senior project - medford school district...the senior project is an integral part of the senior...

Senior Project

Student/Parent Handbook

2018-2019

MEDFORD SCHOOL DISTRICT 549C

Medford School District 549C Senior Project 2018-2019 ©2019 i

Senior Project

2018-2019

The Senior Project is a graduation requirement for all seniors in Medford School District 549C, Medford, Oregon.

This manual is a written guide for student success. It provides the expectations and timelines for the various components of the Senior Project.

The Senior Project is an integral part of the senior year. The Senior Project has four major components: the project, the research paper, the portfolio, and the presentation. The Senior Project also has several minor components that are building blocks for the final portfolio and presentation.

Each senior must complete a project, write a research paper, and deliver a formal oral presentation to a board of judges who include Medford School District staff and community members.

© 2018-2019 by Medford School District 549C

All rights reserved. The Medford School District Senior Project 2018-2019 has evolved from work done in collaboration with Far West EDGE, Inc. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system without permission in writing from Medford School District 549C. The components of this manual that are the intellectual property of Far West EDGE, Inc., are so designated. Use of those copyrighted components requires written permission from Far West EDGE, Inc.

Medford School District 549C Senior Project 2018-2019 @2019 ii

Table of Contents

The Senior Project......................................................................................................................1 Senior Project 2018-2019 Timeline ...........................................................................................2 Consequence Form.....................................................................................................................3 Overview of the Project .............................................................................................................4 Sample Paper Topics and Projects .............................................................................................5 Mentor Letter .............................................................................................................................6 Mentor Consent Form ................................................................................................................7 Project Log Guide ......................................................................................................................8 Sample Project Log: Format and Content ..................................................................................9 Overview of the Research Paper ..............................................................................................10 Sample Letter of Research Intent .............................................................................................11 Sample Note Cards ..................................................................................................................12 The Preliminary Outline ..........................................................................................................14 Sample Developed Outline ......................................................................................................15 Senior Project Portfolio............................................................................................................17 Sample Abstract .......................................................................................................................18 Reflection Essay.......................................................................................................................19 Overview of the Presentation ..................................................................................................21 Presentation Guidelines ...............................................................................................22 Presentation Checklist ..................................................................................................24

Student Resources

Appendix A (Sample Research Paper) ............................................................................... A1-7 Appendix B (Sample Senior Project Forms) .....................................................................B1-15

Medford School District 549C Senior Project 2018-2019 ©2019 1

State of Oregon graduation requirements for 2018-2019 include proof of learning and planning for your next step in life. Successful completion of your senior project will satisfy that requirement. It is comprised of four major components: the Project, the Paper, the Presentation, and the Portfolio.

PAPER: • The paper is a six-to-ten page research paper – with research-based thesis, claim, evidence, and

commentary. • Evidence is cited in accordance with MLA documentation and includes a works cited page.

PROJECT:

• Requires 20-35 hours of hands-on learning experience (see scoring guide). • You will need a mentor – an adult over 21 years old who is not a member of your immediate

family. • Project must relate to your future and involve some community service or extended academic –

learning experience. • You will keep a project log: a reflection on what you are learning and doing. • You will use a mentor check form – your mentor will sign regularly to certify your work and

time.

PRESENTATION: • This is an eight-to-ten minute presentation of your paper and project to a panel of judges. • Includes a visual that may be a poster, Power Point, overheads, live performance, product, or a

combination of any of these. PORTFOLIO:

• A collection of documents that serves as your proof of meeting the state graduation requirements. • It will include: a cover page, letter of intent, research paper, project log, paper and project

abstract, mentor checks and verification, career reflection essay and optional support documentation.

Your English teacher and/or other approved content area teacher will advise you throughout the process, though an advisory teacher may guide you through the project portion. We ask that students and parents read through this handbook, and sign and return the appropriate forms per English teacher and/or other approved content area teacher instructions. Please note that items in BOLD in the timeline are items with absolute due dates. It is recommended the work be completed well before each deadline so that unforeseen events do not cause work to be late. If you have any questions, please contact your senior English teacher and/or other approved content area teacher.

Sincerely,

The Medford School District

The Senior Project

Medford School District 549C Senior Project 2018-2019 @2019 2

Senior Project 2018-19 Timeline

(Note: Individual teachers may set earlier due dates)

Before September 29 Introduce the project and hand out manuals, mentor consent forms, parent permission forms. Brainstorm research topics and possible projects. Hand out Job Card forms as needed.

October 23/24 Letter of Intent due; Project Proposal, Mentor Consent forms due

November 16/17 Developed outline due (with research completed), thesis statement. Source evaluations due.

November 30 First three pages due. Typed!

October-February Periodic Mentor checks

December 18/19 FINAL PAPER DUE at beginning of English class (must be turned in on time even if student is absent). My due date: ___________________________________

January 11/12 PROJECT DUE: Project Log, Final Job Card, Final Project Verification and Product due at beginning of class (must be turned in on time even if student is absent).

May 2/3 PORTFOLIO DUE at beginning of English class

(must be turned in on time even if student is absent and includes the reflective essay).

May 7/8 SPEECH OUTLINE DUE (must be turned in on time even if

student is absent). May 6/7 SPEECH VISUAL AID DUE at beginning of English class

(must be turned in on time even if student is absent). May 6-17 Present speeches in class (attendance critical). May 23-24 SENIOR BOARDS June 1 GRADUATION

Medford School District 549C Senior Project 2018-2019 ©2019 3

Medford Schools 549C Please retain the top portion of this document for reference

Consequences for Missed Deadlines During the Senior Project The following document outlines the consequences for missing deadlines required for graduation (both in the Senior Project manual and by the individual teacher) during the course of the Senior Project.

Research Paper Missed

Deadlines:

• Student may be assigned to extra classes or class time until work is

complete. • Attendance is mandatory during individual conferencing.

ADDITIONAL

Missed Deadlines

OR

ANY WORK

MISSING AFTER

April 15, 2019

• Until work is complete, student will be assigned to extra class time, which may include before school, lunch, or after school.

• Letters will be sent to student, parents, and counselors indicating graduation is in jeopardy.

• Student must attend all classes and extra assigned hours, including senior board days, until graduation.

Please cut along the dotted line and return the lower half to the classroom teacher.

• In signing this document, both the student and the parents/guardians understand the courses of action that will occur for each missed deadline as outlined above. Missed deadlines jeopardize graduation.

