Petal High School

Senior Project

Handbook

For

Students and Parents/Guardians(Revised August 2009)

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Petal School District Mission Statement

To empower all students with the attitudes, knowledge, and life-long learning skills essential to thrive as responsible citizens in an ever-changing, global society.

Petal High School Senior Project Advisory Board

John Buchanan, Ph.D., Petal School District SuperintendentJack Linton, Assistant Superintendent

Steve Simmons, Petal High School PrincipalCharlene Cannon, Vocational Director and Assistant Principal

Lisa Camp, NBCT, Senior Project Coordinator Martha Abadie, NBCT, Senior English Teacher

Rita Wheat, Senior English TeacherJosh Avenmarg, Senior English TeacherAmanda Garcia, Senior English Teacher

Faculty Representatives:

Karla LeFan, English IIBill Kirby, NBCT, AP English III

Staci Goff, MathBrian Pippen, Social Studies

Jim Bullard, ScienceLeisha Parker, NBCT, Business

Sandy Hampton, Health and Physical EducationGary Graves, NBCT, Special EducationKen Chatham, Occupational TechnologySherry Magee, Occupational Technology

Anna Powell, Athletic TrainingKaren Bates, Arts

Sue Sorensen, Library

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Senior Project is a culminating demonstration of students’ knowledge and skills, consisting of four parts which are completed throughout the student’s senior year as a part of his/her English IV class. The Senior Project advances skills students need for academics as well as the world of work. It gives students a choice in selecting a topic of interest to study. They must apply the knowledge they have learned and present that knowledge orally to a panel of judges. The Senior Project gives students a chance to work closely with an adult mentor as they work on a challenging, meaningful project. Every senior at Petal High School must complete a Senior Project to receive credit for English IV.

Rationale for Implementing Senior Project

National ResearchIn June 2000, the United States Department of Education along with several private philanthropic organizations established a partnership to sponsor the National Commission on the High School Senior Year. The sponsors asked the Commission to closely examine students’ experiences in the last year of high school and recommend ways to improve them. To complete this study, members of the Commission reviewed relevant research literature, conducted extensive focus groups with high school graduates, examined surveys, and heard testimony from experts.

The results of the Commission’s yearlong study present a troubling picture. Educational institutions, families and communities “are not meeting the educational needs of more than half of the students enrolled in the public and private schools in the United States.” In effect, the study concluded that most high school students’ entire senior year was largely a waste, and that schools nationwide are failing to prepare their graduates for college or work. “Approximately 20% of college freshmen need remediation in reading and writing courses, and almost 30% need remediation in mathematics. A high school diploma is no longer a guarantee of success in the workplace.” Many high school students seem to drift through their senior year and classify the year as a “lost opportunity”. “Senioritis” sets in and students become bored; studying becomes irrelevant.

The Commission contributed the reasons for their findings to various structures of the school context, including weak academic programs and low expectations for students by teachers and administrators. They concluded that “to continue to graduate students who don’t have the knowledge they need in the modern world is indefensible, and schools cannot continue to permit students to waste their senior year rather than preparing them for college, careers, and adulthood.” Rather, they suggest that the goal of American high schools should be to prepare all students to live and prosper in an increasingly complex and interdependent world, one in which they can continue to grow, change, and learn throughout their lives. They add that the senior year “should serve as a consummation of what already has been accomplished and a launching pad for what lies ahead.”

Suggestions for making the senior year a viable learning experience for students include “raising expectations for student performance, establishing more rigorous academic programs, making connections with academics and work-place skills, making strong connections with adults, and initiating a capstone exit project.”

From: The National Commission on the High School Senior Year. (2001). Raising our Sights: No High School Senior Left Behind. The Woodrow Wilson National Fellowship Foundation. www.woodrow.org

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Additional information available at www.comissiononthesenioryear.org

Local Research

Petal School District Student Expectations

All students who graduate from Petal Schools will be

Effective team members and leaders Concept based critical thinkers

Lifelong learners Effective communicators

Responsible citizens

The Petal School District student expectations were developed by the District Curriculum Committee which is composed of administrators and teachers from grades K-12. The committee developed the student expectations based on the Petal School District Strategic Plan, the Mississippi Curriculum Frameworks for each subject area, and input from the local business community.

A survey sent to business owners in the greater Hattiesburg Municipal area revealed that businesspeople consider the three most important skills necessary for employment are interpersonal skills, basic skills, and self-management/responsibility. Those who completed the survey felt that current newly hired employees lacked thinking skills (including decision making skills), listening skills, writing skills, and a personal sense of responsibility.

