Senior Project
Student/Parent Handbook
Liberty High School
2012-2013
The Senior Project is a graduation requirement for all seniors in the Hillsboro School District. The
project fulfills Oregon state diploma requirements. This document is an adapted version of the HSD
Senior Project.
2
This handbook is a written guide for student success. It provides the expectations and timelines for the
various components of the Senior Project. The Senior Project has four major components: the Project,
the Research Paper, the Portfolio, and the Presentation. The Senior Project also several other components
including: Career Related Learning Standards, Education Plan and Profile, and Extended Application.
Every senior must complete a project, write a project-related research paper, and deliver a formal oral
presentation to a board of judges who include Hillsboro School District staff and community members.
Table of Contents
The Senior Project Experience ...............................................................................................................3
Hillsboro School District Graduation Requirements .............................................................................4
Liberty High School Senior Project and Graduation Requirements ......................................................5
Senior Project Timeline..........................................................................................................................6
The Project ......................................................................................................................................... 7-8
Journal Log Project Guide .....................................................................................................................9
Sample Project Log ..............................................................................................................................10
Extended Application Scoring Guide ..................................................................................................11
The Portfolio ........................................................................................................................................12
Portfolio Checklist ...............................................................................................................................13
Education Plan and Profile Letter of Introduction ...............................................................................14
Student Education Plan Essay ..............................................................................................................15
Career Related Learning Standards ......................................................................................................16
CRLS Essay Introduction.....................................................................................................................17
Guiding Questions CRLS Essay ..........................................................................................................18
CRLS Scoring Guide ...........................................................................................................................19
Research Paper Overview ....................................................................................................................20
Senior Project Proposal ........................................................................................................................21
Research Source Log............................................................................................................................22
Research Paper Outline-Expository .....................................................................................................23
Research Paper Outline-Technical or Science Writing ........................................................................23
Research Paper Outline-Narrative I-Search .........................................................................................24
Research Paper Outline-Narrative Career Based .................................................................................25
Research Paper Scoring Guide ....................................................................................................... 26-27
Example of Title Page ..........................................................................................................................28
Speech Preparation ...............................................................................................................................29
Presentation Visual...............................................................................................................................30
Visual Scoring Guide ...........................................................................................................................30
Speech Prompts ....................................................................................................................................31
Presentation Checklists ........................................................................................................................32
Presentation Evaluation ........................................................................................................................33
Addendums ..........................................................................................................................................34
Mentor Letter .......................................................................................................................................35
Mentor Consent Form ..........................................................................................................................36
Parent Permission .................................................................................................................................37
Project Budget Sheet ............................................................................................................................38
Time Reflection ....................................................................................................................................39
Liberty High School Senior Project 2010-2011
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The Senior Project Experience
State of Oregon graduation requirements for 2010-2011 include proof of learning and planning for your
next step in life. Successful completion of your senior project will satisfy that requirement. It is
comprised of four major components: the project, the paper, the presentation, and the portfolio (or the
four P’s).
Project
The project is a hands-on exploratory of at least 20 hours. A mentor is required- an adult over 21 years
old who is not your instructor or a member of your immediate family. Some elements of the project must
relate to preparing you for your future. It is recommended that at least some elements of the project also
be community service. For example, if you think you might want to pursue a career working in
photography, then volunteering to work with a professional photographer to develop film, or even clean
the shop, while getting a first hand look at the career, may account for hours toward your project (also
referred to as Extended Application). You will keep a journal of this experience that includes reflection
on what you are learning and doing, as well as a log of your dates and hours. Note: even though a parent
may not serve as the primary mentor, parents who have expertise in the field are welcome to advise their
students and to verify time spent at home working on the project. A budget sheet must also be kept. You
are responsible for all expenses and might need to fundraise depending on your project.
Paper
The paper is a minimum 10 page research paper - it needs to prove a thesis or respond to an essential
question, The paper is a collection of facts and expert opinions that you find in magazines, journal articles,
or books whether on-line or the library. Each fact and expert opinion must be either paraphrased or
quoted, AND cited - you must include where you found it – in accordance with MLA documentation.
The Works Cited page(s) does not count toward the total pages of your research paper. Students can
choose from different types of research papers outlined in the research section the handbook.
Presentation
This is a 6-10 minute exhibition of what you’ve learned from your Project and Paper to a board of school
staff and community members. You will need a visual for the presentation: a poster or tri-fold. Formal
presentations will be made during class time and a less formal celebration of all Senior Projects will be
done in late May. Practice advisory presentations are required for all ACT Seniors.
Portfolio
Students will collect all evidence of the project in a Senior Portfolio. Some Senior Project classes will be
doing on-line portfolios for collection. Other components to the portfolio: CRLS, Research Paper,
Journal, Extended Application (verification of hours on the project), and Education Plan and Profile.
Preferably, all students will receive guidance and support for their Senior Project in their Focus Program
class. If students do not have a focus program class, they still need a project guide at Liberty. This means
that all students need to be on a teacher’s roll for check-in purposes. We ask that students and parents
read through this handbook, and sign and return the appropriate forms.
Liberty High School Senior Project 2010-2011
4
Hillsboro School District
Graduation Requirements
Class of 2013
HSD Regular Diploma Requirements
4.0
Language Arts
3.0
Math
2.0
Science
1.0
PE
1.0
Health
1.0
Applied Arts
3.0
Social Sciences
8.5
Electives
.5
24.0
Career Development
TOTAL CREDITS
HSD Chancellor’s Diploma Requirements
(Optional, recommended for college)
4.0
Language Arts*
3.0
Math (Including Algebra 2)*
2.0
Science*
1.0
PE
1.0
Health
3.0
Applied Arts or Second Language* or Career Technical Education
3.0
Social Sciences*
8.5
Electives
.5
Career Development
26
TOTAL CREDITS
“C” or better in every academic credit requirement*
Cumulative GPA of 3.25
*14 academic credit requirements plus 2 additional academic credits
Liberty High School Senior Project 2010-2011
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Liberty High Senior Project
Requirements
Senior Project Requirements
Required
Personal Plan & Profile
Career Related Learning Standards
Portfolio
Exceeds
in 4 of the 6 categories
Project Proposal
Required
Research Documentation
10 sources minimum; 3 different types of sources
minimum
Research Paper
10 pages minimum
Collection of Research
(in-class and process journal)
Extended Application
(service project, internship, mentor time,
college night)
30 hours minimum
30 hours minimum
Presentation
Required
Exhibition Night
Required
Class Grades Earned
B or better in each Focus Program class
Project Documents & Evaluations
(Teacher Provided)
Required
Project Visual
Required
Project Journal
Required
Mentor
Required
Liberty High School Senior Project 2010-2011
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Senior Project Timeline
Note: Focus Program instructors have discretion to set different due dates.
__________
Introduce the project and hand out manuals, mentor agreement forms, parent
permission forms, and parent meeting. Identify interests, brainstorm research
topics and possible projects.
__________
Educational Plan & Profile including Project Proposal DUE
__________
Research Paper Rough Draft & Works Cited Page DUE
__________
Final Research Paper DUE
__________
Project Product DUE
__________
Career Related Learning Standards DUE
__________
Portfolio DUE
__________
Project Visual DUE
__________
Advisory Practice Presentations
__________
Official Presentations
__________
Senior Project Exhibition Night _____pm
Liberty High School Senior Project 2010-2011
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The Project
A student must choose a focus for his/her Senior Project. This focus may be career or academic related,
and it should be of genuine interest to the student and tied to the student’s educational and career plan.
After brainstorming possible topics and deciding upon a project focus, the student must submit a formal
project proposal for his/her advisor’s approval. When approved, the letter becomes part of the project
documentation. After determining the topic of the project, the student must formulate guiding questions
for the project, so as to guide research. The student is expected to assemble a project bibliography, or
works cited collection, and should keep notes on source material utilized in the project.
If the project requires extensive materials to complete (e.g. scale model of an original hydraulic life
design, a sample catalog of original clothing designs), the student should fill-out a project budget sheet
(located in addendums) and review it with the advisor.
There are four focus areas that projects need to relate to: Academic Focus, Career Focus, Personal
Interest, or Service Focus.
Career or Field of
Interest & Focus
Veternarian/Animals
Project Possibilities
Also referred to as Extended Application
 Intern in Vet. Office
 Work with Humane Society
 Put on a fundraiser
Paper Topic Possibilities



