhouses
Career information for becoming a
sound engineer
Dental hygiene for children
Basic dog grooming techniques
Producing a play with young actors
Motorcycle maintenance
Creating a web site
Building a computer from scratch
Health tips for children
Writing and publishing children’s
stories
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Activity
Apply for a grant to create and publish a
magazine for animal adoption
Design and construct toys for underprivileged
children
Volunteer as an intern for an elected official, a
businessman, etc.
Establish a computer resource center
Learn about digital photography and
photograph an important event
Teach private piano lessons at the Boys and
Girls Club or some other organization
Learn to be an X-ray technician
Be a teaching assistant at a preschool
Teach the basics and fundamentals of playing
a particular sport to 3 – 10 year old students
Build a playhouse and donate it to charity
Learn sound engineering and assist in
production of a concert
Teach elementary age children dental hygiene
Learn to groom animals at the Humane
Society
Cast and direct a play with elementary
students
Repair and paint a motorcycle
Build a web site for an endangered species
Build a desktop computer
Teach healthy life skills to elementary
students
Write a children’s book of short stories to be
published
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Topic you have been working on
Work with a community professional to
further a scientific investigation you had
started
Topic you have been working on
Participate in a scientific symposium or
conference as a presenter based on a scientific
investigation you completed
Service Learning Focus
Research Topic
Topics of interest to teens
Arithmetic (or other topics)
Anti-smoking
Elderly concerns
Minimizing waste in a community
How to conduct a scientific
experiment
History Day
Topic dealing with the environment,
e.g., using earthworms to decrease the
amount of vegetable scraps being
dumped in the trash
Activity
Conduct weekly student group discussions on
teen issues
Tutor children weekly to improve academic
abilities
Organize a youth rally
Study how the aging process affects the elderly
by observation and journaling findings
Create and implement a public education
campaign to reduce the amount of waste
produced by your school/community and
evaluate its effectiveness
Mentoring one or more younger student(s)
through a scientific investigation project as
service learning
Mentoring one or more younger student(s) on a
National History Day project as service
learning
Design, implement, and lead peers in an
environmental project
Student Personal Interest Focus
Research Topic
Training for a marathon
Gender bias
Playing an acoustic guitar
Art shows
Recycling cell phones
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Activity
Train for and run in a marathon
Give a presentation on gender bias
Learn to play an acoustic guitar and play in a
recital
Organize an art show
Collect new and used cell phones for domestic
violence shelters
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Food Bank
Teaching basketball to children
Speaker boxes
Cancer
Pregnancy and newborns
Painting murals
Judo
Video games for children
Care for the elderly
Playing drums
Mentoring young children
Topic of your choice
Topic of your choice
Topic of your choice
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Organize a food drive and donate the food to
charity
Coach a basketball team made up of middle
school students
Build a speaker box for a home stereo
Conduct a walk-a-thon to benefit cancer
research
Volunteer for the March of Dimes in support of
their annual Walk America
Paint a mural
Learn self-defense exercises by participating in
a judo class
Design, program, and distribute a child’s
educational video game
Visit and assist the elderly
Learn to play the drums.
Develop a mentor program for elementary
students
Develop and conduct a new individual
scientific investigation
Continuing a scientific investigation process by
conducting additional trials, adjusting a
procedure
Developing a presentation geared towards
change in public policy or law, given to local
neighborhood boards or the legislature
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Meeting with Your School Mentor
To assist you with the timely completion of your Senior Project, you will be required to
meet with your school mentor a minimum of three (3) times, though additional
meetings are encouraged. Your first meeting should be scheduled at the start of your
Senior Project; your second meeting should be scheduled toward the middle of your
Senior Project; and your third meeting should be scheduled toward the end of your Senior
Project. An excellent way to maintain communication throughout the project and to
maintain a learning log is by emailing progress, challenges, reflections (learning logs) to
School Mentors.
Meeting Guidelines:
1. Contact (i.e., face-to-face, email, telephone call) School Mentor at least 1 week
prior to schedule and confirm a meeting time and place for Meeting #1.
2. Complete Meeting #1, #2, and #3 worksheets.
3. Submit one copy of each Meeting worksheet to your School Mentor and Senior
Project Coordinator and another copy in your Portfolio.
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Senior Project Meeting #1 Worksheet (due: ____________)
NOTE: Italicized items should be completed prior to your meeting with your School
Mentor. Bring your Senior Project Handbook with you.
General Information:
My focus is: ___________________________________________________________
My research paper thesis:___________________________________________
My product/performance will be:_____________________________________________
Items to be covered:
Completion of Forms: see Phase I of Senior Project Timeline & Checklist.
I submitted these forms and disbursed them accordingly:
SP Proposal: yes
no
School Mentor Agreement yes
no
Parent Consent/Liability form yes
no
Portfolio: I have a folder that is organized by sections: Proposal; School Mentor;
Research Paper; Product/Performance; Community Mentor; Learning Log;
Presentation; and Other (bring binder with you).
Research Paper:
I have started the research process: yes
no
If having problems/need assistance, fill in the “Problem/Possible Solutions” section on
the next page.
Community Mentor:
_____Yes, I have contacted a community mentor.
My community mentor’s name and title is:________________________________
My community mentor can be contacted at:
E-mail:
Telephone number(s):
Address:
My community mentor has agreed to be my community mentor (circle one):
yes
no
waiting for a response
I have asked my community mentor & parent/guardian to complete the SP Community
Mentor Information Form: yes no
_____No, I have not yet contacted a community mentor
I have tried to contact: ___________________________________________________
Suggestions for companies/ people to contact:
______________________________________________________________________
Kaiser High School
Senior Project Handbook
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What is working (my successes):
1.
2.
3.
Challenges I have faced:
1.
2.
3.
Next Steps/Solutions:
1.
2.
3.
School Mentor only:
Yes No
Yes No
Student mentee was on time for this meeting
Student mentee had the proper form (Meeting #1) completed prior to our
meeting
Verification of meeting:
Student’s signature: _____________________________________ Date:_____________
School Mentor’s signature: _________________________________Date:____________
Distribution of Form: Original – Student Portfolio; Xerox copy – School Mentor
Kaiser High School
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Senior Project Meeting #2 Worksheet (due: _________)
NOTE: Italicized items should be completed prior to your meeting with your school
mentor. Bring your Senior Project Handbook & Research Paper Draft(s) with you.
General Information:
My focus is:______________________________________________________________
My research paper thesis::__________________________________________________
My product/performance will be:____________________________________________
Items to be covered:
Completion of Forms: see Phase I of Senior Project Timeline & Checklist
I have completed all forms and disbursed them accordingly: yes
no
I need to submit these forms and to whom:
______________________________________________________________________
Portfolio: I have a folder that is organized by sections: Proposal; School Mentor;
Research Paper; Product/Performance; Community Mentor; Learning Log;
Presentation; and Other.
I have filed all completed required forms in their proper sections: yes
no
Research Paper:
I have completed an outline and draft of my Research Paper: yes
no
I have evaluated my Research Paper against the rubric:
yes
no
Final draft due on: ________________
If having problems/need assistance, fill in the “Problem/Possible Solutions” section on
the next page.
