Highline High School
2014-2015
Culminating Project
Student Handbook
http://www.highlineschools.org/highline/Pages/Advisory.aspx
TIMELINE
2014-2015
The Culminating Project is both a state and district graduation requirement. To ensure success, it is
essential that you complete the tasks for the Project satisfactorily by the established due dates. The
following steps must be completed and approved in order to successfully complete the project.
Junior Year
Activity: The student will…
Due Date
Receive Culminating Project Handbook. Understand the Culminating
Project including purpose, goals, requirements, contracts and
responsibilities
March 13
Turn in Project Proposal draft to Advisor for approval
April 29
Turn in Final Project Proposal to Advisor for staff approval
May 20
Turn in Signed Parent/Student Contract to Advisor
June 5
Check
off
Senior Year
Activity: The student will…
*Due Date
Identify a Mentor; Mentor Letter to Advisor for approval
Oct. 9
Turn in signed Mentor Agreement (if needed: Volunteer Information
Form, and Disclosure Statement)
Oct. 23
Complete your Project activities
March 19
Turn in Journal and Project Documentation to Advisor
March 19
Turn in Mentor Log and Mentor Feedback to Advisor
March 19
Participate in Career Fair (if applicable)
March 24, 26
Turn in final Reflection paper to Advisor
April 16
Turn in Presentation outline to Advisor
April 28
Sign up for Community Panel Presentation
May 5, 7
Rehearse Presentation to Advisor
May 1-14
Present your Project orally to a Community Panel
Check
off
May 14, 15
*Tentative Dates – subject to change upon completion of the 2014-2015 school calendar
TABLE OF CONTENTS
LETTER TO STUDENT
1
CHAPTER ONE: OVERVIEW
2
Introduction
Definition
Goals
Accountability
The Culminating Project
Project First Proposal (Application)
Final Proposal (Rationale and Plan)
Project
Reflection
Presentation
General Timeline
Roles and Responsibilities
Key Components of the Culminating Project
CHAPTER TWO: Choosing a Project
Acceptable Projects
Unacceptable Projects
Financial Requirements
Project Proposal
Student/Parent Contract
2
3
4
4
5
6
6
8
8
8
8
CHAPTER THREE: Community Connections
9
Identify Your Mentor
Letter to Mentor
Mentor Agreement
Working with the Community
9
9
9
10
CHAPTER FOUR: Proposal
Read Proposal Rubric
Project Proposal
CHAPTER FIVE: The Project
Journal/Activity Log
Mentor Log
Sample Project Documentation
11
11
11
11
11
11
12
CHAPTER SIX: Reflection Paper
Read Reflection Rubric
Formatting Guidelines
Outline
14
14
14
14
CHAPTER SEVEN: Project Presentation
15
Read Presentation Rubric
Presentation Guidelines
Outline
Presentation Expectations
15
15
15
16
CHAPTER EIGHT: Questions and Answers
17
Career Exploration information……………………………………………………… 19
APPENDIX: Forms
20
Project Proposal
21
Student/Parent Contract
23
Template of Letter to Mentor
25
Mentor Agreement Form
27
Mentor Log
29
Building Use Form…………………………………………………………………….. 31
Proposal Rubric
33
Reflection Rubric
35
Presentation Rubric
36
LETTER TO STUDENT
Dear Student:
Graduation is not far ahead and now is the time to start working on one of your
graduation requirements – the Culminating Project. The Culminating Project (CP)
you choose has the potential to yield a number of benefits for you. The project
requirements are designed to:





