handbook - Oviedo High School

HANDBOOK 2014‐2015

Mission Statement

Our mission is to provide OHS seniors with an authentic learning experience designed to give them the necessary skills they will need to function in the world beyond high school. These skills include not only how to read, write, and think critically, but also to effectively gather and impart information, to stay organized and meet deadlines, and to communicate clearly and professionally with both peers and superiors.

Student Name:

Teacher Name:

Table of Contents

1

Introduction

Capstone FAQs ………………………………….p 3‐5 Terms to Know ……………………...…….……p 6‐8

Grading and Work Submission Policies………p 9‐10

Required Materials ……………………...…….…… p 10

Advice from OHS Graduates …………………….p 11

2

Completing the Capstone: A Step by Step Guide …. p 12‐14

Proof of Work –Artifacts …………..…………....p 14

Project Design and Requirements

Special Criteria For Projects …………………….p 15‐21

3 Quarterly Calendars

Quarter 1 ………………………………………………..p 22

Quarter 2 ………………………………………………..p 23

Quarter 3 ………………………………………………..p 23

Quarter 4 ………………………………………………..p 24

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1

Introduction

Welcome to the Capstone Project! Your project has the potential to be the most challenging and rewarding aspect of your entire school career. You will have the opportunity to select your own topic, design your own assignment, and implement your own plan. You will prove not only to yourself, but to your parents, your teachers, your advisors, mentors, and the Oviedo community, what you are truly capable of accomplishing. When you are finished, you will have the confidence and skill to take on and master new challenges on your own.

The Capstone Project will allow you to accomplish the following:

  

Make a connection between what you learn in school and what you need to know for the “real world”. Take the opportunity to apply academic time and skills to a topic that has personal interest or value. Explore a subject that might not be taught in a traditional classroom, but that will enrich your life in the future as a career or a vocation.

As you progress through your project, you will learn to:

 Sharpen your written and oral communication skills (formal business letters, thank you notes, formal presentations)  Develop interpersonal skill (work with a mentor; meet with an advisor)  Develop organizational skills (manage your time; prioritize goals; meet deadlines)  Learn fiscal responsibility (create a budget for your project and stick to it)  Explore new talents (learn new skills and techniques)  Pique your curiosity (identify and research the many questions that need to be asked and answered)  Hold yourself accountable (document resources; meet high standards)  Challenge yourself and rise above obstacles

The Capstone Project will count for FIFTY PERCENT of your English IV grade. You will spend time working on this project both in class and out. For this reason, it is essential that you choose the right project topic. If you make a wise topic choice, your project will soar. If you choose unwisely, your project will suffer. A good topic will fulfill a need in your life, and will impact you in a positive way. In short, a good topic for your Capstone Project will choose you.

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Capstone FAQs 1. Why do we have to complete a rigorous project our senior year? Research shows that students who successfully complete a rigorous project during their senior year do better the year after high school. The Capstone Project not only ensures that students master the English curriculum, but also helps us fulfill our school district's mission: “to ensure that all students acquire the knowledge, skills, and attitudes necessary to be successful in adult life.” 2. Will we be studying Literature in English IV? Yes. Literature is an important part of the English IV curriculum. We will be studying British literature in order to “understand the common features of a variety of literary forms and [to respond] critically to fiction, poetry, and drama”. All honors‐level classes cover a variety of literary pieces as well as in‐depth analysis of both fiction and non‐fiction. Our Florida College Prep (Standard) English IV classes continue to follow the county‐wide curriculum which “incorporates reading and writing study through writing a variety of informative texts,” which will also include many British canonical texts. The work for the Capstone program covers many of the Common Core standards. Additionally, because of the real‐world standards applied to the work produced for the Capstone, the standards are covered with a high level of accountability and mastery. We move beyond the basic curriculum requirements of the state and county by connecting the classroom to the real world. Through the Capstone, our graduating seniors will develop professional skills and attitudes that will help them succeed in the world beyond Oviedo High School. 3. Why are we the only school in Seminole County mandating the Capstone? By becoming the first school in Seminole County to implement the Capstone, we have taken a leadership role. Currently, at least seven states mandate a rigorous, long‐term project for graduation, while 33 states, including Florida, have several districts requiring a project. North Dakota is the only state that does not have, or is not considering, a Senior Project mandate in its schools. For more information on the national impact of rigorous senior year projects, visit www.seniorproject.net. Rigor in the classroom is another reason we have the Capstone. Rigor is meant to help students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging. All county schools are required to have rigor, we just happen to be the only ones requiring our students to go outside the classroom to get it…and that’s a good thing. 4. Is the Capstone required to graduate? Yes. All OHS seniors – except those taking AP English – will be required to complete a Capstone in their English IV classes. Every quarter, the Capstone will count 50% of the English IV grade. Therefore, students who do not complete the Capstone requirements will fail English IV. Students must earn credits for both semesters of English IV to graduate. As per our county waiver, OHS students are required to earn credit for English IV at Oviedo High School and may not substitute course work through Florida Virtual School or any other educational establishment. 5. How are projects approved? To insure you have a solid plan to which you are committed, we require you to complete preliminary research, and to create a Contract, which you will discuss with your teacher, your parent/guardian, and your mentor. Your mentor will help you solidify your Contract with specific activities, which you will then submit to the Capstone Committee for approval. If your project is not approved, the committee will give you feedback and suggestions. See Section 2: Project Design and Requirements in this handbook for more information on specific criteria for different types of projects. 4

6. What if my initial project contract needs to be changed? If you develop a thoughtful contract for your Capstone Project, this should not happen. 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 finalized and approved Capstone Contract 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 Contract), you may petition the Capstone Committee to approve of the change of plans BEFORE starting the new activity. A template for this petition will be available on Blackboard. 7. May we complete a group project? No, you may not; group projects will not be approved. 8. Can I receive payment for the time I work on my Capstone? No, you cannot count hours you are paid; if your Capstone relates to a paying job, you will need to clearly document that your project goes beyond the work you are paid for. If, however, you are starting your own business or are selling a product you make, you may keep your profits. 9. Can I use work I complete for another class or club for my Capstone? No, you cannot count work for another class or work you already do for a club or sport. If your project relates to work in another class, you will need to clearly document that you go beyond the requirements of that class. 10. What if I can’t find a mentor, if I need to change my mentor, or if I need two mentors? We will not find a mentor for you, but we will help you locate the resources to find one; we have a list of experts who have mentored students in the past. The informational meeting you hold with a local expert or experts can also help. If you choose to work with a teacher –advisor, he or she will also guide you. Learning to network will be one of your key activities this year ‐ a learning experience that will open doors for you in the future. You may work with more than one expert, so if one mentor is unable to continue to help, you may turn to the other(s) as backup. As long as you have appropriate documentation for the experts you work with, working with more than one mentor is fine. Because of their project designs, some students find they need two mentors. If your project design requires this, perhaps because your project spans several areas of expertise, you should have an informational meeting with both experts.

