1

ETTING

EADY:

CHIEVING

REAMS

WHITE OAK HIGH SCHOOL 2017-2018

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TABLE OF CONTENTS

Purpose 4,5

Schedule of Due Dates 6 Statement of Integrity 7

Appeals Process 7 Mentor Description 8 Sample Resume’ 9

Onslow County Senior GRAD Project Guidelines 10-11 Guidelines for the GRAD Project Paper 13-17

Research Paper “Yes/No” Test 17 Guidelines for the Product 19 Choosing an Idea for a Product 21

Is This a Product? 24 Additional Product Procedures 22-27 Contents of Portfolio 29

Reflections 30 Presentation Guidelines 32-34

Presentation Attire 32-33 Organization of Final Speech 35 Presentation Planning Sheet 36

Visual Presentations 37 Practice Questions 38

Guidelines for Writing Letter to the Judges 39 FORMS 41-52

RUBRICS 54-58

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White Oak High School

GRAD Project

The purpose of the GRAD Project is

To provide all seniors with an opportunity to demonstrate their “readiness” to enter the “grown-up world” using their skills in writing, speaking, research, and organization.

To provide all students with an opportunity outside the classroom to investigate and integrate their various interests and courses of study.

To provide all students with an opportunity to demonstrate “a sense of responsibility and a good work ethic prior to graduation”.

To help all students develop skills in the following areas: o time management o interview skills o professional phone use o research skills o community awareness o self-directed learning

Simply, graduating seniors will be required to demonstrate not only what they know, but what they can do.

****Keep a copy of everything! Original material will NOT be returned. You will be charged for copies of forms you have already submitted. Blank forms are available at the school website.

The GRAD Project consists of four (4) parts.

1. The Paper: All students will complete an 8-10 page research paper on a topic of their choosing in their English 12 class.

2. The Product: Based on research conducted for the paper, students will produce a product that is connected to the research knowledge. Most of this component will be completed outside of class time. The time expected for students to commit for this part of the project is 15 hours minimum. Products can be performances, service projects, models, or any challenging application of the students' research. This will be completed under the guidance of an approved mentor and school advisor.

3. The Portfolio: All documentation, forms, letters, evidences, and reflections about the entire process are contained in the portfolio. It will be housed in a 3-ring binder with dividers and sheet protectors.

4. The Presentation: The final step to complete the GRAD Project requires the student to give a formal presentation to a small panel consisting of community members and teachers. The student will prepare and give a presentation describing the research and project experience. The presentation will address what was learned and what the student plans to do as a result of completing the project.

***All four parts of the project MUST be completed successfully to receive a high school diploma in Onslow County. (OCSB Policy #3460)

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The Process…

To begin the GRAD Project process, the senior should

Pick a topic of interest to him/her to research

Submit Project to Advisory Board on the Topic Selection Work Sheet

Locate a Mentor

Fill out and submit all FORMS to AA advisor and English teacher

Document all aspects of the project using Fieldwork Logs and Reflections

Assemble a Portfolio

Write Letter to the Judges

Prepare Presentation

*Check the table of contents to find more information about the boldface items mentioned above.

Each senior will meet every day with his/her English teacher and every other week with his/her AA advisor. These people will help keep the senior on the timeline schedule, will serve as a sounding board for ideas and problems, and will regularly check/assess the senior’s progress during the GRAD Project process.

Assessment of the GRAD Project

The GRAD Project will be accessed using rubrics based on those created by the North Carolina Department of Instruction. The research paper and other items will count as a portion of the senior’s English grade. The GRAD Project is a requirement for graduation in Onslow County. Each portion MUST be completed successfully.

Onslow County Schools Policy Number 3460 on Graduation Requirements states, in part: Students must satisfactorily complete a senior project. The superintendent or the

superintendent’s designee will develop, monitor and score the senior projects, using state adopted rubrics. In addition,

requirements of the senior project will include:

A review process;

An eight to ten page research paper written on an approved topic of student choice;

A product related to the paper that requires significant hours of work;

A portfolio that reflects the Senior Project process;

A presentation to a panel of community and faculty members; and

Literature, service-based learning or work-based learning experiences as defined by state models.

The superintendent or the superintendent’s designee will give special consideration to transfer students arriving in the second semester of the senior year.

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GRAD Project 2017-2018 Due Dates and Responsibilities

WHAT If you have English 4 1st semester

If you have English 4 2nd semester

Where it goes Who checks it off

Kickoff Assembly Sept -----

Topic Selection WorkSheet

Sept 25 Sept 25 On triplicate sheet from Mrs. Farney **After being approved, it will be scanned into Digital Portfolio

Done in AA, triplicate form given to Mrs. Farney through Advisors

Forms-Mentor Registration and Parent Release & Ethical Commitment

Oct 12 Feb 14 Scanned copies into Digital Portfolio and paper copies to Advisor

Advisor checks Digital Notebook and gives paper copies to Mrs. Farney

Resume’ Oct 27 Mar 1 In Digital Portfolio Advisor checks it in Digital Portfolio

Letter to Judges Nov 28 Mar 23 In Digital Portfolio after being approved by Advisor

Paper copy given to Advisor for editing, after approval it is put in Digital Portfolio

Reflections Set by English Teacher

Set by English Teacher

In Digital Portfolio Checked by English Teacher

Presentation Planning sheet

Dec 11 Mar 23 In Digital Portfolio Checked by Advisor

Portfolio items all checked off

By Dec 15 By Apr 13 Advisor; then Senior brings Mrs. Farney the Signed Checklist to receive presentation time

Research Paper Set by English Teacher

Set by English Teacher

In Digital Portfolio English Teacher; then Senior brings Mrs. Farney the Signed Checklist to receive presentation time

Presentations Jan 8-12 Apr 30-May 4

The Issue of Timeliness One of the real-life skills that the Senior GRAD Project hopes to develop in every student is the ability to meet set deadlines. Due dates and deadlines are important. It is expected that items will be turned in on time by all students. Printer or technology problems are NOT acceptable reasons for late items. There will be penalties for late items. These penalties may include a reduced research paper grade, failing Advisory grade, assigned community service hours, or loss of

privileges. Do NOT miss due date deadlines.

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Statement of Integrity

Plagiarism, dishonesty, and cheating are unacceptable and have serious consequences. I. Plagiarism is the act of presenting someone else’s ideas as your own. It

can also mean writing facts or opinions that you got from someone else without identifying your source. Unintentional plagiarism is still counts as plagiarism, so be careful.

Plagiarism is:

1. copying word for word without quotation marks or acknowledging the author or the source.

2. using some key words or phrases without quotation mars or acknowledging the author or source.

3. paraphrasing and giving no author or source credit. Know the rules for correct crediting of sources. Your English teacher can help. II. Forgery of signatures or initials or making up information on GRAD Project sign-

off sheets is dishonest. Be safe and don’t take chances! III. Not completing the work as you have agreed to is an ethical issue. Be

careful to complete all parts of the project as you plan. If anything changes, complete an Appeal to the GRAD Project Advisory Board form. These are available from the GRAD Project Coordinator.

These ethical issues can result in a failing grade on the research paper, an incomplete on the GRAD Project, ISS, or suspension from school. Each student is to fill out and sign the GRAD Project Ethical Commitment form of this packet. Please turn this in with your Parent Release Form.

Appeals Process

If you need to change any part of your GRAD Project, you are required to submit an Appeal Form to the Advisory Board form. This form must be filled out completely, explaining the nature and reason for your appeal. You must have your parent’s signature on the form. The form is available the GRAD Project Coordinator and should be returned once it is filled in and signed. Changes are only granted by the advisory board for valid, necessary reasons.

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GRAD Project Mentor Description

A mentor is any caring person who develops an on-going one-on-one relationship with someone in need. A mentor’s role is to encourage, listen, give advice, advocate, and act as a role model and share information and experience. You are required to have at least 3 contacts with your mentor. These contacts must be documented in writing using the Field Work Log found in your GRAD Project Handbook. **If contacts are through email, you must print each of the emails and placed in your portfolio.

A Mentor… A Mentor Can Not

Is selected by you, not assigned. Be a relative

Should be knowledgeable in the topic you have selected

Do the work for you. They may assist you.

Is easily available to work with you Purchase supplies for you.

Verifies that the research paper has been completed

Be a WOHS teacher teaching a class directly related to the topic.

Confirms the validity of the research findings in your research paper

Be under the age of 21

Verifies that the product has been completed, and sign off on the mentor log

Confirms the number of hours you spend working on your project

Helps you define the exact product you will do

To be sure that your mentor meets WOHS requirements, complete the following

“YES” test. Is your mentor considered an expert in your topic field? Yes No Is your mentor a non-relative? Yes No Will your mentor be available to you throughout the GRAD process? Yes No Is your mentor enthusiastic about helping you during the GRAD process? Yes No Is your mentor a local resident? Yes No Can your mentor be easily reached by your teacher? Yes No Is your mentor at least 21 years of age? Yes No

If the answer to any of these questions is “no,” you need to rethink your choice of mentor.