• In addition, because the Senior Project is a part of the Senior English curriculum, the student, by missing deadlines, is also in danger of losing credit for the Senior English class.

Student Signature: ______________________________ Date: ________________________

Parent Signature: _______________________________ Date: ________________________

This document must be signed by all seniors and their parents and returned to the senior English teacher and/or other approved content area teacher BEFORE the senior may begin the project.

Medford School District 549C Senior Project 2017-2018 @2018 Project Verification – modified with permission from Far West EDGE, Inc., ©19991999

4

Overview of the Project

The project is the first phase of the Senior Project. It allows the student to develop a product that reveals learning and exploration of a chosen career that will be demonstrated during their final board presentation. The product may be an object or physical creation, e.g. a piece of furniture, a portfolio of art work, a replica; a performance or event, e.g. a produced play, creation of an event, such as a fundraiser or after-school program; or thorough documentation of volunteer or learning hours, e.g. photographs, charts, scrapbooks, videos, and certifications. Whatever type of product is selected, it must clearly reflect the experience and learning of the entire project.

The project is conducted outside of school and outside of school hours, and students must enlist the aid of a mentor to guide and help them. The primary mentor must not be a member of the student’s immediate family. In addition, the mentor must be an adult, at least 21 years old, who has expertise in the field and signs off on the project for all phases of its development. Written forms and physical documentation will be needed to verify the project. The written documents include the project proposal, the mentor agreement, consent form, a mentor mid-point check, the mentor’s final verification, and the project log.

PROJECT VERIFICATION

Senior English teachers coordinate several steps in verifying the project completion and assessing its quality. All students are expected to keep a project log. You should have a log entry for each occasion you work on the project. Each entry of this log should begin with the date and end with the actual time (hours, minutes) spent on the project on that occasion. In addition, students should keep a running total of time spent. Your project requires between 20-35 hours of hands-on learning experiences. As well as describing what you did, the log must reflect your successes, failures, and growth. In other words, the log should be a record not just of time spent and work done, but of emotions, and reactions as well. A log entry could cover as little as a phone call to arrange an interview or as much as a day spent volunteering for a benevolent cause.

While your working log may be kept in a small notebook, the final copy needs to be on standard-sized paper and formatted according to the sample provided in this handbook. The log is crucial when teachers evaluate the finished project, and the final copy will appear in the presentation portfolio.

Medford School District 549C Senior Project 2018-2019 @2019 Sample Paper Topics and Projects – modified with permission From Far West EDGE, Inc., ©1999

5

Sample Paper Topics and Projects

Career or Field of Interest Project Possibilities Paper Topic Possibilities

Veterinarian/Animals Intern in vets office Work with Humane Society Work with C.A.T.S Put on a fundraiser for the

above

Solutions to ease animal cruelty in the food industry and/or science

Solutions to problems of animal ownership

Ethical dilemmas of pet ownership, such as health care costs or spaying and neutering

Firefighter Train and intern with fire department

Help BLM or Forest Service with fuel reduction

Organize fund raiser for volunteer fire department

Challenges caused by more homes built in forests

Efforts to get more women firefighters

Preventing fire fatalities

Musician/performer Organize and perform in a school production

Learn a new instrument and play it publicly

Organize entertainment for retirement homes or veterans

Censorship of art Importance of music/art in

schools Public support of art/music

Physical Therapist or Coach

Intern in physical therapist office

Train for and compete in new event or sport

Coach “Y” team or other youth league

Preventing injuries in youth sports

Drugs in sports Value of sports and

sportsmanship in schools

Fashion designer Design and sew prom dress Organize a fashion show

Effect of fashion trends on youth

Functionality in fashion design

Military Go through military training program

Organize support for troops (letters, packages)

Assist at Veteran’s Affairs Dom.

The role of the military today

Military recruitment on high school and college campuses

Need for support for veterans

Medford School District 549C Senior Project 2018-2019@2019 6

Mentor Letter

Dear Mentor: Thank you for expressing an interest in aiding a senior in the culminating experience of the Medford School District Senior Project. The senior English teachers coordinate this project at the high schools. For the senior project, all senior students will write a research paper on an approved, self-selected topic; complete a hands-on or service-oriented project related to the research paper topic; compile a portfolio of coursework; and present findings to a board in a formal oral presentation at the end of May. If you feel comfortable mentoring a student, please complete the attached Mentor Consent Form and send it back with your advisee. You may keep this letter for reference. How might a mentor help a student with the senior project portion of this process? All students need to complete 20-35 hours of documented work. Project work, as well as a thorough project log, must be completed and submitted on March 29/April 1 (depending on which day the student has English class). The teachers at the high schools request that each mentor/student team meet at least 3 times during the project phase of the Senior Project Experience. These meetings should be scheduled for the mentor’s convenience. Recommended activities for the monthly meetings:

◊ Help the student pace him/herself to meet the deadline with ease ◊ Set upcoming goals ◊ Troubleshoot potential difficulties ◊ Discuss the student’s accomplishments, discoveries, frustrations, questions, obstacles, etc. ◊ Review materials or artifacts the student gathered ◊ Suggest additional resources or contact ◊ Assist student in practicing their presentation speech ◊ Read the student’s project log

Project work must be verified by the consenting adult mentor (there may, in some cases, be more than one mentor per project). Students must record the progress of their projects in their logs. Mentors provide verification of progress and project completion on the Mentor Check sheet and Final Verification Form. Students are aware that video footage, letter from supervisors, slides, photographs and certificates of course completion may all count as additional forms of verification. How might a mentor help a student with his/her formal, oral presentation? Students will present what they learned through the research paper and the project work to their classmates and teacher in class. This presentation is required practice for the board. Reviewing the content of the student’s speech prior to this presentation may be helpful for the student. Mentors must sign the Mentor Consent Form (to approve cooperation on the project), Mentor Check Sheet (to verify monthly meetings and project progress), and the Mentor Final Verification Form (to verify project completion).

Mentors are welcome to attend their student’s board presentation.

Please contact your advisee’s English teacher at the Medford School District if you have any questions or concerns.