11. Can two students have the same mentor? Yes, if the mentor agrees. 12. What if my project is not working? If you have a project without problems, you probably will not have a learning stretch. In the real world, you will encounter problems you need to solve. Your teachers, advisors and mentors will help you develop problem‐solving skills and will facilitate the problem‐solving process. With the Capstone, problems can become opportunities for valuable learning. You will learn to be resilient, to be flexible, and to persevere.

13. How much will the Capstone cost? Other than the expense for portfolio supplies and professional dress, students are not required to spend ANY money on their Capstone Projects. Because this project is student‐designed, the cost of the project will be your decision. Design your project to fit your budget. 14. What if I do not have transportation? The Capstone Project requires students to apply their research to the world beyond the classroom. If you are not able to meet this requirement, your English teacher, advisor, and the Capstone Committee will help you design a project that accommodates your resources.

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Terms to Know TERM

MEANING

WHEN IT WILL BE IMPORTANT?

ADVISOR

This person is someone who works at OHS. He or she can be a teacher, staff, administrator, secretary, guidance counselor, security personnel, or coach (even if they are here part time). The idea is to have someone on campus that you have daily access to if you need help. The use of an advisor is OPTIONAL, but HIGHLY RECOMMENDED. They can be an invaluable resource throughout the project.

Whenever you need advice or direction during the course of your project. The advisor can look over your work, help you with networking, and keep you motivated.

ANNOTATION

This is sort of like a caption; it can be written or typed and placed next to each Artifact in your Portfolio in order to explain the artifact’s importance to what you were doing, or what it actually proves in relation to the project.

During 2nd and 3rd quarter ‐ when you put your Artifacts in your Portfolio, you will need to clearly show PROOF of your field work. Annotations will show the connection between what you did and why it’s important.

ARTIFACT

This is a tangible piece of evidence that proves you did what you said you did, or went where you said you went. Things like pictures, fabric swatches, videos, receipts, sketches, scripts, business cards, forms, and notes are just a few examples. All of these go into your Portfolio and need to be explained with an Annotation.

During 2nd and 3rd quarter ‐ when you put your Portfolio together, you will need to add your artifacts to PROVE you did what your contract said you were supposed to do to complete your project.

BOARDS

This is your final presentation for the Capstone Project. You will present a 5‐7 minute speech to a panel of judges, who will also have access to your Portfolio. This presentation should cover all the major points of your Capstone journey – your successes, failures, learning, and outcomes.

During 3rd quarter – we will work to prepare you for Boards Speeches. You will present your final speech, along with a visual of your Product or Performance, to a panel of judges at the end of the 3rd quarter. Judges come from members of the Oviedo community, many of whom are “experts in the field”.

CAPSTONE RECITAL

This is a REQUIRED activity for any students whose project are in any way performance‐ based: learning or teaching a dance, playing or creating an instrument, music composition, fashion show, martial arts, poetry reading, comedy routine, singing, etc. Students who are teaching a skill to others must arrange for their students to perform on the night of the Capstone Recital.

This activity, which is mandatory for all students whose project is performance based in any way, will be held in early‐mid January, just after Winter Break, but just prior to Field Work/Portfolio completion dates.

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TERM CONTRACT

MEANING This document lays out WHAT you will be doing and WHY you are doing it; WHO you will be working with and WHERE; HOW you will complete it; whether or not the project is a Learning Stretch; how much it will cost, and whether or not it is a “doable” project. You will need to fulfill all the activities on this contract as part of your Field Work (see “Field Work” below). It will be signed by you, a parent, and your Mentor.

WHEN IT WILL BE IMPORTANT? You will need to have the Contract finished near the end of 1st quarter in order to start on Field Work. You will also need to keep in mind that once approved, you are obligated to complete all the activities listed on your contract throughout the course of your project. You will need to keep this stamped document to put in your Portfolio.

FIELD WORK

This is the actual work you must complete in the execution of your project. Learning to scuba dive? Field work would include the actual classes, dives, class work, training, etc. that you will need to complete in order to fulfill the contract you developed with your mentor (see “Contract” above).

This work can start as soon as your final contract is signed and approved, which should be no later than the beginning of 2nd quarter. Any field work done prior to contract approval will NOT be counted! Field work will be documented on a Work Log. Field Work Logs will have set due dates.

LEARNING STRETCH

This means how much new information will you have to actually learn in order to complete your project? The bigger the Learning Stretch, the better the project – and you have less chance of becoming bored.

As you develop your Contract during 1st quarter, you will need to consider your Learning Stretch. Neither your teacher, nor the Capstone Committee, will OK a project without a big enough Learning Stretch.

MENTOR

Collaborating with a mentor is MANDATORY. This person must be an expert in the area you are planning to explore. They may be someone from the community outside of OHS, or a specially designated teacher who is an expert in your area; he or she cannot be someone you are directly related to (no parents, siblings, aunts, grandpas, etc). They must also be at least 23 years old and should be prepared to dedicate significant time to helping you accomplish your goals throughout the year.

You will need to begin developing a list of possible Mentors almost immediately after school begins 1st quarter. Your Mentor is a vital partner in helping you develop your Contract and plan your field work, so a good fit is a must. You will need to meet with your Mentor periodically throughout the project, so keeping them updated is also important.

