Senior Project - Grand Prairie Independent School District...Senior Product Components 4 P's: Planning, Proposal, Product, Presentation 1. Develop a planning strategy by submitting

Senior ProjectSenior Project

Table of Contents SECTION PAGE

Senior Project Information 3

Senior Project Components 4

Preparing a Project Proposal 5

Senior Project Proposal (CTE teacher)

SMART Goals

Sample Project Ideas

Senior Project Presentation General Information

Presentation Preparation

Teacher Review of the Senior Presentation Plan

Project Timeline

Rubrics

Resume

Project proposal

Employability skills

Oral presentation

Power point

Multimedia

Driving Question Rubric

6-7

8

9

10

11-12

13

14

15-23

(15)

(16-17)

(18-19)

(20)

(21)

(22-23)

24-25 _

Senior Project Information

What is a "SENIOR PROJECT?" It is a culminating senior project assessment for high school seniors, which allows

students to demonstrate their ability to design and participate in a multi-phased research-

based learning process. The Senior Project assists students in preparing for their future

in higher education, technical institutions, or the workforce. This multifaceted task

reinforces and refines complex skills such as:

• Long and short-term goal completion • Professional communication • Critical and creative thinking • Time, task, and cost analysis • Professional attitudes and basic knowledge application • Insightful self-evaluation • Time management • Organization and planning • Presentation strategies

All seniors at Dubiski Career High School are required to complete the Senior Internship Project. Grades earned for each element of the project will count in CTE courses. Please see the

"Project Timeline" at the end of this handbook for information regarding how each element of the

project will be weighted.

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Senior Product Components

4 P's: Planning, Proposal, Product, Presentation

1. Develop a planning strategy by submitting a driving question, reflecting the major

concentration of study.

2. Submit a proposal for a challenging project reflecting the major concentration of study.

3. Design and produce a related, rigorous, student‐driven project or product. 4. Prepare an oral presentation for an authentic audience, consisting of business professionals, teachers, administrators, counselors, and community members.

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Preparing a Product Proposal

In a professional workplace a proposal is required for almost any activity performed by a company. An advertising firm must propose a plan for a company's promotion. A construction company landscape service must submit a bid to be considered for a job. In everyday life, customers shop from place to place to get the highest quality for the most reasonable amount of money. Sales representatives often exhibit samples and examples to impress their prospective clients. The project proposal could be considered the students sales pitch or bid for a job. It provides the student's CTE teacher with a framework to determine whether the project is immediately approved, approved for modifications, or should be resubmitted. The proposal is an instrument for planning a quality product. This also gives the students the valuable experience of planning, preparing, and presenting a proposal similar to the expectations found in a professional work environment.

The following page will serve as a guide for developing a proposal.

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Senior Project Proposal

Student Name _____________________________ Date_____________________ Pathway__________________

(Deliver to your CTE Senior Practicum Teacher)

Product: a tangible and creative outgrowth of student research; reflection of student's understanding. Describe a challenge, topic, or issue that is important to you in your career path. ___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

What are my questions about this challenge, topic, problem or issue? ___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

How is this an emerging trend to a real‐world problem? How will this impact the real world? ___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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How do I plan to improve, solve, or engage with this challenge, topic or issue? Using the SMART goals resource on the next page, develop three specific goals that you will explore to direct your research. The goals should be phrased as questions first. ___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Why do you think this is the best plan of action? ___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

What is your overall driving question for this product? (Tips: the driving question should NOT be Google-able, answered with a yes or no, and should create inquiry) ___________________________________________________________________________ ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________ Things to consider in developing the project proposal: How does it solve a problem? How does it provide new information or a new approach to solving a problem? Does it reflect a diversity of research resources? Explain Will it appeal to the interest of an audience? Do you have access to the necessary materials? Does it reflect your major field of study? Does your project idea demonstrate creativity? Will you be able to complete it within the time limits?

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S – Strategic & Specific The goal should iden.fy a specific ac.on or

event that will take place. It answers the ques.on:

Who and What?

