Bolton High School Senior Capstone Manual

_____________________________________________

2014-2015

Thanks to the following members of the Senior Capstone Committee for their contributions to the creation of this manual. Questions or concerns regarding any aspect of Senior Capstone may be addressed to Jennifer Tierney at jennifer.tierney@boltonct.org

Jennifer Tierney, Senior Capstone Coordinator

Wendy Scott

Claire Fazzina

Lindsey Lockyer

David Laporte

Abbey Sacco

Paul T. Smith

Pete Turgeon

Natalie Mikan

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Table of Contents

Overview 3

Component I: Proposal and Project Approval 6

Component II: Evaluator check-ins 8

Component III: Research 9

Component IV: Senior Capstone Evening 10

Component V: Final Reflection 11

APPENDICES

Appendix A: Deadlines 13

Appendix B: Research Workshops 14

Appendix C: Timeline 15

Appendix D: Research Paper Rubric 16

Appendix E: Senior Capstone Evening Rubric 17

Appendix F: Final Reflection Journal Rubric 18

Appendix G: Frequently Asked Questions 19

Forms to be handed in:

Appendix H: Senior Capstone Proposal Form 21

Appendix I: Statement of Understanding 23

Appendix J: Adult Mentor Information and Agreement Form 24

Appendix K: Technology Request Form 25

Overview

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Description of the ProjectThe focus of the Bolton High School Senior Capstone is to engage each student in a personalized learning experience. The project allows students the opportunity to apply and to demonstrate interdisciplinary skills and knowledge while investigating a specialized area of interest that is supported by an adult mentor. Each student will have the assistance of an adult mentor who has specific knowledge of the area the student has chosen to explore. Members of the BHS Senior Capstone Committee will serve as student evaluators.

Components of the ProjectYour project will require you to complete five different tasks:

Component I. Project Proposal Component II. Evaluator Check-ins Component III. Research PaperComponent IV. Senior Capstone EveningComponent V. Final Reflection

Each of the components is outlined in detail in the remainder of this manual.

EvaluationThe Senior Capstone is a graduation requirement. Evaluation of each student’s Senior Capstone will be conducted by the Senior Capstone Committee and will include a thorough review of the research paper, an assessment of the presentation given during Senior Capstone Evening, and feedback from adult mentors, committee members, and the community.

In order to meet the graduation requirement, students must receive a score of 4 (Meets Standard). A project exceeding standard will be considered for distinction.

ResourcesThe Senior Capstone Project is designed to promote the skills and behaviors necessary for autonomous, life-long learning and as such you will complete the project independently. In addition, you will be afforded some invaluable resources to guide your learning and project development. Each student will have a/an:

1. Faculty AdvisorYour faculty advisor has been assigned to you and is your advisory period teacher. Your faculty advisor will direct discussion and activities related to this project, collect work to be submitted for the project during advisory period, and communicate to the Senior Capstone Committee regarding your progress.

2. Adult MentorUnlike your faculty advisor, your adult mentor is not assigned to you. Your adult mentor is an adult that you designate (with his or her approval, of course!) to help you create a successful project. Your adult mentor can be a member of the BHS staff, a member of a group to which you belong (Scout leader, religious leader, coach, etc.).

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Do not make a hasty choice when deciding on an adult mentor! Although you might think that you do not need any help in the realization of this project, previous students have found that their adult mentors have provided guidance, ideas, resources, connections, and helpful feedback that had profound impacts on their projects. When choosing an adult mentor, consider someone who possesses expertise in a field that is appropriate to your project, who agrees to be available to you throughout the process and production of the project, whom you are able to trust, and with whom you are able to communicate effectively. Remember that your mentor’s evaluation of your progress will be weighed into your final Senior Capstone score.

A minimum of six meetings with your adult mentor is required during the year, although you should meet more often if you find it necessary. You must meet with your adult mentor to discuss your proposal (signature required), research paper (signature required), and final presentation (signature required). You should also schedule three general meetings to discuss the overall progress of your project.

You must think about what role you envision for your adult mentor in the completion of your project, and what practical information you hope to receive from him/her.

3. EvaluatorOne member of the Senior Capstone Committee will be responsible for following your project from start to finish, reading and evaluating your research paper and final reflection. You will be introduced to your evaluator in the fall. Your evaluator will give you feedback about the project’s written components at your request. It is your responsibility to see your evaluator for feedback on each component of the project.