Musician/Performer



Physical Therapist or 
Coach

Fashion Designer




Organize and perform in a school
production
Learn a new instrument and play
publicly
Organize entertainment for retirement
homes or veterans
Intern in physical therapist office
Coach in a youth league


Design and sew prom dresses
Organize a fashion show
Design fashions from different eras in
culminating outfits
Volunteer or work at a boutique

Liberty High School Senior Project 2010-2011







Solutions to ease animal
cruelty in the food industry
and/or science
Solutions to problems of
animal ownership
Ethical dilemmas of pet
ownership, such as health care
costs
Censorship of art
Importance of music/art in
schools
Public support art/music
Connection between music and
art
Preventing injuries in youth
sports
Drugs in sports
Value of sports and
sportsmanship in schools
Effect of fashion trends on
youth
Functionality in fashion design
Narrative I-Search on “is the
fashion industry for me?”
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Military
Politics




Go through military training program
Organize support program for troops
Assist at Veteran’s Affairs
Attend public meetings and write news
stories on locals decisions’ affect on
schools.




Cars

Refinishing and refurbishing a 1965
Impala

Africa

Fundraising dinner to raise money for a
UN sponsored orphanage


Liberty High School Senior Project 2010-2011
The role of military today
Military recruitment on high
school and college campuses
Background and history of
Watergate
The affect of CIM and new
state standardized testing
Narrative reflection on
refinishing body work on
Impala with document research
Research paper on AIDS in
Africa
Research paper on Darfur
genocide
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Journal Log Project Guide
Students: Maintain a neat, thorough, and well-organized record of your progress on your Senior
Project. The Journal may be typed or handwritten in a binder or lab book. The log is part of your
final presentation portfolio. One page per week of written journal entries should be kept.
Keep in mind that you should pace yourself. It is helpful to take a look at a calendar with your mentor
before you begin your work. Please take into account common obstacles to the project: costs, other
commitments (AP classes), extra-curricular activities, work, and family.
You should review your project log with your mentor each time you meet.
Journal logs could consist of responses to the following questions or ideas:
1. Describe the progress you made on your project this week. Please explain with specifics. (What
did you do? Where did you go? Who did you speak with? What did you see?).
2. Did you meet the goals set with your mentor last time? Explain.
3. What obstacles are you facing?
4. What within your project work has emerged as especially interesting? Explain.
5. What kinds of risks did you take in your project?
6. How much time did you spend working on the project this time?
7. What are you current goals?
8. What education and skills are necessary to attain a job in this field? What is the job availability,
recompense, and any geographic considerations?
9. Interview an experienced professional and write about your experience.
10. Discuss barriers to your project.
Liberty High School Senior Project 2010-2011
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Sample:
Journal Log
Format and Content
Project: (Brief Summary/Description)
Total Number of Hours: (keep a running total)
March 23rd
I’ve decided that I want to explore early childhood education, so I contacted Headstart to see if I could
find a project mentor. They gave me the three names of teachers who have either associate degrees or
bachelor degrees in early childhood education. After talking with all three of the teachers, I chose Aurora
Phillips to be my mentor. Today, I spoke with Aurora, who is the head of the early learning program at
Headstart. She agreed to meet with me on Wednesday, November 3 to talk about my shadowing
experience and begin to talking about how and when I will begin using reinforcement techniques to
promote certain types of behavior and extinction of others.
It’s exciting to think about experimenting with these preschoolers. Right now it is hard to imagine that
conditioning will actually alter their behaviors. The first thing I will be doing is shadowing Aurora
partially to see what types of techniques she uses (knowingly or unknowingly) and also to begin to
identify behaviors that are manageable and that are specific enough to focus on. (20 minutes)
March 25th
Attending the 2-hour morning program at Headstart was an eye opener. The main thing I noticed was that
reinforcement is heavily used already. The most common reinforcers with these young children are praise
and attention. Also withholding those reinforcers is a way to try to extinguish behaviors. Some of those
kids though are absolutely out of control. I’m thinking that a real challenge will be to select only three of
these children to work with. On my next visit I will try to pick three kids with very different behavioral
patterns. This way I can plan on seeing if certain types of kids respond more rapidly to reinforcement
techniques. I bet that kids with a short attention span will be the toughest to work with since they will
have a hard time sticking to even a short activity. This is all so interesting and challenging. (2 hours,
experience and journaling)
Liberty High School Senior Project 2010-2011
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SENIOR PROJECT SCORING GUIDE
Student’s Name: ___________________________________
RELEVANCE
Demonstrates evidence
of personal relevance
Teacher Signature: __________________________________________
RIGOR
Date: __________________
REFLECTION
Applies and extends academic and specialized