M – Measurable Include in the specific goal statement the

measurements to be used to determine that the results or outcomes expected have been achieved. It answers the ques.on: How?

A – A4ainable Goals should challenge people to do their best,

but they also need to be achievable.

R – Relevant & Rigorous Goals need to pertain directly to the

performance challenge being managed.

T – Time Bound Allot enough .me to achieve the goal but not

too much .me, which can affect project performance. It answers the ques.on:

When?

Sample Product Ideas

The following are possible ideas for products. Some of the ideas are major-specific while others are simply generic. Students should exhibit their own creativity when choosing a product. Students are only limited by their willingness to dream and follow through!

• Create a personal video package (radio/TV broadcasting) • Conduct and analyze a patient/client survey (medicine) • Produce a videotape of sample procedures (medicine, law) • Design an informational packet • Write (for publication) a newspaper article on a current, relevant topic • Design a website for a small business, organization, or professional group (animation,

media tech) • Write an appellate brief (law) • Compile an office reception area activity packet (medicine, law) • Design a set of architectural blueprints (architecture, engineering) • Create a photo journal of steps in project completion (engineering) • Design and build a model of a project (architecture, engineering) • Design a graphic (logo, advertisement, webpage) to be used by a business, organization,

club, etc. (animation, graphic arts) • Write a will in an acceptable legal format (law) • Research and write pamphlets or booklets (graphic arts) • Create a board game on a relevant topic on the career itself • Create laminated charts, posters, etc. (graphic arts) • Design and produce instructional media: video, audio, etc. (media tech) • Draw a cartoon book explaining a process or a procedure • Produce a "day in the life" video of your chosen major (media tech) • Design a marketing campaign for a business or product (graphic arts, marketing) • Research and design a menu for a restaurant with nutritional information

(graphic arts, culinary) • Set up an accounting system for a small business (banking & finance)

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Senior Project Presentation: General Information

The presentation schedule for Senior Projects is determined by the student's pathway. Each pathway is assigned a specific presentation day and students from within their career pathway are scheduled to present at a designated time during the course of that day/evening. Students who do not present their Senior Project on the day assigned will be

• Rescheduled to present the following morning for a maximum grade of 70 • Any student who does not present the following day will then present the following

day for a maximum grade of 50.

Taking a zero on this assignment is NOT an option. Remember, the grade earned for the Senior Presentation will be reflected in your CTE Senior Practicum class. Senior project topics have been approved in advance by CTE teachers. Students will submit a draft and final proposal for approval. Upon final approval, deviations from the topic will result in a grade deduction. Senior projects are evaluated by a panel of internship providers, community partners, mentors, teachers and DCHS staff members. The senior project grade is determined by averaging the total number of points awarded by each judge.

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Presentation Preparation

STEP 1: Gather ideas 1. What are the major aspects of the project? 2. What problems were encountered? 3. What emotions were experienced while working through the project?

(Anger? Excitement? Pride? Frustration?) 4. What personal growth was gained from the project? 5. Did the project affect future career plans? 6. How have I grown through the process of doing this project? STEP 2: Organization 1. Use some type of visual organizer to plan out the presentation (examples: index cards,

PowerPoint outline, or storyboard) 2. Plan the introduction. The introduction should have the following attributes:

• Grab attention • Make topic clear • Take no more than 60 seconds • Uses quotations, readings, dramatics, jokes, surveys or other audience participation set,

games, audio‐visual devices, demonstrations, or questions 3. Plan the conclusion 4. Plan the display of the project 5. Plan the visual aids/props and test them to make sure that they are working properly 6. Decide how to integrate technology into the presentation STEP 3: Speech Techniques to Remember Eye contact - this is extremely important. Practice often enough that you rarely need to look at any notes. Remember this is a friendly audience that wants you to be successful. Posture - stand proud. You have accomplished a great deal and should show pride in your accomplishments. Voice ‐ speak clearly and audibly so the whole audience can hear. Sound natural. Gestures - use natural gestures to make points in the presentation. Over gesturing or distracting mannerisms should be avoided. Props ‐ practice using any props that are part of the presentation Dress - wear professional dress. If wearing clothing appropriate for the profession (ex. Medical scrubs) will enhance the presentation the student may choose to do that.

