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Northern Guilford High SchoolGraduation Project Manual

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Table of Contents

Purpose and Goals………………………………………………… …………………………………….3

Project Requirements………………………..…………………………………………………………….3

Who's Who in the Graduation Project…………………………………………………………..............…3

Other Important Individuals……………………………………………………………………….………3

Calculating the Grade………………………………………………………………………………..……4

Project Terms…………………………….………………………………………………………………..5

Guidelines for Topic Selection……………………………………………………………………………6

Correlation Examples……………………………………………………………………………….....….7

Forms ……….……………………………………………………………………………………………8

Rubrics ………………………………………………………………………………………………….10

Graduation Project Statement of Purpose and Goals

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The Graduation Project is a self-directed project designed to give every high school senior an opportunity to exhibit the skills he or she has acquired during school, particularly in the areas of oral and written communication. Each student is to engage in new learning and to demonstrate his or her skills in a meaningful, practical way by researching a topic that emulates from a student’s interest and demonstrates global readiness in 21st century skills. Additionally students will complete a portfolio and present experiences in a formal speech to a panel. This project is a collaborative effort between students, faculty, and the community.

Graduation Project Requirements

Research PaperResearch Based Product (defined by 20+ hours self-selected and approved topic )

o Students have five choices to pursue in this independent study: interning/career exploration, creation of a tangible/physical product, entrepreneurship, service learning, and personal enrichment.

Portfolio (which serves as evidence of accomplishment)Presentation

Who’s Who in Graduation Project?

Seniors, faculty members and the Northern Guilford community will work together to make this project a success. The following are the roles and responsibilities of all participants:

Graduation Project Committee: The committee is in charge of organization, scheduling, and execution of the Graduation Project. The committee provides support to students for the entirety of the project. The committee is represented by the administration, media center, office support, guidance, senior English teachers and the graduation coach. The project is overseen by the Graduation Project Coordinator.

Administration – Provides support and access to resources for successful completion of the projectMedia Center – Provides technological and research assistance Office Support – Provides assistance with records and schedulingGuidance – Acts as a liaison between parents, teachers and studentsGraduation Coach – Provides additional resources to allow for successful completion of projectSenior English Teacher:

o Oversees master Graduation Project Checklisto Guides students through each facet of the project through graded assignments that support

each of the major components.o Provides instruction on writing a research paper, producing a portfolio, and preparing and

presenting a speech. o Assesses the research paper.

Other Important Individuals

Mentor: Members of the community who have expertise in the selected field of study. The mentor meets with and guides the student through successful completion of hours. Not securing a mentor by the posted due date will merit a grade of no higher than 85% on the entire project.

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Mentors: Allocate time and make arrangements to work with the student on the project.Provide suggestions and advice to the student on applicable aspects of the research paper, portfolio, and oral presentation but focuses on the product.Have sufficient experience in student’s topic to broaden student’s scope of learningProvide accurate and honest verification of the student’s work.Serve as a support and resource to the student in all states of the Graduation Project process.Sign and returns all required forms and writes a final letter to the committee indicating collaboration.Must be accessible during the completion of hours. Must be over the age of 21. Mentor does NOT have to spend all 20+ hours with the student.

Faculty Advisors: The Northern Guilford faculty and qualified staff members. Help the student refine the project idea and create a debatable thesis.Approve the letter of intent before it goes to the Graduation Project Committee. Serve as a resource for locating a mentor.Verify the completion of student progress on the Faculty Advisor form.Read the research paper and work with the student on revision of format, documentation, focus, organization, support and elaboration, style, and conventions. (The responsibility for editing and revision falls on the student, not the advisor. An advisor’s role is to make broad recommendations about issues such as error patterns and improper documentation and confer with the student about revisions that must be made in order for the student to complete the research paper in a satisfactory or exemplary manner.)Hold the student accountable for deadlines.Should review the portfolio and the presentations and offer suggestions for improvement.An advisor may also serve as a mentor if he or she has expertise in the student’s research area.Senior English teachers will not serve as advisors.

