Post on 10-Jun-2020
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Middletown High School Capstone Project Manual
2019-2020
A Handbook for Students, Mentors,
Parents/Guardians, and Teachers
Middletown High School Mission Statement Middletown High School is an educational community committed to providing the
academic, civic, and social tools essential for the future success of our students.
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Middletown High School
Capstone Manual
Table of Contents
21st-Century Student Learning Expectations…………………………………… 3
Introduction – Capstone’s History…………………………………….…………. 4
Capstone Components………………………………………………………….... 5
Standards……………………………………………………………………….... 5
Capstone Project Defined…….…….……………………………………………. 8
Capstone Roles/Responsibilities……………………………………………….... 10
Capstone Timeline…………….………………………….……………………… 15
Capstone Proposal Letter………………………………………………………… 16
Research Paper ………………..………………………………………………… 18
Reflective Essay.…………………………………………………………………. 27
Job Shadow/Internship Journal…………………………………………………... 28
Job Shadow / Internship Letter of Recommendation…………………………….. 29
Capstone Presentation……………………………………………………………. 30
BCI Check Info, Forms, and Rubrics…………..………………………………… 31
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Capstone Project 21st Century Learning Outcomes (SLE) Alignment
1. Exhibit content mastery by showing proficiency on identified learning targets in
every course.
2. Communicate effectively in a variety of formats; reading, writing, speaking and
listening.
3. Research and critically analyze in order to create new understanding both
independently and collaboratively.
4. Think critically, creatively and effectively in order to solve real world problems.
5. Apply learning behaviors that are conducive to achieving individual and group
goals; such as time management, high level questioning, persistence,
responsibility and active participation.
6. Understand and contribute to the community and global society as a responsible
citizen.
7. Apply technology skills to access, analyze and interpret information and
communicate findings to various audiences.
8. Empower their own learning by setting short and long-term goals, monitoring
progress towards goals and reflecting on successes and improvements in order to
be college and career ready.
Applied Learning Standards that must be met in the Capstone Process
A1. Problem solving - This applied learning standard is the core of the Capstone Project
and students must choose one of the following problem-solving standards for the basis of
their project:
A1a Designing a product, service or system – Identify needs that could be met by
new products, services, or systems and create solutions for meeting them;
A1b Improving a system – Develop an understanding of the way systems of
people, machines, and processes work; trouble shoot problems in their operation
and devise strategies for improving their effectiveness; or
A1c Planning and organizing an event or activity – Take responsibility for all
aspects of planning and organizing an event or activity from concept to
completion, making good use of the resources of people, time, money, materials
and facilities. This event must include content standards.
A2. Using communication tools and techniques
A3. Using information tools and techniques
A4. Applying self-management (Reflection/Evaluation)
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I. Introduction- Capstone’s History
Middletown High School students are required to complete a Capstone Project in order to
fulfill a Rhode Island Department of Education’s Proficiency-Based Graduation
Requirement. A Capstone Project allows a student to choose a topic, generate a research-
based project, and solve a problem. Successfully completing the project demonstrates
that a student can meet identified applied learning standards, Common Core State
Standards, and content standards.
The Capstone Project began at Middletown High School in 2000, eight years before it
became a requirement by the RI Department of Education. The Capstone Project then
evolved from a volunteer after school initiative to a stand-alone semester-long class
through the spring of 2008. Every graduate from the graduating class of 2008 completed
the Capstone Project. The following academic year witnessed the district embed the
Capstone Project in the Junior-year English course. In 2011-2012, the Capstone Project
became a hybrid plan encompassing both the Junior and Senior years. In Spring 2013,
the Capstone Project moved to the Senior year in order to meet RIDE’s expectations for
implementing the CCSS in the English curriculum.
2018 witnessed another evolution in the MPS student-centered PBGR experience. MHS
introduced the opportunity for students (both juniors and seniors) to explore a career
through a job shadow/internship experience.
The Capstone Project is designed to be completed independently by students with the
guidance of a mentor of their choice (immediate family members excluded) who has
expertise in the Capstone Project’s field. The student’s English teacher provides
additional support and instruction for the components of the Capstone Project explained
throughout this manual.
In order to successfully complete their Capstone Project, students need to exhibit the
ability to solve complex problems, evaluate and synthesize researched information, write
effectively, communicate articulately, stay organized, manage time wisely, use
technology skillfully in a presentation, and artfully complete an oral presentation.
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II. Capstone Components
The Capstone Components are:
Parent Letter of Consent /Waiver Form
BCI forms for Mentor/Immediate Supervisor in Job Shadow or Internship
Proposal Letter
Research Paper for Senior English Class
Project (or job shadow/internship)
4 Journals*
Reflective Essay (about the research process and project)
Fieldwork Log
Mentor Evaluation of Project
Mentor Letter of Recommendation*
PowerPoint/Visual Presentation and Speech
Presentation in Front of Judges
*components only associated with a job shadow or internship
III. Standards
Numerous standards originating from various governing organizations are met through
successful completion of the Capstone Project. Common Core and academic discipline
content standards vary based on a student’s choice of project. All students, however,
must demonstrate mastery of several Applied Learning Standards through their
Capstone Project. These are:
Critical Thinking, in which the student detects incompleteness,
inconsistency, an opportunity for expansion of ideas, products, procedures,
etc. and formulates core questions and assertions about topics or areas of
interest.
Problem Solving, in which the student organizes and conducts a process to
create intellectual or physical products, hold an event, improves a system, or
otherwise moves towards the solution of an identified core question.
Research, in which the student uses information tools and technology to learn
and deepen his or her understanding about the chosen issue.
Communication, in which the student questions, learns from others, and
informs.
Reflection/Evaluation, in which the student reviews and thinks critically
about the product and process and makes necessary revisions.
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The student chooses how to meet these standards through their Capstone Project or Job
Shadow/Internship experience. In addition to the applied learning standards, a student
must also demonstrate competency in at least one content area. In the Capstone Project
Experience, the student chooses content and performance standards in one or more areas
to provide the focus for their applied learning.
The student should choose one of the following Rhode Island Applied Learning
Standards upon which to base their Capstone:
o A1a Designing a product, service or system: Identify needs that could be met by new products, services, or systems and create
solutions for meeting them;
o A1b Improving a system: Develop an understanding of the way systems of people, machines, and processes
work; trouble shoot problems in their operation and devise strategies for
improving their effectiveness; or
o A1c Planning and organizing an event or activity: Take responsibility for all aspects of planning and organizing an event or activity
from concept to completion, making good use of the resources of people, time,
money, materials and facilities. This event must include content standards.
ISTE Standards
In addition to using technology to communicate effectively during their Capstone
Presentation, students routinely utilize technology in clever and thoughtful ways as
articulated by the ISTE National Educational Technology and Performance Indicators for
students.
https://www.iste.org/standards/for-students
1. Creativity and Innovation. Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration. Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts or others employing a
variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners
of other cultures.
d. contribute to project teams to produce original works or solve problems.
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3. Research and Information Fluency. Students apply digital tools to gather, evaluate,
and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem-Solving & Decision-Making. Students use critical
thinking skills to plan and conduct research, manage projects, solve problems and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for
investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship. Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and
technology.
b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts. Students demonstrate a sound understanding
of technology concepts, systems and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
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IV. Capstone Project
The first step in creating a Capstone Project is for the student to identify an area of
interest. The project should be open-ended, exploratory, and involve a learning stretch.
The Capstone Project is an action-based path to new knowledge during which a student
will explore, identify, and solve problems. As such, it should focus on applied learning
and will work best when it is based in a student’s personal interests and real-world issues.
If the student is engaging in a job shadow/internship as the Capstone Project, then a
minimum of 30 hours must be spent in the job shadowing/internship role. Students may
be paid for their work and should be supervised by someone who is not an immediate
family member. The work needs to happen outside of the school day and result in an
acquisition of knowledge and experience in that career field. The student will be expected
to engage in an element of the job which inspires a learning stretch and be prepared to
report out to fellow MHS students to teach them about a career in the studied field of
work. The time spent in the job shadowing/investigation of a career cannot simply be
something that the student is already doing as a job or extracurricular activity. It requires
the student to play an active role, not simply observe someone else working.
The student must address one of the RI Applied Learning Standards. In addition to the
RI Applied Learning Standards, the Capstone Project must be aligned to a Content
Standard and/or Common Core State Standards. Listed below are historical examples
that meet the requirements and expectations of a Capstone Project:
Design a Product, Service, or System (A1a)
o Design and build a physical product.