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Component One: The Research Paper

Goal : Knowledge acquisition and literacy Skills promoted: Academic skills: researching, sorting, selecting, evaluating, validating,

writing, interviewing, and synthesizingWork related skills: research, writing, documentation, creative writing, self-discipline, proof of an idea

Requirements: Format: persuasive argument paper Length: 5 to 8 pages (text) Research format: MLA Sources required: a minimum of 10 sources cited, including at least one interview, at least

three secondary sources from printed media (books, periodicals, documents), and at least one full text article from an Internet source. A student may also choose to use other primary sources such as autobiographies and personal letters and other secondary sources such as information from electronic media as long as it meets teacher approval. A student may also use as sources non-print media: film, photographs, video, or graphics.

The paper should be written in first and third person and include a combination of the author’s views as well as information from the required sources.

Assessment: The research paper will be graded by the student’s senior English teacher using a rubric (see Appendix).The student must turn in the following as a part of the process of writing the paper:

Tentative thesis statement Source cards one test grade Note cards two test grades Final thesis statement Outline one test grade First draft (typed) one test grade Second draft (typed) two test grades Final copy of paper four test grades

Note: Some of the requirements are not graded. However, the next phase of the process of writing the paper will not be accepted without the completion of the part before. No student can complete the next three components of Senior Project if he/she does not turn in a research paper.

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Component Two: The Project

Goal : Application of knowledge Skills promoted: Academic skills: stretching knowledge reflectively, emotionally,

physically, intellectuallyWork related skills: patience, responsibility, enthusiasm, time-management, problem solving, practice, independence, communication, organization, persistence

Requirements:The project should be a tangible application of the knowledge gained through the research paper as well as cumulative knowledge gained across grade levels and content areas. There should be a natural link between the research and the project. It should take at least fifteen hours to complete, and while it does not have to be a product per se, the student must be able to construct a display to explain the project. The student will submit required proof and verification forms as work on the project progresses. The project can not have elements which pose a danger to anyone or which would violate school district policies. The project should require only minimal, if any, expense.

Assessment:The student must turn in the following as a part of the process of completing the project. These components will be graded by the student’s senior English teacher.

Progress report one test grade* Log sheet—first check one test grade Mentor verification form one test grade ** Reflective essay—due with 1st log one test grade

check Log sheet—second check

with appropriate documentation asassigned by teacher one test grade**

The following components will be graded by a board of judges using a rubric (see Appendix): Product/display board four test grades

**Even though this form only earns one grade, failing to return it by the due date will end the process of Senior Project and result in failure. To receive credit, the form must be signed by the approved mentor and MAILED to the Senior Project Coordinator. Students who do not get mentor verification must follow the appeal process described on PAGE 8 of this handbook. In addition, students unable to document progress at the second log sheet check may be referred to the administration for review.

*Note: The Senior Project director and/or another Petal School District staff member will verify with the mentor, by phone or in person, the progress report signed by the mentor.

No student can complete the next two components of the Senior Project if he/she does not complete the project.

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Component Three: The PortfolioReflection of growthSkills Promoted: Academic skills: evaluation, reflection, prioritizing, and organization

Work related skills: record keeping, evaluation, time-management, and presentation

Requirements:The portfolio is a reflection of the student’s process in compiling all of the components of the enhanced research paper. It should contain required entries which give information about the student, the process of the student for each component, student reflections, and a self-evaluation. Entries will also give documentation of the project through various stages. A student who does not submit a portfolio cannot give a presentation to the Senior Boards.The portfolio must be bound in a loose leaf note book and contain the following items:

Cover sheet/title page Table of contents page with page numbers Letter to the judges A clean, corrected copy of the research paper Evidence of product: (verification, pictures) Log sheet Mentor consent form Mentor verification form Letter of intent approved by the advisory team Reflective essay about the process Self-evaluationAssessment:

The portfolio will be graded by the student’s senior English teacher. The portfolio will receive two test grades.

No student can give his/her presentation to the senior boards unless he/she turns in his/her portfolio at the required time.

Component Four: The Presentation

Synthesis of the paper, the project, and the self-growth journeySkills promoted: Academic skills: communication skills related to fluency, flow, knowledge depth,

listening, explaining, defending, comprehendingWork related skills: presentation, self-discipline, self-directed, competency, responsibility, enthusiasm, risk-taking, pride, holistic application

Requirements:Each student will make an eight to ten minute oral presentation and answer questions from the judges about his/her paper and project. Judges for the presentation will be a board of faculty/ staff and community members. The presentation must include a visual aid.

Assessment:The Board presentations will count as the student’s final exam grade. The presentation will be graded by a rubric (see Appendix), which will assess content of the speech, delivery of the speech, student composure during the question and answer period, and effectiveness of visual aid. The board of judges will grade this component.

No student can complete the Senior Project process unless he/she gives his/her oral presentation.

