Wagner Middle School

Capstone Manual 2017-2018

Wagner Middle School

Capstone Manual

I. What is Capstone

II. Purpose of Capstone

III. Overview

A. Timeline/ Task Lists

B. Academic Integrity

C. Accountability

IV. Components

A. Proposal

B. Portfolio

C. Product for Showcase

D. Showcase Presentation

V. Frequently Asked Questions

VI. Capstone Forms

A. Proposal

1. Topic Proposal Form

2. Showcase Product Proposal

B. Portfolio

1. Progress Reflection

2. Critical Friends

3. Final Reflection

C. Parent and Student Acknowledgement Page

II. What is the purpose of a Wagner Capstone?

The Wagner capstone serves as an opportunity for students to further

develop the GISD Learner Profile by allowing students to deepen their

knowledge in an area of personal interest. Students will personalize this

learning experience by:

● choosing their topic,

● developing their process,

● selecting their resources, and

● determining the method used to present their learning

How does it connect to the GISD Learner Profile?

Communicates, Collaborates,

and Applies Critical Thinking Creates and Innovates

● Students will apply critical thinking as they

determine their capstone process and resolve

obstacles along the way.

● Students will have opportunities to

communicate their learning in a variety of

ways to multiple audiences.

● Students will collaborate with their advisor,

their team, their peers, and community

members.

● Students will construct new learning or a

deeper understanding of an area of personal

interest.

● Students will create a representation of their

new learning to present during a showcase.

● Students can choose to develop a unique

solution to a local, state, or global problem.

Obtains Knowledge Through

Inquiry and Exploration

Builds and Models

Respectful Relationships

● Students will explore an area of personal

interest in order to construct new learning or a

deeper understanding.

● Students will generate questions to both

initiate their learning process and make

decisions along the way.

● Students will build relationships through their

collaboration with their advisor, their peers,

other Wagner staff, and community members.

● Students will model respect when receiving

and providing feedback.

Adapts and Perseveres Develops Self-knowledge

and Personal Responsibility

● Students will develop and exhibit a growth

mindset through continual feedback.

● Students will make necessary adjustments to

their process in response to

obstacles/challenges.

● Students will develop a self-awareness by

identifying their strengths and weaknesses

through continuous reflection.

● Students will develop a strong sense of

ownership by choosing their topic, process,

resources, and method for presenting their

new learning.

What does a Wagner capstone look like?

● Each student will complete a yearly capstone project.

● capstone projects will include a:

○ portfolio of student work,

○ product demonstrating the new learning,

○ presentation of the new learning at a campus/community

showcase, and

○ student-led reflection opportunity.

● A timeline will be provided for each component listed above. This

timeline will serve as recommended checkpoints for students as

they work on their capstone.

● Ongoing, individualized support for a student’s work through a

faculty advisor

How do adults support students’ capstone?

Role of Wagner Team Role of Wagner Advisor Role of Student

● Maintain a focus on the

GISD Learner Profile

● Make decisions/adjustments

for individual students, as

needed

● Provide instruction on skills

as needed, including soft

skills

● Serve as a resource for the

advisor

● Maintain a focus on the

GISD Learner Profile

● Facilitate on-going meetings

with individual students to

monitor progress and adjust

timeline, as needed

● Build an open relationship

that empowers students to

ask questions, make

decisions about their work,

and reflect on their progress

● Provide feedback that

encourages problem-solving

● Facilitate on-going

reflection

● Assist in identifying and/or

connecting to resources

● Empower students through

encouragement and a focus

on growth mindset

● Take ownership in

decision-making and

development of capstone

● Construct new learning and

a deeper understanding on

topic of choice

● Meet with advisor regularly

to discuss progress and

timeline

● Identify obstacles and seek

assistance

● Maintain a growth mindset

when:

● utilizing feedback

provided

● problem-solving

obstacles

III. Overview

A. Timeline

This timeline is suggested to keep students on track and can be modified as needed with Capstone Advisor.

● Feb - March: Topic selection and Proposal accepted

● March - April: Research, reflection and creation digital portfolio

● April - May: Proposal for Project Product

● May: Showcase Presentation

B. Academic Integrity

Students are responsible for creating their own work, including topic selection, research, writing and presentations. This means not allowing other people, including family member, to complete any portion of the project. It is ok to ask for help and guidance, but ensure that the work is turned in, is their own. Students are expected to turn in a complete Capstone project, and participate in the Capstone Showcase each academic year while at Wagner Middle School.

When selecting a topic or final product, students may not reproduce or solely rely on research, or a product, from a previously completed project, Capstone, or classwork. Students may, however, choose to use a previous idea, but must produce a new vein of thought.

Students will be supported by various means throughout the Capstone project. It is expected that students will communicate with their advisor on a regular basis. It is the student’s responsibility to honestly communicate with their advisor regarding the progress of their project.