Community Mentor
_____Yes, I have contacted a community mentor.
My community mentor’s name and title is:________________________________
My community mentor can be contacted at:
E-mail:
Telephone number(s):
Address:
My community mentor has agreed to be my community mentor (circle one):
yes
no
waiting for a response
I have asked my community mentor & parent/guardian to complete the SP Community
Mentor Information Form: yes
no
_____No, I have not yet contacted a community mentor.
I need assistance and have indicated that on the next page.
Kaiser High School
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Product/Activity
I have started working on my field work/product/performance activity: yes
no
If having problems/need assistance, fill in the “Problem/Possible Solutions” section on
the next page.
This is where I am in the process of completing my product/performance activity:
Learning Log
I have been completing Learning Log Reflections regularly: yes
no
(bring your learning log)
If having problems/need assistance, fill in the “Problem/Possible Solutions” section on
the next page.
My learning log follows the format prescribed and is up to date: yes
no
What is working (my successes):
1.
2.
3.
Challenges I have faced:
1.
2.
3.
Next Steps/Solutions:
1.
2.
3.
School Mentor only:
Yes No
Student mentee was on time for this meeting
Yes No
Student mentee had the proper form (Meeting #2) completed prior to our
meeting
Verification of meeting:
Student’s signature: _____________________________________ Date:_____________
School Mentor’s signature: _______________________________Date:_____________
Distribution of Form: Original – Student Portfolio; Xerox copy – School Mentor. Electronic Copy – SP Coord.
Kaiser High School
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Senior Project Meeting #3 Worksheet (due: ___________)
NOTE: Italicized items should be completed prior to your meeting with your School
Mentor. Bring your Senior Project Handbook and Portfolio with you.
General Information:
My focus is:________________________________________________________
My end product/performance will be:__________________________________________
Items to be covered:
Completion of Forms: see Senior Project Timeline & Checklist
I submitted these forms and disbursed them accordingly:
SP Community Mentor Information sheet: yes
no
SP Activity Verification Form yes
no
I need to submit these forms and to whom:
______________________________________________________________________
Research Paper:
My final draft of the research paper is completed and included in my Portfolio: yes no
Product/Activity
My product/performance activity is completed:
yes
no
Learning Log
My learning log is up to date and included in my Portfolio: yes
no
Mock Senior Project Board presentation (with School Mentor)
______ I have my materials ready for my Mock Senior Project Board presentations.
I have prepared:
_____ a Power Point presentation
_____ a visual
_____ a speech outline
_____ props (optional)
_____ other: ______________________________________________________
_____ I do not yet have my materials ready for my Mock Senior Project Board
presentation.
I need to create:
_____ a visual
_____ a speech outline
_____ props
_____ other: ______________________________________________________
My mock Senior Project presentation is scheduled on: ____________________________
Kaiser High School
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Senior Project Boards
Senior Project Board Presentation date: __________________________
Technology Request form due: ______________________
Community Mentor
I have sent my Community Mentor a “thank you” letter: yes
no
Portfolio
My portfolio is organized with sections and all required documents are included:
Senior Project Proposal: yes no
School Mentor Agreement: yes no
Parental Consent/Liability Release Form: yes no
School Mentor Meeting #1 worksheet: yes no
Senior Project Community Mentor Information sheet: yes no
Senior Project Activity Verification form: yes no
Research Paper(drafts and final): yes no
Learning Logs: yes no
School Mentor Meeting #2 worksheet: yes no
School Mentor Meeting #3 worksheet: yes no
Senior Project Product Self-Evaluation: yes no
Senior Project Portfolio Self-Evaluation: yes no
Photos: yes no
Other:
What is working (my successes):
1.
2.
3.
Challenges I have faced:
1.
2.
3.
Next Steps/Solutions:
1.
2.
3.
________________________________________________________________________
Kaiser High School
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School Mentor only:
Yes No
Student mentee was on time for this meeting
Yes No
Student mentee had the proper form (Meeting #3) completed prior to our
meeting
Verification of meeting:
Student’s signature: _____________________________________ Date:_____________
School Mentor’s signature: _________________________________Date:____________
Distribution of Form: Original – Student Portfolio; Xerox copy – School Mentor
Kaiser High School
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PHASE II
Research and Action




Research Paper
Community Mentor
Culminating Product/Activity
Learning Log
Kaiser High School
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PLAGIARISM
Plagiarism is intellectual theft. It comes from the Latin word plagiarius, which means
kidnapper. Plagiarism is cheating or stealing another author’s words and ideas without
giving appropriate credit. If you copy a classmate’s paper or copy word-for-word from a
book or download a paper from the internet and do not give credit to the person or
persons who wrote the information, you are stealing the information. It is more of a
moral and ethical issue, rather than a legal one. Most of the problems occur outside of
copyright infringement. Plagiarism will cause many problems nonetheless - from failure
of the course to expulsion in college. Plagiarism will result in ineligibility for the Board
of Education Recognition Diploma.












Keep careful notes. Differentiate in the manner in which you write ideas,
paraphrases or quotes.
Give credit to the author’s - ideas, argument, or thinking. Be safe – cite it.
All information must be documented, not just what you have copied word-forword.
Documenting sources also helps you as a researcher to evaluate what you believe
about a subject.
You do not have to document information that is common knowledge, such as
dates of well-known events in history.
If the information is a little known fact, be sure to document it to give you
credibility as a writer.
Always document statistics, charts, maps, or graphs – the author prepared them,
so he/she must be given the credit.
DO NOT turn in a paper that has already been graded for another class or another
teacher or the same teacher but a different year, without the teacher’s permission.
DO NOT change the order of a sentence or replace just a few words without
citing the sources, you are still using the author’s ideas.
If a person or persons are quoted in your source, then you MUST quote the
information within your text.
“Cutting and Pasting” downloaded articles from the internet is plagiarism if you
do not cite the source immediately after the information.
Downloading an essay from an internet site, changing the wording or allowing the
computer to change it for you is plagiarism.
When in doubt, ask the teacher and always, always, always accurately document
your sources.
Kaiser High School
Senior Project Handbook
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Kaiser High School Senior Project
Research Paper Overview
The research paper is the foundation of the Senior Project and should be completed prior to
beginning the activity itself. The research paper must focus on a thesis-driven topic relevant to
the Senior Project idea and activity. Examples of a thesis are included in the pages to follow. It
is highly recommended that students begin research paper during summer prior to Senior year
and request assistance from school mentor, English teacher, or SP coordinator if struggling.
I. FORMAT REQUIREMENTS
A. Between 1200-1500 words in length (Not including the Title Page, Works Cited, or
Appendix Pages).
B. 12 point Times New Roman
C. Double-spaced
D. Margins should be 1”
E. Graphics (pictures or diagrams) placed after the body in appendices
F. Clearly identify on the title page which format you will be following:
1. Modern Language Association (MLA)
2. American Psychological Association (APA) – only if required by School Mentor
II. DOCUMENTATION REQUIREMENTS
A. A minimum of five sources used in the paper including at least one interview AND one
other non-Internet source.
