Highline High School

2014-2015 Culminating Project

Student Handbook http://www.highlineschools.org/highline/Pages/Advisory.aspx T I M E L I N E 2 0 1 4 - 2 0 1 5

The Culminating Project is both a state and district graduation requirement. To ensure success, it is essential that you complete the tasks for the Project satisfactorily by the established due dates. The following steps must be completed and approved in order to successfully complete the project.

Junior Year Check Activity: The student will… Due Date off Receive Culminating Project Handbook. Understand the Culminating Project including purpose, goals, requirements, contracts and March 13 responsibilities Turn in Project Proposal draft to Advisor for approval April 29 Turn in Final Project Proposal to Advisor for staff approval May 20 Turn in Signed Parent/Student Contract to Advisor June 5

Senior Year Check Activity: The student will… *Due Date off Identify a Mentor; Mentor Letter to Advisor for approval Oct. 9 Turn in signed Mentor Agreement (if needed: Volunteer Information Oct. 23 Form, and Disclosure Statement) Complete your Project activities March 19 Turn in Journal and Project Documentation to Advisor March 19

Turn in Mentor Log and Mentor Feedback to Advisor March 19

Participate in Career Fair (if applicable) March 24, 26 Turn in final Reflection paper to Advisor April 16 Turn in Presentation outline to Advisor April 28 Sign up for Community Panel Presentation May 5, 7 Rehearse Presentation to Advisor May 1-14 Present your Project orally to a Community Panel May 14, 15

*Tentative Dates – subject to change upon completion of the 2014-2015 school calendar T A B L E O F C O N T E N T S

LETTER TO STUDENT 1

CHAPTER ONE: OVERVIEW 2

Introduction 2 Definition Goals Accountability The Culminating Project 3 Project First Proposal (Application) Final Proposal (Rationale and Plan) Project Reflection Presentation General Timeline 4 Roles and Responsibilities 4 Key Components of the Culminating Project 5

CHAPTER TWO: Choosing a Project 6

Acceptable Projects 6 Unacceptable Projects 8 Financial Requirements 8 Project Proposal 8 Student/Parent Contract 8

CHAPTER THREE: Community Connections 9

Identify Your Mentor 9 Letter to Mentor 9 Mentor Agreement 9 Working with the Community 10

CHAPTER FOUR: Proposal 11

Read Proposal Rubric 11 Project Proposal 11

CHAPTER FIVE: The Project 11

Journal/Activity Log 11 Mentor Log 11 Sample Project Documentation 12 CHAPTER SIX: Reflection Paper 14

Read Reflection Rubric 14 Formatting Guidelines 14 Outline 14

CHAPTER SEVEN: Project Presentation 15

Read Presentation Rubric 15 Presentation Guidelines 15 Outline 15 Presentation Expectations 16

CHAPTER EIGHT: Questions and Answers 17 Career Exploration information……………………………………………………… 19

APPENDIX: Forms 20

Project Proposal 21 Student/Parent Contract 23 Template of Letter to Mentor 25 Mentor Agreement Form 27 Mentor Log 29 Building Use Form…………………………………………………………………….. 31 Proposal Rubric 33 Reflection Rubric 35 Presentation Rubric 36 L E T T E R T O S T U D E N T

Dear Student:

Graduation is not far ahead and now is the time to start working on one of your graduation requirements – the Culminating Project. The Culminating Project (CP) you choose has the potential to yield a number of benefits for you. The project requirements are designed to:

 give you the opportunity to explore a possible career path  make connections with community members  encourage independent problem-solving and achievement  practice writing and presentation skills  create a self-directed, authentic project that challenges you in a meaningful way

The process is driven mainly by you. This is your time to shine. You will be working with a community mentor of your choice to give you expert, real-world advice in completing your project. In addition, your Advisor will guide you in the process. The entire Culminating Project is comprised of a Proposal, a Project, a Reflection Paper, and finally, a Presentation to an evaluation panel of school personnel and community members.

In this handbook, you will find all of the information and requirements needed to complete your project. Please read it carefully to ensure that you completely understand all requirements.

Please give the entire project serious thought and consideration. Although your project may seem overwhelming at some points, if you meet deadlines and give it your best effort, you will succeed knowing that you have accomplished something of which to be proud. Take this opportunity to challenge yourself!

Sincerely,

Highline Staff

Culminating Project Page 5 Highline High School C H A P T E R O N E : O v e r v i e w

Introduction

The Culminating Project is an interesting and exciting opportunity for you to apply and demonstrate all that you have learned in twelve years of school to a project which will challenge your abilities, stretch your limitations, and expand your future horizons.

As a graduation requirement, it will provide an opportunity for you to demonstrate mastery of the following Washington State Learning Goals:

You will…

Goal 3: Think analytically, logically and creatively, and integrate experience and knowledge to form reasoned judgments and solve problems

Goal 4: Understand the importance of work and how performance, effort and decisions directly affect future career and educational opportunities

Definition:

The Culminating Project is a hands-on experience to explore personal, community, and/or career interests. It is an independently conceived and managed piece of work, mostly done outside of the school day, which shows your ability to:  design your own learning experiences  use knowledge and skills to solve problems  independently manage a complex, multi-stage project  connect with the community

Goals:

The Culminating Project will…  Create students who will be independent and lifelong learners  Create an environment that fosters cross-curricular mentorship and resources  Invite community involvement with the school in the form of mentorship, resources, and student recognition  Provide a venue for students to connect learning, life, and work

Accountability:

The Culminating Project will be managed in the student’s Advisory class. Students without an Advisory class will be assigned an advisor, however, it is the student’s responsibility to set up periodic meetings with the advisor and meet all deadlines.  Running Start students will be advised by their counselor  Morning PSSC students may contract with their counselor and PSSC advisor to complete and present at PSSC.  Afternoon PSSC students with an Advisory class must complete their projects and present at Highline High.

Culminating Project Page 6 Highline High School The Culminating Project  Each step must be successfully completed before advancing to the next.

