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Middletown High School Capstone Project Manual

2019-2020

A Handbook for Students, Mentors,

Parents/Guardians, and Teachers

Middletown High School Mission Statement Middletown High School is an educational community committed to providing the

academic, civic, and social tools essential for the future success of our students.

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Middletown High School

Capstone Manual

Table of Contents

21st-Century Student Learning Expectations…………………………………… 3

Introduction – Capstone’s History…………………………………….…………. 4

Capstone Components………………………………………………………….... 5

Standards……………………………………………………………………….... 5

Capstone Project Defined…….…….……………………………………………. 8

Capstone Roles/Responsibilities……………………………………………….... 10

Capstone Timeline…………….………………………….……………………… 15

Capstone Proposal Letter………………………………………………………… 16

Research Paper ………………..………………………………………………… 18

Reflective Essay.…………………………………………………………………. 27

Job Shadow/Internship Journal…………………………………………………... 28

Job Shadow / Internship Letter of Recommendation…………………………….. 29

Capstone Presentation……………………………………………………………. 30

BCI Check Info, Forms, and Rubrics…………..………………………………… 31

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Capstone Project 21st Century Learning Outcomes (SLE) Alignment

1. Exhibit content mastery by showing proficiency on identified learning targets in

every course.

2. Communicate effectively in a variety of formats; reading, writing, speaking and

listening.

3. Research and critically analyze in order to create new understanding both

independently and collaboratively.

4. Think critically, creatively and effectively in order to solve real world problems.

5. Apply learning behaviors that are conducive to achieving individual and group

goals; such as time management, high level questioning, persistence,

responsibility and active participation.

6. Understand and contribute to the community and global society as a responsible

citizen.

7. Apply technology skills to access, analyze and interpret information and

communicate findings to various audiences.

8. Empower their own learning by setting short and long-term goals, monitoring

progress towards goals and reflecting on successes and improvements in order to

be college and career ready.

Applied Learning Standards that must be met in the Capstone Process

A1. Problem solving - This applied learning standard is the core of the Capstone Project

and students must choose one of the following problem-solving standards for the basis of

their project:

A1a Designing a product, service or system – Identify needs that could be met by

new products, services, or systems and create solutions for meeting them;

A1b Improving a system – Develop an understanding of the way systems of

people, machines, and processes work; trouble shoot problems in their operation

and devise strategies for improving their effectiveness; or

A1c Planning and organizing an event or activity – Take responsibility for all

aspects of planning and organizing an event or activity from concept to

completion, making good use of the resources of people, time, money, materials

and facilities. This event must include content standards.

A2. Using communication tools and techniques

A3. Using information tools and techniques

A4. Applying self-management (Reflection/Evaluation)

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I. Introduction- Capstone’s History

Middletown High School students are required to complete a Capstone Project in order to

fulfill a Rhode Island Department of Education’s Proficiency-Based Graduation

Requirement. A Capstone Project allows a student to choose a topic, generate a research-

based project, and solve a problem. Successfully completing the project demonstrates

that a student can meet identified applied learning standards, Common Core State

Standards, and content standards.

The Capstone Project began at Middletown High School in 2000, eight years before it

became a requirement by the RI Department of Education. The Capstone Project then

evolved from a volunteer after school initiative to a stand-alone semester-long class

through the spring of 2008. Every graduate from the graduating class of 2008 completed

the Capstone Project. The following academic year witnessed the district embed the

Capstone Project in the Junior-year English course. In 2011-2012, the Capstone Project

became a hybrid plan encompassing both the Junior and Senior years. In Spring 2013,

the Capstone Project moved to the Senior year in order to meet RIDE’s expectations for

implementing the CCSS in the English curriculum.

2018 witnessed another evolution in the MPS student-centered PBGR experience. MHS

introduced the opportunity for students (both juniors and seniors) to explore a career

through a job shadow/internship experience.

The Capstone Project is designed to be completed independently by students with the

guidance of a mentor of their choice (immediate family members excluded) who has

expertise in the Capstone Project’s field. The student’s English teacher provides

additional support and instruction for the components of the Capstone Project explained

throughout this manual.

In order to successfully complete their Capstone Project, students need to exhibit the

ability to solve complex problems, evaluate and synthesize researched information, write

effectively, communicate articulately, stay organized, manage time wisely, use

technology skillfully in a presentation, and artfully complete an oral presentation.

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II. Capstone Components

The Capstone Components are:

Parent Letter of Consent /Waiver Form

BCI forms for Mentor/Immediate Supervisor in Job Shadow or Internship

Proposal Letter

Research Paper for Senior English Class

Project (or job shadow/internship)

4 Journals*

Reflective Essay (about the research process and project)

Fieldwork Log

Mentor Evaluation of Project

Mentor Letter of Recommendation*

PowerPoint/Visual Presentation and Speech

Presentation in Front of Judges

*components only associated with a job shadow or internship

III. Standards

Numerous standards originating from various governing organizations are met through

successful completion of the Capstone Project. Common Core and academic discipline

content standards vary based on a student’s choice of project. All students, however,

must demonstrate mastery of several Applied Learning Standards through their

Capstone Project. These are:

Critical Thinking, in which the student detects incompleteness,

inconsistency, an opportunity for expansion of ideas, products, procedures,

etc. and formulates core questions and assertions about topics or areas of

interest.

Problem Solving, in which the student organizes and conducts a process to

create intellectual or physical products, hold an event, improves a system, or

otherwise moves towards the solution of an identified core question.

Research, in which the student uses information tools and technology to learn

and deepen his or her understanding about the chosen issue.

Communication, in which the student questions, learns from others, and

informs.

Reflection/Evaluation, in which the student reviews and thinks critically

about the product and process and makes necessary revisions.

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The student chooses how to meet these standards through their Capstone Project or Job

Shadow/Internship experience. In addition to the applied learning standards, a student

must also demonstrate competency in at least one content area. In the Capstone Project

Experience, the student chooses content and performance standards in one or more areas

to provide the focus for their applied learning.

The student should choose one of the following Rhode Island Applied Learning

Standards upon which to base their Capstone:

o A1a Designing a product, service or system: Identify needs that could be met by new products, services, or systems and create

solutions for meeting them;

o A1b Improving a system: Develop an understanding of the way systems of people, machines, and processes

work; trouble shoot problems in their operation and devise strategies for

improving their effectiveness; or

o A1c Planning and organizing an event or activity: Take responsibility for all aspects of planning and organizing an event or activity

from concept to completion, making good use of the resources of people, time,

money, materials and facilities. This event must include content standards.

ISTE Standards

In addition to using technology to communicate effectively during their Capstone

Presentation, students routinely utilize technology in clever and thoughtful ways as

articulated by the ISTE National Educational Technology and Performance Indicators for

students.

https://www.iste.org/standards/for-students

1. Creativity and Innovation. Students demonstrate creative thinking, construct

knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

c. use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities.

2. Communication and Collaboration. Students use digital media and environments to

communicate and work collaboratively, including at a distance, to support individual

learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts or others employing a

variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a

variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners

of other cultures.

d. contribute to project teams to produce original works or solve problems.

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3. Research and Information Fluency. Students apply digital tools to gather, evaluate,

and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information

from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the

appropriateness to specific tasks.

d. process data and report results.

4. Critical Thinking, Problem-Solving & Decision-Making. Students use critical

thinking skills to plan and conduct research, manage projects, solve problems and make

informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for

investigation.

b. plan and manage activities to develop a solution or complete a project.

c. collect and analyze data to identify solutions and/or make informed decisions.

d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship. Students understand human, cultural, and societal issues related to

technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and

technology.

b. exhibit a positive attitude toward using technology that supports collaboration,

learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts. Students demonstrate a sound understanding

of technology concepts, systems and operations. Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

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IV. Capstone Project

The first step in creating a Capstone Project is for the student to identify an area of

interest. The project should be open-ended, exploratory, and involve a learning stretch.

The Capstone Project is an action-based path to new knowledge during which a student

will explore, identify, and solve problems. As such, it should focus on applied learning

and will work best when it is based in a student’s personal interests and real-world issues.

If the student is engaging in a job shadow/internship as the Capstone Project, then a

minimum of 30 hours must be spent in the job shadowing/internship role. Students may

be paid for their work and should be supervised by someone who is not an immediate

family member. The work needs to happen outside of the school day and result in an

acquisition of knowledge and experience in that career field. The student will be expected

to engage in an element of the job which inspires a learning stretch and be prepared to

report out to fellow MHS students to teach them about a career in the studied field of

work. The time spent in the job shadowing/investigation of a career cannot simply be

something that the student is already doing as a job or extracurricular activity. It requires

the student to play an active role, not simply observe someone else working.

