Senior Inquiry Project - Molokai High and Middle School ...



Molokai High School

Handbook Contents

1. Roles and Responsibilities

a. Flow Chart - 3

b. Descriptions – 3-4

2. Timetables

a. Volunteers - 5

b. Student-Class of 2014 – 6-7

c. Student-Class of 2013 - 8

3. Process Flow Chart - 9

4. Checklist of Requirements - 10

5. Description of Project - 11

a. Samples - 12

6. Table of Contents

a. 2014 Packet - 13

b. 2013 Packet - 14

7. Rubrics and Common Core Standards

a. Portfolio – 15

b. Research Paper – 15-17

c. Service Action – 17

d. Presentation – 17-20

8. Contact Information - 20

[pic]ROLES AND RESPONSIBILITIES OF ADULT SUPPORT

* Responsibilities of project consultant (preferably a teacher or educational staff):

• Meet at least twice a month with student

• Enforce guidelines and deadlines

• Provide academic guidance throughout the project

• Help and encourage the student to select and develop his/her topic based upon personal interests, future plans, career interests

• Examine research potential for stretch learning and personal growth

• Guide student through research process and offer assistance when needed

• Sign student meeting logs

• Discuss research paper and outlines/scripts, review exhibition, observe exhibition presentation and panel rehearsals

• Give feedback

*Responsibilities of community mentor:

• Share expertise of topic and collaborate with student on action

• Help student decide on a topic for the project

• Provide information in area of intended inquiry

• Refer student to other available resource(s)

• Meet at least twice a month with student

• Document contacts with student

• Look over inquiry report and outlines/scripts, review exhibition, observe exhibition presentation and oral reflection rehearsals

• Give feedback

*Responsibilities of expert contributor (community resource):

• Provide content specific answers, guidance, and feedback. Is knowledgeable about the topic/subject being researched

• Advise student on technical/operational concerns and application of techniques during research or creation of final project

• Check research hypothesis, data, and conclusion for accuracy and plausible application

• Communicate during research process as needed

• Provide expert opinion and offer real world feedback

• Check final product for accuracy

*Responsibilities of senior project coordinator:

• Oversee progress of all seniors

• Conference with students as needed

• Oversee school wide implementation

• Coordinate committee activities and community awareness

• Monitor contact of and training of community volunteers, project consultants, and mentors

• Address questions and concerns from all parties

• Verify credit earned, report completers to registrar

*Responsibilities of senior project volunteers:

• Possess expertise, experience, knowledge about a variety of topics and research skills

• Help oversee progress of all seniors

• Conference with students as needed

• Help oversee school wide implementation

• Help coordinate activities and community awareness

• Participate in training

• Assist with monitoring contact of volunteers, consultants, and mentors

• Address questions and concerns from all parties

• Read and evaluate letter of intent, research papers, and portfolios

• Evaluate panel presentations

• Help determine proficiency and discuss awarding of credit

*Responsibilities of advisory teacher:

Disseminate packet and other handouts

• Remind students of requirements, deadlines, and checklists

• Confer with students periodically (recommend during advisory Thursday)

• Discuss progress of senior project

*Responsibilities of Adult Evaluator for Service Action Plan

• Witness and verify the student completing the planned action

• Evaluate student’s effectiveness of planned activity

• Complete and sign form

*Responsibilities of subject area teacher (Optional):

• Determine how project fits into class curriculum and monitor progress within standards

• Help student decide on a topic for the project

• Provide information in area of intended inquiry

• Refer student to available resource(s)

• Document contacts with student

• Look over inquiry report and outlines/scripts, review exhibition, observe exhibition presentation and oral reflection rehearsals

• Give feedback

|VOLUNTEER TIMETABLE (PROJECT CALENDAR 2012-2014) |

|Date |Task |Activity |

| |School Year 2012-2013 (Dates subject to change) | |

|8/7/2012 |Senior Project Orientation Ohana Night@HHTTh | |

|9/11 & 9/13 |Volunteers for 2013 First revision help @HHTTh | |

|9/18-19 |Volunteers calibrate 2013 First revision | |

|10/30-31 |Volunteers calibrate 2013 Second revision | |

|11/1 & 11/8 |Volunteers for Letter of Intent help @HHTTh | |

|11/14-15 |Volunteers review 2014 Letters of Intent for approval | |

|11/27 &11/29 |Volunteers for 2013 Final revision help @HHTTh | |

|12/4-5 |Volunteers calibrate 2013 Final revision | |

|1/22/2013 |Senior Project Ohana Night@HHTTh | |

|2/5 & 2/7 |Volunteers for 2013 Panel Presentations help @HHTTh | |

|2/12-13 |2013 Panel Presentations | |

|2/16-17 |Volunteers evaluate proficiency of all required components for 2013 | |