Project Proposal A written proposal that  Provides a detailed description of the project including the goals and product of the project.  Addresses purpose and background, new and challenging learning, project steps, value to the student, and community connection Project Implementation/Documentation A performance, product, or exhibit which:  Requires new learning.  Involves problem solving and/or forming reasoned judgments.  Requires analytical, logical, and creative thinking.  Must include documentation of the project (journals, artifacts, visuals, bibliography of research)  Must include required forms

Project Reflection A written narrative that includes:  Evaluation of product or performance.  Comparison of project steps to initial plan.  Reflection on growth as a learner.  Description of application of learning for future endeavors.  Reflect on Community Connection

Project Presentation An oral presentation to staff and community representatives evaluated on:  Preparedness  Organization  Knowledge  Reflection  Presentation skills  Visual aid  Personal appearance

Culminating Project Page 7 Highline High School General Timeline

The handbook contains a date specific timeline for each requirement of the CP. Using this timeline will help you to stay on track. Be sure to accomplish each item by the due date listed. Newly enrolled students will be provided a modified timeline. General deadlines are as follows: Step One: Complete the Proposal – spring of junior year Step Two: Student/Parent contract – spring of junior year Step Three: Final revisions of Proposal (if needed) – beginning of senior year Step Four: Select a mentor – end of junior year or fall of senior year Step Five: Implement project – summer and/or fall of senior year Step Six: Complete reflection paper – winter of senior year Step Seven: Presentation – spring of senior year Step Eight: Graduate!

Roles and Responsibilities

Student: The culminating project is self-directed: You are responsible for managing all aspects of the project. This includes:  Finding and using good resources  Solving practical problems and making decisions  Persevering through difficulties and making adjustments in plans to complete the project  Seeking help when needed  Following the timeline and meeting deadlines  Documenting Process (journal, artifacts, visuals, bibliography of research)  Communicating with Advisor and Mentor  Challenging yourself

Mentor: Your mentors must be an expert in your field of study and should be chosen with great care. Your choice of mentor should be directly influenced by the selection criteria of your project. An ideal mentor, for example, will:  Help you to locate and, where possible, provide resources to support your project and written component  Communicate his/her time and skill limitations with you  Work with you to set up at least four meetings so they can help facilitate your work  Help you set up realistic learning goals, hands on experiences and expected outcomes  Mentors may not be family members or HHS staff.

Advisor: The Advisor will:  Be available to meet with you to check progress of your project  Approve Proposal, Documentation, and Reflection  Provide opportunities for reflection and self-evaluation  Assist in modifying or adjusting your plans  Provide opportunities for you to practice and refine your presentation skills

Culminating Project Page 8 Highline High School Culminating Project Page 9 Highline High School C H A P T E R T W O : C h o o s i n g a P r o j e c t

Acceptable Projects

You may already have an idea that you want to explore. However, you may be at a loss. If so, take a reflective look back at your life so far; books you have enjoyed, activities, assignments, achievements, even frustrations and things that have confused you. What grabs your attention? What would you like to fix, do, learn, understand, see, improve, create, experience…?

Your project will probably fall into one or more of the following categories: Career Exploration, Design a Product System or Service, Event/Activity Planning, Learn a New Skill/Improve an Existing Skill, or Research. Use the information below to guide you in choosing your project. You want to decide on the most valuable learning experience for yourself. The more you work on this project, the more you will benefit from the experience.

Career Exploration A Career Exploration project is one of the most valuable types of projects because you can learn in depth about a possible career area that might be right for you. It can include an internship and a possible career plan. You will learn about wages, working conditions, job prospects, education requirements and the “ins and outs” of a career that could give you a head start to a successful life after high school. There is a career for every interest! Examples:  Teach a class  Intern at a local business  Assist a community expert  Apply PSSC learning beyond the classroom  See Career Exploration sheet (pg. 19)

Design a Product, System, or Service This category is a great area for the person thinking about a possible future in engineering, industrial design, or entrepreneurship. You would develop a design and evaluate the quality of the design by gathering information from sources such as impact studies, product testing or market research. You would make adjustments as needed to conform to specified standards of quality and/or safety. Examples:  Design a house/vacation cabin and create an architectural model  Create a website  Construct a complex computer network system  Make and market spa products  Build an investment portfolio  Build a computer  Create a portfolio of 3-D computer art

Culminating Project Page 10 Highline High School Event/Activity Plan This area would benefit the person thinking about a future in, perhaps, the travel industry, the entertainment industry, and/or recreation business area. In this area you would conduct research, target your audience, organize it all, and make it happen without any hitches. Examples:  Maintain/improve a park trail  Organize an environmental reclamation project  Create a travel video  Plan and carry out a cultural awareness program  Plan, organize, and host a talent show

Please note: Projects involving donations of any sort need special approval and must follow specific guidelines (pg. 8). See your advisor for more information.

Learning a New Skill or Improving an Existing Skill This category is a popular one for students wanting to learn something that could turn into a career possibility in areas such as auto mechanics, music, writing, sports, etc. You would conduct research into current methods and practices, develop your skills, and determine ways to measure and prove that you are now better at the skill. Examples:  Write, produce, and direct a play  Produce a CD of original music  Write, film, edit, and produce a film  Write a novel  Choreograph a dance  Rebuild a car  Redesigning a room

Research The Research area is beneficial for students preparing for a four-year university education in any area. You would develop a central question of social, economic, environmental, political, historical, or scientific significance. You would extensively research it and write a high quality research paper, building and developing an argument using logical thinking and data from research to support your conclusion. You are required to have primary sources which entail consulting with experts in the field to provide a community connection.

In deciding whether or not a particular project idea will work, consider the following:  can you find a mentor who is an expert in this field  is research information available on your topic  is the project financially affordable  will it require at least 20 hours minimum outside of class time to complete  will it maintain your interest over a long period of time  will it be approved by your advisor and parent/guardian

Culminating Project Page 11 Highline High School Remember, your project needs to stretch your abilities and challenge your limitations while at the same time be reasonable and do-able within the given time.