Some examples at MHS include desks, entertainment centers, tile tables,
benches, baseball bats, go-carts, skateboard ramps, and newly designed
rooms.
o Design a plan for development of a park or recreation area.
Some examples at MHS include the design of a brochure for public use of the
Oakland Forest Trail in Portsmouth and plans for a bridge over the runoff water
at Easton’s beach
o Investigate an issue (social, political, scientific, moral/ethical, artistic) and
propose possible solutions.
An example at MHS includes redesigning our school district’s recycling methods
o Design a service.
Some examples at MHS include tutoring services, computer classes for
teachers, Best Buddies, Safety Town, and Leo Club.
Improve a System (A1b)
o Improve the system for water treatment in a community.
o Design a curriculum unit to address a gap or a problem you identified.
o Identify a problem within the structure of student government and make a
proposed solution.
o Troubleshoot and repair faults in the operation of an automobile, mechanical
device, or computer-based system.
Examples at MHS include rebuilding vehicles, rebuilding computers, removing
rust from a vehicle’s exterior.
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Plan and Organize an Event or an Activity (A1c)
o Plan and Organize a voter registration drive within the school or community.
o Arrange a series of career information seminars.
Examples at MHS include hosting a career fair with community businesspeople.
o Organize a cultural festival/business exposition.
Examples at MHS include putting on a Spanish Festival for 200 students.
o Organize a presentation of student art work.
Examples at MHS include various art shows hosted both on and off campus,
theater productions hosted by both MHS and Gaudet, improvisational nights,
writing expositions, etc.
o Plan and organize a fundraiser for a nonprofit organization. (Students must
adhere to school policy concerning fundraising activities. Please file necessary
forms with the appropriate school district offices.)
o Plan and direct a clinic to teach proficiency in a skill. The student’s coaching of
participants should require a minimum of five (5) hours of contact time with
participants in order for them to become more proficient in the skills being
taught.
o Design and implement lessons at an elementary, middle, or high school.
Examples at MHS include lessons completed at all three levels with teaching
topics that include meteorology, physics, art, writing, history, theater, and much
more. (Note: All teaching capstones require a minimum of two (2) or three
(3) lessons taught on two (2) or three (3) different days that total at least 90
minutes.
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V. Capstone Roles and Responsibilities
Students Ultimately, the student is responsible for the success of the Capstone project. He/she
must work closely with his/her mentor, parent/guardian, and English teacher to
accomplish the following:
Step 1 Identify an area that allows an in-depth exploration of a topic whose goal is
problem-solving, resulting in a path to new knowledge (learning stretch).
Step 2 Complete the Capstone Proposal for final approval by the Capstone Advisory
Committee, mentor, and parents/guardians. The Capstone Project must address
applied learning standards. The Capstone Proposal, which must be typed, will be
reviewed in the senior English class. Juniors should submit their proposal to the
Humanities Director.
Step 3 Select and work with a mentor who helps to guide the student through the
process. Mentors may be identified from within or outside the school community
to provide expertise and support; however, we strongly encourage students to
contact mentors outside the school. Immediate family members (defined as any
family member living in the home) should not be selected as a student’s mentor.
Mentor information must be recorded on the Capstone Proposal. Mentors who
are not employed by the Middletown School Department must have a BCI check
and complete a Volunteer Application. Instructions for completing the forms are
found in this manual.
Step 4 Adhere to a timeline for the major activities in the project, including regular
meetings with the project mentor.
Step 5 Follow specified procedures prior to conducting lessons/clinic at an institution or
venue. Complete the “Form for Visiting Other Institutions.”
Step 6 Conduct thorough research on content. Consult regularly with the mentor and
English teacher to ensure that progress is being made. Research process
information will be recorded in the reflective essay.
Step 7 Complete a Works Cited page in proper MLA format.
Step 8 Consult the Informational Writing Rubric and the Capstone Oral Presentation
Rubric to ensure that all elements are adequately addressed.
Step 9 Write a research paper that complements or connects to his/her Capstone Project.
The connection between the research and the Capstone project should be evident
in the reflective essay. In other words, the reflective essay explains how the
research aligns with the project.
Step 10 If teaching a class or clinic, students must complete lesson plans using a “Lesson
Plan” template.
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Step 11 Maintain a Fieldwork Log (at least 12 hours).
Step 12 Generate and complete the mandatory Mentor Evaluation.
Step 13 Complete the project.
Step 14 Write a reflective essay on the projects/process.
Step 15 Consult the final Capstone Oral Presentation Rubric and guidelines in preparation
for the final presentation.
Step 16 After completion of the project, we strongly suggest that students write a thank
you note to the mentor/community members who helped with the project.
Step 17 Complete PowerPoint slides / Prezi and speech for the presentation.
Step 18 Secure and present the mentor’s evaluation of the product (mandatory).
Step 19 Prepare 3 final presentation folders of essential project elements for
Judges to have in front of them.
Step 20 Select technological resources for the final presentation that effectively
communicate the necessary elements of the presentation.
Step 21 Present the Capstone product to the judging committee, after a practice
presentation in class.
Step 22 Dress appropriately for visits to other institutions and venues.
Step 23 Maintain an electronic portfolio of the required Capstone components: Capstone
slides and speech, and oral presentation.
If the student is completing a Job Shadow/Internship, then the student should:
o Keep a log of hours, dates worked, explanation of jobs/projects/tasks completed
o Have the mentor who is overseeing the job shadow/internship sign off on the
successful completion of 30 hours of direct contact work and/or directed activity
o Chronicle the experience by taking photos and recording videos of the work.
o Secure necessary permissions for photos/images being recorded in order to use these
during the job shadow report out and the Capstone presentation
o Be punctual, dress appropriately/professionally, be polite and courteous.
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o Write a minimum of 4 journal entries, between 400 - 800 words each to be
submitted in the English 12/AP Literature class. Remember it is about the quality of
the journal not the number of words. Be descriptive and detailed.
o Gather flyers and business cards to illustrate the work you participated in, and any
other items that physically validate/illustrate the shadowing/internship experience.
This evidence/documentation must be included in the Judges Folders that you create
and put into the hands of each judge prior to the final presentation.
o Take notes about the job shadow internship experience. Make sure to take notes
every time you go to the work experience. Keep them in a “working notebook” which
you can review and provide upon request to a teacher, mentor, parent, or Capstone
Coordinator. Include what you observed, the activities you participated in, what you
learned. Entries should make the readers feel that they are right there on site with you.
As well as describing what you did, the journals must reflect your successes, failures,
and growth. It should reflect emotions and reactions, not just time involved and work
completed.
o Secure a Letter of Recommendation from the Mentor (framework explained later in
this manual).
Senior English Teacher
The English teacher is a guide/facilitator for developing and implementing the following
academic elements of the Capstone project:
o Introduce the student to the design of a Capstone Project.
o Distribute and review framework guides for the Capstone Proposal.
o Help the student identify a topic for the Research Paper.
o Assist the student in developing an acceptable Capstone Project Proposal that
addresses the required RI Applied Learning Standards.
o Review the Capstone Project timeline with the student.
o Familiarize the student with the rubrics and framework guides that will guide the
student during the project.
o Monitor the student’s progress in content research.
o Teach all aspects of the Research Paper and assess the product.
o When at standard, direct the student to upload the project documents to TIEnet.
o Review and grade the Reflective Essay.
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o Collect the Fieldwork Log, Journals, Mentor Letter of Recommendation, and Mentor
Project Evaluation as needed.
o Review how to deliver a successful oral presentation using the rubric as guidance.
o Evaluate/provide feedback on the practice presentation.
o Communicate which items should be included in the folder provided to the
presentation judges.
Mentor
The mentor is the guide whose professional knowledge and expertise in the field of study
will allow them to be responsible for:
o Understanding the responsibilities of a mentor as outlined in the Capstone Manual.
o Completing Volunteer Information Sheet and BCI Release and Waiver Form.
Please submit the information to MPS before working with the student. The
process for this is as follows: 1. The student gives the volunteer packet and consent form to their potential mentor. 2. The mentor fills out the pages and gets the document notarized. If they can't find
someone to notarize it, then they can email Abigail Dunn to set up an appointment at
Gaudet to get it notarized or come to the high school and see Mrs. Maria Dowler.
The parent/guardian signs off that they know their child is working with this mentor.
The relationship between the student and the mentor is generated by the student. The
school district and its personnel cannot be held responsible for the relationship
created by the parent/guardian and the student with a mentor. 3. Once the BCI is notarized, they can bring it to the Middletown Police Station
Monday-Friday, 9-4pm. o Meeting with the student.
o Consulting with the student on a regular basis and documenting 12 fieldwork hours.
