REV. 03/17/10

of the 10th grade reading, writing, and math standards on the Washington Assessment of Student Learning (WASL) by the end of high school. Science will be added to the certifi-cate's requirements for the class of 2010. The certificate helps ensure that all students — not just the college-bound — have the basic skills needed to succeed after high school, regardless of where their families live, how much money they have, or what language they speak.

Certificate of Individual Achievement (CIA) may be obtained by special education students: “who are not appropriately assessed by the high school Washington assessment system.” If a student who is eligible for and receiving special education services cannot show competency at the 10th grade standards level, an IEP team determines what other alternate assessments are appropriate in order to obtain a CIA.

The law states that a CIA may be obtained using multiple ways to demonstrate skills and abilities commensurate with their IEP. The OSPI Assessment Section has developed a manual entitled, “Guidelines for Participation and Testing Accommodations for Special Populations on the WASL.” This document is for IEP teams’ use to determine who should not be required to participate in the high school assessment sysstem and which types of assessments are available to use in order to show competency at their achievement level.For more information on Assessment of Special Education Students, visit: www.k12.wa.us/assessment/altassess.aspx

Beginning with the Class of 2007 and beyond, all MVHS graduates must complete a Culmi-nating Project. Beginning with the Class of 2008, all Washington graduates must fulfill the following four requirements:t Earn a Certificate of Academic

Achievement (see below). Students must meet standard on the 10th grade Washington Assessment of Student Learning (WASL) in reading, writing, and math. Science will be added in 2010.t Complete a culminating project. This integrated learning project helps students understand the connection between school and the real world by studying a topic they like and presenting their findings to teachers, commu- nity members, and other students.t Meet class credit requirements. Students must pass a certain number of classes in English, Math, Science (including one lab), Social Studies, Health and Fitness, Visual or Performing Arts, Occupational Education, and Electives (number of credits required depends on the school district).t Craft a high school and beyond plan. Students must detail their plan for meeting the high school graduation requirements and what they expect to do the year after graduation.

Certificate of Academic AchievementBeginning with the class of 2008, students graduating from public high schools in Wash-ington must earn the Certificate of Academic Achievement by demonstrating achievement

Graduation Requirements

MVHS Senior CulminatingProjectThe Culminating Project is a graduation requirement and an opportunity for students to demonstrate and showcase knowledge and skills learned in the Mount Vernon School District. The state-mandated project fulfills the requirements set forth in the House Bill 1209 and documents achievement of Washington’s learning goals.

The Culminating Project allows students to apply what they have learned throughout their four years of high school and will be presented their senior year. The Project is a final process that confirms a student’s mastery of commu-nication skills, time management skills, and personal planning skills.

The Project will document the student’s academic experience and career preparation. Students will begin discussion and research for their Culminating Project in Freshman Focus, Sophomore Biology, Junior English, Senior CP-embedded courses, or through a Culminat-ing Project class (for students needing addi-tional support).

Culminating projects will focus around a student’s determined Career Pathway. Students have been working over their four years to find a pathway and select high school courses that support their pathway and make their learning relevant.

Washington State’s Curriculum and Instruc-tion office is located at the Office of Super-intendent of Public Instruction, Olympia, Washington. The Curriculum and Instruction Division’s mission is to provide leadership, service, and support for the development and implementation of research-based curriculum to ensure that all learners achieve at high levels.

Washington State Learning GoalsThese four learning goals provided the founda-tion for development of the Essential Academ-ic Learning Requirements (EALRs):

1. Read with comprehension, write with skill, and communicate effectively and responsi- bly in a variety of ways and settings.

2. Know and apply the core concepts and

principles of mathematics; social, physical, and life sciences; civics and history; geogra- phy; arts; and health and fitness.

3. Think analytically, logically, and creatively, and integrate experience and knowledge to form reasoned judgments and solve prob- lems.

4. Understand the importance of work and how performance, effort, and decisions directly affect future career and educational

opportunities.

Overview

ARTS & COMMUNICATIONPersons enjoying careers in Arts & Communications often:

Value independence Enjoy creative activities such as music, writing, entertainment, and art Enjoy convincing others to accept a particular point of view Actively seek opportunities for self-expression

Skills & AbilitiesLinguisticMusical

KinestheticVisual / SpatialIntrapersonalInterpersonal

BUSINESS & MARKETINGPersons enjoying careers in Business & Marketing often:

Apply mathematics quickly and accurately Enjoy influencing others to buy a product or service Lead or manage people to work cooperatively Manage details systematically

Skills & AbilitiesLogical

MathematicalLinguistic

Intrapersonal

HEALTH & HUMAN SERVICES Skills & AbilitiesIntrapersonalInterpersonal

LinguisticLogical

Mathematical

Persons enjoying careers in Health & Human Services often:

Put a high value on the well-being of others Get along well with a variety of people Are committed to continuing education in order to update skills Recognize correct and incorrect uses of the English language

SCIENCE & NATURAL RESOURCES Skills & AbilitiesLogical

MathematicalVisual / Spatial

Kinesthetic

Persons enjoying careers in Science & Natural Resources often:

Put a high value on math and/or science Want to see practical results from their work Prefer to work with tools and objects rather than with people and words Are interested in understanding living systems

TECHNOLOGY & INDUSTRY Skills & AbilitiesLogical

MathematicalKinesthetic

Visual / Spatial

Persons enjoying careers in Technology & Industry often:

Put a high value on math and/or science Enjoy using facts and judgment — “figuring things out” Like to tinker with objects and how they work Are comfortable working with machines or equipment

Career Pathways

must have a physical on file with the Athletic office. Safety will be a primary consideration as the Culminating Project Coordinator/Instructor reviews your pro- posal.3. You may not work with another student on this project. Your success is yours alone, not dependent upon another student’s work.4. The next page will help you determine if the project is challenging and significant enough to qualify as your project.