give you the opportunity to explore a possible career path
make connections with community members
encourage independent problem-solving and achievement
practice writing and presentation skills
create a self-directed, authentic project that challenges you in a
meaningful way
The process is driven mainly by you. This is your time to shine. You will be working
with a community mentor of your choice to give you expert, real-world advice in
completing your project. In addition, your Advisor will guide you in the process. The
entire Culminating Project is comprised of a Proposal, a Project, a Reflection Paper,
and finally, a Presentation to an evaluation panel of school personnel and
community members.
In this handbook, you will find all of the information and requirements needed to
complete your project. Please read it carefully to ensure that you completely
understand all requirements.
Please give the entire project serious thought and consideration. Although your
project may seem overwhelming at some points, if you meet deadlines and give it
your best effort, you will succeed knowing that you have accomplished something of
which to be proud. Take this opportunity to challenge yourself!
Sincerely,
Highline Staff
Culminating Project
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Highline High School
CHAPTER ONE: Overview
Introduction
The Culminating Project is an interesting and exciting opportunity for you to apply and
demonstrate all that you have learned in twelve years of school to a project which will
challenge your abilities, stretch your limitations, and expand your future horizons.
As a graduation requirement, it will provide an opportunity for you to demonstrate mastery of
the following Washington State Learning Goals:
You will…
Goal 3: Think analytically, logically and creatively, and integrate experience and
knowledge to form reasoned judgments and solve problems
Goal 4: Understand the importance of work and how performance, effort and decisions
directly affect future career and educational opportunities
Definition:
The Culminating Project is a hands-on experience to explore personal, community, and/or
career interests. It is an independently conceived and managed piece of work, mostly done
outside of the school day, which shows your ability to:
 design your own learning experiences
 use knowledge and skills to solve problems
 independently manage a complex, multi-stage project
 connect with the community
Goals:
The Culminating Project will…
 Create students who will be independent and lifelong learners
 Create an environment that fosters cross-curricular mentorship and resources
 Invite community involvement with the school in the form of mentorship, resources,
and student recognition
 Provide a venue for students to connect learning, life, and work
Accountability:
The Culminating Project will be managed in the student’s Advisory class. Students without
an Advisory class will be assigned an advisor, however, it is the student’s responsibility to
set up periodic meetings with the advisor and meet all deadlines.
 Running Start students will be advised by their counselor
 Morning PSSC students may contract with their counselor and PSSC advisor to
complete and present at PSSC.
 Afternoon PSSC students with an Advisory class must complete their projects and
present at Highline High.
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The Culminating Project
 Each step must be successfully completed before advancing to the next.
Project Proposal
A written proposal that
 Provides a detailed description of the project
including the goals and product of the project.
 Addresses purpose and background, new and
challenging learning, project steps, value to the
student, and community connection
Project Implementation/Documentation
A performance, product, or exhibit which:
 Requires new learning.
 Involves problem solving and/or forming reasoned
judgments.
 Requires analytical, logical, and creative thinking.
 Must include documentation of the project (journals,
artifacts, visuals, bibliography of research)
 Must include required forms
Project Reflection
A written narrative that includes:
 Evaluation of product or performance.
 Comparison of project steps to initial plan.
 Reflection on growth as a learner.
 Description of application of learning for future
endeavors.
 Reflect on Community Connection
Project Presentation
An oral presentation to staff and community representatives
evaluated on:
 Preparedness
 Organization
 Knowledge
 Reflection
 Presentation skills
 Visual aid
 Personal appearance
Culminating Project
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PROJECT STEPS
STEP I
Project Proposal
STEP II
Mentor
STEP III
Project Implementation
and Documentation
STEP IV
Project Reflection
STEP V
Project Presentation
Highline High School
General Timeline
The handbook contains a date specific timeline for each requirement of the CP. Using this
timeline will help you to stay on track. Be sure to accomplish each item by the due date
listed. Newly enrolled students will be provided a modified timeline. General deadlines are
as follows:
Step One: Complete the Proposal – spring of junior year
Step Two: Student/Parent contract – spring of junior year
Step Three: Final revisions of Proposal (if needed) – beginning of senior year
Step Four: Select a mentor – end of junior year or fall of senior year
Step Five: Implement project – summer and/or fall of senior year
Step Six: Complete reflection paper – winter of senior year
Step Seven: Presentation – spring of senior year
Step Eight: Graduate!
Roles and Responsibilities
Student:
The culminating project is self-directed: You are responsible for managing all aspects of the
project. This includes:
 Finding and using good resources
 Solving practical problems and making decisions
 Persevering through difficulties and making adjustments in plans to complete the
project
 Seeking help when needed
 Following the timeline and meeting deadlines
 Documenting Process (journal, artifacts, visuals, bibliography of research)
 Communicating with Advisor and Mentor
 Challenging yourself
Mentor:
Your mentors must be an expert in your field of study and should be chosen with great care.
Your choice of mentor should be directly influenced by the selection criteria of your project.
An ideal mentor, for example, will:
 Help you to locate and, where possible, provide resources to support your project
and written component
 Communicate his/her time and skill limitations with you
 Work with you to set up at least four meetings so they can help facilitate your work
 Help you set up realistic learning goals, hands on experiences and expected
outcomes
 Mentors may not be family members or HHS staff.
Advisor:
The Advisor will:
 Be available to meet with you to check progress of your project
 Approve Proposal, Documentation, and Reflection
 Provide opportunities for reflection and self-evaluation
 Assist in modifying or adjusting your plans
 Provide opportunities for you to practice and refine your presentation skills
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Highline High School
Key Components of the Culminating Project
New Learning
Community
Connection
Product
What are you passionate
or curious about?
Learn from and work
with experts outside
the school
Demonstration of My
Learning
Service, Event,
Essential Question
Real World Experience
Product,
Career Fair
Choosing a Topic
Focus on New Lerning
• Journal ideas
• Narrow options
• Research various option
• Select final topic
Culminating Project
Community
Connection/Mentor
Product
• Establish a connection
with the community
relevant to your project.
• Presentation at the Career
Fair
• A product or service you
design
• An event or activity you
plan and lead
• The product of a new skill
you learn or improve upon
• An extensive research
report
• Choose a mentor who can
provide a rich and
meaningful experience.
• Mentors can often
provide further contacts
to expand your
experience.
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Highline High School
CHAPTER TWO: Choosing a Project
Acceptable Projects
You may already have an idea that you want to explore. However, you may be at a loss. If so,
take a reflective look back at your life so far; books you have enjoyed, activities, assignments,
achievements, even frustrations and things that have confused you. What grabs your attention?
What would you like to fix, do, learn, understand, see, improve, create, experience…?
Your project will probably fall into one or more of the following categories: Career Exploration,
Design a Product System or Service, Event/Activity Planning, Learn a New Skill/Improve
an Existing Skill, or Research. Use the information below to guide you in choosing your
project. You want to decide on the most valuable learning experience for yourself. The more