PORTFOLIO

This is where you will place all the important documentation of your project work: Contract, Mentor documents, Artifacts, Field Work logs, emails, letters, assessments, and any other proof of what you’ve done to complete your project.

You will need to have your Portfolio supplies purchased and in the classroom before the end of 1st quarter. You will be required to start putting materials in the Portfolio during the 2nd quarter, and final Portfolios will be due near the beginning of 3rd quarter.

(Work Logs and Planning Logs)

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TERM PROCESS GRADE

MEANING This grade counts for ½ of the total score for a major assignment. This grade assesses whether or not the assignment was done completely, correctly, and on time. If an assignment is turned in late, then this is where you will lose your late points – 30% off up to the first week late, and an additional 10% per week after the first week (see Grading Policies below for more information)

WHEN IT WILL BE IMPORTANT? This applies to all major grades throughout the year. Assignments such as speeches, your contract, Work Logs, and Reflections, are just a few of the assignments to which this grading system applies.

PRODUCT OR PERFORMANCE

This is the outcome of your entire project. When designing your project, you need to make certain there is some measurable, observable outcome to share with the Boards judges in the Spring. It could be something you created, a demonstration of what you learned, or a performance of a new skill. Just make certain it is equal to the amount of time and effort you put into your project. Students who actually perform, or have taught a performance to others, will need to participate in the Capstone Recital.

You will need to plan to have the Product or Performance completed just prior to the due date of your final Portfolio. Some students will need to plan to perform during the Capstone Recital, which will be held sometime during early January, after Winter Break. Students whose project includes any kind of performance ‐ including those who are teaching a performance‐based skill to others – MUST take part in this afterschool activity!

QUALITY GRADE

This grade counts for ½ of the total score for a major assignment. This part of the grade assesses the quality of the assignment: Is it thorough? Is it correct? Is all grammar, spelling, and punctuation done correctly? Does it show learning? Reflection? Analysis?

This applies to all major grades throughout the year. Your speeches, your contract, Work Logs, Reflections, and Portfolio Assignments are just a few of the assignments to which this grading system applies.

SHOWCASE

After Boards, a select group of students with exceptional projects are chosen to go on to Showcase, an event that involves the entire school. Eligible students have the opportunity to display and explain their projects to all students and faculty, and compete for scholarship money.

This all‐day event will be held during 4th quarter after final Boards. The entire school will come to view the projects during English classes throughout the day, and projects will be judged by outside judges. Showcase winners will be announced prior to senior exams.

The focus of your project – what you will be looking into. Ex: Learning to Play The Trumpet, or Exploring the Career of a Concert Promoter

You will need to decide on this early in 1st quarter to use any time anyone asks you to explain what you are doing for your topic. Keep it short and to the point.

TOPIC

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Grading, Administration, and Work Submission Policies Capstone grades will be handled as follows: 

HOW MUCH WILL CAPSTONE COUNT? Capstone Grades will count for 50% of a student’s overall English Grade.



WHAT ABOUT EXAMS? Exams count for 20% of the quarterly grade; the Capstone portion of each quarterly exam will count for ½ of the exam grade, or 10%. The other half of the exam grade will be covered by a Lit/Lang test.



HOW WILL CAPSTONE GRADES BE WEIGHTED? All Capstone assignments are based on 100% scores. Each assignment is weighted in order of importance. Please refer to the Quarterly Calendars below to see the assignment break down.



HOW IS MY WORK EVALUATED? Most major assignments have 2 grades that will combine to form your total score. A Process Grade assesses whether or not the assignment was done completely, correctly, and on time. If an assignment is turned in late, then this is where you will lose your late points – 30% per submission day. The other grade, a Quality Grade, assesses the quality of the assignment: Is it thorough? Is it correct? Is all grammar, spelling, and punctuation done correctly? Does it show learning? Reflection? Analysis? The Process grade is based on points and checklists. Points will be earned or lost depending on the completeness of the assignment. The Quality Grade evaluates work holistically, based on the following scale:

60% (D)

75% (C)

85% (B)

95% + (A)

2 Proficient/ Adequate

3 Commendable (Target Score)

4 Commendable with Distinction

1

Provisional/ Not there yet



HOW IMPORTANT IS PARTICIPATION? A 5% participation grade will be included in the Capstone grade each quarter. This grade includes: o Class participation o Turning in small assignments on time (larger assignments will have their own late penalties) o Having all Capstone materials available when needed at all times. o Having all computer‐based assignments, such as essays and other documents, available for use at school at all times – on a flash drive, in Dropbox, or in Google Drive.

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WHEN WILL CAPSTONE BE TAUGHT? In order to preserve as much regular English class time as possible, Capstone will be directly taught just one day per week. One that day, new assignments will be given, new material will be introduced, and previous assignments will be accepted. These days may also be used for Capstone work days, where students will be given the entire period to work on any number of aspects of the project. Individual teachers may allot more time as needed, but all due dates will remain the same for all Capstone students. Students will be expected to use Blackboard and the links it contains to access further instruction, documents, and information. Assignments will only be collected on Capstone days; late assignments must wait until the next Capstone class for submission, at a loss of 30% of the grade.

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WHAT IF I TURN THINGS IN LATE? Long term assignments –any assignment given out more than 10 days in advance – will NOT be accepted after a due date until the following week’s Capstone day. All late work will incur a 30% penalty for the assignment’s process grade for any part of the first week late. The grade will then drop by 10% for each week, or part of a week, the assignment is late after the first week. In the case of absences, only a documented, medically excused absence will be accepted. An email to the teacher does NOT count as a medical excuse. The excused student will be expected to turn work in on the first day back to school. In all other cases, work is due when it is due and may not be turned in until the next week’s Capstone class.

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WHAT IF I FALL BEHIND? ALL major assignments from the previous quarter will be transferred into the new quarter, with an INC (incomplete) for any missing work and 100% for completed work. Students will have several school days at the beginning of each quarter to submit INC assignments without penalty. After that, students will receive a zero for that assignment. This policy is a gift, so please take advantage of it and complete all work on time.