(30 hours if it is a job shadow/internship)
o Reviewing the student’s final product and/or attending any clinics or lessons. The
mentor should be present when a student conducts an event/clinic/class.
o Completing an evaluation of the final product (mandatory).
o Verifying and signing the Fieldwork Log (at least 12 hours, 30 for job
shadow/internship).
o Mentors are welcome to attend the final presentation. Please contact the Humanities
Director prior to the presentation date in order to coordinate attendance.
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Parent/Guardians
The parents/guardians must be involved in their student’s PBGR process. They should:
o Understand that the selection of the career exploration/fieldwork/product component
is a decision made independently of the staff and administration of Middletown High
School.
o Know that all consequences of the fieldwork/project choice, production or experience
rest solely with the student and parent/guardian.
o Communicate any questions or concerns in a timely manner to their student, the
mentor, the teacher, and/or the Humanities Director as appropriate.
o Understand that this project selection is student-centered, yet it must also be approved
by a parent/guardian. If the fieldwork is a product, it must be physically present at
school as part of the Capstone Presentation. If the fieldwork is a service or activity, it
must be documented by photos or a video.
o Assume all responsibility for any risks and costs that might be inherent in the project
chosen.
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VI. Capstone Timeline
The Capstone Project at Middletown High School is intended to be completed during the
senior year. The project is facilitated and supported by the English teachers and the
Capstone Mentor. However, it is the responsibility of the student to meet the deadlines
of the project and complete the Capstone elements by the dates shared below.
Capstone Project Timeline
2019-20 Component Due Assessment
Proposal Letter
Parent Consent Form
BCI Check for Mentor
Mentor Consent Form
Quarter 1
September 2019
Pass/Revise/Fail
Essay/Writing Grade
Committee Approval
Research Paper Quarter 2
November 2019
Test grade and
Portfolio Task
Project Completion Date
(includes lesson plans,
agenda, fieldwork log,
mentor evaluation and
verification)
Quarter 3
March 2020
Not graded
Job Shadow/Internship
Journals (4)
January (2) + April (2)
2020
Not Graded
Reflective Essay on the
Capstone Project (must
attach Fieldwork Log with
Mentor Evaluation)
Quarter 3
April 2020
Test grade and
Portfolio Task
(Senior English)
All Components Complete
(No practice presentation
date will be assigned unless
all parts are complete.)
Quarter 4
April/May 2020
Test grade utilizing
Capstone Presentation
Rubric
PowerPoint/Prezi and
Speech (Students will
deliver an assessed
presentation in
class/advisory
Quarter 4
April/May 2020
No grade
Final Presentation to Panel
of Judges
Quarter 4
May 2020
Dates TBA
Pass/Fail: Graduation
Requirement
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VII. Capstone Proposal Letter
Before you begin your Capstone Project, it needs to be approved by your
parents/guardians and the Capstone Advisory Board at MHS. The Proposal Letter will
explain how you are going to meet the expectations for the Capstone Project, Job
Shadow, or Internship and will provide MPS with the signed documents which show that
you and your parents/guardians have communicated with the potential mentor and they
approve and consent to the project. You cannot begin your fieldwork until your Capstone
Proposal has been approved by the Capstone Advisory Board and the required
documentation has been submitted. Students who do not have their Capstone Proposal
Letters in by the October Due Date in English class may be placed on Academic
Probation (see Student Handbook for ramifications).
Capstone Project Proposals should be written according to the following letter format:
- Letters must be typed and single-spaced using 12 point Times New Roman font.
- Follow “Block Style Letter Format”
- Letters must be addressed “Dear Capstone Project Advisory Board” and signed.
- Each paragraph of the letter must address the following questions, answering each
question specifically and with as much detail and explanation as possible:
Proposal Paragraph 1: How and Why Did I End Up Here?
Student Interest / Prior Knowledge – What is your proposed project (job
shadow/internship), and why did you choose it? What do you already know about
your project (career field), and what skills do you have that will be helpful in
completing your project (being successful in the career field)?
What Applied Learning Standard will you be achieving?
(A1a) Design a Product (e.g. build a bookcase or create a website)
(A1b) Improve a System (e.g. rebuild a computer, redesign the way we recycle)
(A1c) Plan and Organize an event or an activity (e.g. teach classes or run a clinic)
Learning Stretch - How will this project (or study in a career field) be a learning
stretch for you? Be sure to use the phrase “learning stretch” as you explain what you
will need to learn in order to be successful on your Capstone Project.
Proposal Paragraph 2: Brainstorming Potential Resources
Explain what you need to learn in order to complete your Capstone project (job
shadow/internship).
Who will be your mentor? What skills or expertise does he/she have
that will help you complete the Capstone? Help us understand their
knowledge/skills/standing in the field of study. How did you find your mentor? If
you already knew your mentor before you started Capstone, then please explain the
relationship (how you knew that person).
What challenges do you think you might encounter? How might you overcome
them?
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Proposal Paragraph 3: Research Paper
You will have the opportunity to write a research paper. Please describe the general focus
of your paper. Please discuss any preliminary areas of exploration or questions you have
identified concerning your potential paper topic choice.
What is your thesis statement? (Please put thesis statement in bold and underline.)
How does your paper topic complement and/or connect to your Capstone project?
What three subtopics do you anticipate researching in order to better understand
the topic? (Note: You should have a minimum of three).
Other than databases (such as EBSCO) and focused internet searches, what
sources do you predict you will be able to use in order to help write your research
paper/investigative report? What sources can you turn to for help in order to learn
skills/information to complete your research paper (i.e. mentor interview,
magazines, instructional videos, podcasts, Ted Talks, primary source documents)?
Whom are you going to interview to provide insight into the topic?
Proposal Paragraph 4: Academic Honesty
Please define plagiarism and explain some of the different forms it can take. How
do students purposefully plagiarize? How do students accidentally plagiarize?
Explain the need to complete all the requirements of Senior Project with academic
integrity and honesty.
Please ensure that you put the following statement into this paragraph:
o I understand that if I plagiarize or falsify the Capstone project in any
way, I will be called to appear before an MHS committee; and, in
addition to academic and disciplinary ramifications, I may be
jeopardizing my graduation from MHS. Additionally, I may need to
explain to college Admission Officers why I was academically dishonest.
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VIII. Capstone Research Paper Research Paper
The MLA-formatted Capstone Research Paper is approximately six to eight pages.
The topic of the research paper must be linked to the Capstone project. For example,
if a student conducts a coat drive for the Dr. Martin Luther King Center or Lucy’s
Hearth, the research paper might be on homelessness or support services in Rhode
Island. Or, if a student teaches a class about nutrition, the research paper might be in
the rising obesity rates in children. If a student builds a table, the research paper
might be on “Innovations in Furniture-Making in New England.”
Start with a thesis statement in the first paragraph. Include a hook and an overview of
the entire paper.
The body of the paper must include evidence from EACH of the sources.
Be sure to include a minimum of one piece of textual evidence from each source.
A minimum of five sources is required. Note: No encyclopedias, eHow, or Wikipedia
entries (or sources of similar type) are accepted. Scholarly journals are preferred and
can be accessed through EBSCO or www.askri.org
It must include an MLA-formatted Works Cited page.
Note: Teachers and students will work together in English class where students will
receive more specific documents and instruction on how to write an effective research
paper.
Drawing inspiration from your core question/thesis statement, write a research
paper that complements or connects to your Capstone Project. The MLA-formatted
Capstone research paper is approximately six to eight pages. The topic of the research
paper must be linked to the Capstone project. For example, if a student conducts a coat
drive for the Dr. Martin Luther King Center or Lucy’s Hearth, the research paper might
be on homelessness in Rhode Island. Or, if a student teaches a class about nutrition, the
research paper might be in the rising obesity rates in children. If a student builds a table,
the research paper might be on the innovations in furniture-making in New England.
*****Like with other papers you author at MHS, there is no plagiarism allowed in
this paper. Be sure to give credit to a source if you find information or wording that
is not yours. In fact, giving credit will serve as evidence that you have done the hard
work of researching and will be result in a more impressive document.
