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Senior Portfolio
Student/Guardian Handbook
Liberty High School
2015-2016
2
Liberty High School Senior Project 2015-2016
This handbook is a written guide for student success, an adapted version of the HSD Senior Project. It
provides the expectations and timelines for the various components of the Senior Portfolio. The four
major components: the Personal Profile, the Project, the Research Paper, and the Presentation. The
Senior work will full-fill Oregon state diploma requirements, meeting the Essential Skills (ES).
Table of Contents
The Senior Project Experience ............................................................................................................... 3
Hillsboro School District Graduation Requirements ............................................................................. 4
Liberty High School Senior Project and Graduation Requirements ...................................................... 5
Senior Project Timeline.......................................................................................................................... 6
The Project Overview ............................................................................................................................ 7
Project Planning Process Page ………………………………………………………………………. 8
Journal Log Project Guide ..................................................................................................................... 9
Sample Project Log .............................................................................................................................. 10
Extended Application Scoring Guide .................................................................................................. 11
Portfolio Checklist ............................................................................................................................... 12
Letter of Introduction ........................................................................................................................... 13
Job Shadow Overview.......................................................................................................................... 14
Resume Examples ............................................................................................................................... 14
Essential Learning Standards Overview ........................................................................................ 15-16
ES Scoring Guide ................................................................................................................................. 17
Research Paper Overview .................................................................................................................... 18
Senior Project Proposal ........................................................................................................................ 19
Research Source Log............................................................................................................................ 20
Research Paper Outlines ...................................................................................................................... 21
Research Paper Scoring Guide ....................................................................................................... 22-23
Speech Preparation ............................................................................................................................... 24
Presentation Visual............................................................................................................................... 25
Speech Prompts .................................................................................................................................... 26
Presentation Checklists ........................................................................................................................ 27
Presentation Evaluation ........................................................................................................................ 28
Mentor Letter ....................................................................................................................................... 29
Mentor Consent Form .......................................................................................................................... 30
Parent Permission ................................................................................................................................. 31
Project Budget Sheet ............................................................................................................................ 32
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Liberty High School Senior Project 2015-2016
The Senior Portfolio Experience
State of Oregon graduation requirements include proof of learning and planning for your next step in life.
The senior portfolio is comprised of four major components: the profile, the project, the paper, and the
presentation (or the four P’s).
Portfolio
Students will collect all evidence of preparing for their future and meeting the graduation requirements.
Some Senior Project classes will be doing on-line portfolios for collection.
Components to the portfolio: Resume, Personal Statement, Letter of Reference, Research Paper, Journal-
Time Log, Project Work (verification of hours on the project), and Speech Preparation.
Preferably, all students will receive guidance and support for their Senior Project in their Focus Program
class. If students do not have a focus program class, they still need to complete the Senior Portfolio
Experience at Liberty. This means that all students need to be assigned to a teacher for verification of
completing graduation requirements. We ask that students and guardians read through this handbook, and
sign and return the appropriate forms.
Project
The project is a hands-on exploratory of at least 15 hours (20 hours for cords). It is recommended that at
least some elements of the project also be community service. For example, if you think you might want
to pursue a career working in photography, then volunteering to work with a professional photographer to
develop film, or even clean the shop, while getting a first hand look at the career, may account for hours
toward your project (also referred to as Extended Application). You will keep a journal of this experience
that includes reflection on what you are learning and doing, as well as a log of your dates and hours. A
budget sheet must also be kept. You are responsible for all expenses and might need to fundraise
depending on your project goals.
Paper
The paper will have a minimum of 5 credible sources - it needs to prove a thesis or respond to an essential
question, The paper is a collection of facts and expert opinions that you find in magazines, journal articles,
or books whether on-line or in the library. Each fact and expert opinion must be either paraphrased or
quoted, AND cited. You must include where you found your research in accordance with MLA or APA
documentation. Students can choose from different types of research papers outlined in the research
section the handbook.
Presentation
This is a 6-10 minute exhibition of what you’ve learned from your Project and Paper to a board of school
staff and community members. You will need a visual for the presentation: a poster or tri-fold is only
suggestions. Formal presentations will be made during class time and a less formal celebration of all
Senior Projects will be done in late May.
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Liberty High School Senior Project 2015-2016
Graduation Requirements
5
Liberty High School Senior Project 2015-2016
Senior Portfolio Requirements
LHS: Portfolio Requirements Focus Program Cord Requirements
Personal Plan & Profile
Letter of Introduction (Personal Statement)
Resume
Job Shadow/Observation
Letter of Recommendation
Transcript
Personal Plan & Profile
Letter of Introduction (Personal Statement)
Resume
Job Shadow/Observation
Career/College/Scholarship Search
Letter of Recommendation
Transcript
Essential Skills
Meets in all 6 skills with
Evidence and Reflection
Essential Skills
Exceeds in 4 of the 6 skills with
Meets in 2 Evidence and Reflection provided
Research Paper
Outline
5 Creditable Sources Cited
Work Cited Page
Research Paper
Outline
7 Creditable Sources Cited
Work Cited Page
15 hours Extended Application
Project Proposal
Project Time Log
Mock Interview and/or College Night
20 hours Extended Application
Project Proposal
Project Time & Reflection Log
Evidence/Artifacts
Budget Sheet
Presentation
Presentation
Exhibition Night
Exhibition Night
Class Grade Earned
Class Grade Earned B or better in Focus Program Advance course
Scoring Guides (Teacher Provided)
Research Paper
Project
Presentation
Scoring Guides (Teacher Provided) Research Paper
Project
Presentation
Project Visual
Project Visual
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Liberty High School Senior Project 2015-2016
Senior Portfolio Timeline
Note: Focus Program instructors have discretion to set different due dates.