B. Sources listed on the Works Cited page.
C. Options for sources include:
1. interview
2. internet source with a web site that has the following endings: edu, gov, org
3. professional periodical (computer based or hard copies)
4. non-fiction or reference books (exception: no use of encyclopedias)
5. EBSCO Host – for magazines, newspapers, reference books, etc.
III. DUE DATES
A. Submit to Turnitin.com and School Mentor
1. Outline and Rough Draft due: _____________
2. Final Draft due: _______________
IV. THINGS TO KEEP IN MIND
A. Information gained through the interview must be included in the research paper
B. Because this is a research paper, it must be written in third person
(i.e. this researcher = third person vs. I = first person).
C. Use rubric to evaluate rough draft and final draft before final submission
Kaiser High School
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Thesis Research Paper Evaluation
A score of 3 or 4 is a passing score for each criterion. A passing paper must reflect a score of 3 or 4 in
all areas. Please circle "Pass" or "Redo" and indicate the total points earned.
EXEMPLARY
PROFICIENT
APPROACHES
DEVELOPING
No errors
Two or fewer errors
Four or fewer errors
Five or more errors
4
3
2
1
All parenthetical
documentation and
works cited page are
MLA correct, all
researched info
documented
A few minor errors in
documentation and
works cited page, all
researched info
documented
Some errors in
documentation and
works cited page, more
citations of researched
items is needed
Many errors in
documentation, works
cited page, inadequate
amount of citations to
support position
2
1
4
No errors
3
Two or fewer errors
Four or fewer errors
Five or more errors
4
3
2
1
Form (MLA)
MANUSCRIPT
FORM
(Typing/spacing,
Page number/order,
Heading/title)
DOCUMENTATION
BIBLIOGRAPHY
(Annotated for at
least five thyped
enttries)
Mechanics, Usage, Grammar
Sentences well built,
SENTENCE
strong and varied
FLUENCY
structure make it easy to
(Fused Sentence/Runread aloud
on Error, Comma
Splice/Comma Fault
Error, Mixed
4
Construction,
Garbled Sentence,
Stringy Sentences,
Parallelism)
Text flows, sentences
somewhat varied,
relatively easy to read
aloud
3
Strong control of
Reasonable control of
CAPITALIZATION
standard writing
standard writing
UTILIZATION
conventions, few errors conventions, some editing
PUNCTUATION
necessary
SPELLING
(CUPS)
4
3
GRAMMAR
(Subject/verb
agreement, tense
agreement, adjective
adverb usage,
misplaced and
dangling modifiers,
double negatives, etc.
Strong control of
srammar conventions,
few errors
Kaiser High School
Senior Project Handbook
4
Sentence structure
Writing difficult to follow
awkward rather than or read aloud, sentences
fluid, reader must slow are incomplete, run-on,
down
and/or awkward
2
1
Limited control of
standard writing
conventions, errors
starting to impede
readability
Little or no control of
standard writing
conventions, extensive
errors make it difficult to
get message
2
1
Reasonable control of
Limited control of
Little or no control of
grammar conventions, grammar conventions, grammar conventions,
some editing necessary errors starting to impede extensive errors make it
readability
difficult to get message
3
2
32
1
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SCORE
VOICE
Clear sense of “writing to Writer’s voice is formal
be read”, brings topic to and engaging with some
life, strong audience
sense of “writing to be
awareness
read”
4
WORD CHOICE
(incorrect word
usage, contractions,
slang, abbreviations,
1st/2nd person
pronouns, shift in
tense
Writer’s voice may
emerge at times, little
sense of reader /writer
interaction
No audience awareness,
voice is flat, lifeless and
impersonal
2
1
3
Language is natural,
interesting, figurative
and precise
4
Language is functional Language is predictable,
and occasionally goes
ordinary and/or
beyond ordinary
repetitious
3
2
Language is limited,
monotonous, and/or
misused
1
Content
Clearly stated, introduces Clearly stated, introduces In the introduction, the
INTRODUCTION the topic of the paper and the topic of the paper.
explanation of topic is
(clearly stated,
the main points to be
confusing.
introduces the topic
discussed.
of the paper and the
main points to be
4
3
2
discussed)
THESIS
Arguable thesis,
Arguable thesis with
Compellingly supported clear supporting detail
with opposition clearly
refuted
4
3
Demonstrates complete Shows understanding of
understanding of the
the subject matter.
subject. Shows higher
Develops a easily
critical thinking skills followed train of thought
with a well developed,
with documented
detailed, relevant and
support, that is carried
accurate treatment of the
throughout.
subject
4
3
Sequence and structure
Generally clear and
strong, precise
logical organization,
introduction and
structure a bit
ORGANIZATION
conclusion
predictable
CONCEPT
DEVELOPMENT
4
Don't know the exact
topic.
1
Thesis unclear, simple,
with minimal
development or support
Lacking central thesis,
consistency and/or
purpose
2
1
Some of the concepts Thinking scattered, Little
discussed are covered in concept development. No
a confusing manner.
evidence of original
There is in adequate
thought.
documentation of the
thought process.
2
Structure inconsistent,
undeveloped or obvious
text, intro or conclusion
1
Lacks organization
structure, no apparent
intro and/or conclusion
2
1
3
ACCURACY
AND
CITATION
Selection of supporting Some of the selection of Little of the selection of None of the selection of
resource material is
supporting resource
supporting resource
supporting resource
authoritative, current material is authoritative, material is authoritative, material is authoritative,
and pertinent. All
current and pertinent.
current and pertinent.
current and pertinent.
supporting
All supporting
Some supporting
No supporting
documentation is
documentation is
documentation is
documentation is
properly cited.
properly cited.
properly cited.
properly cited.
3
2
1
4
OVERALL RATING
(PASS)
Kaiser High School
Senior Project Handbook
(FAIL)
Total Points Earned/PossiblePoints (40)
33
/52
rev. 2/17/2016
Kaiser High School
Senior Project Handbook
34
rev. 2/17/2016
Kaiser High School Senior Project
Contacting Your Community Mentor
GETTING READY
1. Find a quiet place to call. There should be no interruptions. There should be no loud
music or noise near you.
2. Have your paper and pen ready. Have your script and anything else you need in front of
you.
3. You may be nervous, but try to sound friendly and enthusiastic.
4. Talk slowly and clearly. Speak up but not too loud. Don’t chew gum or eat while on the
phone.
5. Be polite and patient.
WHAT YOU NEED TO DO








Identify yourself and tell him/her you are a student at Kaiser High School.
Tell why you are calling.
Ask to speak to the person you wish to be your mentor.
If that person is not available, ask when he or she will be available.
Explain what you would like him/her to do for you.
If he/she agrees to be your mentor, set up an appointment for you to get together.
If he/she cannot be your mentor, ask him/her to suggest someone else in the same field.
Thank the person you are calling.
SAMPLE SCRIPT:
“Hello, my name is _________________________, and I’m a student at Kaiser High School.
