Graduation Packet

Governor Thomas Johnson
High School
Graduation Project

A Culmination of
Career Exploration
and
Development

GR. GP. GRADUATION PROJECT

GR GRADUATION REQUIREMENTS

GR.GP. Graduation Project
Standards Indicators

GR.GP.1200.10 SELF-SELECT, INVESTIGATE, and PLAN a challenging
Graduation Project to solve a significant problem.

GR.GP.1200.10.01 Utilize a thoughtful preliminary process, to self-select a significant problem to serve as the focus for the Graduation Project (e.g. assess career-related interests, gather initial research sources, analyze feasibility of continued research of the problem, discuss with others to hone the research question/topic).
GR.GP.1200.10.02 Devise an action plan that realistically allows the student to investigate and solve the self-selected problem within the given time frame.

GR.GP.1200.20 Students will demonstrate their ability to READ, EVALUATE,
and ORGANIZE INFORMATION effectively by utilizing
available technology and management strategies.

GR.GP.1200.20.01 Gather information from a variety of
research sources to solve an identified
problem.

GR.GP.1200.20.02 Assess the adequacy, relevance, accuracy,
and appropriateness of information of
research sources to develop an annotated
bibliography for a self-selected Graduation
Project.

GR.GP.1200.20.03 Select and apply technology strategically to
enhance productivity and creativity and to
manage information using a variety of tools.

GR.GP.1200.20.04 Develop a portfolio to compile and organize
the written and/or collateral material of the
Graduation Project.

GR.GP.1200.30 Students will demonstrate their ability to WRITE TO INFORM by
developing and organizing ideas to convey information and to WRITE TO PERSUADE by organizing ideas to meet the author's
purpose and the needs of both a general and specified audience.

GR.GP.1200.30.01 Compose a formal proposal that describes
and explains the proposed Graduation
Project thoroughly.

GR.GP.1200.30.02 Organize the formal proposal using
appropriate rhetorical strategies to persuade
the reader to grant approval for the project.

GR.GP.1200.30.03 Compose an annotated bibliography, an action plan, and a daily log or journal that
informs, organizes, and/or communicates to
intended audiences the knowledge gained
through the learning process of the
Graduation Project.

GR.GP.1200.30.04 Support all statements and claims made in
written compositions with relevant research
(e.g. anecdotes, descriptions, facts, statistics
and/or other forms of specific information)
and proper citation for sources.

GR.GP.1200.30.05 Compose a variety of brief written products
(e.g. business letters, flyers scripts, surveys,
resume, college application, essay, etc.) with
a clear and developed purpose and an
organizing structure that serves that purpose
and the needs of the intended audience.

GR.GP.1200.40 Students will demonstrate their ability to effectively
COMMUNICATE essential information in an independently
chosen format.

GR.GP.1200.40.01 Self-select the most appropriate format and
technologies to convey information to an
identified audience.

GR.GP.1200.40.02 Use visual representations to organize
information, support conclusions, and/or
provide justifications.

GR.GP.1200.40.03 Communicate information orally for an intended audience and self-selected purpose to convey a clear and accurate perspective or message, with supporting facts, details, examples, and explanations.

GR.GP.1200.40.04 Collaborate and interact professionally with a mentor, peers, experts and other audiences.

GR.GP.1200.40.05 Present findings of the Graduation Project in a formal presentation using appropriate technology, graphics, media, and support materials.

GR.GP.1200.50 REFLECT and SELF-MONITOR as a means to EXTEND
KNOWLEDGE AND SKILLS acquired through the process used
to complete the Graduation Project.

GR.GP.1200.50.01 Self-monitor implementation of the
investigation and revise the implementation
of the initial action plan as needed to ensure
the project is completed within the given
time frame.

GR.GP.1200.50.02 Develop and maintain a list of research
sources and other forms of written
documentation needed to complete the
Graduation Project with the given time
frame.

GR.GP.1200.50.03 Compose regular journal entries that will
serve as data for a required reflective paper
to capture on-going strategies used to solve
the self-selected problem for the Graduation
Project.

GR.GP.1200.50.04 Compose a self-evaluation/reflective paper
that critically analyzes the process used to
complete the Graduation Project and
explains the new learning acquired through
that process.

Graduation Project

In June of 2000 the Frederick County Board of Education adopted a one-credit course called Graduation Project as a requirement for graduation. The purpose of this required credit is to ensure that prior to graduation, all students produce a culminating project that: (a) showcases the student's individual interests within their chosen career pathway; (b) enhances life-long learning skills; (c) demonstrates the student's ability to think critically to solve real-world problems. This was one of several recommendations adopted at that time designed to raise the rigor of Frederick County graduation requirements. These recommendations came from a study committee that analyzed Frederick County high schools for nearly two years. The requirement begins with the graduating Class of 2006. The lists below are provided to clarify exactly what the Graduation Project is and is not.

The objectives of the required, one-credit Graduation Project are for the student to:

Ø Apply knowledge and skills developed throughout the Pre-K-12 educational process to complete a project that will serve as a culminating demonstration of a student's ability to succeed as a life-long learner.
Ø Synthesize information from a variety of sources and disciplines to solve a significant, real-world problem.
Ø Investigate areas of career-related interests.
Ø Apply acquired literacy, communication, problem-solving, management and technology skills independently and professionally.
Ø Collaborate with experts in the pursuit of knowledge for a self-generated learning project.

It is:
Ø A separate credit course required for graduation beginning with the Class of 2006.
Ø An interdisciplinary course that is a culminating class of the students twelve years of schooling.
Ø A class designed for the junior year or senior year.
Ø A class with a separate curriculum.
Ø A class that can be taken in a traditional course delivery.
Ø A class that can be taken as independent contract.
Ø A class designed for very flexible delivery.
Ø A class that includes the senior interview and resume writing.

It is not:
Ø A component part of a current existing course.
Ø Designed to take away from any other curriculum or subject.
Ø To be the burden of a single department for completion.

Mandatory Components of the Graduation Project:

A. Required Process Components:

The components listed below must be completed for the student to earn the required credit for the Graduation Project. These items help the student and the school monitor student progress toward completion of the required credit for graduation. Completion of these components while requisite, does not earn quality points toward the final grade for the Graduation Project.

q A formal contract (serves as an agreement to complete the project and is signed by the student, parent/guardian, and a representative of the school).
q Mentor Registration form.
q Documentation of work with a mentor throughout the project.
q Oral check/defenses with a mentor and/or advisor to demonstrate adequate progress toward timely completion of the project.
q A statement signed by both student and parent/guardian indicating both have read the policy regarding plagiarism.

B. Required Graded Components:

To earn the one-credit for the Graduation Project, students must complete all the components listed below and meet competency standards for each component. Each of the components listed below contributes to the determination of the overall grade assigned to the Graduation Project, with the quality points available toward the final grade indicated in parentheses behind each component.

q Formal proposal (10 points)
q Formal action plan ( 5 points)
q Journal (10 points)
q Annotated bibliography documenting research sources (10 points)
q Tangible product (20 points)
q Oral presentation of findings and/or product to a relevant audience (10 points)
q Resumé ( 5 points)
q Graduation Interview ( 5 points)
q Portfolio (10 points)
q Reflection paper (15 points)

Guidelines and Definitions

Definitions of Required Components

Documentation of Work with a Mentor: Paperwork that demonstrates that the student has worked with a professional with expertise in the field/area of the student's Graduation Project. This paperwork must demonstrate that the mentor has made a commitment to work with the student throughout the process.

Formal Action Plan: A document which separates the project work into a timeline and that makes clear the evidence that will be collected to document progress towards completion of the project. The plan is used to monitor the student's progress.

Formal Contract: Agreement to complete the project signed by the student, parent/guardian, and a representative of the school.

Formal Proposal: A written explanation of the project's rationale, completion strategies, and expected outcomes.

Journal: A narrative documentation of the hours spent on the project and the activities completed throughout the process of the project.

Oral Checks/Defenses: An oral presentation in which the student demonstrates progress using appropriate evidence. Work completed must be in accordance with the time line and evidence to be collected given the Action Plan.