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Sample Resume-**No longer than 1 page

John Smith 1234 Future Way

Jacksonville, NC 28540 910-555-5555

jsmith@embarqmail.com

Objective: To attend a four-year college after high school gradation Education: Hunter’s Creek Middle School, Jacksonville, NC, 2008-2009

White Oak High School, Jacksonville, NC, 2009-2013

Academic Achievement: National Honor Society, 2010 – present Honor Roll Principal’s List Algebra II Award, 2009 N. C. State University Parks Scholarship nominee

Extra-Curricular Activities: National Honor Society 2009-2011 Varsity Baseball, 2008-2011; Captain 2011 Track, 2007-2011 Spanish Club, 2007-2010

Onslow County Christmas Cheer New River Community Church Youth Group, 2005-present Summer Missions Trip, Mexico, 2009 Youth Soccer League volunteer, 2008-2010

Work Experience: McDonalds, Cashier, 2009-present Food Lion, bagger, 2009

Future Plans: Coastal Carolina Community College, college transfer program North Carolina State University, degree in engineering Career in civil engineering in a mid-size city, preferably in the Southeastern United States

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ONSLOW COUNTY SCHOOLS GRAD PROJECT OVERVIEW AND GUIDELINES

Updated June 2012 In accordance with Onslow County Board of Education Policy 3460, students must satisfactorily complete a senior project in order to meet local graduation requirements.* The Graduation Project provides the opportunity for students to apply concepts, knowledge and skills necessary for success in post-secondary education and careers in the 21st Century. REQUIRED COMPONENTS

An 8-10 page research paper written on an approved topic of student choice to include 5-7 full pages of text, a student-generated visual (no more than ½ page), an outline, and works cited

A product related to the paper that requires significant hours of work

A portfolio that reflects the Graduation Project process

A presentation to a panel of community and faculty members Research Paper: Students will choose an area of interest and a specific topic for research. The selected topic should be approved by a school-based committee. Development of the research paper should be based on the Common Core English Language Arts Writing Standards. The paper should reflect the results of a purposeful, focused, in-depth study on a specific topic of choice. Product: Students must create a tangible or intangible product related to the research project. The process of production will demonstrate applications of learning, critical thinking skills, problem-solving skills, teamwork and personal employability skills, such as responsibility, persistence and independence. The quality of the product should reflect a minimum of fifteen (15) hours of student work. Students may use job-shadowing, internship or apprenticeship experiences as products. These experiences may result in a physical product, such as a scrapbook or journal. Portfolio: Students will maintain a learning record of the process and progress through all steps of the Graduation Project. The portfolio should contain a collection of Graduation Project documentation, such as work samples, pictures, work schedules, interview logs and reflections, as a showcase of the student’s progress throughout the Graduation Project process. Presentation: Students will demonstrate public speaking skills in a 5-10 minute oral presentation to a review panel. The focus should be delivery of accurate, credible information on the chosen topic. Students should also be prepared to respond to questions from the Graduation Project panelists. *Special consideration will be given to transfer students arriving in the second semester of the senior year. EVALUATION CRITERIA Rubrics and descriptors have been developed for evaluation of all components of the Graduation Project. In order to meet the graduation requirement, students must earn a satisfactory or above on all components. Each of the four levels is described below: Exemplary: Exemplary work implies that the student has exceeded expectations in every way and has presented a model Graduation Project worthy of showcasing and emulating. Satisfactory: Satisfactory work implies that the student has worked diligently to do strong work on all components and has presented a worthy Graduation Project. Developing/Emerging: Developing/emerging work implies that the student has more work to do to present satisfactory work in order to complete the Graduation Project. Resubmission Necessary: Students performing at this level have not achieved proficiency in all components and have not met the minimum standards for completion of the Graduation Project.

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Resubmission implies the student has considerable work to do and is in need of coaching in order to complete the Graduation Project. Not Submitted: The student did not submit evidence of any effort toward completion of the designated task. PURPOSE The Graduation Project is a multi-disciplinary performance-based assessment completed over time. It provides students the opportunity to connect content knowledge, acquired skills and work habits to real world situations and issues. Through the Graduation Project process, students will demonstrate computer knowledge, employability skills, information retrieval skills, reading/language/writing skills, teamwork and thinking/problem-solving skills. The Graduation Project is a performance-based exit assessment that provides students with a vehicle to demonstrate what they know and are able to do as they prepare to graduate from high school. To fulfill all graduation requirements, a student must master the Graduation Project skills before completion of the senior year. Although the project culminates in the senior year, students should already possess and begin to demonstrate specific required skills beginning in the 9th grade year or earlier

PREPARATION TIMELINE The following timeline is provided as evidence of the multi-year preparation for completion of the GRAD Project.

GRADE LEVEL STAFF, PARENT & STUDENT GOALS RESOURCE/SUPPORT

By 9th grade Attend a Graduation Project Parent Orientation

Participate in an Interest Inventory – Career Cruising

Select Top 10 list topics of interest

Explore writing and speaking styles

Teachers, parents, family, community members

Hobbies, sports, and extracurricular activities

Graduation Project presentation during freshman orientation

By 10th grade Attend a Graduation Project Orientation

Refine topics of interest

Develop skills to retrieve information about topics of interest

Refine skills on compiling a portfolio

Media Specialist

Community resources

Input from parents and family members

Models of written and verbal communication

Classroom experiences in research, presentation and public speaking skills

By 11th grade

Review Graduation Project timelines and procedures

Meet with academic advisor and mentor

Understand expectations for each component of the graduation project

Outline a plan of action for completing the four components of the Graduation Project

Refine writing and speaking skills

Graduation Project mentor and coordinator

Meetings with experts in the field

Opportunities for real world experiences (job shadowing)

Parents and family members as evaluators

Mentor logs

Existing resources to enhance the Grad. Project portfolio

Public speaking opportunities

By 12th grade Review Graduation Project timelines and procedures

Identify academic advisor and mentor Complete FINAL Graduation Project topic

Complete the project o The research paper o The product o The portfolio o The oral presentation

Graduation Project mentor and advisor

Graduation Project coordinator

Forms and documents that verify research experiences

Community and school showcase components, process and outcomes of the Graduation Project

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Guidelines for the GRAD Project Paper The following are the requirements for the research paper portion of the GRAD Project. This paper will be written as part of the English 12 requirements and will count as part of the English grade and as part of the requirements for the entire GRAD Project. The paper and all of its requirements and drafts are to be included in the portfolio. To clear the GRAD Project requirement, each research paper must

Follow MLA Format with parenthetical citations throughout paper

Use 12 point font, New Times Roman, 1” margins , double spaced

Be 8-10 total pages

o At least 5 FULL pages of text going onto 6th page without the visual o Have an outline o A Works Cited page o Contain a Student-produced visual within the paper

Use at least 5 different sources for research, at least 2 are NOT online sources

Must have a clear and well-defined thesis statement.

Contain at least one quote from an actual interview conducted by the senior (does not

have to be with the mentor)

A “Student-Produced Visual” can be any visual created by the student. It should be referenced, referred to, or discussed within the paper. Examples include a chart or graph created by the student from data, a diagram drawn by the student, or a photograph taken by the student . The research paper will be assessed using the Rubrics found in the last section of the GRAD Project Handbook. Places to find guidance/help for the Research Paper in this order:

Your English 12 Teacher - Most of the writing of this paper will be done in the

English 12 class and directed by this teacher

A former English teacher of the senior- Guidance and answers to questions

about writing a research paper may be found from a previous English teacher

that the senior is comfortable working with.

Media Specialist/Librarian- They are there to help with your all research needs

GRAD Project Coordinator- has answers to all kinds of question concerning

GRAD Project in general

GRAD Project Handbook- This section within the handbook is devoted to helping

students write the research paper. It contains directions and examples showing how to

organize the paper’s format, how to avoid plagiarism, how to write a proper outline,

thesis statements, and correct citations. There is a “YES-NO” test at the end of the

section to help students self-assess the paper before turning it in.

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Basic Paper Format General guidelines:

Create a header that numbers all pages consecutively in the upper right-hand corner, one half inch from the top and flush with the right margin.

Formatting the first page of the paper:

Title page is optional.

Provide a double-spaced entry in the top left corner of the first page that lists your name, your instructor’s name, the course and the date.

Center your title on the line below the header with your name, and begin your paper immediately below the title.

Sample First Page

Rosent 1

Martha Rosent

Mr. Ken Ross

English 12

12 November 2006

A Look at the Future

It is not unusual that one might be willing to look to his future with anxiety and

anticipation. Science Fiction writers have written many books which show the desire of

mankind to know what is or is not going to happen in the years to come. Much of this is

based on fact and much on fiction.

Thesis Statements This is a statement that tells readers specifically what you plan to put in your paper. It also serves as a guide to keep you on track as you research your subject. A thesis statement is subject to revision as you research your topic. It does not use the words “In this paper I will. . . .” or the like.

Thesis Checklist: _____ identifies a limited, specific subject _____ focuses on a particular feature or feeling about the subject _____ is stated in a clear, direct sentence. _____ can be supported with convincing facts and details _____ meets the requirements of the assignment

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Avoiding Plagiarism Plagiarism is…….

1. copying word for word without quotation marks or acknowledging the author or the source. 2. using some key words or phrases without quotation marks or acknowledging the author of the source. 3. paraphrasing and giving no author or source credit.

To avoid plagiarism, you should:

Cite not only direct quotes but also ideas that you borrow from your sources. Basically, if you did not think of it yourself and it came from one of your sources, you must document it.