I’m involved in a Senior Project that includes writing a research paper on a topic/issue of my
choice and completing a product that is related to my topic. My topic is ___________________
and for my product/activity I would like to ______________.
I have been asked to find someone in the community who would be willing to assist me in the
product/activity phase. I was wondering whether you would be interested in mentoring me.”
Then ask him/her if you can schedule a meeting with them to discuss your project and his/her
role and responsibilities.
Bring these forms with you:
 A copy of your Project Proposal
 Senior Project Community Mentor Information Letter
 Senior Project Community Mentor Agreement Form
Kaiser High School
Senior Project Handbook
35
rev. 2/17/2016
STATE OF HAWAII
DEPARTMENT OF EDUCATION
Henry J. Kaiser High School
International Baccalaureate
Diploma and Middle Years Programme
511 LUNALILO HOME ROAD
HONOLULU, HAWAII 96825-1799
Ph. (808) 394-1200, Fax (808) 394-1245
Dear Mentor:
The State of Hawaii has adopted the Senior Project as a requirement for the Board of Education Diploma.
Each senior’s writing, speaking, thinking, problem solving, researching, organizational and time
management skills will be showcased in this four-part process. These components include a thesis-driven
research paper, a culminating activity that showcases a “learning stretch” with a tangible product/activity
that is in some way related to the research paper, a Personal Transition Plan with Senior Project portfolio,
and an oral presentation. The presentation will be delivered to a panel of judges.
A successful Senior Project involves parental, teacher, and most crucially, mentor support, as well as
student initiative and self-discipline. As a community member, you are being asked to serve as a
student’s mentor for the fieldwork and product portion of his/her Senior Project. As a mentor, you would
be required to fulfill the following requirements:












Be a community member or business person who has an interest in working with high school
students to further their knowledge of “real-world” experience
Be at least 21 years of age and NOT related to the student
Have some expertise in the area of the student’s interest
Be willing to help the student with his/her research and product
Give information and instruction to the student
Provide guidance for the student
Give an interview; be a resource
Help the student identify the exact product that he/she plans to complete
Help the student push his/her limits and go beyond previous experience or skill levels
Give support and encouragement
Confirm/verify the number of hours spent working on the product (minimum of 30 hrs.)
Verify that the product was completed by the student
Keep this form for your records and return the consent form that your mentee will provide you with. If
you have any questions or concerns, you may contact me at 394-1200. Thank you in advance for your
support of this challenging and exciting project.
Sincerely,
Senior Project Coordinator
Kaiser High School
Senior Project Handbook
36
rev. 2/17/2016
Kaiser High School Senior Project
Community Mentor Agreement Form
Student Name: _________________________________________________
Senior Project Topic: ___________________________________________
Please initial on the blank spaces to the left that you have read and understood each statement
made.
_____ I understand the requirements of a community mentor and agree to serve as a mentor.
_____I am interested in serving as a judge for the oral presentation for other students.
Mentor Signature: ________________________________
Date: __________________
Community Mentor Name & Title: ______________________________________________
Business Address: ___________________________________________________________
E-mail Address: ____________________________________________________________
Phone Number: office: ____________________ cell: _______________________
Parent Acknowledgement
I have signed the Senior Project Parental Consent/Liability Release form and am fully aware of
the role and expectations of the community mentor. I am aware that my child will be working
with the Community Mentor stated above as part of his/her Senior Project.
Parent/Guardian Name (please print): ___________________________________________
Address: __________________________________________________________________
City, State, Zip Code: _________________________________________________________
E-mail Address:______________________________________________________________
Parent Signature: ____________________________________________________________
Student Signature: ___________________________________________________________
Distribution of Form: Original –Portfolio; Copies – Community Mentor; School Mentor & Senior Project
Coordinator
Kaiser High School
Senior Project Handbook
37
rev. 2/17/2016
Kaiser High School Senior Project
Culminating Activity
During the action phase of the Senior Project, students must demonstrate what they have learned
by producing a product or activity. Students will be required to produce some tangible evidence
that applies the knowledge gained during the research phase; this should be a learning experience
that challenges the student and demonstrates a “learning stretch.”
The product/activity must be done on the student’s own time and will require advisement
utilizing a community mentor who serves as a subject matter expert. A minimum of 30 hours
must be completed for the activity. The action phase can be accomplished by selecting one of
the three options described below:
Career Focus: Job Shadowing/Mentorship
The student works with a community mentor, one on one, in a specific area related to the
student’s desired goals and interest.

Mentoring must be related to the essential question and project thesis.
Service Learning
The student completes a service-learning project that makes a concrete and visible impact in the
school or community.

The service-learning project must be related to the essential question and project thesis.
Student Personal Interest – Product and Action
The product and action associated with the student’s personal interest must be related to the
essential question and project thesis.

The student may choose a product that is performance or problem based:
1. Performance-based: Performance involves execution of an authentic skill, talent,
and/or ability. These include but are not limited to the following: musical, dance,
artistic, and/or dramatic performances; re-writing and performing a scene in a
play, artistic display or demonstration, coaching a sport demonstrating athletic
competence.
2. Problem-based: Problem-based learning begins with a problem or issue. Using
research, the student will come up with some solutions. The research thesis will
be developed from possible solutions and the student will have to act on this
thesis.
Kaiser High School
Senior Project Handbook
38
rev. 2/17/2016
Kaiser High School Senior Project
Activity Verification Form
Name: ______________________________________
Description of Culminating Activity:
______________________________________________________________________________
__________________________________________________________________
Mentor’s Name: _________________________________________________
Date
Number of Hours
Description of progress
Mentor’s Initials
Total Hours:____________________
As a mentor, I assure the Senior Project Committee that the student spent a minimum of thirty
(30) hours in his/her fieldwork.
Mentor’s Signature: ______________________________ Date: _______________
Distribution of Form: Original –Portfolio; Copies – Community Mentor; School Mentor & Senior Project
Coordinator
Kaiser High School
Senior Project Handbook
39
rev. 2/17/2016
Kaiser High School Senior Project
Guideline for Learning Logs
An extremely important component of your Senior Project is your learning log. Learning logs
represent a special kind of journal in which you record what is going on with your research. As
you begin, you need to recount what you know, assume, or imagine about your topic. The
personalized tracking of your own involvement in this experience should not only encourage
active learning, but should also reveal your active reflection of the process. Assess what you
have learned in the process of completing the Senior Project and comment on the value of your
discoveries. Keeping this journal requires practice and a willingness to monitor how well you
are doing while learning new information. Whenever you spend any time on your project, keep
track of your thoughts and activities in this log. There are really three areas of focus for your
log:
Narrative
 What did you learn today?
 What confused you?
 What questions do you still have?
 How will you use this information?
Problems That Need Solving
 What isn’t working for you at this time?
 What do you need assistance with from your mentor or English teacher?
 What logistical trouble needs solving? (i.e., transportation, funding, materials, etc.)
Record Keeping
 Note date and time of entry.
 Include the number of hours you spend on the project that day.
 Note the content of what was accomplished or attempted for that day.
 Include research records, bibliography, Internet search, etc.
