Due Date: May 14, 2013 ...p.25 If the proposal “Doesn’t Meet Standard”, the student will have until May 30, 2013 to make revisions and “Meet Standard”. If the proposal “Doesn’t Meet Standard” at that time, the student will not be allowed to follow the Summer Track and will need to begin the School Year Track when the school year begins. Due Date: November 5, 2013 ...p.25 If the proposal “Doesn’t Meet Standard”, the student will be required to attend Advisory Class until it is revised and “Meets Standard”. Due Date: May 30, 2013 …p. 63 …p. 60 …p. 65 If any of the above is incomplete or “Doesn’t Meet Standard” by the due date, the student will not be allowed to follow the Summer Track and will need to begin the School Year Track when the school year begins. Due Date: November 19, 2013 …p. 63 …p. 60 …p. 65 If any of the above is incomplete or “Doesn’t Meet Standard” by the due date, the student will be required to attend Advisory class until all of the above is complete and “Meets Standard”. Due Date: August 12-16, 2013 …p. 66 Students should turn this form into the school principal. Due Date: January 7, 2014 …p. 66 Students not completing the Mid-term Mentor Report by the due date will be required to attend Advisory class until it is completed. Due Date: September 17, 2013 First Project Checkpoint …p. 36 …pp. 46-47 …p. 66 …pp. 67-68 …pp. 30-31 …pp. 44-45 …pp. 32-34 …p. 13 Students who score “Meets Standard” may ask their Graduate Project Advisor to have their Graduate Project Presentation scheduled between October 14 and October 18. The must be turned in by October Due Date: March 4, 2014 First Project Checkpoint …p. 36 …pp. 46-47 …pp. 67-68 …pp. 30-31 …pp. 44-45 …pp. 32-34 …p. 13 Students who score “Meets Standard” may ask their Graduate Project Advisor to have their Graduate Project Presentation scheduled between April 7 and April 11. The must be turned in by April 4.
Teaching experiences, group presentations or performances: The student must… •teach a class, clinic or workshop; this also includes organizing and conducting assemblies, seminars or shows •submit a typed log detailing the planning and organization of the product and include a video of the product. If no video is provided, the teacher must be present during the product •be responsible for ensuring that he/she has an audience •keep a typed log with a thorough description of all activities •work with a mentor and have times, dates and activities verified by the mentor Publications: short story, novella, children’s book, collection of poetry The student must… •show a substantial mastery of graphics and text •follow the publication guidelines that relate to the genre of his/her product •include original writing and not just copies of existing materials in the product •discuss specific guidelines with his/her teacher before starting work •keep a typed log with a thorough description of all his/her activities •work with a mentor/expert/supervisor and have times, dates, and activities verified by the mentor/expert/supervisor Learning a new skill: The student must… •have a learning experience that adds up to at least 15 hours •work with a mentor/expert/supervisor and have times, dates and activities verified by the mentor/expert/supervisor •keep a typed log with a thorough description of all activities and details of meeting dates •create a tangible, concrete visual that demonstrates what you have learned during the required 15 hours. This “physical evidence” should demonstrate or extend your learning experience and be informational, educational and professional in quality. Research Paper: The student must… •turn in all work used to write the paper, including notes, previously revised drafts, copies of articles, etc. Failure to submit material in the folder that is cited in the paper constitutes plagiarism and will result in a score of “Doesn’t Meet Standard” •write a paper of eight pages (minimum) or longer (not including Works Cited page) •double space everything within the paper; use 12 point font (Times New Roman font); use 1” margins on all sides of paper •include a Works Cited page that properly follows MLA format •include at least seven in-text citations for quoted and paraphrased material •only use charts and graphs when appropriate, but not clip-art and drawings merely for the sake of decoration
interest(s) to choice of project; effectively introduces goals of the project interest(s) to choice of project; not an effective introduction to project goals Steps Exceeds Standard Details provide elaboration Meets Standard In a logical and clear manner, thoroughly describes how each step of the project was accomplished Doesn’t Meet Standard Omits key steps of the process; too detailed; not detailed enough; does not supply needed definitions; not a logical sequence; confusing; unclear Knowledge & Skills Exceeds Standard Details provide elaboration Meets Standard Identifies previous knowledge/skills and the new knowledge/skills acquired through the project Doesn’t Meet Standard Does not establish previous knowledge/skills; does not discuss new knowledge and/or new skills; digresses from project focus; concentrates on superficial aspects of the experience Experiences Exceeds Standard Details elaborate the differences and provides rationale for the differences Meets Standard Discusses the differences between predicted and actual project experiences Doesn’t Meet Standard Fails to identify predictions and/or experiences; no comparison; fails to analyze the reasons for the differences Contributions of Others Exceeds Standard Details elaborate on contributions Meets Standard Evaluates the contributions of the mentor and others Doesn’t Meet Standard Makes too few references to mentor’s role; does not communicate the value of the mentor and/or others Connection to Post-Secondary Plans Exceeds Standard Details elaborate on the impact of the project upon future plans Meets Standard Speculates about the importance of this learning process and its impact on future learning; reflects on self as a learner Doesn’t Meet Standard Does not connect learning experiences to the future; importance not identified; reflection about self as a learner not clear; too much emphasis on project activities or product Logical Progression Exceeds Standard Thoughtful transitions clearly show how ideas (paragraphs) connect; pacing is well controlled Meets Standard Moves the reader through the text in a logical manner with smooth transitions Doesn’t Meet Standard Moves abruptly from one idea to another; paragraphs do not flow logically; poor use of transitions. Word Choice Exceeds Standard Vocabulary is striking, powerful and engaging; it catches the reader’s eye and lingers in mind Meets Standard Uses language that is precise, engaging and well suited to the project and the audience Doesn’t Meet Standard Limited or vague word choice; too many passive verbs and/or words and clichés; inconsistent use of language; repetitive; weak descriptors; slang.