When summarizing or paraphrasing a writer’s idea, credit the author by name and cite the work in which you found the idea.

Give a new citation when using additional information from a previously cited source.

Remember to use quotation marks around words or phrases taken directly from the source.

Cite everything that you borrow, unless you are certain it is common knowledge.

Documenting means:

using parenthetical documentation within your paper

listing sources in a list of works cited to give credit to those from whom you borrowed information.

Common knowledge does not need to be documented. Material is common knowledge if:

Reliable authors refer to it without citing the source

If most people knowledgeable in the field accept it as fact

If few experts would dispute it

And, if it is reported in most introductory textbooks or basic reference books on the subject

Plagiarism (n.): The presentation of another writer’s ideas or words as if they were your own, without acknowledging the source. Intellectual Property (n.): Property that results from original creative thought.

**Plagiarism is unacceptable and can result in a “0” on the paper and referral to the Administration for further action.

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Works Cited Handout

In documenting your sources, follow the examples below for each type of source. Books Author(s). Title of Book. Place of Publication: Publisher, Year of Publication. Book with no author named Encyclopedia of Geography. Chicago: Billson, 2004. Article in a reference book “Kenya.” World Book Encyclopedia. 1999 ed. Newspapers and Magazines Author(s). “Title of Article.” Title of Source Day Month Year: pages. Ponzy, Jeffery. “Giraffes in North Carolina.” North Carolina Today 10 Sept. 2006: 80-81. Basic Forms for Electronic Sources If no author is given for a web page or electronic source, start with and alphabetize by the title of the piece and use a shortened version of the title for parenthetical documentation. A web site Author(s). Name of Page. Date of Posting/Revision. Name of institution/organization affiliated with the site. Date of Access <electronic address>. Fields, Ricky. Stream Fishing. 30 Nov. 1998. University of Georgia. 20 Nov. 2006 http://www.streamfishing.org/today/again.html. An article on a web site Author(s). “Article Title.” Name of web site. Date of posting/revision. Name of institution/organization affiliated with site. Date of access <electronic address>. An article in an online journal or magazine Author(s). “Title of Article.” Title of Journal Volume. Issue (Year): Pages/Paragraphs. Date of Access <electronic address>. E-mail (or other personal communications) Author. “Title of message (if any)” Email to person’s name. Date of message. Government publication United States Dept. of Health and Human Services. Healthy People 2010: Understanding and Improving Health. Washington: GPO, 2000. Pamphlet Office of the Dean of Students. Resources for Success: Learning Disabilities and Attention Deficit Disorders. West Lafayette, IN: Purdue University, 2000.

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Interview that you conducted O’Neal, Carrie. Personal Interview. 5 Oct. 2006.

Parenthetical (In-Text) Citations

MLA Format follows the author-page method of citation. This means that the author’s last name and the page numbers(s) from which the quotation is taken must appear in the text, and a complete reference should appear in your works cited list. Works with an Author: The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263). Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).

Works without an author: If the work you are making reference to has no author, use an abbreviated version of the work’s title. For non-print source, such as films, TV series, pictures, or other media, or electronic sources, include the name that begins the entry in the Works Cited page.

YES or NO Test for Research Paper for GRAD Project Yes or No??

1. Is the paper in correct MLA format with proper headings? 2. Does paper have Parenthetical Citations throughout? 3. Does the paper have 1” margins 4. Is the paper double-spaced using 12point font, Times New Roman throughout? 5. Is there a highlighted thesis statement? 6. Is there at least 5 FULL pages of text, should go onto 6th page? 7. Is there an Outline? 8. Is there an alphabetized Works Cited page? 9. Is there a Student-produced Visual? 10. Is there a quote from an interview within the paper?

If NO to any of the above questions, it will not clear GRAD Project. If YES to all, then use the rubric in the back of the book to further assess your paper.

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Guidelines for the Product

1. The product must be student-generated. Students must design and develop the product. For example, students cannot purchase and assemble a model kit as a product. However, if a student designs a model, builds it from raw materials, and uses it to show application/synthesis of knowledge acquired from research, that would be acceptable.

2. The product proposal must be approved by the advisor and GRAD Project

Advisory Board.

3. The product is tangible evidence of the effort and time invested in the endeavor to meet the criteria established for the product. The student should be able to show that the product is an extension, application and synthesis of the research and has practical applications in the real world.

4. The product is tangible evidence that reflects applications of learning, critical

thinking skills, problem-solving skills, teamwork, and personal employability skills, such as responsibility, persistence, and independence.

5. The conception, development and refinement of the product created must match

an identified need. This phase of the graduation project offers students an opportunity to connect educational aspirations with real-world career or community-service opportunities.

6. The quality of the product created should reflect a minimum of fifteen (15) hours

of work or experience in the setting related to the research topic.

7. The product must be adequately documented with photographs, logs, letters, reflective journal entries and other forms of documentation. Photos should show the senior doing the work.

8. Students should avoid choosing products that might require excessive expenses,

as WOHS does not provide funding for student GRAD projects.

9. Successful completion of a GRAD project is not dependent upon the amount of money invested in the GRAD project.

10. The student may be his/her own product. For instance, if he/she takes a class

on sign language or dance, and demonstrates the skills learned for the judges, this will be his/her product.

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Choosing an Idea for a Product

It is our desire that your product be something from which you can grow and benefit. There are many different types of product you can choose which will reflect the information you acquired from your research. Use the following information to guide you as you choose that special product.

Physical product—build or make something; such as a fashion outfit, a computer program, a rebuilt engine, a model of a historical scene.

Written product—wrote a short novel, a journal of reflective essays, short story, a collection of poetry.

Performance—performs an original dance, a musical selection drama, or magic show.

Teaching or leadership experience —teach a middle or elementary class a series of lessons or skills, teach a dance class, coach a little league team.

Physical experience—learns to sky dive or swim, runs a marathon, learns to knit, or goes on a wilderness survival trip.

Career-related project—job shadowing a professional in the area you might wish to work, volunteering time at a local office of some kind. Note: simplistic projects (like job shadowing without any application beyond the job shadowing experience) are generally considered too lightweight for a GRAD Project and are unacceptable unless some measure of increased sophistication is applies.

Acquire a new skill—take a class-sign language, cooking, cake decorating Project Requirements:

The student must demonstrate a learning stretch beyond current experiences and knowledge.

The student must document a minimum of 15 hours of work on the product outside of class time. Really good products go far beyond the minimum

The student must demonstrate problem solving during the project process.

And the student must meet other requirements such as indicated by the instructions and rubrics (such as ethics, quality, timeliness, etc.)

Power Points and videos are NOT products. They may be part of the presentation but do not replace a product. These may be used to show a product, but are not products in themselves. Brochures which have no audience are another poor choice for a product.

If you can already do “it,” it may not be a good choice for a project topic. For example, if you’ve taken dance for 10 years, taking more dance classes will not give you the necessary learning stretch. If your heritage is non-American, cooking a dish from that culture does not provide the learning stretch.

Food products are NOT acceptable unless you are working with a restaurant, bakery, food professional ,etc. which is NOT your place of employment.

You can not be paid or compensated while completing the hours required for your product, this includes job shadowing experiences.

Job shadowing must go beyond “just watching.” You will need to demonstrate something you’ve learned.

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All products must include step by step proof of the product. The end result is not as important as the process you go through to get to the finished product. Include pictures that show you completing the work as you go along.

There should be a visual component of some kind ( a performance, physical product, pictures, video, tri-fold board, etc.) to show at your presentation.

A video shown at the presentation can be no more than 3 minutes.

Is This a Product?

YES NO Raising catfish Making a PowerPoint about catfish

Producing a brochure and other promotional items about Jacksonville

and distributing it through the Chamber of Commerce

Making a brochure about Jacksonville

Building a generator Making a poster about how to build a generator

Teaching music to children Explaining different kinds of music to the judges

Learning how to install car speakers and installing them in a friend’s car

Already knowing how to install speakers and installing them in a

friend’s car.

A brochure to recruit animal shelter volunteers distributed throughout the

community

A brochure listing facts about cats from your research paper

A PowerPoint showing pictures of you teaching reading to children

A PowerPoint on how to teach reading

A working web site you designed A poster about how to design a web site

A poster with photos of you giving your friends makeovers

A poster with magazine pictures of makeovers

A series of game videos you yourself shot as a service to the athletic

department

A video of a game shot by the coach’s wife

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Additional Product Procedures

Evidence of Product

You must be able to PROVE you did what you said you were going to do!!

All work on the product should be done by the student. Product changes must be approved through the designated process. Products which do not match the approved Topic Selection Form will not be evaluated. Documentation throughout the creation of the product is required for the portfolio. Documentation includes:

Field Work Log listing activities and meetings related to production; signed by mentor, advisor, etc. Document all time spent on Product on this Log.

Pictures/video documenting the process; make sure you are in your pictures when appropriate. Remember to take pictures on multiple occasions; not just one day.

Other physical evidence documenting the process (brochures, surveys, recordings, certificates of completion, etc.)

Be sure that all forms are signed at the time the meetings take place. Do not put your mentor in the position of filling out documentation at the last minute.