 Include notes from your research.
 Did today’s activities/activities involve community members? How were they involved?
NOTE: You should be completing one (1) Learning Log entry per week.
Kaiser High School
Senior Project Handbook
40
rev. 2/17/2016
Kaiser High School Senior Project
Learning Log
Student Name: ______________________________
Date
# of Hours
Page #: ______
Reflection
(Refer to Guidelines for Learning Logs)
Total # of Hours: ____________
Distribution of Form: Original –Portfolio; Copy– School Mentor
Kaiser High School
Senior Project Handbook
41
rev. 2/17/2016
Sample of Learning Log
Student Name: Emmett Smith
Date
10/10/08
# of Hours
Total
2.5
10/15/08
4.0
10/20/08
9.0
Page #: 1 of 10
Reflection
(Refer to Guidelines for Learning Logs)
This was my first meeting with Mr. Johnson and I had no idea
what to expect. I have had no experience with cars other than
driving them and filling them up with gas. I was worried I would
not be able to understand what I was to do. Mr. Johnson first had
me watch him as he performed an oil change on his truck, a Chevy
S10. He talked through each step, explaining what he was doing.
Mr. Johnson then asked me to change the oil on the next scheduled
car, a Ford Tempo. I was very apprehensive, worried that I would
mess up but he reassured me that I could do it and watched as I
changed the oil. I was very messy and I ended up covered with
grease but I was happy with how quickly I had caught on.
I went to the library to find information on car maintenance so I
could begin working on my mini-manual. I do not want
something very long and in-depth, just a few helpful hints about
general and roadside maintenance.
After finishing a draft of my mini-manual for oil changes, I asked
Joe, one of my friends, who also has never had any experience
with car maintenance, to change the oil in mom’s car. To do this,
I first needed to talk with Joe’s mom, Mrs. Bob, to ask permission
to do so. At first, she was very against the idea because she didn’t
want to incur additional expenses in the event that we did
something wrong or broke something. However, I was able to
finally convince her that I did know what I was doing because I
described what I learned from Mr. Johnson and that I did have Mr.
Johnson look over my draft of my mini-manual. I’m also happy
that I did complete half of my Community Involvement
requirement –between convincing Mrs. Bob that I knew what I
was doing and working with Joe, it took a lot of time, but I was
able to better revise my mini-manual to make the directions even
more descriptive and clear.
Distribution of Form: Original –Portfolio; Copy – School Mentor
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Kaiser High School Senior Project
Learning Log Rubric
Criteria
Minimum
Score: 6
CONTENT
Score: ___/3
APPEARANCE
Score: ___/3
Advanced
4
Proficient
3
Partially Proficient
2
Novice
1
Well organized
Very complete (no gaps in
time).
Documentation of the
learning experience is clearly
and concisely evident.
Documentation is relevant
and substantial.
Very neat, accurate, and
concise.
Very easy to follow.
In chronological order.
Organized. Complete (no
gaps in time).
Documentation of the
learning experience is
evident.
Documentation is
substantial.
Somewhat organized.
Incomplete (some gaps
in time).
Documentation of the
learning experience is
evident.
Some documentation.
Disorganized.
Incomplete (many gaps
in time).
Documentation of the
learning experience is
not evident.
Documentation missing.
Neat and accurate.
Easy to follow.
In chronological order.
Somewhat neat and
accurate.
Not easy to follow.
Chronological order not
evident.
Messy and inaccurate.
Not in chronological
order.
Name of Student: ______________________________________________________
Student’s overall score: _______ (Minimum Passing Score: 6)
_____ Student has met their Learning Log requirement.
_____ Student has not met their Learning Log requirement.
__________________________________
School Mentor’s Signature
_______________________
Date
Comments:
Distribution of Form: Original –Portfolio; Copy - School Mentor
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Kaiser High School Senior Project
Product Self-Evaluation
Student’s Name: _________________________________________________________
Community Mentor’s Name:______________________________________
DATE: _____________________
Describe the Culminating Activity product/activity that you completed for your Senior Project:
Date Culminating Activity Begun:
Date Completed:
Estimated Number of Hours spent on the Culminating Activity:
Number of Mentor Contact Hours:
Resources used to Complete Culminating Activity:
Materials Used –
People who provided assistance –
Expenses –
Evaluation of Culminating Activity
1.
How might you share your experience and newly acquired information?
2.
Describe the time you felt the most satisfaction in the process of completing your
culminating activity.
3
Explain how completing the Senior Project has prepared you for your post high
plans.
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school
4.
Describe the problems you encountered in completing the product and how you
them.
solved
5.
If given the opportunity to re-do your Senior Project, what changes would you
make?
6.
What did you learn about yourself (strengths, needs, etc.) through the completion of your
Senior Project?
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Kaiser High School Senior Project
Product Evaluation Rubric
Good community mentors are a vital part of a successful Senior Project. We appreciate your willingness
to have helped us this year by mentoring a student. As the person who has worked most closely with the
student on the product/activity phase of the project, we need your input in assigning a grade. Please use
this Product Evaluation Rubric to assess your mentee and complete both forms. Please return them to:
Senior Project Coordinator, Kaiser High School, 511 Lunalilo Home Road, Honolulu, HI 96825,
postmarked no later than _Jan. 31, 2013__.You may send it in a sealed envelope with the student if you
desire, as well.
Student’s Name: ___________________________________________________________
Project: ______________________________________________________________________
Mentor’s Name: ________________________________________________________________
Mentor’s Signature: ____________________________________________ Date: ____________
Criteria
Minimum Score:
18
Effort/Time
Score: ___/3
Evidence of
planning and
Endeavor to fully
explore possibilities
of ways to
complete product
Advanced
4
Proficient
3
Partially
Proficient
2
Novice
1
Student invested
extra time and put in
tremendous effort to
create an exemplary
product
Student put in
adequate time and
effort to complete
the product
Student put in some
time and effort but
not enough to be
satisfactory
Student did not put in
sufficient effort or
invest enough time to
complete product
Extensive planning
is evident and
student fully
explored various
avenues
Satisfactory
planning and some
exploration of other
possibilities to
complete product
Some planning and
exploration is
evident
Little planning or
exploration is evident
Exceptional ability
to solve problems
and student may
even have gone
beyond help of
mentor to other
resources
Satisfactory ability
to solve problems
and ability to ask for
and accept help as
needed
Some ability to
solve problems;
asked for help if
needed
Difficulty solving
problems and may not
have asked for help
Score: ___/3
Problem Solving
Score: ___/3
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Partially
Proficient
2
Novice
1
Satisfactory
evidence that
student did learn the
concepts and skills
needed to complete
the product
Some evidence that
student did take
away some concepts
or skills
Little evidence that the
student learned much
from completing the
product
Exemplary use of
sources and
materials that may
enhanced the
product due to
student’s mastery
and manipulation
Satisfactory
evidence that
sources and
materials were used
in an adequate
manner to complete
the product
Some evidence that
sources and
materials were
utilized well
Little evidence that
sources and materials
were well utilized well
Student was
exceptionally
enthusiastic and
very creative in
her/his execution of
the product
Student exhibited
satisfactory and
appropriate
enthusiasm and
showed creativity
Student exhibited
some enthusiasm
and showed some
creativity
Student exhibited little
enthusiasm and
showed a minimum of
creativity
Criteria
Evidence of
Learning
Score: ___/3
Use of
Sources/Materials
related to project
Advanced
4
Proficient
3
Exceptional
evidence that the
student not only
learned the concepts
and skills necessary,
but went beyond to
learn even more
Score: ___/3
Creativity and
Enthusiasm
Score: ___/3
Student’s overall score: _______ (Minimum Passing Score: 18)
Comments:
Would you be willing to mentor a Kaiser student next year? ____ Yes ____ No
Thank you for sharing your expertise with the students of KHS!