The student must address one of the RI Applied Learning Standards. In addition to the

RI Applied Learning Standards, the Capstone Project must be aligned to a Content

Standard and/or Common Core State Standards. Listed below are historical examples

that meet the requirements and expectations of a Capstone Project:

Design a Product, Service, or System (A1a)

o Design and build a physical product.

Some examples at MHS include desks, entertainment centers, tile tables,

benches, baseball bats, go-carts, skateboard ramps, and newly designed

rooms.

o Design a plan for development of a park or recreation area.

Some examples at MHS include the design of a brochure for public use of the

Oakland Forest Trail in Portsmouth and plans for a bridge over the runoff water

at Easton’s beach

o Investigate an issue (social, political, scientific, moral/ethical, artistic) and

propose possible solutions.

An example at MHS includes redesigning our school district’s recycling methods

o Design a service.

Some examples at MHS include tutoring services, computer classes for

teachers, Best Buddies, Safety Town, and Leo Club.

Improve a System (A1b)

o Improve the system for water treatment in a community.

o Design a curriculum unit to address a gap or a problem you identified.

o Identify a problem within the structure of student government and make a

proposed solution.

o Troubleshoot and repair faults in the operation of an automobile, mechanical

device, or computer-based system.

Examples at MHS include rebuilding vehicles, rebuilding computers, removing

rust from a vehicle’s exterior.

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Plan and Organize an Event or an Activity (A1c)

o Plan and Organize a voter registration drive within the school or community.

o Arrange a series of career information seminars.

Examples at MHS include hosting a career fair with community businesspeople.

o Organize a cultural festival/business exposition.

Examples at MHS include putting on a Spanish Festival for 200 students.

o Organize a presentation of student art work.

Examples at MHS include various art shows hosted both on and off campus,

theater productions hosted by both MHS and Gaudet, improvisational nights,

writing expositions, etc.

o Plan and organize a fundraiser for a nonprofit organization. (Students must

adhere to school policy concerning fundraising activities. Please file necessary

forms with the appropriate school district offices.)

o Plan and direct a clinic to teach proficiency in a skill. The student’s coaching of

participants should require a minimum of five (5) hours of contact time with

participants in order for them to become more proficient in the skills being

taught.

o Design and implement lessons at an elementary, middle, or high school.

Examples at MHS include lessons completed at all three levels with teaching

topics that include meteorology, physics, art, writing, history, theater, and much

more. (Note: All teaching capstones require a minimum of two (2) or three

(3) lessons taught on two (2) or three (3) different days that total at least 90

minutes.

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V. Capstone Roles and Responsibilities

Students Ultimately, the student is responsible for the success of the Capstone project. He/she

must work closely with his/her mentor, parent/guardian, and English teacher to

accomplish the following:

Step 1 Identify an area that allows an in-depth exploration of a topic whose goal is

problem-solving, resulting in a path to new knowledge (learning stretch).

Step 2 Complete the Capstone Proposal for final approval by the Capstone Advisory

Committee, mentor, and parents/guardians. The Capstone Project must address

applied learning standards. The Capstone Proposal, which must be typed, will be

reviewed in the senior English class. Juniors should submit their proposal to the

Humanities Director.

Step 3 Select and work with a mentor who helps to guide the student through the

process. Mentors may be identified from within or outside the school community

to provide expertise and support; however, we strongly encourage students to

contact mentors outside the school. Immediate family members (defined as any

family member living in the home) should not be selected as a student’s mentor.

Mentor information must be recorded on the Capstone Proposal. Mentors who

are not employed by the Middletown School Department must have a BCI check

and complete a Volunteer Application. Instructions for completing the forms are

found in this manual.

Step 4 Adhere to a timeline for the major activities in the project, including regular

meetings with the project mentor.

Step 5 Follow specified procedures prior to conducting lessons/clinic at an institution or

venue. Complete the “Form for Visiting Other Institutions.”

Step 6 Conduct thorough research on content. Consult regularly with the mentor and

English teacher to ensure that progress is being made. Research process

information will be recorded in the reflective essay.

Step 7 Complete a Works Cited page in proper MLA format.

Step 8 Consult the Informational Writing Rubric and the Capstone Oral Presentation

Rubric to ensure that all elements are adequately addressed.

Step 9 Write a research paper that complements or connects to his/her Capstone Project.

The connection between the research and the Capstone project should be evident

in the reflective essay. In other words, the reflective essay explains how the

research aligns with the project.

Step 10 If teaching a class or clinic, students must complete lesson plans using a “Lesson

Plan” template.

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Step 11 Maintain a Fieldwork Log (at least 12 hours).

Step 12 Generate and complete the mandatory Mentor Evaluation.

Step 13 Complete the project.

Step 14 Write a reflective essay on the projects/process.

Step 15 Consult the final Capstone Oral Presentation Rubric and guidelines in preparation

for the final presentation.

Step 16 After completion of the project, we strongly suggest that students write a thank

you note to the mentor/community members who helped with the project.

Step 17 Complete PowerPoint slides / Prezi and speech for the presentation.

Step 18 Secure and present the mentor’s evaluation of the product (mandatory).

Step 19 Prepare 3 final presentation folders of essential project elements for

Judges to have in front of them.

Step 20 Select technological resources for the final presentation that effectively

communicate the necessary elements of the presentation.

Step 21 Present the Capstone product to the judging committee, after a practice

presentation in class.

Step 22 Dress appropriately for visits to other institutions and venues.

Step 23 Maintain an electronic portfolio of the required Capstone components: Capstone

slides and speech, and oral presentation.

If the student is completing a Job Shadow/Internship, then the student should:

o Keep a log of hours, dates worked, explanation of jobs/projects/tasks completed

o Have the mentor who is overseeing the job shadow/internship sign off on the

successful completion of 30 hours of direct contact work and/or directed activity

o Chronicle the experience by taking photos and recording videos of the work.

o Secure necessary permissions for photos/images being recorded in order to use these

during the job shadow report out and the Capstone presentation

o Be punctual, dress appropriately/professionally, be polite and courteous.

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o Write a minimum of 4 journal entries, between 400 - 800 words each to be

submitted in the English 12/AP Literature class. Remember it is about the quality of

the journal not the number of words. Be descriptive and detailed.

o Gather flyers and business cards to illustrate the work you participated in, and any

other items that physically validate/illustrate the shadowing/internship experience.

This evidence/documentation must be included in the Judges Folders that you create

and put into the hands of each judge prior to the final presentation.

o Take notes about the job shadow internship experience. Make sure to take notes

every time you go to the work experience. Keep them in a “working notebook” which

you can review and provide upon request to a teacher, mentor, parent, or Capstone

Coordinator. Include what you observed, the activities you participated in, what you

learned. Entries should make the readers feel that they are right there on site with you.

As well as describing what you did, the journals must reflect your successes, failures,

and growth. It should reflect emotions and reactions, not just time involved and work

completed.

o Secure a Letter of Recommendation from the Mentor (framework explained later in

this manual).

Senior English Teacher

The English teacher is a guide/facilitator for developing and implementing the following

academic elements of the Capstone project:

o Introduce the student to the design of a Capstone Project.

o Distribute and review framework guides for the Capstone Proposal.

o Help the student identify a topic for the Research Paper.

o Assist the student in developing an acceptable Capstone Project Proposal that

addresses the required RI Applied Learning Standards.

o Review the Capstone Project timeline with the student.

o Familiarize the student with the rubrics and framework guides that will guide the

student during the project.

o Monitor the student’s progress in content research.

o Teach all aspects of the Research Paper and assess the product.

o When at standard, direct the student to upload the project documents to TIEnet.

o Review and grade the Reflective Essay.

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o Collect the Fieldwork Log, Journals, Mentor Letter of Recommendation, and Mentor

Project Evaluation as needed.

o Review how to deliver a successful oral presentation using the rubric as guidance.

o Evaluate/provide feedback on the practice presentation.

o Communicate which items should be included in the folder provided to the

presentation judges.

Mentor

The mentor is the guide whose professional knowledge and expertise in the field of study

will allow them to be responsible for:

o Understanding the responsibilities of a mentor as outlined in the Capstone Manual.

o Completing Volunteer Information Sheet and BCI Release and Waiver Form.

Please submit the information to MPS before working with the student. The

process for this is as follows: 1. The student gives the volunteer packet and consent form to their potential mentor. 2. The mentor fills out the pages and gets the document notarized. If they can't find

someone to notarize it, then they can email Abigail Dunn to set up an appointment at

Gaudet to get it notarized or come to the high school and see Mrs. Maria Dowler.

The parent/guardian signs off that they know their child is working with this mentor.