Unacceptable Projects The Culminating Project allows for a wide variety of topic ideas. Although there may be similarities between projects in theme and scope, students may not work together on an individual project. In addition, projects with simplistic or non-challenging issues will not be accepted. Some activities may not be appropriate due to safety concerns. These activities will cause problems and are not acceptable for your project:  Illegal activities  Air or flight activities such as flying, gliding, helicopters, ballooning, parachuting, or skydiving  Activities such as canoeing, white water rafting, snow skiing/boarding, or water skiing  High risk activities such as rock climbing, juggling knives, bungee jumping or high-impact aerobics  Tattooing, body piercing, human experimentation  Weapons activities  Non-approved athletics (not a current sport)  See District Guidelines for more detailed restrictions

Financial Requirements Projects involving donations of any sort need special approval and must follow specific guidelines. Funds may not be raised using the names of Highline High or the Highline School District. Students should collect nonmonetary items for donations or collect only for recognized 501C3 organizations with documentation from that organization supporting the fundraiser. o Prepare a budget to include expected revenue, donations, and expenses. o If you are expecting donated items, include all correspondence seeking the donations and what was received and how the donation was used. Was it part of the operating supplies of the project or was it used for awards. o On the day of the project/event if there is an entry fee at the event the entry fee records need to be kept and verified by two people. o If any profit occurs from events held as part of the project then that profit should be donated to a legitimate 501C3 charity. A receipt for the donation should be obtained from the charity. o Include a copy of the letter to the charity or organization. It is suggested that you purchase a money order to be mailed with the monetary donation. If you are donating nonmonetary items to a charity, document what was donated, to what organization, and obtain a receipt. o Maintain records of all financial matters including revenue, donations, and expenses. These records should be a part of the presentation and available for review by the panel. o Prepare an income/profit statement for the project/fundraiser. o Have an adult, if your mentor is unavailable, sign the records you include indicating that they witnessed and will verify that the reports are accurate. o The financial part of the project can be a great learning experience. The key is keeping detailed records that are clear, concise, and accurate.

Project Proposal Once you have decided on a topic, and before you start working on your project, you need to apply to have your project ideas approved. Complete the Proposal form, turn it in to your

Culminating Project Page 12 Highline High School advisor for approval, and keep it in your records once approved. See Appendix for the Project Proposal Form.

Student/Parent Contract The Culminating Project is a graduation requirement and, therefore, it is important for you and your family to be aware of the requirements and deadlines. You are required to turn in the signed Student/Parent contract to your Advisor. See Appendix for Form.

Culminating Project Page 13 Highline High School C H A P T E R T H R E E : C o m m u n i t y C o n n e c t i o n s One of the requirements of the culminating project is to establish a community connection relevant to your project. This community component might be something like a work/internship-based project, a community service learning project, or a project that includes consultations with various experts who are members of the community.

The community connection will include the following:  Documented connection of the Project to the community.  How the community connection relates to what was learned in the school and how it was meaningful  Connections to future goals

In the Appendix you will find a Mentor Log which you will use to track your meetings with your mentor. A minimum of four Mentor meetings is required.

Identify Your Mentor

Your Mentor will be someone you choose from the community who will assist you with the completion of your project. Your Mentor should be someone you seek out because of his or her expertise in the field of study in which your Project lies. A mentor may not be a family member or a Highline High staff member unless an appeal is granted.

This person can give you advice, answer questions, and verify the hours you commit to working on your project; however, your Mentor does not need to be present whenever you work on your project. Think of your Mentor as a reference, a troubleshooter, a guide. Ideally, your mentor should be able to introduce you to a variety of community experts from which you may gain information and experience. Make sure you choose someone dependable, trustworthy, and available to help you. An ideal mentor, for example, might be:

 A project coordinator for a proposed community service  A business supervisor for a proposed career related experience  A professor or instructor of a proposed academic challenge

Letter to Mentor

To begin, you will compose a letter of interest to a potential Mentor. Your Advisor will approve your draft before you mail it. See Appendix for Template of Letter to Mentor.

Mentor Agreement

Along with the letter, you will send a Mentor Agreement Form. Before you begin working on your Project, this needs to be signed by your Mentor and returned to your Advisor. Please note that students should not meet with their mentor in a room with no other individual present. If you need an exception to this rule, please see your Advisor for required procedures.

Culminating Project Page 14 Highline High School Working with the Community

Before you begin, you need to have parents/guardians review and approve Project activities in the community. For safety reasons, always stay alert to inappropriate behaviors or communications. Discontinue contact immediately if you are uncomfortable with ANYTHING being said, done, suggested, or implied.

When working in the community, always notify your parents/guardians:  where you are meeting (if off campus, a public place or place of business is advised)  with whom you are meeting  how long you plan to meet and when they will return  of the purpose for the meeting  what transportation you plan to use

To establish a good working relationship with others, you should:  set up meetings well ahead of time and then call to confirm immediately before the planned date  clearly state your purpose when requesting a meeting date/time and always respect others’ busy schedules  be sure when communicating by email or voice mail to leave complete information  give people time to respond to messages but follow up when necessary  be accommodating, polite, and flexible

If you are working with people in the community with whom you are unfamiliar and will not be meeting in a public location, you are to have your mentor fill out the Volunteer Application and Disclosure Form.

Culminating Project Page 15 Highline High School C H A P T E R F O U R : P r o p o s a l Read Proposal Rubric Before you begin drafting your Proposal, please read the Proposal Rubric so you know what is expected. See Appendix for Proposal Rubric.

Project Proposal The Project Proposal includes five parts: the Project Purpose and Description, New and Challenging Learning, Project Steps, Value to the Student, and Community Connection.

The Project Proposal is available online (school website) or in the handbook: (see Appendix)  The draft Proposal– Students draft the basics of their proposed project, making sure their ideas meet the requirements of the project.  Once the draft Proposal is accepted, students write the Final Proposal.  The Final Proposal –students develop their initial ideas including details, descriptions, and elaboration ensuring they meet all the requirements of the Proposal Rubric.

C H A P T E R F I V E : T h e P r o j e c t Journal/Activity Log - REQUIRED After your Final Project Proposal has been approved and your Mentor set up, you will begin implementing your Project. In order to reflect on your project and show evidence of your participation, you will log and discuss all project activity in a journal including number of hours (minimum of 20). This information includes but is not limited to: Mentor meetings, interviews, phone calls, general project activities, and reflection on your learning and progress. Within your Journal, you will include new learning from at least three resources and include a Bibliography of those resources.  Bibliography (Minimum of 3 sources must be cited) o Print - books, manuals, newspapers, other periodicals o Electronic Databases – contain reference books, newspapers, other periodicals o Web – webpages, podcasts, blogs, videos o Personal Interviews Upon completion of your Project, you will turn in your Journal/Activity Log to your Advisor. Mentor Log Throughout your project, you will meet with your Mentor. Your Mentor will answer questions, provide guidance, and potentially provide feedback on your progress. A minimum of four meetings is required. You will complete the Mentor Log and your Mentor will sign it and complete the Feedback form on the back of the log. Upon completion of your Project, you will then turn the Mentor Log in to your Advisor. See Appendix.

Other Project Documentation In addition to your Journal, other documentation of your project will be helpful in completing your Reflection Paper and Final Presentation.  Artifacts  Scrapbook or Portfolio  Visual Evidence (pictures, video, etc.)

