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It is anticipated that all students who can successfully complete our high school curriculum will be capable of successfully completing, in the identified time, this project. In the event a student project is assessed and does not meet the minimum standards there will be a remediation prescribed with an opportunity to do the presentation until successful. A student who does not successfully complete the project will not receive a diploma or participate in graduation exercises.
I. 9th Grade Students will be notified of the requirement to successfully complete the graduation project Students will receive Library research instruction
II. 10th Grade Assignment of advisor Instruction of a research model Select and submit a topic Finalize topic Complete I-Search Project Complete Graduation Project
III. 11th Grade Project completion for projects that fail to meet minimum assessment criteria during the 10th Grade
IV. 12th Grade Project completion for projects that fail to meet minimum assessment criteria during the 11th Grade
A student who does not successfully complete the project will not receive a diploma or participate in graduation exercises.
Introduction
I-Search is an introduction to using reference materials and basic research procedures, but it is different from the research papers you may have written during your school years. What makes I-Search a unique venture is its emphasis on the search. Students are given credit not for what they find, necessarily, but for how they found it. Detailed logs will be kept in order to sequence all of the avenues in which attempts were made to find information, whether or not those avenues were successful. The final I-Search report will chronicle the research process involved in each student's quest for knowledge. Again, the emphasis here will be on the process of finding information. As long as the students have been diligent in recording their search, credit will be forthcoming.
Students will receive a demonstration of how the process works. Using the demonstration as a model for I-Search, class will move to the Library for approximately one week. Students will be asked to choose a topic that interests them personally or pertains to some sort of cause or issue concerning the world or our country today. Subjects are limitless. The teacher will conference with each student regarding his/her selection, just to be certain that the area to be researched is feasible. Although a large percentage of the work can be accomplished in our school's library, work and research such as letter writing, telephoning, or seeking additional information will need to be completed at home. Students must keep a log of all research completed in or out of the classroom.
Students must use at least 5 varied sources other than the encyclopedias or almanacs. Since the topic must be of a timely nature, magazines, newspapers, and the Internet will be some of the best sources of information. In addition to magazines and other materials, students must utilize at least two primary sources. A primary source is one in which students go "right to the horse's mouth," so to speak. Ideally, students will contact experts in the field and interview them personally or tour their facilities. However, as this may not always be possible, students may write, e-mail, or use the telephone to conduct their search.
Focus Area
I. Introduction Attention-getting Provides enough background Punctuation/Spelling
II. What I Knew Summarizes your prior knowledge of the subject Varies word choice and sentence structure Punctuation/Spelling
III. What I Wanted to Know Summarizes your goals of the project Varies word choice and sentence structure Punctuation/Spelling
IV. How I Searched Provides a logical and in-depth discussion of your methods of searching Provides in-depth documentation of your successes and failures in searching Punctuation/Spelling
V. What I Learned Provides a fully developed and well-organized discussion of your topic Documented according to MLA Logical blending of sources Punctuation/Spelling
VI. Conclusion Provides a summary of your main ideas Provides an insight into how this project affected you Punctuation/Spelling
VII. Works Cited Contains two primary sources and three secondary sources Documentation is in correct form Documentation is alphabetized
Introduction
The Wilson Area High School Graduation Project is a state mandated activity designed to provide students with a unique learning opportunity. Students will undertake a research project under the supervision of an advisor. This project may involve a wide variety of topics, materials, activities, and delivery models. It is a learning experience that requires students to address an individually selected topic or problem and participate in a research activity culminating with the presentation and assessment of their efforts. In the event a student project is assessed and does not meet the minimum standards there will be a remediation prescribed with an opportunity to do the presentation until successful.
A student who does not successfully complete the project will not receive a diploma or participate in graduation exercises.
