Capstone+Project+Guideline

Version 2 12/7/10  I. Cover  II. TOC  III. Definition  a. The Capstone Project is a culminating Academy project assessment for the Juniors and Seniors that will showcase 21st Century skills through the participation in a multi-phased, research-based learning process. The project will demonstrate, but is not limited to, students’ skills in strategic reading, scholarly writing, public speaking, critical thinking, planning and implementation, collaboration, technology, problem solving, and organizational skills. The Capstone Project is a graduation requirement for all seniors attending Weymouth High School.  b. One Capstone Project from each academy will be selected as “Most Outstanding”. The student that receives this honor will receive a Capstone Scholarship. Students must submit an application in order to be eligible for award consideration.  c. NOTE: Each academy may have specific criteria for their Capstone Project in addition to the common criteria.  IV. Capstone Components  a. Projects may be proposed as an individual or a group  i. Groups may consist of no more than (3) students  b. Proposal  i. Students must choose a topic reflecting the major of study. The students should review the proposal with parent(s)/guardian(s) before submitting it to the Capstone Administrator.  c. Paper  i. Students must write a scholarly paper on a challenging aspect of the major field of study, reflecting writing skills using information literacy writing skills and multiple sources, which include, but are not limited to, primary-based information, peer-reviewed articles, topic-related journals, and valid and reliable web-based sources.  ii. The paper should also include a reflection section that describes the Capstone experience, the results compared to their expectations, how the Capstone impacted he or she personally and their perspective toward their future.  iii. Paper should be written in MLA Format that includes:  1. 1 inch margins <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 2. 12 point print (font) size using Times New Roman <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 3. Page numbers in the top right hand corner of the paper <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 4. Ten to twenty sources required <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 5. Proper grammar and spelling required <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 6. Proper in-text citation required <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 7. MLA Title Page and Bibliography required <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 8. Seven to ten pages in length, not including the Title Page, Bibliography, or Appendix <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 9. Formal tone <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 10. Use of third person <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 11. Appropriate vocabulary <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 12. A proper thesis statement that develops a point-of-view or opts to prove or disprove a theory. <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> d. Project <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. Students must create and produce a rigorous, student-driven project of their design. <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> e. Presentation <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. Students must prepare an oral presentation for an audience consisting of teachers, administrators, parents, and community participants. The presentation should incorporate components from the portfolio. Upon completion of the presentation, the Review Panel may ask the student questions related to the Capstone Project. <span style="margin: 0in 0in 0pt 0.75in; mso-list: l0 level1 lfo1; tab-stops: list .75in; text-indent: -0.5in;"> V. Portfolio <span style="margin: 0in 0in 0pt 0.75in; mso-list: l0 level1 lfo1; tab-stops: list .75in; text-indent: -0.5in;"> VI. Capstone Project Proposal Form <span style="margin: 0in 0in 0pt 0.75in; mso-list: l0 level1 lfo1; tab-stops: list .75in; text-indent: -0.5in;"> VII. Sample Project Ideas <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> a. Different from each academy <span style="margin: 0in 0in 0pt 0.75in; mso-list: l0 level1 lfo1; tab-stops: list .75in; text-indent: -0.5in;"> VIII. Flowchart of Capstone Project & Timeline <span style="margin: 0in 0in 0pt 0.75in; mso-list: l0 level1 lfo1; tab-stops: list .75in; text-indent: -0.5in;"> IX. Appropriate Forms <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> a. Project Proposal Form (already provided) <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> b. Project Research Paper Topic Proposal (already provided) <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> c. Project Synopsis Form <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. See Appendix A <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> d. Parent/Guardian Consent/Liability From <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. See Appendix B <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> e. Advisor Guidelines <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. See Appendix C <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> f. Project Advisor Commitment Form <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. See Appendix D <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> g. Project Activity Log <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. See Appendix E <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> h. Project Checklist <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. See Appendix F <span style="margin: 0in 0in 0pt 0.75in; mso-list: l0 level1 lfo1; tab-stops: list .75in; text-indent: -0.5in;"> X. Presentation Guidelines <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> a. You are encouraged to utilize a presentation method and format that best demonstrates your skills and talents, as well as shows off your Senior Capstone Project. Many students will opt for a PowerPoint presentation format, while others may prefer a spoken presentation approach. Either approach or combination thereof is acceptable. If your project included some form of performing arts, you may even choose to perform perform some portion of your presentation. The goal is for you to engage the review panel at a personal level. <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> b. Time <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. You should plan to spend no more than 10-15 minutes presenting your project. The review panel may ask questions once you are completed. <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> c. Professionalism <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. Appearance: You should wear appropriate clothing for a formal presentation (business casual). <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. Attendance: We suggest you arrive 30 minutes prior to your presentation. You should have already provided copies of your presentation, if necessary, in electronic form to the Capstone Administrator. <span style="margin: 0in 0in 0pt 1in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"> d. Presentation <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. Whatever your method of presentation, you should begin by introducing yourself, your school, and your Senior Capstone Project Title. You should thank the review panel for the opportunity to present your Senior Capstone Project to them. Additionally, if your Capstone Advisor is in attendance, you should take time to introduce him or her and thank them for their assistance and attendance. <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. Your goal is to provide the review panel with a clear and concise sense of what you did and what you gained from the experience. <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 1. Preparation: If you intend to use note cards, list eh points you wish to make and to remind you of what you intend to say next, but DO NOT read from them. If you intend to use a PowerPoint presentation as a guide, it should contain only bulleted points and NOT masses of text. You should NOT read bulleted points, but rather, use them as a guide for the discussion. You should have practiced the presentation enough to have the background content you desire to speak on memorized. If you are using some other method of display, you should use text to guide the reader through the display. Be creative in your presentation and feel free to utilize combinations of presentation media as long as it does not distract from the primary purpose of the presentation. <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 2. Organization: Speak in a coherent line of thinking and a logical order for the project. The visual aids used should be organized and arranged to show that logical order. Tell a synopsis of the “story” from beginning to end. <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 3. Clarity: Speak confidently and in a matter that is easy to hear and understand. Remember, YOU ARE THE EXPERT. You are the one that has invested the energy and countless hours into the Senior Capstone Project. The review panel is there to listen and is truly interested in what you accomplished and the lessons learned. <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 4. Delivery: Show off and be enthusiastic. Explain why you selected this project and engage the audience in their interests in your experience. They are indeed interested. Your display(s) should also be engaging and capture the attention of the reviewers. <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 5. Content: Reflect on the experience and show evidence of what you learned. Show the progression you achieved throughout the project. Be prepared to be asked questions that may require you to expand on your responses. Demonstrate that you have done some analysis of your experience. Show a depth of understanding of the topic. Your presentation should also include components of your self-evaluation (reflection paper). <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 6. Work Product: Be sure to bring, display, and incorporate resulting work product into your discussion and representation. This will be extremely interesting to the reviewers and will provide evidence of real-life and practical results from your efforts. <span style="margin: 0in 0in 0pt 2in; mso-list: l0 level4 lfo1; tab-stops: list 2.0in; text-indent: -0.25in;"> 7. Presentation Skills/Speaking Skills: We know that many students are nervous about speaking in front of a review panel. Once again, you are the expert and have invested a significant amount of time and energy in this project. Speak clearly and at an appropriate pace. Make eye contact with your audience. Stand straight and show your confidence and enthusiasm for what you have achieved. <span style="margin: 0in 0in 0pt 1.5in; mso-list: l0 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. A laptop computer, projector and speakers will be provided for the presentation. If you require the use of this equipment, you are asked to notify the Capstone Administrator and provide your presentation material in electronic format at least (1) week prior to your scheduled presentation. The Capstone Administrator will install and verify proper operation prior to the presentation. Capstone Project Guidelines Version 1 11/22/10