Option B — Compilation of Best Work (permission only)This option is for students who are on Indi-vidualized Learning Plans, students with spe-cial challenges, or for students who are given special permission by their counselor or by the Culminating Project Coordinator.

You must receive special permission to take this option. You will follow the same guide-

lines above while you collect samples of your

best work over the course of your high school

learning experience.

Through your collected work, you must show a “learning stretch” and demonstrate how you grew through your high school experiences. All other components of the Portfolio/Project are required in addition to this option.

Option A Project of choice related to student’s Career pathwayOption B Compilation of best work throughout high school

Option A — Project of ChoiceThink about an interest that you would like to pursue. Review what you want to do or learn during your lifetime. Ask yourself what can sustain your attention for a long period of time. Look at this Culminating Project as an opportunity to explore and learn about some-thing in which you are sincerely interested and may want to continue in as a career.

The Culminating Project Coordinator or your Culminating Project Class Instructor will help you stay within the parameters of the project guidelines during your 11th and 12th grade years. It is important that you, the student, di-

rect this learning experience and take respon-

sibility for it. The completion of your project is a pass/fail graduation requirement. However, you may be required to complete a project as a class requirement for a grade.

guidelines for your project1. Your project must be a “learning stretch.” You, your instructor, and the Culminating Project Coordinator will work to deter mine the scope of your project.2. Your project must not involve undue risk to yourself or others. If your project involves strenuous physical activity, you

Culminating Project Options

Is the proposed project challenging, significant and worthy, and does it reveal critical thinking and problem solving? Use the critieria on this page to help make a determination:

� The proposal clearly describes how the project involves significant new learning for the student, greatly extending the student’s knowledge, skills, and expertise

� The proposal explains how the project has important personal value in that it solves a significant problem or meets an important need of the student

� The proposal describes how the project is an ambitious undertaking, and how successful completion will involve finding solutions to complex and difficult problems, requiring advanced analytical, logical, and creative thinking

� The proposal describes how the project will involve meaningful new learning for the student, requiring the investment of significant time and energy

� The proposal clearly explains how the project has important personal value to the student � The proposal clearly identifies the analytical, logical, and creative thinking that will be required,

and also some of the problems that will require solution over the course of the project

� The proposal describes a project that involves a learning challenge for the student; the student will need to spend time and energy acquiring new knowledge and/or skills essential to the project

� The proposal explains why the project has value to the student � The proposal describes a project that has sufficient complexity to challenge the student to make

judgments and solve problems that require analytical, logical, and creative thinking

� The proposal describes the new learning required by the project, but it appears to involve only a minimal learning challenge for the student; the student will not need to expend much time or energy to acquire new knowledge and/or skills

� The proposal does not make clear why a student chose the project � The proposal describes a project that has some degree of complexity and will pose some

problems, but is not sufficiently challenging to demand analytical, logical, and creative thinking

� The proposal describes a project that appears to require little or no new learning by the student, because the project is not terribly difficult or challenging

� The proposal does not explain the value of the project to the student � The proposal describes a project that does not seem sufficiently complex or demanding; it is

not clear what problems will be encountered or how critical, analytical, or creative thinking will be required

Project Criteria

5Distinguished

4Accomplished

3Competent

(At Standard)

2Need Improvement

1Limited

work on their Project within these classes and can compile their work into a portfolio. They will also have an opportunity to present their projects within these classes.)

12th Grade — Designated “CP” Elective Courses

12th Grade — CulminatingProject ClassStudents will work from the start to the com-pletion on their Culminating Project. This is for students who need extra time and support completing this requirement or for students new to MVHS.

Presentation of Portfolio/ProjectPresentations can take place 1st or 2nd semes-ters in “CP” courses, in Culminating Project Class, or as arranged by the Project Coordina-tor during WASL week. Project completion

date must be by May 5th.

It is reasonable to have students take several “CP” courses and complete many projects for credit within these classes. However, students can choose which project will stretch their learning and count as their graduation require-ment.

9th Grade — Focus Class � Portfolio Building � Pathway Explorations � High School & Beyond Plan � Designate 4 Credits of Pathway Courses

over next 3 years

10th Grade — Biology (or Social Studies)

� Career/Job Exploration/College Searches � Self-Assessments/Testing � Revisit 4 Credits of Pathway Courses over

next 3 years � Check in with counselor regarding

graduation requirements and project

11th Grade — English(Goals Paper)

� Paper (Who Am I, Where Am I Going, How will I Get There?)

� Project Action Plan Template: students can decide if their projects will be a culmination of best work and skills acquired in high school, or a special project that they are working on in class or through a leadership club/activity and should be related to their Pathway. Meet with counselors to write template.

11th Grade — Designated “CP” Elective Courses(See catalog for courses marked as “CP”. Students will write a “Reflection Paper” and

Culminating Project Support Classes & Activities

English Language Learners (ELL)ELL students who receive services will have an individualized plan detailing how each student will meet the CP requirements. Each student’s plan will be developed by a team including the student and ELL teacher(s), counselor(s), and parent/guardian(s) with the approval of the District-level representative for ELL.

Students With DisabilitiesStudents with disabilities may require accom-modations and/or modifications to complete their work. Student IEPs or 504 plans will de-tail how each student will meet the CP require-ments. The plan may include input from the student, parent/guardian(s), Special Education teacher(s), counselor, and general education teacher(s) who are familiar with the student’s needs.