Physical Training as a Product Products involving physical fitness are a great choice for many students. You can train yourself or someone else. Great care must be taken to document all aspects of this kind of personal project. Good record keeping is a must to prove that the senior actually accomplished the goals set forth in the TSWS. The important thing is to be able to show progress and improvement over time. Documentation should include photos of you or your client before, during, and at the end of your project, exercise/workout logs, food/nutrition logs, photos of you working out or working with your client, and measurements/weights taken throughout the entire process. KEEP GOOD RECORDS if you choose this kind of product.

The Medical Field as a Product

Any product involved with medical/psychological/sociological patients must have a clearly stated mentor willing to take responsibility of patient privacy and confidentiality. These issues must be addressed before the senior fills out the Topic Selection Worksheet.

** If you photograph or video your patients, releases will need to be signed by the patient or

their parents/guardians. These releases should go into the Product section of your portfolio. You can find the release form in the Forms Section of this handbook.

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Products involving Firearms or Weapons of any kind

NO firearms/guns of any kind, including paintball guns, or weapons of any kind may be brought onto any school campus for any reason. For this reason, a product involving firearms or weapons must use video and/or photo evidence as proof of product.

Computer/Technology as a Product

Any student choosing a product involved with computer technology, either hardware, software, or networking, or with other vocational topics must have not taken the applicable CTE courses. If students have taken these courses and feel they have a topic with an appropriate learning stretch must have a written statement by their CTE teachers that the topic will be a learning stretch for the student. Any student ignoring this procedure is in violation of the ethical code, which is ground for failure of GRAD Project.

Making a Documentary or Short Film as a Product A documentary or Short film created as a GRAD Project product must include the following:

At least 15 minutes of edited video footage

Opening and closing credits

Voiceover narration A printed rough draft of the voiceover script and a detailed shot list of the

shooting.

Volunteering as a Product

Any product involved in volunteering must complete a minimum of 15 hours of active involvement in a community service project. Student must provide some sort physical evidence of active participation in the volunteering activity. Some possible types of evidence are: pictures showing the senior working, flyers, posters, or videos showing senior actively volunteering at the establishment or venue. Video documentation is strongly encouraged for these products. Make sure that YOU APPEAR in your pictures/video.

Fundraising as a Product

While we are happy to encourage service projects, there are a number of things to consider before beginning one that requires fundraising. This information is to help you better prepare for embarking on this task.

*All products that involve fundraising must be approved by the GRAD Project Coordinator and the Principal before the fundraising takes place. It MUST show results and recipients of the fundraising. A receipt along with canceled checks/money order receipts must be shown to prove that funds raised were given to the specified

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organization. You must be able to prove that the funds raised were actually given to the organization. *Any product involving use of a White Oak facility must have an administrator’s approval before it can be accepted as a GRAD Project. *A copy of the fundraising form from this handbook must be placed in the Product section of your portfolio. Procedure:

1. Submit to the Principal and the GRAD Project Coordinator in writing the following information: a. Detailed answers to these questions: Who will you be raising money for? What

will be your activity/event? What will your expenses be? When and where will it occur?

b. A copy of the completed Topic Selection Worksheet c. A copy of the completed Fundraising Form from the forms section of this

handbook. 2. After receiving approval from the Principal and the GRAD Project Coordinator, hold

the fund raising event. 3. Send the organization the money you raised using a check or money order. Get

receipt(s) from the organization. This should be a formal, official receipt containing contact info and appropriate signatures.

4. Put copies of all above forms, cancelled checks or money order receipts, and receipts from the organization in your portfolio in the Product Section.

Teaching as a Product

*Any product involving teaching a class must include the following criteria:

Your class must contain at least 5 students. Fill out the Waiver Appeals Form and submit the GRAD Project Coordinator if you wish to have less than 5 students.

Must have a minimum of 5 hours actually instructional time (meaning actually teaching not observing or planning)

A five-step lesson plan must be completed for each teaching session. Copies of these lesson plans should be included in the Product section of your portfolio.

A notebook/folder of handouts, activities for each lesson and student work samples.

Tri-fold board of pictures and samples, or video documenting each teaching session.

If you photograph or video your students, parental/guardian releases will need to be filled out by the parents/guardians of your students. These releases should go into the Product section of your portfolio. You can find the release forms in the Forms Section of this handbook.

At least one group activity and one individual activity must be completed during the teaching sessions.

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Coaching as a Product *Any product involved with coaching must include the following criteria:

Must have a clearly defined audience to coach, a specific team or group must be identified. Groups or teams of fewer than 5 are not allowed.

Must have a minimum of 5 hours actually coaching time (meaning actually coaching the team, not observing or planning)

Must have a written Practice Plans for each coaching session containing specific techniques or drills for different groups to work on. These plans need to explain in detail how each session will improve the person’s or team’s performance. There needs to be pre- and post- standard of measurement. This can be done by measuring timings, counting completed tasks or video of improved performance.

If you photograph or video your players, parental/guardian releases will need to be filled out by the parents/guardians of your players. These releases should go into the Product section of your portfolio. You can find the release forms in the Forms Section of this handbook.

There must be an obvious LEARNING STRETCH; going from player to coach is not a sufficient learning stretch. You need to coach in areas you are not as familiar. For example if you are an offensive player, then you need to learn defensive techniques or drills and demonstrate your teaching of these areas.

Products that involve a Performance or Exhibition

Products that will involve a performance in front of an audience will require audience members to fill out the Audience Verification Form found in the Forms section of this handbook. Have copies of this form ready to be passed out to your audience BEFORE the performance. After the audience has viewed your performance, have them fill it out. Collect the forms before the audience leaves. Put these forms in the Product section of your portfolio.

Photography as a Product Any product involving photography will require the following.

If you are using a film-style camera, you must submit the negatives as evidence of the product along with the photos you take. These should be placed in the Product section of your portfolio. If you are using a digital camera, you must submit the photos you take on a CD or thumb drive along with printed copies. These should be placed into the Product section of your portfolio.

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Job Shadowing as a Product

Any product involving job shadowing will require the student to spend a minimum of 15 hours at the job site. “Watching others work” for the entire 15 hours is not adequate for GRAD Project. The student should be actively participating for some of the time spent at the site. Students will need to take special care to gather evidence to document their experience. Students who job shadow must fill out the Job Shadowing Log found in the forms section, present multiple photos/video of the student working at the site over a number of days and should demonstrate a skill or technique they learned while job shadowing via video tape or at the presentation for the judges

**Students may NOT be paid or compensated in any way during their job shadowing hours.

Products involving Personal Services

Any student choosing a project involving a personal service such as in the fields of cosmetology or barbering should have their clients fill out the Permission Form for Personal Services found in the Forms Section of this handbook. The form must be signed by the client’s parent/guardian of he/she is under the age of 18. The service performed by the senior may NOT involve chemicals (hair color, perms, etc.) or body modifications (piercings, tattoos, etc.).

Business Plans as a Product

Any student choosing a product involving a business plan must have not taken the applicable CTE courses. If the student has taken these courses and feel that he/she has a topic with an appropriate learning stretch, he/she must have a written statement by their CTE teachers that the topic will be a learning stretch for the student. Any student ignoring this procedure is in violation of the ethical code, which is ground for failure of GRAD Project. The plan should be typed using 1” margins and Times New Roman font. These are the MINIMUM REQUIREMENTS for a Business Plan: 1) TITLE PAGE 2) EXECUTIVE SUMMARY:

a) Purpose of the business plan b) Identification of the Entrepreneur “Who are you?” c) Brief description of the business

3) PRODUCT/SERVICE PLAN: a) Nature of the business: Retail, Wholesale, Service (Explain why you chose) b) Description of the product/service c) Suppliers for your inventory: Name and address, Delivery plan, Payment arrangements

4) MARKETING PLAN: a) Target Market: What customers are you targeting? b) Industry Analysis: What are trends in your industry? c) Market Analysis: What is your total market size? Seasonality? Unique aspects of your business? d) Competition: Name at least 5 competitors with their names and addresses, their strengths and

weaknesses, how will you succeed against them, how will they react to your entry into the market? e) Describe the 4 P’s of your business

i) Product- Design and packaging of your product/service

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ii) Price- How will you price your product/service? A pricelist iii) Place- Chains of distribution- explain how product/service gets to you and then to your customer iv) Promotion- Explain your “Grand Opening” promotion and your “Ongoing” promotion. Include how

it will be used, cost, distribution, scheduling, etc. 5) OPERATIONS:

a) Physical Layout- description and diagram of the physical layout of your business b) List of all Equipment, Supplies, and Furnishings for your business

6) ORGANIZATIOINAL PLAN: a) Mission Statement- management functions and leadership style b) Legal Structure- form of ownership c) Professional Advisors- name and addresses of mentor, attorney, accountant, and insurance agent d) Government Regulations: needed permits e) Employee Policies f) Daily Operating Procedures g) Customer Service Policies

7) FINANCIAL PLAN: a) Start-up costs b) Projected Cash Flow and Income- over 6 months c) Risk Factors- Emergency planning for business

8) REFERENCES

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Contents of Portfolio

The portfolio should demonstrate depth in academic and personal growth throughout the course of the project. It should also provide insight into how the student has anticipated and dealt with challenges and changes. The portfolio will employ technology using OneNote and Classroom Notebook. ALL work should be typed and forms should be filled out in ink so that scanned copies are clear. **Contents of Portfolios must be available for review at the presentation. ** Use the BOLDFACE names below to label your files in your Digital Portfolio

Contents:

Letter to Judges - in Digital Portfolio (5 signed, printed copies should be

brought to the presentation)

Resume’ - in Digital Portfolio

Parent/Guardian Release & Ethical Commitment Form -scanned into Digital

Portfolio and paper copy submitted to AA advisor

Topic Selection Worksheet Form (2 pages) - scanned into Digital Portfolio

Copies of any GRAD Project Appeals and response (if senior asked for a

change)- scanned into Digital Portfolio

Research Paper including Works Cited page and outline - in Digital Portfolio

Research Paper Grading Rubric- scanned into Digital Portfolio

Mentor Registration Form -scanned into Digital Portfolio and paper copy

submitted to AA advisor

Interview Notes/questions asked at the interview conducted by senior - in Digital

Portfolio

Proof of Interview conducted by senior- Interview Form signed by interviewee

scanned into Digital Portfolio OR Digital recording of actual interview

Field Work Logs (must total at least 15 hours and have at least 3 MENTOR

signatures) - scanned into Digital Portfolio

Evidence of GRAD Product (pictures, surveys, letter from participants,

audience verification form, receipts, release forms, job shadowing logs, video

release forms from clients/students, etc.) - scanned into Digital Portfolio

Reflections - in Digital Portfolio labeled -#1, #2, #3, #4, #5

Presentation Planning Sheet - scanned into Digital Portfolio

Link to GRAD Project PowerPoint presentation to be used at the presentation.