** TABLE OF CONTENT **
 * <span style="font-family: Lucida Sans,Lucida Sans;">**SECTION** || <span style="font-family: Lucida Sans,Lucida Sans;">**PAGE**  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Capstone Information || <span style="font-family: Lucida Sans,Lucida Sans;">3  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Capstone Components || <span style="font-family: Lucida Sans,Lucida Sans;">4  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Preparing A Project Proposal || <span style="font-family: Lucida Sans,Lucida Sans;">5  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Capstone Project Proposal || <span style="font-family: Lucida Sans,Lucida Sans;">6  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Sample Project Ideas || <span style="font-family: Lucida Sans,Lucida Sans;">7  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Capstone Research Paper Topic Proposal || <span style="font-family: Lucida Sans,Lucida Sans;">8  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Research Paper Information - Requirements || <span style="font-family: Lucida Sans,Lucida Sans;">9  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Research Paper Options: Traditional Paper || <span style="font-family: Lucida Sans,Lucida Sans;">10  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Interview Questions || <span style="font-family: Lucida Sans,Lucida Sans;">12  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Interview Summary || <span style="font-family: Lucida Sans,Lucida Sans;">13  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Setting up the Interview || <span style="font-family: Lucida Sans,Lucida Sans;">14  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Conducting the Interview || <span style="font-family: Lucida Sans,Lucida Sans;">15  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">After the Interview || <span style="font-family: Lucida Sans,Lucida Sans;">16  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Research Paper Rubric || <span style="font-family: Lucida Sans,Lucida Sans;">17  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Capstone Presentation General Information || <span style="font-family: Lucida Sans,Lucida Sans;">18  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Presentation Preparation || <span style="font-family: Lucida Sans,Lucida Sans;">19-20  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Teacher Review of Capstone Presentation Plan || <span style="font-family: Lucida Sans,Lucida Sans;">21  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Presentation Scoring Rubric || <span style="font-family: Lucida Sans,Lucida Sans;">22-23  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Capstone Timeline || <span style="font-family: Lucida Sans,Lucida Sans;">24  ||
 * <span style="font-family: Lucida Sans,Lucida Sans;">Capstone Timeline || <span style="font-family: Lucida Sans,Lucida Sans;">24  ||