|4/16 & 4/18 |Volunteers for 2014 Rough Draft help @HHTTh | |

|4/29-30 |Volunteers comment on 2014 Rough Draft | |

|4/30 & 5/2 |Volunteers for 2014 Action Plan help @HHTTh | |

|5/13-14 |Volunteers comment and approve 2014 Action Plan | |

| |School Year 2013-2014 (Dates subject to change) | |

|8/6/2013 |Senior Project Orientation Ohana Night @HHTTh | |

|8/20 & 8/22 |Volunteers for 2014 Research Paper First Revision | |

|9/3-4 |Volunteers calibrate 2014 Research Paper First Revision help @HHTTh | |

|10/30-31 |Volunteers calibrate 2014 Second revision | |

|11/26 & 11/28 |Volunteers for 2014 Final revision help @HHTTh | |

|12/3-4 |Volunteers calibrate 2014 Final revision | |

|1/28/2014 |Senior Project Ohana Night@HHTTh | |

|2/4 & 2/6 |Volunteers for 2014 Panel Presentations help @HHTTh | |

|2/11-12 |2014 Panel Presentations | |

|2/16-17 |Volunteers evaluate proficiency of all required components for 2014 | |

|Class of 2014 Timetable |

|Juniors’ TIMETABLE (PROJECT CALENDAR 2012-2014) |

|Date |Task |Activity |

| |School Year 2012-2013 | |

|7/31 |Receive and review packet, start meeting log and learning journal, view portfolio prototype (See forms) |Review sample |

|7/31 |Preliminary research (Pre-search) |Forms, assignments |

|Starts 7/31, yearlong |Senior Project Support available @HHTTh from 2-8 p.m. by appointment |Reminder |

|8/7 |Senior Project Orientation Ohana Night @HHTTh |Reminder |

|10/9 |Conference to confirm project consultant and community mentor, signature required on contract |Contract |

|11/1 & 11/8 |Hana Hou Tuesday/Thursday: Help for Letter of Intent |Tutoring |

|11/13 |Typed Letter of Intent w/signatures and contract due |Review sample |

|11/14-15 |SP Volunteers review Letters of Intent for approval | |

|11/19-21 |Conference to discuss Letter of Intent and check portfolio; start research after approval |Conference |

|11/26-30 |Letter of Intent visual due |Review sample |

|12/10-12 |Checkpoint Conference to discuss research, meeting log and learning journal |Conference Form |

|1/30 |Portfolio checklist due |Portfolio Checklist |

|3/11-13 |Checkpoint Conference to discuss research |Conference Form |

|4/1 |Outline of Research Paper due |Review sample |

|4/3-5 |Conference to discuss outline, check portfolio, Meeting Log, Learning Journal, & progress of research |Conference |

|4/16-18 |Hana Hou Tuesday/Thursday: Help for Rough Draft |Tutoring |

|4/26 |Research Paper Rough Draft with Letter of Intent, outline, resources, original research due |Reminder |

|4/29-30 |SP Volunteers comments on Rough Draft | |

|5/1 |Portfolio checklist due |Portfolio Checklist |

|5/1-3 |Conference to discuss Research Paper Rough Draft; check portfolio, Meeting Log, Learning Journal |Conference |

|4/30-5/2 |Hana Hou Tuesday/Thursday : Help for Action Plan |Tutoring |

|5/10 |Action Plan checklist due |Action Plan Checklist |

|5/10 |Culminating Service Action Plan due for approval and comments |Review form |

|5/13-14 |SP Volunteers comment and approve Action Plan | |

|5/20-22 |Conference to discuss Action Plan; check portfolio, Meeting Log, Learning Journal; implement action plan|Conference |

| |School Year 2013-2014 (Dates subject to change) | |

|7/30 |Check SP status and conference |Checklist |

|7/30 |Senior Project Support available @HHTTh from 2-8 p.m. by appointment | |

|8/1-2 |Oral report of action plan implementation | |

|8/6 |Senior Project Orientation Ohana Night @HHTTh |Reminder |

|8/8 |Portfolio checklist due |Portfolio Checklist |

|8/20 & 8/22 |Hana Hou Tuesday/Thursday: Help for Research Paper First Revision |Tutoring |

|8/30 |Portfolio & Revision Checklist |Portfolio & Revision Checklist |

|8/30 |Research Paper First Revision due with revised Letter of Intent, outline, resource page (bibliography), |Checklist, review rubric |

| |Rough Draft, and portfolio due | |

|9/3-4 |SP Volunteers calibrate | |

|9/9-10 |Return research papers for 2nd revision. Conference w/student about First Revision; check portfolio, |Conference, checklist |

| |Meeting Log, Learning Journal | |

|9/27 |Turn in invitation letters for Project Consultant, Community Mentor, Parent |Review sample |