Culminating Project Page 16 Highline High School Culminating Project Page 17 Highline High School Documentation (SAMPLES)

1. PROJECT JOURNAL (REQUIRED) The Project Journal provides a place for students to record their work on the project along with ongoing reflections on their progress, including self-evaluations of their personal strengths and weaknesses, thoughts about how the process is moving along, reflections on their attitudes toward the work, and possible implications of the project work on their future education and/or career.

SAMPLE PROJECT JOURNAL DATE REFLECTION

March 6 Activity: Choosing a Topic

Junior Year Reflection: I am having a hard time deciding on a topic-- there are so many things I would like to learn about. I’m thinking about becoming a teacher so I could find out if that is something I would like by working with my middle school teacher and even trying to teach some lessons. I also love planning and organizing so I could do something with event planning. I play soccer, so maybe I could teach a soccer camp or other event. That might be a good idea because I would get to know about working with kids and also planning events. But if I really am serious about teaching, maybe I should just stick with that. I think I will talk to a few of my teachers and my parents to get their opinions. I could also talk to my teacher at Sylvester to get her opinion.

Nov. 5 Activity: After helping kids one-on-one for the past few weeks, I was able to teach my first mini-lesson by myself in the class at Sylvester. Reflection: It went pretty well. I thought I did a good job of getting the kids’ 1.5 hours attention and getting them interested in the lesson. I found it was pretty hard to keep them going and interested. They had a hard time understanding what exactly I wanted them to do and I feel like a lot of them weren’t listening. I will talk with my mentor (the teacher) and see what she has to say. Hopefully she can give me some good ideas to try for next time.

2. VISUAL EVIDENCE Some projects – particularly those that involve the creation of an actual product – can be documented best through a visual record of production stages. For this option, students would take photos or draw sketches of their product during key steps in the process and later present the visuals for viewing through an album or digital display (i.e. PowerPoint). If desired, students can be asked to provide captions or commentary on each visual.

SAMPLE PROJECT PHOTO ALBUM

3. AUDIO/VIDEO EVIDENCE Similar to visual evidence, some projects can be documented through the creation of a project video. For this option, students shoot video of their product during key steps in the process and edit the tape into a brief, viewable “project documentary”. If desired, students can provide an audio commentary of the images shown. Obviously, students need advanced technological skills to successfully document their project in this way.

4. PROCESS ARTIFACTS

Culminating Project Page 18 Highline High School Project process artifacts include any physical items that help tell the story of the project. Many process artifacts exist on paper, in the form of items such as note sheets, business cards, sketches, drafts, receipts, mail, and so forth. If desired, process artifacts can be organized and displayed in a project scrapbook (see suggestion #7 below).

5. PROJECT PORTFOLIO Some schools may want students to combine several of the above options into a single project scrapbook or portfolio that includes activity logs, reflections, photos, visual evidence, process artifacts, etc. These tools can either follow structured guidelines for what to include, or a general description can be provided and students can determine what to include on their own. Project scrapbooks or portfolios are often mounted in 3-ring binders and include plastic slip-covers to protect important pages or documents.

Sample Project Portfolio Table of Contents 1) Welcome and Introduction 2) Copy of Project Proposal 3) Project Journal 4) Photos of the project 5) Draft designs 6) Project artifact scrapbook pages 7) Research materials 8) Reflection Paper

6. PROJECT BIBLIOGRAPHY The Project Bibliography records all research materials used in the project. Often following standard APA or MLA styles, the bibliography can also include annotations regarding the credibility and value of each source used.

SAMPLE PROJECT BIBLIOGRAPHY

Brooks, Shawna. Personal Interview. 12 Feb. 2007. Shawna has a Ph.D. in nutrition and works for Community Hospital as a nutritionist. She answered many of my questions regarding the causes and effects of eating disorders and gave me the titles of two books to help me prepare my lesson plans on anorexia.

Foster, Pat. “Wasting Away.” Newsweek 25 Oct. 2006: 22-23. This magazine article was a bit superficial, but it did help me to see that eating disorders impact guys too and it pointed me towards a useful website.

Culminating Project Page 19 Highline High School C H A P T E R S I X : R e f l e c t i o n P a p e r

Read Reflection Rubric Before you begin drafting your Reflection Paper, read the Reflection Rubric so you know what is expected. See Appendix for Reflection Rubric.

Formatting Guidelines  Typed; double spaced  12 pt. font; standard margins  Title of the project at the top of the page  Three to five pages

Outline

The Reflection should follow the outline below.

 Summary of Project Describe your Project, summarize the process, and explain why you chose this Project. What was your essential problem or goal? What were your expected learning goals? What did you learn about your area of study?  Self-Evaluation Include a discussion of the strengths, weaknesses, and overall quality of the final product or performance of your project along with mention of how the evaluation criteria were determined.  Process Assessment Compare the initial plan to what was actually done and reflect on the strengths and weaknesses of the process and how the Project could have been improved.  Growth as a Learner Discuss personal strengths and weaknesses as a learner, specific things you learned as a result of the Project, and implications of these insights for the future.  Implications for the Future Discuss specific things learned in the Project and connect these insights to future plans for education and/or career.

Culminating Project Page 20 Highline High School C H A P T E R S E V E N : P r o j e c t P r e s e n t a t i o n

The last step in the Culminating Project is to formally present your Project to a school-provided panel.

Read Presentation Rubric

Before you begin drafting your presentation, read the Presentation Rubric. See Appendix for Presentation Rubric.

Presentation Guidelines

 You should be prepared to speak for a minimum of 8 minutes and a maximum of 20 minutes with 5-10 minutes additional for questions from the panel. Make certain you are prepared to answer questions in a way that discusses your understanding of your topic, what new learning occurred, and a reflection of the process as well as the Project itself.  Present information in a logical sequence (see outline below).  Come dressed professionally/appropriately.  Be sure to arrive at least 15 minutes early.  Your presentation must include visual aids. These could include a PowerPoint, poster, photo journal, etc. Be sure you are using this as an aid to your Presentation rather than just an add on. Used properly, your visual aid will reinforce and clarify; used incorrectly it will distract. Make sure you know how to operate any equipment that you will be using.

Outline

I. Introduction  Introduce yourself  Describe your Project goal/problem  Explain your interest in this subject  Explain your Project expectations  Describe previous subject knowledge/experience

II. Body  Describe your Project activities  Present your Project results  Describe what you learned from the community connection  Describe knowledge and/or skills you have gained as a result of your Project

III. Conclusion  What have you learned about yourself?  How has completing this Project influenced your college/career plans?