__________ Introduce the project and hands in portfolio, mentor agreement forms, parent
permission forms. Identify interests, brainstorm topics to research and project work.
__________ Letter of Introduction for Profile including (Personal Statement):
Who I am - Why I am - Who I aspire to become
__________ Job Shadow & Paper Work
__________ Resume
__________ Research Paper Rough Draft with Works Cited Page
__________ Final Research Paper
__________ Project Proposal
__________ Project Budget Proposal
__________ Project Product & Time Log
__________ ES Skills Evidence and Reflection Standards (Proof must accommodate statements)
__________ Professional Portfolio Self Reflection
__________ Presentation Visual
__________ Practice Presentations
__________ Official Presentations
__________ Senior Project Exhibition Night
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Liberty High School Senior Project 2015-2016
The Project
A student must choose a focus for his/her Senior Project. This focus may be career or academic related,
and it should be of genuine interest to the student and tied to the student’s educational and career plan.
After brainstorming possible topics and deciding upon a project focus, the student must submit a formal
project proposal for his/her advisor’s approval. When approved, the letter becomes part of the project
documentation. After determining the topic of the project, the student must formulate guiding questions
for the project, so as to guide research. The student is expected to assemble a project bibliography, or
works cited collection, and should keep notes on source material utilized in the project.
If the project requires extensive materials to complete (e.g. scale model of an original hydraulic life
design, a sample catalog of original clothing designs), the student should fill-out a project budget sheet
(located in addendums) and review it with the advisor.
There are three focus areas that projects need to relate to: Academic, Career or Service Focus.
Career or Field of
Interest & Focus
Project Possibilities
Also referred to as Extended Application Paper Topic Possibilities
Veternarian/Animals
Intern in Vet. Office
Work with Humane Society
Put on a fundraiser
Solutions to ease animal cruelty in
the food industry and/or science
Solutions to problems of animal
ownership
Ethical dilemmas of pet ownership,
such as health care costs
Musician/Performer
Organize and perform in a school production
Learn a new instrument and play publicly
Organize entertainment for retirement homes or
veterans
Censorship of art
Importance of music/art in schools
Public support art/music
Connection between music and art
Physical Therapist or
Coach
Intern in physical therapist office
Coach in a youth league
Preventing injuries in youth sports
Drugs in sports
Value of sports and sportsmanship in
schools
Fashion Designer
Design and sew prom dresses
Organize a fashion show
Design fashions from different eras in
culminating outfits
Volunteer or work at a boutique
Effect of fashion trends on youth
Functionality in fashion design
Narrative I-Search on “is the fashion
industry for me?”
Military Go through military training program
Organize support program for troops
Assist at Veteran’s Affairs
The role of military today
Military recruitment on high school
and college campuses
Politics Attend public meetings and write news stories
on locals decisions’ affect on schools.
Background and history of Watergate
The affect of CIM and new state
standardized testing
Cars Refinishing and refurbishing a 1965 Impala Narrative reflection on refinishing
body work on Impala with document
research
Africa Fundraising dinner to raise money for a UN Research paper on AIDS in Africa
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Liberty High School Senior Project 2015-2016
sponsored orphanage Research paper on Darfur genocide
Planning Process Summary Page for Project Work ______________________________________________________________________ IDENTIFY COMMUNITY CONCERNS / CAREER SKILL INTEREST (Incorporate research)
SET A GOAL (Specifics, must be stated in a way one could determine if you reached it.)
FORM A PLAN Who:
What:
When:
Where:
How:
Cost:
Resources:
______________________________________________________________________
ACT (Predict when you carry out plan what you will see, hear, feel)
FOLLOW UP (If you complete goal, what might you to extend goal?)
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Liberty High School Senior Project 2015-2016
Journal Log - Project Guide
Students: Maintain a neat, thorough, and well-organized record of your progress on your Senior
Project. The Journal may be typed or handwritten in a binder or lab book. The log can guide you
in your final presentation.
Keep in mind that you should pace yourself. It is helpful to take a look at a calendar with your mentor
before you begin your work. Please take into account common obstacles to the project: costs, other
commitments (AP classes), extra-curricular activities, work, and family.
You should review your project log with your mentor each time you meet.
Journal logs could consist of responses to the following questions or ideas:
1. Describe the progress you made on your project this week. Please explain with specifics.
a. What did you do?
b. Where did you go?
c. Who did you speak with?
d. What did you see?
2. Did you meet the goals set with your mentor last time? Explain.
3. What obstacles are you facing?
4. What within your project work has emerged as especially interesting? Explain.
5. What kinds of risks did you take in your project?
6. How much time did you spend working on the project this time?
7. What are you current goals?
8. What education and skills are necessary to attain a job in this field?
a. What is the job availability, recompense, and any geographic considerations?