The relationship between the student and the mentor is generated by the student. The

school district and its personnel cannot be held responsible for the relationship

created by the parent/guardian and the student with a mentor. 3. Once the BCI is notarized, they can bring it to the Middletown Police Station

Monday-Friday, 9-4pm. o Meeting with the student.

o Consulting with the student on a regular basis and documenting 12 fieldwork hours.

(30 hours if it is a job shadow/internship)

o Reviewing the student’s final product and/or attending any clinics or lessons. The

mentor should be present when a student conducts an event/clinic/class.

o Completing an evaluation of the final product (mandatory).

o Verifying and signing the Fieldwork Log (at least 12 hours, 30 for job

shadow/internship).

o Mentors are welcome to attend the final presentation. Please contact the Humanities

Director prior to the presentation date in order to coordinate attendance.

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Parent/Guardians

The parents/guardians must be involved in their student’s PBGR process. They should:

o Understand that the selection of the career exploration/fieldwork/product component

is a decision made independently of the staff and administration of Middletown High

School.

o Know that all consequences of the fieldwork/project choice, production or experience

rest solely with the student and parent/guardian.

o Communicate any questions or concerns in a timely manner to their student, the

mentor, the teacher, and/or the Humanities Director as appropriate.

o Understand that this project selection is student-centered, yet it must also be approved

by a parent/guardian. If the fieldwork is a product, it must be physically present at

school as part of the Capstone Presentation. If the fieldwork is a service or activity, it

must be documented by photos or a video.

o Assume all responsibility for any risks and costs that might be inherent in the project

chosen.

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VI. Capstone Timeline

The Capstone Project at Middletown High School is intended to be completed during the

senior year. The project is facilitated and supported by the English teachers and the

Capstone Mentor. However, it is the responsibility of the student to meet the deadlines

of the project and complete the Capstone elements by the dates shared below.

Capstone Project Timeline

2019-20 Component Due Assessment

Proposal Letter

Parent Consent Form

BCI Check for Mentor

Mentor Consent Form

Quarter 1

September 2019

Pass/Revise/Fail

Essay/Writing Grade

Committee Approval

Research Paper Quarter 2

November 2019

Test grade and

Portfolio Task

Project Completion Date

(includes lesson plans,

agenda, fieldwork log,

mentor evaluation and

verification)

Quarter 3

March 2020

Not graded

Job Shadow/Internship

Journals (4)

January (2) + April (2)

2020

Not Graded

Reflective Essay on the

Capstone Project (must

attach Fieldwork Log with

Mentor Evaluation)

Quarter 3

April 2020

Test grade and

Portfolio Task

(Senior English)

All Components Complete

(No practice presentation

date will be assigned unless

all parts are complete.)

Quarter 4

April/May 2020

Test grade utilizing

Capstone Presentation

Rubric

PowerPoint/Prezi and

Speech (Students will

deliver an assessed

presentation in

class/advisory

Quarter 4

April/May 2020

No grade

Final Presentation to Panel

of Judges

Quarter 4

May 2020

Dates TBA

Pass/Fail: Graduation

Requirement

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VII. Capstone Proposal Letter

Before you begin your Capstone Project, it needs to be approved by your

parents/guardians and the Capstone Advisory Board at MHS. The Proposal Letter will

explain how you are going to meet the expectations for the Capstone Project, Job

Shadow, or Internship and will provide MPS with the signed documents which show that

you and your parents/guardians have communicated with the potential mentor and they

approve and consent to the project. You cannot begin your fieldwork until your Capstone

Proposal has been approved by the Capstone Advisory Board and the required

documentation has been submitted. Students who do not have their Capstone Proposal

Letters in by the October Due Date in English class may be placed on Academic

Probation (see Student Handbook for ramifications).

Capstone Project Proposals should be written according to the following letter format:

- Letters must be typed and single-spaced using 12 point Times New Roman font.

- Follow “Block Style Letter Format”

- Letters must be addressed “Dear Capstone Project Advisory Board” and signed.

- Each paragraph of the letter must address the following questions, answering each

question specifically and with as much detail and explanation as possible:

Proposal Paragraph 1: How and Why Did I End Up Here?

Student Interest / Prior Knowledge – What is your proposed project (job

shadow/internship), and why did you choose it? What do you already know about

your project (career field), and what skills do you have that will be helpful in

completing your project (being successful in the career field)?

What Applied Learning Standard will you be achieving?

(A1a) Design a Product (e.g. build a bookcase or create a website)

(A1b) Improve a System (e.g. rebuild a computer, redesign the way we recycle)

(A1c) Plan and Organize an event or an activity (e.g. teach classes or run a clinic)

Learning Stretch - How will this project (or study in a career field) be a learning

stretch for you? Be sure to use the phrase “learning stretch” as you explain what you

will need to learn in order to be successful on your Capstone Project.

Proposal Paragraph 2: Brainstorming Potential Resources

Explain what you need to learn in order to complete your Capstone project (job

shadow/internship).

Who will be your mentor? What skills or expertise does he/she have

that will help you complete the Capstone? Help us understand their

knowledge/skills/standing in the field of study. How did you find your mentor? If

you already knew your mentor before you started Capstone, then please explain the

relationship (how you knew that person).

What challenges do you think you might encounter? How might you overcome

them?

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Proposal Paragraph 3: Research Paper

You will have the opportunity to write a research paper. Please describe the general focus

of your paper. Please discuss any preliminary areas of exploration or questions you have

identified concerning your potential paper topic choice.

What is your thesis statement? (Please put thesis statement in bold and underline.)

How does your paper topic complement and/or connect to your Capstone project?

What three subtopics do you anticipate researching in order to better understand

the topic? (Note: You should have a minimum of three).

Other than databases (such as EBSCO) and focused internet searches, what

sources do you predict you will be able to use in order to help write your research

paper/investigative report? What sources can you turn to for help in order to learn

skills/information to complete your research paper (i.e. mentor interview,

magazines, instructional videos, podcasts, Ted Talks, primary source documents)?

Whom are you going to interview to provide insight into the topic?

Proposal Paragraph 4: Academic Honesty

Please define plagiarism and explain some of the different forms it can take. How

do students purposefully plagiarize? How do students accidentally plagiarize?

Explain the need to complete all the requirements of Senior Project with academic

integrity and honesty.

Please ensure that you put the following statement into this paragraph:

o I understand that if I plagiarize or falsify the Capstone project in any

way, I will be called to appear before an MHS committee; and, in

addition to academic and disciplinary ramifications, I may be

jeopardizing my graduation from MHS. Additionally, I may need to

explain to college Admission Officers why I was academically dishonest.

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VIII. Capstone Research Paper Research Paper

The MLA-formatted Capstone Research Paper is approximately six to eight pages.

The topic of the research paper must be linked to the Capstone project. For example,

if a student conducts a coat drive for the Dr. Martin Luther King Center or Lucy’s

Hearth, the research paper might be on homelessness or support services in Rhode

Island. Or, if a student teaches a class about nutrition, the research paper might be in

the rising obesity rates in children. If a student builds a table, the research paper

might be on “Innovations in Furniture-Making in New England.”

Start with a thesis statement in the first paragraph. Include a hook and an overview of

the entire paper.

The body of the paper must include evidence from EACH of the sources.

Be sure to include a minimum of one piece of textual evidence from each source.

A minimum of five sources is required. Note: No encyclopedias, eHow, or Wikipedia

entries (or sources of similar type) are accepted. Scholarly journals are preferred and

can be accessed through EBSCO or www.askri.org

It must include an MLA-formatted Works Cited page.

Note: Teachers and students will work together in English class where students will

receive more specific documents and instruction on how to write an effective research

paper.

Drawing inspiration from your core question/thesis statement, write a research

paper that complements or connects to your Capstone Project. The MLA-formatted

Capstone research paper is approximately six to eight pages. The topic of the research

paper must be linked to the Capstone project. For example, if a student conducts a coat

drive for the Dr. Martin Luther King Center or Lucy’s Hearth, the research paper might

be on homelessness in Rhode Island. Or, if a student teaches a class about nutrition, the

research paper might be in the rising obesity rates in children. If a student builds a table,

the research paper might be on the innovations in furniture-making in New England.

*****Like with other papers you author at MHS, there is no plagiarism allowed in

this paper. Be sure to give credit to a source if you find information or wording that

is not yours. In fact, giving credit will serve as evidence that you have done the hard

work of researching and will be result in a more impressive document.