Calculating the GradeThe Graduation Project counts for 25% of the year grade in English. The score is calculated from the average grade of each of the three graded components.

o The research paper is scored with a rubric and final grade awarded out of 100 points.o The portfolio is scored with a rubric and converted to a score out of 100 points. Three

scores from different evaluators will be averaged for a portfolio grade.o The speech is scored with a rubric and the grade converted to a percentage. Three scores

from a panel of community members are averaged for a speech grade.For every day one of the three major components (paper, portfolio, speech) is late, the student will lose 10 percentage points (including weekends.) Students who are absent on due dates are still responsible for getting the assignment to school on the due date to receive full credit. Electronic submission is acceptable for the research and the portfolio.The student will re-write a research paper in which others’ ideas are used and not credited; the grade earned on the re-written paper will not exceed a 60%.Academic accommodations will be honored for those with current paperwork on file. The guidelines are available on the NGHS Graduation Project Website.Guilford County School disciplinary policy will be enforced for any student who plagiarizes.Students who transfer in the first semester will complete all requirements for the project. Requirements for second semester transfer will be determined on a case-by-case basis.

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Project Terms

Advisor Signature Form: Signed verification from the advisor that there is conferencing and collaboration with the student.Letter of Intent: This letter announces to parents, teachers and the Graduation Project Committee each student’s intentions are for project (hours) and research.Research Paper: A formal defense of a thesis which integrates MLA format, multiple perspectives and skillful synthesis of complex ideas from research to draw a conclusion. The research paper is NOT a “how to” paper or a “history of” paper or a “day in the life of” paper. It is not a mere reporting of facts, but an elevated mastery of argumentation, analysis and inference. The focus of the paper will introduce a debatable thesis with an emphasis on advocacy, build a case with related support and conclude with a reasonable analysis to initiate action in defense of the thesis. The following guidelines apply to the research paper:

o six to eight pageso Times New Roman font o composed with current MLA guidelineso six required, credible sources cited in paper o one source must be an interview from a person who is credible on research topico one source must include a published government document that supports the thesis

Documentation Logs: A written and pictorial account of procedures and reflections of the hours spent completing the project. It is an overall reflection of the process including successes and struggles. It should include photographs that reflect the time spent in each session. Eight to ten photographs must be embedded into your documentation logs. One picture must be of you WITH your mentor as you are collaborating on the process. This is NOT a picture of you and your mentor just hanging out. An obvious connection and collaboration must be apparent in the photograph. This is to be submitted in digital format.Mentor Letter: A formal letter from the mentor to the Graduation Product Committee which verifies student’s completion of hours under their guidance.Portfolio: Each student will submit a digital portfolio for his or her selected area of study. The letter of intent, research paper, documentation logs, photographs and signed mentor letter make up the portfolio. Together these components verify that the student has worked on the product for a minimum of 20 hours. This is the ‘product’ portion of the requirements. It is evaluated by faculty and staff.Speech: An eight- to ten-minute speech presented to a community panel with allotted time for questioning. A digital visual that showcases the process is required. Students will practice the speech at least once with the advisor and once with their English teacher; it is also recommended that a student practice with his or her mentor. The student will give the advisor and mentor a copy of the evaluation rubric to use to evaluate the speech.

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Guidelines for Project (Hours) and Research Topic SelectionThe topic should be something in which you’re interested, but it shouldn’t be a topic on which you are already an expert. If you’ve been a diabetic for 10 years, worked closely with the Juvenile Diabetes Association, and have been a volunteer in the children’s diabetic ward in a local hospital, you probably already know a great deal about the subject of juvenile diabetes. Unless you pursue a new angle to diabetes, that topic will not yield much new learning for you. Your goal in Graduation Project is NEW learning, so you will be challenged to build upon a current knowledge or skills. This will be detailed in your proposal form (summer approval) and your Letter of Intent.

Avoid choosing topics that might involve expenses you aren’t prepared to handle. For instance, if your research involves long-distance travel or requires you to purchase a lot of materials, you may want to make another choice. Remember, you aren’t expected to spend money in order to complete your project. Expenditures will not enhance the evaluation of your product.