knowledge and skills to new situations.
Reflects on learning and connection to post-high
school goals
OVERALL SCORE:
(3, 2, 1)
Above Standard – CAM Level
Above standard means that evidence is thorough, in-depth, insightful, or exceptional in some way.
Evidence demonstrates overall proficiency across all Extended Application dimensions.
SCORE:
-3-
-3Above
Meets Standard – Senior Portfolio Level
Student must demonstrate an attempt to meet each standard
SCORE:
-2-
Evidence in the collection is adequate and demonstrates overall proficiency with a score of 2 or better in at least two(2) of the Extended Application areas.
-Demonstrates a
-Applies academic and specialized knowledge and
-Reflects on relevance of evidence (i.e., connection
connection to post-high
skills appropriate to the student’s personal,
to post-high school goals and plans, and evidence of
school goals and plans
academic, and/or career interests and post-high
new learning, ideas, results, or conclusions).
as they have developed
school goals and plans.
or evolved.
-Reflects on rigor of evidence (i.e., application of
-Applies academic and specialized knowledge and
appropriate academic and specialized knowledge
-Shows evidence of new
skills in complex or non-routine situations where
and skills in complex or non-routine situations).
learning, ideas, results,
there is some individual responsibility and
or conclusions
autonomy.
appropriate to the
student’s personal,
academic, and/or career
interests and post-high
school goals.
-2-
Meets
Below Standard
SCORE:
Below standard means the evidence is insufficient or not proficient (e.g., weak, incomplete, inappropriate, or limited in some way).
Insufficient Evidence
Insufficient Evidence
Insufficient Evidence
-1-
-1Does not meet
Proficiency
Does not meet
Proficiency
Liberty High School Senior Project 2010-2011
Does not meet
Proficiency
Below
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The Portfolio Description
The completion of this course includes completion of a senior
portfolio that requires you to:
Develop an Education Plan and Profile. Students thoughtfully identify personal, academic, and
career interests and goals, to plan learning experiences that prepare students for steps after high
school, and to track and document progress. All Career Related Learning Standards (CRLS)
documentation (i.e. job shadow, informational interview, resume) from the 0.5 Career
Development credit will be included in the Educational Plan and Profile. The plan is the basis for
each of the other requirements.
Demonstrate Career-Related Learning and Skills (CRLS): These include personal
management, teamwork, communication, problem solving, employment foundations, and career
development. A reflection of these standards is completed by the student, scored by the teacher,
and is included in the student portfolio.
Demonstrate Extended Application through a Collection of Evidence and Experience. The
student will be able to apply and extend academic and career-related knowledge and skills in new
and complex situations appropriate to the student’s personal, academic, and/or career interests and
post-high school goals.
Projects will include:
 20-30 hours of an experience related to career, academic or personal focus (30 hours required
for exceeding projects)
 Written Paper (7-15 pages)
 Formal expository or narrative, or technical research depending on the focus of the project
 Scored using the five traits of the writing scoring guide
 Research related to the student’s topic of interest
 Documented with a minimum of five sources
 MLA format for documentation
 Exhibition with Evaluators: a presentation or display of the senior’s project and portfolio to
include teachers and experts in the field, and/or community members
Liberty High School Senior Project 2010-2011
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Portfolio Checklist
 Table of Contents
 Personal Plan and Profile
o Letter of Introduction
o Student Education Plan Essay
o Student Resume
o Transcript
o Job Shadow paperwork
o College (Post High School) Applications or Acceptance Letters
o Scholarship Applications or Award Letters
o Copies of Awards/Honors received
o Copies of Career Cruising Surveys and Worksheets
 Research
o Outline
o Research Paper (title page, paper, & annotated bibliography)
o Research Paper Scoring Guide—instructor provided
 The Project (or Extended Application)
o Project Proposal (with any modification paperwork)
o Journal (all of the following could be acceptable forms of the journal):
 Mentor Log entries (including mentor initials)
 Internship Experience Entries
 Extended Application experiences
 Reflections
 Evidence of New Learning or Ideas
 Research Process entries
 Calendar of
o Mentor consent form
o Photographs, pamphlets, ID tags or any physical evidence of participation
o Budget Worksheet
o Time Reflection
o Extended Application Scoring Guide—instructor provided
 CRLS Reflection Essays and Evidence
o Personal Management
o Problem Solving
o Communication
o Teamwork
o Employment Foundations
o Career Development
o CRLS Scoring Guide—instructor provided
 Presentation
o Presentation Evaluations—instructor provided
 Exhibition or Celebration Night
o Verification of attendance and participation
Liberty High School Senior Project 2010-2011
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Letter of Introduction
Creatively respond to the following queries in the form of a letter to be
read by portfolio viewers:

Who are you? What makes you you?

What are some adjectives you would use to describe yourself?

Where do you come from?

Where do you think you’re going? Philosophically speaking, of course.

What is your family like? Describe.

What is important to you? Why?

What does education mean to you? Explain.

How has school served you so far?