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GRAD Project Reflections

Throughout your GRAD Project, you will write 5 reflections on the entire process. These reflections will be submitted to your English teacher by the due date given to you by your English teacher. Each reflection statement:

Must be typed in Times Roman, 12 point, double spaced, 250-500 words

Must be dated at the top and labeled “Reflection # __”

Reflections should not be written in question and answer format; reflections should be in narrative form. They are to be written in full sentences and paragraphs. You do not have to address every question in every reflection, but responses should be complete. Be specific about what you have done and how this affected what you have learned about yourself. Use specific details, examples, and anecdotes from your GRAD Project experience as a whole.

Reflection #1- My Selection of Topic Why did I choose this topic? Why am I interested in the area of interest? What do I already know about this topic? What’s my experience so far with this topic? What is my goal with this choice of topic for my graduation project?

Reflection #2- My Research How does this research paper relate to the product? What was the most difficult phase of the research process? the easiest phase? Why? What is something you learned in your research that has helped you with your Product?

Reflection #3- My Mentor How did you find your Mentor? Explain what went well or poorly in finding your mentor. What were your first impressions when meeting your mentor? What suggestions has your mentor made? What questions do you have for your mentor? What have you learned from your mentor?

Reflection #4- My Product Discuss your successes and failures. What surprised you about the physical product? What was the most interesting thing you did with your mentor concerning your product? What was the most challenging thing you did during a session with your mentor? Reflection #5- About the entire GRAD Project Process Talk about your successes and failures. Give details of your major accomplishments. Did you meet the goals you set for yourself at the beginning of the process? What would you do differently if you had the project to do over? What surprised you about the GRAD Project? Which aspect of the GRAD Project process stretched you the most? What talents or attributes have you discovered about yourself this year? What were the best moments of the entire process? the worst moments? How has the GRAD Project affected the way you approach work, dealing with people, or presenting yourself publicly? What would you change if you could do this again? What advice do you have for next year’s seniors? Has this experience influenced your future planning, terms of work, education or the development of personal interests? In what way(s) has GRAD Project changed your concept of yourself? Are you more confident in your abilities? Are you more focused and directed? Are you more willing to take a risk?

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Presentation Guidelines

Only students who have cleared the Research Paper AND the Portfolio will be allowed to sign-up for presentation dates/times. Students must have practiced their presentations in front of an audience at least one time before the actual presentation with community judges. Completed portfolios MUST be available at the presentation. Parents/Guardians and Mentors are NOT allowed to be in the room with their students during the presentation. Students must speak about the GRAD Project for a minimum of 5 minutes before asking for questions. WHEN: The oral presentations will be on the White Oak High School Campus. Several days before the presentations, you will receive notification indicating the classroom and time that you should report for your presentation.

WHAT DO I WEAR? What you wear for your presentation it very important. Your apparel choice should match your topic. If a costume or uniform is appropriate, then wear it. (Do not dress shabbily in any case.) Otherwise, dress professionally on the day of the presentation. Girls should not wear low-cut tops, belly-button exposing tops, flip-flops, and mini-skirts. Boys should dress nicely—dress shirt, a tie wouldn’t hurt, decent slacks, dress shoes.

Presentation Attire Since dress/appearance is one of the items the judges mark on the GRAD Project Presentation Rubric, it would benefit you to gain some extra points as well as create a favorable first impression. Males:

Dress Slacks with an appropriate belt

Slacks & Dress Jacket (Sports Coat)

Suits and Jackets should be tasteful in style.

Button down shirt with collar and tie. (Or a dress shirt appropriate to your suit.)

Shirts should be tucked in the slacks.

A tasteful tie that coordinates with the dress shirt and pants.

Dress shoes (in other words, something other than tennis shoes.)

Minimal and tasteful jewelry/accessories. Females:

Dress or Suit (slacks or skirt with coordinated top, vest, and/or jacket)

Dresses and skirts should be of tasteful and modest length and style.

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Do not wear tight clothing.

Blouses should coordinate with the suit, should be long enough to cover your midriff and have a neckline that comes up to the base of your neck.

Blouses should not fit tightly and should be both tasteful and modest.

Dress shoes, no clogs or sandals.

Minimal and tasteful jewelry/accessories If it doesn’t fit the school dress code then it will not work for GRAD Project.

WHAT DO I DO TO GET READY? Bring all needed materials for your presentation to school on the day of your presentation. It is your responsibility to keep them in a safe place until the presentation. Don’t wait until the day before to prepare. Be ready to present several days in advance of your scheduled time. You should have practiced several times BEFORE the date. Present to your classmates, after school to your mentor, to your family, and maybe to another class you are in if the teacher permits.

FIRST IMPRESSIONS COUNT: Be organized. Have someone proofread your Letter to the Judges!! Your organization is an important sign to the judges that you have done a good job on your project. There is a 15-minute time window. You will be stopped if you go over your time limit. That’s for the set up, presentation, questions and answers, and clean up. You must speak for a minimum of 5 minutes. Make eye contact. Don’t forget to introduce yourself! Laptops and LCD projects will be available in all presentations rooms for seniors to use. Any other equipment that the senior needs must be provided or secured by the senior themselves. FORMAT: All presentations must have the following—

Oral presentation—a formal speech lasting 5-8 minutes that has been prepared and well-rehearsed ahead of time. All students are required to make at least one in-class presentation before the final oral presentation. All oral presentations must have a short question & answer period.

Evidence of the product or documentation of what has been created- This could be the actual product itself, a video of the product, a scrapbook documenting progress, etc. .

Feature your product and your experience. Do not just give a speech which only relates information from your research paper.

Visual Aspect—an audio or visual aid to support the presentation. Possibilities include but are not limited to charts, a series of posters, video tapes, audio tapes, props, etc. .

Appropriate responses to questions from the panel.

Evaluation by the panel.

Additional Suggestions: 1. Do not chew gum 2. Be aware of your body language. Avoid gestures that may adversely affect your

presentation. 3. Maintain eye contact with the judges. Look around and smile occasionally. 4. Do not read your presentation from the screen to the judges

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5. Share your letter to the judges with them before you begin your presentation. Have your portfolio available for their review.

6. Practice your presentation several times until you feel comfortable with its format and content. Also, time your presentation to be sure that you do not exceed the time allowed.

7. Make sure any computer application you are using is compatible with the equipment available at WOHS or bring your own equipment (laptop, etc.).

8. Bring any materials necessary for the presentation with you. 9. Try to anticipate what questions you panel of judges might ask you (or ask a parent or a

friend to compose questions for you) and plan the answers you would give. Your panel may not ask these exact questions, but this will give you an opportunity to practice answering questions. Remember that questions should address a clarification or extension of your topic. Judges generally ask appropriate questions; however, if you are asked a question that you feel is not appropriate (e.g., a question that is purely personal), you have the right to reply politely that the question does not relate to your research. Questions for practice are located later in this manual.

10. Don’t say: a. “and stuff” and “you know” b. “I guess” c. “and all of that” d. I “did” French cooking

11. PowerPoint a. Fifteen words or less on a slide “3 x 5” Rule b. Don’t make the background so busy the words can’t be seen c. Do NOT use complete sentences d. DO NOT READ THE POWERPOINT TO THE AUDIENCE. e. Include pictures

12. Hair: leave it alone a. If bangs keep falling in your face, pin them. b. If long, do not run your hands through it. c. Do not scratch your head.

Check your Technology and Equipment early!!!

It is the senior’s responsibility to check to be sure that the Technology they

are using is compatible with the WOHS computers before they present.