Culminating Project Page 21 Highline High School Presentation Expectations Student:

. Completes all portions of the Culminating Project (Application, Proposal, Documentation, Forms, and Reflection) prior to Presentation . Reviews Presentation rubric with advisor . Prepares visual aids for Presentation and knows how to use equipment . Rehearses Presentation . Arrives at least 15 min early for Presentation

Advisor:

. Ensures student’s Project meets all requirements prior to Presentation . Reviews Presentation rubric with student . Helps student prepare for his/her Presentation Emphasize things like: - being organized - eye contact - speaking clearly and loud enough . Allows student the opportunity to practice his/her Presentation . Reviews the panel feedback with student after his/her Presentation . Provides final Culminating Project check off on graduation checklist

Panel Members:

. Panels consist of 1-2 staff members and 1-2 community members. . Attend training and review rubric . Provide welcoming environment for students . Ask students questions about his/her Project . Completes rubric form for each student

Format for Presentations:

. Presentation sessions are 30 minutes . Panel welcomes student, introduces themselves and allows student time to set up . Student introduces self and sets up visual aides . Student gives Presentation . Panel asks questions . Student is thanked for his/her Presentation and allowed to leave . Panel discusses Presentation and completes final rubric form . Final rubric is delivered to student’s advisor within 24 hours

Culminating Project Page 22 Highline High School Q U E S T I O N S & A N S W E R S

1. What is the Culminating Project? An independent, self-directed individual project completed and presented by the end of your senior year. (See Chapter 1) 2. Why do I need to do this? The Culminating Project is a state graduation requirement (WAC 180-51-061). 3. How long should my project take? Work on the project will begin junior year with the project application. It will be worked on in stages through spring of senior year. The total personal hours invested will vary but will likely be in the range of 30 – 50 hours outside of school. 4. Can I work with a partner on a Culminating Project? No, all components of the project must be completed independently. This is a culmination of individual learning. You must conceive, carry out, and document each stage of your project individually. 5. What if I am a Running Start or PSSC student and don’t have an advisor? You are still responsible for completing the Culminating Project at Highline High. Running Start students will complete their CP with support from their counselor. Afternoon PSSC students will be required to complete their CP at Highline High. 6. What if I have an IEP? You are still responsible for completing a Culminating Project. Any necessary accommodations to the CP requirements must be documented in your IEP. Contact your IEP Case Manager if you believe accommodations would be appropriate. 7. What if I am an ELL student? You are still responsible for completing a Culminating Project. 8. Can I use previous class work or projects to satisfy Culminating Project requirements? No, you may use other work as a starting point but the Culminating Project is an independent Project of new, challenging work. See Appendix for rubrics. 9. What is required? Approved Project Proposal, Project Journal, Documentation, Forms, Reflection Paper and Presentation are required for successful completion of the Culminating Project. Your final presentation will be evaluated by a selected evaluation board. See Appendix for evaluative rubrics. 10. When do I submit my First Proposal (Application)? This should be done in Advisory in the spring of your junior year. New students to Highline will submit their application to their advisor as soon as possible upon entering Advisory. 11. What if my Plan doesn’t get approved? If your plan is not approved there are two options. If your plan was not approved because it needs revising to be more feasible or applicable, you can resubmit it with the necessary changes. If the project is rejected for reasons of district policy or unfeasibility then a new project application will have to be submitted for approval. 12. If I don’t submit a Project Proposal can I work on my project anyway? No, you may not begin working on your project until your Project Proposal and Student/Parent Contract have been approved. 13. Can I submit any components early? Yes, any portion of the project can be completed early, however there will be set presentation dates. Make sure that you are working closely with your advisor on each piece. Projects may not be started prior to your junior year. It is to be a culmination of your learning, not some simple assignment to finish early and get out of the way.

Culminating Project Page 23 Highline High School 14. What if I want to change my Project after I submitted an approved Plan? Discuss this with your advisor, and then submit a new Project Proposal for review. 15. Will I be given time in class to work on my Project? The Culminating Project is not a classroom assignment. You will have time in your Advisory to work on aspects of the project but the majority of work will be done outside of school and in the community. 16. How do I get help when I need it? Your senior advisor will be your contact and support person. If you have an issue or question that they cannot help with they will advise you on whom to see. 17. Can my Mentor be an adult in the school? Teachers as mentors are strongly discouraged. The purpose of a mentor is to provide students “real world” experience from experts in that field. If you are having trouble finding a mentor, ask your parent, counselor or advisor for help. Your advisor has a list of local mentors that might be of assistance. 18. What if I want to do a fund raiser as part of my Project? Projects involving donations of any sort need special approval and must follow specific guidelines. Funds may not be raised using the names of Highline High or the Highline School District. Students should collect nonmonetary items for donations, or collect only for recognized 501C3 organizations with documentation from that organization supporting the fundraiser. See your advisor for more information. 19. Can I use school facilities? Projects involving the use of school facilitates (gym, library, auditorium, etc.) must receive administrative approval and be cleared by the building or PAC facilities organizer. See Facilities Use Form in the Appendix. 20. Can my job be my Project? No. Your Project is new learning, above and beyond what you already know. 21. Can my Project be part of an already organized class, activity, club, or program? No. You must conceive, carry out, and document each aspect of your project. This includes PSSC class activities. 22. If my Project Application is approved and I don’t like it any more, how many times can I re-apply? Since it is a yearlong project, it is best to choose wisely. If you need to re-apply, you may do so. Keep in mind you have a limited amount of time to complete your Project and starting over will slow down the process. 23. Do I have to take the Proposal and Reflection paper to my Presentation? Some students include these pieces as part of their Presentation. It is not a requirement. 24. What if I don’t meet standard on any of the components of the Culminating Project? You will have an opportunity to resubmit your work until all components meet the required standards. 25. Can I skip parts of the Culminating Project? No. Each section indicated on the time line must be successfully completed before progressing on to the next step. For example, the Reflection paper and Presentation may not be submitted until the Project Activities have been successfully completed. 26. What if I don’t pass my Presentation? You will be provided with a second presentation date to re-present. 27. What if I don’t complete a project? Will I graduate? No. If you do not complete all aspects of the Culminating Project you will not participate in Commencement or receive a diploma. It is a Washington State requirement for graduation.

For more information please see your advisor, counselor, or academic dean.