Appeal Process

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If a student misses a deadline which results in his/her ending the process of Senior Project and failing English IV, he/she has the following options for appeal. This appeal process does not pertain to questioning a grade received on any part of the project but only on securing a ruling on any extenuating circumstances which the student feels hindered him/her from completing any of the four components of Senior Project by the scheduled deadline.

Meet with the Senior Project director Meet with the high school principal Meet with Petal School District Superintendent Meet with Petal School District Board of Education

Completing the Senior Project process in the summer

A student who fails to complete all of the components of Senior Project by the required times during the course of the school year may complete the project during the following summer under the guidance of the Senior Project director. The student will be required to complete all the components of the Senior Project by deadlines set for summer completion. If the student made a grade of C or above on his/her research paper, he/she will not have to write a second paper. He/ She will have to turn in to all preliminary requirements as well as a project board, a portfolio, and he/she will have to present an oral presentation before a board of judges.

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Petal High SchoolSenior Project

Deadlines 2009-10

Weeks one and two of school year Explanation of concept in classroomAugust 28, 2009

ADVISORY BOARD MEETSSEPTEMBER 2: anyone submitting late letters must meet with an administrator

Letter of intent and mentor consent form due from those who choose to or need to resubmit

August 17-September 11, 2009 Preliminary ResearchSeptember 25, 2009 Tentative thesis statement due

Source cards due October 9, 2009 Note cards and final thesis statement dueOctober 23, 2009 Outline dueNovember 6, 2009 First draft of paper dueNovember 20, 2009 Second draft of paper dueDecember 11, 2009 Final copy of paper dueJanuary 22, 2010 Final date to submit change of mentor form to

teacher February 5, 2010* Progress report signed by mentor dueFebruary 12, 2010 Log check(8 hours), reflective essayFebruary 26, 2010 Log check(10-15 hours), required

documentation (pictures, receipts, sketches, drafts, etc.)

** March 10, 2010 Log Sheet and Mentor Verification Form dueApril 12, 2010 Projects, Display Board Due by 7:45—Leave

posted until 2:30 pm, Friday, April 16April 30, 2010 Portfolios dueMay 10, 2010 Presentations

** Your project should be complete by March 5, 2010. This does not mean that your board must be complete, only your project. It must be complete by this time so that your mentor can return your mentor verification form by the deadline. The mentor must have seen your project in its final stages so that he/she can verify that you have spent at least 3 hours meeting with him/her and confirm that he/she has seen your project in various stages of process. Failure to return the verification sheet in by the deadline and/or refusal of the mentor to verify the hours results in ending of the Senior Project process for you. Please see the appeal process outlined on PAGE 8 of this handbook.

*EVERY progress report will be verified. Those who are not making progress at this time must attend a parent conference with the English teacher and Sr. Project Coordinator. The PHS principal will be notified.

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Terms

1. Abstract : a short summary of the research paper and project. A neatly typed abstract is placed with the project display board to give project judges an overview of the project and its research connection.

2. Advisory Board : a committee consisting of the school district superintendent, the school district assistant superintendent, the high school principal, the Senior Project director, and all the senior English teachers. These members may make decisions regarding the governance of the project. In addition, a standing sub-committee of 15 faculty representatives from every department has been chosen to review and approve letters of intent and mentor consent forms.

3. Cited Sources : sources actually used and referenced in the research paper. For example, if you read three magazine articles about your topic, but only use information from one of the magazines in your research paper, you may not count the other two as a part of your minimum of ten sources.4. Display board : a board on which students show the process they completed with the project component of Senior Project. The board should show evidence of all the parts of the Project Rubric (see Appendix). It may contain related documents and pictures of the student as he/she works through each part of the process. 5. Letter of Intent : (see Appendix) a letter from the student written to his/her junior English teacher and reviewed by an advisory committee. The letter must contain information about the student’s prior knowledge and skills in the area he/she has chosen for research and application. The letter must also contain the title of the research the student proposes to conduct, a detailed description of the project including how he/she will apply the knowledge, and the name and qualifications of the mentor he/she has chosen. The letter of intent and the mentor consent form are the items the advisory committees use to determine acceptance or rejection of a student’s proposed project.6. Log sheet : (see Appendix) a record of the time spent on specific tasks related to planning and completing the project component of the Senior Project.7. Mentor Consent Form (See Appendix) the form completed by the student and his/her

mentor by which the mentor agrees (with his/her signature) to comply with the requirements for mentorship. The form also contains information on the qualifications of the mentor and is used by the advisory committee to approve the mentor for the student.

8. Mentor Verification Form : (See Appendix) the form completed and signed by the mentor verifying that he/she has spent the required three hours with the student and that he/she has seen the student’s project in process. The Senior Project director or other school personnel will verify the time spent with the mentor as reported on the verification form.9. Reflective essay : an essay in which the student reflects on his/her growth and progress

throughout the Senior Project. 11. Rubric : a scoring guide outlining all areas by which a student will be scored. Rubrics are used to grade the research paper and to judge the project and presentation components of Senior Project.(see Appendix)

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APPENDIX

The appendix contains copies of forms that students will use as they complete the Senior Project process. Each student’s English IV teacher will give him/her copies of these forms as they are needed.