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PHASE III
Presentation and Evaluation


Formal Presentation
Portfolio
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FORMAL PRESENTATION AND EVALUATION
Senior Project candidates are to submit their project portfolio for prior review by the Kaiser
Presentation Panel in February (see Timeline). In February, students will be assigned a date and
time for making a formal presentation of their project to the Panel.
Senior Project candidates must satisfy each of the following requirements during their formal
presentation:
I.
Oral presentation of 10-15 minutes.
II.
Use visual aids such as a Power Point presentation, charts, video, graphs, slide
show, etc. (Students must speak live to the Panel for no less than 50% of the total
time used. Also, students must not read from a prepared script. Referring
occasionally to notes on 3x5 cards is allowed).
III.
Provide pertinent information on Phase One and Phase Two of the project in a
well-organized introduction, body, and conclusion, that are strong in both form
and content.
IV.
Participate in the question-and-answer period conducted by the Panel following
the presentation.
Possible questions: Did you encounter any challenges while completing Phases One and Two of
your project? If so, choose one or two that are most important to you and share how you
overcame them. How will this project be useful to you in college, in a career, in life? If you had to
do this project over again, what would you have done differently and why?
V.
Wear clothing that is appropriate and in conformance with the school’s dress
code: Boys—Collared dress or Aloha shirt, dress slacks, socks and shoes; Girls—
Business or Aloha Dress, skirt and blouse, pant suit, shoes or dress sandals.
Costumes are allowed if they are clearly relevant to the project, and positively add
to the presentation.
Kaiser Presentation Panel: Composition and Assessment
There shall be 3-4 members that may include an administrator, counselor, teacher, certificated
staff and community member. One student in the sophomore or junior year may also serve.
Panelists shall not have served as a mentor to the student on the project.
The Panel will assess each student based on the attached Senior Project Presentation Assessment
Rubric sheet. This sheet, along with the Panel’s recommendation, will be forwarded to the
Senior Project Coordinator who will decide whether or not to award credit for the project.
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Kaiser High School
Technology Request Form
Presentation Title: ______________________________________________
Student’s Name:
Email:
School Mentor:
Cell #:
Home #:
Room #
Presentation Date:
Presentation Time:
Presentation Location:
_____ I do NOT need any technology (please see Ms. Lum, Senior Project Coordinator)
Equipment requesting: (check all that apply)
_____ Computer for PowerPoint
_____ PowerPoint Projector
_____ Projector Screen
_____ Television
_____ DVD Player
_____ VHS Player
_____ CD Player
_____ Cassette Player
_____ Table for Display
_____Other (please describe in detail):
______________________________________________________________________________
__________________________________________________________________
You are responsible for checking the compatibility of your presentation on the school equipment
at least 2 days prior to your presentation date. We cannot guarantee that your saved presentation
will work! Have a back up plan (e.g. hard copies of your visual aids for the judges).
Form due to SP Coordinator by: ________________________
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Kaiser High School Senior Project Panel Presentation
Assessment Rubric
Student’s Name: _________________________________________ Presentation Title:____________________________________ Date:
____________
Please circle a box for each category.
GLO #1: SelfDirected
Learner
Understands
Content and
Challenge
Excellent
Proficient
Partially Proficient
Not Proficient
4
3
2
1
Student provides clear and
convincing evidence of time
commitment and effort,
independence and selfdirection, and the ability to
solve problems that arose
during the learning process.
Student provides clear evidence
of a learning stretch and selfdiscovery.
Student provides adequate
evidence of time commitment
and effort, independence and
self-direction, and the ability to
solve problems that arose during
the learning process.
Student provides adequate
evidence of a learning stretch and
self-discovery.
Student provides limited
evidence of time commitment
and effort, independence and
self-direction, and/or the ability
to solve problems that arose
during the learning process.
Student provides limited
evidence of a learning stretch
and self-discovery.
Student provides little to no
evidence of time
commitment and effort,
independence and selfdirection, and/or the ability
to solve problems that arose
during the learning process.
Student provides little to no
evidence of a learning
stretch and self-discovery.
Excellent
Proficient
Partially Proficient
Not Proficient
4
3
2
1
GLO #2:
Community
Contributor
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Interacts with
people outside
of the
classroom
GLO #3:
Complex
Thinker
Synthesizes
information
from research
and
experience
(combined
with GLO #6)
GLO #4:
Quality
Producer
Student provides clear and
convincing evidence that
he/she established a
professional working
relationship with community
members.
Student provides adequate
evidence that he/she established a
professional working relationship
with community members.
Student provides limited
evidence that he/she established
a professional working
relationship with community
members.
Student provides little to no
evidence that he/she
established a professional
working relationship with
community members.
Excellent
Proficient
Partially Proficient
Not Proficient
4
3
2
1
Student provides clear and
convincing evidence he/she
understands the Essential
Question and can explain how
it connects to the research
paper and the project. Student
clearly explains the learning
process and how he/she solved
any problems. Effective use of
technology evident in the
project as a whole.
Student provides adequate
evidence he/she understands the
Essential Question and can
explain how it connects to the
research paper and the project.
Student explains the learning
process and how he/she solved
any problems. Adequate use of
technology evident in the project
as a whole.
Provides limited evidence he/she
understands the Essential Question
and can explain how it developed.
Has some difficulty connecting EQ
to the research paper and the
project. Struggles to explain the
learning process and how he/she
solved any problems. Use of
technology in the project attempted
but insubstantial.
Provides little to no evidence
he/she understands the
Essential Question and can
explain how it developed.
Has difficulty connecting
EQ to the research paper and
the project. Cannot explain
the learning process and how
he/she solved any problems.
Use of technology in the
project poor.
Excellent
Proficient
Partially Proficient
Not Proficient
4
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1
Creates a
rigorous and
relevant
project
GLO #5:
Student provides clear and
convincing evidence that the
research and the project match
the speaker’s area of interest.
The depth and complexity of
the project’s scope is especially
strong.
Student provides adequate
evidence that the research and the
project match the speaker’s area
of interest. The depth and
complexity of the project’s scope
is evident.
Student provides limited
evidence that the research and
the project match the speaker’s
area of interest. The depth and
complexity of the project’s
scope is marginal.
Student provides little to no
evidence that the research
and the project match the
speaker’s area of interest.
The depth and complexity of
the project’s scope is
inadequate.