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Suggested Research Paper Format The research paper should be prepared using the following format standards:

o Typed in 12-point font

o Times New Roman

o Double-spaced

o Black ink

o One-inch margins

o No extra spaces between paragraphs—not even after the title.

o Use 5 trustworthy, academic sources. Note: No encyclopedias, eHow, or

Wikipedia entries (or sources of similar type) are accepted. Scholarly journals are

preferred and can be accessed through EBSCO or www.askri.org.

o 3 Subtopics with 3 body paragraphs for each subtopic = 9 body paragraphs

o Must have a properly-formatted Works Cited page.

o Last Name and Page # on the top right of each page

o Inclusion of visual engagement tools such as Charts, Graphs, Images, Links to

Videos (all which are cited in the Works Cited page)

First Page

o Student’s Name

o Teacher’s Name

o Course Name

o Date Due

o Double-space heading

o Title (something more informative and unique than “Capstone Paper” or

“Research Paper”)

o No bold, no italics, no quotes, no underlining of the title. Just the centered title.

o MLA-style last name and page number on the top right side of the page.

From the tool bar: Insert

Page Number

Top of Page

Plain Number 3 (upper right)

Type your last name, leave a space

Change font to Times New Roman size 12

20

Research Paper Framework

Introduction Paragraph –set the tone of an intelligent and informed voice (ethos)!

Hook – The research paper needs to set an academic tone and define its voice for the

reader. To do this, you need to spend a few sentences inviting the reader to have an

intellectual, academic conversation without using first or second person pronouns (you,

we, us). Infuse the paper with academic research and intellectual word choices which

create a trustworthy, knowledgeable voice from start to finish. A very effective hook

choice is to present and analyze a quote about the topic being studied.

Context –Effort, patience, and time needs to be spent to frame the context of the

conversation the paper will have with the reader. Define the scope of the paper’s

investigation into the topic. Explain the topic so that anyone reading this paper will know

why they should care. What is the topic’s relevance or importance? Where is it taking

place? What is the scale/magnitude of the issue? How many people/places does it affect?

How common or prevalent of an issue is it?

Thesis: What is the main point of the paper? This is the heart and soul of the paper. Every

single paragraph is going to work to explore the subject, investigate the topic, and teach

the reader about what this sentence says.

Evidence: What are the three subtopics? What major sources lend themselves to the

learning about the subtopics? What are some of the sections of the paper which will be

explored as you present information to educate the reader about the topic and lead

him/her to an understanding of the thesis?

Wrap Up: At the end of the day, what should the reader carry away from this academic

conversation? What does the research reveal?

21

Body Paragraphs

Statement: The topic sentence needs to be a statement which sets the purpose of the

paragraph. As you present this information, you can reference information presented in

earlier paragraphs.

Context – The paragraph needs to set the scope of the research. Explain the idea which

the topic sentence presents to the reader. Then, introduce the reader to the veracity

(truthfulness and trustworthiness) of the source to be quoted. Who is it? What do they do?

Is it a research study? If so, explain the study. What study is being referenced in the

quote? Who did the study? When was the study done?

Proof – Provide the quote

According to the 2014 University of Rhode Island research study entitled

Thinking is Important, “learning problem-solving skills is essential” (Aristotle

29).

Analysis – Take 3-4 sentences to explain what the quote is telling the reader. How does

the quote illustrate/support the topic sentence and the thesis? How can the knowledge

which the quote provides help the reader be more informed on the topic? You can

compare/contrast the information in this paragraph to information presented in earlier

paragraphs. Connections between ideas help people understand complex issues.

Conclusion Paragraph

Writers often, understandably, struggle with how to write a conclusion for a

research paper. They sometimes take the easy way out and just copy what they have

written earlier. This results in simple sentences which read like a bulleted list of the

earlier paragraphs and lose the reader’s attention. The last paragraph needs to be the most

memorable because it is the final impression the reader will have about you.

Yes, the final paragraph should present the thesis once more time.

Yes, the final paragraph should subtly reiterate (in different words) the

reasons/evidence which support the paper’s thesis.

But beyond that there can be a call to action for the reader. That means that this

paragraph needs to answer the reader’s question of So what? So what if all this is true?

Now what? Answer the reader’s questions.

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Works Cited

The last page of your paper is entitled: Works Cited

This is where you list all of the outside sources you used in your paper. There is a

handy link to help you with this necessary part of your paper:

From the school’s homepage: Quicklinks

Destiny

MHS

MLA Citation Maker

Follow instructions. Ask for help in the library!

We suggest you create a Works Cited page and build it as you go along in your

research. If you are missing any information for the citation, it is much easier to

do the entry as you are using the source, rather than searching for it later.

The entries should be double-spaced, using reverse indentation. Remember

to alphabetize the Works Cited page. By the way, this bullet of

information is an example of reverse indentation.

You must have at least one quote from each source. Parenthetical documentation

is used whenever you use words or facts that are not your own. “Place quotation

marks around the information you want to cite, use the last name of the author,

the editor, or the web site name if no author is given, the page number goes after

that, then the period; sometimes tedious, always necessary” (MacLean 3). Any

questions, please ask.

23

IX. Capstone Reflective Essay The Capstone journey necessitates a piece of writing which reflects upon the research

process used to write the research paper and upon knowledge acquired by completing

the project. In this essay, the student must provide reflection on the research areas listed

on the Capstone Proposal. Additionally, the essay is a purposeful evaluation of what was

learned during the project. Students should reflect on the Capstone process and project,

address problems encountered, analyze problem-solving strategies, and describe the

resulting learning and personal growth.

Paragraph One - Introduction

o Engage the reader – What were your initial thoughts about the Capstone

process? I mean, it is required of everyone in order to graduate…. kind of

a big deal.

o Set the context – How did you land on this particular project? How did

your project get traction? How did you get some initial momentum going

in the Capstone process?

o Share the research areas of the paper: what did you need to go learn?

o What was required of you? What skills did you know you would have to

rely upon? What kind of time did you need to commit to setting aside?

Paragraph Two - Address the research process

o Where did you find sources?

o What obstacles were encountered while you researched and how did you

deal with them?

o Explain which two or three articles proved the most valuable and why.

Paragraphs Three and Four - Discuss the project

o How did the project end up looking? Did it change from what you thought

it would look like?

o What was learned along the way?

o What struggles did you encounter with the project? How did you deal with

them?

o What were your successes?

o Address your learning stretch. Consider skills, organization, time

management, and multi-tasking. Explain how this project pushed you to

grow.

Paragraph Five – Conclusion

o Explain to the reader how you accomplished your goals for the project.

o Explain any “soft skills” you developed. The term soft skills refers to the

ability to deal with other people. According to a 2014 US News and

World Report article by Bradford Holmes, “A common complaint among

employers is that young people do not know how to effectively carry on a

conversation and are unable to do things like ask questions, listen actively

and maintain eye contact.” During the process, you had to contact other

people. Explain what you learned about professionally dealing with others.

o Feedback and advice. What advice do you have for your teachers in order

to make this process as meaningful and beneficial as possible?

o What advice do you have for next year’s senior class in order for them to

get the most they can out of the MHS Capstone experience?

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X. Job Shadow / Internship Journals

Students will document their fieldwork through a series of journals – minimum of 4

journals, between 400- 800 words, single-spaced. You need to provide extensive detail

of your day.

While shadowing your mentor or interning in your job, you must take notes. Make sure

to take notes every time you go to shadow, keeping them in a “working notebook” which

the you can review and you will provide when requested by a teacher, mentor, parent, or

Capstone Coordinator. Include what you observed, the activities you participated in, what

you learned. Your journal should make the readers feel that they are right there with you.

As well as describing what you did, the journals must reflect your successes, failures,

and growth. It should reflect emotions and reactions, not just time spent and work

completed.

Possible Journal Prompts: Do not answer these in order - journals are your diary

entries!

● My duties/responsibilities are

● What I learned today IN DETAIL!

● Importance of safety in the workplace

● Where did you go?

● Whom did you meet and why did you meet them? We do not need actual names - just

job titles.

● What job opportunities are there in this facility? number of employees?

● How did you stretch yourself by experiencing something new and different? Did

mentor give you assignments? What? Explain in detail and keep copies of everything you

do.

● Are you already thinking this is not the job for you? Why is it not the job for you?

● How is the business run? Expenses? Leased/Owned premises? Insurance?

● Who is mentor responsible for? Who does he or she depend on to get his or her job

done?

● You want a holistic or total view of the business, not just what you observe. If you are

learning about how to wire a house for a new home entertainment system, you are

learning about the electronic and the construction skills necessary to wire a home.

However, you are also learning about the business side of your career investigation.

25

XI. Job Shadow / Internship Letter of Recommendation Letter of Recommendation Please let your mentor know that at the end of your job shadow/internship, you will need

to collect a letter of recommendation from them speaking to your professionalism and

productivity during your time with their organization. The following is an example you

could share with your mentor if needed. This recommendation may later be used to apply

for school or future employment. Please make sure that your mentor signs the letter!