Avoid choosing topics that might endanger you or someone else. Experiments which are potentially explosive, activities that allow for obvious harm to you or others will not be approved. Certain activities require additional documentation before approval will be granted. The Graduation Project Committee will always act in the best academic and personal interest of the student.

Before you make your final choice, do some research! Use good judgment when selecting your topic. Your topic should be an area of interest that allows for academic and personal enrichment. Find out a little bit about the topics that interest you and then decide which topic would allow for growth.

Remember that primary research is one of the requirements of the project. That means that you need to choose a topic that will allow you to integrate a variety of resources. Required resources include a personal interview and a published document that will support the idea of advocacy indicated in your thesis. Additional on-line and print documents should be used as well.

The research topic should be broad enough to allow you access to enough information but narrow enough to make the research specific. For instance, a student choosing the topic AIDS would find it impossible to include EVERYTHING about AIDS. There is too much information out there, and your research paper, product, and speech would lack focus. On the other hand, if you chose to research AIDS cases in infants on a certain road in Guilford County from 1998 to 2000, your topic would be too narrow.

The research topic should be one that requires cumulative knowledge across grade levels and content areas. The topic you choose should be a natural outgrowth of interest and combined skills of all, or most, content areas. For example, if you research the changes in the ozone layer, you should use cumulative knowledge from English, math, science, and history.

The research topic should be challenging to you both academically and creatively. Take care not to choose a topic that is limited to simple ideas or that has little possibility for extension. The topic should require an academic and creative stretch for you.

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Graduation Project Correlation Examples

Topic Thesis Product

Equestrian therapyThe United States government *should support funding to non-traditional therapeutic programs.

Service Learning: Volunteer for an equestrian therapy program by working directly with clients as a therapy assistant.

Solar power

The investment in alternative forms of power *may have immediate economic and ecological benefits.

Physical Product: Design a solar cell that powers a simple water filtration system.

*denotes an active verb and a debatable topic.

The Graduation Project Committee reserves the right to re-direct a student’s project if it limits new learning or opportunity for successful completion.

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Faculty Advisor Form* This form must also be submitted to your English teacher on or before the specified day. (See your student checklist for exact date.)

STUDENT NAME _______________________________ GP #_____________

ADVISOR’S NAME (PRINT PLEASE) _________________________________________________

DEPARTMENT_____________________________________________________________________

Upon signing, I agree to serve as an advisor for the Graduation Project to the student. ____________________________________________ _____________________________________1st SIGNATURE DATE

I have read the Letter of Intent and had a discussion with the student about the direction of his or her hours and research.

____________________________________________ _____________________________________

2nd SIGNATURE DATE**************************************************************************************

I have discussed the rough draft of the research paper (6-8 pages in length) with the student. I also offered suggestions for improving the content of the paper. I understand that the focus defends an argument and offers a suggestion to initiate advocacy.

____________________________________________ _____________________________________

3rd SIGNATURE DATE**************************************************************************************

I met with the student to listen to and offer suggestions for improving the presentation.

____________________________________________ _____________________________________4th SIGNATURE DATE

Faculty Advisors: The Northern Guilford faculty and qualified staff members.

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Help the student refine the project idea and create a debatable thesis.Approve the letter of intent before it goes to the Graduation Project Committee. Serve as a resource for locating a mentor.Verify the completion of student progress on the Faculty Advisor form.Read the research paper and work with the student on revision of format, documentation, focus, organization, support and elaboration, style, and conventions. (The responsibility for editing and revision falls on the student, not the advisor. An advisor’s role is to make broad recommendations about issues such as error patterns and improper documentation and confer with the student about revisions that must be made in order for the student to complete the research paper in a satisfactory or exemplary manner.)Hold the student accountable for deadlines.Should review the portfolio and the presentations and offer suggestions for improvement.An advisor may also serve as a mentor if he or she has expertise in the student’s research area.Senior English teachers will not serve as advisors.

Graduation Project Proposal FormName________________________________________________ #________

This form must be submitted by you and approved by the Graduation Project Committee and a parent/guardian in order to begin your hours. You may choose from volunteerism, entrepreneurship, construction of a physical product, self-enrichment or career exploration/job shadowing.

