T2L/CIC/Student Town Leadership agenda Location: Boardroom, 4-5:30pm

4/12/16

Empowering Educators Personalized Systems Quality Foundations

Page 1 of 3

Attendees: Howard Disney, Carol Swalley, Amy Burch, Robb Sommerfeld, Peter Toews, Toni Theissen, Anmol Grewal, Genie Rys, Lucas Sanchez, Carmen Polka, Dimi Reed, Bernadine Knittel, Heather Lelchook, Darlene Halvorsen, John Parks, Lora Patrick, Aviva Pflock, Jennifer McDermid, Tim Kubik, Donna Gallegos, Gywnne Johnson, Lanny Hass, Jesse Nino, Diane McInturff, Sheila Pottorff, Susan Harding, Becky Lewis, Amanda Babb, Rick Frei, Mark Heiser, Amber Wharton, Caleb Jordan, Di Worner, Marcia Venzke, Andy Chrisman, Donna Gallegos, Jason Hanford, Karen Hanford, Lamb Caro, Jodi Shadduck-McNalley, Kandi Smith, Kodi Fidler, Stephanie Krajac, Tyler Schlagel, Dawn Hennessy, Jessica Dalrymple, Kathy Schlepp, Michelle Logan, Kandi Smith

Be Impeccable with your Word Don’t Take Anything too Personally Don’t Make Assumptions Always Do Your Best

Time/Topic Notes/Input/Feedback Outcome

Introduction ☒ Information ☐ Input ☐ Decision

Carmen Williams welcomed everyone and started introductions for the meeting. ☒Complete ☐Carryover ☐ Table

CIC – Presentation

Mike Pintaric

☒ Information ☐ Input ☐ Decision

AP Computer Science Principles - Concept sheet attached

This will be piloted in 2017-18.

Steve Moos will reach out to on Monday to Curriculum reps and teachers about the

course. Presentation attached

☐Complete ☒Carryover ☐ Table

CIC - Presentation

Mike Pintaric

☒ Information ☐ Input ☐ Decision

Reflection & Evaluation- Intro to Electronics & Programming

The curriculum seemed too hard for students, brought it down to their level. No prerequisites. 60 plus kids to begin, 3 sections of classes. Very diverse group of students interested.

The platform based on the Arduino chip. It is a micro controller. The teachers attended a meeting at Intel where they received 20. Then purchased 50 more through a team purchasing effort from Learning Services, TEF and LHS. The platforms are accessible and based on C++ language.

Mike brought in some of the projects that the kids created. The basics are electricity, programming, building a prototype, processing (java based) that is tied to Arduino.

Male/female ratio – male dominate now/ 10-15% females. Offered to all grade levels and even split with participation.

☐Complete ☒Carryover ☐ Table

T2L/CIC/Student Town Leadership agenda Location: Boardroom, 4-5:30pm

4/12/16

Empowering Educators Personalized Systems Quality Foundations

Page 2 of 3

Presentation attached

CIC– Class Proposal

Lanny Hass Howard Disney

☒ Information ☐ Input ☐ Decision

Reflection & Evaluation – Advisory Course

Year 1- What we have done?

Year 2-Where we are going?

Presentation attached

☐Complete ☒Carryover ☐ Table

Capstone/CIC Presentation

Gwynne Johnson Karla Quiones 4:40pm-5:00pm

☒ Information ☐ Input ☐ Decision

Senior Capstone & Speech. Concept Sheet attached Currently the Capstone is a requirement of the LISA Diploma. Pathways for LISA students to have more opportunities. Merging speech credit with LISA capstone class – as the final presentation is a public performance given to the board, staff, parents and community members.

4 tiers 1. Artist statement – express who they are as artists and learners 2. LISA Core example piece – ELA, SS and Science – evidence where the arts were used to help understand major concepts 3.Best performance – express and reflect 4.Post-Secondary plan – research what happens after high school.. How did LISA help achieve.(Includes an interview with someone with particular career)

2 LISA Seniors presented. Savannah Wood and Owen Whitham

BHS Stem program – student presentation by Whitney Porter and Lauren Demoudt

4 year program – Advance Science classes

At least 40 hours for credit and completed internship for 1 year. The internship not required, but has led to job opportunities for students that have completed. The students do an end of year presentation on what was learned. The class was a collaborative effort, teacher deadline work to include journals, logs, evidence while during the advisory portion of class. Gave the student a look at the workforce possibilities.