Out of District TransferStudentsStudents who transfer into MVHS from an-other district and are given Junior, Sophomore, or Freshman standing at their new school, will be required to complete all four components of the Culminating Project. Students who trans-fer into MVHS from another district, who are given first semester Senior standing at MVHS and have credit in Junior English or its equiva-lent may be exempted by the school principal from the 11th Grade English Paper.

A fundamental goal of public education is to develop lifelong learners who use their minds and skills well. The six components of Mount Vernon High School’s Culminating Project move students through academic courses and activities that develop and demonstrate their readiness to take responsibility for their own learning.

Intellectual IntegrityIntellectual integrity is the cornerstone of being a self-directed learner. It is imperative that students present an honest accounting of all CP related activities. Students falsify-ing any aspect of their work will be subject to appropriate disciplinary action, ranging from submitting completely new, verifiably original work, up to and including loss of the privilege to participate in commencement ceremonies.

Running Start and EmersonAlternativeAll students who participate in Running Start, Emerson Alternative, or other equiva-lent programs, are required to complete all four components of the CP and meet MVHS requirements. Students who intend to partici-pate in these programs need to plan carefully to ensure completion of the CP within their school’s published deadlines. A high school administrator or CP Coordinator must ap-prove all Culminating Projects outside of the designated high school “CP” courses.

MVHS Culminating Project Considerations

on all mentors outside of the Mount Vernon School District.

CostsDespite its status as a graduation requirement, the Self-Directed Project need not cost any more than a typical school project. Schools are not responsible for funding any espense in-curred during the Project. While projects may require some expense, the district encourages students to work within their means. During the planning phase, students will be encour-aged to develop a reasonably accurate estimate of costs, a guaranteed source for those funds, and parents are asked to plan accordingly.

FacilitiesDistrict facilities are not automatically avail-able to students for Self-Directed Projects. Students wishing to secure MVHS facilities will be required to follow all procedures for an outside group wishing to use facilities includ-ing a formal request for use of facilities and any required fee. Because facilities are scheduled well in advance, students cannot be assured of use.

First semester transfer students must complete the other three CP components.

Students who transfer into MVHS second se-mester and are given Senior standing at MVHS may be exempted by the school principal from completion of the CP, providing that they are within one semester of attaining minimum building graduation requirements in all other areas. Students will be required to take a “CP” course and develop a 5th year plan with their counselor.

Project ParametersApprovalParents/Guardians are asked to certify that they understand what their student plans to do for their Project. Projects must comply with parameters established by the Mount Vernon School District Risk Management Pool, federal and state law, and the policies and procedures of MVHS, including those governing Reli-gious-Related Activities and Practices, No. 2340 and 2340P, and Community Relations, No. 4333.

Although students, when designing and work-ing on their Project, are encouraged to chal-lenge themselves in original and creative ways, certain hazardous activities are prohibited. The district has the right to reject any project that is judged to be unsafe. Any job shadows or internships must be pre-approved by the CP Coordinator or a CP Course Instructor. Neces-sary background checks must be completed

� Give people time to respond to messages and follow up when necessary

� Be accomodating, polite, and flexible

How to Assist with theCulminating ExhibitionParents and community members are often interested in participating in the Culminat-ing Project experience. Among other things, this could include serving on a panel for the student presentations, mentoring, or even tutoring. Please contact MVHS’s Volunteer Coordinator for information as to how parents and community members may contribute.

Whom to Contact for MoreInformationThe Culminating Project Coordinator may be contacted for more information. Contact information is listed on the MVHS website:www.mountvernonschools.org/mvhs

Guidelines for StudentsMentoring in the CommunityJob Shadows or Internships can be an option for a CP Project, but must be pre-approved by a CP Instructor or the CP Coordinator. Students need to have parents/guardians review and approve project activities in the com-munity. For safety reasons, students should always stay alert to inappropriate behaviors or communications. They should discontinue contact immediately if they are uncomfortable with anything being said, done, suggested, or implied.

When working in the community, students should always notify their parents/guardians:

� Where they are meeting (a public place or place of business is advised)

� Whom they are meeting � How long they plan to meet and when they

will return � Of the purpose for the meeting � What transportation they plan to use

To establish a good working relationship with others, students should:

� Set up meetings well ahead of time and then call to confirm immediately before the planned date

� Clearly state purpose when requesting a meeting date/time and always respect others’ busy schedules

� Be sure to leave complete information when communicating by email or voice mail

Getting startedon your

Culminating Project

Getting started on your Culminating Project

So where do students find ideas for Culminating Project ideas? By looking around them for inspiration. Here are some ideas:

• Talkwithyourfriends,classmates,andyourteachers

• Keepaneyeoutforinterestingtopicsinmagazines,newspapersandjournals

• Keepaneyeoutforinterestingtopicswhilewatchingtelevisionorlisteningtotheradio

• Browseencyclopedias,periodicalindexes,andothersources,includingsetssuchasCQResearcher,Opposing Viewpoints,andCurrentControversies.Askalibrarianforideasonwheretolookfortopics

• Lookattheindexandtableofcontentsofthetextsyou’reusingforyourclasses

• Lookonline;manyschoolsaroundthecountryaredoingsimilarprojectsandreadingaboutthemmightprovide a spark of inspiration

Whatdoyoudoonceyouhaveageneraltopic?Theneedtocompleteabigprojectcancauseanxiety.However,therearewaystoreducethatanxiety.YourteacherswilldotheirsharetohelpcutdownonthestressbyprovidingopportunitiestolearnalloftheskillsyouwillneedtosuccessfullycompleteyourCulminatingProject.Thefollow-ingaresomegeneraltipsaboutstartingany project on the right foot:

• Startearly!Keepinmindthatanyprojectcanbeverytime-consuming.Planonapproximately10hoursjustfor decidingonatopic,writingupyourplan,andthinkingaboutwheretofindresources.Ifyougiveyourselflots oftimetocompletetheearlystagesofyourproject,unexpecteddelayswon’tcauseasmuchofaproblem.Ifyou waituntilthelastminute,thoseunexpecteddelayscouldderailyourwholeproject!