1. Describe how you will be spending your 20 plus hours for graduation project.

2. Why are you interested in this topic?

3. Have you ever had any previous experience related to this topic? If so, what was it?

4. If you have had previous experience, how is this project an extension of this experience?(The extension of learning is a requirement if you have previous experience)

I have discussed with my parent/guardian the responsibilities associated with the Northern Guilford High School Graduation Project. My parents/guardians are aware that this may require work outside the school setting. Also, they are aware that I will be working on a research paper, a portfolio (digital documentation which presents my hours via documentation logs, photos, and a mentor letter), and a presentation.

_______________________________________ ______________________________________Parent/Guardian Signature and Date Student Signature and Date

_________________________________________ ______________________________________Parent E-mail Student E-mail

________________________________________Parent Phone Number

Check one:

_________ I have read and discussed this proposal with the student and find it is ACCEPTABLE._________ I have read and discussed this proposal with the student and find it is UNACCEPTABLE. Initial

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Comments, suggestions, or concerns:

Graduation Project Committee Approval______________________________ Date ________________

Guilford County Schools

Graduation Project Mentor Application FormGuilford County Schools appreciates the services provided to students by those people willing to serve as a Mentor for a student completing the Graduation Project. Mentors may have direct contact with and supervision of students for extended periods of time without direct supervision of the GCS staff as approved by the student’s parent, caretaker or legal guardian.

Application Information: The parent needs this information to approve your serving their child.Mentor Full Legal Name -- First, Middle & Last (please print)

Work Street Address: Home Telephone FAX:

City: State: Zip: Work Telephone: Cell Phone:

Employer: E-mail Address:

Mentors, Please complete the application by providing two non-family references for parent.1. Name: Telephone: E-Mail:

Street Address: Relationship:

City: State: ZIP: How long have you known this person:

2. Name: Telephone: E-mail:

Street Address: Relationship:

City: State: ZIP: How long have you known this person:

Graduation Project Topic and Product:

Please briefly explain your expertise in the area of the student’s topic and how you will assist him/her:

I certify that all of the information provided above is true and accurate. I commit to supervising and evaluating the student for 15-20 hours.

Student Name (printed)______________________________________________

Graduation Project Number:__________________________________________

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Mentor’s Signature: Date:I/We, the undersigned parent(s), agree(s) that the above person will serve as my/our child’s mentor for the Graduation Project. Parent’s Signature: Date: Parent’s Signature: Date:I agree that the above named person will serve as my mentor for the GCS Graduation Project.

Student ‘s Signature: Date:

Graduation Project Paper RubricFormatting:

4 3.5 3 2.5 *n/sHeading and title are flawless according to style (MLA or APA)

Some errors are present Several errors are present Little or no attention given to include a heading.

Stylistic requirements are in place and flawless (font style and type, spacing, pagination, and format)

Some errors are present Several errors are present Little or no attention given to required stylistic elements.

Introduction: Total Points:_______

4 3.5 3 2.5 n/sOpening information insightfully presents background information that logically leads to the thesis.

Opening information mostly presents background information that logically leads to the thesis

Opening information somewhat presents background information that logically leads to the thesis

Opening information is unrelated to the thesis

Thesis statement presents a debatable idea and falls within the parameters (not history, how to, day in the life)

Thesis statement presents a debatable idea and falls within some the parameters (not history, how to, day in the life)

Thesis does not lend itself to ideas that can be adequately supported through research or may not be debatable.

Thesis is inadequately developed.

Thesis is constructed with an active verb and is composed in present tense.

Thesis meets most of the requirements.

Thesis inadequately presents a topic of research.

There is no clear focus to the research

Strong and clear connection between the thesis and related ideas.

Adequate connection between the thesis and related ideas.

Insufficient connection between the thesis and related ideas.

No understanding of connection between the thesis and related ideas.

Total Points: _______Body:

4 3.5 3 2.5 n/sAll topics sentences skillfully present debatable topics that are logical extension of the introduction.