4. Online ResourcesIf ever you cannot find your manual or a form, please access the Bolton Public Schools website to obtain another copy. The manual, forms, and rubrics will be available to you via the school’s website. The manual is designed to guide you, your faculty advisor, and your adult mentor through the phases of the Senior Capstone, so please share this information with those involved!

5. WorkshopsPeriodically, there will be workshops to address common concerns related to the project. During these workshops, a member of the Senior Capstone Committee will offer tips concerning a given topic. You will also have the opportunity to ask questions and brainstorm ideas with your peers. Workshops that have been offered in previous years expounded on how to write an essential question, how to write a research paper, and how to design a tri-fold display board for Capstone Evening.

It is highly recommended that you attend these workshops if you are able. Students who have attended them in previous years reported feeling very confident about how to complete components of the project and, in some cases, even left the workshop with a component completed! See the attached workshop schedule in the appendix for more detail.

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Remember, ultimately, it is YOU who is responsible for meeting the deadlines and completing the required components of the project; your faculty advisor, adult mentor, and evaluator are only there to assist you!

Questions may be addressed to Jennifer Tierney, Senior Capstone Coordinator at jennifer.tierney@boltonct.org

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Component I: ProposalIn this phase, you will create the concept for your Senior Capstone Project. You should consider a project that meets the following criteria:

● It involves a topic that is personally interesting to you.● It concerns a real-world issue or challenge, or represents a problem to be solved. Projects

whose focus is collecting items, money for charity, or tournaments are not acceptable.● It contains sufficient complexity to sustain your interest, investigation, and involvement

throughout your senior year.● It is independent. Group projects are not acceptable.● It has a clear connection with the knowledge you have acquired through school experiences

in content areas, coursework, and/or other school-related activities. ● It is original, either in concept or development. In other words, you may choose:● - to create a project that has not been done before; or● - you may choose a project that has a topic that is similar to a previous graduate’s ● Senior Capstone project BUT you intend to create an approach or an end product that

represents a substantial departure from what the previous project entailed. ● Ultimately, the goal for your Senior Capstone experience is to demonstrate new learning and

apply that new learning to create a final product that illustrates all of your new knowledge.

Please bear in mind that although certain projects have been approved in the past, this does not mean that similar endeavors will continue to be approved. As the Senior Capstone Project evolves in concept and rigor, the expectations and guiding principles will likewise progress to

reflect those developments.

DEVELOPING YOUR IDEAConsider the following questions to guide you in the development of your concept.

1. It is useful to begin with what you know something about. Consider your responses to the following questions:

● What activities or interests are you actively engaged in that you would like to learn more about?● What subject areas in school are most interesting to you? Why?● What issues in your local community, at the national level, or in the world are you most concerned about?● What skills do you possess that you would like to increase with more experience and with an adult mentor’s practical advice?

2. Once you have the beginnings of a topic for your Senior Capstone, expand your thinking by considering how you would respond to each question below:

● Why do you want to explore this area of interest? Explore the specific aspects of what intrigues you about this interest.● What do you need to know, understand or be able to do in order to bring your Senior Capstone to fruition?

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● What person(s) could serve as an adult mentor or technical consultant for your project?

3. Now, formalize your project idea. Your idea will emerge from these considerations:◆ What is the “essential question” that you intend to explore in your project? ● The development of an essential question is a required component of your formal proposal. Essential questions are very broad questions that point to the “big ideas” that form both the foundation and the goal of your project. Here are some examples of essential questions:

o What creates prejudice and what can individuals do to overcome it?o When does fiction reveal truths?o What are the responsibilities of the individual and/or society in regard to

the health of the environment?● How is your topic connected to knowledge and skills acquired during your high school years through courses, practical experiences in and outside of school, and other school experiences? You are required to describe how these experiences are connected to your project.

FINALIZING YOUR PROPOSALOnce you have responded to the questions above, you will be prepared to complete the Senior Capstone Proposal Form. You are required to submit your completed and signed form to your faculty advisor or evaluator. Please see the deadlines form located in the appendix of this manual.

EvaluationAll proposals will be reviewed by the Senior Capstone Committee. You will receive notification regarding your project as follows:

➔ Approved - this allows you to proceed with your project with no revisions to your proposal required.