How will you use your education in the future?
Liberty High School Senior Project 2010-2011
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Student Education Plan Essay
Thoughtfully respond to the following questions in essay format using
paragraphs (4-6 sentences for each question).
What are my personal interests, strengths, skills, and talents?
What are my personal goals? What are my educational goals?
What action will I take to reach my goals?
What help do I need to help me reach my goals?
What are my career interests and goals? What career options will I explore? What career paths will
allow me to develop my skills and talents?
What do I hope to do for my next step after high school?
How will I prepare for it? Or, how have I prepared for it?
Liberty High School Senior Project 2010-2011
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Career-Related Learning Standards
The student must document proficiency in Career-Related Learning Standards as designated by the state
of Oregon. This documentation becomes part of the student’s Collection of Evidence in the Senior
Portfolio. Evidence of proficiency in the Career-Related Learning Standards (CRLS) can take a variety of
forms. Students are required to write reflective essays for each standard (see below).
The student’s advisor assesses the student’s CRLS proficiency using the District scoring guide; this
assessment is included in the student’s Collection of Evidence. Students demonstrate proficiency in
CRLS throughout high school and document these experiences in the Senior Portfolio.
In order to receive an A, students must demonstrate overall proficiency (with a score of 3) across ALL
Career Related Learning Standards (as well as the Research Paper, Extended Application, and
Presentation). Evidence in the collection is adequate and demonstrates overall proficiency with a score
of 2 or better in at least four (4) Standards.
Career-Related Learning Standard Components
1) Personal Management Exhibit appropriate work ethics and behaviors in school,
community, and/or workplace.
2) Problem Solving Apply decision-making and problem-solving techniques in school,
community, and/or workplace.
3) Communication Demonstrate effective and appropriate communication skills to give
and receive information in school, community, and/or workplace.
4) Teamwork Demonstrate effective teamwork in school, community, and/or workplace.
5) Employment Foundations Demonstrate academic, technical, and organizational
knowledge and skills required for successful employment.
6) Career Development Demonstrate career development skills in planning for post-high
school experiences.
Liberty High School Senior Project 2010-2011
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CRLS Essay Introduction
These essays are designed to satisfy State graduation requirements. The questions pertain to your Senior
Project as a whole: the work on the paper as well as the work on the project part. Answer the following
questions in carefully-crafted complete sentences. Include the questions as subheadings in your essay.
This essay will be evaluated using the writing scoring guide. Make sure you follow all style rules and run
spell-check!
In your essays, remember to show (even in writing you can show) how you have met each of the
following career-related standards and cite evidence (i.e.: date/entry in log, mentor evaluation, research
paper, report cards, awards and certificates). NOTE: by providing physical evidence, you can reveal how
you met the standards!
Your CRLS are a series of observations about YOU! How have you successfully (or not) navigated your
world thus far? What skills have you used? What have you noticed about your behaviors and abilities to
process and use these experiences? What have you learned from your education, as well as your “real”
life? How have applied your experiences to achieve your goals?
Review of what should be in each essay:
 What specific knowledge or skills did you learn?
 How did you apply that knowledge or skill to achieve a goal?
 How does your project relate to your plans for after high school?
 What skills, learning, or ideas did you acquire that will help you after high school, and how will
they help?
Liberty High School Senior Project 2010-2011
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Guiding Questions-CRLS Essay
Guiding Questions to Write CRLS Reflection Essays
Essay # 1: Personal Management….think about when you were called upon to complete a task in a timely
fashion, by meeting high standards, taking responsibility for your actions while being in relationship with
others. (Think about a job you have, school, extracurricular activities, etc.)
Essay #2: Problem Solving…now that you realize you actually do have personal management skills (see
above)…think about a time when you had to make a decision or overcome a challenge. What strategies
did you use to identify “the problem(s)? How did you identify and evaluate the situation to create a
course of action. How was the problem resolved and were you satisfied with the results? (Again, think
about a job you have, family situations, school work and relationships, etc.)
Essay #3: Communication…think about a time when you used traditional (verbal, written, visual) and or
technological methods to find, five and receive information in order to complete a task. (This is totally
your life…texting your friends and chain letters don’t count here.)
Essay #4: Teamwork…think about a time when you worked with others. How did you assign or take on
roles of responsibility to accomplish your decision making and goals?
Essay #5: Employment Foundations…think about the skill building you have been doing for the last 12
years of school. What skills have you been developing…technical, verbal, writing, hygienic,
mathematical….choose one or more of these skills and talk about how you have applied these academic
skills to prepare yourself for successful employment.
Essay 6: Career Development….what is the difference between employment foundations (see Essay #5)
and this one? How is a job different from a career? Explore these questions and then talk about how you
are ready based on your educational planning for a future as an academic, citizen, military personnel,
parent or vocation? What have you done to prepare for YOU?
Liberty High School Senior Project 2010-2011
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CAREER RELATED KNOWLEDGE AND SKILLS SCORING GUIDE
Student’s Name: _____________________________________________ Teacher signature: _______________________________________
PERSONAL
MANAGEMENT
PROBLEM
SOLVING
COMMUNICATION
TEAMWORK
EMPLOYMENT
FOUNDATIONS
Exhibit appropriate
work ethic and
behaviors in school,
community, and/or
workplace.
Apply decision-making
and problem-solving
techniques in school,
community, and/or
workplace.
Demonstrate effective and
appropriate communication
skills to give and receive
information in school,
community, and/or
workplace.
Demonstrate effective
teamwork in school,
community, and/or
workplace.
Demonstrate academic,
technical, and organizational
knowledge and skills required
for successful employment.
Date: _____________
CAREER
DEVELOPMENT
Demonstrate career
development skills in
planning for post-high
school experiences.
OVERALL
SCORE:
(3, 2, 1)
Above Standard – CAM Level
Above standard means that evidence is thorough, in-depth, insightful, or exceptional in some way.
Evidence demonstrates overall proficiency across all Career-Related Learning Standards.
SCORE:
-3-
-3Above
Meets Standard – Senior Portfolio Level
Student must demonstrate an attempt to meet each standard
SCORE:
-2-
SCORE:
-1-
Evidence in the collection is adequate and demonstrates overall proficiency with a score of 2 or better in at least four (4) Career-Related Learning Standard areas.
- Identifies tasks and
- Accurately identifies
- Communication (e.g.,
- Identifies and
- Applies academic and
-Assesses personal
initiates a plan of action
problems.
written, oral, visual) is clear, assumes roles within
technical knowledge and skills knowledge and skills
to complete tasks.
- Locates information
accurate, organized, and
a team.
in a career context.
related to education and
- Completes tasks on
that leads to solutions.
appropriate to audience.
- Works productively
- Selects, applies and
career goals.
time and meets
- Identifies and
- Uses traditional and
with others (e.g.,
maintains tools and
- Shows evidence of
established standards of
evaluates alternative
technological methods to
negotiates,
technologies appropriate for
post-high school
quality
solutions.
locate and convey
compromises, builds
the workplace.
planning (e.g.,
- Takes responsibility
- Selects a solution and information.
consensus, shares
- Identifies parts of an
researches careers and
for actions and
a course of action.
- Uses technical and
decision-making, sets
organization or system and
educational options,
anticipates
- Plans and carries out
instructional materials for
goals, manages
how work moves through an
develops a plan to
consequences.
a course of action.
information and to carry out
conflict).
organization/system.
achieve goals).
- Maintains regular
- Assesses results.
a task.
- Describes how changes in
- Evaluates education
attendance and is on
- Listens attentively and
the workplace affects
and career goals to
time.
summarizes key elements of
individuals and a work
determine if they should
- Interacts appropriately
verbal and non-verbal
organization/system.
change.
with others.
communication.
- Follows safety, regulatory,
- Gives and receives
and/or ethical practices in the
feedback in a positive
workplace.
manner.
Below Standard
Below standard means the evidence is insufficient or not proficient (e.g., weak, incomplete, inappropriate, or limited in some way).
Insufficient Evidence
Insufficient Evidence
Insufficient Evidence
Insufficient Evidence
Insufficient Evidence
Does not meet Proficiency
Does not meet Proficiency
Does not meet
Proficiency
Does not meet
Proficiency
Liberty High School Senior Project 2010-2011
Does not meet
Proficiency
Insufficient Evidence
Does not meet Proficiency
-2-
Meets
-1-
20
Research Paper Overview
To fully document the Senior Project, the student is required to write a research paper. This paper may
take one of three forms: a narrative “I-Search” paper, a narrative “Career-Based” paper (adapted from
models provided by the state of Oregon), or a traditional expository research paper (which includes
technical scientific papers). The paper focuses on an area of interest as it relates to the overall project, or
it documents the student’s experience about finding answers to project guiding questions, or it documents
the student’s career-related experience(s). The style the student chooses should meld with the overall
project; this is a decision the student will make with the aid of the advisor. Note: your focus program
teacher might have different requirements for papers that are specific to an academic area of study.
Research Paper Requirements:
 minimum 10 pages in length (see senior project requirements), not including title page or
annotated bibliography
 typed in an easily-read 12-point font
 double spaced
 one-inch margins
 MLA format for title page, in-text citations, and annotated works cited page.
 The works cited page is not included in the total page count.
The Senior Project paper is assessed according to state writing standards. Each student will select one of
the following research paper options:
Students may select one of four options:




Narrative - I-Search
Narrative - Career Focus
Expository (classic research paper, inquiry based, use if in Senior Inquiry)
Technical (scientific or inquiry based)
Liberty High School Senior Project 2010-2011
21
Senior Project Proposal
DUE: __________
Type the following paragraphs in essay format using 4-6 thoughtful sentences for each paragraph.
Paragraph 1: Describe your project and essential question. Explain why you chose this topic.
Paragraph 2: What do you already know about your topic? What experiences have made you curious
about your topic? This could include classes you have already taken.
Paragraph 3: Describe what risk(s) you will take to complete this project. Be sure to consider physical,
emotional, spiritual, and intellectual challenges. Include any budgetary needs/concerns and desired
community partnerships (think internship or mentorship).
Paragraph 4: Predict the possible long-term benefits of this project on your own career development. In
which career(s) could you apply what you will learn?
Student Signature _____________________________________________ Date _________________
Parent Signature ______________________________________________ Date _________________
Focus Program Instructor Signature _______________________________ Date _________________
NOTE: Students who change projects mid-year will be required to resubmit their project
proposals with parent signatures.
Liberty High School Senior Project 2010-2011
22
Research Source Log
The research source log is similar to using note cards. The goal of using the source log is to keep track of
your various sources. Students are encouraged to use the source log in all steps of the research process.
Students can keep electronic copies or hard copies for their portfolio (hard copies will be provided by
your instructor). Note: all websites are different and authors are frequently difficult to find; therefore,
fill out the log according to what information you can locate. After completing your source log, begin to
organize your sources. Print this document to keep track of your other sources.
Source Log Information:
Topic _______________________________________________________________________________
Author ___________________________________Article Title:_________________________________
Website Title ____________________________ Date of Publication ____________________________
Sponsoring Organization ____________________________ Access Date _________________________
Internet (URL) address
____________________________________________________________________
Direct Quote from source (word for word from text)
Paraphrased Quote from source (put in your own words)
Liberty High School Senior Project 2010-2011
23
Research Paper Outlines
Expository Outline
Senior Inquiry students are required to use this writing model.
Part I. Introduction: Thesis statement that addresses an essential question
Part II. Body of Evidence - includes parenthetical notation (MLA format)
Part III. Conclusion
Part IV. Works Cited page
Technical or Scientific Writing Outline
Part I. Introduction: includes a complete abstract and clearly outlines all research and project elements.
An abstract is a condensed version of the inquiry that hooks the reader’s interest.
Part II. Methods and Materials
Part III. Results
Part IV. Discussion
Part V. Conclusion
Liberty High School Senior Project 2010-2011
24
Narrative – I Search Outline
Part I. Introduction
 How I arrived at my project topic
 My guiding essential questions
Part II. Base Research
 Where I looked for resources
 What I found
 What I learned
 My assessment of the sources
Part III. Experiential Research
 Who I consulted
 Where I visited
 What I did
 What I learned
 How it aligned/matched with my base research
Part IV. Conclusions
 What I learned about overall
 My answer(s) to my guiding/essential question(s)
 Overall reflection
Part V. Bibliography
Liberty High School Senior Project 2010-2011
25
Narrative – Career-Based Model
Part I. Introduction
 Student describes overall goal, or introduces and describes Extended Application
 Student elaborates on educational and career goals
Part II. Mentor Interactions, Knowledge, and Skills Used
 Student discusses interactions with mentor and how those interactions helped focus the collection
of evidence
 Student explicitly describes academic and specialized knowledge and skills used.
Part III. Extended Application Experience
 Student highlights benefits of the Extended Application experience
 Student identifies final product
 Student describes challenges
 Student identifies and describes new learning
 Student reflects on learning process
 Student identifies academic and specialized knowledge and skills
Part IV. Connection Between Extended Application and Future Goals
 Student shows connections between the Extended Application and future goals
 Student discusses new learning and reflects on Extended Application experience
Part V. Annotated Bibliography
Liberty High School Senior Project 2010-2011
26
WRITING SCORING GUIDE
Student’s Name: ____________________________Teacher Signature: _______________________
Date: _____________
IDEAS &
CONTENT
ORGANIZATION SENTENCE CONVENTIONS CITING
FLUENCY
SOURCES
Communicates
knowledge of topic,
including relevant
examples, facts,
anecdotes, and
details.
Structures information in
logical sequence makes
connections and transitions
among ideas, sentences, and
paragraphs.
Develops flow and
rhythm of
sentences.
Demonstrates knowledge of
spelling, grammar,
punctuation, capitalization,
usage, paragraphs.
Indicates sources
of information,
including all
ideas, statements,
quotations, and
statistics used.
OVERALL
SCORE:
(3, 2, 1)
Above Standard – CAM Level
SCORE:
-3-
Above standard means that writing is thorough, in-depth, insightful, or exceptional in some way.
Writing exceeds proficiency across all Writing Standards.
- Writing has
- Effective sequencing;
- Natural, fluent
- Strong control and a wide
- Documentation
clarity, focus, and
organizational structure fits
sound; one sentence range of conventions used
helps reader
control.
the topic, and writing is easy
flows into the next.
contributes to clear
judge quality of
- Main ideas stand
to follow.
- Variation in
communication in
information.
out.
- Strong, inviting beginning
sentence structure,
sufficiently long and
- Writer credits
- Supporting,
draws reader in and strong,
length, and
complex piece.
sources by
relevant, carefully
satisfying sense of resolution
beginnings add
- Correct grammar and
introducing
selected details.
or closure.
interest to the text.
usage.
quotations or
- When
- Smooth, effective