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Sample letter of intent

108 Havard CirclePetal, MS 39465 Student's return address and dateAugust 29, 2008

Mrs. Rita WheatPetal High School Inside address to student's English IV teacher1145 Highway 42Petal, MS 39465

Dear Ms. Wheat: Salutation to student's English IV teacher

Paragraph 1: State your proposed project and give detailed information about your background with the topic.For my senior research paper and project I would like to combine two interests of mine: philanthropy and music. I have been involved with music since childhood as a part of the Petal Band and the Soundsations. I have been a volunteer mentor and have participated in some community service projects for various clubs and organizations at the middle school and high school.

Paragraph 2: State the topic and scope of your proposed research:In my research paper, I want to explore philanthropy and how the scope of service to others has changed through the years. I would like to use national and international examples as well as exploring the subject as it affects Mississippi and Petal in particular. . I plan to answer the following questions through my research: How has teen philanthropy positively affected my city and state? What opportunities for community service are available to local teens?

Paragraph 3: Explain in detail what you will do for your project and explain how it will be a learning stretch for you.For my project, I want to extend my musical experience. While I can perform as a musician, a singer, and a dancer, I have never had any experience in producing a show. I want to produce a show much like the off Broadway production Bravo, using the Petal High School band, the Soundsations, and other solo acts which I will recruit. My learning stretch for this project will be writing the show, coordinating the production, advertising the show, recruiting volunteers to man the lights and sound board, and various other duties which I am sure I will discover during the course of the production. To tie this to my research, I would like to produce the show for our elementary students and change a nominal admission fee and then present the show again for the general public that night and charge a larger admission fee. I also will solicit donations from community businesses. I want to give the money collected from this project to United Way.

Paragraph 4: Pledge to avoid plagiarism.I am aware of the definition and consequences of plagiarism. I pledge that no part of my enhanced senior research paper will come from plagiarizing sources.

Sincerely, Closing

Student Signature

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Mentor Consent Form

Petal High School Senior Project

Note: All parts of this form must be completed when it is turned in and it must be turned in with the letter of intent.

Name of Student: ____________________ Senior English Teacher _________________

Topic of Research: _______________________________________________________

Project: ________________________________________________________________

Mentor’s Name: __________________________________________________________

Mentor’s Age: _____ Relationship to student: _____________________________Please give a brief explanation of the mentor’s qualifications to be a resource for you on this project. (may be completed by student or by the mentor)

________________________________________________________________________________________________________________________________________________To be completed and signed by the student:I have asked (mentor’s name)__________________________________ to serve as my mentor for my Senior Project. I understand that I am responsible for making and keeping any and all appointments that we make. I also understand that my mentor will complete an evaluation and verification sheet at the end of my internship. I certify that (mentor’ s

name) ________________________ is not a relative of mine.

Signature of student: __________________________________Date:_________ To be signed by the parent:By signing below I am giving permission for my child to mentor with the person listed above for a minimum total of three hours on his Senior Project. I understand that it is my child’s responsibility to fulfill this requirement in order for the mentor to verify my child’s project upon completion.

Signature of parent: ____________________________________Date: ____________To be completed and signed by the mentor:Have you ever been convicted of a felony? ________ yes _________ noI have agreed to serve as a mentor for (student’s name) __________________ on his/ her Senior Project. The qualifications outlined above correctly reflect my ability to serve as a resource for this research topic. I am willing to donate at least three hours of my time over at least three visits with this student. I will complete verification paperwork and will talk with (student’s name) ____________’s English teacher or Senior Project director about my role as a mentor to this student. I certify that I am not a relative of this student.Mentor’s mailing addressStreet/P.O.:______________________________________________________________City: ___________________________ State: _______ ZIP: __________Mentor’s telephone number (H)__________________ (W)___________________Mentor’s email: _________________________________________________________

Signature of mentor ________________________________ Date: _____________

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The following forms may not be necessary for EVERY proposed project. Submit only those forms that are necessary; ALL forms must be submitted WITH the letter of intent.

Learning Stretch Verification form: for those projects which closely resemble work that is part of the regular Petal High School curriculum

Sample Facility Release a typed facility release from any facility (the YMCA, etc.) that must be used in order to complete the project; if possible have this typed on the business letterhead and provide a contact name and number; if they prefer, you may type the note and simply have them sign and provide a contact number

If you are planning to teach a class on another campus, type a note explaining where you will teach and have the principal of that school indicate permission to do so by signing. DO NOT EXPECT THE OFFICE OF OTHER SCHOOLS TO TYPE THIS NOTE FOR YOU—do your own work!! (see appendix for example)

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Petal High SchoolLearning Stretch Verification

Students who propose projects which mimic or closely resemble regular class assignments in classes they have taken or are currently taking should have the teacher of that class verify that their project represents a learning stretch for them.