you work on this project, the more you will benefit from the experience.
Career Exploration
A Career Exploration project is one of the most valuable types of projects because you can
learn in depth about a possible career area that might be right for you. It can include an
internship and a possible career plan. You will learn about wages, working conditions, job
prospects, education requirements and the “ins and outs” of a career that could give you a head
start to a successful life after high school. There is a career for every interest!
Examples:
 Teach a class
 Intern at a local business
 Assist a community expert
 Apply PSSC learning beyond the classroom
 See Career Exploration sheet (pg. 19)
Design a Product, System, or Service
This category is a great area for the person thinking about a possible future in engineering,
industrial design, or entrepreneurship. You would develop a design and evaluate the quality of
the design by gathering information from sources such as impact studies, product testing or
market research. You would make adjustments as needed to conform to specified standards of
quality and/or safety.
Examples:
 Design a house/vacation cabin and create an architectural model
 Create a website
 Construct a complex computer network system
 Make and market spa products
 Build an investment portfolio
 Build a computer
 Create a portfolio of 3-D computer art
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Event/Activity Plan
This area would benefit the person thinking about a future in, perhaps, the travel industry, the
entertainment industry, and/or recreation business area. In this area you would conduct
research, target your audience, organize it all, and make it happen without any hitches.
Examples:
 Maintain/improve a park trail
 Organize an environmental reclamation project
 Create a travel video
 Plan and carry out a cultural awareness program
 Plan, organize, and host a talent show
Please note: Projects involving donations of any sort need special approval and must follow
specific guidelines (pg. 8). See your advisor for more information.
Learning a New Skill or Improving an Existing Skill
This category is a popular one for students wanting to learn something that could turn into a
career possibility in areas such as auto mechanics, music, writing, sports, etc. You would
conduct research into current methods and practices, develop your skills, and determine ways
to measure and prove that you are now better at the skill.
Examples:
 Write, produce, and direct a play
 Produce a CD of original music
 Write, film, edit, and produce a film
 Write a novel
 Choreograph a dance
 Rebuild a car
 Redesigning a room
Research
The Research area is beneficial for students preparing for a four-year university education in
any area. You would develop a central question of social, economic, environmental, political,
historical, or scientific significance. You would extensively research it and write a high quality
research paper, building and developing an argument using logical thinking and data from
research to support your conclusion. You are required to have primary sources which entail
consulting with experts in the field to provide a community connection.
In deciding whether or not a particular project idea will work, consider the following:
 can you find a mentor who is an expert in this field
 is research information available on your topic
 is the project financially affordable
 will it require at least 20 hours minimum outside of class time to complete
 will it maintain your interest over a long period of time
 will it be approved by your advisor and parent/guardian
Remember, your project needs to stretch your abilities and challenge your limitations while at
the same time be reasonable and do-able within the given time.
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Unacceptable Projects
The Culminating Project allows for a wide variety of topic ideas. Although there may be
similarities between projects in theme and scope, students may not work together on an
individual project. In addition, projects with simplistic or non-challenging issues will not be
accepted. Some activities may not be appropriate due to safety concerns. These activities will
cause problems and are not acceptable for your project:
 Illegal activities
 Air or flight activities such as flying, gliding, helicopters, ballooning, parachuting, or
skydiving
 Activities such as canoeing, white water rafting, snow skiing/boarding, or water skiing
 High risk activities such as rock climbing, juggling knives, bungee jumping or high-impact
aerobics
 Tattooing, body piercing, human experimentation
 Weapons activities
 Non-approved athletics (not a current sport)
 See District Guidelines for more detailed restrictions
Financial Requirements
Projects involving donations of any sort need special approval and must follow specific
guidelines. Funds may not be raised using the names of Highline High or the Highline School
District. Students should collect nonmonetary items for donations or collect only for recognized
501C3 organizations with documentation from that organization supporting the fundraiser.
o
o
o
o
o
o
o
o
o
Prepare a budget to include expected revenue, donations, and expenses.
If you are expecting donated items, include all correspondence seeking the donations and what was
received and how the donation was used. Was it part of the operating supplies of the project or was it
used for awards.
On the day of the project/event if there is an entry fee at the event the entry fee records need to be
kept and verified by two people.
If any profit occurs from events held as part of the project then that profit should be donated to a
legitimate 501C3 charity. A receipt for the donation should be obtained from the charity.
Include a copy of the letter to the charity or organization. It is suggested that you purchase a money
order to be mailed with the monetary donation. If you are donating nonmonetary items to a charity,
document what was donated, to what organization, and obtain a receipt.
Maintain records of all financial matters including revenue, donations, and expenses. These records
should be a part of the presentation and available for review by the panel.
Prepare an income/profit statement for the project/fundraiser.
Have an adult, if your mentor is unavailable, sign the records you include indicating that they
witnessed and will verify that the reports are accurate.
The financial part of the project can be a great learning experience. The key is keeping detailed
records that are clear, concise, and accurate.
Project Proposal
Once you have decided on a topic, and before you start working on your project, you need to
apply to have your project ideas approved. Complete the Proposal form, turn it in to your advisor
for approval, and keep it in your records once approved. See Appendix for the Project Proposal
Form.
Student/Parent Contract
The Culminating Project is a graduation requirement and, therefore, it is important for you and
your family to be aware of the requirements and deadlines. You are required to turn in the
signed Student/Parent contract to your Advisor. See Appendix for Form.
Culminating Project
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CHAPTER THREE: Community Connections
One of the requirements of the culminating project is to establish a community connection
relevant to your project. This community component might be something like a work/internshipbased project, a community service learning project, or a project that includes consultations
with various experts who are members of the community.
The community connection will include the following:
 Documented connection of the Project to the community.
 How the community connection relates to what was learned in the school and how it
was meaningful
 Connections to future goals
In the Appendix you will find a Mentor Log which you will use to track your meetings with your
mentor. A minimum of four Mentor meetings is required.
Identify Your Mentor
Your Mentor will be someone you choose from the community who will assist you with the
completion of your project. Your Mentor should be someone you seek out because of his or
her expertise in the field of study in which your Project lies. A mentor may not be a family
member or a Highline High staff member unless an appeal is granted.
This person can give you advice, answer questions, and verify the hours you commit to
working on your project; however, your Mentor does not need to be present whenever you
work on your project. Think of your Mentor as a reference, a troubleshooter, a guide. Ideally,
your mentor should be able to introduce you to a variety of community experts from which you
may gain information and experience. Make sure you choose someone dependable,
trustworthy, and available to help you. An ideal mentor, for example, might be:



A project coordinator for a proposed community service
A business supervisor for a proposed career related experience
A professor or instructor of a proposed academic challenge
Letter to Mentor
To begin, you will compose a letter of interest to a potential Mentor. Your Advisor will approve
your draft before you mail it. See Appendix for Template of Letter to Mentor.
Mentor Agreement
Along with the letter, you will send a Mentor Agreement Form. Before you begin working on
your Project, this needs to be signed by your Mentor and returned to your Advisor.
Please note that students should not meet with their mentor in a room with no other individual
present. If you need an exception to this rule, please see your Advisor for required procedures.
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Highline High School
Working with the Community
Before you begin, you need to have parents/guardians review and approve Project activities
in the community. For safety reasons, always stay alert to inappropriate behaviors or
communications. Discontinue contact immediately if you are uncomfortable with ANYTHING
being said, done, suggested, or implied.
When working in the community, always notify your parents/guardians:
 where you are meeting (if off campus, a public place or place of business is advised)
 with whom you are meeting
 how long you plan to meet and when they will return
 of the purpose for the meeting
 what transportation you plan to use
To establish a good working relationship with others, you should:
 set up meetings well ahead of time and then call to confirm immediately before the
planned date
 clearly state your purpose when requesting a meeting date/time and always respect
others’ busy schedules
 be sure when communicating by email or voice mail to leave complete information
 give people time to respond to messages but follow up when necessary
 be accommodating, polite, and flexible
If you are working with people in the community with whom you are unfamiliar and will not be
meeting in a public location, you are to have your mentor fill out the Volunteer Application and
Disclosure Form.
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Highline High School
CHAPTER FOUR: Proposal
Read Proposal Rubric
Before you begin drafting your Proposal, please read the Proposal Rubric so you know what is
expected. See Appendix for Proposal Rubric.
Project Proposal
The Project Proposal includes five parts: the Project Purpose and Description, New and
Challenging Learning, Project Steps, Value to the Student, and Community Connection.
The Project Proposal is available online (school website) or in the handbook: (see Appendix)
 The draft Proposal– Students draft the basics of their proposed project, making sure
their ideas meet the requirements of the project.
 Once the draft Proposal is accepted, students write the Final Proposal.
 The Final Proposal –students develop their initial ideas including details, descriptions,
and elaboration ensuring they meet all the requirements of the Proposal Rubric.
CHAPTER FIVE: The Project
Journal/Activity Log - REQUIRED
After your Final Project Proposal has been approved and your Mentor set up, you will begin
implementing your Project. In order to reflect on your project and show evidence of your
participation, you will log and discuss all project activity in a journal including number of
hours (minimum of 20). This information includes but is not limited to: Mentor meetings,
interviews, phone calls, general project activities, and reflection on your learning and
progress.
Within your Journal, you will include new learning from at least three resources and include a
Bibliography of those resources.
 Bibliography (Minimum of 3 sources must be cited)
o Print - books, manuals, newspapers, other periodicals
o Electronic Databases – contain reference books, newspapers, other periodicals
o Web – webpages, podcasts, blogs, videos
o Personal Interviews
Upon completion of your Project, you will turn in your Journal/Activity Log to your Advisor.
Mentor Log
Throughout your project, you will meet with your Mentor. Your Mentor will answer questions,
provide guidance, and potentially provide feedback on your progress. A minimum of four
meetings is required. You will complete the Mentor Log and your Mentor will sign it and
complete the Feedback form on the back of the log. Upon completion of your Project, you will
then turn the Mentor Log in to your Advisor. See Appendix.
Other Project Documentation
In addition to your Journal, other documentation of your project will be helpful in completing
your Reflection Paper and Final Presentation.
 Artifacts
 Scrapbook or Portfolio
 Visual Evidence (pictures, video, etc.)
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Documentation (SAMPLES)
1. PROJECT JOURNAL (REQUIRED)
The Project Journal provides a place for students to record their work on the project along with ongoing
reflections on their progress, including self-evaluations of their personal strengths and weaknesses,
thoughts about how the process is moving along, reflections on their attitudes toward the work, and
possible implications of the project work on their future education and/or career.
SAMPLE PROJECT JOURNAL
DATE
REFLECTION
March 6
Activity: Choosing a Topic
Junior Year
Reflection: I am having a hard time deciding on a topic-- there are so many things
I would like to learn about. I’m thinking about becoming a teacher so I could find
out if that is something I would like by working with my middle school teacher and
even trying to teach some lessons. I also love planning and organizing so I could
do something with event planning. I play soccer, so maybe I could teach a soccer
camp or other event. That might be a good idea because I would get to know
about working with kids and also planning events. But if I really am serious about
teaching, maybe I should just stick with that. I think I will talk to a few of my
teachers and my parents to get their opinions. I could also talk to my teacher at
Sylvester to get her opinion.
Nov. 5
Activity: After helping kids one-on-one for the past few weeks, I was able to teach
my first mini-lesson by myself in the class at Sylvester.
1.5 hours
Reflection: It went pretty well. I thought I did a good job of getting the kids’
attention and getting them interested in the lesson. I found it was pretty hard to
keep them going and interested. They had a hard time understanding what
exactly I wanted them to do and I feel like a lot of them weren’t listening. I will
talk with my mentor (the teacher) and see what she has to say. Hopefully she can
give me some good ideas to try for next time.
2. VISUAL EVIDENCE
Some projects – particularly those that involve the creation of an actual product – can be documented
best through a visual record of production stages. For this option, students would take photos or draw
sketches of their product during key steps in the process and later present the visuals for viewing
through an album or digital display (i.e. PowerPoint). If desired, students can be asked to provide
captions or commentary on each visual.
SAMPLE PROJECT PHOTO ALBUM
This is the spot in the park
where I will build the
bench. (11/2/13)
Culminating Project
This is the pile of materials
I will use to build the bench.
(12/3/13)
Page 12
First I cut the lumber to the
right size.
(12/ 20/13)
Highline High School
3. AUDIO/VIDEO EVIDENCE
Similar to visual evidence, some projects can be documented through the creation of a project video.
For this option, students shoot video of their product during key steps in the process and edit the tape
into a brief, viewable “project documentary”. If desired, students can provide an audio commentary of
the images shown. Obviously, students need advanced technological skills to successfully document
their project in this way.
4. PROCESS ARTIFACTS
Project process artifacts include any physical items that help tell the story of the project. Many process
artifacts exist on paper, in the form of items such as note sheets, business cards, sketches, drafts,
receipts, mail, and so forth. If desired, process artifacts can be organized and displayed in a project
scrapbook (see suggestion #7 below).
5. PROJECT PORTFOLIO
Some schools may want students to combine several of the above options into a single project
scrapbook or portfolio that includes activity logs, reflections, photos, visual evidence, process artifacts,
etc. These tools can either follow structured guidelines for what to include, or a general description can
be provided and students can determine what to include on their own. Project scrapbooks or portfolios
are often mounted in 3-ring binders and include plastic slip-covers to protect important pages or
documents.
Sample Project Portfolio
Table of Contents
1) Welcome and Introduction
2) Copy of Project Proposal
3) Project Journal
4) Photos of the project
5) Draft designs
6) Project artifact scrapbook pages
7) Research materials
8) Reflection Paper
6. PROJECT BIBLIOGRAPHY
The Project Bibliography records all research materials used in the project. Often following standard
APA or MLA styles, the bibliography can also include annotations regarding the credibility and value of
each source used.
SAMPLE PROJECT BIBLIOGRAPHY
Brooks, Shawna. Personal Interview. 12 Feb. 2007.
Shawna has a Ph.D. in nutrition and works for Community Hospital as a nutritionist. She answered
many of my questions regarding the causes and effects of eating disorders and gave me the titles of
two books to help me prepare my lesson plans on anorexia.
Foster, Pat. “Wasting Away.” Newsweek 25 Oct. 2006: 22-23.
This magazine article was a bit superficial, but it did help me to see that eating disorders impact guys
too and it pointed me towards a useful website.
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CHAPTER SIX: Reflection Paper
Read Reflection Rubric
Before you begin drafting your Reflection Paper, read the Reflection Rubric so you know what
is expected. See Appendix for Reflection Rubric.
Formatting Guidelines
 Typed; double spaced
 12 pt. font; standard margins
 Title of the project at the top of the page
 Three to five pages
Outline
The Reflection should follow the outline below.
 Summary of Project
Describe your Project, summarize the process, and explain why you chose this Project.
What was your essential problem or goal? What were your expected learning goals? What
did you learn about your area of study?
 Self-Evaluation
Include a discussion of the strengths, weaknesses, and overall quality of the final product
or performance of your project along with mention of how the evaluation criteria were
determined.
 Process Assessment
Compare the initial plan to what was actually done and reflect on the strengths and
weaknesses of the process and how the Project could have been improved.
 Growth as a Learner
Discuss personal strengths and weaknesses as a learner, specific things you learned as a
result of the Project, and implications of these insights for the future.
 Implications for the Future
Discuss specific things learned in the Project and connect these insights to future plans
for education and/or career.
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CHAPTER SEVEN: Project Presentation
The last step in the Culminating Project is to formally present your Project to a school-provided
panel.
Read Presentation Rubric
Before you begin drafting your presentation, read the Presentation Rubric. See Appendix for
Presentation Rubric.
Presentation Guidelines