**Capstone Information** <span style="font-family: Lucida Sans,Lucida Sans;">What is the "Capstone"?

<span style="font-family: Lucida Sans,Lucida Sans;">Capstone, a culminating Academy project assessment for the juniors and seniors, allows students to demonstrate their ability to design and participate in a multi-phased, research-based learning process, while preparing for their future in higher education, technical institutions, or the workforce. This multifaceted task reinforces and refines 21st Century Skills JesJ: Instead of "Complex Skills" - Let's pitch "21st Century Skills" I agree, this was also discussed in the lead meeting. Another academy has the students identifing all skills used in project. KM such as:


 * Problem Solving
 * Research
 * Strategic Reading
 * Collaboration
 * Technology
 * Written and Oral Communication

Other skills that will be reinforced through this project:

<span style="font-family: Lucida Sans,Lucida Sans;">All seniors at Weymouth High School are required to complete the Capstone Project. Grades earned for each element of the project will count as This is a requirment of this school. We have never discussed this possibility. If we go the route of the paper being written in 11th grade english, this may then need to be considered. KM 1 credit. We'd have to figure out what it counts for here...
 * Time management
 * Planning
 * Organization
 * Interviewing
 * Interpersonal and work-related skills

Was English credit discussed? Did I miss that...thought it was a stand-alone credit? (MLB) (See the "Capstone Timeline" at the end of this handbook for information regarding how each element of the project will be weighted.)

<span style="font-family: Lucida Sans,Lucida Sans;">One Capstone Project from each academy will be selected as "Most Outstanding". The student that receives this honor will receive a Capstone Scholarship. Students must submit an application in order to be eligible for award consideration. (See the "Capstone Timeline" at the end of this handbook for information regarding the scholarship application deadline.)

**Capstone Components** <span style="font-family: Lucida Sans,Lucida Sans;">(5P’s: Proposal, Paper, Project, Presentation, Portfolio)


 * 1) <span style="font-family: Lucida Sans,Lucida Sans;">Submitting a ** proposal **<span style="font-family: Lucida Sans,Lucida Sans;">for a challenging project reflecting the major of study
 * 2) <span style="font-family: Lucida Sans,Lucida Sans;">Writing a research ** paper **<span style="font-family: Lucida Sans,Lucida Sans;">on a challenging aspect of the major field of study, reflecting basic writing as well as information literacy skills, using multiple sources (including at least one interview)
 * 3) <span style="font-family: Lucida Sans,Lucida Sans;">Designing and producing a related, rigorous, student-driven ** project **
 * 4) <span style="font-family: Lucida Sans,Lucida Sans;">Preparing an oral ** presentation **<span style="font-family: Lucida Sans,Lucida Sans;">for an audience consisting of business professionals, teachers, administrators, counselors, or community members
 * 5) Create a digital **portfolio** of the project

** Preparing a Project Proposal **  In the professional workplace a proposal is required for almost any activity performed by a company. An advertising firm must propose a plan for a company’s promotion. A construction company or landscape service must submit a bid to be considered for a job. In every day life, customers shop from place to place to get the highest quality for the most reasonable amount of money. Sales representatives often exhibit samples and examples to impress their prospective clients. The project proposal could be considered to be the **student’s sales pitch or bid for a job.** It provides me with a framework to determine approval, approval with modifications, or nonapproval. The proposal is an instrument for planning a quality **__product__**. This also gives students the valuable experience of planning, preparing and presenting a proposal similar to the expectations found in a professional work environment. The following page will serve as a guide for developing a proposal.

**Student Name_ Date_**

**Academy Lead Advisor** _ Academy __Career Path__ _ **Capstone Project Proposal**(To be given to Your Academy Lead Teacher)Capstone: a creative outgrowth of student research; reflection of student's understanding.Describe your project in detail.

Circle one: Yes No 1. Does your project have application to the real world? provide a new provide a new approach to solving a problem? Yes No 4. Does it reflect a diversity of research resources? Yes No 5. Will it appeal to the interest of an audience? Yes No 6. Do you have access to the necessary materials? Yes No 7. Does it reflect your major field of study? Yes No 8. Does your project idea demonstrate creativity? __Yes No 9. Will you be able to complete it within the time limits__

**Sample Project Ideas** <span style="font-family: Lucida Sans,Lucida Sans;">The following are possible ideas for projects. Some of the ideas are major-specific, and others are simply generic. Students should exhibit their own creativity when choosing a project. Students are only limited by their willingness to dream, plan, and follow-through!