Before verification, it is the student’s responsibility to allow the teacher to read the letter of intent and ask questions regarding the project. TEACHERS WHO DO NOT BELIEVE THE PROJECT AS PROPOSED REPRESENTS A TRUE LEARNING STRETCH SHOULD NOT SIGN THIS FORM, but should suggest changes which might make the project more meaningful.

____________________________________’s Senior Project is to

_____________________________________________________________

_____________________________________________________________.

I have read the above student’s letter of intent, and this project is different from assignments he/she has or will complete for my class, ______________________, in the following ways (list as many as apply):

1.

2.

3.

4.

________________________________teacher’s signature

________________________________classroom teacher’s printed name

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Example: facility release

This is only meant to be a guideline. Your facility release note should include any specific information that applies to YOUR project.

September 26, 2008

Kristi Jones has my permission to complete her senior project on the W.L. Smith campus. She will teach Ms. Wanda Evans’ 5th grade class a series of five lessons at times to be scheduled with Ms. Evans.

_____________________________signature

Renee Evans, principal

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Student Name: __________________________________________________________

Address:__________________________________________________________

___________________________________________________________

Home Phone: ___________________________________________

Parent/Guardian Name: _____________________________________________

Student E-mail Address: _____________________________________________

English Teacher’s Name: _______________________________________________

Teacher’s E-mail Address: ______________________________________________

School telephone: 583-3538

Senior Project Director: Lisa Camp 583-3538 lisa.camp@petalschools.com

Best times to meet with student:

__________________________________________________

___________________________________________________________

(To be completed by the student and kept by the mentor)

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MENTOR INFORMATION SHEET

Mentor Name: __________________________________________________________

Address: ___________________________________________________________

___________________________________________________________

Home Phone: ___________________________________________

Business Phone: (Please indicate if student or teacher should not call you at work.)

________________________________________ E-mail Address: _____________________________________________

Best times to meet with mentor: __________________________________________________

____________________________________________________

(To be completed by the mentor and given to the student)

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This is the form the advisory committee uses to accept or reject students’ proposed research and projects.

Student _____________________________English Teacher _____________________

Advisory Team Members: INITIAL IF OKAY

Team I Team II Team III___ ___ ___

___ ___ ___

___ ___ ___

___ ___ ___

___ ___ ___

Your Senior Project proposal has been:

______ ACCEPTED

_____Your Senior Project proposal NEEDS FURTHER CONSIDERATION.

Reason: There is no apparent “learning stretch” for you in this project. This project closely resembles one that is already part of the Petal curriculum,

and is a project that is already completed by many students. The proposal has elements which violate school/district policies. The project has potentially dangerous elements. The project does not show application of research. The project has the student assuming the role of his/her mentor. The project is one for which it will be difficult/ impossible to communicate the

learning stretch, the link between the research and the project, and/or the process to the judges.

The project involves too much expense. Other: Comments:Once the advisory team has made its decision on your proposed project, you MAY NOT change any part of the research or project unless you submit a letter to Lisa Camp requesting an amended paper or project. Submission of an amended letter does not guarantee approval by the Advisory team. The guidelines for approval of an amended letter are the same as for the original letter of intent. Please check the current deadlines for submission of a change of project or mentor. If your paper or project is in any way

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different from those approved on this form and you have not submitted a letter of amendment and had it approved, it will result in a grade of 0 for the paper or the project and end your Senior Project Process.

Senior Project Request for Mentor Day

In an effort to ensure that all seniors have adequate time to work with their mentors, the Petal School District has decided that each senior may take a school-sponsored absence for that purpose.

For approval, the REQUEST section of this form must be completed and turned in ONE WEEK prior to the absence. The teacher will keep a copy and attach it to the completed original once the mentor day has taken place.

REQUESTDate of absence: _________________ Date of request: _______________Student’s name: ________________________ English teacher: _______________

Student’s schedule: 1st per class/teacher __________________________2nd per class/teacher __________________________3rd per class/teacher __________________________4th per class/teacher __________________________5th per class/teacher __________________________6th per class/teacher __________________________

Mentor’s name: ____________________________________________

Mentor’s phone number: _______________________________________

Please list all you plan to accomplish with your mentor on your Mentor Day:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

DOCUMENTATION Mentor: please indicate the hours you worked with your mentee on the Mentor Day. Please briefly indicate how well the mentee did or did not follow his/her plans for the day.