Excellent
Proficient
Partially Proficient
Not Proficient
Effective
Communicator
4
3
2
General
Presentation
* Essential
Question,
learning stretch,
personal
relevance, selfdiscovery,
research and
independent
fieldwork
Presentation
Aids
Attention-getting introduction
is followed by a logical, wellorganized presentation that
clearly and comprehensively
connects all the components*
of the Senior Project.
An adequate introduction is
followed by a generally logical,
organized presentation that
generally connects all the
components* of the Senior
Project.
A simplistic introduction is
followed by a loosely logical,
organized presentation that
marginally connects all the
components* of the Senior
Project. Audience
understanding is affected.
Aids are relevant, error free,
well-organized, and neat and
clearly guide the audience
through the presentation.
Aids are relevant, generally error
free, well-organized, and neat
and adequately guide the
audience through the
presentation.
Aids are of limited relevance
and contain errors that begin to
interfere with meaning. They
present a barrier to the audience
more than serving as a guide.
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1
A weak or irrelevant
introduction is followed by a
haphazardly organized
presentation that
unsuccessfully attempts to
connect all the components*
of the Senior Project.
Audience understanding is
affected.
Aids are of little to no
relevance and contain errors
that severely interfere with
meaning. They present a
barrier to the audience more
than serving as a guide.
Delivery
Question and
Answer
Student is exceptional in the
following areas: articulation,
use of standard English,
posture, eye contact,
professional dress, volume,
speaking rate, word choice, and
poise.
Student responds directly and
accurately; answers with
exceptional fluency and
confidence, and shows
enthusiasm.
Student is adequate in the
following areas: articulation, use
of standard English, posture, eye
contact, professional dress,
volume, speaking rate, word
choice, and poise.
Student is marginal in fewer
than half of the following areas:
articulation, use of standard
English, posture, eye contact,
professional dress, volume,
speaking rate, word choice, and
poise.
Student is marginal in more
than half of the following
areas: articulation, use of
standard English, posture,
eye contact, professional
dress, volume, speaking rate,
word choice, and poise.
Student responds adequately;
answers with adequate fluency,
confidence, and enthusiasm.
Student responds inadequately;
answers with limited fluency,
confidence, and enthusiasm.
Student responds
inadequately; answers with
little fluency, confidence,
and enthusiasm.
Additional comment
Distribution of Form: Original –Portfolio; Copies - School Mentor & Senior Project Coordinator
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Kaiser High School Senior Project
Portfolio Self-Evaluation
Reflecting on the active learning process is a key component to successful work. Take time to look
through the portfolio and reflect on the learning process and stretch. Be thorough, write clearly, and
use direct examples from your work.
1. When I look through my portfolio, I feel ____________________ because
2. I am most proud of
3. I am still not pleased with
4. Five things I learned during the completion of the portfolio were
a.
b.
c.
d.
e.
5. One fact/observation I learned that surprised or fascinated me was
6. One thing I wish people would understand about my portfolio is
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7. When I completed my portfolio, the top three skills I used were
a.
b.
c.
8. The skill I am most improved in is ___________________________ and there is an
example of that in
9. I improved on this skill by
10. If I were to thank two people for helping me to complete this portfolio, I would like
to thank __________________________ because
and ________________________ because
11. If I were to select one item to re-do, I would pick ____________________________
because
12. I would like people who view my portfolio to know
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Kaiser High School Senior Project
Portfolio Evaluation Rubric
Criteria
Minimum
Score: 12
Advanced
4
Proficient
3
Partially
Proficient
2
Completeness
(See Portfolio
Checklist for
reference)
All required
items are present
and student adds
enrichment items
All required items
are present
Missing an
element or two
Many items
missing or not
complete
Portfolio is of
high quality, is
immaculate, neat,
and flawless
Portfolio is
adequate and of
decent quality
Portfolio works
toward decent
quality but may
be messy or of
lesser quality
Portfolio is of poor
quality and may be
dirty, torn, rumpled
or messy
Outstanding
portfolio that is
clearly artistic,
thematic, or
unusually
presented –
shows real
enthusiasm for its
completion
Superbly
organized with
enhancing
organizational
devices or
techniques
Portfolio is
creative and may
have a theme as
well as additional
materials and
artistic elements
Student begins to
show some
creative spark by
addition of
materials or
artistic elements
Little evidence of
creativity – simple
linear approach
Sufficiently
organized and
communicates
effectively
Moderately
organized with
only a few
misplaced items
or errors,
communicates
effectively
Disorganized,
almost to the point
of making its
communication
ineffective
Novice
1
Score: ___/3
Quality
Score: ___/3
Creativity
Score: ___/3
Organization
Score: ___/3
Name of Student: _______________________________________________
Student’s overall score: _______ (Minimum Passing Score: 12)
_____ Student has met their Portfolio requirement.
_____ Student has not met their Portfolio requirement.
__________________________________
_______________________
School Mentor’s Signature
Date
Comments:
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SENIOR PROJECT
 Withdrawal Forms
 Appeals Protocol
 Appeals Application
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Kaiser High School
511 Lunalilo Home Road
Honolulu, HI 96825
Withdrawal Process
Dear Student:
You have indicated that you wish to withdraw from the Senior Project and in doing so, you will no
longer qualify for a Board of Education Recognition Diploma. Please complete the Kaiser High
School Senior Project Withdrawal Agreement form attached and mail it Kaiser High School. Once
approved, the withdrawal cannot be revoked and all services attendant with the program will be
discontinued.
I would certainly be willing to discuss this decision with you and to help in whatever manner I can to
address your concerns. I can be reached at 394-1200 ext. 2336.
Sincerely,
Senior Project Coordinator
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Kaiser High School
Senior Project Withdrawal Agreement
Upon full consideration of the requirements for the Board of Education (BOE) Recognition Diploma,
we are asking that ______________________________(student’s name) be withdrawn from the
Senior Project for the following reason(s):
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Student Parent
[Please initial on the blank spaces to the left that you have read and
understood each statement made.]
_____ _____
We understand that any student earning a Board of Education Recognition
Diploma must have a minimum cumulative grade point average of 3.0,
successfully complete course requirements, and the Senior Project.
_____ _____
We understand that any student who wishes to be considered a valedictorian
must have a cumulative grade point average of 4.0, successfully complete
course requirements, and the Senior Project.
_____ _____
We understand that once withdrawn from the program, the student will not be
readmitted to the Senior Project.
_____________________________________________
Parent/Guardian Name (Print)
____________________
Date
_____________________________________________
Parent/Guardian Signature
____________________
Date
_____________________________________________
Student Name (Print)
____________________
Date
_____________________________________________
Student Signature
____________________
Date
______________________________________________
Counselor’s Signature
____________________
Date
SP Coordinator Acknowledgement: _____________________________________
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Appeals Protocol for Senior Project
Note: Appeals Protocol determined by state not by individual schools.