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WHAT IF I TURN IN LOW QUALITY OR INCOMPLETE WORK? Students who turn in major assignments that fall to a provisional or “not there yet” level will be given one chance to redo the assignment in order to bring it up to an acceptable, proficient, level. The teacher may opt to deduct points for not completing the work correctly the first time; the grade will be on hold until the redo work has been submitted. Work not turned in by the new submission date will be entered as a zero. HOW DO I SUBMIT WORK? Students will submit work in a special folder on the due date. These submission folders will vary by teacher, but will include any grade sheets and checklists necessary to complete the assignment accurately. Individual teachers will let you know where they wish work to be turned in. Smaller assignments may be checked in class, at your teacher’s discretion. The student must hold any work not turned in on the due date until the following week’s submission date – at a loss of 30%. No work will be accepted between submission dates.

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Required Materials The following portfolio supplies are due the first quarter:

   

Black 1‐inch “clear view” binder with inside pockets and outside clear plastic cover Clear sheet protector pages (up to 50) Extra Wide Divider Tabs with printed inserts (at least 5‐ inserts will be provided) 1‐2 stamped 9 ½ inch envelopes

Additionally, students will need throughout the year: 

Camera/Camera Phone: You will need to take pictures for your portfolio. Video may be necessary as well. If you do not have a camera, consider buying an inexpensive disposable one or borrowing one from a friend.



Professional Attire: Seniors are required to "dress for success" for Speeches and Boards. We encourage students to procure one professional dress outfit. Please see your teacher if you have difficulty, financial or otherwise, in purchasing appropriate attire. The characteristics of professional attire will be addressed at a later date.



Computer: All students will have access to school computers to work on the Capstone during designated class time as well as most afternoons during Capstone Office Hours. Additionally, the Seminole County Public Library has computers for public use.

*Note: The portfolio supplies, as well as stamped envelopes, are available in the school store. Approximate cost for the binder with tabs and sheet protectors is $13. If you are not able to afford the portfolio supplies or the professional attire, speak with your English teacher. 10

Advice from OHS Graduates

 I wish I had known how rewarding the completion of a successful project is. I would have put more enthusiasm into it the whole way, not just the end.  Set aside certain dates to work on the project.  Don’t stress yourself out. It’s not a hard project. Make sure you have fun.  Don’t overwhelm yourself because this project isn’t as hard as it seems.  Don’t fall behind or you will be in a lot of trouble. Use your off days from school to further your project.  It is always good to ask questions!  Spend a little time every day working on it so it doesn’t catch up with you at the end of the year.  Just work on a little bit every now and then, and you’ll complete your project in no time.  Get the research done as early as possible.  Time management, time management, time management!  Have fun with your project; don’t stress over the small things. It’s a learning experience and teachers are willing to work with you.  Never give up! No matter what project you’re doing or what problems occur during the process, by problem solving, you can do anything. Relax and enjoy.  Keep a positive attitude.  I wish I would’ve known how amazingly great it feels to complete something this size. And that if I stayed positive throughout this project, I would be extremely proud of myself for working so hard.  Don’t miss those deadlines. That is when the project gets extra hard and overwhelming.  Okay, before you start having panic attacks, just take a deep breath and calm down….First, do not fall behind in turning in assignments. Two, re‐read your papers over and over again until you can’t read anymore. This will save both your teacher and you time by not having to redo your paper a hundred times. Create a schedule.  Never give up!

Notes/Questions you have about the Capstone Project

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Project Design and Requirements 2

COMPLETING THE CAPSTONE: A STEP BY STEP GUIDE Underlined words are defined in the “Terms to Know” section above.

Research and choose a Potential Topic

Locate and Secure an Advisor (optional) &

Mentor/ Expert

Complete Field Work and Construct Portfolio

Design and Plan a Project Contract (w/Mentor

Present your final Project at Boards in February

Showcase selection and presenta‐ tion

Assistance)

STEP 1: CHOOSE A TOPIC If you make a wise topic choice, your project will soar; if you choose unwisely, your project will suffer. A good topic will satisfy a curiosity, ask you to fulfill a need in your life, and impact you in a positive way. In short, a good topic for your Capstone project will choose you. If, after you have completed the work in “The Junior Edition” packet, you are still unsure of your topic, brainstorm possible topics in the second column below. The more ideas you consider, the easier it will be to choose the best topic for you.

SAMPLE OHS CAPSTONE TOPICS A. PHYSICAL PRODUCTS

YOUR IDEAS!

‐Sew a memory quilt ‐Build a power kite ‐Renovate a bathroom ‐Learn glass blowing ‐Design and sew a prom dress ‐Plant and maintain a butterfly garden ‐Restore a boat ‐Build a deck on a house B. LEADERSHIP/COMMUNITY SERVICE ‐Publish a magazine on international affairs ‐Coach a youth basketball team ‐Organize and run an advocacy group ‐Plan event to raise $ for charity ‐Starting with groundbreaking, help build a complete house for Habitat for Humanity. C. MECHANICAL ‐Earn certification to work on hybrid cars ‐Restore a Harley ‐Design and build a 3‐wheel chopper bicycle ‐Customize 1972 Chevy S‐10 D. BUSINESS/ENTREPRENEUR ‐Work with a realtor; write a business plan ‐Start gourmet cookie business ‐Design investment plan and invest in stock market ‐Start an online business ‐Work with a party planner; plan & host a theme party E. CAREER‐RELATED ‐Complete mini‐internship in elementary school; develop games to teach math skills ‐Shadow 3 types of nurses; get CPR & AIDS certification; volunteer at Hospice ‐Shadow a wedding planner and assist with fundraiser for Brides Against Breast Cancer; make a themed wedding portfolio F. TECHNOLOGY ‐Use CAD program to design wiring plan for house ‐Design 2‐D video game ‐Design Website for local nonprofit organization ‐Build a robot 12

G. ARTS (visual, performing, and literary) ‐Teach dance at elementary after‐school program; choreograph recital for students ‐Design and make a painted‐glass window ‐Film, edit, and produce a senior year documentary ‐Write and illustrate a children’s book ‐Compose and produce music H. PHYSICAL EXPERIENCE ‐Train for and run a ½ marathon while managing diabetes ‐Earn SCUBA certification and help with marine animal rescue ‐Hike a leg of the Appalachian Trail; trail blaze for Florida Trails Association I. ACADEMIC EXPLORATION ‐Complete an independent study ‐Design and implement a research project ‐Conduct a scientific experiment ‐Complete an Open Learning Initiative with a University (Carnegie‐Melon, Harvard, and Stanford all have courses)

Step 2: FIND AN ADVISOR, CONDUCT AN INTERVIEW, & FIND A MENTOR You will have a support system to help you with your Capstone: Your English teacher, an OHS advisor, and your mentor. You are not alone! Support Team Member

How They Can Help TEACHES YOU HOW TO LEARN: “This is the way to write a business letter.” ‐Teaches written communication skills ‐Teaches oral communication skills ‐Teaches new study skills techniques ‐Teaches new research skills See every day!