9. Interview an experienced professional and write about your experience.
10. Discuss barriers to your project.
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Liberty High School Senior Project 2015-2016
Sample:
Journal Log - Format and Content
Project: (Brief Summary/Description)
Total Number of Hours: (keep a running total)
March 23rd
I’ve decided that I want to explore early childhood education, so I contacted Headstart to see if I could
find a project mentor. They gave me the three names of teachers who have either associate degrees or
bachelor degrees in early childhood education. After talking with all three of the teachers, I chose Aurora
Phillips to be my mentor. Today, I spoke with Aurora, who is the head of the early learning program at
Headstart. She agreed to meet with me on Wednesday, November 3 to talk about my shadowing
experience and begin to talk about how and when I will begin using reinforcement techniques to promote
certain types of behavior and extinction of others.
It’s exciting to think about experimenting with these preschoolers. Right now it is hard to imagine that
conditioning will actually alter their behaviors. The first thing I will be doing is shadowing Aurora
partially to see what types of techniques she uses (knowingly or unknowingly) and also to begin to
identify behaviors that are manageable and that are specific enough to focus on. (20 minutes)
March 25th
Attending the 2-hour morning program at Headstart was an eye opener. The main thing I noticed was that
reinforcement is heavily used already. The most common reinforcers with these young children are praise
and attention. Also withholding those reinforcers is a way to try to extinguish behaviors. Some of those
kids though are absolutely out of control. I’m thinking that a real challenge will be to select only three of
these children to work with. On my next visit I will try to pick three kids with very different behavioral
patterns. This way I can plan on seeing if certain types of kids respond more rapidly to reinforcement
techniques. I bet that kids with a short attention span will be the toughest to work with since they will
have a hard time sticking to even a short activity. This is all so interesting and challenging. (2 hours,
experience and journaling)
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Liberty High School Senior Project 2015-2016
Student’s Name: ___________________________________
EXTENDED APPLICATION: SENIOR PROJECT
Teacher Signature: __________________________________________
Date: __________________
RELEVANCE
RIGOR
REFLECTION
Demonstrates evidence of personal
relevance
Applies and extends academic and specialized
knowledge and skills to new situations.
Reflects on learning and connection to post-
high school goals
OVERALL SCORE:
(3, 2, 1)
Above Standard: evidence is thorough, in-depth, insightful, or exceptional in some way. Evidence demonstrates overall proficiency across all Extended Application dimensions.
SCORE:
-3-
-3-
Above
Meets Standard: evidence in the collection is adequate and demonstrates overall proficiency IN ALL SECTION TO MEET GRADUATION REQUIRMENTS
SCORE:
-2-
Demonstrates a connection to post-high
school goals and plans as they have
developed or evolved.
Shows evidence of new learning, ideas,
results, or conclusions appropriate to the student’s academic interest, career plan, or
community service goal.
Applies academic, specialized knowledge and
skills appropriate to the student’s:
academic interest, career plans or
community service goal.
Applies academic, specialized knowledge and
skills in a complex or non-routine situations
where there is some individual responsibility and autonomy.
Reflects on the relevance of evidence that
demonstrates new learning, ideas, results, or
conclusions.
-Reflects also highlights the rigor of evidence
in application of appropriate academic and specialized knowledge and skills in complex
or non-routine situations.
-2-
Meets
Below Standard – MUST REDO Below standard means the evidence is insufficient or not proficient (e.g., weak, incomplete, inappropriate, or limited in some way).
SCORE:
-1-
Insufficient Evidence
Does not meet Proficiency
Insufficient Evidence
Does not meet
Proficiency
Insufficient Evidence
Does not meet
Proficiency
-1-
Below
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Liberty High School Senior Project 2015-2016
Example: Table of Content Personal Plan and Profile
o Letter of Introduction
o Resume
o Letter of Recommendation or Scholarship/Award Letter
o Education Plan Essay*
o Transcript
o Job Shadow Paperwork
o Copies of Awards/Honors received*
Research
o Outline
o Research Paper
o Work Cited Page
o Research Paper Scoring Guide—instructor provided
The Project (or Extended Application)
o Project Proposal (with any modification paperwork)
o Journal – Time Log (all of the following could be acceptable forms of the journal):
Mentor Log Entries (including mentor initials)
Internship Experience Entries
Extended Application experiences
Reflections
Evidence of New Learning or Ideas
Research Process entries
Calendar of Dates
o Mentor consent form*
o Photographs, pamphlets, ID tags or any physical evidence of participation
o Budget Worksheet
o Extended Application Scoring Guide—instructor provided
Essential Skills Evidence and Reflection
o Team Work & Personal Management
o Demonstrate Civic Engagement,
o Listen and Speak Clearly and Coherently,
o Think Critically & Analytically,
o Global Literacy
o Use Technology to Live - Learn - Work
o Essential Skill Scoring Guide - instructor provided
Presentation
o Outline
o Presentation Evaluations—instructor provided
Exhibition or Celebration Night
o Verification of attendance and participation
* Going beyond State Standard
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Liberty High School Senior Project 2015-2016
Letter of Introduction
Creatively respond to the following queries in the form of a letter to be read by portfolio viewers.