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STEP 4: Rehearse 1. The presentation should be well rehearsed and should last between 10-12 minutes.

Presentations that are either too long or too short will receive a substantial point deduction.

Presentations will be stopped at the 12-minute mark whether you are finished or not.

2. Make sure that your technology components work properly in advance of the presentation.

Have a backup plan.

3. Make sure that any videos shown as part of the presentation do not exceed a total of 3

minutes in length. Videos shown must clearly enhance the understanding of the topic and

not be used as fillers for the presentation.

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Teacher Review of Senior Presentation Plan

(The review will occur before the formal oral presentation - practice the presentation with the CTE teacher and peers) Student Name________________________________ Date___________________ CTE Faculty Advisor__________________________ Pathway_______________ _______ The student's presentation matches the final project proposal submitted. _______ The presentation focuses on a product or project that the student has developed. Recommendations: ______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________ Teacher Signature ________________________________________________________

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Project Timeline

WHAT TO WHOM BY DATE WEIGHT Training Mrs. Borton & Mr. Sept. 13, 2:30-4:00

Minix pm Senior Project intro. Mrs. Cavazos Sept. 15, 2:30-4:00

pm Driving Question CTE Senior Practicum TBD by CTE teacher 1 daily grade draft teacher Driving Question CTE Senior Practicum TBD by CTE teacher 1 daily grade draft 2 - gallery walk teacher Driving Question final CTE Senior Practicum TBD by CTE teacher

teacher Project proposal draft CTE Senior Practicum TBD by CTE teacher

teacher Project proposal draft CTE Senior Practicum TBD by CTE teacher

1 major grade 1 daily grade 1 daily grade

2 - teacher & peer teacher critique Project proposal final CTE Senior Practicum TBD by CTE teacher 1 major grade

teacher Mock Interview CTE Senior Practicum TBD by CTE teacher 1 daily grade practice - peers & teacher & peers teacher Mock interview - formal Internship dates

District members & administrators Varies by student

Oct. 20, 4:30-6:16 pm Dec. 15, 4:30-6:15 pm Oct. 3 - Apr 19, 5 week period; dates vary by pathway

1 major grade

Senior project dress CTE Senior Practicum TBD by CTE teacher rehearsal teacher & peers Senior Project Formal Authentic audience Date TBD 2 major grades presentation

**CTE reserves the right to modify the due dates and add new activities

**Example of the project timeline students will receive from their CTE teacher.

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Rubric for Résumé Writing – Senior Project

http://www.depts.ttu.edu/hs/ccfcs/

Task Description: Use a highlighter ONLY; circle the category and date. Reuse the same rubric. Use different colored highlighters and date each evaluation.

Criteria

Wei

ght

Exceptional Admirable Acceptable Attempted

Personal Information

15%

Bolded and easily read Legal name Complete address Complete phone number

Easily read Name Address Phone number

Clear Incomplete name Incomplete address Incomplete phone

number

Unclear Missing name Missing address Missing phone number

Headings 40%

Each heading serves a purpose for type of résumé

Pertinent information fits job objective or personal statement

Information listed in reverse chronological order

Well written descriptions Criteria submitted meets

stated objective

Most headings serve a purpose for type of résumé

Includes pertinent information under each heading

Information in some order Descriptions fairly well

written Most criteria meets stated

objective

Unnecessary headings included or lacking necessary headings

Gaps in pertinent information

Information in random order

Basic descriptions Some criteria meets

stated objective

Incomplete headings Lacking pertinent

information Information lacks dates Incomplete descriptions Criteria not relevant to

stated objective

References 15% Submits separate reference

sheet and notes on résumé that references are available

Notes that references are available

Lists references on résumé

No note or list of references

Appearance 30%

Typed; format correct Thorough and on one page Professional font Correct grammar, usage,

mechanics, spelling Well organized No abbreviations present

Typed; format acceptable One page Easily read font Few grammar, usage,

mechanics, spelling errors Adequately organized

Typed; poor format Crowded one page Difficult to read font Several grammar,

usage, mechanics, spelling errors

Poorly organized

Handwritten More than one page Difficult to read Obvious grammar, usage,

mechanics, or spelling errors

Lack of organization

Assignment Score ______________ Date ______________ Assignment Score ______________ Date ______________ Assignment Score ______________ Date ______________