Most topics sentences present debatable topics that are logical extension of the introduction

Topic sentences present limited connection to introduction or may not be debatable.

Topic sentences are not used consistently.

Multiple perspectives present complex ideas from research sources

Multiple perspectives are used with adequate connection from research sources.

Multiple perspectives are used with limited connection from research sources.

Insufficient perspectives do not connect with research to support thesis

A combination of masterfully integrated quotes connects research to debatable idea.(Embed, introduce with a signal phrase, paraphrase, summarize)

An adequate combination of integrated quotes adequately connects research to debatable idea.

An inadequate combination of integrated quotes which loosely connects research to debatable idea.

Lack of comprehension with regard integration of quotes.

All quotes are reinforced with logical elaboration that is relevant to the topic sentences

Most quotes are reinforced with logical elaboration that is relevant to the topic

Some quotes are reinforced with logical elaboration that is relevant to the topic

Elaboration is used sparingly or not at all

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and/or thesis. sentences and/or thesis. sentences and/or thesis.Structure skillfully reinforces understanding of organizational process with regard to paragraphs.

Structure adequately reinforces understanding of organizational process with regard to paragraphs.

Structure loosely demonstrates understanding of organizational process with regard to paragraphs.

Organization of the essay does not indicate understanding of structure with regard to paragraphs.

Transitions provide insightful connection of ideas.

Transitions provide adequate connection of ideas.

Transitions provide minimal connection of ideas.

Transitions used sparingly or not at all.

Conclusion:4 3.5 3 2.5 n/s

Logical synthesis of ideas which suggest a plan to initiate advocacy.

Reflective synthesis that does not offer action plan.

Minimal analysis of ideas or mere restating of introduction.

Insufficient or no synthesis of ideas that connect thesis to research.

Information Literacy: Total Points: _______4 3.5 3 2.5 n/s

Masterfully employs required current primary and secondary sources including an interview and a published ruling.

Employs most of the required current primary and secondary sources

Employs a few of the required current primary and secondary sources

Does not employ or comprehend incorporation sources. No interview or published ruling.

All sources are credible and can be traced to validate the information.

Adequate attempt to provide credible sources.

Inadequate blending of credible and non-credible sources.

No attention given to validate credibility of sources.

All paraphrasing, quoting and summarizing demonstrates integrity in citing practices.

Most paraphrasing, quoting and summarizing generally reflect integrity in citing practices.

Inconsistent reflection of integrity in citing practices.

Does not reflect integrity in citing practices.

4 3.5 3 2.5 n/sMasterfully declares focus of the research.

Mostly declares focus of the research.

Somewhat declares focus of the research.

Unsuccessfully declares focus of the research.

Masterfully connects organized information to the items in the introduction.

Mostly connects organized information to the items in the introduction.

Attempts to connect organized information to the items in the introduction.

Unsuccessfully presents points in an unorganized format

Skillfully connects the order and relationship of idea in the writing

Mostly connects the order and relationship of idea in the writing

Minimally connects the relationships of idea in the writing

Unsuccessfully connects ideas in the writing

Stylistic Technique Total Points: _______Mechanics Total Points: _______

4 3.5 3 2.5 n/sSpelling is flawless including no use of contractions.

A few spelling errors are present.

Several spelling errors are present.

Numerous distracting spelling errors are present.

Punctuation is flawless. A few punctuation errors are present.

Several punctuation errors are present.

Numerous distracting punctuation errors are present.

Grammar is flawless. A few grammatical errors are present.

Several grammatical errors are present.

Numerous distracting grammatical errors are present.

Elevated and appropriate language masterfully enhances the content of the paper.

Elevated and appropriate language enhances the content of the paper.

Language is appropriate to support the content of the paper.

Word choices are inappropriate and do not necessarily reflect comprehension of topic.

Entire paper is written objectively.

Most of the paper is written objectively.

Some of the paper is written objectively.

Essay does not reflect comprehension of objective point-of-view.

Works Cited Total Points:___________Entire document is flawless. Most of the Works Cited is Several missing elements in Evidence of little or no

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Heading, alphabetizing, spacing, hanging indents, content, designation of source (Print, Web, Interview, PDF etc.) and attention to style (MLA or APA)

correct. document. comprehension of requirements.