Ultimately you want to express: Who you are – Why you are, who you are – Who do you aspire to
become. To conclude the letter, convince the portfolio reader you will reach your goal, by indicating
what you have accomplished to prepare for your next journey.
Who are you? What makes you?
What are some adjectives you would use to describe yourself?
What are my personal interests, strengths, skills, and talents?
Where do you come from?
Where do you think you’re going? Philosophically speaking, of course.
What is your family like? Describe.
What is important to you? Why?
What does education mean to you? Explain.
How has school served you so far?
What are my personal goals? What are my educational goals?
What action will I take to reach my goals?
What help do I need to help me reach my goals?
What are my career interests and goals? What career options will I explore?
What career paths will allow me to develop my skills and talents?
How will you use your education in the future?
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Liberty High School Senior Project 2015-2016
Job Shadow This experience is to help determine the knowledge, skills and talents needed to develop to further your
career path? There are four options to complete this assignment.
Propose where and who you will complete career observation to instructor;
Make an appointment with career center and align a career experience;
Observe a Career Technical Focus Program Teacher here at Liberty; or
Compose 5 interview questions and phone scripts to call a professional in the field you
are interested in exploring.
Reflect upon your experience by answering three of the four questions.
What specific knowledge or skills did you learn?
How might you apply that knowledge or skill to achieve a goal?
What skills, learning, or ideas did you acquire that will help you after high school?
Resume - 1 page only
Jackson Garvey 1133 N.E. 14th
El Dorado, Kansas 67042 (316) 555-3086
Objective To obtain a job shadow as an architect.
Education Liberty High School, Hillsboro, Oregon Graduate 2015
Courses Studied: metal shop, computer applications, three years of
woodworking and three-dimensional design.
Work Experience June - August 2006 Warehouse Worker, Gates Tire Company
Duties included assisting with receiving shipments, stocking,
and sending shipments. Operated forklift and loading dock.
June - August 2005 Landscape Maintenance for private individuals.
Duties included planting and removing plants and providing lawn maintenance for a variety of personal clients.
June - August 2005 Field Worker, Townsend Farms, Inc. Duties included planting and harvesting for several crops for
small family farm operation.
Skills Able to operate the following: lathe, table saw, drill press, sander,
bench grinder, arc welder, loading dock, Hyster 2450 forklift. Bilingual in English and Spanish
Activities Junior varsity and varsity baseball and soccer,
Member of Greater El Dorado Soccer Club.
References Mike Smith, Manager Cheri Tillis, Owner/Supervisor
Gates Tire Company Tillis Farms
1122 N.W. 22nd 2300 W. Farm Hill Road El Dorado, Kansas 67042 El Dorado, Kansas 67042
(316) 555-6924 (316) 555-2299
Deborah Smith 123 Cherry Lane
Hillsboro, OR 97123 (503) 555-5555
Objective To obtain a job shadow as a dental hygienist.
Education
2004 - Present Liberty High School Hillsboro, Oregon
Health Occupations Career Endorsement Program
Biology
Health Occupations Block
Current GPA: 3.6
Work Experience
2005 - Present ABC Dental Offices Hillsboro, Oregon
Receptionist/Assistant
Duties include answering phones, filing, scheduling
appointments, assisting hygienists, assistants, and doctors
with material handling, patient set-up.
Interests and Activities
Varsity basketball, varsity tennis, National Honor
Society, Link Crew. Interests include hiking, skiing, and
reading.
References
Bob Jones, Dental Hygienist ABC Dental Offices 1234 Main Street Hillsboro, OR 97123 (503) 555-1234
Jim Black, Teacher/NHS Advisor Liberty High School 2700 NW Liberty Road Hillsboro, OR 97124 (503) 844-1900, ext. 123
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Liberty High School Senior Project 2015-2016
Essential Learning Standards Students must document proficiency in Essential Skills (ES) as designated by the state of Oregon. This
documentation becomes part of the student’s Collection of Evidence in the Senior Portfolio. Evidence of
proficiency in the ES can take a variety of forms. Students are required to write a reflection indicating
where the proof is located in the portfolio and the value of the work.
The student’s advisor assesses the student’s ES proficiency using the District scoring guide; this
assessment is included in the student’s Collection of Evidence.
Your ES are a series of observations and work samples about YOU! How have you successfully (or not)
navigated your world thus far? What skills have you used? What have you noticed about your behaviors
and abilities to process and use these experiences? What have you learned from your education, as well
as your life experience? How have applied your experiences to achieve your goals?
For each ES skill proof must be located to illustrate skill and then write about the following:
How did you apply specific knowledge or skill to achieve a goal?
How does your project relate to your plans for after high school?
What skills, learning, or ideas did you acquire that will help you after high school, and how will
they help?
Essential Skills Components
Listen Actively and Speak Clearly and Coherently – Skills Include 1. Listen actively to understand verbal and non-verbal communication.
2. Give and follow spoken instructions to perform a task, ask and answer questions, and solve
problems.
3. Present or discuss ideas clearly, effectively, and coherently, using both verbal and nonverbal
techniques.
4. Use language appropriate to particular audiences and contexts.
Example Topics: job interviews, job shadows, school presentations, group work
presentations, etc.
Think Critically and Analytically - Skills Include: 1. Identify and explain the key elements of a complex event, text1, issue, problem or phenomenon.