|10/9 |Portfolio & Revision Checklist |Portfolio & Revision Checklist |

|10/9-11 |Conference about Action progress, portfolio, Meeting Log, Learning Journal, and revision |Conference |

|10/29 |Second Research Paper revision due with all previous required written documents |Checklist, |

| | |reminder |

|10/30-31 |SP Volunteers calibrate second revision | |

|11/4 |Return revised research papers for further revision, if needed | |

|11/5 |Conference about revision and action, check portfolio, Meeting Log, Learning Journal |Conference |

|11/26 & 11/28 |Hana Hou Tuesday/Thursday: Help for final revision |Reminder |

|12/2 |Portfolio & Revision Checklist |Portfolio & Revision Checklist |

|12/2 |Research Paper Final Revision with Letter of Intent, outline, resource page, previous revision |Reminder |

|12/3-4 |SP Volunteers calibrate revision | |

|12/6 |Return Final revised research papers. Put in portfolio. Further revision, conference, if needed | |

|12/9 |Mini-presentation of action plan implementation | |

|12/30 |Community Action completed. Complete Verification of Completion and Reflection for portfolio |Review form |

|1/7 |Portfolio & Presentation Checklist |Portfolio & Presentation |

| | |Checklist |

|1/13-20 |Presentation of Exhibitions, Final Portfolio |Reminder, checklist, rubric |

|1/28 |Senior Project Ohana Night |Reminder |

|2/3 |Panel Presentation Checklist |Panel Presentation Checklist |

|2/4 & 2/6 |Hana Hou Tuesday/Thursday: Help for panel presentations |Reminder |

|2/11-12 |Panel Presentations |Reminder |

|2/16-17 |SP coordinator evaluates proficiency of all required components | |

|3/3 |Final opportunity to turn in revisions to qualify for BOE Special Recognition Diploma | |

|End of third quarter |Determination of Senior Project credit and BOE Special Recognition Diploma | |

|Class of 2013 Adjusted Timetable |

| |School Year 2012-2013 (Dates subject to change) | |

|7/30 |Check SP status and conference with Senior ELA teachers (SP committee adjust timetable if needed) |Checklist, |

| | |Conference |

|Starts 7/31, |Senior Project Support available @ Hana Hou Tuesday/Thursday from 2-8 p.m. by appointment |Reminder |

|yearlong | | |

|8/7 |Senior Project Ohana Night | |

|8/20 |Check portfolio, Meeting Log, Learning Journal |Conference |

|9/11 & 9/13 |Hana Hou Tuesday/Thursday: Help for first revision of research paper |Reminder |

|9/13 |Conference with Senior ELA teachers about action plan and other concerns |Conference |

|9/17 |First Revision of Research Paper with Letter of Intent, outline, resource page (bibliography) | |

|9/18-19 |Committee calibrates First Revision | |

|10/8 |Turn in to ELA senior teachers invitation letters for Project Consultant, Community Mentor, Parent |Review sample |

|10/13 |Senior ELA teacher check Action progress, portfolio, Meeting Log, Learning Journal, and revision |Conference |

|10/29 |Second revision Research Paper due with all previous required written documents |Checklist, |

| | |reminder |

|10/30-31 |Volunteers and committee calibrate second revision | |

|11/2 |Return revised research papers for further revision, if needed | |

|11/5 |Senior ELA teacher conference w/student about revision and action, check portfolio, Meeting Log, Learning Journal |Conference |

|11/27 & 11/29 |Hana Hou Tuesday/Thursday: Help for final revision of research paper |Reminder |

|12/3 |Research Paper Final Revision with Letter of Intent, outline, resource page, previous revision |Reminder |

|12/4-5 |Volunteers and committee calibrate revision | |

|12/7 |Return Final revised research papers. Put in portfolio. Further revision, conference, if needed | |

|12/10 |Mini-presentation of action plan implementation | |

|12/30 |Community Action completed. Complete Verification of Completion and Reflection for portfolio |Review form |

|1/7-14 |Class Presentation of Exhibitions, Final Portfolio |Reminder, checklist,|

| | |rubric |

|1/22 |Senior Project Ohana Night |Reminder |

|2/5 & 2/7 |Hana Hou Tuesday/Thursday: Help for panel presentations |Reminder |

|2/12-13 |Panel Presentations |Reminder |

|2/16-17 |SP committee evaluates proficiency of all required components | |

|3/4 |Final opportunity to turn in revisions to qualify for BOE Special Recognition Diploma | |

|End of third |Determination of Senior Project credit and BOE Special Recognition Diploma | |

|quarter | | |

[pic]

Comprehensive Checklist - Senior Project Requirements

( Pre-Search

( Face Wall Profile

( Sense of Wonder

( Personal Inventory Locker, Step 1 and 2

( Checklist to Assess Essential Question

( Generating a Thesis Statement

( Thesis Perspectives

( Assessing the Topic of Choice and Assessing the Topic Selection

( Letter of Intent (total of eight required copies)