Oral Presentation to Relevant Audience: An oral presentation that showcases the student's accomplishments and tangible product in a public forum for an authentic audience.

Policy Regarding Plagiarism: A statement defining the FCPS policy on plagiarism and cheating as relates to the Graduation Project.

Portfolio: An organized compilation of all written and/or collateral material related to the Graduation Project. Forms may include binders, electronic media, etc.

Reflection Paper: A written self-evaluation that demonstrates the student's ability to assess the Graduation Project experience. This paper should note accomplishments, challenges, and applications for the future.

Research with Annotated Bibliography: A process of compiling and using a variety of credible sources to support the project. All research is documented in an annotated bibliography which lists works cited and explains the usefulness of each source.

Tangible Product: The actualized result of the project. The product can take any number of forms as set out in the formal proposal approved by the teacher/advisor grading the Graduation Project.

Additional Project Notes/Requisites

1. The project must meet the minimum number of hours established by FCPS to receive one credit (128 hours). If the submitted project does not appear to represent the required minimum hours, the teacher/advisor may add an additional component prior to granting credit for the project.

2. The student must find a mentor who is an expert in the field of study for the project (as outlined in the proposal). You must complete the Mentor Registration Form verifying the mentor's expertise and providing essential information to allow for communication between the teacher/advisor and the mentor. The teacher/advisor for the Graduation Project must approve the choice of mentor in order for credit to be earned. Students who fail to complete the Mentor Registration Form and who do not get all requisite signatures will not receive credit for the Graduation Project.

3. Students must provide evidence in their portfolio that they have conferred with the mentor regularly throughout the course of the project.

4. The Graduation Project needs to have a definite beginning and end; therefore, no open-ended project will earn credit.

5. Each project must have a tangible product. The oral presentation cannot be the product.

6. All projects must be approved by the teacher/advisor, the mentor, and the student's parent/guardian. For those projects that may involve potentially hazardous activities special administrative approval is also required. In such cases, the student must have liability insurance.

Student Name: ___________________

Teacher/Advisor: ___________________

Project Title: ___________________

Graduation Project Grade Tally Sheet

Required Process Components Received (Check all that apply):

q A statement signed by both student and parent/guardian indicating both have read the policy regarding plagiarism (page ).
q A formal contract (serves as an agreement to complete the project and is signed by the student, parent/guardian, and a representative of the school) ( page ).
q Mentor Registration Form (page ).
q Documentation of work with a mentor throughout the project.
q A minimum of two oral checks/defenses documented with a mentor and/or teacher/advisor to demonstrate adequate progress toward timely completion of the project (page ).

Points Possible: Required Graded Components: Points Earned:
10 Formal Proposal page 15
5 Formal Action Plan page 19
10 Journal page 25
10 Annotated Bibliography page 29
20 Tangible Product page 39
10 Oral Presentation page 45
5 Resumé page 48
5 Graduation Interview page 53
10 Portfolio page 56
15 Reflection Paper page 60
100 Total

Plagiarism Policy
And Sign-Off Sheet

Plagiarism and Cheating

Penalties for plagiarism can be severe: failure of the course to expulsion from school. Unintentional plagiarism is still plagiarism, so be careful and KNOW THE RULES.

Plagiarism means writing facts, quotations or opinions that you got from someone else without identifying your source or using someone else's words without putting quotation marks around them and citing the source. Also included is forgery of signatures or initials on any Graduation Project sign-off sheet.

TO AVOID PLAGIARISM:

· When in doubt, always give credit for a fact, quotation, or opinion taken from a book or other source. This is true even when you use your own wording.

· When you use a writer's wording-even a phrase-always put quotation marks around the writer's exact words.

· Don't let your sources take over your paper. Tell what you know well in your own style, stressing what you find most important.

TO AVOID CHEATING:

· Do your own work. Taking credit for another's work or work you did not complete is considered cheating.

· Claim credit only for work actually accomplished; do not falsify the extent or thoroughness of tasks completed.

· Do not allow other people to do your project for you.

My signature below indicates that I understand the policy regarding plagiarism.

________________________________ _______________________________
Parent/Guardian Name (Please Print) Student Name (Please Print)

________________________________ ________________________________
Parent/Guardian Signature Student Signature

________________________________
Date

Contract

Graduation Project Contract

On this day _____________________, 20___, this contract is drawn between Governor Thomas Johnson High School and its representative _______________________, hereafter known as the teacher/advisor, and _______________________________________________, hereafter known as the student.
Governor Thomas Johnson High School agrees to grant credit to the student upon satisfactory completion of all Graduation Project components. The project must be completed in a timely manner and to a quality standard. Timely manner refers to completing the objective at the time and place stipulated by the teacher/advisor. Quality standards refers to those criteria set by the school in accordance with the system guidelines.

The student understands that the responsibility for progress on, and completion of the Graduation Project, its content, presentation, and exhibition, lies solely with the student.

In accordance with school policies, the teacher/advisor agrees to inform the student as to whether or not he/she is making appropriate progress. Overall assessment of the Graduation Project is the responsibility of the teacher/advisor.

Although the student may receive the advice and counsel of outside sources concerning his/her project, the student hereby agrees that the content of the project is original and a demonstration of his/her own abilities. The student is responsible for completing the project with minimal assistance. The student understands what constitutes plagiarism and accepts the obligation not to plagiarize. Failure to comply will result in the loss of credit and possible delay of graduation.

The student agrees that upon completion of the project he/she will present the project to an audience and other interested parties for approval at a public presentation.

___________________________ _______________________ __________
Student Name (Please Print) Student Signature Date

___________________________ ________________________ __________
Parent/Guardian (Please Print) Parent/Guardian Signature Date

___________________________ ________________________ __________
Teacher/Advisor (Please Print) Teacher/Advisor Signature Date

Formal Proposal

Proposal Requirements

The proposal provides students with an opportunity to demonstrate competence in meeting the following essential curriculum indicators: GR.GP.1200.10, 1200.10.01, 1200.30, 1200.30.01, 1200.30.02, 1200.30.04, 1200.40.

The proposal must have the following elements addressed thoroughly and organized effectively:
1. Discussion of problem/need related to a field of interest.
2. Description of a product, that will solve or address the problem/need.
3. Description of project plan.
· What do you plan to do?
· When will your project be complete?
· Where will you work on your project?
· How will you fund or find resources for your project?
· Who could possibly help you complete this project?
· What technology could be used to help complete the project?
4. Explanation of the rationale for the project.
· Why are you doing this project?
· What skills, knowledge, experience, and personal qualities do you have that will help you complete this project?
· What do you expect to learn from this project?
5. Justification of the feasibility of the project.
· What are possible areas of research related to your project?
· What are possible obstacles that you may face?

All acceptable proposals for the Graduation Project must also meet the following professional communication requirements:

Title Page: Title of paper/project
Student name
Date
Teacher/Advisor's name

Proposal Format: Page number on each page
Minimum of three pages typed
Double spaced
Use of standard English

Student Name: __________________________

Scoring Tool for the Graduation Project Proposal

A. Development and Organization of the Proposal:

For each element listed, circle the appropriate score.
A = Excellent development and organization evident
B = Above average development and organization evident
C = Satisfactory development and organization evident
D = Minimal development and organization evident
F = No evidence of development and organization

A B C D F 1. Discussion of problem/need related to a field of interest.

A B C D F 2. Description of a product that will solve or address the
problem/need.

A B C D F 3. Description of project plan.

· What do you plan to do?
· When will your project be complete?
· Where will you work on your project?
· How will you fund or find resources for your project?
· Who could possibly help you complete this project?
· What technology could be used to help complete the project?

A B C D F 4. Explanation of the rationale for the project.

· Why are you doing this project?
· What skills, knowledge, experience, and personal qualities do you have that will help you complete this project?
· What do you expect to learn from this project?

A B C D F 5. Justification of the feasibility of the project.

· What are possible areas of research related to your project?
· What are possible obstacles that you may face?

****Please note that a student must have a grade of "D" or above in all five categories
listed above, or the student must resubmit the proposal to earn credit for the proposal.