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Suggested Research Paper Format The research paper should be prepared using the following format standards:
o Typed in 12-point font
o Times New Roman
o Double-spaced
o Black ink
o One-inch margins
o No extra spaces between paragraphs—not even after the title.
o Use 5 trustworthy, academic sources. Note: No encyclopedias, eHow, or
Wikipedia entries (or sources of similar type) are accepted. Scholarly journals are
preferred and can be accessed through EBSCO or www.askri.org.
o 3 Subtopics with 3 body paragraphs for each subtopic = 9 body paragraphs
o Must have a properly-formatted Works Cited page.
o Last Name and Page # on the top right of each page
o Inclusion of visual engagement tools such as Charts, Graphs, Images, Links to
Videos (all which are cited in the Works Cited page)
First Page
o Student’s Name
o Teacher’s Name
o Course Name
o Date Due
o Double-space heading
o Title (something more informative and unique than “Capstone Paper” or
“Research Paper”)
o No bold, no italics, no quotes, no underlining of the title. Just the centered title.
o MLA-style last name and page number on the top right side of the page.
From the tool bar: Insert
Page Number
Top of Page
Plain Number 3 (upper right)
Type your last name, leave a space
Change font to Times New Roman size 12
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Research Paper Framework
Introduction Paragraph –set the tone of an intelligent and informed voice (ethos)!
Hook – The research paper needs to set an academic tone and define its voice for the
reader. To do this, you need to spend a few sentences inviting the reader to have an
intellectual, academic conversation without using first or second person pronouns (you,
we, us). Infuse the paper with academic research and intellectual word choices which
create a trustworthy, knowledgeable voice from start to finish. A very effective hook
choice is to present and analyze a quote about the topic being studied.
Context –Effort, patience, and time needs to be spent to frame the context of the
conversation the paper will have with the reader. Define the scope of the paper’s
investigation into the topic. Explain the topic so that anyone reading this paper will know
why they should care. What is the topic’s relevance or importance? Where is it taking
place? What is the scale/magnitude of the issue? How many people/places does it affect?
How common or prevalent of an issue is it?
Thesis: What is the main point of the paper? This is the heart and soul of the paper. Every
single paragraph is going to work to explore the subject, investigate the topic, and teach
the reader about what this sentence says.
Evidence: What are the three subtopics? What major sources lend themselves to the
learning about the subtopics? What are some of the sections of the paper which will be
explored as you present information to educate the reader about the topic and lead
him/her to an understanding of the thesis?
Wrap Up: At the end of the day, what should the reader carry away from this academic
conversation? What does the research reveal?
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Body Paragraphs
Statement: The topic sentence needs to be a statement which sets the purpose of the
paragraph. As you present this information, you can reference information presented in
earlier paragraphs.
Context – The paragraph needs to set the scope of the research. Explain the idea which
the topic sentence presents to the reader. Then, introduce the reader to the veracity
(truthfulness and trustworthiness) of the source to be quoted. Who is it? What do they do?
Is it a research study? If so, explain the study. What study is being referenced in the
quote? Who did the study? When was the study done?
Proof – Provide the quote
According to the 2014 University of Rhode Island research study entitled
Thinking is Important, “learning problem-solving skills is essential” (Aristotle
29).
Analysis – Take 3-4 sentences to explain what the quote is telling the reader. How does
the quote illustrate/support the topic sentence and the thesis? How can the knowledge
which the quote provides help the reader be more informed on the topic? You can
compare/contrast the information in this paragraph to information presented in earlier
paragraphs. Connections between ideas help people understand complex issues.
Conclusion Paragraph
Writers often, understandably, struggle with how to write a conclusion for a
research paper. They sometimes take the easy way out and just copy what they have
written earlier. This results in simple sentences which read like a bulleted list of the
earlier paragraphs and lose the reader’s attention. The last paragraph needs to be the most
memorable because it is the final impression the reader will have about you.
Yes, the final paragraph should present the thesis once more time.
Yes, the final paragraph should subtly reiterate (in different words) the
reasons/evidence which support the paper’s thesis.
But beyond that there can be a call to action for the reader. That means that this
paragraph needs to answer the reader’s question of So what? So what if all this is true?
Now what? Answer the reader’s questions.
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Works Cited
The last page of your paper is entitled: Works Cited
This is where you list all of the outside sources you used in your paper. There is a
handy link to help you with this necessary part of your paper:
From the school’s homepage: Quicklinks
Destiny
MHS
MLA Citation Maker
Follow instructions. Ask for help in the library!
We suggest you create a Works Cited page and build it as you go along in your
research. If you are missing any information for the citation, it is much easier to
do the entry as you are using the source, rather than searching for it later.
The entries should be double-spaced, using reverse indentation. Remember
to alphabetize the Works Cited page. By the way, this bullet of
information is an example of reverse indentation.
You must have at least one quote from each source. Parenthetical documentation
is used whenever you use words or facts that are not your own. “Place quotation
marks around the information you want to cite, use the last name of the author,
the editor, or the web site name if no author is given, the page number goes after
that, then the period; sometimes tedious, always necessary” (MacLean 3). Any
questions, please ask.
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IX. Capstone Reflective Essay The Capstone journey necessitates a piece of writing which reflects upon the research
process used to write the research paper and upon knowledge acquired by completing
the project. In this essay, the student must provide reflection on the research areas listed
on the Capstone Proposal. Additionally, the essay is a purposeful evaluation of what was
learned during the project. Students should reflect on the Capstone process and project,
address problems encountered, analyze problem-solving strategies, and describe the
resulting learning and personal growth.
Paragraph One - Introduction
o Engage the reader – What were your initial thoughts about the Capstone
process? I mean, it is required of everyone in order to graduate…. kind of
a big deal.
o Set the context – How did you land on this particular project? How did
your project get traction? How did you get some initial momentum going
in the Capstone process?
o Share the research areas of the paper: what did you need to go learn?
o What was required of you? What skills did you know you would have to
rely upon? What kind of time did you need to commit to setting aside?
Paragraph Two - Address the research process
o Where did you find sources?
o What obstacles were encountered while you researched and how did you
deal with them?
o Explain which two or three articles proved the most valuable and why.
Paragraphs Three and Four - Discuss the project
o How did the project end up looking? Did it change from what you thought
it would look like?
o What was learned along the way?
o What struggles did you encounter with the project? How did you deal with
them?
o What were your successes?
o Address your learning stretch. Consider skills, organization, time
management, and multi-tasking. Explain how this project pushed you to
grow.
Paragraph Five – Conclusion
o Explain to the reader how you accomplished your goals for the project.
o Explain any “soft skills” you developed. The term soft skills refers to the
ability to deal with other people. According to a 2014 US News and
World Report article by Bradford Holmes, “A common complaint among
employers is that young people do not know how to effectively carry on a
conversation and are unable to do things like ask questions, listen actively
and maintain eye contact.” During the process, you had to contact other
people. Explain what you learned about professionally dealing with others.
o Feedback and advice. What advice do you have for your teachers in order
to make this process as meaningful and beneficial as possible?
o What advice do you have for next year’s senior class in order for them to
get the most they can out of the MHS Capstone experience?
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X. Job Shadow / Internship Journals
Students will document their fieldwork through a series of journals – minimum of 4
journals, between 400- 800 words, single-spaced. You need to provide extensive detail
of your day.
While shadowing your mentor or interning in your job, you must take notes. Make sure
to take notes every time you go to shadow, keeping them in a “working notebook” which
the you can review and you will provide when requested by a teacher, mentor, parent, or
Capstone Coordinator. Include what you observed, the activities you participated in, what
you learned. Your journal should make the readers feel that they are right there with you.
As well as describing what you did, the journals must reflect your successes, failures,
and growth. It should reflect emotions and reactions, not just time spent and work
completed.
Possible Journal Prompts: Do not answer these in order - journals are your diary
entries!
● My duties/responsibilities are
● What I learned today IN DETAIL!
● Importance of safety in the workplace
● Where did you go?
● Whom did you meet and why did you meet them? We do not need actual names - just
job titles.
● What job opportunities are there in this facility? number of employees?
● How did you stretch yourself by experiencing something new and different? Did
mentor give you assignments? What? Explain in detail and keep copies of everything you
do.
● Are you already thinking this is not the job for you? Why is it not the job for you?
● How is the business run? Expenses? Leased/Owned premises? Insurance?
● Who is mentor responsible for? Who does he or she depend on to get his or her job
done?
● You want a holistic or total view of the business, not just what you observe. If you are
learning about how to wire a house for a new home entertainment system, you are
learning about the electronic and the construction skills necessary to wire a home.
However, you are also learning about the business side of your career investigation.
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XI. Job Shadow / Internship Letter of Recommendation Letter of Recommendation Please let your mentor know that at the end of your job shadow/internship, you will need
to collect a letter of recommendation from them speaking to your professionalism and
productivity during your time with their organization. The following is an example you
could share with your mentor if needed. This recommendation may later be used to apply
for school or future employment. Please make sure that your mentor signs the letter!