( Original for senior project coordinator

( Copy for portfolio

( Copy for parent/guardian

( Copy for project consultant

( Copy for community mentor

( Copy to accompany research paper

( Copy to accompany community action activity

( Copy to accompany the formal panel presentation

( (Optional) Copies may also be given to any community resources that you use

( Thesis Research Paper

( Are You a Question Master? Page 1 and 2

( Outline

( Draft Resource Page (Bibliography)

( Revisions (minimum of two after the first draft)

( Self Evaluation

( Service Action Plan (i.e. Service Project)

( Verification of Action Completion & Verification of Participation

( Reflection

( Mini presentation

( Conference Appointments (Scheduled and Attended)

Senior Project Consultant (__________ (__________ (__________ (__________

Senior Project Coordinator or Volunteer (__________ (__________ (__________

Community Mentor (__________ (__________ (__________ (__________

( Portfolio: This includes the following items –

( Project Packet

( Meeting Log

( Learning Journal

( Pre-Search

( Letter of Intent

( Research Paper (with Outline, Drafts, Bibliography)

( Service Action

( Mandatory Documents

( Search: Notes/Research

( E-copy (CD, DVD, Flash Drive, or School Server)

( Class Exhibition Presentation (i.e. PPT, participant rosters, surveys, graphics, other relevant material)

( Panel Presentation and Evaluation

( DOE Student Publication/Video Release

( Internet Acceptable Use Policy Forms

DESCRIPTION

The senior inquiry project is a long-term project that all students will be required to complete before the end of their senior year. The overarching essential question is “How Can I Make a Difference?” Projects must fulfill various language arts and research standards and must be related to their career pathway.

OBJECTIVES:

• Students will explore, develop, research, and analyze a topic of their own choosing.

• Students will plan and implement an action project to address their essential question.

• Students will integrate skills learned in various subject areas and become independent, self-confident learners.

• Students will work with a project consultant, community mentor and other community resources.

• Students will present their project results to an audience of their peers and other adult evaluators.

GENERAL LEARNER OUTCOMES:

❖ Self-Directed Learner: The ability to be responsible for one’s own learning.

❖ Community Contributor: The understanding that it is essential for human beings to work together.

❖ Complex Thinker: The ability to be involved in complex thinking and problem solving.

❖ Quality Producer: The ability to recognize and produce quality performance and quality products.

❖ Effective Communicator: The ability to communicate effectively.

❖ Effective and Ethical Users of Technology: The ability to use a variety of technologies effectively and ethically.

|Career and Technical |•Practice meta-cognition (thinking about one’s thinking) using the elements of |The student is |

|SKILLS FOR LIFE AND WORK: |reasoning and intellectual standards and other thinking skills and strategies. |able to manage |

|Students develop skills and attributes that are |•Use efficient learning techniques to acquire and apply new knowledge and skills. |self, time, and |

|critical to a person’s ability to successfully |•Identify, organize, plan, and allocate time, money, material, facilities, and human |resources to |

|navigate the world in and out of school, at work, |resources to accomplish a task. |complete a senior |

|and at home: thinking and reasoning skills, personal|•Use computers and a variety of other resources to acquire and evaluate, organize and|project. |

|qualities, skills for managing resources, |maintain, interpret and communicate, information. | |

|interpersonal skills, skills for managing |•Communicate thoughts, ideas, information, and messages in writing; create documents | |

|information, and skills and knowledge related to |such as letters, charts, and graphs. | |

|systems. | | |

Common Core State Standards for English Language Arts and Literacy in History/Social Studies & Science

|Students ready for college and a career: |

|Demonstrate independence |I can turn in all assignments on time. |

|Build strong content knowledge |I can locate and use information efficiently. |

|Respond to the varying demands of audience, task, purpose, and discipline |I can listen and give relevant answers to questions from an audience. |

|Comprehend as well as critique |I can understand ideas and express my opinion. |

|Value evidence |I can provide proof and facts of research. |

|Use technology and digital media strategically and capably |I can use computers skillfully. |

|Come to understand other perspectives and cultures |I can compare and contrast cultures. |

Suggestions for topics are found in the Senior Inquiry Project Packet available on the school web site (molokai.k12.hi.us) and with juniors and seniors who received their packet.