Culminating Project Page 24 Highline High School Additional resource: http://www.k12.wa.us/graduationrequirements/GradRequirements.aspx This site offers information on graduation requirements and examples of award winning culminating projects.

Career Exploration Career exploration is a senior project option that can be both informative and rewarding for students. To alleviate any confusion, here are some general guidelines for this project. There are three parts to a career exploration project: research, job shadow/mentor relationship, career fair presentation. Below is a brief explanation of each part of this project.

Part 1 – Research  This should take up at least ¼ of their 20 hours  Student should conduct research on the career they have selected.  Research results should be collected in an annotated bibliography in MLA style.  Research should include the education, salary, experience needed for this career.  Students should provide notes for each source in addition to their final annotated bib.  Culminating project journal should indicate dates/times/locations of the research conducted.  Research should include a variety of sources – print, web, interviews, training films, etc.

Part 2 – Job Shadow/Mentor Relationship  This should take up more than ½ of their 20 hours  Students will work with someone who is an expert in their chosen field - this is usually their mentor  They should probably network with other professionals who they meet through their mentor, and interview them or conduct other job shadows  Students should document the time they spend working with their mentor and conducting interviews and job shadows  Students should journal about their experiences extensively in their senior project notebooks

Part 3 – Career Fair Presentation  This should take up less than ¼ of their 20 hours  Students will prepare a visual aid and answer questions to demonstrate their learning  Synthesizes what they learned  Demonstrates their understanding of the career they selected  Provides audience with information about salary, education, and experience needed for the career  Can include supplemental information such as student-created brochures  Tri-fold (or similar) should be professional in appearance, visually engaging, and demonstrate significant effort.  Student responses to questions should be professional and engaging. Students should be prepared to answer a variety of questions about their chosen career.

Culminating Project Page 25 Highline High School School sponsored programs such as PSSC and STEPS are NOT in themselves appropriate for a career exploration project. There must be significant work done by the student outside the class time. See your advisor or Mrs. Badley for questions.

Culminating Project Page 26 Highline High School A P P E N D I X : F o r m s

Project Forms and Rubrics:

 Project Proposal

 Student/Parent Contract

 Template of Letter to Mentor

 Mentor Agreement Form

 Mentor Log

 Facilities Use Form

 Proposal Rubric

 Reflection Rubric

 Presentation Rubric

Culminating Project Page 27 Highline High School P R O J E C T P R O P O S A L F O R M

Responses must be typed on a separate paper. An expandable form is available on the Highline Website under Advisory. Otherwise, attach your typed answers to this form.

Name: Advisor:

Title of project:

Category of project: (check box below)  Design a product, system, or service  Learn a new skill or improve an existing skill  Career exploration  Event/activity planning  Research

Project Purpose and Description Provide a clear and detailed description of your project. What will be accomplished or produced?

New and Challenging Learning The senior project requires you to demonstrate that you are able to learn independently and to use your thinking skills to solve problems and accomplish goals. What do you already know about this topic? What will you need to learn? How will this project challenge you to acquire new knowledge and/or skill?

Value to the Student Explain how your Project is a good fit for your interests and aspirations and how it connects to your future.

Project Steps - What do you need to accomplish your project? What are the detailed and sequential steps will you need to take (research, implementation)? What resources will you need (people, facilities, equipment, costs)?

Community Connection/Mentor What type of mentor will you need to accomplish your project? How will you work with your mentor? What relevant experiences or expertise does this person bring to the project? Where can you look for a mentor?

Culminating Project Page 28 Highline High School Culminating Project Page 29 Highline High School S T U D E N T / P A R E N T C O N T R A C T Highline High School HIGHLINE SCHOOL DISTRICT #401

Dear Parent or Guardian:

The state of Washington has added additional graduation requirements beginning in 2007 to help prepare students for life after high school. One of the additional requirements is the completion of a Culminating Project during a student’s senior year. Along with a community connection, Highline High School students are required to address five components as part of their culminating project: Project Application, Proposal, Project, Reflection and Presentation. Students must meet minimum standards on each of the components to be successful in meeting the graduation requirement. It is important to note that in order for students to graduate and receive a diploma they must successfully complete all portions of this project.

In an effort to insure that parents are aware of this requirement we ask that you read the statements below and sign where appropriate. Please call/email your student’s advisor or counselor if you need further clarification on any of the information provided in this packet.

We, the student and parent/guardian, fully understand that failure to complete a culminating project or meet the minimum standards of the culminating project may jeopardize my (my student’s) graduation.

We also understand that while the community mentor and school advisor play an important role in guiding the student through the process of completing the culminating project, the student alone is ultimately responsible for completing the project and submitting all of the forms and assignments required of him or her.

We fully understand that the community connection and project topic selection is made independently of the staff and administration of the high school, but is subject to school approval. We therefore assume all responsibility for any risks and costs which might be inherent in the chosen project.

Finally, we understand that this must be authentic, student generated work, and that any plagiarizing will lead to failure of the entire project thus impacting graduation status.

Please return to your Advisor at Highline High School.

Student (please print) Date

Student (signature)

Parent/Guardian (please print) Date

Parent/Guardian (signature)

Advisor: Project Topic:

225 SOUTH 152ND STREET· SEATTLE, WASHINGTON 98148 • (206) 631-6700 • FAX (206) 631-6758

Culminating Project Page 30 Highline High School T E M P L A T E O F L E T T E R T O M E N T O R

Note: Letter should be typed and single spaced, preferably one page

October 28, 2013 (Date)

Ms./Mr. Mentor’s Last Name Street City, WA 98---

Dear Ms./Mr. Last Name:

Paragraph 1: Introduce yourself and your project briefly (Press “enter” twice after each paragraph)

Paragraph 2: Request for them to be your mentor and describe what you need from a mentor

Paragraph 3: Explain Mentor Agreement Form that is enclosed and include copy of approved Project Application.

Paragraph 4: Explain mentor responsibilities (see mentor responsibilities for clarification)

Paragraph 5: Give deadlines and thank you

Sincerely, (Press “enter” four times for signature space)

Your Name Highline High School 225 South 152nd Burien, WA 98148

Enclosure

Culminating Project Page 31 Highline High School October 6, 2013

Mr. John Smith ABC Company 123 South 148th Street Burien, WA 98148

Dear Mr. Smith:

My name is ______and I plan to create a popping class and teach it as my senior project. What I would like to do is teach three classes of 20 people each. I would like to observe your methods on how to teach a class.

