Mr. Penza
Senior Project Coordinator
East Greenwich Public Schools
eghs.penza@gmail.com
401-398-1325
How do I stay informed?
“I did not know” is not an excuse!
Ways to stay informed about Senior Project
• Email Mr. Penza directly
• Senior Project Website
• Stop by Room 243 and schedule an
appointment
Why Senior Project?
• Because RIDE says so!
– Senior Project is part of the Proficiency Based
Graduation Requirement mandated by the
Department of Education
• RI Board of Regents:
– “…all high schools shall provide evidence of the
manner in which they incorporate applied learning
skills in communication, problem solving, critical
thinking, research, and reflection/evaluation across
all content areas…”
Core Components of Senior Project
Topic Selection
Letter of Intent
Mentor
Field Work
Research Paper
Product
Presentation
Portfolio
Senior Project Component
* Topic Selection *
• Students will select a topic about which they are interested
• The best topics are those about which students have a real desire to
learn more
• The project must represent a “learning stretch”
• Students may have previous skills or experience in the area which
they are considering….
BUT
• In order to fulfill Senior Project they will have to explore this subject
in a genuinely new and challenging manner, not simply repeat what
they already know or have previously learned.
Senior Project Component
* Learning Stretch *
What is a learning stretch?
A learning stretch is defined as the
demonstration of knowledge and research
over and beyond previously learned
material.
Ex: A student may have been playing
soccer all of his/her life but has never
coached someone on how to play soccer.
Senior Project Component
* Letter of Intent *
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First Piece of Senior Project
Part of the final portfolio
Student outlines his/her Senior Project
Reviewed and assessed by the EGHS
Faculty
LOI Presentation Logistics
• Will be built in to the school day.
• Seniors will present their Senior Project to a panel of
three judges. At least one of the teachers on the panel
will have had the student for a year in class.
• Every senior must present, regardless of whether or
not they are following the early or regular presentation
schedule
• Presentations will last two minutes with an additional
two minutes given for judges questions
• This will be a common task for English using the
School Wide Oral Presentation Rubric
Senior Project Component
* Mentor *
• Who can be a Mentor?
– Must be at least 21 years of age
– Must be willing to give 15 hours of
unpaid field work time with student
– Can not be a family member or relative
– Can not be a current employer
– Can not be a teacher at EGHS
Senior Project Component
* Mentor *
• What is the role of a Mentor?
– Advises student on field work
– Signs off on field work log
– The “teacher” of skills used to create product
– Helps guide student in creation of product
– Active guide for discussion and reflection on
the field work process
Senior Project Component
* Field Work *
• Defined as documented hours of work a student will
complete with his/her mentor during his/her senior year.
• Must be done with a Mentor
• Must represent a learning stretch
• F.W. Log required to document hours
• Field work process must equal Product
Senior Project Component
* Research Paper *
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Thesis driven
Five to eight pages in length
Must have a connection to Senior Project Topic
Will be taught/covered in Junior and Senior fullyear English Classes
• Can be written in student's junior year as well as
senior year
• PBGR Coordinator is teacher/ assessor for
students taking elective English classes
Connecting the Research Paper to
Senior Project
All students will include in their Senior Project Portfolios an abstract (summary sheet) of their
Research Paper that conforms to the following Guide Sheet.
Abstract Guide Sheet
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Paragraph One:
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Paragraph Two:
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What is your Research Paper thesis?
Summarize the main points you use to support your thesis.
What kind of sources did you use to support your thesis?
What conclusions can you draw from your work writing your Research Paper?
Explain how and why you became interested in your Research Paper topic.
Did you learn anything surprising while doing you research?
Did you change you point of view in the midst of the research?
What is the connection between the research paper and your senior project?
How was your paper related to your product?
Paragraph Three:
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Describe your learning stretch.
How was your project a challenge for you and how did it “stretch” your skills and knowledge?
What types of problems did you have to solve?
Senior Project Component
* Product *
• The products require students to apply the knowledge
gained during the fieldwork phase.
• Products must have a clear “learning stretch”
• The products must be completed on the students’ own
time, must be challenging, and must require at least
fifteen hours of work.
• Mentors may work with students to develop their
product during this phase of Senior Project
Senior Project Component
* Presentation *
• Delivered to a panel of judges (teachers, community members, etc.)
• Eight to twelve minutes long
• Students will have a clear outline to follow
• Can be practiced after school in Room 112
• Each student will explain:
– Connection of Research Paper and Project
– Learning Stretch of Project
– Description of Product
Senior Project Component
* Portfolio *
• Given to Senior Project Panels before
Presentation
• Includes:
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Letter of Introduction to Judges
Letter of Intent
Mentor Information/Parental Acknowledgement Form
Research Paper Abstract
Fieldwork Time Log signed by your mentor
Four Fieldwork Journal entries
Completed Product
Senior Project Example
Bob Smith
Playing acoustic guitar, woodshop, football, karate, band
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Topic: Acoustic Guitars
Letter of Intent: Build an acoustic guitar
Mentor: Matt Brown (owns custom guitar shop)
Field Work: Bob will
• learn how to put together a custom guitar
• learn what types of woods and metals are best in making an acoustic guitar
• learn how custom guitars are bought and sold from a small business owner
– Research Paper: The use of Mahogany as the top wood in an acoustic
guitar creates the best overall sound.
– Product: A completed acoustic guitar with a price analysis that
compares the price / benefits of making an acoustic guitar with the
price/ benefits of buying one “off the shelf”
What should Juniors do NOW!!
• Don’t Panic
• Dates change but the timeline doesn’t
• Talk to seniors about their S.P. experience
– The dos & don’ts
• Talk to Mr. Penza 
• Look at your possible S.P. interests
– Try to tailor your junior research paper around these
• Keep EVERYTHING regarding your Research Paper
– Rubrics, drafts, teacher-corrected pieces, electronic copies, etc.
• Think about submitting your LOI early
Questions for Brainstorming
Topics – S.P. & R.P.
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Within the next five years what things do you hope to have accomplished?
What things would you like to be able to do better?
What do you wish you had more time for?
What things would you like to learn more about?
List some experiences that you really wish you could have.
What controversial issues do you really feel strongly about?
What is a profession you think about but have not seriously explored?
What is one thing you believe needs to be improved?
What classes have you taken and really liked?
What is one handcrafted item you wish you could own?
What do you wish would happen in your life?
What goal have you avoided?
What do you complain about?
What do you like to get others to do?
What is special or unique about you?
What community group do you belong to / wish you belonged to?
What can’t you do, but would like to do?
If you could earn $100.00 an hour doing anything, what would it be?