• Planahead!Isyourprojectdependentontheweather?Doyouhavetoworkaroundotherpeoples’schedules? How does the due date fit in with the due dates of projects for other classes?

• Haveaclearunderstandingoftheassignment!Readthishandbookcarefully.Clearupanyquestionswitha teacherortheProjectManagerpriortobeginningyourplan.

• Knowwhattypesofmaterialsyouneed!Doyouneedbooksorarticles?Shouldyoufindapersonorseveral peopletointerview?Arewebpagesappropriate?

• Rememberthatcompletinganyprojectrequirespatienceandflexibility!Itmaytaketimetogettheresultsyou want.Askforhelpwhenyouneedit!Teachers,counselorsandlibrariansareveryfamiliarwiththeresearch process.Theywillbegladtohelpyouatanystageoftheprocess.Yourteachersunderstandtherequirementsof theCulminatingProjectandcanpointyouintherightdirection.Don’tforget,otherpeoplearebusy,too,soyou mayhavetocontactthemmorethanonce,byphone,byemail,orinpersontogetthehelpyouneed.Keep trying!

“If we did the things we are capable of doing,we would literally astound ourselves.”

THOMAS EDISON

Possible fields of interest• FineArts-music,dance,drama• Art-glassblowing,jewelrydesign,drawingandpainting• Health-medicine,fitness,nutrition• Business-management,marketing,advertising,finance,insurance• SocialProblems-homelessness,domesticviolence,AIDS,gangviolence,drugsandalcohol,socialjustice,racism• Science-chemistry,biology,marinebiology,environmentalscience,animalstudies• Sports-camps,coaching,individualtraining• Technicalskills-building,woodwork,computers,metalwork• Video-videoproduction,filming,editing,sounddubbing• Religion-history,comparisons,cults• History-archeology,genealogy,civilization,culturestudies• Service-lawenforcement,firedepartment,EMT,forestranger,fishandgamewarden.

Specific examples of successful culminating projects• DevelopedandtaughtaclassonskateboardconstructionatNewVista• ResearchedaprojectonSoutheastAsianArt• Beganacareerasacompetitivemountainbikeracer• Choreographedandperformedoriginaldanceworks• Internedataschoolforautisticchildren• Learnedhowtobuildahousefromthegroundup• Constructedacomplexcomputersystem• Createdaportfolioon3-Dcomputerart• Createdawebsiteofresourcesforselfhelpinlegalaffairs• Livedindependentlyandcreatedahandbookforemancipatedteens• Masteredoutdoorlivingskillsincludingasoloadventure• Designedavacationcabinandcreatedanarchitecturalmodel• Compiledandproducedamagazinedocumentinggraffitiaroundthecountry• Learnedtobeanassistantinpaleontologicalresearch• OrganizedactivitiesconnectedtoaJapaneseexchangeprogram• Plannedandled200milebackpackingtripalongaColoradoTrail• Preparedandtrainedforpilot’slicense• Restoreda1969PontiacFirebird• TaughtaclassonGreekphilosophyatthehighschool• UndertookafieldstudyofSandhillCranes• Wroteachildren’sbook• Wrote,directedandperformedanoriginalonewomanshow• Workedatacampfordisadvantagedyouth• VolunteeredatanAIDSHospice• Preparedforvolunteerfire-fightingactivitiesanddesignedanaccountabilitysystem for fire fighters• Redecoratedahomewithoriginalmuralwork• Conductedanin-depthstudyofacareerofinterest

About your plan

What is it?•Theguideforyourproject•Amaptogetwhereyouwanttogo•AdetailedPlanwhichshowsyouhavemorethanaroughidea•Achievableandreasonable•Meaningfultoyou

What should take place prior to making a Plan?•Thoughtfulsearchofproject•InterestInventory:givenbycounselor•Considerpersonalstrengthsandinterests•Discussionwithparent(s)aboutthepossibletopics•ClassroomopportunitiestolearntheskillsrequiredfortheCulminatingProject

Why is the Plan required?•WithoutagoodPlanyoucan’tgetstartedorstayontask•AgoodPlanpreventsyoufromwastingtime•AgoodPlanmeansgreaterchanceofsuccessincompletingtheproject•Youwillbeabletosetpersonalgoalsforlearning•Youwillbeabletothinkcritically,creativelyandoriginallyandproblemsolve•Youwillbeabletocommunicateeffectively

How will your Plan be assessed?•ThePlanwillbereviewedbyapanelof3-4staffmembers•ThePlanmustbeapprovedbythereviewpanelbefore you can begin your

project! If you want to start your project the spring/summer of your junior year, please see the timeline.•ThepanelwillbelookingforthoroughcompletionofthePlan Template form (see next page)

“Well begun is half done.”PLATO

Class of 2011 Culminating Project PlanStudent Name ______________________________________ Bulldog Advisory Teacher ___________________________

CP Instructor Name __________________________________ Counselor _______________________________________

Project Name _______________________________________ Date Plan Submitted _______________________________

Please address the following prompts in the space provided.