North Medford High School: (541) 842-3670 South Medford High School: (541) 842-3680 Central Medford High School: (541) 842-3669: 541-842-3669 54-842-36


Mentor Consent Form

I have read the expectations for the Senior Project mentors, and I am willing to aid _________________________________ in the completion of his/her senior project. I will meet with this student a minimum of three times during the course of his/her senior project to advise and monitor progress. We will have our first meeting before he/she begins the hands-on or service related project to set a reasonable time schedule so that the project will be completed on time. I will document student progress by signing Job Card each month, read student’s Project Log and complete Mentor Verification Form when project is finished. I also understand that immediate family members may NOT act as a primary mentor. I may be contacted at the following address and phone number: Mentor’s name (please print): _______________________________________________ Mentor’s professional position: _____________________________________________ Mentor’s email: ____________________________________________________________ Address: ______________________________________________________________________ ______________________________________________________________________ Phone: Work ____________________________ Home _____________________________ Mentor’s signature: _____________________________________________________ Date and time of 1st meeting: ____________________________ Goals to be reached by student prior to that meeting: a. b. c.


Project Log Guide

Students: Maintain a neat, thorough, and well-organized record of your progress on your Senior Project. The final copy of your log must be typed, properly formatted and submitted with your senior project on _____________________________________________ . The log is part of your final presentation portfolio. Keep in mind that you should PACE yourself. It is helpful to take a look at a calendar with your mentor before you begin work. Please take into account common obstacles to the project: costs, weather, and other commitments such as school, extra-curricular activities, work and family. The project work should not take place during the regularly scheduled school day. You should review your project log with your mentor each time you meet. Your Project Advisory teacher may set periodic log checks. Include the following information to track your progress. Answer only those questions that apply. 1. Describe what progress you made on your project this week. Please explain with specifics.

(What did you do? Where did you go? Who did you speak with? What did you see?) 2. Did you meet the goals set with your mentor last time? Please review and explain the

details. 3. What obstacles are you facing? 4. What within your project work has emerged as especially interesting? Explain. 5. What kinds of “risks” did you take? In other words, how did you stretch yourself by

experiencing something new and different? 6. How much time did you spend working on the project this time? 7. Based on your responses to the above questions, how would you rate or grade your effort

and progress this past week? 8. What are your next goals? 9. What education and skills are necessary to attain a job in this field? What is the job

availability, recompense, and any geographic considerations? Speak with or research an exemplary practitioner. Gather background information about how they chose this career path and any recommendation they may have for a young person aspiring to enter this field.

10. Establish a preliminary calendar and, even though revision may be necessary, continue to set and achieve interim goals.

11. Discuss research you have conducted for your research. 12. Establish a work-group in which you discuss your progress, talk through problems, develop

solutions, and adapt your project to benefit the growth and experience of others.


Sample Project Log: Format and Content Student’s Name Senior Project Log 2018-19

Project: (Brief summary/description)

Total Number of Hours: (a running total)

March 23rd – I’ve decided that I want to explore early childhood education, so I contacted Headstart to see if I could find a project mentor. They gave me three names of teachers who have either associate degrees or bachelor degrees in early childhood education. After talking with all three of the teachers, I chose Aurora Phillips to be my mentor. Today, I spoke with Aurora, who is the head of the early learning program at Headstart. She agreed to meet with me on Wednesday to talk about my shadowing experience and to begin talking about how and when I will begin using reinforcement techniques to promote certain types of behavior and extinction of others.

It’s exciting to think about experimenting with these preschoolers. Right now it is hard to imagine that conditioning will actually alter their behaviors. The first thing I will be doing is shadowing Aurora partially to see what types of techniques she uses (knowingly or unknowingly) and also to begin to identify behaviors that are manageable and that are specific enough to focus on. (20 minutes)

March 25th - Attending the 2-hour morning program at Headstart was an eye opener. The main thing I noticed was that reinforcement is heavily used already. The most common reinforcers with these young children are praise and attention. Also withholding those reinforcers is a way to try to extinguish behaviors! Some of those kids though are absolutely out of control. I’m thinking that a real challenge will be to select only three children to work with. On my next visit I will try to pick three kids with very different behavior patterns. This way I can plan on seeing if certain types of kids respond more rapidly to reinforcement techniques. I bet that kids with a short attention span will be the toughest to “train” since they will have a hard time sticking with even a short activity to get the connection with the reinforcement. I’m going to have to think of some very short bits to use with these kids. It’s almost totally manipulation. I wonder if this is ethical (not that I’m doing anything wrong)? Oh well, maybe they’ll make some positive gains from my efforts. I suppose that’s what my mom and teachers did to me! (2 hours 30 minutes)


Overview of the Research Paper

Each student will select one of the following research paper options:

1. A 6 – 10 page, persuasive research paper 2. A 6 – 10 page, expository career exploration paper

The student’s English teacher will guide the research process. Each teacher will establish various deadlines that may include note checks, outline development, and paper progress-checks.

Option 1 will be a carefully developed, third-person exploration of the student’s research of facts and ideas. It must have an arguable thesis that is developed and supported by documented facts. Focuses on the history of events, people or concepts are NOT included in this paper. A position must be taken. Students will actively research, draft, revise, and edit their papers.

Option 2 involves standard research techniques; however it is based on student exploration of three career choices as well as containing personal exploration, field surveys and reflection pieces.

In addition, the paper must follow the Medford School District’s Student Research Paper Manual. Paper options should also use at least seven credible (authoritative) sources. The Student Research Paper Manual is based on the MLA Handbook for Writers of Research Papers which serves as the definitive word on rules regarding form, grammar, and syntax.

Teachers may hold conferences with each student to advise on correctness of form and depth of content.

Readers, employed after a testing and evaluation process, will be used to assess the final papers. However, after careful review it is the teacher who assigns the grade. Students who fail to write a passing paper will be allowed to rewrite within a reasonable timeframe.