You should be prepared to speak for a minimum of 8 minutes and a maximum of 20
minutes with 5-10 minutes additional for questions from the panel. Make certain you are
prepared to answer questions in a way that discusses your understanding of your topic, what
new learning occurred, and a reflection of the process as well as the Project itself.
Present information in a logical sequence (see outline below).
Come dressed professionally/appropriately.
Be sure to arrive at least 15 minutes early.
Your presentation must include visual aids. These could include a PowerPoint, poster, photo
journal, etc. Be sure you are using this as an aid to your Presentation rather than just an add
on. Used properly, your visual aid will reinforce and clarify; used incorrectly it will distract.
Make sure you know how to operate any equipment that you will be using.
Outline
I. Introduction
 Introduce yourself
 Describe your Project goal/problem
 Explain your interest in this subject
 Explain your Project expectations
 Describe previous subject knowledge/experience
II. Body
 Describe your Project activities
 Present your Project results
 Describe what you learned from the community connection
 Describe knowledge and/or skills you have gained as a result of your Project
III. Conclusion
 What have you learned about yourself?
 How has completing this Project influenced your college/career plans?
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Presentation Expectations
Student:





Completes all portions of the Culminating Project (Application, Proposal, Documentation,
Forms, and Reflection) prior to Presentation
Reviews Presentation rubric with advisor
Prepares visual aids for Presentation and knows how to use equipment
Rehearses Presentation
Arrives at least 15 min early for Presentation
Advisor:






Ensures student’s Project meets all requirements prior to Presentation
Reviews Presentation rubric with student
Helps student prepare for his/her Presentation
Emphasize things like:
- being organized
- eye contact
- speaking clearly and loud enough
Allows student the opportunity to practice his/her Presentation
Reviews the panel feedback with student after his/her Presentation
Provides final Culminating Project check off on graduation checklist
Panel Members:





Panels consist of 1-2 staff members and 1-2 community members.
Attend training and review rubric
Provide welcoming environment for students
Ask students questions about his/her Project
Completes rubric form for each student
Format for Presentations:








Presentation sessions are 30 minutes
Panel welcomes student, introduces themselves and allows student time to set up
Student introduces self and sets up visual aides
Student gives Presentation
Panel asks questions
Student is thanked for his/her Presentation and allowed to leave
Panel discusses Presentation and completes final rubric form
Final rubric is delivered to student’s advisor within 24 hours
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QUESTIONS & ANSWERS
1. What is the Culminating Project?
An independent, self-directed individual project completed and presented by the end of your
senior year. (See Chapter 1)
2. Why do I need to do this?
The Culminating Project is a state graduation requirement (WAC 180-51-061).
3. How long should my project take?
Work on the project will begin junior year with the project application. It will be worked on in
stages through spring of senior year. The total personal hours invested will vary but will likely
be in the range of 30 – 50 hours outside of school.
4. Can I work with a partner on a Culminating Project?
No, all components of the project must be completed independently. This is a culmination of
individual learning. You must conceive, carry out, and document each stage of your project
individually.
5. What if I am a Running Start or PSSC student and don’t have an advisor?
You are still responsible for completing the Culminating Project at Highline High. Running
Start students will complete their CP with support from their counselor. Afternoon PSSC
students will be required to complete their CP at Highline High.
6. What if I have an IEP?
You are still responsible for completing a Culminating Project. Any necessary
accommodations to the CP requirements must be documented in your IEP. Contact your IEP
Case Manager if you believe accommodations would be appropriate.
7. What if I am an ELL student?
You are still responsible for completing a Culminating Project.
8. Can I use previous class work or projects to satisfy Culminating Project requirements?
No, you may use other work as a starting point but the Culminating Project is an independent
Project of new, challenging work. See Appendix for rubrics.
9. What is required?
Approved Project Proposal, Project Journal, Documentation, Forms, Reflection Paper and
Presentation are required for successful completion of the Culminating Project. Your final
presentation will be evaluated by a selected evaluation board. See Appendix for evaluative
rubrics.
10. When do I submit my First Proposal (Application)?
This should be done in Advisory in the spring of your junior year. New students to Highline
will submit their application to their advisor as soon as possible upon entering Advisory.
11. What if my Plan doesn’t get approved?
If your plan is not approved there are two options. If your plan was not approved because it
needs revising to be more feasible or applicable, you can resubmit it with the necessary
changes. If the project is rejected for reasons of district policy or unfeasibility then a new
project application will have to be submitted for approval.
12. If I don’t submit a Project Proposal can I work on my project anyway?
No, you may not begin working on your project until your Project Proposal and
Student/Parent Contract have been approved.
13. Can I submit any components early?
Yes, any portion of the project can be completed early, however there will be set presentation
dates. Make sure that you are working closely with your advisor on each piece. Projects may
not be started prior to your junior year. It is to be a culmination of your learning, not some
simple assignment to finish early and get out of the way.
14. What if I want to change my Project after I submitted an approved Plan?
Discuss this with your advisor, and then submit a new Project Proposal for review.
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15. Will I be given time in class to work on my Project?
The Culminating Project is not a classroom assignment. You will have time in your Advisory
to work on aspects of the project but the majority of work will be done outside of school and in
the community.
16. How do I get help when I need it?
Your senior advisor will be your contact and support person. If you have an issue or question
that they cannot help with they will advise you on whom to see.
17. Can my Mentor be an adult in the school?
Teachers as mentors are strongly discouraged. The purpose of a mentor is to provide
students “real world” experience from experts in that field. If you are having trouble finding a
mentor, ask your parent, counselor or advisor for help. Your advisor has a list of local
mentors that might be of assistance.
18. What if I want to do a fund raiser as part of my Project?
Projects involving donations of any sort need special approval and must follow specific
guidelines. Funds may not be raised using the names of Highline High or the Highline School
District. Students should collect nonmonetary items for donations, or collect only for
recognized 501C3 organizations with documentation from that organization supporting the
fundraiser. See your advisor for more information.
19. Can I use school facilities? Projects involving the use of school facilitates (gym, library,
auditorium, etc.) must receive administrative approval and be cleared by the building or PAC
facilities organizer. See Facilities Use Form in the Appendix.
20. Can my job be my Project?
No. Your Project is new learning, above and beyond what you already know.
21. Can my Project be part of an already organized class, activity, club, or program?
No. You must conceive, carry out, and document each aspect of your project. This includes
PSSC class activities.
22. If my Project Application is approved and I don’t like it any more, how many times can
I re-apply?
Since it is a yearlong project, it is best to choose wisely. If you need to re-apply, you may do
so. Keep in mind you have a limited amount of time to complete your Project and starting
over will slow down the process.
23. Do I have to take the Proposal and Reflection paper to my Presentation?
Some students include these pieces as part of their Presentation. It is not a requirement.
24. What if I don’t meet standard on any of the components of the Culminating Project?
You will have an opportunity to resubmit your work until all components meet the required
standards.
25. Can I skip parts of the Culminating Project?
No. Each section indicated on the time line must be successfully completed before
progressing on to the next step. For example, the Reflection paper and Presentation may not
be submitted until the Project Activities have been successfully completed.
26. What if I don’t pass my Presentation?
You will be provided with a second presentation date to re-present.
27. What if I don’t complete a project? Will I graduate?
No. If you do not complete all aspects of the Culminating Project you will not participate in
Commencement or receive a diploma. It is a Washington State requirement for graduation.
For more information please see your advisor, counselor, or academic dean.
Additional resource: http://www.k12.wa.us/graduationrequirements/GradRequirements.aspx This site
offers information on graduation requirements and examples of award winning culminating projects.
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Career Exploration
Career exploration is a senior project option that can be both informative and rewarding for
students. To alleviate any confusion, here are some general guidelines for this project.
There are three parts to a career exploration project: research, job shadow/mentor relationship,
career fair presentation. Below is a brief explanation of each part of this project.
Part 1 – Research
 This should take up at least ¼ of their 20 hours
 Student should conduct research on the career they have selected.
 Research results should be collected in an annotated bibliography in MLA style.
 Research should include the education, salary, experience needed for this career.
 Students should provide notes for each source in addition to their final annotated bib.
 Culminating project journal should indicate dates/times/locations of the research conducted.
 Research should include a variety of sources – print, web, interviews, training films, etc.
Part 2 – Job Shadow/Mentor Relationship
 This should take up more than ½ of their 20 hours
 Students will work with someone who is an expert in their chosen field - this is usually their
mentor
 They should probably network with other professionals who they meet through their mentor,
and interview them or conduct other job shadows
 Students should document the time they spend working with their mentor and conducting
interviews and job shadows
 Students should journal about their experiences extensively in their senior project notebooks
Part 3 – Career Fair Presentation
 This should take up less than ¼ of their 20 hours
 Students will prepare a visual aid and answer questions to demonstrate their learning
 Synthesizes what they learned
 Demonstrates their understanding of the career they selected
 Provides audience with information about salary, education, and experience needed for the
career
 Can include supplemental information such as student-created brochures
 Tri-fold (or similar) should be professional in appearance, visually engaging, and demonstrate
significant effort.
 Student responses to questions should be professional and engaging. Students should be
prepared to answer a variety of questions about their chosen career.
Note:
School sponsored programs such as PSSC and STEPS are NOT in themselves appropriate for a career
exploration project. There must be significant work done by the student outside the class time. See
your advisor or Mrs. Badley for questions.
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APPENDIX: Forms
Project Forms and Rubrics:
 Project Proposal
 Student/Parent Contract
 Template of Letter to Mentor
 Mentor Agreement Form
 Mentor Log
 Facilities Use Form
 Proposal Rubric
 Reflection Rubric
 Presentation Rubric
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PROJECT PROPOSAL FORM
Responses must be typed on a separate paper. An expandable form is available on the Highline Website under
Advisory. Otherwise, attach your typed answers to this form.
Name:
Advisor:
Title of project:
Category of project: (check box below)
 Design a product, system, or service
 Career exploration
 Learn a new skill or improve an existing skill
 Event/activity planning
 Research
Project Purpose and Description
Provide a clear and detailed description of your project. What will be accomplished or produced?
New and Challenging Learning
The senior project requires you to demonstrate that you are able to learn independently and to
use your thinking skills to solve problems and accomplish goals. What do you already know
about this topic? What will you need to learn? How will this project challenge you to acquire new
knowledge and/or skill?
Value to the Student
Explain how your Project is a good fit for your interests and aspirations and how it connects to
your future.
Project Steps - What do you need to accomplish your project?
What are the detailed and sequential steps will you need to take (research, implementation)?
What resources will you need (people, facilities, equipment, costs)?