 * <span style="font-family: Lucida Sans,Lucida Sans;">conduct and analyze a patient/client survey (medicine)
 * <span style="font-family: Lucida Sans,Lucida Sans;">produce a videotape of sample procedures (medicine, law)
 * <span style="font-family: Lucida Sans,Lucida Sans;">design an informational packet (medicine, law, etc.)
 * create a business plan for a start-up business
 * <span style="font-family: Lucida Sans,Lucida Sans;">design a website for a small business, organization, or professional group (animation, media tech)
 * <span style="font-family: Lucida Sans,Lucida Sans;">write an appellate brief (law)
 * <span style="font-family: Lucida Sans,Lucida Sans;">compile an office reception area activity packet (medicine, law)
 * <span style="font-family: Lucida Sans,Lucida Sans;">write a student activity packet, with a teacher’s guide (education)
 * <span style="font-family: Lucida Sans,Lucida Sans;">design a set of architectural blueprints (architecture, engineering)
 * <span style="font-family: Lucida Sans,Lucida Sans;">design and build a model of a project (architecture, engineering)
 * <span style="font-family: Lucida Sans,Lucida Sans;">plan a lesson, teach a class, and reflect on the outcome (education)
 * <span style="font-family: Lucida Sans,Lucida Sans;">write a will in an acceptable legal format (law)
 * <span style="font-family: Lucida Sans,Lucida Sans;">design and produce instructional media: video, audio, etc. (media technology)
 * <span style="font-family: Lucida Sans,Lucida Sans;">draw a cartoon book explaining a process or a procedure (education)
 * <span style="font-family: Lucida Sans,Lucida Sans;">produce a "day in the life" video of your chosen major (media tech)
 * <span style="font-family: Lucida Sans,Lucida Sans;">design a marketing campaign for a business or product (graphic arts, marketing, hotel management)
 * <span style="font-family: Lucida Sans,Lucida Sans;">set up an accounting system for a small business (banking & finance)

**Capstone Research Paper Topic Proposal** Describe the topic of your research paper.
 * Student Name_ __Date___ **
 * Academy Advisor ___Academy__ _ __Pathway__**

Describe how the topic of your research paper will support the development of your Capstone project.

What is the name of the industry professional that you will be interviewing as part of your research for this paper? KM we will need to determine if this will be a part of our Capstone.

**RESEARCH PAPER INFORMATION** > > KM
 * Senior Project Research Paper** In recognition of the variety of learning styles, levels of proficiency, and individual educational plans, students will meet the criteria of the Capstone research paper by writing one of the following types of research papers: the traditional format research paper.  **Research Paper Requirements**
 * 1 inch margins
 * 12 point print (font) size with font chosen from one of the following
 * Times New Roman
 * Page numbers in a consistent location according to the format used (either MLA or APA)
 * Double spaced throughout the outline, text, and works cited pages
 * Minimum of 4 sources (including one personal interview) Another discussion point. In Business, students in completing their business plan(capstone project) should interview someone in the industry they are creating their business in. Not sure this should be academy wide. KM
 * Proficient level of grammar, spelling, punctuation, and usage
 * In-text and/or parenthetical documentation
 * Title page and a works cited page (use MLA or APA format depending on topic)
 * 5-7 pages in length, not including the title page and works cited page Jes question for you. What are WHS page requirements for research paper.

**RESEARCH PAPER Requirements** Traditional Research Paper The traditional research paper offers students an opportunity to develop ideas, find information, organize and evaluate it, make reasoned judgments, present them convincingly, and provide supportive statements. Thus, in a formal research paper, students are expected to develop a point of view toward their material, take a stand, and express some original thought. The limited subject of the paper is derived from some aspect of the student’s major and project. ** The formal research paper is characterized by the following: **

**Five approaches to a formal research paper subject:**
 * Formal tone
 * Use of third person
 * Wide variety of sentence structures
 * Mature vocabulary
 * Well-developed paragraphs
 * Clear organization
 * Independent research
 * Clear coherence techniques and transitional devices
 * Correct spelling, grammar, usage, and punctuation
 * Development of an argumentative thesis or presentation of little known information


 * Examine or analyze the subject
 * Evaluate or criticize the subject
 * Compare or contrast things or ideas
 * Establish relationships among ideas
 * Argue for or against something or try to persuade the reader

JesJ: Why do they interview someone?

**Student Name** __Date___ **Interview Questions The interview for Business would be to have a person in the industry to ask questions about the ups and downs of starting own business and possibly to ask questions of as the students develop business plan. Also ties to oral communication skills.**

2. What is your educational background?
 * km**  **Required Background Questions:** 1. Please describe your role.

3. Does your role require a college degree or special certification?

4. How long have you been in this role? **Original, Student-Generated Questions:** Please list a minimum of 8 appropriate questions that you would like to ask the interviewee. 1. _ __ 2. __

3.