Paragraph One: Introduction
Paragraph Two: Involvement of Student in Activity
Paragraph Three: Overall Impression of Student
Paragraph Four: Did the student fulfill the requirement?
Bright Future Preschool 800 Elementary Boulevard
Middletown, Ri 02842
Judges, Capstone Project Board Middletown High School 130 Valley Road
Middletown, RI 02842
Dear Judges: I was approached by one of your students, Kallie Jones, and was asked to be her mentor
for her Capstone Project. Kallie explained that she is considering elementary teaching as a potential career. It was my intention to provide her with as many opportunities to
interact with the students as possible to give her a clear picture of the genuine noble
reward of a job well done in the education profession and the practical reality of the hard work involved.
During Kallie’s ten visits to our classroom in which she spent a minimum of fifteen
hours, she was asked to do a myriad of tasks. In the initial stages, I allowed her to mingle
with the students to get to know them better. Kallie found these second graders to be
very outgoing, and I was impressed that she worked hard to learn their names as quickly
as possible. By the end of his project, Kallie worked with my students in small group activities, culminating with a science lesson on the ecosystem that she prepared herself.
I found Kallie to be a very serious apprentice of the teaching profession. She had a
natural understanding of young people and seemed to know when to help and encourage them. I think Kallie’s initial caution was replaced by a genuine enthusiasm for the
students and confidence in the concept of teaching in general. My students, who soon
looked forward to “Wednesdays with Kallie” each week, mirrored her enthusiasm.
I was very impressed by Kallie Jones and the attitude and effort she put into her Capstone
Project teaching experience this summer. I applaud the idea behind the concept. This
experience has provided Kallie with practical information regarding her future in the teaching profession, a future that appears to be very bright.
Sincerely,
Christopher Richards
Christopher Richards
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XII. The Capstone Presentation The Capstone Presentation is a school-wide celebration of the student’s efforts which will
occur in May 2019. The student must prepare Judges’ folders which should contain:
Building a
Product
Clinic / Event Teaching Internship / Job Shadow
PowerPoint Slides PowerPoint Slides PowerPoint Slides PowerPoint Slides
Reflective Essay Reflective Essay Reflective Essay Reflective Essay
Field Work Log Field Work Log Field Work Log Field Work Log
Lesson plans/Agendas Lesson plans Personal Journals
Brochure/flyer
optional
Student work examples
optional
Items from the job
Mentor evaluation Mentor Evaluation Mentor Evaluation Mentor Eval / Letter of Rec
The Capstone Presentation could follow this following format:
1. Introduction:
a. Name, Title of Presentation.
b. Short engagement activity
c. Why I chose this topic?
2. Capstone Project
a. Address the Capstone project
b. Note the learning stretch
3. Main Applied Learning Standard – Show which Applied Learning Standards align
with your Capstone project.
4. Link Between the Project and the Research Paper
a. Make a strong connection between the Capstone project and the research
paper. Show how the two complement each other.
5. Research – Present an overview of your research paper
a. What did you know? (Prior Knowledge)
b. What did you want to find out? (Thesis Statement)
c. Show how you supported the research question with evidence. There
should be three research slides each coinciding with a different source.
Each piece of research should be represented by a slide with a minimum
of four bullets. A complete MLA citation should be included at the
bottom of the slide.
6. Report and reflect on your field work (event, product) for your Capstone Project
a. How did it go?
b. How did what you learned help you complete your project?
c. Discuss the problems or obstacles you encountered and how you solved
them.
7. Conclusion
a. Based on your research, discuss the impact of the project on you.
b. Share some reflective insights: The next time I do this type of a project I
would……
c. Thank the mentor and judges for participation in the project. This thank
you may be included on a slide.
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XI. Forms and Rubrics
MHS Capstone Project Mentor Consent Form 2019-2020 Student’s Name: _____________________________
Teacher’s Name: _____________________________
Dear ____________________________ (printed mentor’s name),
I am participating in Middletown High School’s Capstone Project, which requires the
cooperation of an adult mentor who is at least 21 years of age, and who is not a relative. This
adult mentor must have some expertise in the area I am researching. The product/ topic I
have chosen to investigate is __________________________________________________.
I understand that I am responsible for making and keeping any and all appointments that we
make. I will complete at least 12 hours working on my project under your supervision (30
if it is a job shadow or internship). These hours do not have to be spent with you side-by-
side only, but rather I must consult you in the work I do and you must approve it when we do
meet. I also understand that you will sign an evaluation rubric to grade my product and that
you will sign a field work time log to verify my hours at the time I complete the work on my
product. During our meetings, I will accept your guidance and use you as a resource for information
which will aid in the completion of my project. I understand that you will help me to go
beyond my previous experience in this area so that I may achieve a learning stretch. I also
understand that I am to do all of the work on this project and you will not do the project for
me.
If you have any questions, please contact the Director of Humanities, Chris Richards, at
Middletown High School at 401-846-7250. In advance, I thank you for your time and
willingness to be a part of my education and preparation for achieving my proficiency-based
graduation requirement.
Sincerely,
____________________________________ (student signature) _______________ (date)
Please sign below to indicate your consent:
*Name of Mentor: ___________________________________________________
*Place of Business (if applicable): ______________________________________
*Address: __________________________________________________________
*e-mail: ___________________________________________________________
*Phone Number: ____________________________________________________
*Signature: ________________________________________________________
*Date: ____________________________________________________________
Parent/Guardian Signature
I give my child, ________________________________(Student’s Name) permission to
work with _____________________(Mentor’s Name) in order to complete the Capstone
Graduation requirement.
Parent/Guardian signature_______________________________________________
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Middletown High School
STUDENT/PARENT/GUARDIAN CONSENT FORM
Your student will be engaged in a Capstone Project during this school year. This
Capstone Project will provide enormous benefits for your child both now and in the
future. Additionally, the Capstone Project will be a valuable tool in determining the
student’s mastery of our 21st Century Graduation Expectations in the areas of knowledge,
communication, problem solving, and responsibility. Please read the Capstone Project
Handbook, and sign and return this form to your student’s English teacher. Please address
any questions or concerns to your student’s English teacher or to Mr. Richards at
crichards@mpsri.net
As the parent or guardian of ___________________________________________, who
is a student enrolled at Middletown High School, I am aware that my son/daughter is
required to successfully complete a Capstone Project during the regular school year in
order to graduate. I have reviewed the components of the Capstone Project as presented
in the handbook.
Please provide us with the following information:
Mentor’s name:
________________________________________________________________
Place of mentoring:
_____________________________________________________________
Nature of fieldwork:
_____________________________________________________________
________________________________________________________________________
______
I fully understand that the selection of the career exploration/fieldwork/product
component is a decision made independently of the staff and administration of
Middletown High School. All consequences of the fieldwork/project choice, production
or experience rest solely with the student and parent.
Also, I fully understand that plagiarizing the research paper or falsifying any aspect of the
project may adversely affect the student’s eligibility to graduate.
Parent/Guardian Signature: ____________________________________Date: ________
Phone: __________________________________
Email:___________________________________
Student Signature: ________________________________________ Date: ___________
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Mentor Evaluation of Capstone Project
Student’s Name: _________________________________________________________
Date of Project Completion: ___________________
Core Question/Thesis Statement:
________________________________________________________________________
________________________________________________________________________
Evaluation
(1= unsatisfactory
2=satisfactory,
3=outstanding)
Comments
Planning, conduct, and
communication with
mentor
Learning Stretch
(accomplished)
Working with colleagues
Working with participants
Event/Product
Content
Organization,
Preparation
(includes lesson
plans and/or agenda)
Work Habits
Strengths:
Areas for Improvement:
Other General Comments:
Mentor Signature:___________________________________________ Date:_______
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30
FIELDWORK LOG (NOTE: Once this is scanned into TIENET, please submit this form to your English teacher. In
order to be scheduled to present, this form must be completed.)
Student’s Name _____________________________________________________________
Mentor’s Name: ______________________________________Phone #: ________________
Date/Time Number of
Hours
Work Accomplished Difficulties/Solutions Mentor Initials
TOTAL HOURS ___________
I certify that I have viewed the completed project and that it represents quality work and meets
standards in the field.
I certify that I have completed a mentor evaluation of the Capstone Project. (Attach mentor
evaluation.)
MENTOR’S SIGNATURE____________________________
(NOTE: A minimum of 12 hours of fieldwork must be completed and verified by the mentor (30
if a job shadow/internship). Please note that work associated with the research paper
/investigative report does not count as field work. In addition, the mentor evaluation must be
student-generated.)