Paragraph One: Introduction

Paragraph Two: Involvement of Student in Activity

Paragraph Three: Overall Impression of Student

Paragraph Four: Did the student fulfill the requirement?

Bright Future Preschool 800 Elementary Boulevard

Middletown, Ri 02842

Judges, Capstone Project Board Middletown High School 130 Valley Road

Middletown, RI 02842

Dear Judges: I was approached by one of your students, Kallie Jones, and was asked to be her mentor

for her Capstone Project. Kallie explained that she is considering elementary teaching as a potential career. It was my intention to provide her with as many opportunities to

interact with the students as possible to give her a clear picture of the genuine noble

reward of a job well done in the education profession and the practical reality of the hard work involved.

During Kallie’s ten visits to our classroom in which she spent a minimum of fifteen

hours, she was asked to do a myriad of tasks. In the initial stages, I allowed her to mingle

with the students to get to know them better. Kallie found these second graders to be

very outgoing, and I was impressed that she worked hard to learn their names as quickly

as possible. By the end of his project, Kallie worked with my students in small group activities, culminating with a science lesson on the ecosystem that she prepared herself.

I found Kallie to be a very serious apprentice of the teaching profession. She had a

natural understanding of young people and seemed to know when to help and encourage them. I think Kallie’s initial caution was replaced by a genuine enthusiasm for the

students and confidence in the concept of teaching in general. My students, who soon

looked forward to “Wednesdays with Kallie” each week, mirrored her enthusiasm.

I was very impressed by Kallie Jones and the attitude and effort she put into her Capstone

Project teaching experience this summer. I applaud the idea behind the concept. This

experience has provided Kallie with practical information regarding her future in the teaching profession, a future that appears to be very bright.

Sincerely,

Christopher Richards

Christopher Richards

26

XII. The Capstone Presentation The Capstone Presentation is a school-wide celebration of the student’s efforts which will

occur in May 2019. The student must prepare Judges’ folders which should contain:

Building a

Product

Clinic / Event Teaching Internship / Job Shadow

PowerPoint Slides PowerPoint Slides PowerPoint Slides PowerPoint Slides

Reflective Essay Reflective Essay Reflective Essay Reflective Essay

Field Work Log Field Work Log Field Work Log Field Work Log

Lesson plans/Agendas Lesson plans Personal Journals

Brochure/flyer

optional

Student work examples

optional

Items from the job

Mentor evaluation Mentor Evaluation Mentor Evaluation Mentor Eval / Letter of Rec

The Capstone Presentation could follow this following format:

1. Introduction:

a. Name, Title of Presentation.

b. Short engagement activity

c. Why I chose this topic?

2. Capstone Project

a. Address the Capstone project

b. Note the learning stretch

3. Main Applied Learning Standard – Show which Applied Learning Standards align

with your Capstone project.

4. Link Between the Project and the Research Paper

a. Make a strong connection between the Capstone project and the research

paper. Show how the two complement each other.

5. Research – Present an overview of your research paper

a. What did you know? (Prior Knowledge)

b. What did you want to find out? (Thesis Statement)

c. Show how you supported the research question with evidence. There

should be three research slides each coinciding with a different source.

Each piece of research should be represented by a slide with a minimum

of four bullets. A complete MLA citation should be included at the

bottom of the slide.

6. Report and reflect on your field work (event, product) for your Capstone Project

a. How did it go?

b. How did what you learned help you complete your project?

c. Discuss the problems or obstacles you encountered and how you solved

them.

7. Conclusion

a. Based on your research, discuss the impact of the project on you.

b. Share some reflective insights: The next time I do this type of a project I

would……

c. Thank the mentor and judges for participation in the project. This thank

you may be included on a slide.

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XI. Forms and Rubrics

MHS Capstone Project Mentor Consent Form 2019-2020 Student’s Name: _____________________________

Teacher’s Name: _____________________________

Dear ____________________________ (printed mentor’s name),

I am participating in Middletown High School’s Capstone Project, which requires the

cooperation of an adult mentor who is at least 21 years of age, and who is not a relative. This

adult mentor must have some expertise in the area I am researching. The product/ topic I

have chosen to investigate is __________________________________________________.

I understand that I am responsible for making and keeping any and all appointments that we

make. I will complete at least 12 hours working on my project under your supervision (30

if it is a job shadow or internship). These hours do not have to be spent with you side-by-

side only, but rather I must consult you in the work I do and you must approve it when we do

meet. I also understand that you will sign an evaluation rubric to grade my product and that

you will sign a field work time log to verify my hours at the time I complete the work on my

product. During our meetings, I will accept your guidance and use you as a resource for information

which will aid in the completion of my project. I understand that you will help me to go

beyond my previous experience in this area so that I may achieve a learning stretch. I also

understand that I am to do all of the work on this project and you will not do the project for

me.

If you have any questions, please contact the Director of Humanities, Chris Richards, at

Middletown High School at 401-846-7250. In advance, I thank you for your time and

willingness to be a part of my education and preparation for achieving my proficiency-based

graduation requirement.

Sincerely,

____________________________________ (student signature) _______________ (date)

Please sign below to indicate your consent:

*Name of Mentor: ___________________________________________________

*Place of Business (if applicable): ______________________________________

*Address: __________________________________________________________

*e-mail: ___________________________________________________________

*Phone Number: ____________________________________________________

*Signature: ________________________________________________________

*Date: ____________________________________________________________

Parent/Guardian Signature

I give my child, ________________________________(Student’s Name) permission to

work with _____________________(Mentor’s Name) in order to complete the Capstone

Graduation requirement.

Parent/Guardian signature_______________________________________________

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Middletown High School

STUDENT/PARENT/GUARDIAN CONSENT FORM

Your student will be engaged in a Capstone Project during this school year. This

Capstone Project will provide enormous benefits for your child both now and in the

future. Additionally, the Capstone Project will be a valuable tool in determining the

student’s mastery of our 21st Century Graduation Expectations in the areas of knowledge,

communication, problem solving, and responsibility. Please read the Capstone Project

Handbook, and sign and return this form to your student’s English teacher. Please address

any questions or concerns to your student’s English teacher or to Mr. Richards at

crichards@mpsri.net

As the parent or guardian of ___________________________________________, who

is a student enrolled at Middletown High School, I am aware that my son/daughter is

required to successfully complete a Capstone Project during the regular school year in

order to graduate. I have reviewed the components of the Capstone Project as presented

in the handbook.

Please provide us with the following information:

Mentor’s name:

________________________________________________________________

Place of mentoring:

_____________________________________________________________

Nature of fieldwork:

_____________________________________________________________

________________________________________________________________________

______

I fully understand that the selection of the career exploration/fieldwork/product

component is a decision made independently of the staff and administration of

Middletown High School. All consequences of the fieldwork/project choice, production

or experience rest solely with the student and parent.

Also, I fully understand that plagiarizing the research paper or falsifying any aspect of the

project may adversely affect the student’s eligibility to graduate.

Parent/Guardian Signature: ____________________________________Date: ________

Phone: __________________________________

Email:___________________________________

Student Signature: ________________________________________ Date: ___________

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Mentor Evaluation of Capstone Project

Student’s Name: _________________________________________________________

Date of Project Completion: ___________________

Core Question/Thesis Statement:

________________________________________________________________________

________________________________________________________________________

Evaluation

(1= unsatisfactory

2=satisfactory,

3=outstanding)

Comments

Planning, conduct, and

communication with

mentor

Learning Stretch

(accomplished)

Working with colleagues

Working with participants

Event/Product

Content

Organization,

Preparation

(includes lesson

plans and/or agenda)

Work Habits

Strengths:

Areas for Improvement:

Other General Comments:

Mentor Signature:___________________________________________ Date:_______

30

30

FIELDWORK LOG (NOTE: Once this is scanned into TIENET, please submit this form to your English teacher. In

order to be scheduled to present, this form must be completed.)

Student’s Name _____________________________________________________________

Mentor’s Name: ______________________________________Phone #: ________________

Date/Time Number of

Hours

Work Accomplished Difficulties/Solutions Mentor Initials

TOTAL HOURS ___________

I certify that I have viewed the completed project and that it represents quality work and meets

standards in the field.

I certify that I have completed a mentor evaluation of the Capstone Project. (Attach mentor

evaluation.)

MENTOR’S SIGNATURE____________________________

(NOTE: A minimum of 12 hours of fieldwork must be completed and verified by the mentor (30

if a job shadow/internship). Please note that work associated with the research paper

/investigative report does not count as field work. In addition, the mentor evaluation must be

student-generated.)