Community Connection/Mentor
What type of mentor will you need to accomplish your project? How will you work with your
mentor? What relevant experiences or expertise does this person bring to the project? Where
can you look for a mentor?
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STUDENT/PARENT CONTRACT
Highline High School
HIGHLINE SCHOOL DISTRICT #401
Dear Parent or Guardian:
The state of Washington has added additional graduation requirements beginning in 2007 to help prepare
students for life after high school. One of the additional requirements is the completion of a Culminating
Project during a student’s senior year. Along with a community connection, Highline High School students are
required to address five components as part of their culminating project: Project Application, Proposal,
Project, Reflection and Presentation. Students must meet minimum standards on each of the components
to be successful in meeting the graduation requirement. It is important to note that in order for students to
graduate and receive a diploma they must successfully complete all portions of this project.
In an effort to insure that parents are aware of this requirement we ask that you read the statements below and
sign where appropriate. Please call/email your student’s advisor or counselor if you need further clarification
on any of the information provided in this packet.
We, the student and parent/guardian, fully understand that failure to complete a culminating project or meet the
minimum standards of the culminating project may jeopardize my (my student’s) graduation.
We also understand that while the community mentor and school advisor play an important role in guiding the
student through the process of completing the culminating project, the student alone is ultimately responsible
for completing the project and submitting all of the forms and assignments required of him or her.
We fully understand that the community connection and project topic selection is made independently of the
staff and administration of the high school, but is subject to school approval. We therefore assume all
responsibility for any risks and costs which might be inherent in the chosen project.
Finally, we understand that this must be authentic, student generated work, and that any plagiarizing will lead
to failure of the entire project thus impacting graduation status.
Please return to your Advisor at Highline High School.
Student (please print)
Date
Student (signature)
Parent/Guardian (please print)
Date
Parent/Guardian (signature)
Advisor:
Project Topic:
225 SOUTH 152ND STREET· SEATTLE, WASHINGTON 98148 • (206) 631-6700 • FAX (206) 631-6758
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TEMPLATE OF LETTER TO MENTOR
Note: Letter should be typed and single spaced, preferably one page
October 28, 2013 (Date)
Ms./Mr. Mentor’s Last Name
Street
City, WA 98--Dear Ms./Mr. Last Name:
Paragraph 1: Introduce yourself and your project briefly (Press “enter” twice after each paragraph)
Paragraph 2: Request for them to be your mentor and describe what you need from a mentor
Paragraph 3: Explain Mentor Agreement Form that is enclosed and include copy of approved Project
Application.
Paragraph 4: Explain mentor responsibilities (see mentor responsibilities for clarification)
Paragraph 5: Give deadlines and thank you
Sincerely, (Press “enter” four times for signature space)
Your Name
Highline High School
225 South 152nd
Burien, WA 98148
Enclosure
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October 6, 2013
Mr. John Smith
ABC Company
123 South 148th Street
Burien, WA 98148
Dear Mr. Smith:
My name is __________ and I plan to create a popping class and teach it as my senior project. What
I would like to do is teach three classes of 20 people each. I would like to observe your methods on
how to teach a class.
I am sending this letter requesting that you become my mentor. What I need in a mentor is someone
who is willing to take some time out of their busy schedule in order to help me complete my senior
project. I need a mentor that knows how to teach a dance class and has valuable experience on how
to do so.
You are to fill out the mentor agreement form. I would also ask that you look over my project
proposal and view the overall plan for the project. If you have questions, contact information will be
on the mentor agreement form.
In agreeing to become a mentor, you will need to meet with me a minimum of four times. Agreeing
to be a mentor also means that you will be showing me how to teach a dance class. It would also be
helpful if you assisted mean in reaching certain deadlines. Meetings must also take place with proper
documentation.
I am hoping to finish my senior project by the middle of January. I ask that you fill out the agreement
form as soon as possible. I also hope to job shadow you by the beginning of November. I plan to
teach a class in December.
Thank you, again, for your consideration in being my mentor. I look forward to working with you.
Sincerely,
Senior Student
Highline High School
225 South 152nd Street
Burien, WA 98148
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MENTOR AGREEMENT FORM
Highline High School
HIGHLINE SCHOOL DISTRICT #401
Dear Community Member:
Every student in the Highline School District is given the opportunity to demonstrate their readiness
for life after high school through the completion of a Culminating Project.
You are being approached by a student who wishes to complete his/her community experience with
you. Because of your expertise in an area that this student is investigating, you are being asked to
serve as their project mentor. Each student has been given the responsibility of becoming as
actively involved in the community experience as is reasonably possible.
The role of the community mentor, should you choose to accept it, includes:
 Clarifying with the student what the experience will be including scope, timeline, learning
goals, level of hands-on experience, and expected outcomes
 Communicating clearly to the student what your role will be, when you can meet, and what
your time and skill limitations are
 Meeting at least four times with the student during his/her work on the project to provide
input, to make suggestions, to see how the student is applying your feedback, and to judge if
the student clearly understands your feedback
 Providing topic suggestions and resources to support the student’s research paper
 Ensuring that they are not meeting with students in a room with no other individual present
without proper documentation.
We at Highline High School appreciate your consideration of this opportunity to support and
contribute to the academic achievement of our students. If you are willing to act as a mentor, please
complete the bottom portion of this letter. If you have any questions, please contact the Highline
High School Culminating Project Coordinator at (206) 631-6700.
Sincerely,
Highline High School Students and Staff
-------------------------------------------------------------------------------------------------Student Name:
Name:
Phone:
Title:
E-mail:
Address:
City, State, Zip:
Signature:
225 SOUTH 152ND STREET· SEATTLE, WASHINGTON 98148 • (206) 631-6700 • FAX (206) 631-6758
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MENTOR LOG FORM
Name
Advisor
Project Topic
Mentor’s Name
Mentor’s Title
_______________________________
Phone
Start Date
Month/Day/Year
Completion Date
Number of Hours
Total Hours
Description of Mentor Meeting
As a mentor, I assure that I have met with the student as indicated above (a
minimum of four times).
Mentor Signature
Date
Parent/Guardian Signature
Date
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MENTOR FEEDBACK FORM
Student Name _____________________________________________________________________
Mentor __________________________________ Position/Occupation________________________
Briefly describe the experience the student had with you.
Please provide comments/feedback for the student.
_________________________________________________________
Mentor’s Signature
Culminating Project
________________________
Date
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HHS Culminating Project - Events and Building Use Information
EVENTS
 When hosting an event requiring a facility like a gym, hall, kitchen, etc., the student should first
seek a location outside of Highline High in order to provide a “community connection.”
o First look in the community for locations such as the Boys and Girls Club, Parks
Department, YMCA, churches, halls, or other local organizations.
o Using HHS facilities should be a last result and may involve the cost of security, custodial
care, supervision, etc. Be sure to check with the administrator listed below.
 An event that already exists at Highline may not be used as a project since it does not meet the
“new and challenging learning” and “independently conceived and managed” requirement.
 Events may not involve classes, clubs, or ASB events as the CP must be an “independently
conceived and managed piece of work.”
FACILITIES
If you would like to use Highline High facilities for your project (gym, cafeteria, grounds), you must
fill out the BUILDING USE FORM (on the back) and obtain all required signatures.
 DEADLINE: NOVEMBER 29 – this is a firm deadline. You may not request Highline facilities after
this date and will need to locate your project elsewhere.
Be aware:
(1) Facilities may not be available.
(2) School programs such as sports and building or district events have priority and may require
you to move your date or location.
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HHS Culminating Project - Building Use Form
 DEADLINE: NOVEMBER 29 – this is a firm deadline. You may not request Highline facilities after
this date and will need to locate your project elsewhere.
 Be aware:
 Facilities may not be available
 School programs such as sports events, building and district functions have priority and may
require you to move your date or location.
Student Name: ______________________________________ Advisor: _____________________
Step 1: Proposal
Attach a copy of your CP Proposal so that all aspects of your project may be reviewed.
Step 2: Advisor’s Approval
I have reviewed the student’s proposal and it meets the requirements for a HHS Culminating Project.
I agree that there is no other site available.
_________________________________________________
Advisor’s Signature
_________________________
Date
Step 3: Facilities Availability
Check with Moana Faletogo in the main office to see if a date is available. Get date and signature
below.
___________________________
Facility/Location
Comments:
____________________ __________________________
Date/Time
Signature
Step 2: Administrator’s Approval
I approve the use of the HHS facilities listed above for the Culminating Project.
_____________________________________________
Signature of Administrator
Comments:
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________________________
Date
Highline High School
Student _______________________
Date _________________
Advisor ______________ Topic ________________________ _______
Accepted
Reviewer 1
Modifications Needed
Reviewer 2
Not Accepted
Reviewer 3
_
CULMINATING PROJECT PROPOSAL RUBRIC
Advanced
4
Competent
3
Needs Improvement
2
Project
Purpose and
Description