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31
MPS Volunteer/Mentor Information Forms
Middletown Child Opportunity Zone (MCOZ)
A Program of Middletown Public Schools & EBCAP
CONFIDENTIALITY STATEMENT AND POLICY 2017/18
VOLUNTEERS, MENTORS, AND INTERNS
Confidential Information is any information that you learn, either written or verbal, directly or
indirectly, that relates to an individual or family that was obtained in connection with the
performance of your duties as a volunteer or intern.
Any information that you obtain while working with students and families, either written or
verbal, directly or indirectly, is confidential and can only be shared with those Middletown
Public Schools and COZ employees and consultants who also have a direct role in the provision
of services at the Middletown Public School(s) for the individual or family.
Volunteers and interns are prohibited from disclosing information learned about individuals or
families at home, in public, and with family members and friends. Disclosure of information
means giving information without consent.
If a volunteer or intern observes or hears information from or about an individual or family in the
course of their performance of their duties that pertains to the health and safety of the individual
or family, this information must be reported at the earliest appropriate opportunity to the MCOZ
coordinator, the MCOZ Director, the Middletown Public School nurse, or the Middletown Public
School principal who will then make the decision about how the situation should be handled. All
incidents must be reported within 24 hours.
By my signature below, I acknowledge that I have read and understand the above policy and
have had an opportunity to ask questions and have them answered. I further understand that if I
violate the policy, such violation shall be considered grounds for termination of any agreements
or contracts with the Middletown Child Opportunity Zone. In addition, the MCOZ may take
legal action as defined by the laws of the state of Rhode Island.
____________________________________ ____________________________________
Signature School (Aquidneck/Forest Ave/Gaudet/MHS)
____________________________________
Print Name First Last
____________________________________ __________________________________
Date Witness
Mission “The mission of the Middletown CHILD OPPORTUNITY ZONE is to provide services
and referrals to Middletown children and their families in school and community settings in
partnership with Middletown Public Schools, parents, and the community”.
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32
MPS Volunteer/Mentor Information Forms
AUTHORIZATION, RELEASE AND WAIVER I hereby authorize the Superintendent of Schools of the Town of Middletown, Rhode Island, or
his/her designated representatives, to communicate with any law enforcement agency concerning
any reports, records of convictions, or other information that such law enforcement agency may
have concerning me. I hereby authorize the Bureau of Criminal Identification of the Department
of Attorney General of the State of Rhode Island, the Police Department of the Town of
Middletown, Rhode Island, and/or any other law enforcement agency to furnish to said
Superintendent of Schools, or his/her designated representative, copies or summaries of such
reports and records, including all information on file with the National Criminal Information
Center in Washington, D.C. I hereby release the Town of Middletown, Rhode Island,
Middletown Public Schools and its agents and employees, including the members of the School
Committee, the Superintendent of Schools, and his/her designated representatives, the
Middletown Police Department and its employees and agents, the State of Rhode Island, the
Attorney General of said state and the employees of its Bureau of Criminal Identification, and
the employees of any law enforcement agency that may be contacted, from any and all legal
responsibility or liability that may arise from the furnishing of such records or information. I
hereby waive and release all actions, causes of action, demands and claims of every kind which I
may now have or later acquire arising from the release of such reports, records or convictions, or
other information that such law enforcement agencies may have concerning me.
A photostat copy of this form shall be considered as effective and valid as the original.
Print full name (including middle name) ______________________________Date: __________
Signature ___________________________________________________
Address_______________________________________________________________________
Print former name/names if any ___________________________________________________
Print other aliases used, if any_____________________________________________________
Date of Birth _______________________________ Social Security Number________________
Email: _____________________________________
STATE OF RHODE ISLAND, COUNTY OF NEWPORT In__________________________ ,
on the day________ in the month of ______________ of 20___ before me personally
appeared,____________________________________________ , to me known and known by
me to be the party executing the foregoing instrument, and he/she acknowledged said instrument
by him/her executed to be his/her free act and deed.
Notary Public ______________________________________________________
Commission Expires ______________________________________________________
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33
MPS Volunteer/Mentor Information Forms
MIDDLETOWN PUBLIC SCHOOLS VOLUNTEER/MENTOR INFORMATION
Thank you for your interest in volunteering for the Middletown Public Schools. It is the mission
of the Middletown Public Schools to work in partnership with students, parents, and community,
as well as to cultivate lifelong learning through a collaborative, student-centered, educational
model in the context of real world experiences. Volunteer programming and community service
learning are a positive way to engage our community partners with district and school activities.
We welcome our volunteers to lend a hand wherever possible to help us achieve our district-wide
goals.
Anticipated Benefits for our Volunteers:
- Opportunity to be part of a cadre of volunteer leaders in the Middletown Public School
District.
- Opportunity to make a difference in someone’s life.
- Opportunity to acquire excellent communication skills usable in all aspects of life.
- Opportunity to learn about and advocate for public education in our community.
- Gain the kind of self-respect that can only be earned by giving.
- Meet new, interesting people who share a common sense of purpose.
In accordance with State law and district policies, the following protocol is necessary before a
service assignment is granted.
Volunteer Requirements (REQUIRED OF ALL VOLUNTEERS/MENTORS)
All volunteers/mentors must obtain a State criminal records background check in the
community in which they reside ON AN ANNUAL BASIS. Volunteers/mentors MUST fill out
and notarize the Authorization, Release, and Waiver Form and submit it when obtaining the
background check. This same form must be submitted along with the results of the background
check.
Parent Volunteers: Process: 1) Complete the District Application.
2) Complete the Confidentiality Form.
3) Fill out the BCI Form (Authorization, Release and Waiver Form) in front of a Notary Public.
Seal is optional.
4) Attach a Photo ID (optional)
5) Bring the BCI Form (Authorization, Release and Waiver Form) to the Middletown Police
Station and send in Pages 1 & 2 to your child’s school. Or you can have Abby Dunn, the MCOZ
(Middletown Child Opportunity Zone) Coordinator bring the BCI to the Police Station when
applicable.
6) All MPS clerks at Aquidneck School, Forest Ave School, Joseph H Gaudet School,
Middletown High School will get updated BCI Cleared lists. You can either call a clerk or Abby
Dunn to check your status. (Please allow 4-8 weeks for results)
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34
MPS Volunteer/Mentor Information Forms
Notice: All BCI records are confidential law enforcement documents. These records can be
obtained as follows:
1. Through the State Attorney General’s Office – BY MAIL 150 South Main Street, Providence,
RI 02903 A signed and notarized Authorization, Release and Waiver Form. A copy of one of the
following photo identifications: State Issued Driver’s License State Issued Identification Card
Passport A self-addressed stamped envelope for return.
PLEASE ALLOW 7 BUSINESS DAYS FOR RETURN
2. Through the State Attorney General’s Office – IN PERSON At BCI desk through the State
Attorney General’s Office. A signed and notarized Authorization, Release and Waiver Form. A
copy of one of the following photo identifications: State Issued Driver’s License State Issued
Identification Card Passport
3. Through the Middletown Police Department – 846-1144 BCI checks are done every Friday
from 9:00 – 10:00 a.m. at the Middletown Police Department. There is no charge. A signed and
notarized Authorization, Release and Waiver Form. A copy of one of the following photo
identifications: State Issued Driver’s License State Issued Identification Card Passport
- All volunteers must be over the age of 18.
- All volunteers must complete a volunteer application form.
Will you join the team?
If you would like to join the Middletown Volunteer Team and you are 18 years of age or older,
please contact us at Middletown High School (846-7250), Gaudet School and Gaudet Learning
Academy (846-6395), Forest Avenue School (849-9434), or Aquidneck School (847- 4921), or
find us on the web at www.mpsri.net.
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35
Research Paper Rubric Criteria
Distinguished Command
(5)
Strong Command
(4)
Moderate Command
(3)
Partial Command
(2)
Resources Cited
(in paper or
presentation) W-12-6.5
SLE 3.01
SLE 1.02
Research
Quality and types of sources
enhance topic
An extensive variety of
sources relevant, accurate and
reliable to the thesis expand
ideas and give credibility to
the research
Includes a minimum of five
sources for researching topic,
one of which is an interview
with the mentor or expert in the
field. (No more than two
Internet-based sources may be
used.)