B. Overall Appearance of the Proposal:

Circle the appropriate score:

A = The proposal clearly explains the project's rationale, completion strategies, and expected
outcomes.
B = The proposal satisfactorily meets most of project's rationale, completion strategies, and
expected outcomes.
C = The proposal minimally meets the project's rationale, completion strategies, and
expected outcomes. The student needs to continue work on means to present rationale,
strategies and expected outcomes in a more professional manner.
D = The proposal is weak in some of the requirements-rationale, completion strategies, and
expected outcomes.
F = The proposal lacks depth, is missing some or all of the proposal requirements and is
unacceptable.

C. Proposal Credit Evaluation:

Teacher/advisor will initial appropriate line and will circle a grade where applicable:

_____ The proposal is accepted for credit as submitted. The student has earned a
grade of:

A 9-10 points toward final grade

B 8 points toward final grade

C 7 points toward final grade

D 6 points toward final grade The proposal is accepted for credit as
submitted, but revision is recommended. The revised proposal must be
submitted by ____________ (date) _______ (teacher/advisor initials) ____
F The proposal is not accepted for credit as submitted. Revision is required.
The revised proposal must be submitted by ____________ (date)
_______ (teacher/advisor initials)

____ The proposal requires revision and must be resubmitted by _________

D. Comments:

Action Plan

The Action Plan

The action plan provides students with an opportunity to demonstrate competence in meeting the following essential curriculum indicators: GR.GP.1200.10, 1200.10.02, 1200.20, 1200.30.03, 1200.50.01.

The action plan is a formal document which breaks down the project work into a chronological listing of the steps needed to complete the project. It also will list the evidence the student will collect to demonstrate each step has been met. The action plan is used to monitor the student's progress. Any changes to the plan must be made with the approval of the teacher/advisor. The action plan does not serve the same purpose as the journal. The action plan looks forward to what must be done; the journal documents what has been done.

Requirements:
· A chronological listing of steps needed to complete the project.
· A list of evidence that can be used as proof of the completion of each step.
· A budget listing estimated costs for all expenses associated with the project .
· Feasible dates and demonstrated ability to collect evidence cited such that the project may be completed in a timely fashion.

Possible formats for the action plan:
· Weekly calendar with evidence to be collected each week listed on or with the calendar.
· Monthly calendar with evidence to be collected each month listed on or with the calendar.
· Timeline with evidence list.
· List of dates, actions to be completed for each date, and evidence collected to document actions.

Student Name: ___________________

Action Plan Sign-Off Sheet and Scoring Tool:

The Action Plan is worth a total of 5% or 5 points toward the final grade for the Graduation Project. All students need to satisfactorily complete the 4 requirements of the Action Plan listed below in order to receive the 5 points before proceeding with the project. Students should pay careful attention to any comments made below as a successful action plan often determines the extent of student success in additional components for the Graduation Project.

The Action Plan submitted includes (all must be initialed by the teacher/advisor for the student to receive credit for this component):

_____ A chronological listing of steps needed to complete the project.

_____ A list of evidence that can be used as proof of the completion of each step.

_____ A budget listing estimated costs for all expenses associated with the project.

_____ Feasible dates and demonstrated ability to collect evidence cited such that the
project may be completed in a timely fashion.

_____ The Action Plan has met all of the above requirements and the student has
earned 5 points toward a final grade.

Comments:

Mentor Information

Mentor

A mentor is a professional with expertise in the field/area of the student's Graduation Project who is willing to make a commitment to work with the student throughout the project.

Working with the mentor provides students with an opportunity to demonstrate competence in meeting the following essential curriculum indicators: GR.GP.1200.20, 1200.20.01, 1200.20.02, 1200.40, 1200.40.03, 1200.40.04, 1200.50.02.

The Mentor must be:

· An adult willing to make a commitment to the student and their project
· An expert in an aspect of the project
· Available to the student as needed

The formal contract with the student (Mentor Registration Form) must be signed by the mentor, parent, student, and teacher/advisor before proceeding with the project.

The mentor will:

· Advise project proposal
· Help the student with technical aspects of the project
· Advise the student on problem-solving strategies
· Teach new skills or information
· Assist in documenting time spent
· Attend and evaluate final presentation

IT IS NOT THE MENTOR'S RESPONSIBILITY TO COMPLETE THE PROJECT FOR THE STUDENT.

Mentor Registration Form

Please complete the following for your project and return this form to your Graduation Project Teacher/Advisor.

Please print the following information:

Student Name: _______________________________________________________________

Graduation Project Teacher/Advisor: ______________________________________________

Project Title: __________________________________________________________________

Mentor Information

Name: _______________________________________________________________________

Phone (home): _____________________________ Phone (work): _______________________

Address: ______________________________________________________________________

Email Address: ___________________________

Occupation, position, or title: _____________________________________________________

You will need to attach additional pages in response to the following questions:

q How did you find this mentor?

q Describe the mentor's expertise and how you expect to benefit from work with this mentor.

q Describe the commitment your mentor has made to work with you throughout the completion of your project.

q Will your mentor be willing to observe your final presentation?

Required Signatures (4): Please print name first.

__________________________________ ________________________________
Student (Please print) Date Student Signature Date

_________________________________________ _______________________________________ Mentor (Please print) Date Mentor Signature Date

_________________________________________ ________________________________________
Parent/Guardian (Please print) Date Parent/Guardian Signature Date

___________________________________ __________________________________
Teacher/Advisor (Please print) Date Teacher/Advisor Signature Date

Journal

The journal is a narrative documentation of the hours the student has put in and everything the student has completed. This also acts as the record of contact between the student and the mentor. The journal will be checked periodically by the teacher/advisor. The journal and the sign-off sheet must be included in the final portfolio.

The journal provides students with an opportunity to demonstrate competence in meeting the following essential curriculum indicators: GR.GP.1200.20, 1200.30, 1200.30.03, 1200.30.04, 1200.30.05, 1200.40, 1200.40.01, 1200.50, 1200.50.02, 1200.50.03.

Required elements:

· Separate, dated entries at regular intervals
· Detailed explanations

Each entry should include:

· What you did
· What you saw
· What you heard
· What you learned
· How it relates to the project
· Time spent
· Contact with mentor
· Your feelings/reactions to progress
· A look forward to the next step

Student Name: ______________________

Journal Sign-Off Sheet and Scoring Tool:

Required elements:

· Separate, dated entries at regular intervals
· Detailed explanations

Date Initials Comments

Journal Grade

Points Earned Toward Final Grade for the Graduation Project:

A = 9 - 10 points The journal entries meet all required elements and represent excellence in meeting the indicators relevant to the journal.

B = 8 points The journal entries meet all of the required elements and represent that the student has met all the indicators relevant to the journal.

C = 7 points The journal entries meet most of the required elements and represent that the student has met the indicators relevant to the journal.

D = 6 points The journal entries meet some of the required elements and represent that the student has met some of the indicators relevant to the journal.

F = 0 - 5.9 points The journal entries do not meet the required elements and/or the indicators relevant to the journal. Revision is required for the Graduation Project credit to be earned.

Samples of "A" Grade Journal Entries

Student Sample 1
September 16, 2004 (2 hours today)

Today I met with my mentor for about an hour. My mentor is a mechanic who specializes in Ford engines. I told him about my plan to rebuild my '67 Mustang engine and put it in my car. I told him what I think the problems are, which are that the block is cracked, the engine needs new heads and pistons, and the carburetor is damaged and needs new parts. My mentor agreed to come and take a look at the engine next week on Wednesday so that we can determine if there is anything else that is wrong and figure out approximately how much this is going to cost me. The second hour I spent working on my proposal. I'm having trouble deciding how I am going to research engines and exactly what I need to learn to complete this project. I also typed my goal statement so I can show it to my teacher tomorrow. I hope she approves it!

Total hours so far: 5

Student Sample 2

September 17, 2004 (1 hour today)

Today I worked on my engine for an hour (and spent another hour on the phone!). I took the spark plug wires and distributor cap off my engine. The problem was, I didn't mark which wire was which, and if you don't do that you don't know where each wire should go when you put the engine back together. I had to call the Ford dealer to find out the firing order for a '67 Mustang, and then I went back and carefully labeled each wire. From now on I will mark each part as I pull it off the engine because in the long run it will save me a lot of time and frustration.