English Teacher

Advisor

KEEPS YOU ON TRACK “Don’t forget to make that appointment.” ‐Helps you organize your time ‐Helps you meet deadlines ‐Helps you connect with world outside school ‐Acts as a springboard for ideas ‐Teaches you common sense skills Recommended to see at least two times per quarter.

(optional but highly recommended)

SHARES EXPERTISE IN FIELD OF YOUR PROJECT: “Did you know….? Try doing….”

Mentor (Mandatory)

‐Shares topic‐specific knowledge ‐Shares personal experiences and wisdom ‐Shares materials, tools, and contacts ‐Shares a love and passion for your topic ‐Monitors work and signs off on documents ‐Communicates with advisor (if applicable) and English teacher.

See as often as necessary – stay connected.

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Step 3: DESIGN & PLAN YOUR CAPSTONE You will now need to carry out some research to make your final decisions about exactly what activities you will perform to complete your project. Look online, ask around. Read an article or two. Use your Jr. Edition and the Poster Activity. Take notes on your ideas, and then place them in a specific, organized way on the Capstone Contract; the template for this can be found on the Capstone Blackboard. You and your mentor should look over this contract together before you turn it in for approval. Be sure you will actually be able to do, and afford, all the activities you are about to commit to. When you and your mentor feel you have a clear, rigorous contract with a clear learning stretch, you will need to submit your Capstone Contract to the Capstone Committee. This committee is comprised of all the Capstone teachers, the Capstone Coordinator, and several other members of the faculty and administration.

Step 4: COMPLETE FIELD WORK & CONSTRUCT YOUR PORTFOLIO Once your contract has been approved by the Capstone Committee, you are free to begin your field work – which means you can actually start doing the activities you described on your contract. The sooner you get your contract approved, the sooner you can start on your field work. You will have until after Winter Break to complete all your field work and complete your Portfolio. Use the time well! Your Capstone Portfolio will be the physical representation of all the work you have done for your Capstone Project. You should start collecting materials for the Evidence section of the Portfolio as soon as you begin your field work. Keep track of all the work you complete on your Field Work Logs. These are mandatory. Portfolios will be checked at least once during first semester and the final Portfolio will be due just after Winter Break. See the Portfolio Documents section of this Handbook for more information.

Step 5: PRESENT AT BOARDS At this point, your field work is done, your Portfolio is complete, and your final product is finished. All that is left is to show off what you have learned! During third quarter, you will begin to develop and practice your speech for Boards, complete with visuals. The speech must be 5‐7 minutes in length, and will be presented to a panel of 3‐5 experts and other judges from the Oviedo community. More details will be given as we draw closer to the week of Boards, but you can view an informational video on Blackboard.

Step 6: SHOWCASE The major OHS event allows those projects that go above and beyond to sit in the spotlight for all the school to see. Admittance to the Capstone Showcase is by invitation only, and is based on several factors, including overall Capstone scores, uniqueness of project, rigor of the learning stretch, and attention to detail.

PROOF OF WORK ‐ ARTIFACTS An Artifact is any tangible object that shows proof of an activity. Artifacts can also show progress as you move through your project. You MUST show proof of ALL the work you have completed for the Capstone Project. Examples of artifacts include: pictures, video, graphs, receipts, letters and emails, business cards, brochures, training manuals, final products, story boards, rough drafts, sketches, notes, syllabi, certificates, certification cards, screen shots, audio recordings, etc. You should plan out what you may use for artifacts when planning your contract, and should start gathering those artifacts as soon as you begin your field work. As you plan, be sure the artifacts you collect show PROOF of your accomplishments. If you don’t have tangible proof, you don’t have a project. 14

SPECIAL CRITERIA FOR PROJECTS Physical Products General Requirements

Students must show proof of ALL work done to create their final product. Show evidence of the following: planning, process, procedures, problems and solutions, mistakes, tools and resources, skills learned, and completed product. Students may utilize photographs, videos, notes, samples, audio and video recordings, receipts, records of research, and any other means of proof.

Additional Requirements for specific projects

Musical Instrument Construction

Wakeboards

‐No instrument rebuilding or refurbishing will be approved. ‐No kits will be approved, unless construction is extended through customized design or decoration. ‐Must include participating with the instrument you made in the Capstone Recital. The performance itself will count as three (3) hours of field work. All rehearsals and meetings should be counted as well. Wakeboard construction will NOT be approved.

Leadership/Community Service General Requirements

Students must show proof of ALL work done during the course of the project. Show evidence of the following: planning, process, procedures, problems and solutions, mistakes, tools and resources, certificates, playbooks, practice schedules, game records, parent contacts, skills learned, and proof of completed certification, event, or activity. Students may utilize photographs, videos, notes, samples, audio and video recordings, receipts, records of research, and any other means of proof.


Coaching

‐Must coach a team that is part of an established organization (city league, YMCA, church league, etc.). ‐Must be head coach (not assistant). (Note: Some leagues require the head coach to be at least 18 years old. If you are not 18, most leagues will still let you be a head coach, if your assistant coach is over 18). ‐Must obtain coaching certificate in the field you coach. This coaching certificate must be earned before you begin coaching. Dates will be checked. (Some leagues offer on‐line certification at low cost. – try www.nays.org, www.baberuthleague.org, or check out local athletic centers – Oviedo, YMCA and Winter Springs. ‐Must attend orientation meeting or attend coaches training for league. ‐May not coach a varsity sport. ‐Must follow league rules. ‐Must coach for entire season, even if the Capstone deadline is before the end of the season. ‐Must accurately and specifically document every practice and every game w/dates and scores. ‐Must document team roster with your name as head coach.