Tyler handed out the DRAFT Capstone document. 35-40 capstones reviewed. Review the capstone and any remarks put down on the sheet. There are 4 perspectives that are going to be reviewed. Community Member, Parents, Students, Teachers Original values. Based on student passion. Must be: super broad, flexible,

☐Complete ☒Carryover ☐ Table

T2L/CIC/Student Town Leadership agenda Location: Boardroom, 4-5:30pm

4/12/16

Empowering Educators Personalized Systems Quality Foundations

Page 3 of 3

Discussion from review. No negative How does play as a class FTE- schedule in building Designed students accomplishments, show culmination of childhood learning. Pick what is fun and exciting. Are parents ok with product based. How is started? Can they carry in things already doing Graphic examples, pictures, addemdum for community service no connection experience 15 min presentation – do or die, high stakes. Connection to current, how has T2L prepared the students Table – warning not liked

Regroup/Reconnect 5:00-5:30pm

☒ Information ☐ Input ☐ Decision

Grad Guidelines – tabled to next meeting with a vote of 4/12 tables

A lot of feedback around capstone: Trying to nail down a framework. To move forward. There will be some subcommittee work to be pulled together, to finalize that piece.

May agenda items short 5 min capstone from another school Celebrations Grad guidelines overview Board policy – read Sign up – committees small group work needs to be established. Capstone and compenency

☐Complete ☒Carryover ☐ Table

5:30 – 6:15pm

Joint T2L/DAC Meeting

☒ Information ☐ Input ☐ Decision

Those in attendance for the joint meeting, names are highlighted in the attendees portion at the top of the minutes.

Common Assignment Study Presentation Discussion, importance for DAC/T2Life, how this ties to Competency, Standards-based Scoring, new Grad Requirements & the work of DAC- Michelle Logan, Di Worner, Kandi Smith,

Presentation attached

☒Complete ☐Carryover ☐ Table

AP Computer Science Principles

Mike PintaricLoveland High

What is AP Computer Science Principles

● New AP course for the 2016/17 school year● Aimed at introducing Computer Science to students who normally wouldn’t

think of going into a computer related field● College Credit can be earned by passing the AP test in the spring. This

course would be equivalent to an Introduction to Computer Science College Level Class

● Open to all students with Algebra 1 being the only recommended prerequisite

AP CSP for LHS/Thompson School District

● Pilot the new course for the 2017/18 school year● Will be available for most all 10-12th graders to take● It will be an additional Computer Technology class for students at LHS. Intro

to Electronics and Programming and Microcomputer Projects are the other two

● Can be incorporated into the new CTE STEM/ Computer Technology pathway

● Can be tied into the new Graduation Requirements

Planned Learning Tools

● Plan on using the 5 computer based units from Code.org that are avaliable for free. Others are available but this looks like the “best” from my initial examination

● All units include worksheets, activities, projects, videos, programming assignments etc that are 100% online

● The 5 units are: ○ Digital Information○ The Internet○ Programming○ Data○ Explore and Create

Questions???

Introduction to Electronics and Programming

Mike PintaricLoveland High

Overview

60+ 9-12th grade students enrolled in 2015/16

Students come from wide range of skill level. Majority have had little to no experience with electronics or programming

Gives students the opportunity to work with small scale 5v electronics while learning how program. Used the Arduino platform as the main learning tool in the class. Arduino is an open source microcontroller and C++ related language.

Equipment Used

50 Sparkfun Inventor's Kits were purchased with funds from TEF, Learning Services and LHS funds. 20 kits were also donated in the fall of 2014 by Sparkfun through a 2 day training at Intel.

6 Motor Shields and misc parts for vehicles

1 Weather Station

6 Joysticks and 3 Nintendo DS pads

6 Sets of parts for a home security system (keypads, motion sensors, window sensors, pressure sensors, etc)

Learning Process

Hands on experiment based learning is the main focus of the class. Learning by doing vs upfront teacher directed lectures.

Individual and group projects assessed learning throughout the year.

Assignments are structured in such a way so that students can be creative in finding a solution to the assignment and then implement it according to given specifications.

Most of the class time is used for students to build and experiment.

Quarter 1 - Intro to Electronics

Used the Makey Makey to learn about conductive materials and completing the circuit.