Total hours thus far: 6

Research
with
Annotated Bibliography

Research

The Graduation Project consists of more than the actual product. It is also a demonstration of life-long skills. Those skills include exploring, investigating, discovering, and deciding something about the topic you have chosen. All of those skills require the ability to research.

Research might be necessary to:

· test the feasibility of the project
· calculate costs
· search for helpful contacts
· obtain statistics
· seek advice
· find information for a formal research paper

Possible sources:

· interviews
· surveys
· scientific notes
· works of literature
· autobiographies
· text books
· reference books
· articles
· literary criticism
· websites
· maps
· museums
· expert opinion/advice
· shadowing
· films and video
· newspapers
· audio sources
· software
· databases
· primary sources
· local historical societies

A good place to begin the research process is in the school's media center or at the public library.

All research must be documented in an annotated bibliography.

Annotated Bibliography Guidelines

The annotated bibliography and research provide students with an opportunity to demonstrate competence in meeting the following essential curriculum indicators: GR.GP.1200.10, 1200.20, 1200.20.01, 1200.20.02, 1200.30, 1200.30.03, 1200.40, 1200.40.01, 1200.50.02.

The Annotated Bibliography is the place where you give credit to all of the sources you consulted while completing your Graduation Project. Annotated bibliographies not only list the works cited, but also provide a brief (one paragraph) explanation of how each source was or was not useful to you as you worked toward completing your project.

The annotations (brief explanations) may include information answering the following questions:
· Why did you consult this particular source?
· How was the source useful to you?
· How did you find the source?
· How often did you consult this particular source?

The MLA Handbook for Writers of Research provides examples of citations for different types of sources. Follow the style guide exactly while writing your citations.

Examples of appropriate annotated bibliography entries would be:

Brook, Barry S., Downes, Edward O., and Sherman Van Sokema., ed. Perspectives in Musicology. New York: W.W. Norton & Company, Inc., 2002.

This book is based on the lectures of three musicology professors at the City University of New York. It traces the growth and development of music in the United States. There are numerous essays from other authors. The second part of the book studies the rapidly expanding area of study like ethnic music. This book was very old and slightly confusing so it only helped me in understanding the growth and development of music in general. Because these lectures are from musicology professors, the sources must be credible. This is definitely not one of my most important sources.

Smith, John. Personal Interview: 10 Aug. 2002.

John is a music student at the University of Washington who has a particular interest in the area of music composition. He has a great deal of performance experience, as well as many connections in the music industry throughout the Puget Sound area. My discussions with him were very helpful because he not only explained to me about the difficulties of finding places to perform and of finding opportunities to record. John was the person who gave me the most information on what life is like for a person who wants to make a living by playing music.

M.L.A. STYLE SAMPLE REFERENCES

(This form is available online at www.noodletools.com.)
ALL ENTRIES ON YOUR WORK CITED PAGE SHOULD BE DOUBLE-SPACED.

Book with one author.
Gardner, Harriet. The Shattered Mind. New York: Knopf, 1975.

Book with two or more authors.
Hammond, John, Eric Donnelly, and Nancy Rayner. Woodworking. Boston: McKnight, 1980.

Book with no author.
A Day in the Life of the Soviet Union. New York: Collins, 1987.

Book with editor and no author.
Bottomore, Thomas, ed. A History of Sociological Analysis. New York: Basic, 1978.

Book with an organization or group as the author.
American Medical Association. The American Medical Association Encyclopedia of Medicine. New
York: Random, 1989.

Encyclopedias (print).
Odell, Daniel K. "Dolphin." World Book Encyclopedia. 1995.
"Denmark." The New Encyclopedia Britannica. 15th ed. 1995.

Signed article or chapter in an edited book or multivolume work.
Kenner, High. "Sincerity Kills." Sylvia Plath. Ed. Harold Bloom. Modern Critical Views. New York:
Chelsea House, 1989. 67-78.
Buck, David D. "Confucius." Great Lives from History: Ancient and Medieval Series. Ed. Frank N.
Magill. Vol. 2. Pasadena, CA: Salem Press, 1988. 564-68.

Introduction, preface, foreword, or afterword.
Kincaid, James R. Introduction. Lewis Carroll's Alice's Adventures in Wonderland. By Lewis
Carroll. New York: Harcourt Brace Jovanovich, 1982. 7-11.

Book in a series/multivolume works.
Ferlazzo, Paul. Emily Dickinson. Twayne's United States Authors Ser. 280. Boston: Twayne, 1976.
Wilkie, Everett. "Robert A. Heinlein." American Novelists since World War II. Detroit: Gale, 1981.
Vol. 8 of The Dictionary of Literary Biography. 56-63.
Roberts, Sheila. "A Confined World: A Rereading of Pauline Smith." World Literature Written in English
24 (1984) : 232-38. Rpt. in Twentieth-Century Literary Criticism. Ed. Dennis Poupard. Vol. 25.
Detroit: Gale, 1988. 399-402.
"Joyce Carol Oates." Contemporary Authors. Eds. Barbara Harte and Carolyn Riley. Vol. 5-8. Detroit:
Gale, 1969.

Magazine articles.
Gallo, Nick. "The Agony of Alzheimer's." Better Homes and Gardens July 1995: 60-63.
"What's in an Internet Name?" Fortune 16 Oct. 1995: 38+. (16 Oct. 1995 = publication date)

S.I.R.S. article from binders
Gilman, Ray. "No simple answers." Context Spring 1992: 10-13. Rpt in Population . Ed. Eleanor
Goldstein. Vol. 5. Boca Raton: SIRS, 1992. Art. 44.

Newspaper
"U.S. Companies Shouldn't Fight Cleaner Air Standards." Detroit Free Press 31 Oct. 1991, sec A:10.

Interview
Gingrich, Newt. Interview with Ted Koppel. Nightline. ABC. WMAR, Baltimore. 7 Oct. 1994.

ELECTRONIC RESOURCES - CD-ROMS & INTERNET

American National Biography
Luker, Ralph E. "King, Martin Luther." American National Biography Online. Governor Thomas Johnson High
School, Frederick, MD 12 Mar. 2004
http://www.anb.org/articles.

Email Paulsen, Gary. "Info on Iditarod." Email to the author. 12 Mar. 2004.

Infotrac Online
Hosenball, Mark. "Exclusive: Behind Al Qaeda's New Hijacking Strategy." Newsweek August 11, 2003: 6.
Infotrac. Governor Thomas Johnson High School, Frederick, MD 12 Mar. 2004
http://www.infotrac.galegroup.com.

Issues and Controversies
"Mars Exploration Update." Issues and Controversies 13 Feb. 2004. Facts on File News Service. Governor Thomas
Johnson High School, Frederick, MD 12 Mar. 2004.
http://www.2facts.com.

SIRS Researcher Online
Claxton, Melvin. "With No Overnight, Defective Firearms Go Unchecked." Detroit News 16 Dec. 2003. Sirs
Researcher. Governor Thomas Johnson High School, Frederick, MD 12 Mar. 2004
http://sks.sirs.com.

Student Resource Center
Mag/newspaper
Travis, J. "Cloned Human Embryo Provides Stem Cells." Science News 14 Feb 2004: 4. Student Resource Center.
Governor Thomas Johnson High School, Frederick, MD 12 Mar. 2004
http://www.infotrac.galegroup.com/itweb.

Reference info. Clone and Cloning." Gale Encyclopedia of Science. 2nd. ed. 2001. Gale Group. Student Resource
Center. Governor Thomas Johnson High School, Frederick, MD 12 Mar. 2004.
http://www.infotrac.galegroup.com/itweb.

World Wide Web (2 examples: one with author/ one without author)

Beyler, Clara. "Female Suicide Bombers." March 7, 2004. International Policy Institute for counter- Terrorism. 12 Mar. 2004. http://www.ict.org.il.