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ORGANIZATION OF THE FINAL SPEECH These guidelines can help you create an organized speech. The judges want to hear a balanced presentation covering your research, physical product, and your reflections about the process. Remember, the judges want to know what you learned. That means that you should tell successes and failures. Every speech should have an attention grabber, an introduction, a body, and a conclusion. Introduction (approximately 1-2 minutes) - Introduce yourself and your project and

begin with something that catches your audience’s attention.

a. Attention Grabber - a quote, an anecdote/ short story illustrating a point, a rhetorical question, an imaginary setting, etc.

b. Statement of Purpose - I’m here to tell you about _______________. I choose this topic because _________________________.

c. Statement of Research and Statement of Product – Clearly state this information so the judges are not confused. I wrote a research paper about __________________ and I completed a physical product of ____________________.

d. Goals I set for myself to accomplish through this project are _______________ (improve my time management skills, improve my ability to speak to strangers, to gain real-life experience at my future career, etc…)

Body (approximately 3-4 minutes) –

a. 3-4 facts/points of interest from your research paper – During my research about _________________, I learned________________________

b. Relationship between your research and the physical product (30 seconds to 1 minute) – My research is connected to my product this way ________________

Physical Product (at least 3-4 minutes) – This is the bulk of your presentation, the

really interesting part of the whole process. Explain it well. Don’t gloss over it.

a. What was the product? Explain the beginning, middle, and end stages b. Who is your mentor? How did you find your mentor? What is his/her area of

expertise? How did that person help you to be successful?

Conclusion (approximately 2-4 minutes) – Don’t just stop talking. Your speech needs closure and judges want to hear about your reflections.

a. How was this project a learning stretch for you? b. Did you meet the goals you set for yourself in this project? c. Why was this project important to you? d. What did you like/dislike about the project? e. I had a problem/difficulty with ______________ and here’s how I dealt with

it_______________ f. Changes you’d make if you could do it all over again. g. Advice to upcoming seniors

Ask for questions.

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GRAD Project Presentation Plan Sheet

Good Afternoon. My name is__________________ and the topic of my Senior GRAD Project is about ________________ . I. Attention Grabber for Opening:

II. I choose this topic because...

III. Goals I set for myself to accomplish through this project are…

IV. I wrote a research paper about __________________ and I completed a physical product of ____________________.

V. During my research about _________________, I learned these things…..

VI. My research is connected to my product this way…

VII. My product is… (CLEARLY define it and discuss the beginning, middle, and end)

VIII. My mentor was______________. I found him/her through ____________.

a. He/She is an expert in this field because…. b. Here’s how he/she helped me….

IX. This project was a learning stretch for me because…. I met these goals that I set for

myself… I got better at doing this……

X. I had a problem/difficultly with …. And here’s how I dealt with it….

XI. Here’s what I liked/disliked about doing the project… I wish I could have changed this….

XII. From the entire GRAD Project experience, I learned….

XIII. My advice to the rising seniors about GRAD Project is….

ANY QUESTIONS???

3-4 mins

1-2 mins

3-4 mins

2-4 mins

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Visual Presentations- about PowerPoints

1. Make sure your do a good job of preparing your visual component. If you

need assistance, ask your teacher or GRAD Project Coordinator for help.

2. KISS—Keep it short and simple. Too much writing on PowerPoint

slides is a frequent mistake.

Use phrases with bullets, not full sentences

Follow the 3 X 5 rule: 3 bullets with no more than 5 words

each OR 5 bullets with no more than 3 words each

3. Keep everything parallel, including fonts, colors, and format.

4. Make only one point per visual

5. Use the same color throughout to highlight important points.

6. Use cool colors for backgrounds (blues, greens).

7. Be sure the text color stands out against the background for easy

reading. Avoid using red or green: 10% of men are color blind.

8. Use pictures or images whenever possible to add lots of interest.

9. **Talk directly to the audience, not to the screen.**

10. Grammer and speling mistakes is inexcusable! (Irritating, ain’t it?)

11. Never, never, never read from the screen. Your audience is not

illiterate, so don’t insult them!

12. Put six slides per page on the printout. Put the printout into your portfolio.

13. Check out your Power Point on a school computer to make sure it is

compatible. You may need to “Package” your presentation to make sure it

will work on a computer other than the one you have at home.

14. DO NOT set your program to be timed if you are going to use it as you

present your information. This can really “mess up” your overall

presentation.

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Possible Questions for Presentation Practice answering questions for your presentation about your research and project by responding to the following questions:

1. Why did you choose this topic?

2. How do your paper and project connect?

3. What resources helped you the most?

4. If you could change one thing about your project, what would you change and why?

5. What was the picture you had in mind of your project before you started

working on it? How did the project match that mental picture? 6. Describe specifically how you strived to make your project the very best

quality you could.

7. What are some specific ways this project caused you to leave your comfort zone to go to your courage zone?

8. What are some problems that you encountered during this project and how

did you handle these problems?

9. Which phase of GRAD Project stretched you the most? How did you react to this challenge?

10. How did GRAD Project stretch you most emotionally, intellectually, or

physically?

11. What were the best and worst moments of the entire process?

12. Who has your work on this project impacted?

13. How has this experience changed your attitude about students and faculty members?

14. What advice do you have for next year’s seniors?

15. What unexpected lesson did you learn along the way?

16. In what way has the GRAD Project changed your view of yourself? (Are you more confident of your abilities? Are you more focused and directed? Are you more willing to take a risk?)

17. Has this experience influenced your future planning in terms of work, education or the development of personal interests?

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Guidelines for Writing a Letter to Judges A Letter to the Judges is a letter introducing yourself and your project to the panel of judges. It will be read by the judges before you give your presentation. It should be in a standard business format. Bring 5 copies of this letter to the presentation. It is very important that you edit this letter carefully for grammar, spelling, and content. This is the first impression the Judges will have of you before grading your presentation. DO NOT exceed 1 page.

1” margin at the top, 1” side margins

Your Street Address

Your City, State ZIP

Month Day, Year

(QS)

Senior GRAD Project Judge

1001 Piney Green Road

Jacksonville, NC 28546

(DS)

Dear GRAD Project Judge:

(DS) Paragraph 1: (2-3 sentences) Introduce yourself and your topic. Give brief biographical information about yourself and your future goals. Include any information about yourself that may be pertinent to your topic. Why did you choose this topic? What kind of experience do you already possess concerning this topic? Paragraph 2: (4-6 sentences) Summarize your research paper, including your thesis. Discuss in detail your field work and physical product. Explain the connection between the research and the product. Paragraph 3: (3-4 sentences) Explain how the GRAD Project was a learning stretch for you. Also, briefly discuss any difficulties you encountered and how you overcame them. Paragraph 4: (3-4 sentences) Explain how the process of GRAD Project has impacted you personally and academically. What will you take from the experience? What did you learn about yourself? Paragraph 5: (1-2 sentences) Statement of thanks.

(DS)

Sincerely yours,

(QS)

Your Name

Project topic

Salutation

Body

Your Signature signed in blue or black ink

Your Typed Name

Heading- no abbreviations

Inside Address- no abbreviations

Salutation

Body

Your Typed Name

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Student’s Name: ________________________ Advisor’s Name: __________________

Topic Selection Worksheet Complete these questions completely to submit your Project for approval to the Advisory Board. OVER EXPLAIN. Make it clear to anyone reading this document exactly what you are planning. Attach more sheets if needed. USE INK.

1. The overall subject of my GRAD Project will be ______________________________ 2. My research paper will be about… (check one and EXPLAIN about the content of your paper)

_____persuasion _____compare/contrast ______cause/effect _____other

______________________________________________________________________

3. My product will be (check ONE and explain) 0 Learning this skill: _how to_______________________________________ 0 Teaching _____________________ to this group: ____________________ 0 Fundraising for this group___________________ by organizing a ________ 0 Volunteering at this organization __________________________________ 0 Making/Building/Creating _______________________________________ 0 Job shadowing this profession: ___________________________________ 0 Completing a CTE Internship in this profession_______________________ 0 Coaching _____________________ to this group: ____________________

4. The EVIDENCE I will show to PROVE I did this product will be… **See the PRODUCT section of the GRAD Handbook before answering this question**

____________________________________________________________________________________________________________________________________________________________________________________ 5. What do you already know about this topic/product?? Be specific

____________________________________________________________ ____________________________________________________________

6. List any classes you have taken or plan to take this year that will help you with your topic/product: ______________________________________________________________________ 7. Your GRAD Project should demonstrate a “learning stretch” for you. What will be “new” and “challenging” for you in the process of completing this project? ______________________________________________________________________

______________________________________________________________________

8. I estimate the total cost of this project will not exceed $________________________

Student Signature: _________________________________ Date: ________________ Reviewed by Advisor for Content and Form: ______________________________________

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Student Name ______________________________ Advisor ______________________

Topic Approval Form

For Teacher Use Only. DO NOT WRITE IN THIS AREA. I. Topic/ Product Approval to be filled out by GRAD Project Advisory Board: ______ Research Topic Approved ______ Product Approved

______ Research Topic NOT Approved ______ Product NOT Approved

_____ The topic/product does not follow established WOHS GRAD Project guidelines.

_____ Learning stretch is not clear.

_____ This project is similar to one that is already part of the curriculum.

_____ The research topic has not been specified/clarified.

_____ The final product has not been specified/clarified.

_____ Evidence of product is not clear.

_____ The product cannot be assessed as it is described in your proposal.

_____ Modifications need to be made as indicated:

_____________________________________________________________________________________

Although your proposal is accepted, you will need to make sure you: _____ include photos that show you working on the item or object you create _____ include lesson plans for the lessons you teach or coach. _____ include detail records of your training: exercise &food logs, photos, etc. _____ appropriately edit the video tape of your product. _____ include photos that show you working at the job site/volunteer site _____ include CD or negatives of the photos you take _____ are able to demonstrate a skill you learn while on the job for the judges _____ are able to prove the brochures you make were distributed to the public _____ work with an approved food service institution.