Learned about resistance, current and voltage and how to read these values in a circuit with a multimeter

Basic introduction to parallel and series circuits

Experimented with different parts in inventor kit like resistors, LED’s, RGB LED’s, potentiometers, photocells, etc

Basi

Quarter 2 - Intro to Programming

Used the Arduino boards to wire up different circuits that would be able to be controlled with the Arduino programming language

Created a working Stoplight, Railroad crossing and Crosswalk in miniature form using LEDs, buttons and potentiometers

Worked on mini projects that included using a buzzer to create a song, motors and servos to make things move, temperature sensors and flex sensors to detect different readings and RGB leds to display different colors like a TV.

Final Project was a choice between creating a prototype of a toy or an interactive art piece

Quarter 3- Processing and Group Projects

Learned about how to program in Processing, a Java based language

Created programs that demonstrated basic drawing, animation and control features

4 Group projects: Home Security System, Self Driving Vehicle, Joystick/Game Making and Weather Station

Quarter 4 - Group Projects and Final Project

Finished up group projects from quarter 3.

Will create a final project of their choice that demonstrates their learning throughout the entire year.

Open ended and students will have to create a poster board showing their progression of learning along with a working project.

Questions???

Revisiting Advisory Remembering where we came from and focusing on our future

TVHS

Why we chose an Advisory Program to begin with Provide students with an adult in the school to build a trusting relationship

with

ICAP and long term planning

Articulation of college and career readiness

Our journey so far this year

Committee met over five times and up to a dozen staff members took part in the meetings

The committee worked with Tim Kubik

Reflected on what changes we made this year and how it impacted Advisory ie. changed to every other week

Recognized the importance of career readiness skills in content areas and how they can be cultivated in a high functioning Advisory Program

Our future plans with a high functioning Advisory Program

Where we are headed

Emphasizing the importance of an effective advisory

Shifting our mindset from checklists to body of evidence

Focusing on communication and problem solving

Building In house development of meaningful relationships with students

Developing a growth mindset

Providing better support Standards Based Instruction

What are TVHS’s future considerations on the pathway to…

Integration Grant: Standards, Assessment, & Educator Effectiveness

Initial LDC trainings300+ secondary teachersSpanning all subjects100% middle level teachers

Implemented Teacher Trainer model

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

• Teacher Driven Structural Shifts

• District wide adoption of LDC rubric

• District Interim Assessments • LDC template task • LDC rubric

• LDC training for all 4-5 teachers

• Common Assignment Study

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Presenter

Presentation Notes

PARTNERS

Entry points

4

Common Mini-tasks

Common LDC

modules

Common unit frame with LDC

Common unit

CROSS-BUILDING/DISTRICT STUDENT WORK ALANYSIS

Enduring understanding

Important to know and do

Worth being familiar with

“Non-negotiables” for common assignment systems

• Teachers from at least two different buildings/districts• Common LDC teaching task• Common skill clusters• An instructional ladder that allows for differentiation• Opportunity for customization• Analysis of student work with teachers from at least two

schools

5

• School Improvement Plans focused on LDC framework

• Common Assignment Study doubled

• LDC part of Induction at Secondary

• District wide focus on PLCs

• Content standards mapped K-5

• Artifacts for Educator Effectiveness

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Aligned curricula…

7

Over 90% of teachers reported that CAS: • Provided them with new instructional strategies• Raised their expectations for student work• Improved students’ writing skills and understanding of content

Aligned curricula…

Unit design Unit revision Student work analysis

PLC structures

Collaborative time…“…focused on an improvement cycle, provides the primary vehicle for learning.”

8

Unit design Unit revision Student work analysis

PLC structures

Over 85% of teachers responded that CAS collaboration enhanced their capacity to: • Teach CAS units• Provide student feedback• Use student work and scoring rubrics

From the field

“You really have to put yourself out there. You have to be vulnerable…I’ve been teaching for a long time, and I’ve never had this level of collaboration across schools. I’ve had it within a school, but never across schools. And we

truly are representing almost all of our schools in the district.”

9

Feedback systems…“…and calibrated observational measures and tools (video, surveys, and formative assessment) eliminate dissonance between perceived and actual performance.”