"The Beat Generation." The Beat Page. 12 Mar. 2004. http://www.rocket.com/beatpage.

Student Name: ______________________

Annotated Bibliography Rubric and Scoring Tool:

Points earned toward final grade for annotated bibliography:

A = 9 - 10 points The bibliography submitted properly cites all sources used. The student chose relevant and adequate resources to thoroughly research the problem of focus for the Graduation Project. The citations included in the bibliography communicate the student's ability to read, evaluate, and organize information effectively.
B = 8 points The bibliography submitted properly cites most sources used. The student chose relevant and adequate resources to research the problem of focus for the Graduation Project. The citations included in the bibliography communicate the student's ability to read, evaluate, and organize information satisfactorily.
C = 7 points D = 6 points The bibliography submitted properly cites some of the sources used, though the citations are uneven in development. The student chose relevant resources to research the problem of focus for the Graduation Project, though additional resources may have needed to be consulted. The citations included in the bibliography communicate the student's ability to read, evaluate, and organize information sufficiently.The bibliography submitted inadequately cites sources used. The student chose few relevant resources to research the problem of focus for the Graduation Project, and additional resources are required. The citations included in the bibliography communicate the student's ability to read, evaluate, and organize information insufficiently.
F = 0-5.9 points The bibliography submitted does not properly cite the sources used and/or the student did not choose relevant and/or adequate resources to research the problem of focus for the Graduation Project. The citations included in the bibliography do not communicate the student's ability to read, evaluate, and organize information sufficiently, and the bibliography requires revision.

Oral Check/Defenses

Oral Checks/Defenses

The oral checks/defenses provide students with an opportunity to demonstrate competence in meeting the following essential curriculum indicators: GR.GP.1200.40., 1200.40.01, 1200.40.02, 1200.40.03, 1200.40.04, 1200.50, 1200.50.01, 1200.50.02.

The oral checks/defenses are opportunities for the students to present evidence of progress. They are conducted on an interim basis between the submission of the proposal and the final public presentation. Evidence presented during the oral check/defense should match what was stated on the action plan.

These checks are meant to ensure that satisfactory completion of the project is occurring. The students will be expected to defend the work that has taken place as well as the strategies that have been employed.

If a student is not making adequate progress toward completion of the project, the parent/guardian and student will receive a formal progress report completed by the teacher/advisor.

The oral checks/defenses must include the following:

· A general explanation of the project
· Steps completed so far
· Evidence of completion
· Obstacles encountered and problem solving techniques
· A plan for the future direction of the project

Examples of appropriate forms of evidence:

· Photos/video tapes
· Journal
· Letters
· Flyers
· Mentor feedback
· E-mails
· Evidence of research
· Receipts
· Partially completed product

GOVERNOR THOMAS JOHNSON HIGH SCHOOL
GRADUATION PROJECT PROGRESS REPORT

Since the Graduation Project is an important part of meeting graduation requirements, this progress report is designed to ensure you are provided with an update on your child's current status with relation to the Graduation Project.

If you have any questions, please call me at 240-236-8200 or 240-236-8348.

q Your son or daughter has successfully completed all requirements to date.

q Your son or daughter has not yet completed the following requirements checked below and is in danger of not receiving credit for the Graduation Project:

q Your son or daughter will not receive credit for the Graduation Project because of failure to complete the items in the checked boxes below:

q formal contract
q formal proposal
q formal action plan
q choice of an appropriate mentor/mentor registration form
q journal
q research with annotated bibliography
q a tangible product
q oral presentation to an audience
q resume
q senior interview
q portfolio
q reflection paper

Comments:

Teacher/advisor signature ____________________________________ Date __________

Student (Please print.) _______________________________________ Date ___________

Student signature ___________________________________________ Date ___________

Tangible Product

The tangible product is the actualized result of the project. It is the solution to the need or the problem identified in the proposal. The product is a representation of the student's best work and should demonstrate a learning stretch by the student. The product should be the result of new learning and will require a considerable time commitment.

The tangible product provides students with an opportunity to demonstrate competence in meeting the following essential curriculum indicators: GR.GP1200.10, 1200.20, 1200.40.05, 1200.50, 1200.50.01.

The tangible product is expected to showcase the student's individual interests and talents within their career pathway, and to demonstrate the student's ability to think critically to solve real-world problems, and highlight life-long learning skills acquired. The tangible product is also evaluated on the evidence it provides that the student has met the relevant essential curriculum indicators cited above.

The product must be a completed effort in order to earn credit. Simply planning the project is not enough.

Types of Products:

· Event (food drive, play, fundraiser)
· Game
· Play or Song
· Letter-writing campaign
· Public-service announcement campaign
· A taught lesson
· House plans
· Mural
· Publication (e.g. Magazine, brochure, newspaper, book)

· Construction project
· Invention/working model
· Photo essay
· Sculpture
· Web page
· Video tape
· Mechanical project
· Business plan
· Computer program

Example Projects:

· Organizing and conducting a 3-on-3 basketball tournament
· Creating a web page for a local company or organization
· Creating and teaching original lessons to a 3rd grade class
· Composing an original piece of music and performing it for an audience
· Planning and holding a senior citizen prom
· Writing original short stories and submitting them to a publisher
· Developing an interactive online children's book

EXAMPLES OF GRADUATION PROJECT PRODUCTS

DO NOT: DO:
plan to teach a non-original unit to a class create an original unit and teach it to a class
do a literary or historical research paper start a Book Club or History Club which meets regularly after school, has a purpose (i.e. creation of a newsletter), has a faculty advisor, has a roster/attendance list
compile a recipe book of family favorites produce a cookbook of family recipes which demonstrates genealogical research, regionality, multi-generationalism-make each dish and include photographs in the cookbook
plan ON PAPER an anti-drug week at your school, including celebrities and popular musical groups plan and implement an anti-drug week at your school-get administrative permission, contact and invite community speakers, create and distribute informational pamphlets, design and display posters/a bulletin board
volunteer at a nursing home volunteer at a nursing home with a specific outcome in mind (i.e. create a volunteer network for high school students interested in elder-care, create and implement a library-on-wheels program, set-up and lead a weekly craft time)
research paints, colors, and prices and then hire someone to paint your car and have your parents pay for it research paint colors and prices-find a mentor who will teach you how to tape, then paint, your car-raise the money yourself

GRADUATION PROJECT
TOPIC AND CAREER CONNECTION EXAMPLES

Allied Health (Health Services)

Topic: Elder Abuse
Focus: What can be done to solve the crisis of nursing home abuse?
Product: A videotaped public service announcement on how to find a good
nursing home

Automotive Technology (Industrial Engineering and Technology)

Topic: Auto Safety
Focus: Is the air bag an effective safety device? Why? Why not?
Product: A blueprint model of a car designed with improved safety features

Communications/Multimedia (Arts and Communications)

Topic: Web Page Design
Focus: How can a business most effectively make use of a web page?
Product: A web page will be developed and maintained for a business

Information Technology (Business Management Systems)

Topic: Software Piracy
Focus: How is software development affected by piracy?
Product: A website that explores the negative impact of piracy on
developers and includes links to related sites

Culinary Arts (Human Services)

Topic: Vegetarian Nutrition
Focus: How can a vegetarian diet satisfy established nutritional
Requirements?
Product: A cookbook (your own creation or one documented from many
sources)

Computer Aided Technical Drafting (Industrial Engineering and Technology)

Topic: Handicapped Access
Focus: How can a home be modified to meet the needs of a handicapped
person?
Product: A formal design plan

Bio-Technology (Natural Resources and Agriculture)

Topic: Genetic Engineering
Focus: How can genetic engineering affect the efficiency of agricultural
production?
Product: A hybrid variety of plant

Construction Technology (Industrial Engineering and Technology)

Topic: Waterfront Home Construction
Focus: How do environmental regulations affect new waterfront home
Construction
Product: A model of waterfront housing development which meets
environmental regulations

Engineering (Industrial Engineering and Technology)

Topic: Indoor Lighting
Focus: What can be done about the negative impact of Seasonal Affective
Disorder on education in a school building?
Product: A cost analysis proposal to the board of education