Proposal provides a clear and
detailed description of the project

Proposal provides an adequate
description of the project

Project does not provides an adequate
description of the project

Project is significant and challenging

Project is interesting and worthwhile

Project is not significant or challenging
New and
Challenging
Learning

The proposal clearly explains the
project’s learning challenges
describing how the student will
acquire new knowledge and skills
through the project.

The proposal explains the project’s
learning challenges and how the
student will acquire new knowledge
and skills through the project.

Project Steps
and Resource
Planning

Proposal defines a detailed and
efficient sequence of steps to
implement all aspects of the project,
including gathering information and
monitoring and adjusting the plan.

Proposal defines a sequence of
steps for implementing the project
including gathering information and
monitoring and adjusting the plan;
there may be minor problems in the
definition or sequence.
Value to the
Student
Community
Connection
Culminating Project

Proposal provides a detailed and
logical set of resources needed to
implement the project.

The proposal builds a clear and
compelling case for why the project
has value to the student.

The proposal explains a clear and
direct link between the project and
the student’s future goals and plans.

Limited
1


Proposal does not describe the project
The proposal explains the project’s
learning challenges, however, it
appears to involved only a minimal gain
of new knowledge or skills.

The proposal does not explain the
project’s learning challenges. The
student does not acquire new
knowledge and skills through the
project.

Proposal attempts to describe project
implementation steps, but has missing
or problematic elements and needs
refinement.

The steps described are very general or
vague and do not reflect sufficient
planning.

Proposal lists some needed resources.

Proposal fails to identify resources
needed.
Project does not meet requirements as
described in the handbook.

Proposal defines a set of resources
needed to implement the project.

The proposal explains why the
project has value to the student.

The proposal does not make clear why
the student chose the project.

The proposal does not explain why the
student chose the project.

The proposal explains how the
project is related to the student’s
future goals.

The proposal explains how the project
is somewhat related to the student’s
future goals, but the connection is not
well defended.

The project is not related to the
student’s goals or the proposal does
not address the issue.
The proposal clearly identifies the
type of mentor needed to accomplish
the project

The proposal identifies type of
mentor needed to accomplish the
project

The proposal does not clearly identify
the type of mentor needed to
accomplish the project

The proposal does not identify the type
of mentor needed to accomplish the
project

The proposal thoroughly describes
how the mentor will work with the
student

The proposal describes how the
mentor works with the student

The proposal does not describes how
the mentor works with the student

The proposal does not address how the
mentor works with the student

The proposal describes the mentor’s
relevant experience or expertise

The proposal describes the mentor’s
relevant experience or expertise

The proposal does not describes the
mentor’s relevant experience or
expertise

The proposal does not address the
mentor’s relevant experience or
expertise
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CULMINATING PROJECT REFLECTION RUBRIC
Advanced
4
Self-Evaluation
Evaluation of
product or
performance
Process
Assessment
Comparison of
project steps to
initial plan
Reflection on
growth as a
learner

Product/performance evaluation is
based on relevant, useful, and
thorough details for understanding
quality.

Product/performance evaluation is
based on relevant, useful details for
understanding quality.

Evaluation accurately identifies
strengths and weaknesses of the
product or performance.
Process evaluation is based on
relevant, useful details for
understanding the development
process.

Evaluation accurately and insightfully
identifies strengths and weaknesses
of the product or performance.

Process evaluation is based on
relevant, useful, and thorough details
for understanding the development
process.

Process evaluation accurately and
insightfully identifies strengths and
weaknesses of the process.


Identifies specific actions that, if
changed, would make the process
more efficient and/or result in an
improved product/performance.

Identifies actions that, if changed,
would improve the process or
product/performance.

Reflection identifies detailed, specific,
and thoughtful learning about the
self, connected to the project
experience.



Application for
the future
Competent
3
Reflection accurately and insightfully
identifies strengths and weaknesses
as a learner and as a worker/learner.

Demonstrates thoughtful and detailed
insights into personal strengths and
weaknesses that are useful for future
planning.

Reflection offers detailed, specific
understandings that are useful for
educational and career planning.

Makes valid conclusions that are
well-supported by personal learning.
Needs Improvement
2

Evaluation of product or performance
is incomplete and/or somewhat
vague, or based on less than useful
details.

Evaluation accurately identifies the
strengths but is overly generous
about the weaknesses of the product
or performance.

Process evaluation is incomplete
and/or somewhat vague, or based on
less than useful details.

Process evaluation accurately
identifies the strengths but is overly
generous about the weaknesses.

Identifies trivial or irrelevant changes
that could be made or defends the
original plan.
Reflection identifies specific learning
about the self, connected to the
project experience.

Reflection offers vague generalities
about the self and a loose personal
connection to the project experience.

Reflection accurately identifies
strengths and weaknesses as a
learner and as a worker/learner.


Demonstrates insights into personal
strengths and weaknesses that relate
to future planning.
Reflection identifies strengths as a
learner and a worker/learner, but is
overly generous about the
weaknesses.

Reflection offers specific
understandings that are useful for
planning for educational and career
planning.

Process evaluation accurately
identifies strengths and weaknesses
of the process.
Makes valid conclusions that are
supported by personal learning.

Lacks apparent connection to self as
a learner or a worker.

Reflection offers some vague
understandings that are not useful
for educational and career planning.

Makes conclusions, but does not
support these conclusions with
examples of personal learning from
the project.

Culminating Project
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Highline High School
Limited
1

Evaluation of product or performance
is missing or lacks key details.

Evaluation of product or performance
clearly ignores evidence or fails to
identify strengths or weaknesses.

Process evaluation is missing or
lacks key details.

Process evaluation clearly ignores
evidence or fails to identify strengths
and weaknesses.

Does not identify changes that could
be made to original plan.

Does not reflect on learning or how
learning connects to project.

Reflection does not identify individual
strengths/weaknesses or ignores
obvious evidence.

Does not offer insights into personal
strengths/weaknesses as related to
future planning.

Does not reflect on understanding
and future plans.

Does not draw conclusions or offers
no supporting evidence from project
learning.
PRESENTATION RUBRIC
Start Time: ______
Pass
End Time: ______
No *
Did not meet
time requirement
Total: ______ (8-20 min.)
Student Name ________
___
Presentation Topic
EXCEEDS EXPECTATIONS
Student is completely prepared and well-rehearsed.
Preparedness
Yes
______________
Date
_______
Panelist
___
MEETS EXPECTATIONS
Student is reasonably prepared, but could
have used more rehearsal.
__
___
___
DOES NOT MEET EXPECTATIONS
Student is not at all prepared for presentation.
Organization
Student presents information in logical, interesting
sequence which audience can follow.
Student presents information in sequence
which audience can follow.
Student does not present information in an
organized manner.
Subject
Knowledge
Student demonstrates full knowledge by answering all
questions with explanations and elaboration.
Student responds to most questions, but
with little elaboration.
Student does not have grasp of information;
student cannot answer questions about subject.
Reflection
Student expresses new learning and application to future
endeavors.
Presentation
Skills
Student maintains effective eye contact, voice is clear
and audible, and body language is open and inviting.
Student makes some eye contact, uses
appropriate voice and body language.
Visuals
Visual aids are clear and engaging. Student
demonstrates superb control of visual aid equipment.
Visual aids are clear and useful. Student
demonstrates control of visual aids.
Appearance
Student’s attire is professional.
Student adequately expresses new learning.
Student’s attire is appropriate.
Student does not express new learning or
application to future endeavors.
Student has inadequate eye contact, inaudible
voice, and/or distracting body language.
Visual aids were not used.
Student’s attire is inappropriate for the
presentation.
* Comments:
________
____
Culminating Project
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Highline High School