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Mechanical General Requirements

Students must show proof of ALL work done to create their final product. Show evidence of the following: planning, process, procedures, problems and solutions, schematics, mistakes, tools and resources, skills learned, and completed product. Students may utilize photographs, videos, notes, samples, audio and video recordings, receipts, records of research, and any other means of proof.


Stereo Installation

Restricted project; only most substantial project proposals will be approved by Mr. Sterling.

Business/Entrepreneurial General Requirements

Students must show proof of ALL work done to create and advance their business. Show evidence of the following: planning, process, procedures, business plan, problems and solutions, mistakes, tools and resources, skills learned, and final outcome of business startup. Students may utilize photographs, videos, notes, samples, audio and video recordings, receipts, records of research, and any other means of proof.


Business, Investment, Real Estate

‐Must write a viable business/ investment plan or sit in on a closing. ‐If not opening a “real” business, must participate in appropriate virtual experience. ‐Must keep business records of expenses and profits. ‐ May also create a career plan

Career‐related

General Requirements

Students must show proof of ALL work done to gain knowledge in their field or career area. Show evidence of the following: career plan, planning, process, procedures, problems and solutions, mistakes, tools and resources, skills learned, and proof of learning about the specific career. Students may utilize photographs, videos, notes, samples, audio and video recordings, receipts, records of research, and any other means of proof.

Additional Requirements for specific projects (career‐related)

Medical Career (Physician, Nurse, Physical Therapist, Nutritionist, Psychologist, EMT, Dentist, Radiology, Orthodontist)

‐ Job shadowing is required; 4 hours maximum. Job shadowing is when the student follows a mentor or other worker in order to observe how he/she does the job. The student does not actively participate during job shadowing. May not job shadow a current or former employer or a relative. ‐ Students must create a career plan (template on Blackboard) ‐ The product or performance should result from expertise gained through the experience. ‐ Examples or Career‐Related Products or Performances: ‐ CPR certification ‐ Mock patient case study/diagnosis ‐ X‐ray interpretation ‐ Demonstration of proper use of medical instruments (Continued…) 16

Medical Career

(continued)

Teaching Career

‐ Must attend class to earn CPR/first aid certification. Student is responsible for cost and scheduling. NO on‐line certification accepted. ‐ Must show this is a serious career consideration by doing ONE or more of the following: ‐ Sit in at least one class (one‐to‐three hours) in the field at local college or school. ‐ Attend a professional event, meeting, or workshop. ‐ Attend a one‐on‐one tutorial with mentor or other expert who is qualified to teach a skill. ‐ Job shadowing is required; 4 hours maximum. Job shadowing is when the student follows a mentor or other worker in order to observe how he/she does the job. The student does not actively participate during job shadowing. May not job shadow a current or former employer or a relative. ‐ Students must create a career plan (template on Blackboard) ‐ Must work at middle school, elementary school or pre‐school level. Projects involving teaching high‐school or college‐level classes will not be approved. ‐ The product or performance should result from expertise gained through the experience. ‐ Examples or Career‐Related Products or Performances: ‐ Lesson plans ‐ Learning games ‐ Student‐created tests or quizzes ‐ Documentation of lessons taught to a class ‐ Student must register as Dividend and must use Dividend sign‐in sheet as evidence in portfolio. ‐ Must show this is a serious career consideration by doing ONE or more of the following: ‐ Sit in at least one class (one‐to‐three hours) in the field at local college or school. ‐ Attend a professional event, meeting, or workshop. ‐ Attend a one‐on‐one tutorial with mentor or other expert who is qualified to teach skill.

Law Enforcement and Fire Fighting

‐ Job shadowing is required; 4 hours maximum. Job shadowing is when the student follows a mentor or other worker in order to observe how he/she does the job. The student does not actively participate during job shadowing. May not job shadow a current or former employer or a relative. ‐ Students must create a career plan (template on Blackboard) ‐ The product or performance should result from expertise gained through the experience. ‐ Examples or Career‐Related Products or Performances: ‐ Take knowledge/skill test at end of course as applicable ‐ Demonstration of proper lifesaving or protective techniques ‐ CPR/First Aid certification and/or AED certification ‐ Organize a fundraiser to support one of the these agencies ‐ Create, schedule, and present a safety presentation for elementary/middle school children ‐ Must attend class to earn CPR/first aid certification. Student is responsible for cost and scheduling. NO on‐line certification accepted. ‐ May attend Explorers meetings. Attendance at Explorers meetings needs to begin in early fall to ensure you qualify for a ride along. If attending, meetings must be documented with a meeting log signed by a supervisor. (Continued…) ‐ Must show this is a serious career consideration by doing ONE or more of the 17

Law Enforcement and Fire Fighting (continued)

Military Career

‐

‐ ‐ ‐ ‐ ‐ ‐

Personal Trainer

‐

‐ ‐ ‐ ‐

following: o Sit in at least one class (one‐to‐three hours) in the field at local college or school. o Attend a professional event, meeting, or workshop. o Attend a one‐on‐one tutorial with mentor or other expert who is qualified to teach skill. Job shadowing is required; 4 hours maximum. Job shadowing is when the student follows a mentor or other worker in order to observe how he/she does the job. The student does not actively participate during job shadowing. May not job shadow a current or former employer or a relative. Students must create a career plan (template on Blackboard) The product or performance should result from expertise gained through the experience. Examples or Career‐Related Products or Performances: Results of ASVAB test Certificate of completion for military approved or conducted physical training program. ‐Must show this is a serious career consideration by doing ONE or more of the following: o Collect and complete all materials (applications, letters of rec., etc.) necessary to enter the field. o Sit in at least one class (one‐to‐three hours) in the field at local college or school. o Attend a professional event, meeting, or workshop. o Attend a one‐on‐one tutorial with mentor or other expert who is qualified to teach skill. Job shadowing is required; 4 hours maximum. Job shadowing is when the student follows a mentor or other worker in order to observe how he/she does the job. The student does not actively participate during job shadowing. May not job shadow a current or former employer or a relative. Students must create a career plan (template on Blackboard) Must attend class to earn CPR/first aid certification. Student is responsible for cost and scheduling. NO on‐line certification accepted. The product or performance should result from expertise gained through the experience. Examples or Career‐Related Products or Performances: o Create a diet and exercise plan for a mock client (be sure to specify client gender, goals, and starting data) o Create a goal‐specific handbook for a specific type of client o Earn a certificate towards personal training licensure