Medford School District 549C Senior Project 2018-2019 @2019 Sample Letter of Intent – modified with permission from Far West EDGE, Inc., © 1999

11

Sample Letter of Intent

1445 Main Street Medford, Oregon 97501

December 8, 2018 Teacher’s Name South Medford High School 1551 Cunningham Avenue Medford, Oregon 97501 Dear Mr./Ms. Teacher, I have always loved school and enjoyed learning. However, my brother, who is two years younger, hates school. We come from the same home environment, and agree on many other things, so I’ve always wondered why we are so different when it comes to school, and if there is a way my brother could be made to like it. That is one reason I believe I would like to be a teacher. Research through CIS and through individual interviews has led me to believe I can be successful in this career. I would like to research how we learn, and why learning is easier for some people than for others. I hope to also find out if there is something different that teachers could do to make students like my brother enjoy school. In my initial research, I found several books on brain research. I also discovered that Gale has many articles on teaching methods that may help. For my project, I plan on working with students at Washington Elementary School. I have contacted a teacher there who has agreed to be my mentor. I will be responsible for teaching several 3rd graders. My mentor will help me come up with lesson plans to teach them CIM skills. I estimate I will spend about 20 hours in the classroom, and another 20 hours planning projects and gathering materials. Sincerely, Student’s Name


Bibliography Card Format (Article)

5 “

3 “

10

card number

formal bibliographic

entry complete timeline included

special notations (optional)

The Panama Canal—History. 12 Feb. 2000. Web. 11 Oct. 2009.

Note Card Format (Quotation)

source (Use

author’s last name; if no author, use

first two words of

title.)

number (After making outline, put

cards in order and

place number here.)

noted material (Be sure to include page reference.)

type of note

6” 1 10

direct quote

“Roosevelt was promoting neither a commercial venture nor a universal utility. To him, first, last, and always, the canal was the vital – the indispensable – path to a global destiny for the United States of America.” (250)

Medford School District 549C Senior Project 2018-19 © 2019 Sample Letter of Intent – modified with permission from Far West EDGE, Inc., © 1999

12

Muestra de la Carta de Intención

1445 Main Street Medford, Oregon 97501

8 de Diciembre de 2018 Nombre del Maestro/Maestra South Medford High School 1551 Cunningham Avenue Medford, Oregon 97501 Estimado Sr./Estimada Sra. / Srta , Siempre me ha gustado la escuela y disfrutado del aprendizaje. Sin embargo, mi hermano, que es dos años menor, odia la escuela. Venimos del mismo entorno familiar, y estamos de acuerdo en muchas otras cosas, así que siempre me he preguntado por qué somos tan diferentes cuando se trata de la escuela, y si habrá una manera de que a mi hermano, pudiera gustarle. Esa es una razón por la que creo que me gustaría ser maestra. La investigación a través de la CEI y en entrevistas individuales me ha llevado a creer que puedo tener éxito en esta carrera. Me gusta investigar la manera que aprendemos, y por qué el aprendizaje es más fácil para algunas personas que para otras. Espero investigar también si hay algo diferente que los maestros podrían hacer para que los estudiantes como mi hermano disfruten de la escuela. En mi investigación inicial, encontré varios libros sobre la investigación del cerebro. También he descubierto que Gale tiene muchos artículos sobre los métodos de enseñanza que pueden ayudar. Para mi proyecto, tengo planeado trabajar con los estudiantes de la Escuela Washington Elementary. Me he puesto en contacto con un profesor que ha aceptado ser mi mentor. Seré responsable de enseñar a varios alumnos de tercero. Mi mentor me ayudará a realizar los planes de lecciones para enseñarles habilidades de CIM. Calcúlo que voy a pasar cerca de 20 horas en la clase, y otras 20 horas en planificar proyectos y la recolección de materiales. Atentamente, Nombre del Estudiante



Note Card Format (Paraphrase)

6 “

64


cards in order and

place number here.)

paraphrase

type of note

The Canal accommodates about 13,500 ocean-going vessels annually, carrying about 220 million tons of cargo. (612)

2.

source (Use


first two words of

title.) 4 “


Note Card Format (Summary)

6 “

9


cards in order and

place number here.)

summary

type of note

Panama was more difficult than Suez for several reasons: high humidity, mountains to dig through, jungle growth, and disease. (130)

1.

source (Use


first two words of

title.) 4 “


The Preliminary Outline When you have finished taking notes, sort your cards into four or five main categories. Then, using roman numerals create a preliminary outline that reflects these categories. Be sure to include an introduction and conclusion.

Last Name

Student’s Name Teacher’s Name English 4/Block Date

The Use of Midwives versus Doctors

Preliminary Outline

I. Introduction

II. Background: Midwifery is a centuries old practice

III. 1st point of thesis: Why choose a midwife over a physician?

IV. 2nd point of thesis: Looking at birth as a normal, natural process

V. 3rd point of thesis: Other alternative birthing methods

VI. Conclusion

** The preliminary outline will be very helpful in the development of your senior speech.

Name ____________________________________________________ Block _______________

14-1

2017-18 Senior Project Research Paper Outline Template Each section of the body section is color coded.

You may want to color code your note cards by topic.

** FIRES- an acronym for Facts, Incidents, Reasons, Examples and Statistics For each detail you need to cite, place the last name of the author (work title if there is no author) and the page number in parentheses BEFORE the period.

Example: 1. There are approximately 34,000 emus in the United States, 16,000 of which are male (Johnson 34).

Paper Title

1. Introduction a. Attention grabbing story, facts, statistics, question, or quote b. Explanation of quote/statistics. etc. and transition c. Description of the issue you are writing about d. Three Point Thesis Statement (Underlined)

1. What are you trying to prove? 2. (Narrow support to 3 main categories)

2. Background (Provide Background Information for your topic) a. Definitions b. History of problem/issue/any expository or explanatory information about topic.

(Body of research paper)

3. Thesis Support #1 – TRANSITION into first main idea of thesis

a. (Topic sentence- support your first topic with a complete sentence)

1. (FIRES)

2.

3. (add detail as necessary)

b. Second main idea of category (Complete topic sentence w/ transition)

1. (FIRES)

2.


c. Third main idea of category

1. (FIRES)

2.

3. (add details)

https://docs.google.com/document/d/1xuN_d6f_IuXZK7PhkqQkcRj9nmbirP4wd7SIHYABbWw/edit?hl=en_US

Name ____________________________________________________ Block _______________

14-1

4. Thesis Support #2- TRANSITION into second main idea of thesis

a. First main idea of category (Complete topic sentence w/ transition)

1. (FIRES)

2.


b. Second main idea of category (Complete topic sentence w/ transition)

1. (FIRES)

2.



1. (FIRES)

2.

3. (add details)

5. Thesis Support #3- TRANSITION into third main idea of thesis

a. First main idea of category (Complete topic sentence w/ transition)

1. (FIRES)

2.


b. Second main idea of category (Complete topic sentence)

1. (FIRES)

2.



1. (FIRES)

2.