2. Develop a method to explore the relationships between the key elements of a complex event,
text1, issue, problem or phenomenon.
3. Gather, question and evaluate the quality of information from multiple primary and secondary
sources.
4. Propose defensible conclusions that address multiple and diverse perspectives.
1 Text includes by is not limited to all forms of written material, communications, media, and other representations in words, numbers, and graphics and visual
displays using traditional and technological formats.
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Liberty High School Senior Project 2015-2016
5. Evaluate the strength of conclusions, differentiating reasoning based on facts from reasoning
based on opinions.
Example Topics: research paper, choosing where to go to college, creative projects, etc.
Demonstrate Civic and Community Engagement – Skills Include: 1. Apply knowledge of local, state, and U.S. history and government to explain current social and
political issues.
2. Perform the civic and community responsibilities essential to living in a representative
democracy
Example Topics: job shadow, social and political issues of interest, volunteer work, etc.
Demonstrate Global Literacy – Skills Include: 1. Demonstrate knowledge of diverse cultural, linguistic, and artistic expressions.
2. Apply a global perspective to analyze contemporary and historical issues
Example Topics: Latin America project, world issue project, research paper etc.
Demonstrate Personal Management and Teamwork - Skills Include: 1. Participate cooperatively and productively in work teams to identify and solve problems.
2. Display initiative and demonstrate respect for other team members to complete tasks.
3. Plan, organize, and complete assigned tasks accurately and on time.
4. Exhibit work ethic and performance, including the ability to be responsible and dependable.
Example Topics: sports, theater or musical experiences, organize community event, etc.
Use Technology to Learn, Live and Work ~ Skills Include: 1. Use creativity and innovation to generate ideas, products, or processes using current technology.
2. Use technology to participate in a broader community through networking, collaboration and
learning.
3. Recognize and practice legal and responsible behavior in the use and access of information and
technology.
4. Use technology as a tool to access, research, manage, integrate, and communicate ideas and
information.
Example Topics: a time when I used PowerPoint, how I found my research, tech course.
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Liberty High School Senior Project 2015-2016
ESSENTIAL SKILLS for SENIOR PRORTFOLIO RUBRIC
Student Name: Student ID: Date: ______________________________
Teacher Name: Teacher Signature:______________________________________________
Listen Actively and
Speak Clearly and
Coherently
Think Critically and
Analytically
Use Technology to
Learn, Live, and
Work
Demonstrate Civic
and Community
Engagement
Demonstrate
Global Literacy
Demonstrate
Personal
Management and
Teamwork Skills
OVERALL
SCORE:
Meets all of the requirements of the grade level standard and can demonstrate understanding at a higher level of rigor.
Student-provided evidence is above standard in at least four areas to receive an overall score of 3. (Focus Program Cord Requirement)
SCORE:
-3-
Exceeds
Meets all of the requirements and demonstrates all of the knowledge and skills of the grade level standard at the appropriate level of rigor.
Teacher documentation or student-provided evidence meets standard in all areas to receive an overall score of 3. (Senior Project Level, basic graduation requirement)
□ Listen actively to
understand verbal
and non-verbal
communication.
□ Give and follow
spoken
instructions to
perform a task, ask and answer
questions, and
solve problems.
□ Present or discuss
ideas clearly,
effectively, and
coherently, using both verbal and
nonverbal
techniques.
□ Use language
appropriate to
particular
audiences and
contexts.
□ Identify and explain
the key elements of a
complex event, text2,
issue, problem or
phenomenon.
□ Develop a method to
explore the
relationships between the key
elements of a
complex event, text1,
issue, problem or
phenomenon.
□ Gather, question and
evaluate the quality of information from
multiple primary and
secondary sources.
□ Propose defensible
conclusions that
address multiple and
diverse perspectives.
□ Evaluate the strength of conclusions,
differentiating
reasoning based on
facts from reasoning
based on opinions.
□ Use creativity and
innovation to
generate ideas,
products, or
processes using
current
technology.
□ Use technology to participate in a
broader
community
through
networking,
collaboration and
learning. □ Recognize and
practice legal and
responsible
behavior in the
use and access of
information and
technology.
□ Use technology as a tool to access,
research, manage,
integrate, and
communicate
ideas and
information.
□ Apply
knowledge of
local, state, and
U.S. history or
government to
explain current
social and
political issues. □ Perform the
civic and
community
responsibilities
essential to
living in a
representative democracy.
□ Demonstrate
knowledge of
diverse cultural,
linguistic, and
artistic
expressions.
□ Apply a global
perspective to analyze
contemporary
and historical
issues.
□ Participate
cooperatively
and productively
in work teams to
identify and
solve problems.
□ Display
initiative and demonstrate
respect for other
team members
to complete
tasks.
□ Plan, organize,
and complete assigned tasks
accurately and
on time.
□ Exhibit work
ethic and
performance,
including the
ability to be responsible and
dependable.
Meets
SCORE:
-2-
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Liberty High School Senior Project 2015-2016
Meets the most basic elements of a given standard, but not all knowledge and skills embedded in the standard are demonstrated.
Demonstrates the essential knowledge and skills required. Cannot demonstrate the level of rigor called for by verb in the standard.