1. Learning goal(s):

2. Description of the project:

3. What will the finished project look like?

4. Justification, purpose, and significance of the project:

5. Resources and plan for research:

6. Mentors (people who will help you with your project):

Print neatly and submit to Advisory or Mrs. Sager by April 29, 2010

(Please Print Legibly)

7. Timeline/Calendar: Turn in plan on __________________________________________________________________

Work on project __________________________________________________________________

Present project ___________________________________________________________________

Turn in completed project portfolio __________________________________________________

8. Budget/Materials (Are there any costs involved? If so, what are they?):

9. Pre-presentation: How do you plan to present your project and who will be your audience?

10. Evaluation: How do you plan to demonstrate to the evaluator(s) that you met your learning goal(s)?

Student/parents sign to verify their understanding that while the Culminating Project is subject to school approval, the specific project and area of study is selected by the student and parents/guardians, independent of the staff and administration of Mount Vernon High School. Student/parents therefore assume all responsibility for any risks and costs which might be inherent in the project chosen.

_________________________________________________________________________________________________

Student Signature—I attest that this plan was prepared by me and is original work.

_________________________________________________________________________________________________

Parent Signature—I understand what my son/daughter plans to do for his/her Culminating Project.

__________________________________________________________________________________________________

CP Instructor Signature—The CP Instructor is an MVHS teacher who will oversee and sign off on your project.

CP Instructor’s Phone Number or School Extension: _________________________________________________________

As this student’s Culminating Project Instructor, I agree to the following by my signature to this form:I understand what my student plans to do for his/her Culminating Project.

I understand that I am expected to evaluate this student’s project according to the standards indicated.I understand that the project evaluation is due to the CP Advisor no later than May 9, 2011.

— Review Panel —

Plan Approved___________________________________ Plan Needs Revision __________________________________

Culminating Project Plan, Page Two

Please use the reverse side for any additional comments regarding the Plan/Project

(Date) (Initials) (Date) (Initials)

Explanation and Clarification for the Plan

1. Learning GoalA statement that describes what you hope to learn by completing the project. The learning goal(s) can be related to knowledge to be gained or skills to be acquired.

2. Description of the ProjectA concise description of what you are going to do for your Culminating Project. (No more than 3 sentences.)

3. What will your finished Project look like?Describe what you expect your finished project to look like. You need to explain what level of work will satisfy you. Write a statement which will begin with I know my project was successful if _____________• Youareaimingforsomethingtomakeyouproud.

4. Justification/Purpose/Significance/A thoughtful paragraph answering the question why you are choosing to do this project. Explain why this project is interesting, significant or meaningful to you.Discuss some or all of the following:

• Whetherthistopicisnewforyou• Whetheritisapersonalorintellectualorsocialorphysicalchallengeforyou• Whatpeopleoreventsinfluencedyouinselectingthisprojectandthislearninggoal,andwhetheritrelatestoa future career choice• Whatinformationyoualreadyknowaboutthissubject

5. Resources/Plan for ResearchA detailed explanation of how you will complete your project. The list below includes factors which may not have already occurred to you. Consider every point and imagine whether it might relate to what you will do on your Cul-minating Project. Include as much information as you know at this point.

• Thetopicsyouwillneedtolearnmoreabout,backgroundonyourgoal,peopleinthefield,factualinformation, available resources, and existing solutions.• Thewayyouwillgetthatinformation.Considerthefollowing:interviews,workingwithamentor(s),library research, field research, volunteering, getting a job, attending performances/games/ rallies/ events, internship.• Whetheranycurrentorpreviousclassesinschoolwillenrichorcontributetoyourproject.• WhetheryouwillneedtotakeanoutsideclassaspartoftheprocesstocompleteyourCulminatingProject.If you need to take a class you must find out availability, cost, schedule, etc.• Whetheryouwillneedothermaterials,electronicequipment,hardwareortoolstocompletetheproject.

6. MentorsIt is strongly recommended, but not required, that you find and use a mentor for this project. A mentor is someone who has the knowledge, skills and /or abilities to assist in you in completing your project.

• Listadultsorpeerswhoyouwillconsult,ifany.• Explainwhythesepeoplewillbenefityou.• Providecontactinformation.

7. Timeline/CalendarOutline your major tasks and anticipated project completion and presentation dates.

8. Budget/MaterialsWhile your project does not have to cost money to complete, you will undoubtedly have to use materials and will have to provide for the expenses you incur.

• Estimatesmallcosts:gas,phonecharges,parkingfees,etc.• Estimatethecostofpresentationmaterials• Estimateclasscosts,admissioncosts,extrasupplies,film,paper,etc.• Indicateanydonations• Estimatethefinalcostofyourproject

9. Pre-PresentationWrite a sentence explaining your current thought of how you plan to present your project.• RefertothePresentationRubricanddescriptionpage40.• Youwillhave20minutesincludingtimeforquestionsandanswers.

10. Evaluation: How will the panel know if you met your learning goal?The learning goal must be related to the knowledge gained or skills to be acquired.

• Includeastatementthatexplainshowthepanelwillknowifyouhavemetyourspecificlearninggoal.

• Thisstatementwillbeginwith:YouwillknowIlearnedInsertLearningGoalbecause____________________ (for example, I will have a portfolio of photographs that document my progress and final product)

Making changes to your PlanIf you make changes to your Learning Goals or Description of the Project youmust submit a new Plan.