Start time: __________ Finish time: __________

Comments:______________________________________________________________________________________________________________________________________________________________________________

__________________________________mentor’s signature

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Have your mentor initial and date the times you spend with him/her.Senior Project Log Sheet

Example

Entry #

Date Task Accomplished Time Worked

1 1/10 Brainstormed ideasExperimented with different sketches 3 hrs.

2/7 Worked on paperwork7 hrs.

2 3/5 Wrote a logCompleted the task analysisFilled out the weekly plannerBegan the sketch of the charger 1.5 hrs.

3 3/11 Worked on the sketch of the chargerFinished page 40 of the manual 2 hrs.

4 3/13 Sketched the dragonSketched the cobra 1.5 hrs.

5 3/14 Found pictures to help with drawingsDid more brainstorming 1.25 hrs.

6 3/25 Sketched bulldogSketched wildcat 1.5 hrs.

7 4/2 Sketched ramSketched charger 3 hrs.Sketched bear

8 4/5 Decided on arrangement of sketchesTouched up sketches 1 hr.

9 4/8 Drew bear on wall 2 hrs.10 4/9 Checked books to show examples of color .5 hrs.11 4/10 Bought paint brushes and paint 1 hr.

Mentor timeDate Mentor

intitialsTask accomplished Time spent

2/7 Met with Mr. Ferguson —he checked sketches * 2 hours3/10 Mr. Ferguson looked over completed drawings 1.5 hours4/12 Mr. Ferguson made suggestions for paint changes 45 minute

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Petal High SchoolSenior Project Log Sheet

Student name: Project:

Date Tasks accomplished Time spent

MENTOR TIMEDate Tasks accomplished with mentor Time

spentMentor initials

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DUE TO ENGLISH TEACHER BY FEB. 5

Petal High School Senior Project Progress Report on Project

Please answer thoroughly the following questions about your progress to date on the project phase of your Senior Project. Do not give information concerning time or visits which were solely related to your research paper. The Senior Project Advisory Board and/or Project Director may contact your mentor to verify the answers to the following questions.

Name:

Project Description:

Mentor:

How much time have you spent with your mentor working on your project, not interviewing him or her for your research paper?

How much time have you spent on completing your project?

Please list in detail all of the work you have already completed on your project. You may give explanations if needed.

Explain in detail your time line plans for completion of your project.

Signature of Student: _______________________________________________ Date: _______________

Signature of Mentor: _______________________________________________ Date: _______________

Mentor's phone #: __________________________Students must complete this form by the due date listed above and have the form signed by the mentor. The purpose of the form is to make sure that students are progressing at a timely rate in order to have their project completed on time.

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Mentor: DUE MARCH 10. Please fill out and return in the enclosed envelope even if you can’t verify the project at this time. Please provide a telephone number at which you can be reached.

Project Verification

Name of student:_________________________________________________________

Project: _________________________________________________________________

You have been chosen to verify this student’s efforts on his/her project part of his Senior Project. Since most of this project phase of the assignment has been completed out of school, verification of the student’s efforts is necessary. Please answer the following questions to help us evaluate his/her project. Please keep in mind that this student’s research paper has already been evaluated. This form refers to the physical project and not the paper or the project board.1. Have you worked with this student on at least three occasions for a minimum total of

three hours?Yes ________ No________

Comments:

2. Have you seen this project at different stages of completion, not just the final phase?Yes _______ No ______Comments:

3. What problems, if any, did you help this student overcome?4. What successes have you seen this student achieve?

This is the form the mentor must complete verifying the time the student spent with him/her. Failure to return this completed form by the required time results in failure of the project.

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Petal High SchoolSenior Project

Mentor Grade Sheet

Dear Senior Project Mentor:

Thank you for the important role you have played in our student’s life this year. Please take the time to assess your mentee by circling the number above the grade description that BEST describes his/her product or performance. Your grade will be averaged with four others in order to obtain a final grade.

Please mail this grade sheet back with the mentor verification form in the provided self-addressed stamped envelope. Both forms are due on or before March 10.

Best Regards,

Lisa CampSenior Project Coordinator

Student’s name: _____________________________________________________

Project: _____________________________________________________

A The student’s product or performance showed exceptional mastery of necessary

skills The student’s product or performance required a large learning stretch: the student

either started with very little knowledge in the field or added significantly to prior knowledge

The student showed a very high level of maturity and professionalism: showed initiative and responsibility in setting and keeping work dates; was prompt and prepared; was respectful and thankful for your help

The student showed great pride in work by achieving a highly polished product or performance; he/she “went the extra mile”

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B The student’s product or performance showed competent mastery of necessary skills The student’s product or performance required a reasonable learning stretch The student showed a high level of maturity and professionalism The student showed above average pride in work