SCORE:
-1-
Insufficient Evidence
Insufficient Evidence
Insufficient Evidence
Insufficient
Evidence
Insufficient
Evidence
Insufficient
Evidence
Nearly Meets
Meets a few elements of a given grade level standard, but many required elements are missing and limited understanding demonstrated. Doesn’t meet Graduation Requirements.
SCORE:
-0-
Does Not Meet Proficiency
Does Not Meet Proficiency
Does Not Meet Proficiency
Does Not Meet Proficiency
Does Not Meet Proficiency
Does Not Meet Proficiency
Not Yet Meets
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Liberty High School Senior Project 2015-2016
Research Paper Overview
To fully document the Senior Project, the student is required to write a research paper. This paper may
take one of three forms: a narrative “I-Search” paper, a narrative “Career-Based” paper (adapted from
models provided by the state of Oregon), or a traditional expository research paper (which includes
technical scientific papers). The paper focuses on an area of interest as it relates to the overall project, or
it documents the student’s experience about finding answers to project guiding questions, or it documents
the student’s career-related experience(s). The style the student chooses should meld with the overall
project; this is a decision the student will make with the aid of the advisor. Note: your focus program
teacher might have different requirements for papers that are specific to an academic area of study.
Research Paper Requirements:
minimum 5 creditable source cited in text (7 for cords)
typed in an easily-read 12-point font
double spaced
one-inch margins
MLA or APA format for title page, in-text citations, and annotated works cited page.
The works cited page is not included in the total page count.
The Senior Project paper is assessed according to common core writing standards. Each student will
select one of the following paper options:
Students may select one of four options: Expository (classic research paper, inquiry based, use if in Senior Inquiry) Technical (scientific or inquiry based)
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Liberty High School Senior Project 2015-2016
Senior Project Proposal
DUE: __________
Type the following paragraphs in essay format using 4-6 thoughtful sentences for each paragraph.
Paragraph 1: Describe your project and essential question. Explain why you chose this topic.
Paragraph 2: What do you already know about your topic? What experiences have made you curious
about your topic? This could include classes you have already taken.
Paragraph 3: Describe what risk(s) you will take to complete this project. Be sure to consider physical,
emotional, spiritual, and intellectual challenges. Include any budgetary needs/concerns and desired
community partnerships (think internship or mentorship).
Paragraph 4: Predict the possible long-term benefits of this project on your own career development. In
which career(s) could you apply what you will learn?
Student Signature _____________________________________________ Date _________________
Parent Signature ______________________________________________ Date _________________
Focus Program Instructor Signature _______________________________ Date _________________
NOTE: Students who change projects mid-year will be required to resubmit their project
proposals with parent signatures.
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Liberty High School Senior Project 2015-2016
Research Source Log
The research source log is similar to using note cards. The goal of using the source log is to keep track of
your various sources. Students are encouraged to use the source log in all steps of the research process.
Students can keep electronic copies or hard copies for their portfolio (hard copies will be provided by
your instructor). Note: all websites are different and authors are frequently difficult to find; therefore,
fill out the log according to what information you can locate. After completing your source log, begin to
organize your sources. Print this document to keep track of your other sources.
Source Log Information:
Topic _______________________________________________________________________________
Author ___________________________________Article Title:_________________________________
Website Title ____________________________ Date of Publication ____________________________
Sponsoring Organization ____________________________ Access Date _________________________
Internet (URL) address
____________________________________________________________________
Direct Quote from source (word for word from text)
Paraphrased Quote from source (put in your own words)
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Liberty High School Senior Project 2015-2016
Research Paper Outlines
Expository Outline: Senior Inquiry students are required to use this writing model.
Part I. Introduction: Thesis statement that addresses an essential question
Part II. Body of Evidence - includes parenthetical notation (MLA format)
Part III. Conclusion
Part IV. Works Cited page
Technical or Scientific Writing Outline
Part I. Introduction: includes a complete abstract and clearly outlines all research and project elements.
An abstract is a condensed version of the inquiry that hooks the reader’s interest.
Part II. Methods and Materials
Part III. Results
Part IV. Discussion
Part V. Conclusion
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Liberty High School Senior Project 2015-2016
WRITING SCORING GUIDE: Argument
Student’s Name: ____________________________Teacher Signature: _______________________ Date: _____________
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Liberty High School Senior Project 2015-2016
WRITING SCORING GUIDE: Informative
Student’s Name: ____________________________Teacher Signature: _______________________ Date: ____________
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Liberty High School Senior Project 2015-2016
The Presentation: Speech Preparation
Your presentation will be comprised of a formal 6-10 minutes in length before adjudicators, teachers and
community members. The speech will be accompanied by a visual aid created specifically for the
presentation.
Before you are permitted to make your formal presentation you must schedule and present to at least one
advisory class. If the presentation does not meet the evaluation standards (found in the scoring guide) you
will be required to present to another advisory class.
When preparing, you will order it in such a way that the introduction includes a fact or brief telling of an
incident that is relevant to your research and project. A quick overview of what the adjudicators are going
to hear and see. (Essentially you are presenting a five-paragraph essay…with an introduction, body and
conclusion!)
Following your introduction, talk about your research paper. Remember you researched an area that
was new and interesting to you. Be sure to communicate this excitement to your audience.