Some samples from 2010 - 2012:

|Topic |Essential Question |Service Action |

|Ankle Injuries |How does knowing and understanding the anatomy of the ankle help |Teach UPLINK students how to prevent injuries. |

| |athletes prevent and treat injuries? | |

|Marketing |How can I increase customer sales by 3% in a small local business?|Recreate signs and revamp other publicity, distribute |

| | |product survey. |

|Recycling |How can ridding Styrofoam from the landfill benefit our community?|Present information to class and class created art |

| | |objects with Styrofoam. |

|College Resources |How can knowing about available resources benefit students on |Create a CD of available resources to distribute to |

| |Molokai? |counselors and the college. |

|People’s Garden |How can a “People’s Garden” foster sustainability on Molokai? |Plant a garden, hold seminars on how to grow a garden, |

| | |distribute vegetables and starters to QLCC and Food |

| | |Bank. |

|La’au Lapa’au |How can spreading the knowledge of la’au lapa’au benefit the |Present to students and community (Earth Day) and create|

| |people of Molokai? |brochure for people to try. |

|Starting a business |How can I encourage and assist students to market their |Teach students to write a business plan and market a |

| |entrepreneurial ideas? |t-shirt; inform students about creating their own |

| | |businesses. |

|Color psychology |How can positive and negative colors affect students’ work and |Present to students and decorated a classroom with |

| |production in class? |positive colors. |

|Molokai ocean names |How can learning original ocean place names help perpetuate the |Map out the traditional ocean place names. |

| |Hawaiian culture? | |

Senior Inquiry Project Packet: 2012-2014 (Class of 2014)

TABLE OF CONTENTS

1. Description and Information

a. Project Process - 2

b. Comprehensive Check - 3

c. Timetable – 4-5

d. Roles and Responsibilities of Adult Support – 6-8

e. Description – 9-13

2. Meeting Log – 14-15

3. Learning Journal – 16-17

4. Pre-Search

a. Face Wall Profile - 18

b. Personal Inventory Locker – 19-20

c. Sense of Wonder - 21

d. Assessing the Topic of Choice - 22

e. Brainstorming Graphic Organizers #1-4 – 23-26

f. Checklist to Assess Essential Question - 27

g. Generating a Thesis Statement – 28-29

h. Thesis Perspectives - 29

5. Letter of Intent

a. Description with Common Core Standards, Requirements - 30

b. Template – 31-33

c. Sample – 34-36

d. Final

e. Drafts

6. Search

a. 4D Research Plan - 37

b. Are You a Question Master? – 38-39

c. Source Checklist - 40

d. Notes & Materials

7. Research

a. Description with Common Core Standards, Requirements, Rubrics – 41-42

b. Sample Research Papers – 43-51

c. Sample Bibliographies - 52

d. Complete Research Sample - title page to self evaluation – 53-62

e. Title Page

f. Outline

g. Final Revision

h. Drafts

i. Bibliography (Resource Page)

j. Research Paper Self Evaluation - 63

8. Service Action

a. Description with Common Core Standards, Requirements, Rubrics - 64

b. Action Plan form - 65

c. Verification of Action Completion & Verification of Participation forms – 66-67

d. Service Action Reflection - 68

e. Evidence of Action (i.e. pictures, Pre-Post tests, graphs, questionnaires, surveys, end products of activities)

9. Presentations

a. Description with Common Core Standards, Requirements, Rubric – 69-71

b. Hard copy of PowerPoints

c. Notes, outline of presentation

d. Digital copy of PowerPoints

10. Other mandatory documents

a. Career Pathway Connection Interview & Checklist - 72

b. Technology Checklist - 73

Senior Inquiry Project Packet: 2011-2013 (Class of 2013)

TABLE OF CONTENTS

1. Important Information

• Checklist

• Timeline

• Packet

1. Meeting Logs

• Roles and Responsibilities of Adult Support

• Meeting Log Template

• Mentor

• Project Consultant

• Expert Contributor

3. Learning Journal

• Learning Journal Template

4. Pre-Search

• Face Wall Profile

• Sense of Wonder

• Personal Inventory Locker Steps 1 and 2

• Are You a Question Master? Page 1 and 2

• Checklist to Assess Essential Questions

• Generating a Thesis Statement

• Thesis Perspectives

• Assessing the Topic of Choice and Assessing the Topic Selection

5. Letter of Intent

• Letter of Intent Template

o Letter of Intent Draft(s)

o Letter of Intent Final Revision

6. Research Paper

• Outline

• Draft(s)

• Final Revision

• Resource Page (Bibliography/Works Cited)

• Research Paper Self Evaluation

7. Service Action

• Action Plan

• Verification of Action Completion

• Culminating Activity Reflection

• Evidence of Action

8. Mandatory Documents

• Invitation Letters

• Thank You Letters

• Career Pathway Connection Interview and Checklist

• Technology Checklist

9. Search

• Source Checklist

• 4D Research Plan

• Research Notes/Materials

10. Forms and Appendix

• Meeting Log Template

• Learning Journal Template

• Letter of Intent Template

• Research Paper Self Evaluation

• Culminating Activity Action Plan Template

• Verification of Action Completed Template

• Action (Culminating Activity) Reflection

• Invitation Letter Template

• Brainstorming Graphic Organizers

• Sample Letter of Intent

• Sample Invitation Letter

• Sample Thesis Research Papers

• Sample Resource Pages (Bibliography)