C The student’s product or performance showed adequate mastery of necessary skills The student’s product or performance required an adequate learning stretch The student showed an average level of maturity and professionalism The student showed adequate pride in work

D The student’s product or performance reflected little mastery of necessary skills The student’s product or performance required little learning The student showed a low level of maturity and professionalism The student showed little pride in work

F The student did not master the necessary skills The student’ product or performance required little learning The student showed a very low level of maturity and professionalism The student showed no pride in work

0 (zero) No product or performance

_________________________________ ___________________________________Mentor signature phone number_________________________________Mentor’s printed name

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Petal High School Senior ProjectGuidelines for Writing your Letter to the Judges for your Portfolio

The purpose of the letter to the judges included in your portfolio is to give the judges a picture of you as a person and as a student.

Write it in the form of a business letter Make the inside address the address for the high school Make the salutation to Dear Judges Tell about yourself: your hobbies, your interests, your achievements Include information about why you chose your Senior Project research topic and project Give information about your work on your paper and project.

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Senior Project Research Paper Rubric

5 The paper is persuasive, clear, focused, and purposeful. It proves a point or takes a

position in answer to a well-defined key question in understandable, convincing, and expansive terms, and may raise new questions for the reader.

A strong internal structure highlights the main ideas and leads readers right to the key points or conclusions.

The writer addresses the audience in a voice that is lively, engaging, and wholly appropriate for the topic and audience. The writer keeps the voice controlled so that it does not overwhelm the message.

Well-chosen words convey the writer’s message in a clear, precise, and highly readable way, taking readers to a new level of understanding.

Sentences are strong, grammatical, clear, and direct. The writer demonstrates a good grasp of standard writing conventions and also uses

specialized conventions (MLA style) to enhance layout and readability. The format and presentation fits the purpose perfectly.

4 The paper is persuasive, clear, and focused. It takes a position in answer to a well-defined

key question in understandable, convincing, and expansive terms. An easily identifiable structure clearly identifies the main ideas and helps the reader draw

conclusions. The writer’s voice is engaging and appropriate for the topic and audience. Words are clear and precise. Sentences are clear, direct, and grammatical. The writer demonstrates a good grasp of standard writing conventions and also uses

specialized conventions (MLA style) to enhance layout and readability. The format and presentation fits the purpose.

3 The paper takes a position in answer to an identifiable key question by offering the reader

general, basic information. A mix of key points and generalities forces readers to make inferences about what is most

important. The writer projects a tone and voice that seems sincere, pleasant, and generally

appropriate for the topic and audience. Words are reasonably accurate and make the message clear on a general level. Sentences are clear and usually grammatical. The writer demonstrates a basic understanding of many writing conventions and uses

some specialized conventions to enhance layout and readability. The format and presentation is adequate for the purpose.

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2 The paper may attempt to persuade but it focuses on a key question without offering

support OR it may present a collection of information on a topic without addressing a key question.

The paper does not exhibit consistent logical order. The writer seems indifferent to both topic and audience. The writer’s words are sometimes unclear and impede communication. Sentences are not clear and are often ungrammatical. The writer does not demonstrate understanding of writing conventions or format.

1 The paper is not persuasive. The writer has not yet clarified an important question or

issue that this paper will address: This paper would not be helpful to someone who did not already know the topic well.

A lack of organizational structure leaves the reader confused about what to focus on or what conclusions to draw.

The writer seems indifferent to both topic and audience, and as a result the tone may be distant, flat, jargonistic, stilted, or just inappropriate.

The writer struggles with a limited vocabulary that does not allow him/her to explore the topic with confidence. The language impairs clarity instead of enhancing it.

Numerous sentences are unclear or ungrammatical. Numerous errors in writing conventions consistently distract the reader and make the text

difficult to read. The format and presentation need work.

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Petal High School Senior ProjectProject Scoring Sheet

Student’s Name: _______________________________________________________

Teacher: __________ Project: ____________________________Score Ranges: 5 3 2 1 0

Highest Lowest DNA

PLEASE add comments in the margin explaining points deducted—each point on this rubric represents 3.3 points of the student’s 100 point grade.

LEARNING STRETCH(scored only by student’s English teacher)A learning stretch is evident. 5 4 3 2 1 0

APPLICATION OF KNOWLEDGEThe student shows application of 5 4 3 2 1 0 knowledge gained from the mentor and/or from the project and research experience

Names the research topic Describes the research paper States what he/she learned from the mentor in several places on the board States what he/she learned from research in several places on the board

There is a depth of knowledge 5 4 3 2 1 0beyond the general, surface level exhibited.

Correctly uses vocabulary appropriate to the project (i.e., correct names of tools, procedures, etc.) Demonstrates an understanding of the tasks or processes he/she is performing

The student applies knowledge 5 4 3 2 1 0 learned in the project process and builds and expands on previous knowledge.