Technology General Requirements

Students must show proof of ALL work done to create their final product. Show evidence of the following: planning, process, procedures, coding information, schematics, problems and solutions, mistakes, tools and resources, skills learned, and completed product. Students may utilize photographs, videos, notes, samples, audio and video recordings, receipts, records of research, and any other means of proof. 18

Additional Requirements for specific projects (Technology)

Computers

‐No computer rebuilds or kits will be approved unless contract includes extension activities. For example: business plan, substantial community service involving computers, etc.

Web Design

‐Must submit all text for the web page to SafeAssign and include a copy of the originality report in portfolio. ‐Must create a customized web page (NO templates!). ‐Must exhibit mastery of a scripting language and include a copy of the coded pages in portfolio. ‐Must post web page on the internet so judges can read online. ‐Must go beyond what has been (or will be learned) learned in a web design class. If designing an App, final product must be functional – more than just code.

Arts General Requirements

Students must show proof of ALL work done to create their final product. Show evidence of the following: planning, sketches, drafts, process, media used, musical scores, demo tapes, procedures, problems and solutions, mistakes, tools and resources, skills learned, and the completed product. Students may utilize photographs, videos, notes, samples, audio and video recordings, receipts, records of research, and any other means of proof.


Culinary

‐Must complete a cooking class or tutorial by a qualified expert. ‐If doing community service, it must be related to culinary arts. ‐Must have a product (ex: cookbook with adapted recipes and nutritional information) or performance (ex: dinner party or cook‐off). Adapted recipe documentation must include the original recipe, clearly labeled with source documentation, alongside your adapted recipe, and include reasons for your adaptations. ‐Must learn and exhibit knowledge of nutritional elements of cooking through documented evidence. Include nutritional information for each. Try www.myfitnesspal.com for info. ‐Cake decoration limited to only the most substantial of projects.

Dance Choreography

‐ Student must show clear proof of work on choreography – through both notes and video; video must record all stages of the process – planning, teaching, cleaning, rehearsal, and final performance. ‐ Student may do one of the following: o Choreograph a group number for dancers of any level of experience – minimum of 4 dancers o Teach a simple solo or group dance to inexperienced (or special needs) dancers ‐ Student will need to ensure that dancers participate in the Capstone Recital; other performances may be done as well, but the Capstone Recital is required.

Film

‐Must create a storyboard ‐Must write a proposal that pitches film to a potential producer ‐Must have substantial (10 hours or more) raw footage that is edited to a 1‐3 minute film.

Music Composition

‐Must meet and sign‐off with Mr. Line prior to final contract approval – initials on final draft of contract. ‐Must have scoring and/or instrumentation approved by Mr. Line. 19

Music Composition (continued)

‐Must learn to read/write music, using music software. ‐Must provide musical score (see Mr. Line) ‐May copyright music. ‐Composition must be a minimum of three minutes, one song. ‐Must involve a public performance at the Capstone Recital in which you play or perform composition. No jamming or cover tunes allowed at Capstone Recital. The performance itself will count as three (3) hours of field work. Additionally, all rehearsals and meetings should be counted as well. ‐Must submit a recording of composition at Capstone Recital, ‐ Must include a video Capstone Recital performance in final Portfolio

‐ Must take lessons from a qualified, experienced teacher. ‐ Must learn a minimum of 3 songs and document learning through recorded audio performance presented to Mr. Line prior to Capstone Recital (the 3 songs will include the song performed at the recital). ‐ Must involve a performance at the Capstone Recital. The performance itself will count as three (3) hours of field work. All rehearsals and meetings should be counted as well. ‐ Must include a video of Capstone Recital performance in final Portfolio; additional video and audio evidence of work on project is required to document all stages of learning ‐ May NOT use any school related performances /rehearsals toward Capstone hours.

Musical Performance

Music Production

Photography

Writing

‐Restricted project; only most substantial proposals will be approved by Mr. Line ‐If approved, must provide recording to Mr. Line at Capstone Recital and must present the performance at recital. The performance itself will count as three(3) hours of field work. All rehearsals and meetings should be counted as well. ‐Must take a photography class (outside of OHS classes) AND/OR join a photography club – Oviedo’s club can be found at www.wix.com/oviedophotographic/club ‐Must focus on a specific type of photography (sports, nature, wedding, etc.) ‐Must show progression from early to final photos ‐Must create a professional portfolio to include captions explaining subject and technical and editing information. Should also include a contact sheet of all prints and at least 15‐20 finished full shots. ‐ Must focus on finishing a short piece of writing and submitting to publication. For example, instead of writing a novel, student should finish writing the first chapter and write a proposal letter. ‐ Must be a member of a writing group in order receive feedback from experienced writers. Must show evidence of writing group participation in portfolio. ‐ Must show evidence of substantial revision, including first, middle, and last drafts in portfolio.

Physical Experience General Requirements

Students must show proof of ALL work done to complete their experience. Show evidence of the following: planning, process, procedures, training, tracking charts for weight and muscle progression, dietary charts, calendars, race entry forms, workbooks, problems and solutions, mistakes, tools and resources, skills learned, and proof of the completed performance. Students may utilize photographs, videos, notes, samples, audio and video recordings, receipts, records of research, and any other means of proof.