10

85% of teachers feel that CAS:• Provides useful feedback to students about their writing• Allows them to use student work to inform instruction

From the field

“…It’s super easy with educator effectiveness. Here’s the standard. Look at this and look at this product. Because then you have student work to really show them in the end…I think the data’s huge. It’s never, ‘Oh, I feel like I’m doing it, so it’s happening.’ Or, ‘Take my word for it.’ It is documented. Here it is. Here’s the student work. Here [are] the scores. Here’s the backward design. Here’s the standard. Here’s how tied to the standard this prompt is.’ I feel like it’s very concrete and a lot less of, ‘Just trust me. I’m doing it. I promise. Cross my heart.’” 11

• School Improvement Plans focused on LDC framework

• Common Assignment Study doubled

• LDC part of Induction at Secondary

• District wide focus on PLCs

• Content standards mapped K-5

• Artifacts for Educator Effectiveness

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17Cross-state units:• 7th grade ELA (2)• 10th grade ELA (2)• Middle school science (3)• High school Biology (2)• Middle school US History

(2)• High School US History (2)

Colorado units:• 4th and 5th grade• 6th, 9th, and 11th grade ELA• 7th grade math

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Senior Capstone Project Handbook

Thompson School District

Learning Services

A High School Graduation Requirement

Types of POL and Capstones from other school that were used in conjunction with this handbook.

Sentinel HS Capstone Southern Regional Education Board Capstone Handbook

Georgia School District Capstone Handbook

eValley Regional HS Capstone Handbook

Nash Rocky Public schools capstone Handbook

Marshall HS Senior Capstone Handbook

Memphis City School Capstone Handbook

Bolton HS Capstone Handbook

Sinton HS Capstone Handbook

El Camino HS Capstone Handbook

Riverside STEM HS Capstone Handbook

Waimea HS Capstone Handbook

Cardinal Newman School HS capstone Handbook

Kohala HS Capstone Handbook

Masuk HS Capstone Handbook

Parish HS Senior Capstone Handbook

Petal HS senior Project Handbook

Mercer County Senior Capstone Handbook

Winters HS Senior Capstone Handbook

Tech Prep Senior Project Manual

Burke HS Capstone Project

Oxford Public Schools Capstone

Big Sky HS Senior Capstone

Winters HS Senior Capstone

Bacon Academy Senior Capstone

Kansas City Schools Senior Capstone

Stonington HS Senior Capstone

New Prairie HS Capstone

Middleton HS Capstone Handbook

OHS Senior Capstone

Regional School District 6 Senior Capstone

Evening HS Capstone

Gulford HS Senior Capstone

Nashville Public Schools Senior Capstone

STEM Capstone at Berthoud HS

LISA Capstones at Mountain View HS

Personal Projects at Loveland HS

Table of Contents Introduction to the Senior Capstone Project .............................................................................................................. 3

Capstone Project Components ................................................................................................................................... 4

Capstone Project FAQ’s ........................................................................................................................................... 4

The Proposal .............................................................................................................................................................. 7

Selecting a Capstone .................................................................................................................................................. 7

Senior Capstone Portfolio ........................................................................................................................................ 11

The Presentation ...................................................................................................................................................... 12

Role of your high school during the capstone project. ............................................................................................ 13

What does it mean to be a community member mentor (not a requirement but a suggestion)? .............................. 13

Scoring the Senior Capstone Project ....................................................................................................................... 14

Addendum- Community Service ............................................................................................................................. 16

Introduction to the Senior Capstone Project

The Senior Capstone Project a graduation requirement established by Thompson School District in 2016 as a

recommendation from the Colorado Department of Education. The Thompson2Life Task Force has researched

and reviewed recommendations addressing 21st century college and career requirements. As a result of this

research, Board Policy IKF, regarding district graduation requirements was revised in 2016 to include a Senior

Capstone Project. In order for students to obtain a diploma or certificate of completion from Thompson School

District they must successfully complete a Senior Capstone Project on a personal career and or life goals.

The purpose of this Senior Capstone Project is to empower students to demonstrate that they can learn

independently and that they have become self-motivated thinkers capable of using all the major educational and

life skills they have developed in their classrooms during their 13 years of education. The project is intended to

align with the goals around a student’s area of passion. Through the Senior Capstone Project students will be

asked to display their creative ability, critical thinking and communication skills while demonstrating a clear

understanding of the essential skills needed to achieve their career and or life goals. The capstone is a part of all

three of the diplomas that TSD offers to their students.