__ 4. __

5.

__ 6. __

7.

__ 8. __

** Approval **

** Student Name ** __Date___ **Interview Summary**  Who did you interview? _ __ Date of interview? __ __ What is their cultural role? __

How does their expertise support you in preparation for your research paper and project? _ **Provide at least 5 of the original, student-generated questions that were asked and the responses that you received.** __ 1. __

__ 2. __

__ 3. __

__ 4. __

__ 5. __

**Approval** _

**INTERVIEWING TIPS** __SETTING UP THE INTERVIEW__ Students should call the person they wish to interview in advance and schedule an appointment. Don’t expect or demand that it be done the next day or the day after that. People need up to two weeks advance notice to plan their schedules. Be considerate of their time. A student should use the following protocol when scheduling an interview:
 * Identify yourself by name and school.
 * Explain that you are doing a Sociology project at Weymouth ALternative High School.
 * Explain to the person what the project is about.
 * Briefly explain to the person about what you have decided to do for your project, and then explain you are writing a paper dealing with your project.
 * Politely ask if the person has time to meet with you to be interviewed. Explain that the interview is a requirement for the project and that you must use the information and quotes from the interview in the body of the paper.
 * Be flexible. Do not tell the person how busy and over committed you are. You must be willing to fit into his or her schedule. Let the person to be interviewed pick the time and place for the interview.
 * Be sure and write down the date, time, and place for the interview. Repeat this information back to the person being interviewed to make certain you have the correct information.
 * Thank the person for being willing to give up some of his or her time and assure the person that you will be there for the interview at the appropriate time.

__CONDUCTING THE INTERVIEW__


 * It is a good idea to call the day before the interview to remind the person that you will be arriving the next day. Repeat your name, the purpose of the interview and the time that the interview is to take place. Ask the person if that time is still convenient for him or her. Express that you are looking forward to talking with the person.
 * Show up for the interview on time! Plan your travel time so that you are not late. It is better to arrive early than late.
 * Dress appropriately for the interview. Do not wear t-shirts, caps, or sloppy clothes. Leave the chewing gum at home. Do not slouch during the interview. Look interested!
 * Before going to the interview, plan and write down 10-12 relevant questions to ask. Keep the questions focused on what the paper is going to be about.
 * Remember to take paper and pen so that you can take notes! If you plan to tape the interview, put in new batteries and a blank tape before you arrive and test it the day before your scheduled meeting. You must always obtain permission to tape record the interview ahead of time. Many people feel uneasy about being taped.
 * Do not get so absorbed in taking notes that you are not really listening to the information that the person is giving to you. Be ready to ask follow-up questions that relate to what the person is saying.
 * When you have finished the interview, thank the person for his or her time. Try to get a business card so that you will have correct spelling of their name and mailing address for the “Thank You” letter / card that you mail within one week after your appointment.

__AFTER THE INTERVIEW__
 * Read over the notes and fill in any details that you can remember that you failed to have time to write down during the actual interview.
 * If the interview was taped, the student should listen to the tape and take some more notes.
 * Pull pertinent quotes and facts from the notes to use in the reflective paper.
 * If there are questions in your mind about something you wrote down or did not understand, it is a good idea to call the person you interviewed and ask for clarification. This will help avoid providing false information or incorrect quotes in the paper.
 * Write a thank you letter and mail it within 5-7 days after the interview. In the letter, mention the Capstone Project, Weymouth High School, the topic of your paper, the date of the interview and your appreciation for them in granting you the interview. In a second paragraph, point out some useful information the person gave you that you intend to use in your paper.
 * Limit the thank you letter to one page or less. Business correspondence should be concise and to the point.



We may want to use a research rubric that is used in English 11 jESJ: i agree!!! This rubric below is horrible. **Student Name Date_** __ **CTE Faculty Advisor** __ Pathway_ **// Content //** ||  ** Research PaperRubric ** Concrete Examples, Necessary Definitions & Explanations Clarified, Concrete Word Choice || ** 23 Clear thesis plan/flows ** Thesis, Topic Sentences, Transitions || ** 20 Accurate ** Internal Documentation, Following APA or MLA guidelines || ** 17 Correct format ** Sources for paper written using MLA or APA format || ** 13 Consistent/accurate ** Spelling, Punctuation, Word choice ||
 * // Organization //** ||  **// Documentation //**  ||  **// Works Cited //**  ||  **// Mechanics //**  ||
 * ** 27 Superior **
 * ** 23 Accurate/well developed ** || ** 20 Logical plan but some weak transitions ** || ** 17 Few mistakes ** || ** 14 Minor mistakes ** || ** 11 Occasional errors, but not distracting ** ||
 * ** 21 Acceptable/lacks sophistication ** || ** 17 Inconsistent organization ** || ** 15 Some improper citations ** || ** 13 Incorrect format ** || ** 9 Errors weaken effectiveness ** ||
 * ** 18 Little evidence to support thesis ** || ** 15 No apparent plan of organization ** || ** 13 Incorrectly documented ** || ** 11 Substandard form ** || ** 8 Distracting errors that interfere with clarity ** ||