If these elements change then all following elements of your Plan will most likely change as well. These changes must be explained and communicated in writing to the CP coordinator and later to the Review Panel. Making changes to your Plan after December greatly increases your risk of failing to complete each component of the Culminating Proj-ect on time and at standard. No changes to Learning Goals or Description of the Project will be accepted after the second week in February (actual date TBA).

You are allowed to change the following without consulting the CP coordinator.You may want to address these changes in your Written Reflection.

• Resources• Mentors• PersonalTimeline• Budget/Materials• Howyouwillpresentyourproject

Timeline for completing the Culminating Project (CP)

Junior Year• Gatherinformationabouttheculminatingproject.• TalktoCPembeddedcourseinstructorsorotheradultsabouttheproject.• FindanMVHSstaffmembertobeyourCPinstructor.ThiscanbeyourBulldogAdvisor,theinstructorofaCP embedded course, or any teacher with the expertise and willingness to oversee your project.• April 29—Project Plan Due—Turn in to your Bulldog Advisory teacher during advisory. The Project Plans will be collected and submitted to the CP Coordinator.• ProjectPlanswillbereviewedbyapanel.Results(acceptedorneedsrevision)wilbereturnedwithinfourweeks.• Ifrevisionisneeded,plansmustberesubmittedwithintwoweeks.

Senior Year

October 1• Revisedplansandthosenotpreviouslyapproveddue—resultswillbereturnedwithinfourweeks.

December—January• CollectCareerPlanningSectionComponents.• Completeproject.

February—March• ProjectPresentationatstudent-ledconferences.• Writereflectionpaper.

April—May• May 2—Entire Project Portfolio and Presentation due to CP instructor or earlier as designated by CP instructor.

• May9,2011—FinalPortfolioScoringGuideduetoCPcoordinatorfromallCPinstructors.

Frequently Asked Questions

1. What is the Culminating Project? An independent, self-directed individual project completed and presented by the end of your senior year.

2. Why do I need to do this? TheCulminatingProjectisastategraduationrequirementbeginningfortheclassof2008(WAC180-51-061).

3. What kind of project can I do? Each student is free to design their own culminating project. There are no restrictions provided each require- ment of the project can be met. The project must be legal, safe and appropriate.

4. Who decides whether the project is safe, legal and appropriate? A project review panel of three to four staff members will determine the appropriateness of all Plans.

5. How long should my project take? Your project should consist of about 20-40 hours of work total.

6. 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.

7. Is it possible for me to see other projects before doing my own? You may ask CP Instructors to see previous projects to view.

8. Who will evaluate each of the above? The Plan: Review Panel comprised of three to four staff. The Project: Your culminating Project Instructor will be required to evaluate your project and submit the com pleted scoring guide to the CP coordinator.

9. Can I start working once my Plan is approved? Yes, you may begin working as soon as your plan is approved,

10. Will I be given time in class to work on my project? You will not be given time in your regularly scheduled classes, unless they are a CP embedded course or if you have made arrangements with the instructor.

11. How do I get help when I need it? Your CP instructor or the CP coordinator is available to answer questions and support you.

12. What if I don’t meet standard on my project? You will need to revise and resubmit your project.

13. What if I don’t submit a project? Is there a possibility I will not graduate? You will not graduate from Mount Vernon High School if you fail to meet standard on any component of the Culminating Project.

Standards & Rubricsfor the

Culminating Project

Life Goals Paper Scoring Guide(If not previously evaluated by Junior English teacher)

Student ___________________________________________Student ID # ________________ Date ________________

Evaluator Name _____________________________________________________________________________________

sPaper should focus on Who You Are, Where You Are Headed & How You Plan To Get There.sWord processes in the range of 2-5 full pages of text (excluding lengthy quotes and graphics), double-spaced in 12 point Times New Roman font.sContains research from three different sources of two different types (i.e. internet, trade publications, magazines, news- papers, interviews, etc.)sUses MLA format throughout the paper.

At Standard

qIncludes an introduction that leads to an understanding of the scope and objective developed in the paper. Introduction con- tains thesis sentence(s) that guide the paper as a whole, and distill the essay’s main points into a succinct statement.

qProvides sufficient, relevant research from three sources of two different types.

qEstablishes credibility of sources by clearly identifying the origin of the source in the essay, as well as by providing a clear works-cited page. Works-cited page meets MLA formatting standards.

qEssay thoroughly explores and provides answers to the three component questions of this essay: Who am I? Where am I going? How will I get there? All three sections meld together to form a unified essay.

qSpelling, grammar, and basic writing conventions are observed; essay is free of related errors.

Not At Standard

qIntroduces too broad a topic; introduces too many possibilities; has no clear thesis sentence(s).

qProvides insufficient, and/or irrelevant research and/or does not contain research from three sources of two different types.

qDoes not clearly establish credibility of sources in the essay and/or is missing a complete works-cited page. Works-cited page does not meet MLA formatting standards.

qEssay does not thoroughly explore and/or provide answers to the three component questions of this essay: Who am I? Where am I going? How will I get there? The three sections do not meld together to form a unified essay; they seem fragmented and forced together.

qSpelling, grammar, and basic writing conventions are not consistently observed; essay contains related errors.

Comments/revisions needed: ___________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

qMeets Standard

I verify that ______________________________________________________ has met the standards requird for the Life goals Paper portion of the MVHS Culminating Project.