• Complete Research Sample – Letter of Intent to Self-Evaluation

RUBRICS AND COMMON CORE STANDARDS

Portfolio Rubric

|Elements |4 (+) = Exceeds; WOW |3 (() = Meets; ACCEPTABLE |2 (( -) = Approaches; |1 (-) = Well below; NOT YET|

| | | |ALMOST | |

|PORTFOLIO |All requirements completed |Requirements completed as |One –three parts not |Four or more parts not |

|• Pre-Search assignments |beyond what is expected |assigned, all turned in |completed as assigned; not |completed, not correct, not|

|• Letter of Intent |No errors in format or |Few errors in format or |turned in |as assigned, not turned in |

|• Notes, outline, script, storyboard, or |content |content |Some errors in format and |Many errors in format and |

|hard copy and electronic copy |Very neat, organized, |Neat, accurate, organized |content |content, not prepared for |

|• Project packet |accurate, and prepared for |and ready for evaluation |Somewhat neat, accurate, |evaluation |

|• Meeting log |evaluation |Sense of learning and |and organized, not quite |Disorganized, not neat or |

|• Learning journal |Sense of learning and |“learning stretch” is |ready for evaluation |accurate |

|• Research materials & resources |“learning stretch” is very |evident. |Sense of learning, |Sense of learning and |

|• Copies of all written components: paper, |evident |Relevant documentation |“learning stretch” somewhat|“leaning stretch” is not |

|draft, revisions, outline, bibliography |Substantial relevant |included. |evident |evident |

|• Research paper self evaluation |documentation |Displays personal |Some documentation |Documentation missing |

|• Career Pathway Checklist and Interview |Displays personal creativity |creativity |Displays minimal personal |No personal creativity |

|• Technology Checklist |which is truly unique | |creativity | |

|• Action plan, Verification of Action | | | | |

|Completion, Reflection | | | | |

|CCSS Integration of Knowledge and Ideas |

|RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in |

|order to address a question or solve a problem. |

|RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. |

|RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among |

|sources. |

Research Paper Rubric

|Elements |4 (+) = Exceeds; WOW |3 (() = Meets; ACCEPTABLE |2 (( -) = Approaches; ALMOST |1 (-) = Well below; NOT YET |

|Requirements: |• All requirements completed |• Requirements completed as |• One part not completed as |• Several requirements not |

|• Title Page |beyond what is expected |assigned, |assigned |completed, not as assigned |

|• Letter of Intent; |• No errors in format or |• Few errors in format and |• Some errors in format and |• Many errors in format and |

|• Outline |content |content |content |content |

|• Bibliography | | | | |

|• 5-8 pages, typed, | | | | |

|double spaced | | | | |

|• 1,000 word minimum | | | | |

|RESOURCES |• Citations are presented in |• Sources cited properly |• Some resources not cited |• No resources cited |

|• Citations |a variety of ways |• Sources documented using |• Several errors in format and |• Many errors in format and |

|• Source page |• Sources formatted with no |correct format |conventions |conventions |

|(bibliography) |errors |• 3 or more types used |• 2 types used |• 1 or no sources used |

|• Minimum of 3 types |• Innovative use of available |• One community resource |• No community resource |• No community resource |

|including 1 community |resources | | | |

|resource/expert |• 3 or more types of resources | | | |

|contributor |successfully used | | | |

| |• One community resource | | | |

|WRITING CONVENTIONS: (in |• No errors in format or |• Few (1-5) errors in format |• Some (6-10) errors in format |• Many (11+) errors in |

|paper) |conventions |and conventions |and conventions |conventions and format |

|• Word choice, usage |• Language precise, vivid; |• Demonstrates sound word |• Functional language, minimal |• Vague language, “tells”; |

|• Sentence structure |details “show’, do not “tell”; |choice; adequate specific, |use of specific words; occasional |sentences short, choppy or |

|• Mechanics |sentences create rhythm; |supporting details; sentences |attempts to “show”; sentences |rambling; errors in grammar, |

| |grammar, spelling, punctuation |vary; grammar, usage, spelling|simple; some errors in grammar, |usage, spelling affect |

| |always correct |generally correct |spelling, punctuation |readability |

|CCSS Writing Standards |

|Text Types and Purposes |

|W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |

|W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through he effective selection,|

|organization, and analysis of content. |

|Production and Distribution of Writing |

|W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

|W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most |

|significant for a specific purpose and audience. |

|W.6 Use technology including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including |

|new arguments or information. |

|Research to Build and Present Knowledge |

|W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or |

|broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |

|W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and |

|limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, |

|avoiding plagiarism and over reliance on any one source and following a standard format for citation. |