**Capstone Presentation**  **General Information**   The presentation schedule for Capstone Projects is determined by the student’s assigned academy. Each academy is assigned a specific presentation day and students from all career pathways within the academy are scheduled to present at sometime during the course of that day. Students that do not present their Capstone Projects on the day assigned to their academy: All Capstone Project Topics have been **approved in advance** by Academy Lead teachers. Any deviations from the approved topic will result in significant grade deduction for the presentation and could result in disciplinary action. The Capstone Projects are evaluated by a panel of internship providers, community partners, mentors, teachers and CWHS staff members. The Capstone Presentation grade is determined by averaging the total number of points awarded by each judge.
 * Will be rescheduled to present the following morning for a maximum grade of 70. Any student that does not present the morning following their scheduled presentation time for a maximum grade of 70 will present the following day with a maximum grade of 50. Taking a zero on this assignment is not an option. Remember that the grade earned for the Capstone Presentation will be reflected as one credit and a graduation requirement
 * Students that receive a 50 or less as a result of not presenting their project on time are not eligible to participate in or receive recognition at the Weymouth High Academy/Senior AwardJesJ: Oh my God - I LOVE this!!! s or scholarships.

**PRESENTATION PREPARATION** **STEP 1: Gather ideas** What are the major aspects of the project? How do the paper and project connect? What are the main points covered in the reflective paper? What problems were encountered? What emotions were experienced while working through the paper and project? (Anger? Excitement? Pride? Frustration?) **What personal growth was gained from the paper and project?** Did the project affect future plans? **STEP 2: Organization** 1. Use some type of visual organizer to plan out the presentation (examples: index cards or PowerPoint outline) 2. Plan the introduction. The introduction should have the following attributes:

3. Plan the conclusion 4. Plan the display of the project 5. Plan the visual aids/props and test them to make sure that they are working properly 6. Decide how to integrate technology into the presentation
 * Grab attention
 * Make topic clear
 * Take no more than 60 seconds
 * Uses quotations, readings, dramatics, jokes, surveys or other audience participation sets, games, audio-visual devices, demonstrations, or questions
 * Uses your electronic portfolio to display personal mission statement, explanation of topic choice, and future career goals.

**STEP 3: Speech Techniques to Remember**

ye contact **STEP 4: Rehearse**
 * 1)  E
 * __- This is extremely important. Practice often enough that you rarely need to look at any notes. Remember this is a friendly audience that wants you to be successful.__
 * __- Stand proud. You have accomplished a great deal and should show pride in your accomplishments.__
 * __- Talk clearly and audibly so the whole audience can hear. Sound natural.__
 * __- Use natural gestures to make points in the presentation. Over gesturing or distracting mannerisms should be avoided.__
 * __- Practice using any props that are part of the presentation.__
 * 1)  __– Wear professional dress. If wearing clothing appropriate for the profession (ex. medical scrubs) will enhance the presentation, the student may choose to do that.__
 * __- Use natural gestures to make points in the presentation. Over gesturing or distracting mannerisms should be avoided.__
 * __- Practice using any props that are part of the presentation.__
 * 1)  __– Wear professional dress. If wearing clothing appropriate for the profession (ex. medical scrubs) will enhance the presentation, the student may choose to do that.__
 * 1)  __– Wear professional dress. If wearing clothing appropriate for the profession (ex. medical scrubs) will enhance the presentation, the student may choose to do that.__
 * 1)  __– Wear professional dress. If wearing clothing appropriate for the profession (ex. medical scrubs) will enhance the presentation, the student may choose to do that.__
 * 1) Th e presentation should be **well-rehearsed!!!**
 * 2)  Make sure that your technology components work properly **in advance of the presentation**.

**Student Name** __Date___ Academy Advisor _ __The student's presentation matches the project proposal submitted in January.Need to address project proposal being done in Junior year. __ _ __The presentation includes a product or project that the student has developed.__ _ __The student's presentation visuals are free of significant spelling and grammatical errors.__ _ __The student's presentation visuals are easily read from a distance of 10-15 feet. (font size, image, etc.)__
 * Academy Advisor _ Career Pathway _**
 * Teacher Review of Capstone Presentation Plan**