_____ include photos that show you making your dish, cake, food item _____ receipts showing money you raise makes it to the organization _____ photos/video of the event _____ follow the specific guidelines for your project as outlined in the PRODUCT

section of the GRAD Handbook. SGP Advisory Board Signature: _______________________ Date:______________

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WOHS GRAD Project Parental/Guardian Release & Ethical Commitment Form

Name of Student: ___________________Topic of Project: For Parent/Guardian:

I have read and approve of the content in my child’s Letter of Intent and the attached Cost Analysis if over $75.

I have read the statement concerning integrity, plagiarism, cheating, or dishonesty, and understand the consequences of such. I have read the GRAD Project Ethical Statement below. My child and I understand the consequences of not following these guidelines. I have been informed of the consequences if my senior fails to complete all aspects of the GRAD Project.

I understand that my senior will be working with a community mentor. I understand that during the GRAD Project, White Oak High School is not responsible for

transportation of my senior student. I understand that White Oak High School is not responsible for any injury my child may

receive during the course of the GRAD Project. As parent/guardian of above named student, I do hereby release, forever discharge and agree to hold harmless White Oak High School and its employees in the activities required to complete the 4 parts of the GRAD Project.

PARENT/GUARDIAN SIGNATURE: ___________________________________DATE: _____ For Student:

I, and I alone, will complete the research necessary to write the research paper component of the project.

I will not use a paper and/or information gathered by another student. I will not use a template, paper, or parts of a paper from the Internet or any other electronic

device or prepared source. I will accurately document any sources used in my paper to avoid plagiarism.

I, and I alone, will complete all of the work necessary for the completion of the product/project that evolves from the research paper.

I will collect accurate verifications on all the work necessitating signatures.

I will not forge any verification documents.

I will complete a project. I will not buy or falsify the completion of a project. I will not exaggerate or misrepresent my project in any way.

I will include only work that I have completed in the portfolio. I will not include any work of any type that belongs to another person. The portfolio will reflect the work and effort that I,

and I alone, have exerted through the completion of the GRAD Project.

I will complete the project as approve by the Advisory Board. Any changes which I need to make after the original project is approved will follow the Appeals Process as outlined in the GRAD Project Handbook.

I agree to adhere to the above criteria in completing my GRAD Project. I understand that if I fail to adhere to these standards and submit work that is not my own creation, I will face the penalty of receiving a ZERO for that particular component (paper, product, portfolio, presentation) of the GRAD Project. This may result in my NOT completing the requirement for graduation. If it is necessary for me to begin GRAD Project again, I will

do so with a new topic.

Student Signature: ________________________________________________DATE:______

44

Student Name: _______________________________ Advisor’s Name: ___________ GRAD Project Topic:_____________________

MENTOR REGISTRATION FORM

Working with a mentor is NOT optional. You must document 3-5 contacts with your mentor.

*Please fill out in ink and PRINT. This information is required for good communication.*

Info about Mentor:

Mentor’s Name: _______________________________________ Mailing Address: ______________________________________ City/State/Zip: ________________________________________ Home Phone: ________________________________________ Work Phone: ________________________________________ Cell Phone: _________________________________________ Email Address: ________________________________________ Occupation, Position, and/or Title: _________________________

Answer ALL 3 of the following questions in DETAIL. *Attach mentor’s business

card if he/she has one.

1. How/Where did you find your mentor? 2. Have you known this person prior to beginning GRAD Project? If so, how? 3. Is this person an expert in the field you are studying? Describe your mentor’s expertise and how you will benefit form working with this mentor.

I understand the requirements of the GRAD Project and my responsibility upon agreeing to be this student’s mentor. By signing the Mentor Logs and/or Fieldwork Logs, I verify that the hours logged in by the student are valid and I may be contacted for verification. If I have any questions or concerns, I can contact the GRAD Project Coordinator at WOHS. I am at least 21 years old, have never been charged or convicted of a felonious crime and I agree that I may have to submit to a background check.

Mentor’s Signature: __________________________________Date: _____________

I understand that part of the requirement for my child completing the Grad Project is that they have a mentor in the field they have chosen for their topic. I am aware of the mentor my Child has chosen and I approve of this mentor. I have been given the contact information for this mentor by my child.

Parent/Guardian’s Signature: __________________________________Date: _______

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Interview Form

This form must be completed and signed by any person interviewed by the senior during the GRAD Project Research paper or product. To the Interviewee: Thank you for taking the time to help our senior in GRAD Project. This interview will help in the process. The interviewer will use this information for the research paper, product and presentation. Please take the time to complete the evaluation on the interviewer. This information will help determine how effectively the student used this opportunity.

Student’s name: _________________________________________________ Topic: __________________________________________ Date: __________ Interviewee’s Name: ______________________________________________ Address: ________________________________________Phone: _________ 1. Did the student arrive punctually for the interview? Yes _____ No_____ 2. Was the student prepared with questions? Yes_____ No_____ 3. Were the questions appropriate to the topic? Yes_____ No_____ 4. Did the student take notes? Yes_____ No_____ 5. How long was the interview? ____________________ 6. Did you feel the student used your time effectively? Yes_____ No_____ Please feel free to add comments below:

Please contact us with any questions or concerns.

Melissa Farney, GRAD Project Coordinator

White Oak High School

1001 Piney Green Road

Jacksonville, NC 28546 910-455-1541 melissa.farney@onslow.k12.nc.us

46

Senior’s Name: ________________________

White Oak High School GRAD Project FIELD WORK LOG Make copies of this log as needed.

.

DATE

PH

ON

E C

ALL

EM

AIL

ME

ET

ING

W/ M

EN

TO

R

IND

EP

EN

DE

NT

WO

RK

ON

PR

OD

UC

T

OT

HE

R(R

EQ

UIR

ES

BR

IEF

EX

PLA

NA

TIO

N)

TIME

ARRIVED

TIME LEFT

TOTAL HOURS

VERIFYING

ADULT SIGNATURE

RELATINSHIP

TO SENIOR

(Mentor, Supervisor,

Advisor, Teacher,

Other-explain)

TYPE OF CONTACT Check one

47

Fundraising Approval Form

*All products that involve fundraising must be approved by the GRAD Project Coordinator and the Principal.

It MUST show results and recipients of the fundraising. *Any product involving use of a White Oak facility must have an administrator’s approval. Send the approval

form with letter of intent to an administrator. *A copy of this fundraising form must be placed in the Product section of your portfolio. Procedure:

1. Submit to the Principal and the GRAD Project Coordinator in writing the following information: a. Detailed answers to these questions: Who will you be raising money for?

What will be your activity/event? What will your expenses be? When and where will it occur?

b. A copy of the completed Topic Selection Worksheet c. A copy of the completed Fundraising Form from the forms section of this

handbook. 2. After receiving approval from the Principal and the GRAD Project

Coordinator, hold the fund raising event. 3. Send the organization the money you raised using a check or money

order. Get receipt(s) from the organization. This should be a formal, official receipt containing contact info and appropriate signatures.

4. Put copies of all above forms, cancelled checks or money order receipts, and receipts from the organization in your portfolio in the Product Section.

Please complete the flowing information and obtain the following signatures as evidence that you have completed the necessary steps to begin a successful fundraiser.

A. Student’s Name: ________________________________________________________ B. Event name: ___________________________________________________________

Where Event will occur: __________________________________________________

Date and Time: ________________________________________________________ C. Organization Name and Address: __________________________________________ ______________________________________________________________________ D. I have read and approved the attached Fundraising Proposal.

Principal Signature:________________________________________

GRAD Project Coordinator Signature: _________________________

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CONSENT TO RELEASE VIDEO/PHOTO/IMAGE

(use this form if you are videotaping/photographing others for your project.)

To Whom It May Concern: During the current school year, your image/photograph or work may be included in a classroom or school project that could be used in one of the following ways:

~ Used as a demonstration project/activity in education workshops/classes/conferences ~ Used as a sample project/activity on CD's created by Onslow County Schools for use in

education workshops and student classrooms

~ Posted on the school or OCS/WOHS web pages on the Internet ~ Submitted as samples to program publishers or as contest entries to sponsors ~ Appear on videotape made during a student presentation of their project, or in broadcasts or

videotapes demonstrating computer multimedia in general ~ Videotaped to appear in a school related program to be used by a local television station or

school county project ~ Used in a printed publication such as a newspaper or magazine

While your name may accompany the photo, no last name or address will be included with your picture when publishing on the Web. There is no monetary compensation for the use of the work, but it will show other students a good example of what can be accomplished. Please sign the release form below. Your permission grants us approval to publicize without prior notification and remains in effect until revoked. Thanks!

___I DO give permission for _________________________________________’s image/ Child’s full name

photograph or work to be used as described above. We are willing to release this into the public domain and understand that no monetary compensation will be given for the use of the materials. ____ I DO NOT give permission ____________________________________________

Child’s full name

Parent/Guardian Name ________________________________________________

Please print clearly

Parent/Guardian Signature ____________________________________________

Student’s Signature ___________________________________________________

Address ______________________________________________________________

Date ______________________________________________________________________________

49

Permission to Be a Subject for Personal Service

This form should be filled out by any person who will have a personal service performed on them as part of a student’s GRAD Project. This will include any type of

barbering or cosmetology service. This form should be placed in the Product part of the portfolio.