➔ Not Approved – some reasons for not earning approval include:o Your project may be generally acceptable, but your essential question

needs some revision before you may proceed.o Your project idea has not been accepted by the Committee because it is

lacking in depth, scope, practicality, or violates the guidelines in some way.

o Your project does not represent the expectations outline in the Bolton High School Student Handbook.

o You are missing the adult mentor signature.o You are missing some adult mentor information.o You did not cite specific references on the proposal form.

In the event that your project is not approved, please make an appointment to see your evaluator for an explanation and some direction to help facilitate approval.

Component II: Evaluator Check-ins

Three times during the course of your senior year, your senior capstone evaluator will do a check-in to see whether or not you have met all the appropriate deadlines, are completing your

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requirements, ask if you need help or would benefit from the capstone workshops, and remind you of the upcoming due dates and timeline.

Check-ins with your evaluator will occur during the following advisory dates:

● October 22● December 10● February 11

These check-ins will be an opportunity for you and your advisory group to discuss any issues that have arisen with your capstone project and then brainstorm ideas about how to continue and succeed.

If you have any other questions or concerns along the way, feel free to contact your evaluator at any point.

Component III: ResearchYou will begin the process of researching your topic and brainstorming how you will address the essential question that you have identified in your proposal. Reading articles and books, interviewing individuals knowledgeable about your topic, taking a class, doing an internship, volunteering, and field work are all examples of appropriate research for this project. The research component is intended to enrich and further the development of your project.

You will also have to write a research paper on a topic related to your project that supports your understanding of your essential question. You will write a rough draft to be submitted for feedback before writing a final draft. Please see the deadlines checklist in the appendix for these two due dates.

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DEFINING YOUR TASKS✦ What problem or question would I like to explore through my research?✦ What type of information do I need? Should I narrow my topic?

INFORMATION RESOURCESPossible sources (Books, web sites, e-mails, interviews, scholarly journals, internet research databases etc.)

• Where will I find my best resources?• Who can help me find the materials I need?• Should I investigate other libraries or use interlibrary loan?• Where can I find experts in the field who may provide information I need?

Use of Information (reading, hearing, viewing, interacting)• Which information is relevant?• What is the most logical structure for organizing – compare/contrast, chronology…?• Are the sources I am using trustworthy and appropriate? • How will I organize information from multiple sources?• Can I eliminate information that does not answer my questions?

FORMATAll research papers must:

● Be typed.● Be written in a formal style (grammar, voice, and vocabulary) and therefore should not be

written in the first person (“I”). Any personal reflections or direct references to your experiences and feelings should be revealed in the reflective journals.

● Include a works cited page and internal citations in the proper citation format.● Be turned in with a copy of the rubric (found in the appendix) with your adult mentor’s

signature, signifying that he/she has read your paper.

An incomplete draft will not be accepted. Similarly, an outline of your research paper is not acceptable.

Component IV: Senior Capstone EveningYour project becomes reality as you begin to decide how you will present what you have done, from start to finish, in your public presentation. With the aid of a tri-fold board, you will present your findings to peers, parents, BHS faculty and staff, and community members. TRI-FOLD BOARD All presentation boards must include:

✦ A 48” x 36” tri-fold board. Please do not use other types of display boards without prior consent from a Senior Capstone Committee member.

✦ A works cited page in the proper citation format on the back of the board.✦ A title.✦ Pictures, charts, graphs, and other relevant and interesting information.

Consider the following in the design of your board:● Is all the necessary information present on your board?● Are data tables, charts, photographs or other images present?● Is the board attractive and neatly assembled?● Is the information presented in a way that is clear to the audience?

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● Has all material on the board been proofread and edited as needed?ORAL PRESENTATIONUse the following questions to guide your presentation:

● What information from your experiences and product is pertinent to or interesting for use in the presentation?

o Note: In answering this question focus on how the content you present relates to your Senior Capstone essential question.

● What information may be left out?● What have you learned from this project, and how will you demonstrate this in the

presentation?● How does this learning connect to your academic experiences, and how will you

demonstrate this?● Which presentational mode will best present your project? (PowerPoint, performance,

video, audio recording, easels, etc.)● What artifacts or props will you use to engage your audience? How will you utilize

those pieces in your presentation.Before Senior Capstone Evening, you must:

✦ Finalize arrangements with the Mrs. Fazzina in the LMC for all technology (laptops for PowerPoint, DVD players, etc.) needed for your presentation and test all technology prior to your presentation. Please submit the technology request form, located in the appendix of this manual.