*ns = denotes information that is either not submitted or does not provide enough evidence to assign a score. Total Points ________/100

Portfolio Rubric

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Presentation Rubric

Score Exemplary (5)

Satisfactory (4.5)

Developing(4)

Insufficient (3.5)

No Score (0)

Consistently speaks with appropriate volume, tone and articulation

Generally speaks with appropriate volume, tone and articulation

Has difficulty speaking with appropriate volume, tone and articulation

Does not speaks with appropriate volume, tone and articulation

Consistently employs appropriate eye contact and posture

Frequently employs appropriate eye contact and posture

Employs infrequent eye contact and/or poor posture

Makes no eye contact

Consistently employs appropriate nonverbal communication techniques

Generally employs appropriate nonverbal communication techniques

Exhibits appropriate nonverbal communication techniques

Does not employs appropriate nonverbal communication techniques

Consistently exhibits poise, enthusiasm, and confidence.

Generally exhibits poise, enthusiasm, and confidence.

Exhibits limited poise, enthusiasm, and confidence.

Does not exhibit poise, enthusiasm, and confidence.

Consistently employs standard grammar

Generally employs standard grammar

Inconsistently employs standard grammar

Does not employ standard grammar

Wears appropriate / professional attire

Wears appropriate / professional attire

Wears inappropriate attire Wears inappropriate attire

Employs creative use of technology that enriches / reinforces presentation

Employs technology that enriches /reinforces presentation

In effectively employs technology

Has a technical problem and no backup file

Engages judges with a strong opening (hook) that is connected to the topic

Engages judges with an opening (hook) that is connected to the topic

Hook may be engaging, but may not have a connection to topic

No hook is used or may not be connected to topic

Clearly defines a topic and indicates a real world connection

Indicates a topic and indicates a real world connection

Mentions a topic, but may not mention a real world connection

Does not clearly define a topic

Explains the clear and obvious connection between the hours and the research topic

Explains the connection between the hours and the research topic

Indicates research but connection is limited

Does not offer this information.

Artfully adheres to the topic and purpose throughout the presentation

Adequately adheres to the topic and purpose throughout the presentation

Somewhat adheres to the topic and purpose throughout the presentation

May lose focus during the presentation and

Employs a logical and engaging sequence which the audience can follow

Employs a logical sequence which the audience can follow

Employs ineffective sequencing confusing to the audience

Lacks organizational sequencing.

Demonstrates exceptional use of supporting details / evidence (8-10 pictures)

Demonstrates sufficient use of supporting details / evidence(5-7 pictures)

Offers insufficient supporting details / evidence (3-4 pictures)

Lacks supporting details / evidence(less than 3 pictures)

Offers insightful evaluation of new learning.

Offers evaluation of new learning.

Inadequately clarifies new learning.

Does not indicate new learning.

Offers insightful evaluation of the project process.

Offers a clear evaluation of the project process.

Offers an evaluation of the project process.

Does not offer an evaluation of the project process.

Extensively reflects on the collaboration with mentor

Generally reflects on the collaboration with mentor

Minimally reflects on the collaboration with mentor

Fails to reflect on the collaboration with mentor

Discusses exceptional organization regarding time management throughout project.

Adequately discusses organization regarding time management throughout project

Gives slight indication of time management

Does not mention time management with regard to project

*Audio &/or visual aids artfully depict/enhance hours spent in project

*Audio &/or visual aids depict/enhance hours spent in project

*Not all audio &/or visual aids correspond with the hours in the project

*Audio&/or visual aids are not used

Speech is 8-10 minutes in length.

Speech is 6-7:59 minutes in length (ASSIGN A 3.5 IF OVER 10 MINUTES)

Speech is 2:30-5:59 minutes in length

Speech is less than 2:29 in length

Confidently and politely responds to judges’ questions and comments

Politely responds to judges’ questions and comments

Ineffectively responds to judges’ questions and comments

Unacceptably responds or does not respond to questions & comments

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