Sources cited in body of paper
are relevant, accurate, and
reliable to main idea/thesis
Lists and cites sources using
MLA format
Number and/or types of
sources are nearly sufficient
for researching topic
Few sources cited in body of
paper or presentation are
relevant, or accurate, or
reliable to main idea/thesis
Lists and cites sources with
many errors in MLA format
Significantly insufficient
number and/or types of sources
used for researching topic
Most sources cited in body of
paper or presentation are
missing and/or irrelevant
and/or inaccurate, and/or
unreliable to main idea/thesis
Lists and cites sources with
major errors in MLA format
Analysis &
Synthesis of
Information W-12-8.2; R-12-
15.4
W-12-6.4,6.5; W-
12-8.5
SLE 1.02
SLE 3.03
Research
Analysis/ interpretation of
information presented, is
compelling while
relevant/valid/credible to the
purpose, thesis, and audience.
Includes facts and details that
specifically address readers
concerns with significant
depth of information to
support conclusions with
evidence
Conclusion(s) drawn show(s)s
evidence of sophisticated
synthesis of information from
multiple sources, including
primary research
Analysis/ interpretation of
information presented are
accurate, complete and relevant
to purpose, thesis, and audience.
Includes sufficient details or
facts for appropriate depth of
information to support
conclusions with evidence
Conclusion(s) drawn show(s)
evidence of synthesis of
information from multiple
sources, including primary
research
Analysis/ interpretation of
information is not entirely
accurate, complete, and/or
relevant to purpose, thesis,
and audience
Includes some facts/details to
support ideas presented
Conclusion(s) drawn show(s)
little or no evidence of
synthesis of information
Analysis/ interpretation of
information is mostly
inaccurate, incomplete, and/or
irrelevant to purpose, thesis,
and audience
Includes little or no
facts/details to support ideas
presented
Conclusion(s) drawn show(s)
no connection made between
purpose/thesis or lacks a
conclusion
Writing
Conventions W-12-9.1, W-12-
9.2; W-12-9.4; W-
12-9.5
Demonstrates control of
usage, grammar, punctuation,
capitalization, and spelling
Demonstrates control of usage,
grammar, punctuation,
capitalization, and spelling
Occasional errors do not
interfere with meaning
Demonstrates some control
of usage, grammar,
punctuation, capitalization,
and spelling
Errors begin to interfere with
meaning.
Demonstrates little control
of usage, grammar,
punctuation, capitalization,
and spelling
Numerous errors interfere
with meaning
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All four criteria must be met in full in order to meet standard.
Overall Score: ____________________
Structures of
Language
W-12-1.1; W-12-
1.3; W-12–1.4
Applies novel use(s) of text
structure (sentences, sentence
patterns, text) to enhance
meaning for particular
contexts, viewpoints, or
interpretations
Maintains consistent
organizational structure within
paragraphs and throughout
text
Text structure is appropriate to
purpose, audience, and context
Uses varied sentence length and
structure to enhance meaning
(e.g., including phrases and
clauses)
Maintains organizational
structure within paragraphs and
throughout text
Text structure is not always
appropriate to purpose,
audience, and context
Uses some variation of
sentence length and structure
Exhibits some organizational
structure within paragraphs
and throughout text
Text structure interferes with
meaning and intent
Uses little or no variation of
sentence structures
Exhibits little organizational
structure within paragraphs and
throughout text
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Reflective Essay Rubric - This rubric explains the elements of the prompt, expectations, and standards that should be included in the work. To demonstrate proficiency on this task, a student must meet or exceed standard on those expectations with an asterisk. In addition, a student cannot meet standard on this task if he/she receives below standard for any expectation.
Expectations Distinguished Command
5
Strong Command
4
Moderate Command
3
Partial Command
2
*
Engages the reader by
establishing a context
Effectively identifies a condition, a
situation, or an issue that addresses the
prompt
Skillfully uses precise and descriptive
language that clarifies and supports
intent and establishes an authoritative
voice.
Clearly identifies a condition,
situation, or issue that addresses
the prompt.
(W.11-12.3a)
Uses precise and descriptive
language that clarifies and
supports intent and establishes an
authoritative voice. (W.11-12.3d)
Identifies a condition, a situation,
or an issue but does not adequately
address the prompt.
Uses some language that clarifies
or supports intent or establishes an
authoritative voice.
Fails to identify a condition, a
situation, or an issue of
significance or does not address
the prompt.
Does not use language that
clarifies or supports intent or
establishes an authoritative
voice.
*
Demonstrates Critical
Thinking
Skillfully analyzes a condition or
situation of significance as the basis
for reflection.
Makes connections between personal
ideas and experiences and more
abstract aspects of life, leading to new
perspective or insights.
Accurately selects and skillfully uses a
range of elaboration techniques such
as questioning, comparing, connecting,
interpreting, analyzing, or describing
to establish a focus.
Analyzes a condition, or situation
of significance as the basis for the
reflection.
Makes connections between
personal ideas and experiences and
more abstract aspects of life.
(W.11-12.3a)
Accurately selects and uses a
range of elaboration techniques
such as questioning, comparing,
connecting, interpreting,
analyzing, or describing to
establish a focus. (W.11-12.3b)
Attempts to analyze the
significance of a condition,
situation, or issue to establish the
basis of reflection.
Attempts to make connections
between personal ideas and
experiences and more abstract
aspects of life, but connections are
inappropriate and/or ineffective.
Attempts to use a range of
elaboration techniques such as
questioning, comparing,
connecting, interpreting,
analyzing, or describing to
establish a focus, but some
techniques are ineffective and/or
inappropriate.
Analysis of the condition,
situation, or issue as the basis
for reflection is inaccurate,
unclear, or missing.
Makes limited connections to
abstract aspects of life.
Limited attempt to select and
use a range of elaboration
techniques such as questioning,
comparing, connecting,
interpreting, analyzing, or
describing to establish a focus
or selected techniques are
ineffective and/or inappropriate.
Lacks focus
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Thoroughly maintains focus.
Provides closure leaving the reader
with something provocative to think
about.
Maintains focus. ( W..11-12-4)
Provides closure, leaving the
reader with something to think
about. (W.11-12.3e)
Weak focus.
Attempts to provide closure, but is
ineffective in providing the reader
with something to think about.
Does not provide closure or
leave the reader with something
to think about.
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Expectations
Distinguished Command
(5)
Strong Command
(4)
Moderate Command
(3)
Partial Command
(2)
Communicates
ideas effectively
OC-2.1, 2.5
SLE 1.04
COMMUNICATION
Effectively uses eye contact
Speaks clearly, effectively, and
confidently using suitable
volume and pace
Fully engages the audience by
using a variety of accepted
techniques (i.e. - ask a
question, relate an anecdote,
feature the project, present a
statistic, engage in a short
activity)
Selects rich and varied words
appropriate for context and
audience, and uses correct
grammar
Dresses appropriately for the
occasion
Delivers presentation within
stated time limits
Responds effectively to
audience questions and
feedback to provide new
insights
Maintains good eye contact
Speaks clearly and uses
suitable volume and pace
Engages the audience using at
least 1 accepted technique (i.e.
- ask a question, relate an
anecdote, feature the project,
present a statistic, engage in a
short activity)
Selects words appropriate for
context and audience and uses
correct grammar
Dresses appropriately
Delivers presentation within
stated time limits
Responds effectively to
audience questions and
feedback
Uses minimal eye contact
Demonstrates some difficulties
speaking clearly, using suitable
volume, and/or pace
Takes steps to engage the
audience
Occasionally selects words
appropriate for context and
audience; uses some incorrect
grammar.
Dresses somewhat
inappropriately
Presentation is mostly within
stated time limits
Responds somewhat effectively
to audience questions and
feedback
Uses eye contact ineffectively
Fails to speak clearly and audibly
and uses unsuitable pace
Does not engage the audience
Selects words inappropriate for
context and audience; uses incorrect
grammar frequently
Dresses inappropriately
Presentation is not within stated
time limits
Responds ineffectively to audience
questions and feedback
Content
Requirements
OC-2.1
SLE 3.01; 3.03
RESEARCH
*
Exhibits logical organization
(i.e. – presentation includes all
elements outlined in the
Capstone Presentation Guide)
with detailed connection to the
core question
Exhibits logical organization
(i.e. – presentation includes all
elements outlined in the
Capstone Presentation Guide)
connected to the core question
Attempts to organize
information; concept and/or
ideas are loosely connected to
core question
Little logical order is apparent
Exhibits logical
organization
OC-2.1, 2.2, 2.3
SLE 1.04
Exhibits flowing, succinct
transitions between key points
Provides a clear and
compelling conclusion which
restates the premise of the core
question
Delivers presentation without
the use of notes or memory
aides
Includes smooth transitions
between key points
Provides a coherent, logically
supported conclusion related to
the core question
Delivers presentation with
minimal use of notes or
memory aides
Includes transitions between
most key points, but is
sometimes choppy or confusing
Attempts to provide a conclusion
Delivers presentation with
repeated use of notes or memory
aides
Exhibits few, transitions between
key points; or no transitions little;
flow from one idea to the next
Little or no attempt to provide a
conclusion
Delivers presentation by reading
from notes or memory aides
Explains the process
and findings of the
project and
resulting learning
Clearly defines the core
question and the learning
stretch
Supports the core question with
an analysis of relevant and
Defines the research question
and learning stretch
Supports the research question
with evidence
Clearly states significance of
Attempts to define the core
question and learning stretch
Attempts to support the core
question with limited evidence
Attempts to state significance of
Does not clearly define the core
question or learning stretch
Does not support the core question
with evidence
Little evidence of acquisition of
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* The student must “meet or exceed” this expectation in order to successfully pass the Capstone Presentation.