A component of the final presentation will be a reflection. Each student will begin the process by reflecting

emotionally, intellectually, and academically on the past 13 years of education. Are hope is through this process

we will challenge students to not only think about where they have been but where they are going.

Capstone Project Components

Proposal- the Capstone Project proposal is the beginning piece of this experience. Seniors will be asked to

explore their passions and choose one to develop essential questions around. The proposal must outline how the

student will challenge their current knowledge. All students must submit a proposal for approval before they

begin. Students must be able to answer the who, what, when, where, and why of the essential questions they have

developed.

Presentation - the Senior Capstone presentation is designed to showcase students’ accomplishments through

their years of education. They will have the choice top make a 15-minute presentation to a panel of judges or

complete their presentation at a senior capstone evening; open to parents and community. A reflective piece and

visual aid must accompany the presentation.

Portfolio- The portfolio is intended to record the history of the Senior Capstone journey. Students are expected

to capture all things related to their project; including meetings, proposals, and internships hours. This is a

window into understanding the students Capstone journey.

Capstone Project FAQ’s

1. Why do students complete a senior capstone project?

Studies show that students who successfully complete a rigorous project during their senior year do better

post high school graduation. The Capstone project not only ensures that students master their classroom

work, but also helps prepare for college, career and community readiness.

2. Is the Capstone required to graduate?

Yes. All Thompson School District seniors – will be required to complete a Capstone. Therefore,

students who do not complete the Capstone requirements will not graduate.

3. What happens if a student does not complete the senior capstone experience?

Students who do not receive a successful evaluation will be given the opportunity to revise and present

again, prior to graduation. If the students does not meet the presentation requirement, he or she will

not graduate.

4. How are projects approved?

To ensure students have a solidified plan, TSD requires preliminary research with teachers,

parents/guardians, and or mentors. Your project proposal will be submitted to the Capstone Committee

for approval. If your project is not approved, the committee will give you feedback and suggestions that

will lead to approval.

5. What if my initial project needs to be changed?

It will be extremely difficult to change your topic after it is approved. You may find, however, that a few

of the activities in your approved Capstone project proposal may need to be amended. If you have a valid

reason to amend an activity or two (not change your topic, or alter the whole scope of your Capstone) you

may do so with the approval of the Capstone Committee.

6. What if I can’t find a mentor, if I need to change my mentor, or if I need two mentors?

We will help you locate the resources to find a mentor; we have a list of experts who have mentored

students in the past. Learning to network will be a key activity for students this year, an experience that

will hopefully open doors for the student in the future. Students may work with more than one expert, so

if one mentor is unable to continue to help, they may turn to the other(s) as backup. Because of their

project designs, some students may find they need two mentors.

7. What if I am a student with special circumstances?

a. Students with an IEP or ELL: If you are a student with an IEP or ELL you are required to

complete the senior capstone. Accommodations needed to complete the senior capstone will be

addressed in your IEP or ELL process.

b. Transfer Students: If you are a transfer student to TSD before or during your senior year you are

required to complete a senior capstone. You will work with the senior capstone coordinator

(which is a designated administrator at each building) to plan and implement a senior capstone

which can successfully be completed within the given time frame.

c. Extenuating Circumstances: If an unusual circumstance should arise, it will be considered on a

case-by-case basis by the senior Capstone Committee at that school.

d. Early Graduates: if you are planning to graduate early, you are required to complete a senior

capstone. You should also meet with the senior Capstone coordinator at your school early in the

year so that you mat set up a plan to complete all components by early graduation in January.

Senior Capstone Timeline

Due Date Capstone Component

April

(Junior Year)

Parent/ Student Orientation. MUST ATTEND put on at

your high School

September

(Senior Year)

Initial Project Proposal

Parent must sign off on project proposal

September

(Senior Year)

Final Proposals Due

Parent must sign off on project proposal

October

(Senior Year)

Mentor Information Forms Due-

1st draft outline due for presentation

February

(Senior Year)

Final Draft of outline for presentation due

Beginning-April

(Senior Year)

Portfolio Due

End- April

(Senior Year)

Presentation

The Proposal

The first step in the capstone project is to select an essential question. This question should arise out of a

student’s passions. The essential question should be something that is open-ended, exploratory, and will

involve stretching the learning of the student. Each student must choose a capstone mentor. Part of the

proposal is choosing a community mentor. A mentor should be someone with specific expertise related

to the subject matter of the capstone, as they will serve in an advisory role for the student and their

project.