States the ways in which his/her mentor helped in the completion of the project States the ways his/her research guided or impacted the project States the ways in which he/she extended any prior knowledge through the completion of the

project

QUALITY OF PRODUCT OR PERFORMANCEThe purpose of the product or 5 4 3 2 1 0 performance is clear.

It is obvious the student did what he/she planned to do

Pride in work is evident through 5 4 3 2 1 0neatness and organization of productor performance and display.

Product/performance itself is well-planned and complete

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Display board is neat and well-organized Display board has few/no mistakes in grammar, spelling, punctuation, etc.

The quality of the product—furniture, art, anything concrete--(craftsmanship and attention todetail) is evident.

Product exhibits an appropriate level of mastery Product took at least 15 hours of time outside of school Product represents completion of a process: planning, implementing, finishing

ORThe quality of the performance—teaching, coaching, presenting--is clear (attention to the audience,attention to detail). 5 4 3 2 1 0

Performance exhibits an appropriate level of professionalism Organizing and giving the performance took at least 15 hours outside of school Performance reflects completion of a process: planning, performing, assessing

TOTAL ____ 35

EXTRA: 3 2 1Student demonstrates an innovative and unusual application of knowledge in design and construction of product or performance.

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Speech time stops BEFORE Q&A begins Start time: ______

Stop time: ______

Petal High School Senior ProjectOral Presentation Scoring Sheet

Student’s Name: ________________________________ Teacher: _________________

Scheduled Time:__________ Room number: __________

Score Ranges: 5 3 2 1 0 highest lowest

DNA

Please add comments in the margin to explain points deducted—each point on this rubric represents 1.25 points of the student’s 100 point grade.

Content/OrganizationIntroduction 5 4 3 2 1 0(clear purpose of presentation,interesting attention getting device)

Body:(main points supported by accurate,appropriate detail, logical organization) 5 4 3 2 1 0

Application of Learning Evident 5 4 3 2 1 0(“I learned. . .”, “I never knew. . .”)

Balanced content: `5 4 3 2 1 0(Gives information about both paper and project and shows relationship between the two)

Language usage:(grammar, pronunciation, transitions, 5 4 3 2 1 0effective word choice)

Conclusion:(summarizes, makes a memorable 5 4 3 2 1 0impression)

Use of visual/ aid:(interesting, appropriate, effective, 5 4 3 2 1 0handled with a minimum of distraction)

DeliveryEye contact (not reading notes) 5 4 3 2 1 0

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Non-verbal (poise, posture, mannerisms, 5 4 3 2 1 0natural gestures)

Verbal (volume, articulation, rate, pitch 5 4 3 2 1 0tone)

Appearance/Dress (appropriate, neat) 5 4 3 2 1 0

Enthusiasm/ Sincerity 5 4 3 2 1 0

Question/Answer Period (NOT TIMED)Impromptu skills 5 4 3 2 1 0(confidence and fluency in addressing questions)

Quality of responses 5 4 3 2 1 0(shows knowledge of subject matter)

TIME: _________ 10 8 6 4 2 0

Minutes: (8-10) (7-8) (6-7) (5-6) (4-5) (under 4)

TOTAL ______ 80

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Dear Parent or Guardian,

Congratulations to you and your child on reaching the senior year! Please accept our best wishes for every success during this important year of preparation for his or her future.

This handbook is designed to guide you and your child through Senior Project. Please use it as a reference, but don’t hesitate to call your child’s English teacher with questions or concerns. Our hope is that your child enjoys his/her Sr. Project experience, and we believe that effective communication between school and home will help fulfill that goal.

Please call or email me if I can help you in any way. In addition, I welcome your feedback on this handbook or on any other aspect of Senior Project. We try to improve our program every year, and your input is vital.

Best regards,

Lisa CampSenior Project Coordinator(601) 583-3538Lisa.camp@petalschools.com

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Petal High SchoolSenior Project

Sr. Student/Parent Handbook Form

Parents and students:

Please detach this page, sign it, and give it to your child’s senior English teacher. If your child is resubmitting his/her letter of intent, this form must be attached.

Student name: __________________________________________

Project: __________________________________________

I have received the Senior Project Sr. Parent/Student Handbook and understand the guidelines my child must follow in order to successfully complete his/her Senior Project.

In addition, I have read my child’s letter of intent and agree for him/her to complete the proposed project. I hereby release the Petal School District of any liability for injuries that may be sustained in the completion of my child’s Senior Project.

I also have estimated and approved the approximate expenses involved in my child’s Senior Project. I understand that the Petal School District’s desire is that the project should require only minimal, if any, expense, and I accept responsibility for my child’s project choice.

___________________________________ ________________Parent signature date

___________________________________ ________________Printed name phone number

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