Legal Administrative Assistant and Law-Related Careers (Human Services)

Topic: Megan's Law
Focus: What are the consequences of Megan's Law within a community?
Product: A video documentary interviewing members of the community
legislators, and family

Student Name: __________________

Tangible Product Evaluation
Project Title: _________________________________________________________________

A = 20 points The tangible product showcases the student's individual interests and talents, demonstrates the student's ability to think critically to solve real-world problems, and highlights life-long learning skills acquired. The student's product has surpassed expectations in meeting the relevant indicators and objectives of the course.
B = 17 points The tangible product showcases the student's individual interests and talents, demonstrates the student's ability to think critically to solve real-world problems, and highlights life-long learning skills acquired. The student's product has clearly met the relevant indicators and the objectives of the course.
C = 15 points The tangible product showcases the student's individual interests and talents, demonstrates the student's ability to think critically to solve real-world problems, and/or highlights life-long learning skills acquired. The student's product has sufficiently met the relevant indicators and objectives of the course.
D = 12 points The tangible minimally showcases the student's individual interests and talents, demonstrates the student's ability to think critically to solve real-world problems, and/or highlight life-long learning skills acquired. The student's product has not sufficiently met the relevant indicators and objectives of the course.
F = _____ (0-11.9) points The tangible product does not showcase the student's individual interests and talents, demonstrate the student's ability to think critically to solve real-world problems, and/or highlight life-long learning skills acquired. The student's product has not yet sufficiently met the relevant indicators and objectives of the course.

Oral Presentation

The oral presentation is a public exhibit of what the student has learned from the process of creating a Graduation Project for a relevant audience. The presentation describes what has been learned from research, contact with a mentor, and creation of the product. Students will be expected to answer questions from the audience. Regardless of the format used for the presentation, the student must have prepared and rehearsed the presentation ahead of time.

The oral presentation provides students with an opportunity to demonstrate competence in meeting the following essential curriculum indicators: GR.GP.1200.20.03, 1200.40, 1200.40.01, 1200.40.02, 1200.40.03, 1200.40.04, 1200.40.05.

Possible presentation formats:

· In-class presentations
· Project fair
· Formal presentation to a panel

The following items may enhance your final presentation.

· Use of technology
· Audio/visual aids
· An outline
· All materials related to the project
· Display of the portfolio
· Display of the product
· Performance
· Handouts
· Appropriate attire
· A self evaluation
· Props

The oral presentation will be evaluated on:

· Content
· Delivery
· Working knowledge of project based on student response to questions

Presentation Guidelines

The presentation component consists of five parts:

1. Production
The student will present a concrete product or documented representation of what has been created. This may take a variety of forms depending on the nature of the project:
· the actual product of the work;
· a video of the work;
· a portfolio documenting the progress of the work;
· a scrapbook documenting the progress of the work, etc.

2. Oral presentation
The student will present his or her research and product in a formal speech that has been prepared and rehearsed ahead of time. Not including set-up time, the presentation should be approximately 10 minutes in length, plus time to respond to questions from the audience.

3. Technology/multimedia/visuals
Each student must provide an audio/visual aid to support his or her presentation.
Possibilities include but are not limited to flip charts, transparencies, slides, series of poster, video tapes, audio tapes, a multi-media production, props, etc.

4. Appropriate responses to questions from the panel

5. Evaluation of presentation
All student presentations will be evaluated by the teacher advisor.

Oral Presentation Rubric and Evaluation Form

Student's Name: __________________________________________________________

Project Title: ____________________________________________________________

Starting Time: ______________________________ Finishing Time ________________

AREA I CONTENT (5 = Surpasses Expectations ? 1 = Fails to Meet Expectations):
1. Introduction (stated or implied purpose of presentation with an
interesting attention getter) 5 4 3 2 1

2. Body of Speech
Main ideas and points supported by accurate and appropriate
details 5 4 3 2 1

Application of Learning (listen for self-discovery clues such as "I learned,"
"I plan to use this knowledge," or "I never knew") 5 4 3 2 1

Organization (smooth, logical flow of ideas) 5 4 3 2 1

Shows relationship between research and project 5 4 3 2 1

3. Conclusion 5 4 3 2 1

4. Balanced Content (not too much on research or too much
on project-within time limit) 5 4 3 2 1

5. Language Usage (transitions, appropriate word choice,
style) 5 4 3 2 1

AREA II: DELIVERY (5 = Surpasses Expectations ? 1 = Fails to Meet Expectations):
1. Eye Contact (not just reading notes, looks around) 5 4 3 2 1

2. Effective Speech Techniques (poise, posture, rate/
volume of voice, gestures, no gum chewing) 5 4 3 2 1

3. Dress/Appearance 5 4 3 2 1

4. Audio and/or Visual Aids 5 4 3 2 1

AREA III. QUESTION AND ANSWER PERIOD (5 = Surpasses Expectations? 1 = Fails to Meet Expectations):
1. Impromptu skills (how fluently, confidently and easily
does the student answer) 5 4 3 2 1
2. Quality of student response (knowledge and information) 5 4 3 2 1

OVERALL POINTS EARNED TOWARD FINAL GRADUATION PROJECT GRADE:

_____ A = 10 points _____ C = 7.0 points

_____ B = 8.0 points _____ D = 6.0 points _____ F = points (0-5.9)

Resume

Resumé

The resumé is a required component of the Graduation Project. It is a formal summary of the student's background, interests, and accomplishments as they relate to future employment or post-secondary education. The resumé is a necessary link between the knowledge and skills acquired in school and the application of that learning in a chosen career path. The type of resumé that is best for the student depends on his/her education, experience, and post-graduation goals.

The resumé will be necessary for completing the Graduation Interview.

The resumé provides students with an opportunity to demonstrate competence in meeting the following essential curriculum indicators: GR.GP.1200.20.03, 1200.30, 1200.30.04, 1200.30.05, 1200.40, 1200.40.01.

All resumés submitted must include the following:

q A formal summary of the student's interests, abilities, and accomplishments to date.
q A format appropriate to the content included.
q Use of relevant technology to communicate content professionally.

Student Name: _____________________

Resumé Sign-Off Sheet and Scoring Tool:

The resumé is worth a total of 5 points toward the final grade for the Graduation Project. All students earn the 5 points when the teacher/advisor has initialed all three lines below.

The resumé submitted meets all of the following requirements (all must be initialed by the teacher/advisor for the student to receive credit for this component):

· A formal summary of the student's interests, abilities, and accomplishments to date._____

· A format appropriate to the content included. _____

· Use of relevant technology to communicate content professionally. _____

______ The Resumé has met all of the above requirements and the student has earned 5
points toward a final grade.

Comments:

Sample Resumé

I AM STUDENT
1501 N. Market Street
Frederick, MD 21701
240-236-8200
Your email address

CAREER OBJECTIVE

To obtain a position in the computer field with a company that will enable me to utilize my skills and knowledge.

EDUCATION

Governor Thomas Johnson High School High School Diploma
Frederick, MD Computer Applications
September 2002 to June 2006

QUALIFICATIONS

Majored in computer and business training. Skilled in keyboarding, accounting, Excel, Access, Microsoft Word and PowerPoint. MOUS certified in Microsoft Word, Excel and Access, proficient in C++ and JAVA

ACADEMIC HONORS/ACTIVITIES

President of my class all four years of high school
Member of Community Service Club all four years
Member of Marching Band all four years
Member of It's Academic Team during senior year
Member of National Honor Society for two years
Secretary during senior year
Student Service Learning Tutor for a high school computer class for two semesters
Intern for a Computer Graphics company during second semester senior year

WORK EXPERIENCE

Summer of 2005 to Present
Computer technician, Frederick County Public School, Frederick, MD - Repair computers at school site, work with network problems within the individual schools.

May 2005 to August 2005
Toys R Us/Frederick, MD - (Stock/Inventory Clerk) - Stocked merchandise, assisted customers, performed cleaning duties, designed and implemented displays.

REFERENCES

References available on request.