According to The Council of Writing Program Administrators, “Plagiarism occurs when a writing deliberately uses someone else’s language ideas, or other original (not common knowledge) material with acknowledging its source.” Students are expected to make their best efforts to avoid plagiarism on any portion of their Capstone project.

C. Student Accountability

Student accountability for the Capstone Project will not include grades; however, students will be expected to develop critical skills throughout the duration of the project. To facilitate and document individual growth, students will self-reflect every nine weeks utilizing the Progress Reflection Form under the guidance of their mentor.

Students are expected to create a project and a corresponding research portfolio. The student will choose the topic and direction of their Capstone project.

Students with disabilities are expected to participate within the guidelines of their Individualized Education Plan (IEP). Participation will be accommodated and/or modified as the IEP mandates.

IV. Components

A. Proposal

1. Topic Proposal

Students will be required to submit a proposal to their advisor. Advisors must

approve students’ proposal before work can begin on any project. Advisors

will help in the refinement and selection of an appropriate Capstone topic.

2. Showcase Product Proposal

Once a student has completed their Capstone project, they will need to submit

a Showcase Product Proposal. Advisors must approve selection of product

before student can begin to work on it. Advisors will help students ensure

their product is a valuable representation of their Capstone research.

B. Portfolio

The Wagner Capstone Portfolio will serve as a reflective portfolio housing a

collection of work completed that embodies student growth and learning

throughout the Capstone Project. It will serve as evidence of the work from idea

and planning through the end product / service / system / event including but

not limited to the following: proposal, agendas, field notes, interviews, pictures of

artifacts, research sources, reflections, presentation notes, and any other artifact

the student used throughout the Capstone Project deemed important to the work

and learning. Students will use their Capstone Portfolio during final

presentations and Community Showcase night when fielding questions and

discussing their work.

The Capstone Portfolio will be housed digitally through SeeSaw. The student’s

Capstone advisor will help facilitate the creation of the portfolio as needed.

1. Requirements

- Topic Proposal

- Agenda

- Research Notes

- Process Work - Work will vary by student. Advisors will help

determine what pieces should be reflected within the portfolio.

- Reflection(s)

● Student Reflection: Students will write a reflections based on

their growth, aha moments, learning experiences based on

Learner Profile Attributes and Progress discussion with their

advisor each nine weeks.

● Progress Reflections: Students will write a reflection based

on their growth, aha moments, learning experiences related

to the GISD Learner Profile attributes and Capstone progress

discussion with their advisor each nine weeks. Reflections

should also show the students passion for their project and

will be used to help facilitate further learning and address

obstacles as students work with their advisors throughout

the year. They will be included in the Capstone Portfolio.

Students should use their progress conversation with their

advisor to help guide the reflection.

● Critical Friends: The Critical Friends Reflection Protocol provides students the opportunity to work on the GISD

Learner Profile, specifically Building and Modeling

Respectful Relationships, by: 1) providing feedback in a

constructive, meaningful, and respectful manner to their

peers, and 2) soliciting feedback to promote reflective

learning.

● Final Reflection: The Capstone Final Reflection will serve as

a tool for Wagner Wolves to reflect on their work, process,

and final Capstone product. It will be a reflective essay 1-2

pages in length. Students will include the following topics

within the essay. The Final Reflection should be included in

the Capstone Portfolio.

- Showcase Product Proposal - Capstone product may be

represented in a variety of ways dependent on the actual product.

C. Product For Showcase

D. Showcase for Presentation

V. Frequently Asked Questions

Where will students be working on this project?

The majority of work on this project will take place outside of the classroom.

What if there is no internet or computer access at home?

Students will be able to work on their project and research before and after school . Advisors will also offer the opportunity for students to come in on Saturdays for computer access.

Why is this project not graded?

The Wagner capstone serves as an opportunity for students to further develop the GISD Learner

Profile by allowing students to deepen their knowledge in an area of personal interest. Students and their advisor will be reflecting on student progress and development of the GISD Learner Profile.

How will students pick topics?

Advisors will work with students to select a topic.

Are all students required to participate?

This year, students will have a choice if they would like to participate in the Capstone Project.

What about student accommodations?

Capstone Advisors will be working closely with students to ensure accommodations are being met through this project. Advisors also have the ability to modify this project as needed to meet student needs.

Will there be financial expectations?

The only potential cost associated with the Capstone Project would be materials

needed for product development for the showcase. Students can work with their

advisor for ideas and support with financial costs.

Can students work with partners?

Students initial research and portfolio work will be independent. Partner work on the showcase product is up to the discretion of the advisor.

VI. Forms

The following forms will be used to help document the process of the Capstone Project.