Focus Area
I. Content Introduction Communicates Importance Uses Precise, Accurate Vocabulary Explains Supporting Information/Data Conclusion
II. Effective Speaking Maintains Consistent Eye Contact Enunciates Clearly and uses Proper Pronunciation Avoids words such as: “um, uh, like” Appropriate Body Language Varies tone, volume and speed to enhance presentation
III. Organization Presentation flowed in a logical sequence Clearly focused around a controlling idea or thesis Presentation is well structured/organized Effectively uses/explains visual aid Effectively Answers Questions
IV. Other An acceptable visual aid was available for the presentation. The presentation was between 10-15 minutes in length.
Introduction
The following list is the assignment of advisors for the 2006-2007 graduation projects. Every Teacher and Principal has been assigned students to advise.
Senior Project Presentation Groups
Cardinal, Stewart, and Lewis Comp, Evans, Bressette Costenbader, Fairchild, Lang Edinger, Cotter, Meckley Coyle, Morgan, Evancho Csaszar, Hughes, TBA DeReinzi, Persichini, Powers DiVentura, Johnson, Hockin Tarsi, Miksiewicz, Reider Baltz, Campbell, DeBelli Decloe, Steirer, Walbert Alercia, Rundell, Spilner Martuscelli, Warren, Kruk Browne, Guro, Durnin
Senior Project Advisors
Q: What is a graduation project?
A: A state requirement that students must successfully complete to be eligible to graduate. Chapter 4 of the State Board of Education Regulations states that the purpose of the graduation project is to assure that students are able to apply, analyze, synthesize, and evaluate information and communicate significant knowledge and understanding.
Q: How is it presented?
A: The presentation, which must include a visual aid, is to be between 10-15 minutes in length. The visual aid may be a poster, book, video, equipment, or any other visual bound only by the imagination of the student, but the visual aid must be used in the presentation. During the presentation, students are to communicate significant knowledge and understanding. They should be able to answer questions and elaborate when asked. The advisor evaluates the presentation using the provided rubric/score sheet. The rubric should be discussed with the student before the presentation so that they understand what is expected and a completed score sheet should be given to the student after the presentation.
Q: What is the role of the advisor?
A: The advisor will meet periodically with the student to monitor progress on the presentation. The research paper itself is being graded by the respective English teacher. The advisor will assist the student to develop an acceptable presentation. If a student is not making acceptable progress or failed their presentation, the advisor is to schedule the student to report to the library on the next available presentation date (Act 80 Day) to work on their project. Form letters are available to send to the parents of students that are not making progress on the project. After successful completion of the project, the advisor is to present the student with the appropriate certificate and a copy of the certificate must be submitted to guidance for the student’s permanent record.
Q: Who provides the materials and supplies?
A: The student is responsible for whatever supplies they decide to use.
Q: When should formal advisor/advisee meetings be held?
A: Before, during, and after school
Q: How much individual involvement are advisors to have with the actual project work?
A: This is an individual decision as long as we remember it is the student’s project. A recommended minimum number of meetings is two.
Q: What if the project advisor feels the student has not reached the appropriate completion level for presentation?
A: Then the presentation is delayed, the student should be scheduled to the library, a letter sent home, and the presentation rescheduled.
Q: If the student doesn’t perform, what is the advisor’s responsibility relative to the student, parent involvement, enforcement, etc.?
A: Notify parents and student via formal and informal channels. Also notify the Guidance Office.
Q: What notifications should be used to both inform student and parent of serious project effort deficiencies?
A: Use the phone followed by written notification.
Q: What happens when a number of deficiency notifications have not received appropriate response by the students and/or parents?
A: Report to guidance counselor for review with the principal.
Q: Can a project not qualify for graduation requirement completion?
A: Yes, it must meet the standards set for minimal completion of research and presentation.
Q: What happens if a student project has not met the minimal standards?
A: They will be given opportunities in their junior and senior year to correct. The advisor stays with the student until completion. If the project is not completed by the end of the Senior year, the student does not graduate.
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