I am sending this letter requesting that you become my mentor. What I need in a mentor is someone who is willing to take some time out of their busy schedule in order to help me complete my senior project. I need a mentor that knows how to teach a dance class and has valuable experience on how to do so.

You are to fill out the mentor agreement form. I would also ask that you look over my project proposal and view the overall plan for the project. If you have questions, contact information will be on the mentor agreement form.

In agreeing to become a mentor, you will need to meet with me a minimum of four times. Agreeing to be a mentor also means that you will be showing me how to teach a dance class. It would also be helpful if you assisted mean in reaching certain deadlines. Meetings must also take place with proper documentation.

I am hoping to finish my senior project by the middle of January. I ask that you fill out the agreement form as soon as possible. I also hope to job shadow you by the beginning of November. I plan to teach a class in December.

Thank you, again, for your consideration in being my mentor. I look forward to working with you.

Sincerely,

Senior Student Highline High School 225 South 152nd Street Burien, WA 98148

Culminating Project Page 32 Highline High School M E N T O R A G R E E M E N T F O R M Highline High School HIGHLINE SCHOOL DISTRICT #401

Dear Community Member:

Every student in the Highline School District is given the opportunity to demonstrate their readiness for life after high school through the completion of a Culminating Project. You are being approached by a student who wishes to complete his/her community experience with you. Because of your expertise in an area that this student is investigating, you are being asked to serve as their project mentor. Each student has been given the responsibility of becoming as actively involved in the community experience as is reasonably possible. The role of the community mentor, should you choose to accept it, includes:  Clarifying with the student what the experience will be including scope, timeline, learning goals, level of hands-on experience, and expected outcomes  Communicating clearly to the student what your role will be, when you can meet, and what your time and skill limitations are  Meeting at least four times with the student during his/her work on the project to provide input, to make suggestions, to see how the student is applying your feedback, and to judge if the student clearly understands your feedback  Providing topic suggestions and resources to support the student’s research paper  Ensuring that they are not meeting with students in a room with no other individual present without proper documentation. We at Highline High School appreciate your consideration of this opportunity to support and contribute to the academic achievement of our students. If you are willing to act as a mentor, please complete the bottom portion of this letter. If you have any questions, please contact the Highline High School Culminating Project Coordinator at (206) 631-6700. Sincerely, Highline High School Students and Staff ------Student Name:

Name: Title:

Phone: E-mail:

Address:

City, State, Zip:

Signature:

225 SOUTH 152ND STREET· SEATTLE, WASHINGTON 98148 • (206) 631-6700 • FAX (206) 631-6758

Culminating Project Page 33 Highline High School Culminating Project Page 34 Highline High School M E N T O R L O G F O R M

Name Advisor

Project Topic Mentor’s Name Mentor’s Title ______Phone

Start Date Completion Date Total Hours

Month/Day/Year Number of Hours Description of Mentor Meeting

As a mentor, I assure that I have met with the student as indicated above (a minimum of four times).

Mentor Signature Date

Parent/Guardian Signature Date

M E N T O R F E E D B A C K F O R M

Student Name ______

Culminating Project Page 35 Highline High School Mentor ______Position/Occupation______

Briefly describe the experience the student had with you.

Please provide comments/feedback for the student.

______Mentor’s Signature Date

Culminating Project Page 36 Highline High School HHS Culminating Project - Events and Building Use Information

EVENTS  When hosting an event requiring a facility like a gym, hall, kitchen, etc., the student should first seek a location outside of Highline High in order to provide a “community connection.” o First look in the community for locations such as the Boys and Girls Club, Parks Department, YMCA, churches, halls, or other local organizations. o Using HHS facilities should be a last result and may involve the cost of security, custodial care, supervision, etc. Be sure to check with the administrator listed below.  An event that already exists at Highline may not be used as a project since it does not meet the “new and challenging learning” and “independently conceived and managed” requirement.  Events may not involve classes, clubs, or ASB events as the CP must be an “independently conceived and managed piece of work.”

FACILITIES If you would like to use Highline High facilities for your project (gym, cafeteria, grounds), you must fill out the BUILDING USE FORM (on the back) and obtain all required signatures.

 DEADLINE: NOVEMBER 29 – this is a firm deadline. You may not request Highline facilities after this date and will need to locate your project elsewhere.

Be aware: (1) Facilities may not be available.

(2) School programs such as sports and building or district events have priority and may require you to move your date or location.

Culminating Project Page 37 Highline High School HHS Culminating Project - Building Use Form

 DEADLINE: NOVEMBER 29 – this is a firm deadline. You may not request Highline facilities after this date and will need to locate your project elsewhere. Be aware:  Facilities may not be available  School programs such as sports events, building and district functions have priority and may require you to move your date or location.

Student Name: ______Advisor: ______Step 1: Proposal Attach a copy of your CP Proposal so that all aspects of your project may be reviewed.

Step 2: Advisor’s Approval I have reviewed the student’s proposal and it meets the requirements for a HHS Culminating Project. I agree that there is no other site available.

______Advisor’s Signature Date

Step 3: Facilities Availability Check with Moana Faletogo in the main office to see if a date is available. Get date and signature below.

______Facility/Location Date/Time Signature Comments:

Step 2: Administrator’s Approval I approve the use of the HHS facilities listed above for the Culminating Project.

______Signature of Administrator Date Comments:

Culminating Project Page 38 Highline High School S t u d e n t ______A d v i s o r ______T o p i c ______

D a t e ______A c c e p t e d M o d i f i c a t i o n s N e e d e d N o t A c c e p t e d

R e v i e w e r 1 R e v i e w e r 2 R e v i e w e r 3 _

C U L M I N A T I N G P R O J E C T P R O P O S A L R U B R I C

Advanced Competent Needs Improvement Limited 4 3 2 1 Project . Proposal provides a clear and . Proposal provides an . Project does not provides an . Proposal does not describe the Purpose and detailed description of the adequate description of the adequate description of the project Description project project project . Project does not meet . Project is significant and . Project is interesting and . Project is not significant or requirements as described in challenging worthwhile challenging the handbook.