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31

MPS Volunteer/Mentor Information Forms

Middletown Child Opportunity Zone (MCOZ)

A Program of Middletown Public Schools & EBCAP

CONFIDENTIALITY STATEMENT AND POLICY 2017/18

VOLUNTEERS, MENTORS, AND INTERNS

Confidential Information is any information that you learn, either written or verbal, directly or

indirectly, that relates to an individual or family that was obtained in connection with the

performance of your duties as a volunteer or intern.

Any information that you obtain while working with students and families, either written or

verbal, directly or indirectly, is confidential and can only be shared with those Middletown

Public Schools and COZ employees and consultants who also have a direct role in the provision

of services at the Middletown Public School(s) for the individual or family.

Volunteers and interns are prohibited from disclosing information learned about individuals or

families at home, in public, and with family members and friends. Disclosure of information

means giving information without consent.

If a volunteer or intern observes or hears information from or about an individual or family in the

course of their performance of their duties that pertains to the health and safety of the individual

or family, this information must be reported at the earliest appropriate opportunity to the MCOZ

coordinator, the MCOZ Director, the Middletown Public School nurse, or the Middletown Public

School principal who will then make the decision about how the situation should be handled. All

incidents must be reported within 24 hours.

By my signature below, I acknowledge that I have read and understand the above policy and

have had an opportunity to ask questions and have them answered. I further understand that if I

violate the policy, such violation shall be considered grounds for termination of any agreements

or contracts with the Middletown Child Opportunity Zone. In addition, the MCOZ may take

legal action as defined by the laws of the state of Rhode Island.

____________________________________ ____________________________________

Signature School (Aquidneck/Forest Ave/Gaudet/MHS)

____________________________________

Print Name First Last

____________________________________ __________________________________

Date Witness

Mission “The mission of the Middletown CHILD OPPORTUNITY ZONE is to provide services

and referrals to Middletown children and their families in school and community settings in

partnership with Middletown Public Schools, parents, and the community”.

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32

MPS Volunteer/Mentor Information Forms

AUTHORIZATION, RELEASE AND WAIVER I hereby authorize the Superintendent of Schools of the Town of Middletown, Rhode Island, or

his/her designated representatives, to communicate with any law enforcement agency concerning

any reports, records of convictions, or other information that such law enforcement agency may

have concerning me. I hereby authorize the Bureau of Criminal Identification of the Department

of Attorney General of the State of Rhode Island, the Police Department of the Town of

Middletown, Rhode Island, and/or any other law enforcement agency to furnish to said

Superintendent of Schools, or his/her designated representative, copies or summaries of such

reports and records, including all information on file with the National Criminal Information

Center in Washington, D.C. I hereby release the Town of Middletown, Rhode Island,

Middletown Public Schools and its agents and employees, including the members of the School

Committee, the Superintendent of Schools, and his/her designated representatives, the

Middletown Police Department and its employees and agents, the State of Rhode Island, the

Attorney General of said state and the employees of its Bureau of Criminal Identification, and

the employees of any law enforcement agency that may be contacted, from any and all legal

responsibility or liability that may arise from the furnishing of such records or information. I

hereby waive and release all actions, causes of action, demands and claims of every kind which I

may now have or later acquire arising from the release of such reports, records or convictions, or

other information that such law enforcement agencies may have concerning me.

A photostat copy of this form shall be considered as effective and valid as the original.

Print full name (including middle name) ______________________________Date: __________

Signature ___________________________________________________

Address_______________________________________________________________________

Print former name/names if any ___________________________________________________

Print other aliases used, if any_____________________________________________________

Date of Birth _______________________________ Social Security Number________________

Email: _____________________________________

STATE OF RHODE ISLAND, COUNTY OF NEWPORT In__________________________ ,

on the day________ in the month of ______________ of 20___ before me personally

appeared,____________________________________________ , to me known and known by

me to be the party executing the foregoing instrument, and he/she acknowledged said instrument

by him/her executed to be his/her free act and deed.

Notary Public ______________________________________________________

Commission Expires ______________________________________________________

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33

MPS Volunteer/Mentor Information Forms

MIDDLETOWN PUBLIC SCHOOLS VOLUNTEER/MENTOR INFORMATION

Thank you for your interest in volunteering for the Middletown Public Schools. It is the mission

of the Middletown Public Schools to work in partnership with students, parents, and community,

as well as to cultivate lifelong learning through a collaborative, student-centered, educational

model in the context of real world experiences. Volunteer programming and community service

learning are a positive way to engage our community partners with district and school activities.

We welcome our volunteers to lend a hand wherever possible to help us achieve our district-wide

goals.

Anticipated Benefits for our Volunteers:

- Opportunity to be part of a cadre of volunteer leaders in the Middletown Public School

District.

- Opportunity to make a difference in someone’s life.

- Opportunity to acquire excellent communication skills usable in all aspects of life.

- Opportunity to learn about and advocate for public education in our community.

- Gain the kind of self-respect that can only be earned by giving.

- Meet new, interesting people who share a common sense of purpose.

In accordance with State law and district policies, the following protocol is necessary before a

service assignment is granted.

Volunteer Requirements (REQUIRED OF ALL VOLUNTEERS/MENTORS)

All volunteers/mentors must obtain a State criminal records background check in the

community in which they reside ON AN ANNUAL BASIS. Volunteers/mentors MUST fill out

and notarize the Authorization, Release, and Waiver Form and submit it when obtaining the

background check. This same form must be submitted along with the results of the background

check.

Parent Volunteers: Process: 1) Complete the District Application.

2) Complete the Confidentiality Form.

3) Fill out the BCI Form (Authorization, Release and Waiver Form) in front of a Notary Public.

Seal is optional.

4) Attach a Photo ID (optional)

5) Bring the BCI Form (Authorization, Release and Waiver Form) to the Middletown Police

Station and send in Pages 1 & 2 to your child’s school. Or you can have Abby Dunn, the MCOZ

(Middletown Child Opportunity Zone) Coordinator bring the BCI to the Police Station when

applicable.

6) All MPS clerks at Aquidneck School, Forest Ave School, Joseph H Gaudet School,

Middletown High School will get updated BCI Cleared lists. You can either call a clerk or Abby

Dunn to check your status. (Please allow 4-8 weeks for results)

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34

MPS Volunteer/Mentor Information Forms

Notice: All BCI records are confidential law enforcement documents. These records can be

obtained as follows:

1. Through the State Attorney General’s Office – BY MAIL 150 South Main Street, Providence,

RI 02903 A signed and notarized Authorization, Release and Waiver Form. A copy of one of the

following photo identifications: State Issued Driver’s License State Issued Identification Card

Passport A self-addressed stamped envelope for return.

PLEASE ALLOW 7 BUSINESS DAYS FOR RETURN

2. Through the State Attorney General’s Office – IN PERSON At BCI desk through the State

Attorney General’s Office. A signed and notarized Authorization, Release and Waiver Form. A

copy of one of the following photo identifications: State Issued Driver’s License State Issued

Identification Card Passport

3. Through the Middletown Police Department – 846-1144 BCI checks are done every Friday

from 9:00 – 10:00 a.m. at the Middletown Police Department. There is no charge. A signed and

notarized Authorization, Release and Waiver Form. A copy of one of the following photo

identifications: State Issued Driver’s License State Issued Identification Card Passport

- All volunteers must be over the age of 18.

- All volunteers must complete a volunteer application form.

Will you join the team?

If you would like to join the Middletown Volunteer Team and you are 18 years of age or older,

please contact us at Middletown High School (846-7250), Gaudet School and Gaudet Learning

Academy (846-6395), Forest Avenue School (849-9434), or Aquidneck School (847- 4921), or

find us on the web at www.mpsri.net.

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35

Research Paper Rubric Criteria

Distinguished Command

(5)

Strong Command

(4)

Moderate Command

(3)

Partial Command

(2)

Resources Cited

(in paper or

presentation) W-12-6.5

SLE 3.01

SLE 1.02

Research

Quality and types of sources

enhance topic

An extensive variety of

sources relevant, accurate and

reliable to the thesis expand

ideas and give credibility to

the research

Includes a minimum of five

sources for researching topic,

one of which is an interview

with the mentor or expert in the

field. (No more than two

Internet-based sources may be

used.)

Sources cited in body of paper

are relevant, accurate, and

reliable to main idea/thesis

Lists and cites sources using

MLA format

Number and/or types of

sources are nearly sufficient

for researching topic

Few sources cited in body of

paper or presentation are

relevant, or accurate, or

reliable to main idea/thesis

Lists and cites sources with

many errors in MLA format

Significantly insufficient

number and/or types of sources

used for researching topic

Most sources cited in body of

paper or presentation are

missing and/or irrelevant

and/or inaccurate, and/or

unreliable to main idea/thesis

Lists and cites sources with

major errors in MLA format

Analysis &

Synthesis of

Information W-12-8.2; R-12-

15.4

W-12-6.4,6.5; W-

12-8.5

SLE 1.02

SLE 3.03

Research

Analysis/ interpretation of

information presented, is

compelling while

relevant/valid/credible to the

purpose, thesis, and audience.