✦ Consult with Mrs. Tierney if you need to use outdoor space for your project and/or its presentation.

✦ Load your digital presentation (PowerPoint, etc.) on a thumb drive in order to facilitate transitions between presentations on Senior Capstone Evening. Be sure to have a back-up.

Be prepared to answer questions from parents, teachers, other students, and the general public about your project!

Component V: Final ReflectionAfter your senior capstone presentation is complete, you must write a 1-2 page reflection on the entirety of your project.Due May 26th

Use the following questions to guide your writing:

Reflecting on the Process

● What insights have you had during and since you completed your project that have changed your thinking (social, political, scientific, philosophical etc.).

● How well do you feel your education (social and academic) at Bolton High School prepared your to complete your Senior Capstone Project?

● To what degree do you think the skills learned throughout the Senior Capstone process will be useful to you as a student, professional, and as a human being in general?

● What advice do you have for future students to make sure their Senior Capstone experience is successful and rewarding?

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Self Assessing the Senior Capstone Presentation

● Did your presentation go as expected? Explain why or why not.● What was the greatest challenge to completing your Senior Capstone presentation? How

did you adapt in order to meet those challenges?● What would you do differently if you could do it again?● Were you able to engage your audience? If so, how? How did you know they were

engaged? ● How useful did you find technology, props, and visuals through your presentation? Be

specific. ● What would you suggest to the Senior Capstone Committee to make the Senior Capstone

process more meaningful to future students?

Appendices Appendix A: Deadlines 13

Appendix B: Research Workshops 14

Appendix C: Timeline 15

Appendix D: Research Paper Rubric 16

Appendix E: Senior Capstone Evening Rubric 17

Appendix F: Final Reflection Journal Rubric 18

Appendix G: Frequently Asked Questions 19

Forms to be handed in:

Appendix H: Senior Capstone Proposal Form 21

Appendix I: Statement of Understanding 23

Appendix J: Adult Mentor Information and Agreement Form 24

Appendix K: Technology Request Form 25

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Deadlines

All written work for the Senior Capstone Project will be turned into your advisory period teacher. Remember that to remain eligible to graduate with distinction all components of your Senior Capstone Project must be completed and turned in no later than the advisory period of the assigned due date.

Activity DeadlineProject Proposal Form* September 24

Statement of Understanding Form* September 24

Adult Mentor Information and Agreement Form* October 8

Evaluator check-in during advisory October 22

Research Paper ROUGH DRAFT* November 19

Evaluator check-in during advisory December 10

Research Paper FINAL Draft* January 7

Evaluator check-in during advisory February 11

Technology Request Form* April 22

Senior Capstone Evening * May 20

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Final Reflection* May 26

*ALL BOLD ACTIVITIES MUST BE COMPLETED BY THE ADVISORY PERIOD LISTED

IN ORDER TO BE ELIGIBLE FOR DISTINCTION

Remember, Senior Capstone Evening will be held May 20th, 2015!

Research Workshops

While your education at Bolton High School has aimed to prepare you to complete large scale research projects like Senior Capstone, members of the committee will periodically hold workshops to help guide you through the process. Below are four tentative dates and topics for this year’s seminars. Be sure to listen for announcements and check with committee members as these dates are subject to change. All research seminars will be held after school in the Bolton High School LMC.

Topic Date

Conducting Research and Developing a Thesis Thursday, October 2nd

Formatting and Finalizing the Research Paper Thursday, December 11th

Preparing to Present at Senior Capstone Evening Thursday, April 23rd

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Timeline

SEPTEMBER - OCTOBER - Develop idea, complete proposal- Meet with mentor- Begin research

NOVEMBER – JANUARY - Engage in research/investigation- Begin your Senior Capstone project- Meet with adult mentor (2-3 times)- Complete your research paper

FEBRUARY - APRIL - Meet with adult mentor (2-3 times)- Reserve presentation equipment

APRIL - Presentation materials completed- Complete final product

- Meet with adult mentor

MAY - JUNE - Senior Capstone Evening- Final Reflection

Research Paper Rubric 15

Name: __________________________________ Date: _____________Score: ______________

Criteria Exceeds Standard (4) Meets Standard (3) Nearly Meets Standard (2)

INTRODUCTIONAND

THESIS

SCORE: _______

Thesis: clearly and concisely states the paper’s purpose; is engaging and thought-provoking.Introduction: is engaging, states the main topic, and previews the structure of the paper.