Any parent/guardian or student participating in senior project may formally appeal the decisions of their school's
Advisory Council by following the following articulated procedure. If the procedure is not followed, via the
protocols established, the appeal will be summarily dismissed. “If a stretch decision is challenged as “lacking
rigor”, the decision will be determined/evaluated or examined by each high school's Advisory Board. The
Advisory Board will include a minimum of five members (two from staff at large, the student's Senior Project
teacher/advisor, one school administrator and the Senior Project Coordinator). The decision and examination can
include but will not be limited to the consideration of the student's (and families) prior knowledge, project task
analysis, mentor information, student interview/testimony, project's meaningfulness. The decision must address
the program's purpose framed by rigor, relevance and appropriateness, and the Board of Education Recognition
diploma focus as a diploma of special merit involving extended study, rigor and learning.” (Kathryn
Matayoshi,Interim Superintendent).
Minimum number of members on Advisory Board (5):
2 staff at large
Student's Senior Project School Advisor
1 school administrator
Senior Project Coordinator
Operation of the Advisory Board:
Chairmanship-rotation among membership
Secretary-keeps the records of proceedings
PROCEDURE
A. Informal Reconsideration
The school advisor and/or members of the Advisory Council shall explain to the complainant the school's criteria,
methods and procedures for decision making.
B. Formal Appeal
If the complainant wishes to file a formal appeal, the complainant must personally obtain a copy of the school’s
"Petition for Appeals Form" which is kept on hand in the school library media center and with the Senior Project
Coordinator.
The form shall be fully completed, signed, and dated by the complainant and filed with copies to the Advisory
Council and the Senior Project Coordinator. The student has five working days after receiving the decision to
file the appeal.
C. Guidelines for the Appeal to the Advisory Board:
The Senior Project Coordinator will alert the Advisory Council that an Petition for Appeals Form has been filed
and will ascertain that all members have an opportunity to read the "Petition for Appeals Form" within ten
working days of receiving the formal complaint.
Before the ten days have elapsed, the Senior Project Coordinator shall convene an Advisory Council meeting
where the appeal will be reviewed
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The student will be contacted to make an appointment to attend the appeals review.
Failure to attend the review will result in a denial of the appeal.
All work and documentation related to the appeal shall be brought to the review.
The student will be allowed to present his/her case during which the he/she has ten (10) minutes to present
the appeal to the Advisory Board followed by ten (10) minutes of clarifications as needed. A
parent/guardian, school advisor and/or community advisor can attend the review with the student.
After the case is presented, the Advisory Council will go into executive session and a decision will be
rendered which will include written documentation of the decision. A file of all written documentation will
be maintained by the Senior Project Coordinator. The appeals process is confidential.
The decision will be rendered no later than one day after the appeals process.
The Advisory Board will decide one of the following:
1 If the appeal is granted, the student will be given an opportunity to fulfill the requirements of the
component. All new deadlines will be determined by the Advisory Board
2 If the appeal is not granted, the student will be withdrawn from Senior Project.
The Advisory Council will notify the complainant in writing of the council's decision within three working
days of the meeting.
The decision of the Advisory Council shall be final.
The Advisory Board will render decisions on the following type of issues:
Time Extensions (All appeals for a time extension must be tendered before due dates.)
Student work that is officially late or needs to be redone
Component waivers
Project/topic appropriateness and meaningfulness
Learning stretch issues
Ethical issues
Student, staff and parent senior project concerns and complaints
Mentor issues
Topic or project changes
Requests for transferring or changing school advisors
Requests for school absences related to travel or completion of a project
Students may appeal different issues, but can not appeal the same issue after a decision has been
rendered.
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Petition for Appeals Form
Attach this completed form to your Complaint Response and submit to the Senior Project
Coordinator and members of the Advisory Council.
Student Name: _________________________________________
Mailing Address: ______________________________________________________________
Email ________________________________________________
Home phone: ___________________ Cell phone: ____________________
Title of the Project __________________________________________________
Title of the research paper _____________________________________________
School Advisor __________________________ Community Mentor ________________________
Component Appeal Requested (circle) PAPER
PRESENTATION
PRODUCT PORTFOLIO
Request Initiated By (if not a student): ___________________________________
Relationship to student ______________________________________________
Address ______________________________________________
City ____________________
Phone (
State _____
Zip __________
) _____________________ email _______________________
I have discussed this Petition for Appeals Form with my child and understand that the Advisory
Board will decide one of the following:
1. If the appeal is granted, the student will be given an opportunity to fulfill the requirements of
the component. All new deadlines will be determined by the Advisory Board
2. If the appeal is not granted, the student will be withdrawn from Senior Project.
Parent/Guardian Signature ___________________________________________ Date ___________
><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><
><><><><><><
For Official Use Only
Received by __________________________________________ Date _______________________
Date and time of the review ___________________________________________________________
Approved _______________ Unapproved ________________ Date of notification ____________
Comments:
Advisory Board Chair's Signature _______________________________ Date
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COMPLAINT RESPONSE (Please comment on each question and clearly print or type
your answers.)
1. Have you been able to discuss this work with the school advisor or members of the Advisory
Council who reviewed the evaluation/grade?
Yes No
Please explain, use the back of the paper if necessary:
2. Do you understand how a rubric is used?
Please explain, use the back of the paper if necessary:
3. How did you learn about the evaluation? What were your reactions?
4. What do you understand to be the general reasons for the grade the evaluation earned?
5. What are the reasons for submitting your appeal? Please be specific. Cite pages, illustrations,
audio visual section, written critique, etc. Please explain, use the back of the paper if necessary:
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6. Detail the process you followed to complete the above circled component. Include a copy
of your verification log and field notes as evidence of the work associated with this
component.
7. Have you reviewed the grading rubric used for evaluation? Do you understand its use on this
student work?
Please explain, use the back of the paper if necessary:
8. What did you find positive about the evaluation?
9. In your opinion, how can the student work be modified to meet the requirements detailed in
the rubric?
10. Detail extenuating circumstances that should be considered.
11. Do you have other comments concerning this request?
Signature of Complainant: ____________________________ Printed name: ________________
Signature of Parent: _______________________________________
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Senior Project Handbook
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References
Auburndale High School. Senior Project Handbook 2007-2008. Auburndale: Auburndale
High School, 2007.
HI Dept. of Educ. Guidelines for the Implementation of the Board of Education
Recognition Diploma Senior Project: Revised May, 2008. Honolulu, HI: HI Dept.
of Educ., 2008.
Hilo High School. Senior Project Handbook: For the Class of 2010 and Beyond. Hilo, HI:
Hilo High School, 2007.
Lahainaluna High School. Senior Project 2007-2008. Lahaina, HI: High School. Senior
Project Handbook: For the Class of 2010 and Beyond. Hilo, HI: Lahainaluna High
School, 2007.
Leilehua High School. Senior Project 2008-2009. Wahiawa, HI: Leilehua High School,
2008.
Mililani High School. Mililani High School Senior Project Student Handbook. Rev. 21
Sept. 2008. Mililani, HI: Mililani High School, 2008.
Sebranek, Patrick, Davekemper, and Verne Meyer. Writers Inc: A Student Handbook for
Writing and Learning. Wilmington: Great Source Education Group, 2001.
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Senior Project Handbook
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rev. 2/17/2016