Graduation Interview

Graduation Project Interview

FCPS offers a unique opportunity for all seniors to experience a real-life interview experience. Business people from the community donate their time and expertise to conduct these authentic interviews. Students may be asked to answer questions regarding schooling, resumé, work experience, extra-curricular activities, future plans, Graduation Project etc.

Students are expected to dress appropriately, act in a professional manner, and bring appropriate materials. The experience should be taken seriously and treated as a chance to demonstrate interviewing skills. The students will be given feedback by the interviewers.

The Graduation Project Interview provides students with an opportunity to demonstrate competence in meeting the following essential curriculum indicators: GR.GP.1200.40, 1200.40.01, 1200.40.03, 1200.40.04.

Successful completion of the Graduation Project Interview earns 5 points toward the final grade for the Graduation Project.

Graduation Project Interview Sign Off and Scoring Tool

The interview is worth a total of 5 points. All students earn the 5 points when this form has been completed and returned to the advisor.

Interviewee Information: (Please print.)

Student Name: ______________________________________

Interview Date: ______________________________________

Location of interview: _________________________________

Interviewer Information: (Please print.)

Name: ______________________________________________

Company: ___________________________________________

Address: _____________________________________________

Interviewer comments:

_______________________
Interviewer Signature

Portfolio

The portfolio is an organized compilation of all written and/or collateral material related to the Graduation Project. It is meant to serve as a permanent record of the student's accomplishments. The portfolio is gradually assembled over the course of the project and serves as a representation of the completed product.

The portfolio provides students with an opportunity to demonstrate competence in meeting all of the essential curriculum indicators.

Required elements:

q Contract
q Demonstration of work with the mentor throughout the project
q Evidence of oral checks/defenses with the teacher/advisor
q Signed statement indicating the student and parent has read the policy regarding plagiarism
q Proposal
q Action plan
q Mentor registration form
q Journal
q Evidence of research
q Annotated bibliography
q Resumé
q Tangible evidence of the product's completion
q Reflection paper

Optional elements:

· Photos
· Receipts
· Diagrams
· Surveys
· Research
· Project related interviews
· Notes
· Sketches
· Letters
· Materials
· Illustrations
· Forms
· Electronic media

The portfolio may appear in hard-copy format or be placed in electronic format. Portfolio requirements should be determined by the advisor and stated clearly in the proposal and action plan.

WHILE THE PORTFOLIO MAY BE PREPARED ELECTRONICALLY, IT IS UNDERSTOOD THAT A HARD COPY WILL BE PRESENTED TO THE TEACHER/ADVISOR FOR FINAL EVALUATION.
Student Portfolio Checklist

The portfolio is an organized compilation of all written and/or collateral material related to the Graduation Project. It is meant to serve as a permanent record of your accomplishments. The portfolio is gradually assembled over the course of the project and serves as a representation of the completed product. Make a portfolio that you are proud of and one that you could use in a future career path.

When your portfolio is completed, it should contain the following:

q Title page
q Table of contents
q Contract
q Proposal
q Action plan
q Mentor approval form
q Journal
q Evidence of research
q Annotated bibliography
q Resumé
q Tangible evidence of the product's completion
q Reflection paper

Depending upon the nature of your project, you may find it necessary to include additional elements. A variety of evidence supports a successful project. Your portfolio should contain some of the following elements:

· Photos
· Receipts
· Diagrams
· Surveys
· Research
· Interviews
· Notes
· Sketches
· Letters
· Materials
· Illustrations
· Forms
· Electronic media
· Other _____________

REMEMBER THE PORTFOLIO MAY BE PREPARED ELECTRONICALLY, BUT IT IS UNDERSTOOD THAT A HARD COPY WILL BE PRESENTED TO TEACHER/ADVISOR FOR FINAL EVALUATION.

Student Name: ___________________

Portfolio Rubric & Scoring Tool

Student Portfolio

Points Earned Toward Final Grade for the Graduation Project:

A = 9 - 10 points Superior level of competence demonstrated in meeting the course indicators.
B = 8 points Commendable level of competence demonstrated in meeting the course indicators.
C = 7 points Satisfactory level of competence demonstrated in meeting the course indicators.
D = 6 pointsF = _____ points (0-5.9) Minimal level of competence demonstrated in meeting the course indicators.Below minimal level of competence demonstrated in meeting the course indicators or portfolio not submitted.
TOTAL POINTS EARNED:__________

Comments:

Reflection Paper

The reflection paper is a written self-evaluation that assesses the student's Graduation Project experience noting accomplishments, challenges, and applications for the future.

The reflection paper provides students with an opportunity to demonstrate competence in meeting the following essential curriculum indicators: GR.GP. 1200.30, 1200.30.04, 1200.50, 1200.50.01, 1200.50.04.

Content Requirements for the Reflection Paper:

The paper should include the following information:

1. A summary of your project
Briefly explain what you set out to do during the course of your project.

2. How your project was completed
Did you do everything you said you would? If you did not, what changes were made, and
why? What did you do instead? This section explains what your completed project "looks"
like.

3. The skills you used to complete your project
Explain what skills you possess and/or learned in order to be able to successfully finish your
project.

4. How you acquired the skills needed to finish your project
In other words, how did you learn what you needed to? Who or what helped you learn those
skills? Be thorough.

5. The easy and difficult aspects of completing your project and why
What problems did you run into? How did you solve them? What went according to plan?
What went according to plan? What made some tasks easier than others?

6. How your education prepared you for this project
Explain what you learned prior to doing your project that was helpful in completing it.

7. The personal benefits you received from completing your project
Be specific.

8. Project Reflection
What did you learn as a result of completing your Graduation Project?

9. Your overall impressions about the Graduation Project experience
Would you choose the same project? Summarize your feelings about your project now that it
is complete.

Format Requirements for the Reflection Paper:

· typed
· double-spaced
· minimum 2 pages
· page number on each page
· use of standard English
· title page with student name, project title, and date of submission

Reflection Paper Rubric and Scoring Tool

Required components of Reflection Paper
(5 = Superior Demonstration of Competence ? 1 = Minimal Competence):

5 4 3 2 1 A summary of your project Briefly explain what you set out to do during the course of your project.
5 4 3 2 1 How your project was completed Did you do everything you said you would? If you did not, what changes were made, and why? What did you do instead? This section explains what your completed project "looks" like.
5 4 3 2 1 The skills you used to complete your projectExplain what skills you possess and/or learned in order to be able to successfully finish your project.
5 4 3 2 1 How you acquired the skills needed to finish your projectIn other words, how did you learn what you needed to ? Who or what helped you learn those skills? Be thorough.
5 4 3 2 1 The easy and difficult aspects of completing your project and why What problems did you run into? How did you solve them? What went according to plan? What made some tasks easier than others?
5 4 3 2 1 How your education prepared you for this projectExplain what you learned prior to doing your project that was helpful in completing it.
5 4 3 2 1 The personal benefits you received from completing your project Be specific.
5 4 3 2 1 Project ReflectionWhat did you learn as a result of completing your graduation project.
5 4 3 2 1 Your overall impressions about the Graduation Project experience Would you choose the same project? Summarize your feelings about your project now that it is complete.
5 4 3 2 1 Format of the Reflection Paper

A = 14-15 points Student's work demonstrates superior competence in communication, reflection, and self-monitoring skills.
B = 12-13 points Student's work demonstrates above average competence in communication, reflection, and self-monitoring skills.
C = 11 points Student's work demonstrates competence in communication, reflection, and self-monitoring skills
D = 9-10 pointsF = _____ points (0-8.9 points) Student's work meets a minimal level of competence in communication, reflection, and self-monitoring skills, but lacks in some components areas.Student's work is not turned in or does not meet the required level of competence in communication, reflection, and self-monitoring skills.

Supplemental Documents

Selecting a Topic

Before a student begins the Graduation Project, considerable time should be taken in the selection of a topic. Simply writing a research paper based on literature and interviews is not enough. The topic must also lend itself to performing or constructing a project. Questions that will lead to a topic might include:

· Does this subject really interest me? Students will be working with their topic for the entire semester; an uninteresting topic will make the research tedious and the results disappointing. While other courses are very important to a prospective graduating senior, the Graduation Project will become a student's closest friend or worst foe during the semester in which the student is completing the project, depending on the seriousness and thoughtfulness with which the task is approached.