I agree to have _____________________ (Senior’s name) perform the following personal service on me for his/her GRAD Project. I understand that this student does not have a license to perform this service. I will not hold White Oak High School or the student responsible for the outcome of the service. I will not pay for this service. This service may NOT include chemicals (hair color, perms) or body modifications (piercings or tattoos). I also grant the senior and White Oak High School permission to photograph/video me for use in any part of senior’s GRAD Project.

Explain the personal service: ____________________________ ____________________________________________________

____________________________________________________

____________________________________________________

Signature of person receiving service ______________________ Printed name ________________________________________ Signature of Parent/Guardian of person receiving service if under age of 18 years: __________________________________________________ Contact Information ___________________________________ ____________________________________________________

50

Audience Verification Form

This form is to be used when a PRODUCT includes a performance

(i.e. A dance, play, musical performance…).

Members of the audience who watched the performance should fill out this form as evidence of

the performance. These forms should be placed in the product section of the portfolio.

Directions to the audience: Please complete this form after the student’s

performance and return to the student. Thank you for providing this valuable feedback.

Presenter: __________________________________________________ Date of presentation: ___________ Time of presentation: _____________ Type of presentation: _____________________ Location: ____________

The presenter… Excellent Good Poor or Does Not Apply

Used effective organization?

Exhibited obvious preparation

(all equipment, music, visuals,

props, etc.)?

Dressed in professional attire

or appropriate attire for artistic

performance?

Exhibited thorough knowledge

of content?

Provided quality answers to

audience questions?

Commanded attention through

voice control, poise, and eye

contact?

Overall rating of performance?

General comments:

51

Job Shadowing Log (page 1)

Fill out the log below completely each time you are job shadowing. Use ink.

Put this log in the product section of your portfolio.

Student Name: _______________________________________________

Business Name:______________________________________________

Name of Person Shadowing: ____________________________________

Job Title: _______________

Business Address:_______________

______________________________

_______________________________

Business Phone:__________________

Date and

Length of time spent

on this day

What did I do or observe

while there?

What did I think about

what I did or observed?

Job

Shadow Supervisor Signature

Attach Job Shadow Business

Card here.

52

Job Shadowing Log (page 2)

Fill out the log below completely each time you are job shadowing. Use ink.

Student Name: _______________________________________________

Date and

Length of time spent

on this day

What did I do or observe

while there?

What did I think about

what I did or observed?

Job

Shadow Supervisor Signature

53

54

State-Endorsed North Carolina Graduation Project Rubrics and

Descriptors

Rubrics are evaluation tools used to score/grade an assignment or task. The four components of

the graduation project will be scored using the rubrics included in this document for both

formative and summative evaluations. Rubrics provide an objective method of evaluating the

components of the graduation project. Each of the four levels of performance included in the

rubrics is identified, along with descriptors of the level. The description given for each level of

performance indicates what is expected based on specific criteria for the various categories of

the research paper, the product, the portfolio, and the oral presentation. It is extremely

important that all stakeholders be familiar with the rubrics, especially, parents and

students.

EXEMPLARY – Students performing at this level perform all components at a superior level

beyond the level which is required for proficiency. Exemplary work implies that the student has

exceeded expectations in every way and has presented a model Graduation Project worthy of

showcasing and emulating.

SATISFACTORY – Students performing at this level perform all components at a consistent

level and demonstrate acceptable proficiency. Satisfactory work implies that the student has

worked diligently to do strong work on all components and has presented a worthy Graduation

Project.

DEVELOPING/EMERGING – Students performing at this level have not shown sufficient

proficiency in all components and have not achieved adequate proficiency.

Developing/emerging work implies that the student has more work to do to present satisfactory

work in order to complete the Graduation Project.

RESUBMISSION NECESSARY – Students performing at this level have not achieved

proficiency in all components and have not met the minimum standards for completion of the

Graduation Project. Resubmission implies that the student has considerable work to do to

complete the Graduation Project and is in need of coaching in order to do so.

NOT SUBMITTED – Student did not submit evidence of any effort completed for the

designated task.

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Onslow County Schools Graduation Project: Paper Component Rubric

Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines to grade the student’s paper.

Student: ____________________________Topic: ___________________________________

Focus Exemplary Satisfactory Developing/ Emerging

Resubmission Necessary

Presents an insightful, focused thesis statement 4 3 2 1

Draws strong, clear connections between thesis and significant related ideas

4 3 2 1

Organization

Effectively provides a logical progression of related ideas and supporting information in body of paper

4 3 2 1

Effectively uses transitions to connect supporting information clearly

4 3 2 1

Arrives at a well-documented, logical conclusion involving critical thinking

4 3 2 1

Support/Elaboration

Effectively synthesizes complex ideas from research sources

4 3 2 1

Demonstrates exceptional selection of supporting information clearly relevant to thesis and related ideas

4 3 2 1

Provides a meaningful presentation of multiple perspectives

4 3 2 1

Effectively balances use of quotations and student paraphrasing

4 3 2 1

Skillfully integrates student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to emphasize important content

4 3 2 1

Style

Exhibits skillful use of language, including effective word choice, clarity and consistent voice

4 3 2 1

Demonstrates exceptional fluency through varied sentence structure, paragraphing, flow of ideas and transitions

4 3 2 1

Conventions

Demonstrates a sophisticated use of prescribed format (MLA), including title page, pagination, and citations

4 3 2 1

Consistently uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

4 3 2 1

Information Literacy

Conscientiously and consistently demonstrates integrity in citing practices

4 3 2 1

Effectively employs an extensive variety of primary and secondary sources, including a significant amount of current information

4 3 2 1

Demonstrates strong evaluation skills in determining resource credibility and reliability

4 3 2 1

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Onslow County Schools Graduation Project: Product Component Rubric Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines to evaluate the student’s product. . Student: ____________________________Topic: ___________________________________

Time Exemplary

Satisfactory Developing/ Emerging

Resubmission Necessary

Exceeds number of recommended hours. 4 3 2 1

Demonstrates effective time management. 4 3 2 1

Learning Stretch and Depth of Knowledge

Chooses a challenging product representing a significant learning stretch

4 3 2 1

Demonstrates a logical and relevant link to research topic.

4 3 2 1

Demonstrates critical analysis of research in producing an original product

4 3 2 1

Demonstrates significant creative thinking, decision-making, reasoning, and/or problem-solving

4 3 2 1

Demonstrates extensive connection to real-world situations

4 3 2 1

Quality of Work/Effort

Exhibits creative and exceptional results using talents, abilities, and varied resources

4 3 2 1

Displays extensive use of detail 4 3 2 1

Shows evidence of consistent self-directed actions

4 3 2 1

Displays evidence of exceptional technical skills

4 3 2 1

Ethics

Consistently demonstrates ethical standards in product development

4 3 2 1

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Onslow County Schools Graduation Project: Portfolio Component Rubric Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines and the list of required portfolio content to evaluate the student’s portfolio. . Student: _______________________________Topic: ________________________________

Format/Appearance Exemplary Satisfactory Developing/ Emerging

Resubmission Necessary

Adheres to all guidelines for portfolio appearance.

4 3 2 1

Organization

Exhibits exceptional organizational skills in compilation of portfolio

4 3 2 1

Completeness

Meets all requirements for portfolio contents. 4 3 2 1

Student Growth

Demonstrates exceptional depth in academic and/or personal growth

4 3 2 1

Student Reflection

Reveals exceptional insight into how the student anticipated changes and dealt with contingencies.

4 3 2 1

Information, Technology, and Communications Literacy

Effectively employs technology in construction of portfolio.

4 3 2 1

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Onslow County Schools Graduation Project: Presentation Component Rubric

Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines to judge the student’s presentation.

Student: ________________________________Topic: _______________________________

Communications Skills Exemplary Satisfactory Developing/ Emerging

Resubmission Necessary

Consistently speaks with appropriate volume, tone, and articulation.

4 3 2 1

Consistently employs appropriate eye contact and posture.

4 3 2 1

Consistently employs appropriate nonverbal communication techniques.

4 3 2 1

Consistently exhibits poise, enthusiasm, and confidence.

4 3 2 1

Consistently employs standard grammar.

4 3 2 1

Adheres to prescribed time guidelines (min. 5/max. 10 mins. before Q&A )

4 3 2 1

Wears appropriate professional or authentic attire.

4 3 2 1

Employs creative use of visual aids that enrich or reinforce presentation.

4 3 2 1

Content and Coherence

Effectively defines a main idea and clearly adheres to its purpose throughout presentation.

4 3 2 1

Employs a logical and engaging sequence which the audience can follow

4 3 2 1

Demonstrates exceptional use of supporting details/evidence.

4 3 2 1

Self Reflection

Offers an insightful evaluation of the project process.

4 3 2 1

Reflects on successes and challenges with exceptional depth and insight.

4 3 2 1

Extensively reflects on the collaboration with the mentor.

4 3 2 1

Extemporaneous Responses

Confidently, politely, and accurately responds to judges’ questions and comments.

4 3 2 1