Includes facts and details that

specifically address readers

concerns with significant

depth of information to

support conclusions with

evidence

Conclusion(s) drawn show(s)s

evidence of sophisticated

synthesis of information from

multiple sources, including

primary research

Analysis/ interpretation of

information presented are

accurate, complete and relevant

to purpose, thesis, and audience.

Includes sufficient details or

facts for appropriate depth of

information to support

conclusions with evidence

Conclusion(s) drawn show(s)

evidence of synthesis of

information from multiple

sources, including primary

research

Analysis/ interpretation of

information is not entirely

accurate, complete, and/or

relevant to purpose, thesis,

and audience

Includes some facts/details to

support ideas presented

Conclusion(s) drawn show(s)

little or no evidence of

synthesis of information

Analysis/ interpretation of

information is mostly

inaccurate, incomplete, and/or

irrelevant to purpose, thesis,

and audience

Includes little or no

facts/details to support ideas

presented

Conclusion(s) drawn show(s)

no connection made between

purpose/thesis or lacks a

conclusion

Writing

Conventions W-12-9.1, W-12-

9.2; W-12-9.4; W-

12-9.5

Demonstrates control of

usage, grammar, punctuation,

capitalization, and spelling

Demonstrates control of usage,

grammar, punctuation,

capitalization, and spelling

Occasional errors do not

interfere with meaning

Demonstrates some control

of usage, grammar,

punctuation, capitalization,

and spelling

Errors begin to interfere with

meaning.

Demonstrates little control

of usage, grammar,

punctuation, capitalization,

and spelling

Numerous errors interfere

with meaning

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All four criteria must be met in full in order to meet standard.

Overall Score: ____________________

Structures of

Language

W-12-1.1; W-12-

1.3; W-12–1.4

Applies novel use(s) of text

structure (sentences, sentence

patterns, text) to enhance

meaning for particular

contexts, viewpoints, or

interpretations

Maintains consistent

organizational structure within

paragraphs and throughout

text

Text structure is appropriate to

purpose, audience, and context

Uses varied sentence length and

structure to enhance meaning

(e.g., including phrases and

clauses)

Maintains organizational

structure within paragraphs and

throughout text

Text structure is not always

appropriate to purpose,

audience, and context

Uses some variation of

sentence length and structure

Exhibits some organizational

structure within paragraphs

and throughout text

Text structure interferes with

meaning and intent

Uses little or no variation of

sentence structures

Exhibits little organizational

structure within paragraphs and

throughout text

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Reflective Essay Rubric - This rubric explains the elements of the prompt, expectations, and standards that should be included in the work. To demonstrate proficiency on this task, a student must meet or exceed standard on those expectations with an asterisk. In addition, a student cannot meet standard on this task if he/she receives below standard for any expectation.

Expectations Distinguished Command

5

Strong Command

4

Moderate Command

3

Partial Command

2

*

Engages the reader by

establishing a context

Effectively identifies a condition, a

situation, or an issue that addresses the

prompt

Skillfully uses precise and descriptive

language that clarifies and supports

intent and establishes an authoritative

voice.

Clearly identifies a condition,

situation, or issue that addresses

the prompt.

(W.11-12.3a)

Uses precise and descriptive

language that clarifies and

supports intent and establishes an

authoritative voice. (W.11-12.3d)

Identifies a condition, a situation,

or an issue but does not adequately

address the prompt.

Uses some language that clarifies

or supports intent or establishes an

authoritative voice.

Fails to identify a condition, a

situation, or an issue of

significance or does not address

the prompt.

Does not use language that

clarifies or supports intent or

establishes an authoritative

voice.

*

Demonstrates Critical

Thinking

Skillfully analyzes a condition or

situation of significance as the basis

for reflection.

Makes connections between personal

ideas and experiences and more

abstract aspects of life, leading to new

perspective or insights.

Accurately selects and skillfully uses a

range of elaboration techniques such

as questioning, comparing, connecting,

interpreting, analyzing, or describing

to establish a focus.

Analyzes a condition, or situation

of significance as the basis for the

reflection.

Makes connections between

personal ideas and experiences and

more abstract aspects of life.

(W.11-12.3a)

Accurately selects and uses a

range of elaboration techniques

such as questioning, comparing,

connecting, interpreting,

analyzing, or describing to

establish a focus. (W.11-12.3b)

Attempts to analyze the

significance of a condition,

situation, or issue to establish the

basis of reflection.

Attempts to make connections

between personal ideas and

experiences and more abstract

aspects of life, but connections are

inappropriate and/or ineffective.

Attempts to use a range of

elaboration techniques such as

questioning, comparing,

connecting, interpreting,

analyzing, or describing to

establish a focus, but some

techniques are ineffective and/or

inappropriate.

Analysis of the condition,

situation, or issue as the basis

for reflection is inaccurate,

unclear, or missing.

Makes limited connections to

abstract aspects of life.

Limited attempt to select and

use a range of elaboration

techniques such as questioning,

comparing, connecting,

interpreting, analyzing, or

describing to establish a focus

or selected techniques are

ineffective and/or inappropriate.

Lacks focus

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Thoroughly maintains focus.

Provides closure leaving the reader

with something provocative to think

about.

Maintains focus. ( W..11-12-4)

Provides closure, leaving the

reader with something to think

about. (W.11-12.3e)

Weak focus.

Attempts to provide closure, but is

ineffective in providing the reader

with something to think about.

Does not provide closure or

leave the reader with something

to think about.

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Expectations

Distinguished Command

(5)

Strong Command

(4)

Moderate Command

(3)

Partial Command

(2)

Communicates

ideas effectively

OC-2.1, 2.5

SLE 1.04

COMMUNICATION

Effectively uses eye contact

Speaks clearly, effectively, and

confidently using suitable

volume and pace

Fully engages the audience by

using a variety of accepted

techniques (i.e. - ask a

question, relate an anecdote,

feature the project, present a

statistic, engage in a short

activity)

Selects rich and varied words

appropriate for context and

audience, and uses correct

grammar

Dresses appropriately for the

occasion

Delivers presentation within

stated time limits

Responds effectively to

audience questions and

feedback to provide new

insights

Maintains good eye contact

Speaks clearly and uses

suitable volume and pace

Engages the audience using at

least 1 accepted technique (i.e.

- ask a question, relate an

anecdote, feature the project,

present a statistic, engage in a

short activity)

Selects words appropriate for

context and audience and uses

correct grammar

Dresses appropriately

Delivers presentation within

stated time limits

Responds effectively to

audience questions and

feedback

Uses minimal eye contact

Demonstrates some difficulties

speaking clearly, using suitable

volume, and/or pace

Takes steps to engage the

audience

Occasionally selects words

appropriate for context and

audience; uses some incorrect

grammar.

Dresses somewhat

inappropriately

Presentation is mostly within

stated time limits

Responds somewhat effectively

to audience questions and

feedback

Uses eye contact ineffectively

Fails to speak clearly and audibly

and uses unsuitable pace

Does not engage the audience

Selects words inappropriate for

context and audience; uses incorrect

grammar frequently

Dresses inappropriately

Presentation is not within stated

time limits

Responds ineffectively to audience

questions and feedback

Content

Requirements

OC-2.1

SLE 3.01; 3.03

RESEARCH

*

Exhibits logical organization

(i.e. – presentation includes all

elements outlined in the

Capstone Presentation Guide)

with detailed connection to the

core question

Exhibits logical organization

(i.e. – presentation includes all

elements outlined in the

Capstone Presentation Guide)

connected to the core question

Attempts to organize

information; concept and/or

ideas are loosely connected to

core question

Little logical order is apparent

Exhibits logical

organization

OC-2.1, 2.2, 2.3

SLE 1.04

Exhibits flowing, succinct

transitions between key points

Provides a clear and

compelling conclusion which

restates the premise of the core

question

Delivers presentation without

the use of notes or memory

aides

Includes smooth transitions

between key points

Provides a coherent, logically

supported conclusion related to

the core question

Delivers presentation with

minimal use of notes or

memory aides

Includes transitions between

most key points, but is

sometimes choppy or confusing

Attempts to provide a conclusion

Delivers presentation with

repeated use of notes or memory

aides

Exhibits few, transitions between

key points; or no transitions little;

flow from one idea to the next

Little or no attempt to provide a

conclusion

Delivers presentation by reading

from notes or memory aides

Explains the process

and findings of the

project and

resulting learning

Clearly defines the core

question and the learning

stretch

Supports the core question with

an analysis of relevant and

Defines the research question

and learning stretch

Supports the research question

with evidence

Clearly states significance of

Attempts to define the core

question and learning stretch

Attempts to support the core

question with limited evidence

Attempts to state significance of

Does not clearly define the core

question or learning stretch

Does not support the core question

with evidence

Little evidence of acquisition of

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* The student must “meet or exceed” this expectation in order to successfully pass the Capstone Presentation.