W-6.2, 6.4 a & b,
W- 6.5; 8.1, 8.2,8.4,
OC-2.3, R-15
SLE 1.04
REFLECTION
*
accurate evidence
Elaborates on significance of
new knowledge acquired or
makes insightful connections to
thesis/topic
new knowledge (learning
stretch) acquired to support
thesis/topic.
new knowledge acquired to
support thesis/topic
new knowledge to support
thesis/topic
Students demonstrate
a sound understanding
of the nature and
operation of
technology systems
and are proficient in
the use of technology.
Technology Std. 6
SLE – 3.01
Evaluates and selects appropriate
technology tools/features and
information resources to design
and develop content information
Maximizes the capabilities of
common peripherals to design,
develop and communicate
content information
Applies and manipulates
appropriate technology
applications to illustrate
content-related concepts
through a variety of media
format
Indicates appropriate technology
tools/features and information
resources to design and develop
content information
Demonstrates efficient and
effective use of common
peripherals to design, develop
and communicate content information
Uses appropriate technology
applications to illustrate
content-related concepts
through a variety of media
formats
The selected technology
tools/features are less than
adequate to design and develop
content information
Demonstrates limited use of
common peripherals to design,
develop and communicate content
information
Demonstrates limited use of
technology applications to
illustrate content-related
concepts through a variety of
media formats
Does not identify appropriate
technology tools/features to
accomplish the task
Does not utilize common peripherals
to design, develop and communicate
content information
Does not utilize technology
applications to illustrate content-related concepts through a variety of
media formats
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Capstone Presentation Rubric
Expectations
5
Distinguished Command
4
Strong Command
3
Moderate Command
2
Partial Command Communicates ideas
effectively
CCSS L.11-12.6
SLE 2
Communicates
Effectively
Effectively uses eye contact
Speaks clearly, effectively, and
confidently using suitable volume and pace
Fully engages the audience by using a
variety of accepted techniques or 1
technique to great effect (i.e. - ask a
question, relate an anecdote, feature the project, present a statistic, engage
in a short activity)
Skillfully and accurately uses general
academic and domain-specific words
and phrases
Dresses appropriately or
professionally with respect to content (situational relevance or in character)
Delivers presentation effectively
utilizing time limits
Maintains good eye contact
Speaks clearly and uses suitable
volume and pace
Engages the audience using at least 1
accepted technique (i.e. - ask a
question, relate an anecdote, feature the
project, present a statistic, engage in a short activity)
Uses accurately general academic and
domain-specific words and phrases,
sufficient for reading, writing,
speaking, and listening at the college and career readiness level L.11-12.6
Dresses appropriately
Delivers presentation within stated time
limits
Uses minimal eye contact
Demonstrates some difficulties
speaking clearly, using suitable volume, and/or pace
Takes some undeveloped steps to
engage the audience’s attention
Accurately uses some general
academic and domain-specific words
and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level
Dresses somewhat inappropriately
Presentation is mostly within stated
time limits
Uses eye contact ineffectively
Fails to speak clearly and audibly
and uses unsuitable pace
Does not engage the audience very
well
Limited accurate use of general
academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and
listening at the college and career readiness level; uses words
inaccurately
Dresses inappropriately
Presentation is not within stated
time limits; far too short or far too long
Exhibits logical
organization
CCSS SL 11-12.4
Exhibits logical organization
(presentation includes all elements
outlined in the Capstone Presentation
Guide) with detailed connections to
the thesis and project
Exhibits creative transitions between
key points
Provides a clear and compelling
conclusion which restates the premise
of the thesis and project
Delivers presentation without the use
of notes or memory aids
Skillfully presents information,
findings, and supporting evidence
Skillfully conveys a clear and distinct
perspective such that listeners can
follow the line of reasoning
The organization, development,
substance, and style are very appropriate to purpose, audience, and
task.
Exhibits logical organization (i.e. –
presentation includes all elements
outlined in the Capstone Presentation
Guide) connected to the thesis and
project
Includes smooth transitions between
key points
Provides a coherent, logically-
supported conclusion related to the
thesis and project
Delivers presentation with limited use
of notes or memory aids
Effectively presents information,
findings, and supporting evidence;
Effectively conveys a clear and distinct
perspective such that listeners can
follow the line of reasoning
The organization, development,
substance, and style are appropriate to purpose, audience, and task. SL11-12.4
Attempts to organize information;
concept and/or ideas are loosely
connected to the thesis and project
Includes transitions between most key
points, but is sometimes choppy or confusing
Attempts to provide a conclusion
Delivers presentation with extensive
use of notes or memory aids
Somewhat effectively presents
information, findings, and supporting
evidence;
Conveys a somewhat clear and
distinct perspective such that listeners can follow some of the reasoning
The organization, development,
substance, and style are somewhat
appropriate to purpose, audience, and
task.
Little logical order is apparent
Exhibits few, transitions between
key points; or no transitions little;
flow from one idea to the next
Little or no attempt to provide a
logical conclusion about the
Capstone Project and its process
Delivers presentation almost solely
by reading from notes or memory aids
Presents little information,
findings, and/or supporting evidence;
Conveys a limited perspective such
that listeners have great difficulty
following the line of reasoning.
The organization, development,
substance, and style are not
appropriate to purpose, audience, and task.
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Explains the process
and findings of the
project and resulting
learning
CCSS SL11-12.4
SLE
Clearly addresses the thesis and
project and the learning stretch
Supports the thesis and project with an
analysis of relevant and accurate
evidence
Provides evidence of complex
problem-solving to form new insights
and understandings
Elaborates on significance of new
knowledge acquired or makes
insightful connections to thesis/project
and how it inspired personal growth
Addresses thesis and project and
learning stretch
Supports the thesis and project with
evidence
Provides evidence of problem-solving
to form new insights and
understandings
Clearly states significance of new
knowledge (learning stretch) acquired
to support thesis/project/personal
growth
SL 11-12.4
Attempts to address the thesis and
project and learning stretch
Attempts to support the thesis and
project with limited evidence
Provides some evidence of problem-
solving
Attempts to state significance of new
knowledge acquired to support thesis/project/personal growth
Does not clearly address the thesis
and project or learning stretch
Does not support the thesis and
project with evidence
Shows little evidence of problem-
solving
Little evidence of acquisition of
new knowledge to support thesis/project/personal growth
Uses technology
and/or other media to
enhance the
presentation
CCSS SL11-12.5
SLE 7
Applies Technology
ISTE Standard 4.
Critical Thinking,
Problem Solving, and
Decision Making
Students use critical
thinking skills to plan
and conduct research,
manage projects, solve
problems, and make
informed decisions
using appropriate
digital tools and
resources.
Skillfully makes strategic use of
digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentation to thoroughly enhance audience’s
understanding of findings, reasoning,
and evidence to increase the audience’s interest. SL11-12.5
Makes strategic use of digital media
(e.g., textual, graphical, audio, visual, and interactive elements) in
presentation to enhance understanding of findings, reasoning, and evidence
and to engage the audience’s interest.
SL11-12.5
Makes some use of digital media
(e.g., textual, graphical, audio, visual, and interactive elements) in
presentation to somewhat enhance understanding of findings, reasoning,
and evidence to engage the audience’s
interest. SL11-12.5
Makes minimal use of digital
media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentation to enhance understanding of findings,
reasoning, and evidence and to
inspire the audience’s interest. SL11-12.5
Effectively responds
to audience questions
and feedback
CCSS SL 11-12.1c
Skillfully propels conversations by
responding to questions that probe reasoning and evidence
Propels conversations by strategically
responding to questions that probe reasoning and evidence SL.11-12.1c
Somewhat propels conversations by
responding to some questions that probe reasoning and evidence
Minimal movement of
conversations by responding to minimal questions that probe
reasoning and evidence