Rubric for Project Proposal – Senior Project

1



Criteria

Wei

ght

Exemplary 4

Yes

Accomplished 3

Yes, but

Developing 2

No, but

Beginning 1

No

Topic 10%

Directly relevant to career pathway and internship organization

Somewhat relevant to career pathway and internship organization

Remotely related to career pathway and internship organization

Totally unrelated to career pathway and internship organization

Organization 10%

Good organization; points are logically ordered; sharp sense of beginning and end

Organized; points are somewhat jumpy; sense of beginning and ending

Some organization; points jump around; beginning and ending are unclear

Poorly organized; no logical progression; beginning and ending are vague

Quality of Information

20%

Supporting details specific to subject

Three specific goals are defined and provoke direct research

Some details are non-supporting to the subject

Three specific goals are defined and provoke direct research

Details are somewhat sketchy. Do not support topic

Less than three goals are defined and provoke some inquiry

Unable to find specific details

No goals are defined

Career Preparation

20%

In addition to meeting the Accomplished criteria, demonstrate a deep understanding of their chosen educational/professional goal

Pursues intensive experiences that advance their progress to educational/professional goal(s)

Thoughtfully reflects on career goals

Plans for their educational/professional future

Reflects on career goals in developing the project proposal

Shows evidence of career planning and development

Does not reflect on career goals in developing the project proposal

Shows little evidence of career planning and development

Grammar, Usage, Mechanics, Spelling

20%

No errors Only one or two errors More than two errors

Numerous errors distract from understanding

Rubric for Project Proposal – Senior Project

2

Interest Level 10%

Vocabulary is varied; supporting details vivid

Vocabulary is varied; supporting details useful

Vocabulary is unimaginative

Basic vocabulary; needs descriptive words

Neatness 5%

Typed; clean; neatly bound in a report cover; illustrations provided

Legible writing, well-formed characters; clean and neatly bound in a report cover

Legible writing, some ill-formed letters, print too small or too large; papers stapled together

Illegible writing; loose pages

Timeliness 5%

Report on time Report one class period late Report two class periods late

Report more than one week late

Assignment Score ______________ Date ______________





Rubric for Employability Skills

1



Criteria W

eigh

t Advanced

4 Proficient

3 Needs Development

2 Unsatisfactory

1

Att

itu

de

15%

Exhibits a positive attitude Self-confident Self-motivated Strong, positive

contributor to employee morale

Receptive to new ideas and adapts to change

Exhibits a positive attitude most of the time

Is self-confident most of the time

Is self-motivated most of the time

Is a contributor to employee morale

Usually receptive to new ideas and adaptive to change

Exhibits a positive attitude occasionally

Little self-confidence Little self-motivation Seldom contributes to

positive employee morale Seldom receptive to new

ideas; hesitant to adapt to change

Exhibits negative attitude Lacks self-confidence Lacks self-motivation Negative contributor to

employee morale Rejects new ideas; does not

adapt well to change

Eth

ics

15%

Demonstrates honesty Demonstrates integrity Demonstrates tactfulness Shows discretion and good

judgment Takes pride in work

Usually shows honesty Usually shows integrity Usually shows tactfulness Usually shows discretion

