2015-16 Capstone Project
The Senior Capstone Project is a requirement for all seniors enrolled in this course. The
Capstone Project allows students to design, plan, and conduct a research-based investigation that the student believes is relevant to his or her future goals. Through this inquiry-based project, students utilize past knowledge as well as develop new skills to apply understanding to real-world problems.
The Capstone Project topic for each individual student must be based on a deep exploration of a s ubject that is relevant to the student’s program area and solves a problem that impacts the local community of Clark County.
Students should be able to evaluate, analyze, and research the topic from multiple perspectives such as cultural, artistic, political, historical, environmental, economic, scientific, and futuristic.
Students should make fact-based decisions to resolve the issue. As part of the Capstone
Project, students must be able to defend their research and solution to the problem.
The capstone project is built around five main ideas and the essential questions for each main idea. Each main idea is tied to one or more of the tenets for grading purposes. The main ideas and their essential questions are listed below:
Question and Explore:
● How does the context of the topic affect how it is interpreted or presented?
● How would other individuals see the topic differently?
● What do you want to know, learn, and understand?
● How does the topic question shape the way it is going to be answered and how you are going to be engaged with the topic?
Understand and Analyze Arguments:
● What is the argument’s main idea and what reasoning does the author use to develop it?
● Why does the author view the issue this way or what biases does he or she have?
● Does the argument acknowledge other perspectives?
● What is the quality of these arguments and are they factual?
● What are the implications of these arguments on you, your research, and your community?
Evaluate Multiple Perspectives:
● What trends can be identified among the arguments about the topic?
● What are the implications of accepting or rejecting a particular argument?
● How are the arguments related and are they connected to other issues?
● Can contradictions within and between arguments get explained?
Synthesize Ideas:
● How do you connect and analyze the evidence to develop an argument and support a conclusion?

2015-16 Capstone Project
● What line of reasoning and evidence best supports your argument?
● Is the reasoning logical and are there other conclusions that should be considered?
● What are your own biases and how are they accounted for in the research?
● What is the appropriate way to acknowledge the work of others to support the conclusion?
Team, Transform, and Transmit:
● Who can assist in developing an argument and conclusion?
● What are the roles of the team members in resolving the topic?
● What is the best way to present and appeal to an audience?
● What is the best way to adapt the written, digital, and oral presentations be adapted for different situations?
At the conclusion of the Capstone Project, students will submit a research paper, a portfolio of their work, and a digital presentation. In addition, students will present their findings to staff and industry partners and develop a “trade show” booth that demonstrates their knowledge of the topic selected.
The Southwest CTA uses six tenets, or beliefs, to assess student performance. These tenets are the basis of grading during each of step of the Capstone Project. The student chooses how to demonstrate each of these tenets through their Capstone Project. The six tenets are as follows:
● Content Knowledge - May include, but is not limited to, the use of proper vocabulary, software, and skills related to the industry.
● Teamwork and Collaboration - May include, but is not limited to, collaboration with peers, mentors, and industry-related professionals.
● Writing Skills - May include, but is not limited to, written explanations of skills, reflective essays, coding, and script writing.
● Work Ethic - May include, but is not limited to, participation and meeting designated deadlines.
● Use of Resources - May include, but is not limited to, accessing industry specific resources, appropriate tools and materials, and utilizing original resources.
● Professional Presentations - May include, but is not limited to, delivery of presentations to an audience, presentation deliverable, professional attire, and showcase of skill mastery during presentations.
The first step in creating the Capstone Project is to identify the topic and develop a driving question. The driving question should be openended, investigative, and expand the students’ current knowledge. The Capstone Project opens a path to new knowledge, which allows a student to use that knowledge to solve problems. The driving question should focus on applied learning. The driving question must lead to a solution, which can be judged for how well it