** Teacher Signature **

(4-5 points) || The equipment and visuals were not completely prepared; but the presentations occurred with only minor problems/delays. (2-3 points) || The equipment and visuals were not prepared and ready to use and negatively impacted the presentation. (0-1 points) ||  || (9-10 points) || The presenter was dressed in business casual attire. (7-8 points) || The presenter wore inappropriate clothing or distracting clothing. (0-6 points) ||  || ( 9-10 points) || The Electronic Portfolio contained a personal mission statement, future career goals and explanation of topic choice, but these items were not well developed. The Capstone Presentation was included in a folder within the E-Portfolio. ( 7-8 points) || The presentation did not include an adequate introduction (one or more elements missing) (0-6 points) ||  || (13-15 points) || The presentation mentioned the speaker's chosen career pathway, touched on what has been learned in the project and how that will help in obtaining future career goals, but does not fully develop these ideas (10-12 points) || The presentation did not relate the topic to the speaker's chosen career pathwayand the presentation ended without any conclusions about what has been learned or how career decisions will be effected. (0-9 points) ||  || (13-15 points) || The topic chosen was informative but din not emphasize an emerging trend, new procedures, or solving an industry-based problem. (10-12 points) || The topic chosen was not challenging or informative enough for a Capstone Project. (0-9 points) ||  || Videos shown as part of presentation do not exceed 3 minutes in length. (13-15 points) || The presentation was between 8-10 minutes in length or included a video exceeding 3 minutes in length. (10-12 points) || The presentation was less than 8-10 minutes in length or included a video exceeding 3 minutes in length. (0-9 points) ||  || (0-4 points) ||  ||
 * **Student Name _** ||  ||
 * || **Total Points _** ||
 * **Title of Presentation** ||
 * **Capstone Project Presentation** ||
 * **Scoring Rubric**  || Rated Area || Exceeds Expectations || Meets Expectations || Below Expectations || Points Awarded ||
 * **Equipment/Visuals** || The student had his/her equipment and visuals prepared and ready to use.
 * **Appropriate Professional Dress** || The presenter was dressed professionally for the presentation or in other clothing appropriate for the profession.
 * **E-Portfolio and Project Introduction** || The Electronic Portfolio contained a personal mission statement, future career goals and explanation of topic choice, each of these was developed. The Capstone Presentation was included in a folder within the E-Portfolio.
 * **Project Relationship to Career Pathway/Future Career Goals** || The presentation described how the topic fits in with the speaker's chosen career pathway, what has been learned in the project and how that will help in obtaining future career goals.
 * **Visual Aids / Props** ||  The presentation included two or more visual aids that **greatly enhanced the understanding** of the topic. (9-10 Points)  ||  The presentation included two visual aids that illustrated some elements of the topic. (7-8 Points)  ||  The presentation did not use two visuals aids. (0-6 Points)  ||   ||
 * **Clarity and Effectiveness of Speaking** ||  The speaker spoke clearly, was audible to the entire audience, made frequent eye-contact and only occasionally looked at notes. (9-10 Points)  ||  The speaker spoke clearly, but was barely audible to some of the audience and/or frequently looked at notes. (7-8 Points)  ||  The speaker did not speak clearly, was inaudible to most of the audience and/or read extensively from notes. (0-6 Points)  ||   ||
 * **Choice of Topic** || The topic chosen was challenging and emphasized an emerging trend, new procedures, or solving an industry-based problem.
 * **Presentation Timeframe** * || The presentation fell within the 10-12 minute time requirement.
 * ** This does not include the Q & A period ||  ||   ||   ||   ||
 * Questioning || The presenter allowed the audience to ask questions and responded knowledgeably. (9-10 Points)  ||  The presenter allowed the audience to ask questions but did not respond effectively to some questions. (5-8 Points)  || The presenter did not allow the audience to ask questions or failed to respond to the questions.
 * ||  ||   ||  ** Total Presentation Points **  ||   ||