New and . The proposal clearly explains . The proposal explains the . The proposal explains the . The proposal does not explain Challenging the project’s learning project’s learning challenges project’s learning challenges, the project’s learning Learning challenges describing how and how the student will however, it appears to involved challenges. The student does the student will acquire new acquire new knowledge and only a minimal gain of new not acquire new knowledge and knowledge and skills through skills through the project. knowledge or skills. skills through the project. the project. Project Steps . Proposal defines a detailed . Proposal defines a sequence . Proposal attempts to describe . The steps described are very and Resource and efficient sequence of of steps for implementing the project implementation steps, general or vague and do not Planning steps to implement all project including gathering but has missing or problematic reflect sufficient planning. aspects of the project, information and monitoring elements and needs . Proposal fails to identify including gathering and adjusting the plan; there refinement. resources needed. information and monitoring may be minor problems in . Proposal lists some needed and adjusting the plan. the definition or sequence. resources. . Proposal provides a detailed . Proposal defines a set of and logical set of resources resources needed to needed to implement the implement the project. project. Value to the . The proposal builds a clear . The proposal explains why . The proposal does not make . The proposal does not explain Student and compelling case for why the project has value to the clear why the student chose the why the student chose the the project has value to the student. project. project. student. . The proposal explains how . The proposal explains how the . The project is not related to the . The proposal explains a clear the project is related to the project is somewhat related to student’s goals or the proposal and direct link between the student’s future goals. the student’s future goals, but does not address the issue. project and the student’s the connection is not well future goals and plans. defended.

Culminating Project Page 39 Highline High School Community . The proposal clearly identifies . The proposal identifies type . The proposal does not clearly . The proposal does not identify Connection the type of mentor needed to of mentor needed to identify the type of mentor the type of mentor needed to accomplish the project accomplish the project needed to accomplish the accomplish the project . The proposal thoroughly . The proposal describes how project . The proposal does not address describes how the mentor will the mentor works with the . The proposal does not how the mentor works with the work with the student student describes how the mentor student . The proposal describes the . The proposal describes the works with the student . The proposal does not address mentor’s relevant experience mentor’s relevant experience . The proposal does not the mentor’s relevant or expertise or expertise describes the mentor’s relevant experience or expertise experience or expertise

Culminating Project Page 40 Highline High School C U L M I N A T I N G P R O J E C T R E F L E C T I O N R U B R I C

Advanced Competent Needs Improvement Limited 4 3 2 1 . Product/performance . Product/performance . Evaluation of product or . Evaluation of product or Self-Evaluation evaluation is based on evaluation is based on performance is incomplete performance is missing or relevant, useful, and thorough relevant, useful details for and/or somewhat vague, or lacks key details. Evaluation of details for understanding understanding quality. based on less than useful . Evaluation of product or product or quality. . Evaluation accurately details. performance clearly ignores performance . Evaluation accurately and identifies strengths and . Evaluation accurately evidence or fails to identify insightfully identifies strengths weaknesses of the product or identifies the strengths but is strengths or weaknesses. and weaknesses of the product performance. overly generous about the or performance. weaknesses of the product or performance. . Process evaluation is based on . Process evaluation is based on . Process evaluation is . Process evaluation is missing Process relevant, useful, and thorough relevant, useful details for incomplete and/or somewhat or lacks key details. Assessment details for understanding the understanding the vague, or based on less than . Process evaluation clearly development process. development process. useful details. ignores evidence or fails to Comparison of . Process evaluation accurately . Process evaluation accurately . Process evaluation accurately identify strengths and project steps to and insightfully identifies identifies strengths and identifies the strengths but is weaknesses. initial plan strengths and weaknesses of weaknesses of the process. overly generous about the . Does not identify changes that the process. . Identifies actions that, if weaknesses. could be made to original plan. . Identifies specific actions that, changed, would improve the . Identifies trivial or irrelevant if changed, would make the process or changes that could be made or process more efficient and/or product/performance. defends the original plan. result in an improved product/performance. . Reflection identifies detailed, . Reflection identifies specific . Reflection offers vague . Does not reflect on learning or Reflection on specific, and thoughtful learning about the self, generalities about the self and how learning connects to growth as a learning about the self, connected to the project a loose personal connection to project. learner connected to the project experience. the project experience. . Reflection does not identify experience. . Reflection accurately identifies . Reflection identifies strengths individual . Reflection accurately and strengths and weaknesses as a as a learner and a strengths/weaknesses or insightfully identifies strengths learner and as a worker/learner, but is overly ignores obvious evidence. and weaknesses as a learner worker/learner. generous about the . Does not offer insights into and as a worker/learner. . Demonstrates insights into weaknesses. personal . Demonstrates thoughtful and personal strengths and . Lacks apparent connection to strengths/weaknesses as detailed insights into personal weaknesses that relate to self as a learner or a worker. related to future planning. strengths and weaknesses that future planning. are useful for future planning. . Reflection offers detailed, . Reflection offers specific . Reflection offers some vague . Does not reflect on Application for specific understandings that understandings that are useful understandings that are not understanding and future the future are useful for educational and for planning for educational useful for educational and plans.

Culminating Project Page 41 Highline High School career planning. and career planning. career planning. . Does not draw conclusions or . Makes valid conclusions that . Makes valid conclusions that . Makes conclusions, but does offers no supporting evidence are well-supported by personal are supported by personal not support these conclusions from project learning. learning. learning. with examples of personal learning from the project. . Start Time: ______P R E S E N T A T I Pass Yes End Time: ______O N R U B R I C No * Total: ______(8-20 min.) Did not meet time requirement

Student Name ______Date __ ___

Presentation Topic ______Panelist ___

EXCEEDS EXPECTATIONS MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS Student is completely prepared and well- Student is reasonably prepared, but Student is not at all prepared for Preparedness rehearsed. could have used more rehearsal. presentation. Student presents information in logical, Student presents information in Student does not present information in Organization interesting sequence which audience can follow. sequence which audience can follow. an organized manner.

Student demonstrates full knowledge by Student responds to most Student does not have grasp of Subject Knowledge answering all questions with explanations and questions, but with little elaboration. information; student cannot answer questions elaboration. about subject. Student expresses new learning and Student adequately expresses new Student does not express new learning or Reflection application to future endeavors. learning. application to future endeavors.

Student maintains effective eye contact, voice Student makes some eye contact, Student has inadequate eye contact, Presentation Skills is clear and audible, and body language is open uses appropriate voice and body inaudible voice, and/or distracting body and inviting. language. language. Visual aids are clear and engaging. Student Visual aids are clear and useful. Visual aids were not used. Visuals demonstrates superb control of visual aid Student demonstrates control of visual equipment. aids. Student’s attire is professional. Student’s attire is appropriate. Student’s attire is inappropriate for the Appearance presentation.

Culminating Project Page 42 Highline High School * Comments: ______

Culminating Project Page 43 Highline High School