____________________________________________________________________________________________________________ Evaluator Signature Date

qDoes Not Meet Standard Revise and re-submit by ________________________________________ ___________________________________________

Evaluator Signature

MVHS Culminating Project Assessment

Student ___________________________________________Student ID # ________________ Date ________________

Option A (Project) q CP Instructor __________________________________________

Option B (Best Work, By Permission Only) q Bulldog Advisory Teacher _________________________________

At Standard

qProvides documentation throughout the project that relates activities, dates, hours, and expenses related to learning goals.

qProvides Reflective Paper that reflects on the set of learning goals at significant points throughout the project considering external evaluations.

qProvides annotations of multiple resources (credible, varied, with a minimum of six, including at least one interview, cited in MLA format) which detail how each resource was used within the project to achieve learning goals.

qProvides a body of evidence showing involvement and how progress was tracked toward the intended outcome.

qExamines the feedback on quality from the external evaluation and compares the actual to the intended product.

qMeets district graduation writing standards.

qSummarizes what was learned as a result of doing the project including attainment of the learning goals.

qEvaluates how what actually occurred matched the proposal; explaining if the plan was followed, why any adjustments had to be made, or how any problems were solved.

qExplains what was learned from completing and self- directing the project and how that might impact learning in the future.

Not At Standard

qEXAMPLES: Important activities are missing; descriptions are not related to learning goals, do not justify time logged . . .

qEXAMPLES: Entries do not reflect on all learning goals, do not span the entire project, are based mostly on internal evaluation, only cite external evaluations without using the feedback to monitor progress . . .

qEXAMPLES: Resources are too similar in type, lack authority, are not relevant to the learning goals; the annotations do not explain how each source was used to achieve learning goals, do not directly explain how the sources were used to achieve the learning goals . . .

qEXAMPLES: Evidence does not show involvement in activities, show progress was tracked toward the intended outcome, only snapshots of project work and final product without enough detail to reveal direct involvement . . .

qEXAMPLES: Offers the external evaluation of the product without clear indication of quality and/or comparison of actual to intended, comparison between actual and intended is too general . . .

qContent / Organization / Style / Conventions

qEXAMPLES: States learning only in terms of finishing the activities rather than the attainment of learning goals, states learning by summarizing activities in relationship to learning goals but does not address attainment level . . .

qEXAMPLES: Relates only what went right or wrong rather than examining what was planned, why it worked or needed to be changed, focuses in general terms on how the project proposal matched or differed from what actually occurred in the project but does not evaluate why . . .

qEXAMPLES: Shares personal efforts to meet requirements for completion but ignores reflecting on the project’s intended outcome, learning process, or applications in the future, does clearly state implication for future learning . . .

qMeets Standard qNeeds Revision

_____________________________________________________________________________________________CP Instructor Signature Date

— Comments on back —

Presentation Scoring GuideStudent _____________________________________________ Student ID __________________ Date ____________

CP Instructor __________________________________________ Bulldog Advisory Teacher ________________________

Exceeds standard —excellent

Meets standard —minimum requirements

Does not meet standard —requires further work

q

lCreative introduction connects topic and project to audience

q

lMain points clearlInteresting, appropriate details for all main points

q

lEvidence of significant academic growthlExceptional insights on personal growthlIntegrated and thoughtful relationship between paper and project

q

lDynamic beginning, middle, and endlReflects sophisticated thought and planning

q

lImplements meaningful transitionslUses exemplary word choicelCreative personal voice hooks audience

q

lUniquely insightfullStrong impact on audience

q

lClear and well pacedlAppropriate volume and inflection

q

lEffective introduction with statement of purpose

q

lMain points clearly identifiedlDetails support each point

q

lEvidence of both increased knowledge and personal growthlShows clear connection between paper and project

q

lClear beginning, middle, and endlReflects thought and planning

q

lImplements appropriate transitionslUses appropriate word choice and personal voice

q

lSummarizes high points of projectlExpresses a personal insight

q

lArticulates clearly with good pronunciation

q

lLacks clarity of purpose

q

lIdeas and details do not adequately cover topic

q

lLittle evidence of knowledge gained beyond typical course work

q

lHard to follow sequencelLacks clarity

q

lTransitions choppy, disconnectedlRepetitive, inappropriate word choicelLack of personal voice

q

lUnclear conclusionlNo personal reflection shared

q

lLacks inflectionlDifficult to hear

Intr

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Presentation Scoring Guide - Page 2Exceeds standard —

excellentMeets standard —

minimum requirementsDoes not meet standard —

requires further work

q

lPoise, posture, and gestures enhance speech

q

lEye contact distributed through- out audiencelMinimal use of notes

q

lPresents self in professional, engaging manner

q

lMedia use is well-integratedlSupports main pointslImpacts audience

q

lAnswers reflect deep understanding of research and topiclResponses are fluent, spontaneous, sincere, and confident

q

lPoise, posture, and gestures do not detract from speech

q

lEye contact with most of audiencelUse of notes does not detract from delivery

q

lDress is appropriatelManner is courteous

q

lMedia use enhances speechlSupports main ideas

q

lAnswers to questions demonstrate knowledge and understandinglResponses are relaxed and sincere

q

lBody language detracts

q

lMinimal or avoids eye contactlSpeech is mostly read from notes

q

lInappropriate dress or mannerlDiscourteous or rude

q

lMedia used is poor quality or inappropriatelMedia does not support main ideas

q

lAnswers do not convey necessary informationlResponses are strained and awkward

Deliv

ery

–

Non

-Verb

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prom

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qMet Standard qDid Not Meet Standard

I verify that this presentation has met the standards required to pass the MVHS Culminating Project:

__________________________________________________________________________________________________Evaluator Name Signature Date

If this does not meet standard, student must revise and re-present by _____________________________________________