3. (add details)

6. Conclusion (Optional: Refute Opposing Viewpoint)

a. Restate thesis (not word for word) b. Tie thesis topics together

i. Sum up supporting topic 1 ii. Sum up supporting topic 2

iii. Sum up supporting topic 3 c. Final thoughts (reference back to introduction)


Sample Developed Outline

1. Introduction

a. Description of art student working on piece b. Thesis: Research shows that students who are involved in some form of art

education perform at higher levels in their standard subjects, acquire skills helpful to the workplace, and achieve in other areas vital to the creative aspect of life.

2. Background/Definitions a. Art education programs offered

1. Definition of “art” 2. Programs at elementary levels in Medford School District 3. Programs at secondary levels in Medford School District

b. History of art education in public schools 1. First art programs 2. Historic reasons for including

c. Numbers of students in art programs 1. Estimates in high school programs 2. Estimates of those who go into art programs in colleges

3. Art students perform at higher levels in standard subjects a. Test scores are higher

1. Study that demonstrates higher performance in every level 2. Study that shows higher grades

b. Overall performance is helped 1. Study that shows fewer drop-outs among those enrolled in art program 2. Arts programs help develop vocabulary and reasoning skills 3. Gives students desire to learn

4. Art students acquire skills helpful to the workplace a. Opens students to new ideas

1. Study that shows arts education develops job skills 2. Story of Zane Pihlstrom and how he picked his major

b. Arts education emphasizes goals 1. Interview with arts teacher describing goal setting in the arts 2. Interview with career counselor describing what employers need

c. Skills demonstrated in interest in community service 1. Study shows art students rank service a higher priority 2. Quote from arts student about community service

5. Art programs give students the ability to achieve in other areas vital to the creative aspect of life. a. Art students see learning in a different light

1. School becomes exciting and welcoming 2. The end products show the results of learning and are self-satisfying 3. Students have the opportunity to produce something that can be shown to

others


b. Studies show art students more able to cope in other areas 1. More open to ideas 2. Students better able to express themselves 3. Better at taking risks 4. Often better at working as a team member (especially those in music or

drama) 6. Conclusion

a. Describe likely future of art student talked about in introduction b. Recap benefits of arts enrollment c. We must encourage arts programs in schools and encourage students to enroll

in arts programs.


All seniors will assemble a portfolio that will be due before the Senior Boards. This portfolio is crucial because it contains all the documents related to a student’s research paper and project. The judges will have access to portfolios prior to the Senior Boards so they may familiarize themselves with seniors’ work on their papers and projects.

The portfolio should be assembled in a three-pronged holder with the contents in this order:

1. cover page (follow exact format of example) 2. letter of intent 3. abstract (one paragraph each on the paper and project) 4. corrected, clean copy of research paper 5. project log 6. career-related standards form 7. reflection essay 8. CIS report 9. mentor verification forms 10. any other support documentation

Title of Research Paper and

Title of Project

Senior Project Portfolio 2019 by

Don Cameron

in partial fulfillment of the requirements for the MSD Senior Project

North/South/Central Medford High School Teacher’s Name

Senior Project Portfolio

17-1

Title of Senior Paper and

Title of Project

Senior Project Portfolio 2019

by Megan Johnson

in partial fulfillment of the requirements for the MSD Senior Project

Central/North/South Medford High School

Teacher’s Name

Single Spaced, Centered 5 lines

6 lines

14 lines

5 lines

‘and’=lower case!

‘by’=lower case!

‘in’, ‘of’, ‘the’=lower case!

Capitalize name of High School

Type Teacher/Adviser Name(s)

Medford School District 549C Senior Project 2018-2019@2019 Sample Abstract – modified with permission from Far West EDGE, Inc., © 1999

18

Sample Abstract (to be included in the portfolio)

Student’s Name Teacher’s Name English 4/Block 3 May 15, 2019

Paper Abstract Most people agree that education is a good thing. However, it seems that just going

to school does not guarantee learning. That is why I researched how we learn and how

educators can change classroom techniques so that more students really learn. I discovered

there are several learning styles, and information that is presented in a variety of ways is

more likely to be retained. I also found out that teaching a skill to someone else, or

applying it immediately after learning it, is the best way to acquire the knowledge long-

term.

Project Abstract

I worked with a third grade class at Washington Elementary, helping them to

acquire skills they would need for their CIM testing. The teacher chose several at-risk

students and had me work with them individually for 20 minutes at a time. I found they

responded well to tactile projects, something they could do with their hands. So in the

course of the project, I designed several art lesson plans that connected to the reading. I

also used the data I gathered from the paper research to design other lessons where the

students became teachers of others, so they would be more likely to remember the

information.


Evidence of Career Related Learning Standards

The following is designed to satisfy state graduation requirements. This is about how the standards below pertain to your Senior Project as a whole: the work on the paper as well as the work on the project. Describe how you have met each of the following career-related standards and cite evidence (i.e.: date/entry in log, mentor evaluation, research paper):

Personal Management Exhibit appropriate work ethic and behaviors in school, community, and workplace

Identify tasks that need to be done and initiate action to complete the tasks. Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of quality. Take responsibility for decisions and actions and anticipate consequences of decisions and actions. Maintain regular attendance and be on time.

Problem Solving Apply decision-making and problem-solving techniques in school, community, and workplace.

Identify problems and locate information that may lead to solutions. Identify alternatives to solve problems. Assess the consequences of the alternatives. Select and explain a proposed solution and course of action. Develop a plan to implement the selected course of action. Assess results and take corrective action.


Communication Demonstrate effective communication skills to give and receive information in school, community, and workplace.

Locate, process, and convey information using traditional and technological tools. Listen attentively and summarize key elements of verbal and non-verbal communication. Give and receive feedback in a positive manner. Read technical/instructional materials for information and apply to specific tasks. Write instructions, technical reports, and business communications clearly and accurately. Speak clearly, accurately and in a manner appropriate for the intended audience when giving oral instructions, technical reports and business communications.

Teamwork Demonstrate effective teamwork in school, community, and workplace.

Identify different types of teams and roles within each type of team; describe why each role is important to effective teamwork. Demonstrate skills that improve team effectiveness (e.g., negotiation, compromise, consensus building, conflict management, shared decision-making and goal-setting).

Employment Foundations Demonstrate academic, technical, and organizational knowledge and skills required for successful employment.