and good judgment Shows pride in some work,

but not all

Sometimes shows honesty Sometimes shows integrity Sometimes shows

tactfulness Sometimes shows

discretion and good judgment

Rarely shows pride in work

Can be dishonest Can be deceitful Can be rude Shows poor judgment and

discretion Never shows pride in work

Pe

rso

na

l Im

pro

ve

me

nt

20%

Demonstrates an interest in self-improvement

Demonstrates appropriate social skills

Interacts positively with people of both genders and all ages

Demonstrates respect for all cultures

Shows some interest in self-improvement

Shows appropriate social skills most of the time

Interacts positively with people of both genders and all ages most of the time

Shows respect for all cultures most of the time

Occasionally shows an interest in self-improvement

Occasionally shows appropriate social skills

Interacts positively and negatively with people of both genders and all ages

Occasionally shows respect for all cultures

Demonstrates no interest in self-improvement

Demonstrates a lack of appropriate social skills

Interacts inappropriately with people

Is disrespectful to people from different cultures

Rubric for Employability Skills

2

Pro

fess

ion

al

Ima

ge

15%

Dresses appropriately Neat and clean Poised Follows safety regulations

for attire

Usually dresses appropriately

Usually neat and clean Usually poised Usually follows safety

regulations for attire

Sometimes dresses inappropriately

Sometimes is careless and unkempt

Sometimes shows lack of poise

Rarely follows safety regulations for attire

Dresses inappropriately Careless and unkempt Lacks poise Never follows safety

regulations for attire

Re

spo

nsi

bil

ity

20%

Demonstrates dependability

Completes duties Demonstrates

responsibility for own actions

Follows rules, regulations, and policies

Usually shows dependability

Usually completes duties on time

Usually shows responsibility for own actions

Usually follows rules, regulations, and policies

Is sometimes undependable

Duties are often completed late

Sometimes does not accept responsibility for own actions

Sometimes does not follow rules, regulations, and policies

Is often undependable Seldom completes duties Takes little responsibility

for own actions Seldom follows rules,

regulations, and policies

Tim

e

Ma

na

ge

me

nt

15%

Arrives on time and ready to perform

Manages assignments so that completed on time

Usually arrives on time and ready to perform

Usually manages assignment so that completed on time

Frequently arrives late; often unprepared to perform

Procrastinates some of the time

Arrives late; unprepared to perform

Procrastinates






Rubric for Multimedia Presentation – Senior Project

1



Criteria

wei

ght

Exemplary Admirable Acceptable Attempted

Re

sea

rch

of

To

pic

25%

Use of three or more sources, including at least two Internet and one print source; use of two search engines

Variety of domain name suffix (.com, .edu, .net)

Factual information is accurate

Narrow focus of topic

Use of two sources, including at least one Internet source; use of one search engine

Most information can be confirmed

Topic could be more narrowly focused

Use of one Internet source Some errors in

information Topic somewhat broad

Use of only one source Numerous errors in

information Topic too general

Org

an

iza

tio

n

(Ou

tlin

e o

r S

tory

bo

ard

fo

r P

lan

nin

g)

15%

Logical sequencing Menus and paths are

clear Original; inventive;

creative

Somewhat logical sequencing

Menus and paths are mostly clear

Original

Sequencing is poorly planned

Menus and paths are sometimes confusing

Little originality

Sequencing is confusing Menus and paths are

confusing Inconsistent Rehash of other people’s

ideas

Co

nte

nt

25%

Covers topic completely and in depth

Content is readily understandable

Media used contributes to understanding of topic

Covers topic Content is mostly

understandable Media used mostly

contributes to understanding of topic

Barely covers topic Content is somewhat

understandable Media used somewhat

contributes to understanding of topic

Does not adequately cover topic

Content is confusing Media used does not

contribute to understanding of topic

Rubric for Multimedia Presentation – Senior Project

2

Gra

ph

ic D

esi

gn

25%

Effective combination of multimedia and persuasive design elements

Excellent use of navigational tools and buttons

Graphics effectively entice audience; accurately convey message

Good combination of multimedia and design elements

Adequate navigational tools and buttons

Visuals and images are attractive; adequately conveys message

Some use of multimedia and design elements

Some buttons and navigational tools work properly

Use of visuals and images is limited; message is conveyed

0-1 media used Buttons and navigational

tools are absent or confusing

Use of visuals and images is confusing or absent; message is confusing

Me

cha

nic

s

10%

Correct grammar, usage, mechanics, and spelling

All sources are correctly cited

Few grammar, usage, mechanics, or spelling errors

Most sources are correctly cited

Several grammar, usage, mechanics, or spelling errors

Some sources are incorrectly cited

Obvious grammar, usage, mechanics, or spelling errors

Sources are not cited






Rubric for Oral Presentation - Senior Project



Criteria

Wei

ght

Exemplary 4

Accomplished 3

Developing 2

Beginning 1

Content 50%

Accurate Appropriate Detailed Organized Full understanding of

topic

Mostly accurate Mostly appropriate Mostly detailed Mostly organized Good understanding of