· Are ample sources of information readily available? Some topics are too specialized or too recent to have sufficient material in the local libraries. Material should be easy to obtain. City and county libraries complement the limited resources of a high school. College, university, and state libraries expand the capability to retrieve data even more. The use of technology has broadened considerably a student's access to information. Computers with CD-ROM and internet capability provide unlimited data. More importantly, businesses, community members, and experts in the field are always good resources.

· Is the topic too technical? It is wise to avoid topics requiring information that is difficult to obtain locally. Resources that must be ordered may lead to disappointment and complicate the research unnecessarily. Students must evaluate their own ability to deal with technical matters.

· Can this topic be presented objectively? Good research requires well-reasoned and impartial handling. The purpose of the task is not necessarily to arrive at an opinion, but to uncover the world of truth and be able to document the findings.

· Can a project be developed from this project? With the integration of a project, written material is no longer enough. The end result is a performance, object, or tangible product that can be shown, felt, observed, or manipulated.

· Is the topic, along with the related project, one that I would want to present to an audience? Does it have an audio-visual element? Looking ahead at all the requirements of the Graduation Project will require the student to consider how the result might be displayed. The oral presentation of eight to ten minutes to a community and staff panel is the grand finale of a semester of hard work.

· Can this topic be sufficiently limited? It is better to have a narrow topic which is fully developed than a broad topic which cannot be covered thoroughly in a paper of the length required for this assignment.

· What other disciplines might be involved with the topic? Because the Graduation Project entails much more than a research paper, several academic or vocational areas will more than likely be involved. Consideration should be given to how a variety of experts might assist in the student's program.

· Does this topic offer a challenge? True research is a discovery of new facts and insights. Above all, a topic should be selected that offers an opportunity for a student to grow in depth of knowledge and understanding and that can be approached with an open mind.

· Has the topic been agreed upon by the student, parent/guardian, and advisor? Because of the magnitude of the Graduation Project and all the energy that will be expended during the semester, parents/guardians need to know what is going on. They should expect to see long hours spent by their child and possibly some emotional changes as deadlines near, and they should be willing to provide advice as the need arises. Parents should exercise care in aiding students by providing counsel, without actually taking over the project itself. Additionally, to proceed without the advisor's approval would, of course, be a disaster. The advisor will assist the student in finding answers to the questions listed above, but success is not the advisor's responsibility.

Oral Presentation Preparation Guidelines
This Is For Reference Only

STEP 1: How am I going to say this?

1. Organization-jot your ideas on separate 3x5 cards and arrange them into an order that is logical and pleasing.

2. Slip blank cards into spaces where visual aid is needed or would be appropriate.

3. Add blank cards for introduction and conclusion.

4. If you have a project that can be displayed, jot your ideas for that display on another card, i.e., photographs

5. Plan your introduction. This introduction should:

a. Grab attention
b. Make topic thesis clear
c. Take no more than 60 seconds

Consider using quotations, reading, dramatics, appropriate jokes, surveys or other audience participation sets, games, audio-visual devices, demonstrations, or questions.

6. Plan your conclusion. A good conclusion should:
a. Restate topic/thesis
b. Leave the audience thinking

7. Take not more than 30 seconds

8. Plan the display of your project. Will it be an on-going, integral part of your presentation,
such as a slide show? Part of your introduction? Happen after your conclusion? Will you
wear it? Sit on it? Serve samples? Avoid passing items around during your presentation-
this causes too much distraction.

9. Plan your visual aids.

10. Make sure you have made prior arrangements for any AV equipment you will need.

11. Look at each idea card and fill in details, anecdotes, and factual information.

12. Place all cards back in order and begin practicing your speech.

STEP 2: Presentation techniques to remember

1. Eye contact-This is extremely important. Practice often enough that you rarely need to look
at your cards. Remember this is a friendly audience. Your peers and your judges are pulling
for you. You need the reinforcement that their encouraging expressions will give you. Look
at them. True communication happens with the eyes. A speech without eye contact is only
half a speech.

2. Posture-Stand up straight.

3. Voice-Your voice needs to:
a. Be loud enough to be heard.
b. Vary appropriately in pitch and tone.

4. Gesture-Use your hands to help make your point. Gestures should be natural and
spontaneous, not choreographed and mechanical.

5. Props-Plan and practice using any props you will need.

STEP 3: Prepare for questions. Of course, there is no way to know for sure what the panel members will ask you, but you can make some educated guesses and that process will provide you with the confidence you need to be successful. Answer the following brainstorm questions:

1. If you were a judge listening to your speech, what would you want to know?

2. What would you like people to ask?

3. What unusual qualities does your project have that might spark interest?

4. What part of your research might make people curious?

5. What controversial topics if any, do you touch on?

6. What caused you to choose this topic?

7. Who helped?

8. How did you finance it?

9. How much did you spend?

Your Graduation Project Presentation should be the peak of your high school career. You should be well prepared. This is your chance to show off and to shine. Enjoy!

Mentor Reflection & Evaluation

Student's Name: ________________________________________________________

Mentor's Name: ________________________________________________________

Project: ________________________________________________________________

Are you planning to attend the student's presentation? _____ Yes _____ No

It is necessary to reflect on the student's effort regarding the tangible product. Since most of the time spent on the tangible product has been outside of the class, your evaluation is of the utmost importance. Please answer the following questions as accurately as possible and return this reflection form to the student. It is the student's responsibility to return it to his/her Graduation Project teacher/advisor.

Of the hours that the student was to spend on the project, how many were you directly involved in with the student on the project's completion? _______________________

Briefly describe your involvement for the different stages of the project?

What growth in the student's skills and knowledge have you personally observed throughout the course of this project?

Based on your knowledge and opinion, are your satisfied with the effort of the student and the quality of the completed project?

What do you think could have been done differently?

In your opinion, what was the most-valuable information/experience you shared with the student?

_____________________________________________ __________________
Mentor Signature Date

_____________________________________________
Mentor Printed Name

TJHS thanks you for all the time you have spent with the student and hopes that this has been a rewarding experience.

Please use the back of this form to add any additional comments or suggestions. We appreciate comments regarding your experience as a mentor.

Task Analysis for Presentation

The following is a guideline to help you with your presentation.

1. Give an overview of your presentation. What do you hope to accomplish, to prove, or to show your panel? Include main ideas and/or skills you have learned from both your research and your project.

I will review highlight of my research on marketing, reveal successes and failures along the way, and tell where I am now in my project of marketing my three recipes. The panel will hear how I have learned to research and to market. I realize now how difficult it is to advertise and market your own creations. It is very time consuming and can be very expensive.
For visuals during my presentation, I plan to use copies of my brochures, ads, and graphs of the cost estimates of the project tasks. Also, the panel will have samples of my recipes and will see one recipe written on a transparency.

2. How are your project and your research related? How do you plan to show this relationship to the panel?

My project was to create three new recipes and to advertise and market them. My research was on how to market a product. I used many of the ideas from my research to help me market my recipes. I will mention the relationship during the presentation.

3. Analyze your presentation? What do you plan to use for an introduction? What will you say about the research paper? The project? How will you conclude your presentation? Will you be demonstrating or performing as part of your presentation?
A. Introduction:
I plan to hand out samples of the recipes and then state my project and research
paper topic.
B. Project Description:
I will talk about my project first, showing the panel my brochures and a sample recipe on a transparency. I will use the graph of cost estimates to discuss my financial woes.
C. Research Description:
I will discuss aspects of my research which helped me in marketing my recipes.
D. Demonstration or Performance:
I will not perform or demonstrate how to cook the recipes, but the samples add a dramatic touch.
E. Conclusion:
I will outline very specifically where I am now in the project. Have I made any profit. Do I think this project was successful, why or why not? Will I create and market anything else?
4. Time Analysis: Assign so many minutes for each stage of your presentation. The main part
of your speech will be the descriptions of both your research and your project. If you plan to demonstrate or perform, you can either do this at the end of your speech or include it while
you are talking.