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Additional Requirements for specific projects (Physical Experience)

Physical Fitness/Training

Scuba Diving Certification

‐Physical training may NOT be undertaken by students already involved in an organized sport. ‐May do pre and post Presidential Fitness Test. Pretest must be documented by ROTC or the OHS physical education department during the first or second quarter before training begins. The pretest MUST be done during the second quarter. ‐Must attend training or class closely monitored by a professional. ‐Must NOT involve the use of nutritional supplements. ‐Must design a workout program that includes clearly stated base‐line performance, desired outcome, and schedule of activities. ‐If project is related to nutrition and wellness, must keep a food diary for period of training. ‐Must involve structured documentation of program implementation and results. ‐May NOT be a personal trainer for another person. ‐May have a work‐out buddy. ‐May involve a competitive event. ‐May involve YMCA certification program for high school students or other certification program, if student qualifies. ‐Must go beyond basic training to more advanced training (for example: wreck diving, cave diving, rescue diving, open water). ‐ If doing community service, student must include an organized clean‐up dive, beach clean up or other organized water‐related environmental work. ‐Must attend class for certification. NO on‐line certification accepted.

Academic Exploration General Requirements

Students must show proof of ALL work done to create their final product. Show evidence of the following: planning, process, procedures, problems and solutions, mistakes, tools and resources, skills learned, research evidence, experiment logs or records, record of hypothesis and results, and written analysis of final learning or conclusions. Students may utilize photographs, videos, notes, samples, audio and video recordings, receipts, records of research, data, test scores, and any other means of proof.

Additional Requirements for specific projects (Academic Exploration)

Academic Independent ‐ The mentor must be qualified to monitor and facilitate this level of study and must Study be a professor at an accredited college or university. ‐If completing Independent Study, student must follow formatting or requirements of the school the mentor is associated with. See www.coursea.org to get started.

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3

Calendars – by Quarter

QUARTER 1: Assignment

Intro Date

Due Date

% of Grade

Junior Edition Reflection (these will be handed prior to meeting on 8/14)

Poster Walk Activity

st

Early 1 week

8/14

Advisor Acknowledgement (OPTIONAL but highly recommended)

Potential Mentor List ‐ 3 minimum Contract Draft # 1 (No signatures needed) Mentor Meeting Script and Role Play

Tour and Mandatory 10% Skills /Walking through the Capstone Handbook Tour and Mandatory 10% Skills /Walking through the Capstone Handbook Capstone by Quarter/ Extra Credit Quarter 1/Advisor and Mentor 5% Self Generated Capstone by Quarter/ 10% Quarter 1/Contract Capstone by Quarter/ 15% Quarter 1/Advisor and Mentor

8/21

8/14

8/21

8/14

8/28

8/21

8/28

8/21‐22

8/28‐29

8/28

9/4‐5

9/11

9/18

25%

Capstone by Quarter/ Quarter 1/Contract

8/14

9/26

5%

See p 9 in Handbook

Revised Contract Due (Draft #2) (must fix prior to showing to Mentor for signatures)

Portfolio Supplies (intro at class meeting)

Mentor Thank You Letter (in‐class) Capstone Participation Exam Grade Reflective Argument Essay

9/11 9/26 10% Written Communication Ongoing 8/14 5% N/A Capstone comprises ½ of the 20% exam grade each quarter 50% of Capstone by Quarter/Quarter 9/26 10/2 exam 1/Quarterly Exam Info

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Capstone by Quarter/ Quarter 1

8/15

Handbook Scavenger Hunt (Intro when handing out Handbooks at all class meeting on Thursday 8/14)

5%

Where to find on Capstone Blackboard


Intro Date

Due Date

% of Grade

Where to find on Capstone Blackboard

40%

Capstone by Quarter/Quarter 1/Contract OR Capstone by Quarter/Quarter 2/Contract

Final Contract (viewed and signed by Student, Parent, and Mentor, ready for Capstone Committee Approval; ½ of this grade counts towards the process grade, and ½ towards the quality grade)

9/26

10/16

Portfolio Progress Check (must show PROOF of work done so far, including at least 5 hours of field work reflected on Field Work Log part 1(10%), appropriate artifacts (evidence) to show proof of work listed (10%), and partially completed Work Log Part 2 that reflects current artifacts, and communications (10%))

10/16

11/6

30%

Capstone by Quarter/ Quarter 2/Portfolio Assembly AND /Work Logs

Informational Speech w/visual (2‐4 min)

10/30

11/13‐14

25%

Capstone by Quarter/ Quarter 2/Informational Speech

Capstone Participation

10/2

Ongoing

5%

N/A

Exam Grade Reflective Argument Letter

Capstone comprises ½ of the 20% exam grade each quarter 50% of Capstone by Quarter/Quarter 11/20 12/4 exam 2/Quarterly Exam Info


Intro Date

Due Date

% of Grade

Final Portfolio including the following:  Signed and completed Mentor Feedback  Completed Self‐Assessment  Completed Fieldwork Logs parts 1 & 2  All evidence to show proof of work done and PROOF of completed final product  All other documents on checklist

10/16 and 12/4 and 1/8

1/22

40%

Final In‐Class Speeches Final Mentor Thank You Letter Boards Presentations Final Capstone Poster Capstone Participation Exam Grade Self‐Assessment (included in final Portfolio)

Capstone by Quarter/ 1/15 20% Quarter 3/3rd Quarter Speech Information 2/12 2/19 10% Written Communications Week of Capstone by Quarter/ 1/29 20% 2/17‐20 Quarter 3/Boards Capstone by Quarter/ 2/12 2/20 5% Quarter 3/Final Poster 10/2 Ongoing 5% N/A Capstone comprises ½ of the 20% exam grade each quarter 50% of Capstone by Quarter/Quarter 12/4 1/22 exam 3/Quarterly Exam Info Week of 2/2‐6

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Where to find on Capstone Blackboard Capstone by Quarter/ Quarter 2/Portfolio Assembly AND /Work Logs AND /Quarter 3/Final Portfolio and Assessments


Due Date

% of Grade

Mentor Feedback Score, Portfolio Score, and Boards Score)

Compiled after Boards

100%

Exam Grade

Capstone comprises ½ of the 20% exam grade each quarter

Final Capstone Grade – (composed of

Jr. Class Presentations

TBD

50% of exam

Resources TBD

TBD

Other important Capstone Dates: Capstone Recital: 3rd Quarter –Tuesday, Jan. 13, 2015 Capstone Showcase Friday, March 27, 2015

Notes, Questions, Ideas:

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