Words of Wisdom

Remind students to review their ICAP, career clusters, and passions to note any overlapping

interests

A student’s essential question should be creative and academically challenging.

A student’s topic should be able to conduct an interview with an expert in their field of interest.

The Senior Capstone should be able to answer the following questions:

o As a student, how have you been prepared for college, career, and community?

How will you use this readiness in your passion?

Selecting a Capstone

You may already know exactly what capstone project you want to pursue, or perhaps you don’t even

know where to begin. So an approach for brainstorming is below. Remember this is a project you will

invest a significant amount of time and energy. It should be something that you are passionate and

excited about so you will learn from the experience and have a great time doing it. This is something

that you may already be doing, such as STEM, LISA, IB, and entrepreneur class. Knowing what you are

not interested in is also key to choosing. Something that you have done in the past, may not be what you

want to look for in the future.

The following steps are guidelines for brainstorming and selecting an exciting and interesting Capstone:

Step-1

Explore a general area of interest- Think about your ICAP and your POL.

The subject area should be broad and something that you are interested in.

Examples: (But not limited too)

Environmental Science Classic Literature

Visual or Performing arts Creative writing/Publishing

Industrial Arts Agriculture

Business/ Tourism Human Service

Computer Science Automotive

Manufacturing Technology Fermentation Science

Construction Film/Photography

Step 2- Narrow the Subject Area

What are your reasons for interest in this subject area?

Why does this subject area interest you?

Specifically what parts of the subject interest you the most?

Does this subject area have long term interest to you? Why?

Do you have skills and or knowledge in this area that you are looking to expand?

Are there people around you or people that you have access to who may be interested in becoming a

mentor and being involves?

Step 3- Choose a topic within the subject area that is most appropriate for the Capstone

In this step it is very important to consider your access to all of the resources that you will need to complete the

Capstone. Remember that the Capstone should stretch you and provide new learning opportunities for you.

Do you have general skills or knowledge to the topic?

Make sure you have the resources to complete this topic.

Do not be afraid to learn from experts in the field when it comes to your project. Also do not chose something

that you know already is not of interest top you. We want you to follow that passion and if that had changed that

is okay.

Sample Capstone Project Presentation Ideas(but not limited to) o create a personal video package (radio/TV broadcasting)

o Conduct and analyze a patient/client survey (medicine) o Design an informational packet (medicine, law, etc.)

o write (for publication) a newspaper article on a current, relevant topic

o design a website for a small business, organization, or professional group (animation, media tech)

o design a set of architectural blueprints (architecture, engineering) o create a photo journal of steps in project completion (engineering)

o design and build a model of a project (architecture, engineering) o plan a lesson, teach a class, and reflect on the outcome (education)

o design a graphic (logo, advertisement, webpage) to be used by a business, organization, club, etc. (animation, graphical arts)

o write a will in an acceptable legal format (law)

o research and write pamphlets or booklets (graphical arts) o create laminated charts, posters, etc. (graphical arts)

o design and produce instructional media: video, audio, etc. (media technology) o draw a cartoon book explaining a process or a procedure (education)

o produce a “day in the life” video of your chosen major (media tech) o design a marketing campaign for a business or product (graphic arts, marketing,

hotel management) o research and design a menu for a restaurant with nutritional information (graphic

arts, culinary)

o set up an accounting system for a small business (banking & finance) o choreograph and perform a dance routine (performing arts)

o write a scene play and/or perform a monologue (performing arts) o perform an instrumental or vocal solo (performing arts)

o STEM Capstone project at BHS o IB Capstone at LHS

o Business Presentation at LHS o LISA capstone at MVHS

Thompson School District Capstone Project Proposal

RETURN TO: Advisor

Name_____________________________________________________ Grade __________

I intend to begin my Capstone Experience Project (circle one): Summer 2016 Fall 2016

Your proposal will be reviewed for approval. This proposal must outline

Topic you wish to explore (Essential Question):

______________________________________________________________________________

______________________________________________________________________________

Academic and or Community Mentor (if known):______________________

1. Describe your goals for the Capstone Project (academic and personal).

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. How does your proposed Capstone Project build upon your interests and/or previous experiences?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. How does your proposed Capstone Project represent a “learning stretch” for you?