|Range of Writing |

|W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a|

|range of tasks and purposes. |

|Proficient: Synthesize and cite information, with no significant errors, from multiple sources while maintaining the flow of ideas. |

|CCSS Reading: Informational Text |

|Key Ideas and Details |

|RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including |

|determining where the text leaves matters uncertain. |

|Integration of Knowledge and Ideas |

|RI. 7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in |

|order to address a question or solve a problem. |

|Range of Reading and Level of Text Complexity |

|By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently. |

|By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently. |

Community Service Action Rubric

|Elements |4 (+) = Exceeds; WOW |3 (√) = Meets; ACCEPTABLE |2 (( -) = Approaches; ALMOST |1 (-) = Well below; NOT YET |

|Requirements: |• All requirements completed beyond |Requirements completed as |One part not completed as |Several requirements not |

|Letter of Intent |what is expected |assigned, |assigned; |completed, not correct, not |

|Action Plan | | | |as assigned |

|Verification of Completion | | | | |

|Completed on time | | | | |

|Learning Journal | | | | |

|Reflection | | | | |

|ACTION PROJECT: |• Evidence that identified target |• Evidence that information was |• Some evidence of sharing |• Information presented |

|• Target audience clearly |audience was engaged and curious |shared with identified target |with target audience |incomplete; |

|identified |• Evidence of interaction with and |audience; |• Some impact on audience |• Shows little/no evidence |

|• Evidence of sharing and |profound impact on target audience; |• Evidence of impact on audience|• Somewhat of a stretch |of sharing with or impact on |

|making a difference with |• Definite learning stretch beyond |• Clearly a learning stretch |• Some documentation of |audience, or learning stretch|

|target audience |expectations |• Documentation of sources used |sources |• Little or no documentation|

| |• Clear documentation of sources used| | | |

|CCSS Writing Standards |

|Text Types and Purposes |

|W.2 Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other |

|information and examples appropriate to the audience knowledge of the topic. |

Presentation (Class and Panel) Rubric

|Elements |4 (+) = Exceeds; WOW |3 (() = Meets; ACCEPTABLE |2 (( -) = Approaches; ALMOST |1 (-) = Well below; NOT YET|

|TIME MANAGEMENT |• Adheres to time constraints, |• Adheres to time constraints |• Does not adhere to time |• Does not adhere to time |

|10-15 minute presentation, |clearly aware | |constraints (< 10 min.) |constraints (< 5 min.) |

|3-minute question/answer | | | | |

|REFLECTION OF LEARNING: |• Essential question (purpose), |• Essential question, goals, |• Essential elements |• Incomplete explanation |

|• Original work, Goal/essential |goals and thesis fulfilled beyond |thesis explained |mentioned, |of project, |

|question, process, difficulties |expectations |• Learning completely |• Some evidence of learning |• Little or no learning |

|overcome, |• Learning clearly, thoroughly |explained through data, |• Little personal research |displayed |

|• Resources |explained /displayed using data, |evidence, contents, process |• Some resources not |• No personal research |

|• Personal research |contents, and process |• Personal research evident |acknowledged |• No resources cited |

|• New information |• Personal research clearly |• All resources acknowledged |• Some/Little impact on self |• No impact on self |

|• New/improved skills |evident |• Noticeable impact on self, |•Ideas flow in somewhat |• Illogical flow or ideas,|

|• Self learning |• Resources clearly credited |skills |logical order, weak, |details sparse, no clear |

| |• Profound impact on self, skills|•Ideas flow logically, clear |scattered, somewhat hard to |beginning, middle, or end |

| |•Ideas flow logically, |introduction, body, conclusion |follow | |

| |substantial, relevant, reveal | | | |

| |passion, insight | | | |

|ACTION PROJECT: |• Evidence that identified target|• Evidence that information |• Target audience not clear |• Information presented |

|• Target audience clearly |audience was engaged and curious |was shared with identified |• Some evidence of sharing |incomplete; |

|identified |• Evidence of interaction with |target audience; |with target audience |• Unidentified target |

|• Evidence of sharing and making|and profound impact on target |• Evidence of impact on |• Some impact on audience |audience |

|a difference with target audience|audience; |audience |• Somewhat of a stretch |• Shows little/no evidence|

|• Evidence of learning stretch |• Definite learning stretch |• Clearly a learning stretch |• Some documentation of |of sharing with or impact |

| |beyond expectations |• Documentation of sources |sources |on audience, or learning |

| |• Clear documentation of sources |used | |stretch |

| |used | | |• Little or no |

| | | | |documentation |

|QUALITY PRODUCT |• Extremely eye catching; |• Eye catching, colorful; |• Somewhat colorful; |• Little color, |

|• Multi media, Visual display, |organized; |• Generally neat, organized |• Neatness, organization |unattractive |