When you speak about your project, briefly explain the manner in which you chose the project and how it
relates to your paper. Then go on to tell about the most important things you learned, and how well you
learned them. Your strongest points will probably be those which reinforce, relate to or even dispute the
facts you learned in your research. A panel likes to hear how a student has learned by doing, so you will
probably want to make this the longest part of your speech.
The conclusion is comprised of a last few words, usually the ones most remembered by the evaluators, so
try to end with firmness and strength. You may make the audience aware you are about to end the speech
with a phrase such as, “Finally,” and “In looking back on this, “etc. (Try to avoid “in conclusion,” as this
is a cliché). An evaluator would enjoy hearing how your work has had a positive and lasting effect on
you, but don’t be a phony. What’s important is that you leave the adjudicators with the impression that
you invested yourself in your work and that the research and project have impacted you.
Guidelines for accommodating non-native English speaking Seniors
A short overview should be presented in English at the beginning of the presentation
(approximately two minutes). The following 6-8 minutes could be in native language in order to
allow elaboration of the ideas and complete expression of the concept.
These students will be allowed to exceed the 10-minute limit in order for there to be sufficient
time for the elaborated presentation.
This will not be viewed as a modification, but rather a standard accommodation.
The adjudication committee will include student native language speakers who will be an audience
willing and able to understand the work being presented.
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Liberty High School Senior Project 2015-2016
Presentation Visual
A visual that displays the essential components of your project is required. A tri-fold is widely used, but is
not required. No matter how you choose to display your presentation, it should relate important and
interesting information about your work and the project’s developments to help the audience better
understand all you have done. Displays can include photographs (before, during, after), charts, graphs,
pamphlets, instruction sheets, and patterns. There is no cut-and-dried rule about what a display should
be, however, it should be neat, creatively accomplished, attractive and legible. Audio displays should be
well-edited, volume controlled and timed to work with the speech.
Using construction paper, tag board, markers, pens, paints, rub-on letters, and your creative talents,
design a poster that describes your research paper and project (this could be a tri-fold, but is not required).
Please be sure that the topic of the paper, the topic of the project, and your name are on the poster.
Essential questions or thesis statements might also be required. Note: students are responsible for the
visual. Tri-folds are not provided by the instructor (make sure to use your budget sheet for this).
Requirements for visual:
Essential Question or Thesis Statement
Research Paper Topic or Abstract
Graphics (at least three that relate with your project)
Project Description
Here is an example of information that could be put on your visual:
Topic or Essential Question: Does the behavior in a 5th
period class change when students have eaten
before or after class?
Research: How does regular nutrition affect the learning and behavior of adolescents?
Graphic: A student eating an apple, with a carton of milk nearby.
Project: Observe and document behaviors over a four-week period. 2 weeks of food before 5th
period, 2
weeks of 2nd
lunch.
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Liberty High School Senior Project 2015-2016
Speech Prompts
By finishing the following sentences you are, in essence…creating your presentation speech…
I first became curious about…
I developed my essential question by…
When I first started doing my research I thought I would find out…
I was surprised to find that…
Along the way, I learned…
The fact or challenge that surprised me the most was…
Something I never even considered was…
Looking back to where I started and where I am in my research now, I know…
I originally chose this topic for my research paper because (why is it important for you?)…
My research paper relates to my topic by…
I approached the project by (your process)…
The project turned out…
If I were to show you my project right now you would see…
The project was…
The project impacted me and the community by…
The three things I learned while working on this project are:
I am most proud of…
After high school I expect this project to integrate into or affect my life by…
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Liberty High School Senior Project 2015-2016
Presentation Checklists
Before you begin working on your speech, please communicate the
following to your Focus Program Instructor.
Who is your mentor?
Did you complete an internship?
What three people would you like to be on your adjudication (judge) panel?
Are you doing a power point or a presentation where you will need a computer?
If the answer to 4 is “no”, what will you need to exhibit your project and give your speech?
When you can honestly answer and check off all the items on this list, you will be fully prepared to
give an engaging presentation.
___1. Is the presentation between 6-10 minutes?
___2. Have I practiced using prepared note cards and not a script? Prepared note cards are numbered,
contain topics and ideas, key words, etc. I is advised for a student to not have more than five notecards.
___3. Does my speech connect research paper and project?
___4. Does my speech convey an emotional connection to my work? (Do I show that I care?)
___5. Does my speech include obstacles, challenges and successes I encountered?
___6. Does the speech inform how I have gained from this senior project experience?
___7. Does the speech explain how the research and project have impacted my future or plans?
___8. Do my audio or visual aids help convey the information easily?
___9. Does my presentation flow from introduction to research to project to a conclusion with closing
remarks that tie up the presentation memorably?
___10. Have I practiced enough to feel confident?
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Liberty High School Senior Project 2015-2016
Presentation Evaluation
Liberty High School Senior Exhibition Scoring Guide
Student Name: _______________________ Advisor Name: ________________________
Student’s Essential Question:_________________________________________________
Evaluator’s Name: _______________________Status: Staff Community Member
Evaluator Directions: Place a checkmark in the appropriate box in the chart below. Before scoring the student on his/her
presentation alone, please ask the student questions that allow him/her to communicate in a less formal
style of speech. Be sure to write comments below that will aid the student in understanding how and why
you scored as you have. Feel free to write positive comments, and put any negative comments in a
context that assist the student’s learning.