- Sentence structure - Effective use of
paraphrases to
appropriate, use of
transitions among all
that helps meaning.
punctuation guides reader
give full credit
resources provides
elements (sentences,
- Strong control
through text.
where credit is
accurate, credible
paragraphs, ideas).
over sentence
- Correct spelling of
due.
support.
- Details fit where placed.
structure;
difficult words; few, if any,
- Citations
- Thorough,
-Paper minimu 10 pages in
fragments, if used,
capitalization errors.
conform to
balanced
length
work well.
- Paragraph breaks
appropriate
exploration of
- Control of style;
reinforce organizational
format (e.g.,
topic; writing
dialogue, if used,
structure.
MLA, APA, etc.)
makes connections
sounds natural.
- Little or no need for
- Provides in-text
and shares insights.
editing.
documentation
- Content and
- Errors, if present, are so
for each
details well-suited
minor they do not interfere
borrowed item.
to audience and
with readability or distract
- Full source
purpose.
the reader.
information cited
on own page (i.e.,
bibliography or
works cited
pages).
-3Above
Meets Standard – Senior Portfolio Level
Student must demonstrate proficiency.
SCOR
E:
-2-
The written paper is adequate and demonstrates overall proficiency with a score of 2 or better in all Writing Standard areas.
- Documentation helps
- Clear main idea(s).
- Clear sequencing.
- Natural sound,
- Control of conventions is
reader judge quality of
- Supporting details
- Organization that may be
though it may lack
used, but wide range not
information.
relevant, but may be
predictable.
rhythm and grace.
demonstrated.
- Minor errors do not
overly general or
- Developed beginning that
- Repeated patterns
- Occasional lapses in
violate rules of
limited.
may not be particularly
of sentence
correct grammar or usage.
documentation.
- When appropriate,
inviting; developed
structure;
- Correct end of sentence
- Sometimes credits
resources used to
conclusion that may lack
beginnings that
punctuation; internal
sources.
- Punctuates all quoted
provide accurate
subtlety.
detract from overall
punctuation sometimes
materials; errors
support.
- Easy to follow with details
impact.
incorrect.
noticeable, but do not
- Topic explored and that fit.
- Control over
- Spelling usually correct,
impede understanding.
explained, though
- Transitions stilted or
simple sentence
especially on common
- Provides in-text
details may be
predictable.
structure, but
words.
documentation for
imbalanced with
- Organization helps reader
variable control
- Basically sound
most material.
main idea(s); some
despite some weaknesses.
over more complex
paragraph breaks.
- Source information
cited on own page
connections and
-Paper is a minimum of five
sentences.
- Capitalization errors
(i.e., bibliography or
insights present.
(5) pages in length
- Some lapses in
minor.
works cited page);
- Content and
control of style;
- Problems not severe
some gaps present.
selected details
dialogue, if used,
enough to distort meaning
relevant, but not
may at times sound
or confuse; moderate need
always well-chosen
unnatural or stilted.
for editing.
for audience and
- Minor errors noticeable,
Liberty High School Senior Project 2010-2011
-2Meets
27
purpose.
IDEAS &
CONTENT
Communicates
knowledge of topic,
including relevant
examples, facts,
anecdotes, and
details.
but do not impede reading.
ORGANIZATION SENTENCE CONVENTIONS
FLUENCY
Structures information in
logical sequence, makes
connections and transitions
among ideas, sentences, and
paragraphs.
Develops flow and
rhythm of
sentences.
Demonstrates knowledge of
spelling, grammar,
punctuation, capitalization,
usage, paragraphs.
CITING
SOURCES
Indicates sources of
information,
including all ideas,
statements,
quotations, and
statistics used.
OVERA
LL
SCORE:
(3, 2, 1)
Below Standard
SCORE:
-1-
Below standard means the writing is insufficient or not proficient (e.g., weak, incomplete, inappropriate, or limited in some way).
Insufficient
Insufficient
Insufficient
Insufficient
Insufficient
Evidence
Evidence
Evidence
Evidence
Evidence
Does not meet
Proficiency
Does not meet
Proficiency
Does not meet
Proficiency
Does not meet
Proficiency
Liberty High School Senior Project 2010-2011
Does not meet
Proficiency
-1-
Below
28
Example of Title Page
Make-up:
How do cosmetics impact perception?
Maria Orozco
Senior Project
Theater Focused Program
The Presentation
Liberty High School Senior Project 2010-2011
29
Speech Preparation
Your presentation will be comprised of a formal 6-10 minutes in length before adjudicators, teachers and
community members. The speech will be accompanied by a visual aid created specifically for the
presentation.
Before you are permitted to make your formal presentation you must schedule and present to at least one
advisory class. If the presentation does not meet the evaluation standards (found in the scoring guide) you
will be required to present to another advisory class.
When preparing, you will order it in such a way that the introduction includes a fact or brief telling of an
incident that is relevant to your research and project. A quick overview of what the adjudicators are going
to hear and see. (Essentially you are presenting a five-paragraph essay…with an introduction, body and
conclusion!)
Following your introduction, talk about your research paper. Remember you researched an area that
was new and interesting to you. Be sure to communicate this excitement to your audience.
When you speak about your project, briefly explain the manner in which you chose the project and how it
relates to your paper. Then go on to tell about the most important things you learned, and how well you
learned them. Your strongest points will probably be those which reinforce, relate to or even dispute the
facts you learned in your research. A panel likes to hear how a student has learned by doing, so you will
probably want to make this the longest part of your speech.
The conclusion is comprised of a last few words, usually the ones most remembered by the evaluators, so
try to end with firmness and strength. You may make the audience aware you are about to end the speech
with a phrase such as, “Finally,” and “In looking back on this, “etc. (Try to avoid “in conclusion,” as this
is a cliché). An evaluator would enjoy hearing how your work has had a positive and lasting effect on
you, but don’t be a phony. What’s important is that you leave the adjudicators with the impression that
you invested yourself in your work and that the research and project have impacted you.
Guidelines for accommodating non-native English speaking Seniors