|technology |• Readable; |• Readable |attempted |• Unorganized |

| |• Creatively displayed |• Honest effort clearly |• Mostly readable |• Mostly unreadable |

| |• Tangible and concrete product |evident |• Some effort evident |• Little or no effort |

| |• Use of technology enhances |• Use of technology |• Technology somewhat |• Fails to use technology,|

| |presentation |complements presentation |complements the presentation |use detracts from overall |

| |• No grammatical, usage, mechanics|• Background, text enhance |• Some grammatical, usage, |effectiveness of |

| |errors |visual |mechanics errors |presentation |

| | |• No grammatical, usage, | |• Many grammatical, usage, |

| | |mechanics errors | |mechanics errors |

|Oral communication CONVENTIONS: |• No errors in format or oral |• Few errors in format and |• Some errors in format and |• Many errors in format |

|• Verbal: volume, clarity, |communication conventions: very |oral communication conventions:|oral communication |and oral communication |

|expression, standard English |effective use of verbal and non |effective use of verbal and |conventions: somewhat |conventions; not effective |

|• Non-verbal: posture, eye |verbal cues, no “ums”, exceptional|nonverbal cues, appropriate use|effective use of verbal and |use of verbal and non |

|contact, facial expression, |and appropriate use of language & |of language and transitions |non verbal cues, mostly |verbal cues, |

|gestures, demeanor |transitions |• Presenter holds peer |appropriate use of language &|• Presenter does not engage|

| |• Presenter’s demeanor lively & |audience and guest evaluators’ |transitions |peer audience and guest |

| |poised, captures peer audience & |attention for entire |• Presenter able to get peer |evaluators |

| |guest evaluators’ attention |presentation |audience and guest evaluators|• Details sparse |

| | | |to listen, but loses some |• No clear beginning, |

| | | | |middle or end |

|DELIVERY |Very professional, business-like |Professional, job interview |Somewhat professional attire,|Not professional, clothes |

|Appearance |attire, clothes very neat and |ready attire, clothes neat and |clothes somewhat neat & |inappropriate, not groomed |

|Courtesy |appropriate, very well groomed |appropriate, well groomed |appropriate, “casual”, |No greeting or introduction|

| |Polite greeting and introduction |Polite greeting and |somewhat groomed |“T-shirt, shorts, slippers”|

| | |introduction |Incomplete greeting and/or |Gum chewing |

| | |“Collared shirt, slacks, shoes,|introduction | |

| | |coordinated outfit, |“Jeans, short skirts, tight | |

| | |conservative dress” |dresses, plunging necklines” | |

|Question and Answer |• Answers questions knowledgably |• Answers questions accurately|• Some difficulty answering |• Unable to answer |

|• 3 minute time limit |and with extreme confidence & |and confidently & evokes some |questions, anxious, answers |questions, evokes no |

| |evokes provocative comments |comments |without thought |comments |

| |•Responses accurately reflect |• Responses reflect project |•Responses somewhat reflect |• Responses inaccurate, |

| |project outcomes, to the point |outcomes accurately and |project outcomes, some |inconsistent |

| | |appropriately |inconsistencies, inaccuracies|• No questions asked |

|CCSS Speaking and Listening |

|Comprehension and Collaboration |

|SL.1 Initiate and participate effectively in a range of collaborative discussions. |

|SL.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed |

|decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |

|SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points |

|of emphasis, and tone use. |

|Presentation of Knowledge and Ideas |

|SL.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of |

|reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, |

|and a range of formal and informal tasks. |

|SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of |

|findings, reasoning, and evidence and to add interest. |

|SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. |

|Proficient: Give a planned oral presentation to support a position on a specified topic and respond to questions from the audience. |

|Conventions of Standard English |

|L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

|L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |

|Proficient: Write and edit for grade-appropriate sentence structure, grammar, punctuation, capitalization, and spelling with no significant errors. |

| |

|CONTACT INFORMATION |

| |

|Molokai High School |

|P.O. Box 158 |

|2140 Farrington Avenue |

|Hoolehua, HI 96729 |

|Phone: 808-567-6950 |

|molokai.k12.hi.us |

| |

|Ms. Karen Harada |

|Senior Inquiry Project Coordinator |

|Ext. 247 |

|Karen_harada@notes.k12.hi.us |

| |

|Mr. Stanford Hao |

|Principal |

|Ext. 225 |

|Stan_hao@notes.k12.hi.us |

| |

|Mrs. Diane Mokuau |

|Librarian |

|Ext. 273 |

|Diane_mokuau@notes.k12.hi.us |

-----------------------

P.O. Box 158

Hoolehua, HI 96729

808-567-6950

molokai.k12.hi.us

08

Fall

Senior Inquiry Project

Adult Support Handbook

08

Fall

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