Rigor/Value
Does this
project
challenge the
student? Do
the concepts
presented
demonstrate
critical
thinking and
solid ideas
and content?
Personal Relevance
Is the student
connected to the
project? Does this
project really matter
to them?
Organization
Is the presentation
well-ordered?
Does the speech
have an
introduction,
body and
conclusion? If
there is a visual
component to the
presentation, is it
well-ordered,
neat, and
understandable?
Delivery
Eye contact is
maintained
throughout,
voice is not
monotone but
fluctuating,
appropriate
body
language is
demonstrated,
and student
maintains
formal tone
throughout.
Exceeds
Demonstrates advanced
knowledge and maturity.
Meets Demonstrates expected
knowledge and maturity.
Needs Further Work
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Liberty High School Senior Project 2015-2016
Mentor Letter
Dear Mentor:
Thank you for expressing an interest in aiding a senior in the culminating experience of the Liberty High School Senior Project.
For the Senior Project, all senior students will:
Write a research paper on an approved, self-selected topic
Complete a hands-on or service-oriented project related to the research paper topic (requiring a minimum of 15 hours
of documented hours of work)
Compile a portfolio of coursework and,
Present findings to a board in a formal oral presentation at the end of May
If you are comfortable mentoring a student, please complete the attached Mentor Consent Form and send it back with your
advisee. You may keep this letter for reference.
How might a mentor help a student with the Senior Project portion of this process?
Depending on the nature of the student’s topic, he/she may begin the project at the beginning of the school year. All students
need to complete a minimum of 15 hours of documented work. Project work as well as a thorough project log must be
completed and submitted on April 24. The teachers at the high schools request that each mentor/student team meet at least
three times during the project phase of the Senior Project. These meetings should be scheduled for the mentor’s convenience.
During these “progress” meetings, a mentor might do the following:
Help the student pace him/herself to meet the deadline with ease
Set upcoming goals
Troubleshoot potential difficulties
Review completion of previous goals
Discuss the student’s accomplishments, discoveries, frustrations, questions, obstacles, etc.
Review the materials or artifacts the student gathered
Suggest additional resources or contact
Verify and sign the student’s project log
Project work must be verified by the consenting adult mentor (there may, in some cases, be more than one mentor per project).
The Senior Seminar or Focus Program teachers also need verification that the student met with his/her mentor on at least three
different occasions as planned. Students must record the progress of their projects in their log. A mentor should verify
meeting and discussion by initially the student’s journal for each meeting. Students are aware that video footage, letters from
supervisors, slides, photographs and certificates of course completion may all count as additional forms of verification.
How might a mentor help a student with his/her formal, oral presentation?
Students will present what they learned through the research paper and project work to their classmates and teacher in class
during the month of May. This presentation is required practice for the board presentations students deliver at the end of May.
Mentors are welcome to attend their student’s board presentation. Reviewing the content of the student’s speech prior to this
presentation may be helpful for the student. Please contact your advisee’s Focus Program or Senior Seminar teacher if you
have any questions or concerns.
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Liberty High School Senior Project 2015-2016
Mentor Consent Form
I have read the expectations for the Senior Project mentors, and I am willing to aid _________________
in the completion of his/her senior project. I will with this student a minimum of three times during the
course of his/her senior project to advise and monitor progress. We will have our first meeting before
he/she begins the hands-on or service related project to a reasonable time schedule so that the project will
be completed on time. At this initial conference, we will also schedule at least two future meetings with
each other. I understand that the student may request additional meetings or contacts to request assistance.
I also understand that immediate that the student may request additional meetings or contacts to request
assistance. I also understand that immediate family members may not act as a primary mentor.
I may be contacted at the following address and phone number
Address ____________________________________
____________________________________
Phone ___________________________________ Work __________________
Mentor’s Name (print) _____________________________
Mentor’s Profession ______________________________
Mentor’s Signature _______________________________
Date and time of next meeting ________________________
Goals to be reached by student prior to that meeting:
a.
b.
c.
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Liberty High School Senior Project 2015-2016
Parent/Guardian Agreement
Student’s Name _______________________________________________________________________
I have carefully read through the Senior Project Student/Parent Handbook and understand the
requirements of all phases of the Senior Project.
Parent or guardian’s name (please print) ________________________________
Parent or guardian’s signature ________________________________________
Contact Information Home Phone______________Work Phone ____________
Cell Phone _______________ Emails (write neatly) __________________________________________
Date ________________________
Please return this signed form by _______________________
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Liberty High School Senior Project 2015-2016
Project Budget Sheet
This form should be completed if costs will be associated with your Senior Project. You are responsible
for all expenses. Remember, you are not required to spend money on your Senior Project.
Project costs: What kinds of materials or expenses will you need to plan and carry out your Senior
Project? For example, will you need paper, binders, long distance phone calls, bus fare, gas money, etc?
ITEM COST DATE NEEDED BY 1.
2.
3.
4.
5.
Exhibition costs: What kinds of materials will you need to present your work? Will you need poster
board, tri-folds, markers, video tape, computer disks, overhead transparencies, photocopies for handouts,
etc?
ITEM COST DATE NEEDED BY 1.
2.
3.
4.
5.