 * || The "To Whom" chart needs updating as does the Weight... ||
 * || **2009-2010 __WHAT__** || **__TO WHOM__** || **__BY DATE__** || **__WEIGHT__** ||
 * **<span style="font-family: Lucida Sans,Lucida Sans;">Project Proposal **
 * <span style="font-family: Lucida Sans,Lucida Sans;">Topic Proposal ** || **<span style="font-family: Lucida Sans,Lucida Sans;">CTE Faculty Advisor **
 * <span style="font-family: Lucida Sans,Lucida Sans;">English Faculty Advisor ** || **<span style="font-family: Lucida Sans,Lucida Sans;">1/22/10 **
 * <span style="font-family: Lucida Sans,Lucida Sans;">1/22/10 ** || **<span style="font-family: Lucida Sans,Lucida Sans;">1 Major Grade JesJ: How will they get one major grade from their CTE Faculty Advisor? Or Lead Teacher? Have we heard anythng about who is in charge of this "stuff" for grading? **
 * <span style="font-family: Lucida Sans,Lucida Sans;">1 Major Grade ** ||
 * **<span style="background-color: #ff0000; font-family: Lucida Sans,Lucida Sans;">Interview Questions Submitted and Approved ** || **<span style="background-color: #ff0000; font-family: Lucida Sans,Lucida Sans;">CTE Faculty Advisor **
 * <span style="background-color: #ff0000; font-family: Lucida Sans,Lucida Sans;">English Faculty Advisor ** || **<span style="background-color: #ff0000; font-family: Lucida Sans,Lucida Sans;">2/5/10 ** || **<span style="background-color: #ff0000; font-family: Lucida Sans,Lucida Sans;">2 Daily Grades ** ||
 * **<span style="background-color: #ff0000; font-family: Lucida Sans,Lucida Sans;">Interview Completed ** || **<span style="background-color: #ff0000; font-family: Lucida Sans,Lucida Sans;">CTE Faculty Advisor **
 * <span style="background-color: #ff0000; font-family: Lucida Sans,Lucida Sans;">English Faculty Advisor ** || **<span style="background-color: #ff0000; font-family: Lucida Sans,Lucida Sans;">2/19/10 ** || **<span style="background-color: #ff0000; font-family: Lucida Sans,Lucida Sans;">2 Daily Grades ** ||
 * **<span style="font-family: Lucida Sans,Lucida Sans;">Research Paper Submission ** || **<span style="font-family: Lucida Sans,Lucida Sans;">CTE Faculty Advisor **
 * <span style="font-family: Lucida Sans,Lucida Sans;">English Faculty Advisor ** || **<span style="font-family: Lucida Sans,Lucida Sans;">Week of **
 * <span style="font-family: Lucida Sans,Lucida Sans;">3/22-26/10 ** || **<span style="font-family: Lucida Sans,Lucida Sans;">2 Major Grades **
 * <span style="font-family: Lucida Sans,Lucida Sans;">2 Major Grades ** ||
 * **<span style="font-family: Lucida Sans,Lucida Sans;">Presentation Plan Completed and Reviewed by Teachers (During Class or After School) JesJ: Which class? ** || **<span style="font-family: Lucida Sans,Lucida Sans;">CTE Faculty Advisor **
 * <span style="font-family: Lucida Sans,Lucida Sans;">English Faculty Advisor ** || **<span style="font-family: Lucida Sans,Lucida Sans;">3/29-4/9/10 ** || **<span style="font-family: Lucida Sans,Lucida Sans;">1 Daily Grade **
 * <span style="font-family: Lucida Sans,Lucida Sans;">1 Daily Grade ** ||
 * **<span style="font-family: Lucida Sans,Lucida Sans;">English & CTE Teacher Recommendation Forms Due for Capstone Scholarship Candidates ** || **<span style="font-family: Lucida Sans,Lucida Sans;">CTE Faculty Advisor **
 * <span style="font-family: Lucida Sans,Lucida Sans;">English Faculty Advisor JesJ: I think the accountability to the English teacher thing needs to change on this chart! ** || **<span style="font-family: Lucida Sans,Lucida Sans;">4/9/10 ** || **<span style="font-family: Lucida Sans,Lucida Sans;">Not Applicable ** ||
 * **<span style="font-family: Lucida Sans,Lucida Sans;">Capstone Presentation ** || **<span style="font-family: Lucida Sans,Lucida Sans;">Audience of business partners, teachers, students, parents and mentors ** || **<span style="font-family: Lucida Sans,Lucida Sans;">4/13/10 (MT) **
 * <span style="font-family: Lucida Sans,Lucida Sans;">4/14/10 (PT) **
 * <span style="font-family: Lucida Sans,Lucida Sans;">4/15/10 (TT) ** || **<span style="font-family: Lucida Sans,Lucida Sans;">2 Major Grades **
 * <span style="font-family: Lucida Sans,Lucida Sans;">(In both CTE and English classes) ** ||
 * **<span style="font-family: Lucida Sans,Lucida Sans;">Capstone Scholarship Finalist Presentations ** || **<span style="font-family: Lucida Sans,Lucida Sans;">Panel of Judges ** || **<span style="font-family: Lucida Sans,Lucida Sans;">Week of **
 * <span style="font-family: Lucida Sans,Lucida Sans;">4/19-23/10 ** || **<span style="font-family: Lucida Sans,Lucida Sans;">Scholarship Consideration Only ** ||  ||
 * **<span style="font-family: Lucida Sans,Lucida Sans;">Capstone Scholarship Finalist Presentations ** || **<span style="font-family: Lucida Sans,Lucida Sans;">Panel of Judges ** || **<span style="font-family: Lucida Sans,Lucida Sans;">Week of **
 * <span style="font-family: Lucida Sans,Lucida Sans;">4/19-23/10 ** || **<span style="font-family: Lucida Sans,Lucida Sans;">Scholarship Consideration Only ** ||  ||


 * |||| |||||| |||| JesJ: Do we need an interview? ||  ||
 * |||| |||||| |||| JesJ: Do we need an interview? ||  ||
 * |||| |||||| |||| JesJ: Do we need an interview? ||  ||
 * |||| |||||| |||| JesJ: Do we need an interview? ||  ||