W-6.2, 6.4 a & b,

W- 6.5; 8.1, 8.2,8.4,

OC-2.3, R-15

SLE 1.04

REFLECTION

*

accurate evidence

Elaborates on significance of

new knowledge acquired or

makes insightful connections to

thesis/topic

new knowledge (learning

stretch) acquired to support

thesis/topic.

new knowledge acquired to

support thesis/topic

new knowledge to support

thesis/topic

Students demonstrate

a sound understanding

of the nature and

operation of

technology systems

and are proficient in

the use of technology.

Technology Std. 6

SLE – 3.01

Evaluates and selects appropriate

technology tools/features and

information resources to design

and develop content information

Maximizes the capabilities of

common peripherals to design,

develop and communicate

content information

Applies and manipulates

appropriate technology

applications to illustrate

content-related concepts

through a variety of media

format

Indicates appropriate technology

tools/features and information

resources to design and develop

content information

Demonstrates efficient and

effective use of common

peripherals to design, develop

and communicate content information

Uses appropriate technology

applications to illustrate

content-related concepts

through a variety of media

formats

The selected technology

tools/features are less than

adequate to design and develop

content information

Demonstrates limited use of

common peripherals to design,

develop and communicate content

information

Demonstrates limited use of

technology applications to

illustrate content-related

concepts through a variety of

media formats

Does not identify appropriate

technology tools/features to

accomplish the task

Does not utilize common peripherals

to design, develop and communicate

content information

Does not utilize technology

applications to illustrate content-related concepts through a variety of

media formats

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Capstone Presentation Rubric

Expectations

5

Distinguished Command

4

Strong Command

3

Moderate Command

2

Partial Command Communicates ideas

effectively

CCSS L.11-12.6

SLE 2

Communicates

Effectively

Effectively uses eye contact

Speaks clearly, effectively, and

confidently using suitable volume and pace

Fully engages the audience by using a

variety of accepted techniques or 1

technique to great effect (i.e. - ask a

question, relate an anecdote, feature the project, present a statistic, engage

in a short activity)

Skillfully and accurately uses general

academic and domain-specific words

and phrases

Dresses appropriately or

professionally with respect to content (situational relevance or in character)

Delivers presentation effectively

utilizing time limits

Maintains good eye contact

Speaks clearly and uses suitable

volume and pace

Engages the audience using at least 1

accepted technique (i.e. - ask a

question, relate an anecdote, feature the

project, present a statistic, engage in a short activity)

Uses accurately general academic and

domain-specific words and phrases,

sufficient for reading, writing,

speaking, and listening at the college and career readiness level L.11-12.6

Dresses appropriately

Delivers presentation within stated time

limits

Uses minimal eye contact

Demonstrates some difficulties

speaking clearly, using suitable volume, and/or pace

Takes some undeveloped steps to

engage the audience’s attention

Accurately uses some general

academic and domain-specific words

and phrases, sufficient for reading,

writing, speaking, and listening at the college and career readiness level

Dresses somewhat inappropriately

Presentation is mostly within stated

time limits

Uses eye contact ineffectively

Fails to speak clearly and audibly

and uses unsuitable pace

Does not engage the audience very

well

Limited accurate use of general

academic and domain-specific words and phrases, sufficient for

reading, writing, speaking, and

listening at the college and career readiness level; uses words

inaccurately

Dresses inappropriately

Presentation is not within stated

time limits; far too short or far too long

Exhibits logical

organization

CCSS SL 11-12.4

Exhibits logical organization

(presentation includes all elements

outlined in the Capstone Presentation

Guide) with detailed connections to

the thesis and project

Exhibits creative transitions between

key points

Provides a clear and compelling

conclusion which restates the premise

of the thesis and project

Delivers presentation without the use

of notes or memory aids

Skillfully presents information,

findings, and supporting evidence

Skillfully conveys a clear and distinct

perspective such that listeners can

follow the line of reasoning

The organization, development,

substance, and style are very appropriate to purpose, audience, and

task.

Exhibits logical organization (i.e. –

presentation includes all elements

outlined in the Capstone Presentation

Guide) connected to the thesis and

project

Includes smooth transitions between

key points

Provides a coherent, logically-

supported conclusion related to the

thesis and project

Delivers presentation with limited use

of notes or memory aids

Effectively presents information,

findings, and supporting evidence;

Effectively conveys a clear and distinct

perspective such that listeners can

follow the line of reasoning

The organization, development,

substance, and style are appropriate to purpose, audience, and task. SL11-12.4

Attempts to organize information;

concept and/or ideas are loosely

connected to the thesis and project

Includes transitions between most key

points, but is sometimes choppy or confusing

Attempts to provide a conclusion

Delivers presentation with extensive

use of notes or memory aids

Somewhat effectively presents

information, findings, and supporting

evidence;

Conveys a somewhat clear and

distinct perspective such that listeners can follow some of the reasoning

The organization, development,

substance, and style are somewhat

appropriate to purpose, audience, and

task.

Little logical order is apparent

Exhibits few, transitions between

key points; or no transitions little;

flow from one idea to the next

Little or no attempt to provide a

logical conclusion about the

Capstone Project and its process

Delivers presentation almost solely

by reading from notes or memory aids

Presents little information,

findings, and/or supporting evidence;

Conveys a limited perspective such

that listeners have great difficulty

following the line of reasoning.

The organization, development,

substance, and style are not

appropriate to purpose, audience, and task.

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Explains the process

and findings of the

project and resulting

learning

CCSS SL11-12.4

SLE

Clearly addresses the thesis and

project and the learning stretch

Supports the thesis and project with an

analysis of relevant and accurate

evidence

Provides evidence of complex

problem-solving to form new insights

and understandings

Elaborates on significance of new

knowledge acquired or makes

insightful connections to thesis/project

and how it inspired personal growth

Addresses thesis and project and

learning stretch

Supports the thesis and project with

evidence

Provides evidence of problem-solving

to form new insights and

understandings

Clearly states significance of new

knowledge (learning stretch) acquired

to support thesis/project/personal

growth

SL 11-12.4

Attempts to address the thesis and

project and learning stretch

Attempts to support the thesis and

project with limited evidence

Provides some evidence of problem-

solving

Attempts to state significance of new

knowledge acquired to support thesis/project/personal growth

Does not clearly address the thesis

and project or learning stretch

Does not support the thesis and

project with evidence

Shows little evidence of problem-

solving

Little evidence of acquisition of

new knowledge to support thesis/project/personal growth

Uses technology

and/or other media to

enhance the

presentation

CCSS SL11-12.5

SLE 7

Applies Technology

ISTE Standard 4.

Critical Thinking,

Problem Solving, and

Decision Making

Students use critical

thinking skills to plan

and conduct research,

manage projects, solve

problems, and make

informed decisions

using appropriate

digital tools and

resources.

Skillfully makes strategic use of

digital media (e.g., textual, graphical, audio, visual, and interactive

elements) in presentation to thoroughly enhance audience’s

understanding of findings, reasoning,

and evidence to increase the audience’s interest. SL11-12.5

Makes strategic use of digital media

(e.g., textual, graphical, audio, visual, and interactive elements) in

presentation to enhance understanding of findings, reasoning, and evidence

and to engage the audience’s interest.

SL11-12.5

Makes some use of digital media

(e.g., textual, graphical, audio, visual, and interactive elements) in

presentation to somewhat enhance understanding of findings, reasoning,

and evidence to engage the audience’s

interest. SL11-12.5

Makes minimal use of digital

media (e.g., textual, graphical, audio, visual, and interactive

elements) in presentation to enhance understanding of findings,

reasoning, and evidence and to

inspire the audience’s interest. SL11-12.5

Effectively responds

to audience questions

and feedback

CCSS SL 11-12.1c

Skillfully propels conversations by

responding to questions that probe reasoning and evidence

Propels conversations by strategically

responding to questions that probe reasoning and evidence SL.11-12.1c

Somewhat propels conversations by

responding to some questions that probe reasoning and evidence

Minimal movement of

conversations by responding to minimal questions that probe

reasoning and evidence