Apply academic knowledge and technical skills in a career context. Select, apply, and maintain tools and technologies appropriate for the workplace. Identify parts of organizations and systems and how they fit together. Describe how work moves through a system. Describe the changing nature of work, workplaces, and work processes on individuals, organizations and systems. Demonstrate dress, appearance, and personal hygiene appropriate for the work environment and situation. Explain and follow health and safety practices in the work environment. Explain and follow regulatory requirements, security procedures, and ethical practices.

Career Development Demonstrate career development skills in planning for post high school experiences.

Assess personal characteristics related to educational and career goals. Research and analyze career and educational information. Develop and discuss a current plan designed to achieve personal, educational, and career goals. Monitor and evaluate educational and career goals. Demonstrate job-seeking skills (e.g., writing resumes, completing applications, and participating in interviews).


Overview of the Presentation

The presentation is a formal eight- to ten-minute speech which the senior will give before a board of judges composed of teachers and community members. The student will give a balanced account of the paper and project, spending about four minutes on each aspect. The speech will use at least one visual or audio aid created specifically for the presentation.

Before students may go before the formal board, they must present a passing speech in their English class. Students will be given an adequate number of chances to meet the required standards and will receive help and coaching from their English teacher.

Each speech will be evaluated using a Presentation Scoring Guide aligned with the Oregon State Speaking Scoring Guide. This guide helps to ensure that all high school seniors in the Medford School District meet the same performance standard.


Presentation Guidelines After students have finished both the research paper and the project, they may begin on the last: the oral presentation. This speech is given at least twice: once in class and then to a panel of teachers and community members. The presentation to the class is an important fourth-quarter grade. The presentation to the board, which takes place about one week before the end of school, is essential to graduation and is also an important fourth-quarter grade. Usually five people sit on a board. The head judge of each board will, after the judging has been done, throw out the high and low scores. Your score, therefore, is based on an average of the three middle scores.

HELPFUL HINTS FOR YOUR PRESENTATION • Audio/Visual Material: Using a graph, chart, or model that you have made as part of your

project or as an adjunct to the presentation can be extremely helpful. These aids can simplify the organization and the explanation of details to your audience. Whatever you prepare, make it large enough so the entire audience can see it as you refer to it. Do not bring small photos or charts to distribute among the audience; it distracts them from what you’re saying. Do not use a/v material merely to take up time. If the judges believe you are doing that, you will be graded down.

• Use of Notes: You are not permitted to read your speech. Do not try to memorize the speech.

The panel members expect you to be so knowledgeable about your topic that your words flow naturally and in a lively manner. Use note cards to keep a brief outline or a short list of points. PRACTICE, PRACTICE, PRACTICE. Once you have thoroughly reviewed your material, written out your notes, and practiced your speech several times, you can feel confident in front of any group.

• Length: The presentation must be at least eight minutes and should not exceed ten. No more

than two minutes of this time may be taken by an audio or visual segment. Some students find themselves racing through a speech, finishing it in a much shorter time than they did in practice. However, if you use notes (as explained above) and practice enough, you should not have this difficulty.

• Format: Your speech’s organization may be quite simple. One plan that usually works well

has four parts: introduction, research paper, project, and conclusion.


1. Introduction—Do not introduce yourself. The introduction by the head judge is sufficient. You might be wise to begin with a fact or brief telling of an incident that will immediately get the audience’s attention.

2. Research Paper—Tell about the most interesting and important points you learned in your research. Remember, you researched an area that was new and interesting to you. Communicate some of the excitement you felt as you learned about this subject.

3. Project—Explain briefly the manner in which you chose a project that relates to your paper. Then go on to tell about the most important things you learned—and how you learned them—as you did your project. Your strongest points will probably be those which reinforce, relate to, or even call into question the facts you learned in your research. A panel likes to hear how a student has learned by doing, so you will probably want to make this the longest part of your speech.

4. Conclusion—Your last few words are usually remembered most by an evaluator, so try to end with firmness and strength. You may make the audience aware that you are about to end the speech with a phrase such as “In conclusion,” “Finally,” “In looking back on all this,” etc. An evaluator would enjoy hearing how your work has had a positive and lasting influence on you, but don’t sound phony. There is no hard-and-fast formula for a conclusion; just make it something that leaves the evaluators with a positive impression of what the paper and project have done for you.

ENGLISH/SPANISH GUIDELINES FOR ACCOMMODATING SPANISH DOMINANT SENIORS

The following guidelines will be used: • Student must be recommended by Senior English teacher and the ELL teacher. • Four minutes at the beginning should be an overview in English. The following 6-8 minutes

could be in Spanish in order to allow elaboration of ideas and complete expression of the concept.

• These students will be allowed to exceed the 10-minute limit so that there will be sufficient time for the elaborated presentation.

• This will not be viewed as a modification but rather a standard accommodation The senior board review committee will include Spanish speakers who will offer an audience willing and able to understand the work being presented.


Presentation Checklist

When you can honestly answer and check off all items on this list, you will be fully prepared to give an engaging presentation to your board and fellow candidates. ____ 1. Is the presentation between eight and ten minutes? ____ 2. Do I use note cards and not a script? ____ 3. Does each note card have only one idea? ____ 4. Are my note cards numbered? ____ 5. How do paper and project connect? ____ 6. What interested me in this topic? ____ 7. What emotions have I felt? ____ 8. What challenges have I dealt with? ____ 9. What have I gained? ____10. Has it affected my future plans? (If so, how?) ____11. Do my audio or visual aids help convey the information easily? ____12. Have I decided on an attention-getter? ____13. Does my introduction slide naturally into a discussion of the paper? ____14. Does my discussion of the paper flow into the project? ____15. Do my closing remarks tie up my presentation memorably? ____16. Have I practiced enough to feel confident?

Appendix A

Samples of Senior Research Papers

Medford School District 549C Senior Project 2018-2019 @2019 Rev. 10/09 A1

Research Paper Examples I. Example of research paper page showing citation of quotes and paraphrasing, with Works Cited page for reference.


Name 8

Works Cited

“Average U.S. Television Viewing Time.” World Book Oct 2001: 282. Print.

Certain, Laura, and Robert Kahn. “Prevalence, Correlates, and Trajectory of Television

Viewing Among Infants and Toddlers.” Pediatrics Apr. 2002: 634-642. Print.

“Inside the Human Brain.” Science World 16 Nov. 1998: 12-13. Print.