______________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

__________________________

Senior Capstone Portfolio

Assignment:

The portfolio records the history of the Senior Capstone Project, which includes all of the documents

and effort that students have put into their Senior Capstone Project. The portfolio is a window through

which another person can view any accomplishments over the last year. This will illustrate your hard

work and dedication to the Senior Capstone Committee.

Purpose:

The purpose of the Senior Capstone Portfolio is to document the entirety of your learning experience.

The portfolio will enable the review panel to visually evaluate the evidence of your learning, while

providing you with a keepsake that is reflective of your experience. The portfolio will include

components that are compiled from the project throughout your senior year.

Words of Wisdom:

Remember to document EVERYTHING. Take pictures, notes, get signatures (when needed),

and create journal entries of all things related to the Senior Capstone. It is important to keep

track of work to show the amount of effort put forth.

Remember to make duplicate copies of EVERYTHING produced in relation to the project.

Try to stay as organized as possible. The 3-ring binder system may help students organize

physical documents. Though some documentation may be electronic, they will need to be printed

at the end of the year.

The Presentation

The Senior Capstone Presentation is intended to be the event to show the culmination of Early Childhood through

12 grade learning. Students will be offered two ways to present; to a panel of judges or during a Senior Capstone

evening event open to parents and the community. If students choose to present in front of the panel of judges it

will consist of teachers and/or community members. This presentation should be 8-10 minutes in length followed

by a 5 minute segment of question and answers. For students who decide to participate in the Senior Capstone

Evening their presentations should include a tri-fold board, pictures, charts, and other relative information. Judges

will be walking around grading a student’s 5-minute presentation on their capstone, questions may be

interspersed. All presentations should be rehearsed and professional in manner, dress, and appearance.

Presentation Minimum Requirements:

Your Presentation Must for Panel of Judges:

Be 8-10 minutes long with a 5 minute period for question and answer

Include what research and field work has been done (if applicable)

Explain what has been learned

o Including challenges and how they were overcome

Examples of how the Early Childhood through 12 Grade experience has prepared you for life after high

school (emotionally, academically, and socially)

Your Presentation Must for Senior Capstone Evening Event:

A tri- fold board

Have a 5 minute elevator speech

Portfolio at your table

Any AV needs to be prepped before the evening

Role of your high school during the capstone project.

Each school will have a set of expert teachers and administrators that will be considered the capstone advisor

committee. These 5-10 teachers and administrators will be the students guide when students may need help in

their capstone. They are not there to mentor students they are here to help students with project ideas and

community mentorship selection process. The building will have the flexibility to do this how it works best for

them, while still meeting the overall requirements.

Students and parents remember, this is not your child’s high schools responsibility to make sure the deadlines are

met and they a ready for graduation. This is to help the student own their learning, and the responsibility is

placed upon them to complete this project on time. As a reminder the student can use a capstone they are already

on in a class as the senior capstone project.

This group will be the ones who not only approves project proposals but also make sure students continue to meet

the deadlines that are required for the senior capstone. There are 3 mandatory check-ins that will be factored into

the grading of the Capstone. Please remember that these are educators first and foremost, so they cannot be a

personal helper in the Senior Capstone process. This experience is designed to stretch the students learning and

make them feel uncomfortable.

What does it mean to be a community member mentor (not a requirement but a suggestion)?

A mentor from the community serves in one of two capacities: (1) provides and opportunity for one or two

seniors to volunteer at a program or a business, (2) meets with students to offer guidance, make suggestions, give

feedback, provide coaching, share knowledge, and record progress of the Senior Capstone. Mentors should sign

an official log or form that will track the student’s hours for the senior capstone experience. THANK YOU for

being a part of this student’s senior capstone. Your involvement is vital to the students and the completion of the

Capstone Project. A community mentor is someone that is not required for the capstone, but rather something that

is highly suggested.

Expectations:

As a mentor to this student, your expectation is:

Be willing to help the student with his or her project

Meet face to face a minimum of 3 times throughout the project

Give information to the student and/or assist the student in locating the information they may need

Provide Guidance for the student

Be a resource

Help the student take the project from concept to completion

Help students to push their learning, sometimes this requires them to fail.

Confirm the number of hours the student has been working

Be there to see and grade the presentation of your mentee.