topic

Partially accurate Partially appropriate Partially detailed Partially organized Fair understanding of

topic

Inaccurate Inappropriate Not detailed Unorganized Does not understand

topic

Verbal Skills 20%

Speaks clearly Projects voice Pronounces all words

correctly No vocalized pauses (uh,

um. well)

Speaks clearly most of the time

Projects voice most of the time

Pronounces words correctly most of the time

1-5 vocalized pauses

Speaks somewhat clearly Projects voice somewhat Pronounces some words

incorrectly 6-9 vocalized pauses

Speaks unclearly Weak voice projection Incorrect pronunciation 10 or more vocalized

pauses (uh, um, well)

Non-Verbal Skills

20%

Utilized eye contact well Appropriate facial

expressions (smiles, appears interested)

Appropriate hand gestures

Exhibits good posture; stands up straight with both feet on the ground

Some eye contact Some appropriate facial

expressions Some appropriate hand

gestures Exhibits good posture

most of the time

Rarely uses eye contact Very few facial

expressions Very few appropriate

hand gestures Poor posture most of the

time

Does not look at audience Expressionless No hand gestures shown Sits, slumps, sways

Mechanics/ Visual Aids

10%

Correct grammar; usage Correct spelling Graphics and pictures are

attractive and support theme

Correct grammar most of the time

1-2 spelling errors A few graphics are

unattractive

Sometimes uses poor grammar

3-5 spelling errors Graphics and pictures are

unattractive

Uses poor grammar 6 or more spelling errors Graphics and pictures

detract from presentation


Rubric for PowerPoint® Presentation – Senior Project



Criteria

Wei

ght

Strong Impact 4

Good Impact 3

Some Impact 2

Minimal Impact 1

Introduction 10% Fully captures the

attention of the audience Topic has a clear focus

Captures the attention of the audience

Topic is mostly focused

Few audience members seem interested

Topic focus is vague

Audience is not captured No topic focus

Content 50% Accurate Organized Fully understands topic

Mostly accurate Mostly organized Understands topic

Partially accurate Partially organized Fair understanding

Inaccurate Unorganized Does not understand

Writing Mechanics; Text Elements; Citations

20%

No errors in grammar, usage, mechanics, spelling

Text elements easy to read (fonts, size)

Background and color enhance readability of text

Sources are properly cited so audience can determine credibility

Text is written with little or no editing required

Text elements are somewhat easy to read, but do not distract from the presentation

Background and color distract from readability

Most sources of information are properly cited

Grammar, usage, mechanics, and spelling impair readability

Text elements are too busy or are difficult to read

Background and color distract and make text difficult to read

Some sources are not properly cited

Grammar, usage, mechanics, and spelling errors distract; major editing needed

Text elements extremely difficult to read

Choice of background and color needs improvement

Most sources are incorrectly cited

Layout 10%

Includes placeholders, such as title, bulleted list, and graphics

Appropriate use of white space

Includes some titles, bulleted lists, and graphics

Too much text; distracts from white space

Minimal use of layout placeholders

Text dominates slide

Poor use of placeholders Slide is too full

Graphics, Sound, Animation

10%

Enhances overall theme Somewhat enhances theme, but are lacking in resolution or quality

Seems unrelated to theme; poor quality, resolution

Unrelated to theme and distracts from content; inappropriate






Documents

Senior Project - Grand Prairie Independent School District...Senior Product Components 4 P's: Planning, Proposal, Product, Presentation 1. Develop a planning strategy by submitting