● Proposal

○ Topic Proposal Form

○ Showcase Product Proposal

● Portfolio

○ Progress Reflection

○ Critical Friends

○ Final Reflection

● Parent and Student Acknowledgement Page

Capstone Project Topic Proposal Form

Student Name: _______________________ Advisor(s):________________

Topic: _______________________________________________________

Please select the type of project you wish to pursue for your capstone experience:

❏ Community Service

❏ Internship

❏ Research Project

❏ Service Learning

❏ Other: _____________________________

Describe the the the topic for your research. Why did you pick this topic?

What are you hoping to learn? How will you accomplish this? What support do you need?

Parent Signature: ______________________________ Date:_________ Approved: ___________________________________ Date:_________

Capstone Project Showcase Product Proposal Form

Student Name: _______________________ Advisor(s):________________

Topic: _______________________________________________________

How can you represent your learning to others?

What is your idea for a showcase product? Please be specific with description.

What resources will you need?

Do you have access to the resources you will need?

Parent Signature: ______________________________ Date:_________

Approved: ___________________________________ Date:_________

Progress Reflection Form:Learner Profile Attributes

Not Develo

ped

Developin

g

Well

Developed

Fully D

eveloped

Comments Evidence

Communicates, Collaborates, and Applies Critical Thinking

Students will apply critical thinking as they determine their capstone process and

resolve obstacles along the way.

Students will have opportunities to communicate their learning in a variety of

ways to multiple audiences

Students will collaborate with their advisor, their team, their peers, and community

members.

Creates and Innovates

Students will construct new learning or a deeper understanding of an area of

personal interest.

Students will create a representation of their new learning to present during a

showcase.

Students can choose to develop a unique solution to a local, state, or global problem.

Obtains Knowledge Through Inquiry and Exploration

Students will explore an area of personal interest in order to construct new learning

or a deeper understanding.

Students will generate questions to both initiate their learning process and make

decisions along the way.

Builds and Models Respectful Relationships

Students will build relationships through their collaboration with their advisor, their peers, other Wagner staff, and community

members.

Students will model respect when receiving and providing feedback.

Adapts and Perseveres

Students will develop and exhibit a growth mindset through continual feedback.

Students will make necessary adjustments to their process in response to

obstacles/challenges.

Develops Self-knowledge and Personal Responsibility

Students will develop a self-awareness by identifying their strengths and weaknesses

through continuous reflection.

Students will develop a strong sense of ownership by choosing their topic, process, resources, and method for presenting their

new learning.

Critical Friends Reflection

Purpose: The Critical Friends Reflection Protocol provides students the opportunity to work on the GISD Learner Profile, specifically Building and Modeling Respectful Relationships , by:

● providing feedback in a constructive, meaningful, and respectful manner to their peers, and

● soliciting feedback to promote reflective learning.

Types of Feedback: ● Warm Feedback - provide supportive and specific comments

○ “I really like…”

● Cool Feedback - provide comments that offer a different perspective, extend the presenter’s thinking, and/or raise questions

○ “I wonder if…”

○ “I wonder if you thought of…”

Protocol: (use of time keeper is recommended)

Time Description

5 min Presenter shares their capstone project to date.

The presenter is the only person speaking.

5 min Critical Friends can ask probing or clarifying questions. Refrain from providing any advice or suggestions to the presenter.

Only the person asking the questions may speak. The presenter may respond to

the questions.

10 min Each Critical Friend will provide warm feedback (2-3 min each). The presenter should turn around so their back is to the group.

Only the critical friend providing the feedback may speak. The presenter may

NOT respond and should be listening and taking notes.

10 min Each Critical Friend will provide cool feedback (2-3 min each). The presenter should turn around so their back is to the group.

Only the critical friend providing the feedback may speak. The presenter may

NOT respond and should be listening and taking notes.

5 min The presenter reflects on the feedback provided and can share their thoughts and/or insight on the experience.

The presenter should avoid defending their work and approach this component

with a growth mindset.

Final Reflection The Capstone Final Reflection will serve as a tool for Wagner Wolves to reflect on their work, process, and final Capstone product. It will be a reflective essay 1-2 pages in length. Students will include the following topics within the essay:

❏ Capstone Topic ❏ Time Management ❏ Process and Workflow ❏ Advisor / Mentor Relationship ❏ Research Process ❏ Final Product ❏ What went well? ❏ What would change about the process / experience?

The Final Reflection should be included in the Capstsone Portfolio.

Wagner Capstone Acknowledgement

I ___________________________________________ have read and received the Wagner Capstone manual. I understand that it is my responsibility to adhere to these expectations stated within to the best of my ability. I will work with my advisor to complete my Capstone Project so that I may participate in the Wagner Capstone Showcase at the end of the school year. _____________________________________ __________ Student Signature Date I have read the information above, acknowledged my student’s signature. _____________________________________ __________ Parent Signature Date

Please return this signature page to your Capstone Advisor.