— Comments on back —

MVHS Written Reflection Scoring Guide

Student ___________________________________________Student ID # ________________ Date ________________

CP Instructor _______________________________________ Bulldog Advisory Teacher ___________________________

Exceeds standard —excellent

Meets standard —minimum requirements

Does not meet standard —requires further work

q

lReflection reveals exceptional insight and introspection related to all eight components

q

lAdditional length, not to exceed 1000 wordslFont and format may creatively express personality; must be electronic and easily read

q

lReflection addresses these eight components:

1. Description of project — summarizes what was created or accomplished

2. Description of process — includes sequence of major steps and activities

3. Describes new skills learned or advancement of previous skills; acknowledges those who helped

4. Describes challenges and obstacles: e.g., time, resources, support

5. Explains personal growth — benefit to self

6.Demonstratesconnection/ benefit to community; involvement beyond the school

7. Describes modifications — what students would have done differently

8. Application to future

q

lMinimum of 500 wordslDouble-spacedlTyped — 12 point font, Times New Roman or equivalent

q

lLacks reflection about one or more of the eight componentslGoal and accomplishments unclearlSequence of work/activities confusing

q

lNot adequately developed; less than 500 wordslNot typed

Com

pone

nts

Leng

th &

For

mat

MVHS Written Reflection Scoring Guide - Page 2Exceeds standard —

excellentMeets standard —

minimum requirementsDoes not meet standard —

requires further work

q

lStructure is obvious, logical, and completelStructure fits topic and contentlComponents are seamlessly woven through piece while easily identifiable

q

lWords convey exceptional sense of personalitylCreative use of analogies, metaphors, humor, etc., to describe personal learning

q

lConsistently strong and varied sentence structure lEffective transitions make reader eager to continue

q

lMinimal errors in punctuation, spelling, and grammar

q

lOrganization shows planning with a clear beginning, middle, and endlLogical or chronological order is functionallAll eight components are easily identifiable

q

lWritten in standard English, less formal and more personal than the scholarly paperlUse of multi-syllabic wordslFew redundancies in word selectionlVoice is appropriate and functional for audience and purpose

q

lVariety of sentence structurelFunctional transitions move the reader along

q

lFew errors in punctuation, spelling, and grammar

q

lOrganizational scheme not apparentlDetracts from readabilitylSome components are missing or difficult to find

q

lUses slang, inappropriate languagelRedundant use of limited vocabularylVoice inappropriate for audience and purpose

q

lRepetitive simple sentenceslMany sentence fragmentslMany run-on sentenceslFew or awkward transitions

q

lMany errors in punctuation, spelling, etc.lSeriously affects readability

Org

aniz

atio

nW

ord

Cho

ice

& V

oice

Flue

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Con

vent

ions

qMet Standard qDid Not Meet Standard

I verify that this presentation has met the standards required to pass the MVHS Culminating Project:

__________________________________________________________________________________________________Evaluator Name Signature Date

If this does not meet standard, student must revise and re-present by _____________________________________________

— Comments on back —

Career Planning SectionInclude: All Culminating Project items below; plus a résumé, example of a cover letter, high school transcript, attendance record, and test scores. Other items could be scholarships, college credits, and letters of recommendation, sport/club participation, and special awards.

Life Goals Paper—completed in Junior English

Project Plan

ProjectOptions (pick one):

1. Project related to Pathway2. Compilation of best work throughout high school (by special permission only)

Presentation of Portfolio/Project8-15 minute presentation in front of CP class or special group

Reflective Paper

Six Components

1

234

5

6

Each component of the Culminating Project/Portfolio must meet or exceed the standards as indicated on the rubrics (grading scales) assigned to each component. A Pass or Fail designation will be assigned to the graduation requirement with no additional credit awarded. Students needing extra help can enroll in the .5 credit Culminating Project course by special permission through their counselor.

Career Planning Section (Your Advisory Portfolio)Include these required items: Portfolio Notebook ................................................................. Title Page ................................................................................ Table of Contents .................................................................... Résumé ................................................................................... Cover Letter ............................................................................ Interest & Aptitude Survey(s) from Career Center .................. Transcript With First Semester Grades .....................................

Other optional items that may be included: Attendance Record, College Credits, Special Awards, Test Scores (WASL, SAT, etc.), Letters of Recommenda-tion, Work Permits, Scholarships, Sports/Club Participations, Citizenship Record, Job Shadow/Internship

Culminating Project Section

Life Goals Paper (Completed in Junior English) ..........................Project Plan .................................................................................Project Documentation ............................................................... (Photos, interviews, journal, time log, receipts, drawings, etc.)Presentation beyond normal class requirements (Include PowerPoint and presentation documents) ..................Reflective Paper ...........................................................................

Comments from Culminating Project Coordinator/Instructor:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

I verify that _______________________________________________ has met the standards required to pass the

(Student Name)

Culminating Project graduation requirement and has completed a full and final Culminating Project portfolio.

_____________________________________________________________________________________________CP Instructor (Name) Signature Date

_____________________________________________________________________________________________CP Coordinator (Name) Signature Date

MeetsStandards

Does Not MeetStandards

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qq

qqqqqqq

qqqq

qq

Name of Student: ___________________________________ Student #:_______________________________________

Project Name: _____________________________________________________________________________________

CP Instructor _______________________________________ Bulldog Advisory Teacher __________________________

This Scoring Guide due to CP Coordinator by May 9, 2011

Signature / Date(if other than CP Instructor)

MVHS Final Portfolio Scoring Guide(Place this Scoring Guide in the front of your Portfolio)