Landen, Hal. The Birth of Television 13 Mar. 2003. Web. May 2008.

Menmuir, Richard. “Involving Residential Social Workers and Foster Carers in Reading

with Young People in their Care: The Praise Reading Project.” Oxford Review of

Education 1994: 329-339. Print.

Pinette, Gilles. “How TV Affects our Children.” Raven’s Eye June 2001: 8. Print.

Schaaf, Rachelle Vander. “What Really Helps a Child Learn.” Redbook Sep. 2002: 200-

202. Print.

Schlozman, Steven C. “To View or Not to View.” Educational Leadership Dec./Jan.

2003: 87-88. Print.

Sousa, David A. How the Brain Learns. Reston: National Association of Secondary

School Principals, 1995. Print.

“Teaching Kids by Educating Parents.” NEA Today Mar. 2002: 26. Print.

“The Benefits of TV for Young Children.” Child Health Alert Nov. 2001: 3-4. Print.

Walde, Anne, and Keith Baker. “When Parents Don’t Care if their Children Learn.”

Education Digest Apr. 1991: 41-43. Print.


II. Example of Works Cited page.

Name 11

Works Cited

American Hippotherapy Association. The American Hippotherapy Association, Inc. 2007.

Web. 7 Jan. 2009.

“Animal Assisted Therapy (Pet Therapy)”. St. Joseph’s School for the Visually Impaired.

2008. Web. 7 Jan. 2009.

Antonioli, Christian, and Michael A. Reveley. “Randomized Controlled Trial of Animal

Facilitated Therapy with Dolphins in the Treatment of Depression.” BMJ 331

(2006). 3 Jan. 2009. Print.

Archer, Kim. “Therapy’s All in a Dog’s Work: TU’s animal-assisted program helps

children relax.” Tulsa World (OK). (12 May 2007). EBSCO. North Medford High

School Library, Medford, OR. Web. 27 Jan. 2009.

Barna, Beverly. “Animal Therapy Boosts Kids’ Health and Hope.” South Florida

Parenting. 7 Jan. 2009. Web. 12 August 2009.

Bertoti, Dolores. “Effect of Therapeutic Horseback Riding on Posture in Children with

Cerebral Palsy.” Physical Therapy 68 (1988): 5. Print.

Canfield, Jack, Mark Victor Hansen, Marty Becker, and Carol Kline. Chicken Noodle

Soup for the Pet Lover’s Soul. Deerfield Beach: Health Communications, Inc.,

2005. Print.

Puliti, Beth. “Healing Through Hippotherapy.” ADVANCE for Physical Therapists & PT

Assistants 19 2008: 40-41. Print.

Nodell, Bobbi. “Animals Can Help People in Ways Never Imagined.” Seattle Times, The

(WA) EBSCO. North Medford High School Library, Medford, OR. Web. 27 Jan.

2009.


III. Example of a long quote: IV. Example of an off-topic paragraph: Thesis statement: “Organ transplants should be made available to productive citizens first and should not be offered to prison inmates, especially those on death row.”


VI. Example of introduction and conclusion that tie together. Intro: Conclusion:

Appendix B

Sample Senior Project Forms

Medford School District 549C Senior Project 2018-2019 @2019

Rev. 05/12 B1

MEDFORD SCHOOL DISTRICT 549C SENIOR PROJECT

Project Proposal

Name___________________________________________ Date___________________ Teacher__________________________________________ Block__________________ 1. Describe your project: 2. Discuss what you know about the area of your project: 3. Describe the resources you will need and possible challenges you will face with this project. 4. In what ways will this project challenge you? In what ways will this project stretch you? 5. Predict the possible long-term benefits of this project on your future employment,

education, or personal endeavors. • Parent Signature____________________________________________________________ • Parent Email and Phone Number_______________________________________________ • Possible Mentor_____________________________________________________________ • Teacher/Administrator Approval_____________________________________________


Rev. 5/12 B2

Mentor Consent Form

I have read the expectations for the Senior Project mentors, and I am willing to aid _________________________________ in the completion of his/her senior project. I will meet with this student a minimum of three times during the course of his/her senior project to advise and monitor progress. We will have our first meeting before he/she begins the hands-on or service related project to set a reasonable time schedule so that the project will be completed on time. I will document student progress by signing Job Card each month, read student’s Project Log and complete Mentor’s Final Project Verification Form when project is finished. I also understand that immediate family members may NOT act as a primary mentor. I may be contacted at the following address and phone number: Mentor’s name (please print): _______________________________________________ Mentor’s professional position: _____________________________________________ Mentor’s email: ____________________________________________________________ Address: ______________________________________________________________________

______________________________________________________________________ Phone:

Work ___________________________ Home ______________________________ Mentor’s signature: ______________________________________________________ Date and time of 1st meeting: ____________________________ Goals to be reached by student prior to that meeting: a. b. c.


Job Card Month _______ Year_______ Student Name_________________________ Supervising Teacher ________________ Mentor Name_______________________________ Phone#_____________________

Medford School District 549C Senior Project 2018-2019 @2019 Rev. 5/12

B3

Mentor: please sign below once the student has completed this job card. Your signature and initials indicate an approval of the time spent and work done on the project so far. Signature___________________________________________________ Date ____________________

DATE ACTIVITY COMPLETED Time Start Time End # hours Teacher’s Initials Mentor’s Initials Total DATE ACTIVITY COMPLETED Time Start Time End # hours Teacher’s

Initials Mentor’s

Initials

Total DATE ACTIVITY COMPLETED Time Start Time End # hours Teacher’s

Initials Mentor’s

Initials


Initials Mentor’s

Initials


initials Mentor’s

Initials

Total


Rev 6/11 B4


Mentor’s Final Project Verification

Student’s Name______________________________________________________________ Project Description___________________________________________________________

Please return this form in the envelope provided by the student. The envelope should be sealed and signed across the seal by the mentor.

1. Total number of hours the student spent on this project: ______ 2. I have read the student’s final, typed project log. Yes/No 3. What challenges specifically did this student encounter and overcome?

4. What successes have you seen this student achieve? 5. Evaluate the final project. In your opinion, did the student expend the effort needed to

meet their original goals? Please explain.

• Mentor’s name (please print)_______________________________________

• Signature______________________________________________________

• Mentor’s email address____________________________________________

• Phone______________________ Date__________________________

I give permission for this to be shared with the student.