A short overview should be presented in English at the beginning of the presentation
(approximately two minutes). The following 6-8 minutes could be in native language in order to
allow elaboration of the ideas and complete expression of the concept.
These students will be allowed to exceed the 10-minute limit in order for there to be sufficient
time for the elaborated presentation.
This will not be viewed as a modification, but rather a standard accommodation.
The adjudication committee will include student native language speakers who will be an audience
willing and able to understand the work being presented.
Liberty High School Senior Project 2010-2011
30
Presentation Visual
A visual that displays the essential components of your project is required. Using a tri-fold is probably
the most widely used, but is not required – a poster board is also appropriate. No matter how you choose
to display your presentation, it should relate important and interesting information about your work and
the project’s developments to help the audience better understand all you have done. Displays can
include photographs (before, during, after), charts, graphs, pamphlets, instruction sheets, and patterns.
There is no cut-and-dried rule about what a display should be, however, it should be neat, creatively
accomplished, attractive and legible. Audio displays should be well-edited, volume controlled and timed
to work with the speech.
Using construction paper, tag board, markers, pens, paints, rub-on letters, and your creative talents,
design a poster that describes your research paper and project (this could be a tri-fold, but is not required).
Please be sure that the topic of the paper, the topic of the project, and your name are on the poster.
Essential questions or thesis statements might also be required. Note: students are responsible for the
visual. Tri-folds are not provided by the instructor (make sure to use your budget sheet for this).
Requirements for visual:
 Essential Question or Thesis Statement
 Research Paper Topic or Abstract
 Graphics (at least three that relate with your project)
 Project Description
Here is an example of information that could be put on your visual:
Topic or Essential Question: Does the behavior in a 5th period class change when students have eaten
before or after class?
Research: How does regular nutrition affect the learning and behavior of adolescents?
Graphic: A student eating an apple, with a carton of milk nearby.
Project: Observe and document behaviors over a four-week period. 2 weeks of food before 5th period, 2
weeks of 2nd lunch.
Visual Scoring Guide
Essential Question or Thesis Statement
Research Paper Topic or Abstract
Graphics (at least five that relate with your project)
Interesting Project Description
Aesthetically appropriate organization
Reveals hard work
Contains no conventional errors
Insightful conclusion or reflection
/4
/4
/4
/4
/4
/4
/4
/4
/32
Liberty High School Senior Project 2010-2011
31
Speech Prompts
By finishing the following sentences you are, in essence…creating your presentation speech…
I first became curious about…
I developed my essential question by…
When I first started doing my research I thought I would find out…
I was surprised to find that…
Along the way, I learned…
The fact or challenge that surprised me the most was…
Something I never even considered was…
Looking back to where I started and where I am in my research now, I know…
I originally chose this topic for my research paper because (why is it important for you?)…
My research paper relates to my topic by…
I approached the project by (your process)…
The project turned out…
If I were to show you my project right now you would see…
The project was…
The project impacted me and the community by…
The three things I learned while working on this project are:
I am most proud of…
After high school I expect this project to integrate into or affect my life by…
Liberty High School Senior Project 2010-2011
32
Presentation Checklists
Before you begin working on your speech, please communicate the
following to your senior project teacher.
Who is your mentor?
Did you complete an internship?
What three people would you like to be on your adjudication (judge) panel?
Are you doing a power point or a presentation where you will need a computer?
If the answer to 4 is “no”, what will you need to exhibit your project and give your speech?
When you can honestly answer and check off all the items on this list, you will be fully prepared to
give an engaging presentation.
___1. Is the presentation between 6-10 minutes?
___2. Have I practiced using prepared note cards and not a script? Prepared note cards are numbered,
contain topics and ideas, key words, etc. I is advised for a student to not have more than five notecards.
___3. Does my speech connect research paper and project?
___4. Does my speech convey an emotional connection to my work? (Do I show that I care?)
___5. Does my speech include obstacles, challenges and successes I encountered?
___6. Does the speech inform how I have gained from this senior project experience?
___7. Does the speech explain how the research and project have impacted my future or plans?
___8. Do my audio or visual aids help convey the information easily?
___9. Does my presentation flow from introduction to research to project to a conclusion with closing
remarks that tie up the presentation memorably?
___10. Have I practiced enough to feel confident?
Liberty High School Senior Project 2010-2011
33
Presentation Evaluation
Liberty High School -ACT Academy-Senior Exhibition Scoring Guide
Student Name: _______________________ Advisor Name: ________________________
Student’s Essential Question:_________________________________________________
Evaluator’s Name: _______________________Status:
 Staff
 Community Member
Evaluator Directions:
Place a checkmark in the appropriate box in the chart below. Before scoring the student on his/her
presentation alone, please ask the student questions that allow him/her to communicate in a less formal
style of speech. Be sure to write comments below that will aid the student in understanding how and why
you scored as you have. Feel free to write positive comments, and put any negative comments in a
context that assist the student’s learning.
Rigor/Value
Does this
project
challenge the
student? Do
the concepts
presented
demonstrate
critical
thinking and
solid ideas
and content?
Personal Relevance
Is the student
connected to the
project? Does this
project really matter
to them?
Exceeds
Demonstrates advanced
knowledge and maturity.
Meets
Demonstrates expected
knowledge and maturity.
Needs Further Work
Liberty High School Senior Project 2010-2011
Organization
Is the presentation
well-ordered?
Does the speech
have an
introduction,
body and
conclusion? If
there is a visual
component to the
presentation, is it
well-ordered,
neat, and
understandable?
Delivery
Eye contact is
maintained
throughout,
voice is not
monotone but
fluctuating,
appropriate
body
language is
demonstrated,
and student
maintains
formal tone
throughout.
34
Addendums
Liberty High School Senior Project 2010-2011
35
Mentor Letter
Dear Mentor:
Thank you for expressing an interest in aiding a senior in the culminating experience of the Liberty High School Senior Project.
For the Senior Project, all senior students will:
 Write a research paper on an approved, self-selected topic
 Complete a hands-on or service-oriented project related to the research paper topic (requiring a minimum of 15 hours
of documented hours of work)
 Compile a portfolio of coursework and,
 Present findings to a board in a formal oral presentation at the end of May
If you are comfortable mentoring a student, please complete the attached Mentor Consent Form and send it back with your
advisee. You may keep this letter for reference.
How might a mentor help a student with the Senior Project portion of this process?
Depending on the nature of the student’s topic, he/she may begin the project at the beginning of the school year. All students
need to complete a minimum of 15 hours of documented work. Project work as well as a thorough project log must be
completed and submitted on April 24. The teachers at the high schools request that each mentor/student team meet at least
three times during the project phase of the Senior Project. These meetings should be scheduled for the mentor’s convenience.
During these “progress” meetings, a mentor might do the following:








Help the student pace him/herself to meet the deadline with ease
Set upcoming goals
Troubleshoot potential difficulties
Review completion of previous goals
Discuss the student’s accomplishments, discoveries, frustrations, questions, obstacles, etc.
Review the materials or artifacts the student gathered
Suggest additional resources or contact
Verify and sign the student’s project log
Project work must be verified by the consenting adult mentor (there may, in some cases, be more than one mentor per project).
The Senior Seminar or Focus Program teachers also need verification that the student met with his/her mentor on at least three
different occasions as planned. Students must record the progress of their projects in their log. A mentor should verify
meeting and discussion by initially the student’s journal for each meeting. Students are aware that video footage, letters from
supervisors, slides, photographs and certificates of course completion may all count as additional forms of verification.
How might a mentor help a student with his/her formal, oral presentation?
Students will present what they learned through the research paper and project work to their classmates and teacher in class
during the month of May. This presentation is required practice for the board presentations students deliver at the end of May.
Mentors are welcome to attend their student’s board presentation. Reviewing the content of the student’s speech prior to this
presentation may be helpful for the student. Please contact your advisee’s Focus Program or Senior Seminar teacher if you
have any questions or concerns.
Liberty High School Senior Project 2010-2011
36
Mentor Consent Form
I have read the expectations for the Senior Project mentors, and I am willing to aid
_______________________________________ in the completion of his/her senior project. I will with
this student a minimum of three times during the course of his/her senior project to advise and monitor
progress. We will have our first meeting before he/she begins the hands-on or service related project to a
reasonable time schedule so that the project will be completed on time. At this initial conference, we will
also schedule at least two future meetings with each other. I understand that the student may request
additional meetings or contacts to request assistance. I also understand that immediate that the student
may request additional meetings or contacts to request assistance. I also understand that immediate
family members may not act as a primary mentor.
I may be contacted at the following address and phone number
Address
____________________________________
____________________________________
Phone
Work ____________
Mentor’s Name (print) _____________________________
Mentor’s Profession ______________________________
Mentor’s Signature _______________________________
Date and time of next meeting ________________________
Goals to be reached by student prior to that meeting:
a.
b.
c.
Liberty High School Senior Project 2010-2011
37
Parent Permission
Student’s Name _______________________________________________________________________
I have carefully read through the Senior Project Student/Parent Handbook and understand the
requirements of all phases of the Senior Project.
Parent or guardian’s name (please print) ________________________________
Parent or guardian’s signature ________________________________________
Contact Information Home Phone______________Work Phone ____________
Cell Phone _______________ Emails (write neatly) __________________________________________
Date ________________________
Please return this signed form by _______________________
Liberty High School Senior Project 2010-2011
38
Project Budget Sheet
This form should be completed if costs will be associated with your Senior Project. You are responsible
for all expenses. Remember, you are not required to spend money on your Senior Project.
Project costs: What kinds of materials or expenses will you need to plan and carry out your Senior
Project? For example, will you need paper, binders, long distance phone calls, bus fare, gas money, etc?
ITEM
COST
DATE NEEDED BY
1.
2.
3.
4.
5.
Exhibition costs: What kinds of materials will you need to present your work? Will you need poster
board, tri-folds, markers, video tape, computer disks, overhead transparencies, photocopies for handouts,
etc?
ITEM
COST
1.
2.
3.
4.
5.
Liberty High School Senior Project 2010-2011
DATE NEEDED BY
39
Time Reflection
Hours Spent
Project Idea Development
_____________
Research
_____________
Research Paper Writing
_____________
Product Development
_____________
Portfolio/Presentation Development _____________
Time with Mentors
_____________
Extended Application
_____________
Total Hours
_____________
Thoughtfully respond to the following questions in two paragraphs (4-6 sentences).
How do you feel you managed your time with this project?
How does your work reflect the time spent?
Liberty High School Senior Project 2010-2011
40
Research Paper Support
These sources will be beneficial in your writing process. Please visit them:


http://owl.english.purdue.edu/
Hacker, Diane. The Bedford Handbook. 7th ed. Bedford/St. Martin’s. 2006. Available on
Liberty’s shared drive at: S:\Classes\Senior Project. All other documents in this booklet are
located in the same location.
Liberty High School Senior Project 2010-2011