Remember that this project and experience are that of the student. You are a facilitator, resource, and friend, but

it’s the student’s responsibility to keep in touch with and finish their project. The relationship that is made with

this student should not be burdensome. If you experience any problems with the student please let the faculty

capstone advisor and make them aware of the issue. Again thank you so much for your time and effort with our

students.

Scoring the Senior Capstone Project

Context

Students today are preparing for jobs that don’t yet exist. The unimaginable is becoming commonplace, and

citizens of the world are no longer fixtures but designers. The capstone project will help introduce them to the

skills needed to succeed in the 21st Century.

Overview: what will you encounter in your future, and how will you be a vital contributor for the world?

The senior capstone project emphasizes the student’s potential contribution for an ever-changing world after

graduation, which will help reveal how the student will be a vital asset to his or her chosen area of interest. The

capstone project panel could include district personnel, community members, and students. The student will

show the panel the process through the capstone project components. The capstone project interview is assessed

as complete or incomplete based on a proficient score earned on the district-approved rubrics.

Creative Product: how will you be a solution in this ever-changing world?

The creative product is completed in the senior year and will be evaluated on the quality of critical thinking and

mechanics. The product should be coherent, organized, developed, reflect an awareness of audience and purpose,

and be free of errors. The language should demonstrate control of the conventions of written English and be free

of errors. The student will be required to gather information related to his or her field of interest or pathway.

Culminating Presentation: why do you want to be what you want to be? Can you demonstrate how your

contribution reveals your passion?

The capstone presentation will be evaluated on structure and organization, vocal expression, non-verbal skills,

and overall impact. In addition to meeting the time requirement, the presentation should include an introduction,

main ideas, and conclusion, which exhibit critical thinking. Vocal expression will be rated on volume, pitch,

articulation, and pronunciation. The project presentation should include appropriate eye contact, posture,

gestures, movement, and attire. The presentation’s overall impact will be scored on energy, enthusiasm, sincerity,

and originality/creativity.

The creative product demonstration will be evaluated on understanding of purpose and audience, choice of media,

creativity, and relevance of career/life goals, which should create a convincing overall impact on a professional

audience/panel. The project should demonstrate a clear purpose and an appropriate understanding of audience.

Media should be ready to use, appropriate, and relevant to the student goals. Creativity will be evaluated on

clarity and originality. The student’s exploration of how to make a personal contribution as a citizen for the

world should demonstrate an understanding of how to plan for and achieve both long and short-term goals. The

student should exhibit enthusiasm and sincerity so that the panel is left with a positive overall impact, confident

that the student will be able to achieve any future goal.

Student Name (PRINT): _______________________________________________________________ Senior Capstone Project Application: Submit the application no later than the end of first semester.

Grade POL

Grade 9

(Brainstorm about big ideas for Capstone, possible do showing

to see if it’s something that will hold interest)

Grade 10 (Narrowing down the idea for the capstone project, if one has

not chosen continue in the choosing process)

Grade 11

(Getting ready to start the research and turn in the capstone

proposal form, with this a student can get started on the

capstone)

Grade 12 (Work on your product)

(Get ready for your presentation)

Student: Your signature below acknowledges readiness to complete the Senior Exit Interview, which is a TSD high school

graduation requirement. __________________________________________________________________ ___________ Student Signature Date _______________________________________ ______________________________ Email Cell Parent/Guardian: Your signature below acknowledges your student’s readiness to complete the Senior Exit Interview, which is a

TSD high school graduation requirement. __________________________________________________________________ ___________ Parent/Guardian Signature Date ________________________________________ ___________________________________ Email Cell

Addendum- Community Service

Community Service refers to service that a person performs for the benefit of his or her local community. Step

outside of your familiar environments and expand your horizons. Strengthen your senses of civic engagement and

nationalism. Broaden your educational, developmental and social goals. As a TSD student, you should deliberate,

plan, implement and reflect on your community service in order to sustain the highest quality of service learning.

This is a huge piece of your capstone. This helps you as a student stretch your learning.

The purpose of the Community Service program at Thompson School District mirrors the mission of the district

itself; that is to prepare you to become a responsible, active citizen. To that end, the program strives to instill in

you an awareness of the multiple needs of the community, a sense of moral obligation to help those less fortunate

and the desire to make your community a better place in which to live.