Medford School District 549C Writing Work Sample Scoring Guide

Student Name: _________________________________ Date: __/__/__ Title or Topic: _______________________________________________

B5

Circle the score that best matches the student’s work. Please put comments in the white space.

Ideas and Content 3 4 5 6 Purpose: clear

Main ideas: focused, easy to understand Specific details: enough of them Details: related to main ideas; focused If outside sources used: credible; information is accurate

Organization 3 4 5 6

Introduction: developed Ending: developed Transitions: work Writing: easy to follow. Paragraph breaks: present

Voice 3 4 5 6

Commitment to topic Appropriateness of voice – considers audience Uses different emotions when appropriate

Word Choice 3 4 5 6

Uses words that work-gets meaning across Uses a variety of words Uses descriptive or figurative language Minimizes overused phrases, sayings

or expressions COMMENTS: COMMENTS:

SCORING GUIDE 3 – Not passing; nearly meets; below a “C” letter grade 4 – Meets; proficient; comparable to a B-/C letter grade

5 – Exceeds proficient; comparable to an A-/B+ letter grade 6 – Exemplary; comparable to an A+ letter grade

Sentence Fluency 3 4 5 6 Writing: fairly easy to read aloud Natural flow of language Sentence structures: some variety Sentences: begin in different ways Sentence lengths: some variety

Conventions 3 4 5 6

End-of-sentence punctuation: correct (few or no run-ons, fragments, comma splices)

Spelling of everyday words: correct Dialogue, if used: punctuated and/or

paragraphed correctly Grammar: correct (e.g., verb tense,

subject-verb agreement, point of view) Capitalization: correct Internal punctuation: generally correct

(commas, etc.)

Citations 3 4 5 6 Acknowledged borrowed material(s) with

an introduction or with parenthetical citation Provided in-text documentation for

most borrowed material Quotation and citation punctuation:

generally correct Provided a works cited page listing

every source cited in the paper Works cited page punctuation and formatting:

generally correct

Medford School District 549C Senior Project 2018-2019 ©2019 Rev. 5/12

Medford School District 549C Senior Project 2018-2019 2019

PROJECT Scoring Guide/Grade Sheet

Pass No Pass

TIME GRADE

P

Mentor verification form included

At least 20 hours of actual work on project

NP

No Mentor Verification

Less than 20 hours actual work

10/9 = MAS 8 = ADV 7 = MTS BEG SCORE

10/9

10/9 10/9

Very challenging for student and required extraordinary effort Something entirely new or a much more advanced level of something done before Completed more than 35 project hours

8

8

8

Challenging for student and/or required a good amount of effort to complete

If not new, the project was approached in a fresh manner Completed at least 30 project hours

7

7

7

Required effort, but the challenge was minimal Interests the student Completed 20 project hours

0

0

0

Required little effort, with virtually no challenge Did not interest the student Did not meet minimum project hour requirement

CHALLENGE/ DIFFICULTY

SCORE

10/9

The student started right away and planned ahead; when faced with setbacks, the student sought alternatives

8

The student started in a timely fashion and spaced out the work; when faced with setbacks, the student sought alternatives

7

The student was not careful to plan ahead, but accomplished the task; when faced with setbacks, the student sought alternatives

0

The student did not plan ahead and the task was not accomplished; when faced with setbacks, the student had difficulty finding alternatives

EVIDENCE OF PLANNING

SCORE

10/9

The “product” is an excellent representation of the student’s learning & work

8

The “product” is a good representation of the student’s learning & work

7

The “product” is an adequate representation of the student’s learning & work

0

There is no product/visible representation of the student’s learning & work

QUALITY/ OUTCOME

SCORE

10/9

10/9

Very detailed and reflective project log with proper conventions

The student shows excellent evidence of learning

8

8

Detailed and reflective project log with correct conventions

The student shows good evidence of learning

7

7

Project log is adequate

The student shows some evidence of learning

0

0

Project log is inadequate

The student shows little evidence of learning

DOCUMENTATION/ LEARNING

TOTAL SCORE

= Comments:

Grading Scale: 63-70= MAS 56-62 = ADV 49-55 = MTS

Directions: No final passing grade may be assigned unless the time requirement is met (minimum 20 hours). Score the project for all indicators in each category and write the score in the box. Total the scores to determine the grade.

STUDENT NAME:__________________________________________________________

PROJECT:_________________________________________________________________

B6

Medford School District 549C Speaking Scoring Guide: SENIOR BOARDS

Student Name: _____________________________________________ Date: ______/______/______ Senior Project: _____________________________________________ Length of speech: ___________

COMMENTS:

COMMENTS:

Circle the score that best matches the student’s work. Please put comments in the white space.

Ideas and Content 3 4 5 6 Purpose: clear

• Purpose: clear • Main ideas: focused and clear • Specific details: enough of them • Details: focused; related to the main ideas • If outside sources used: credible; information is accurate • Citation of sources: as appropriate

Organization 3 4 5 6

• Introduction: present (engaging, attention-getting) • Transitions: work; (should be effective, but may be formulaic) • Ending/Conclusion: present (satisfactory, closes speech effectively) • Overall: easy to follow • Audio/visual aid: effectively incorporated into presentation (added to, rather than

distracted from, speech)

SCORING GUIDE 3 – Not passing; nearly meets; below a “C” letter grade 4 – Meets; proficient; comparable to a B-/C letter grade

5 – Exceeds proficient; comparable to an A-/B+ letter grade 6 – Exemplary; comparable to an A+ letter grade

Language 3 4 5 6

• Words: functional • Language: suitable to audience and purpose • Slang or jargon, if used: does not detract from

message or purpose • Technical language, if used: helps make message clear • Grammar and usage: generally correct

COMMENTS:

Delivery 3 4 5 6 • Eye contact: adequate • Enunciation (speaking clearly): mostly clear • Rate of speech: reasonable (not too fast or slow) • Volume: reasonable (speaker can be heard by audience) • Voice inflection: some present (speaker does not speak in a monotone) • Delivery: generally fluent (limited space fillers (“um,” “like,” etc.), smooth flow) • Facial expressions/body movements: appropriate/not distracting • Audio/visual aid: (easy to see/hear; clearly conveyed ideas; effectively utilized)

COMMENTS:

Rater Initials or Name: ____________________________________________________________

B7

Medford School District 549C Senior Project 2018-2019 @2019 Rev. 5/12

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