2015-16 Capstone Project demonstrates the six tenets.
The Capstone Project consists of the following components:
Capstone Project Proposal
The student will select a project category and develop a Capstone Project Proposal (see
Appendix A) . Students should review the proposal with parent(s)/guardian(s), potential mentors, and gain approval prior to the submission to the instructor. The proposal will be reviewed and approved by the instructor before any work may begin by the student.
Activity Log
The activity log (see Appendix B) will be utilized by the students to track dates, activities and tasks, and time spent on the Capstone Project. This log helps students document their impressions, reactions, and progress through the Capstone Project and is utilized by the program area teacher for formative grading throughout the school year. Recording these thoughts when they happen, without the pressure of deadlines, provides the student with a source of information for the reflection essays.
Capstone Project Timeline
Since each student’s Capstone Project is different from his/her peers, students create a
Capstone Project Timeline (see Appendix C).
Students create milestones for every two weeks throughout the Capstone Project . Students review future milestones monthly and make appropriate adjustments as needed.
Digital Portfolio
Students should create a digital portfolio that demonstrates not only the final product, but also significant milestones during the Capstone Project. This portfolio can be part of the required
Southwest CTA student portfolio or a separate portfolio dedicated to the Capstone Project.
Reflective Essays
Each student will write a reflective essay about the Capstone Project as part of his/her midterm and final exams.
Capstone Project Presentation
The students will formally present their Senior Capstone project in April to peers, faculty, and community partners. This presentation may take place off-campus or after school hours.
Students who do not complete the Senior Capstone or participate in the final presentation will receive an F for the fourth quarter and the second semester.
The Capstone Project and Presentation will be graded utilizing each of the six tenets (see
Appendix D) .

2015-16 Capstone Project
Below is a sample Capstone Project Proposal in business letter format.
Program Area Teacher
7050 W. Shelbourne Ave
Las Vegas, NV 89113
702-799-5766
Dear Program Area Teacher,
In this paragraph, describe the general area of interest for your Capstone Project and why you are interested in this area. Why does this topic interest you?
Begin this paragraph by demonstrating the relationship between your general and the actual driving question. Then describe your project. What goals are you hoping to achieve in the
Capstone Project? Give the Capstone Project a name that can we can all use as a reference.
What project category did you select and why? Describe what the project entails, who is involved (mentors), potential costs, potential time spent, and possible resources that will be utilized. If you are proposing an event, identify the organizations and/or companies that are involved.
In this paragraph, describe what you already know in terms of content knowledge to complete the project. Explain how this proposed project will improve your knowledge base. Describe what areas you are not familiar with and what skills and knowledge you expect to acquire and how you expect to acquire them.
In this paragraph, describe how the proposed project connects to your post-high school aspirations. Discuss briefly what impact you anticipate this project may have on you or your community.
Sincerely,
Your signature goes here
Type your full name

2015-16 Capstone Project
Each student will create a Google Document that is similar to the following:
Date Activity Time Spent
Insert the date of the activity. Describe what you spent your time doing. Add any reflections or thoughts about the Capstone Project such as what needs to happen next, what would you do different?
Enter the amount of time spent on the activity (round to the nearest ¼ of an hour)
Example:
8/25/2011
Example:
Worked with Bill and Steve to brainstorm background story ideas for game. Bill and I are going to work a survey to give to 1st grade teachers. Steve is going to research the 1st grade skills that need to be taught in the game.
Example:
0.75

2015-16 Capstone Project
Each student will create a Google Document that is similar to the following:
Quarterly Dates Measurable Goal Person(s) Responsible
1st Quarter
2nd Quarter
3rd Quarter
Semi-monthly
Dates
September 10th
September 25th
October 10th
October 25th
November 12th
November 26th
December 10th
January 10th
February 11th
February 25th
March 10th
Measurable Goal Person(s) Responsible

2015-16 Capstone Project
Content Knowledge:
Criteria Weight Unsatisfactory Proficient
Question and
Explore
20%
Advanced
Student addresses only a few or none of the essential questions for this main idea.
Essential questions are slightly addressed or not addressed in all capstone project deliverables.
Student addresses most essential questions for this main idea.
Essential questions are mostly addressed in all capstone project deliverables.
Student completely addresses all essential questions for this main idea.
Essential questions are completely addressed in all capstone project deliverables.
0--6--12 14--17 18--20
40% Understand and
Analyze
Arguments
Student addresses only a few or none of the essential questions for this main idea.
Essential questions are slightly addressed or not addressed in all capstone project deliverables.
Student addresses most essential questions for this main idea.
Essential questions are mostly addressed in all capstone project deliverables.
Student completely addresses all essential questions for this main idea.
Essential questions are completely addressed in all capstone project deliverables.
0--14--27 28--32--35 36--38--40
Evaluate Multiple
Perspectives
40% Student addresses only a few or none of the essential questions for this main idea.
Essential questions are slightly addressed or not addressed in all capstone project deliverables.
Student addresses most essential questions for this main idea.
Essential questions are mostly addressed in all capstone project deliverables.
Student completely addresses all essential questions for this main idea.
Essential questions are completely addressed in all capstone project deliverables.
0--14--27 28--32--35 36--38--40
Writing Skills:

Criteria
Understand and
Analyze
Arguments
Synthesize Ideas
Weight
50%
50%
Teamwork/Collaboration:
Criteria Weight
Team 50%
2015-16 Capstone Project
Unsatisfactory Proficient Advanced
Student addresses only a few or none of the essential questions for this main idea.
Essential questions are slightly addressed or not addressed in all capstone project deliverables.
Student addresses most essential questions for this main idea.
Essential questions are mostly addressed in all capstone project deliverables.
Student completely addresses all essential questions for this main idea.
Essential questions are completely addressed in all capstone project deliverables.
0---25---50---60 70---80---89 90---95---100
Student addresses only a few or none of the essential questions for this main idea.
Essential questions are slightly addressed or not addressed in all capstone project deliverables.
Student addresses most essential questions for this main idea.
Essential questions are mostly addressed in all capstone project deliverables.
Student completely addresses all essential questions for this main idea.
Essential questions are completely addressed in all capstone project deliverables.
0---25---50---60 70---80---89 90---95---100
Transform 50%
Unsatisfactory Proficient Advanced
Student addresses only a few or none of the essential questions for this main idea.
Essential questions are slightly addressed or not addressed in all capstone project deliverables.
Student addresses most essential questions for this main idea.
Essential questions are mostly addressed in all capstone project deliverables.
Student completely addresses all essential questions for this main idea.
Essential questions are completely addressed in all capstone project deliverables.
0---25---50---60 70---80---89 90---95---100
Student addresses only a few or none of the essential
Student addresses most essential questions for this
Student completely addresses all

Use of Resources:
Criteria
Understand and
Analyze
Arguments
Weight
50%
2015-16 Capstone Project questions for this main idea.
Essential questions are slightly addressed or not addressed in all capstone project deliverables.
main idea.
Essential questions are mostly addressed in all capstone project deliverables.
0---25---50---60 70---80---89 essential questions for this main idea.
Essential questions are completely addressed in all capstone project deliverables.
90---95---100
Evaluate Multiple
Perspectives
50%
Professional Presentation:
Criteria Weight
Synthesize Ideas 50%
Unsatisfactory Proficient Advanced
Student addresses only a few or none of the essential questions for this main idea.
Essential questions are slightly addressed or not addressed in all capstone project deliverables.
Student addresses most essential questions for this main idea.
Essential questions are mostly addressed in all capstone project deliverables.
Student completely addresses all essential questions for this main idea.
Essential questions are completely addressed in all capstone project deliverables.
0---25---50---60 70---80---89 90---95---100
Student addresses only a few or none of the essential questions for this main idea.
Essential questions are slightly addressed or not addressed in all capstone project deliverables.
Student addresses most essential questions for this main idea.
Essential questions are mostly addressed in all capstone project deliverables.
Student completely addresses all essential questions for this main idea.
Essential questions are completely addressed in all capstone project deliverables.
0---25---50---60 70---80---89 90---95---100
Unsatisfactory Proficient Advanced
Student addresses only a few or none of the essential questions for this
Student addresses most essential questions for this main idea.
Student completely addresses all essential

Team, Transform, and Transmit
50%
2015-16 Capstone Project main idea.
Essential questions are slightly addressed or not addressed in all capstone project deliverables.
Essential questions are mostly addressed in all capstone project deliverables.
0---25---50---60 70---80---89 questions for this main idea.
Essential questions are completely addressed in all capstone project deliverables.
90---95---100
Student addresses only a few or none of the essential questions for this main idea.
Essential questions are slightly addressed or not addressed in all capstone project deliverables.
Student addresses most essential questions for this main idea.
Essential questions are mostly addressed in all capstone project deliverables.
Student completely addresses all essential questions for this main idea.
Essential questions are completely addressed in all capstone project deliverables.
0---25---50---60 70---80---89 90---95---100
Work Ethic:
Criteria
Synthesize Ideas
Deadlines
Weight
50%
50%
Unsatisfactory
Student properly cites the some of resources in deliverables or does not cite or properly cite resources.
0---25---50---60
Proficient
Student properly cites the majority of resources in all deliverables.
Advanced
Student properly cites all resources in all deliverables.
70---80---89 90---95---100
Majority of work is not completed and/or submitted on time.
Majority of work is completed and submitted on time.
All work is completed and submitted on time.
0---25---50---60 70---80---89 90---95---100