Thesis: states the paper’s purpose in a single sentence.Introduction: states the main topic and previews the structure of the paper.

Thesis: states the paper’s purpose in a single sentence.Introduction: states the main topic but does not adequately preview the structure of the paper.

ORGANIZATION,STRUCTURE,

DEVELOPMENT OF IDEAS

SCORE: _______

● The paper is richly supported and developed with accurate and relevant information from a variety of source materials.

● The paper is unified and focused and contains one or more clear controlling ideas.

● Ideas are clearly and effectively developed; writing is fluent and has effective transitions.

● The paper is well supported but not completely developed. Information is accurate and relevant.

● The paper is well organized and contains one or more controlling ideas.

● Ideas are clearly expressed but lack some fluency and polish.

● The paper is adequately supported but lacks thoroughness. Some information may be inaccurate or irrelevant.

● The paper displays adequate organization with at least one controlling idea and some coherence. Digressions are not disruptive.

● Most ideas are clear and understandable. Fluency and transitions are lacking.

MECHANICS

SCORE: _______

● No errors in punctuation, capitalization, and spelling.

● No errors in sentence structure and word usage.

● Formal writing style.

● Almost no errors in punctuation, capitalization, and spelling.

● Almost no errors in sentence structure and word usage.

● Formal writing style.

● Many errors in punctuation, capitalization, and spelling.

● Many errors in sentence structure and word usage.

● Inconsistencies in formality of style.

DEPTH OF RESEARCH

SCORE: _______

● Shows great depth of knowledge and learning, reveals abstract ideas reflected through use of specific details.

● Shows some depth of knowledge and learning illustrated with some detail. Uses concrete language.

● Does not demonstrate profound learning or knowledge but frequently makes generalizations with limited insight and some detail.

CITATION

SCORE: _______

● All cited works are done in the correct format with no errors, both on the works cited page and internally.

● Some cited works are done in the correct format on the works cited page and internally. Inconsistencies evident.

● Few cited works are done in the correct format, either on the works cited page or internally.

Mentor Signature:______________________________________________

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Name: _________________________________________ Date: _______________ SCORE: ______________________

Reflections Submitted for this Evaluation:Criteria Exceeds Standard (4) Meets Standard (3) Nearly Meets Standard (2)

ADVANCEMENT OF PERSONAL

LEARNING

SCORE: __________

Student demonstrates depth of inquiry that guides his or her development and revision of the project. Student continually creates, refines, analyzes, and evaluates new and worthwhile ideas.

Student demonstrates some depth of inquiry that influences the development of the project. Student frequently, but not consistently, creates, refines, analyzes, and evaluates new and worthwhile ideas.

Student demonstrates insufficient depth of inquiry to significantly impact the development of the project. Student inconsistently creates, refines, analyzes, or evaluates new and worthwhile ideas.

ARTICULATION OF IDEAS

SCORE: __________

Student articulates thoughts and ideas clearly and effectively. Reflection demonstrates student’s focus, energy, and passion.

Student articulates thoughts and ideas with some clarity. Student conveys some focus, energy and passion.

Student’s thoughts and ideas are occasionally clear. Entries demonstrate inconsistent focus, energy, or passion.

CONNECTION TO PREVIOUS LEARNING

SCORE: __________

Student makes significant connections between learning in previous coursework/other experiences and project explorations. Student applies prior learning in the accomplishment of project.

Student makes some important connections between learning in previous coursework/other experiences and project explorations. Student occasionally applies prior learning in the accomplishment of project.

Student makes few connections between learning in previous coursework/other experiences and project explorations. Student attempts to apply prior learning in the accomplishment of project, but is not always successful.

CRITICAL THINKING/ PROBLEM SOLVING

SCORE: __________

Student applies abstract knowledge to solve problems and to develop and execute solutions. Student evaluates information critically and competently. Student analyzes information in order to discern new challenges, solutions and opportunities.

Student occasionally applies abstract knowledge to solve problems and to develop and execute solutions. Student occasionally evaluates information critically and competently. Student attempts to analyze information in order to discern new challenges, solutions, or opportunities.

Student rarely applies abstract knowledge to solve problems and to develop and execute solutions. Student’s evaluation of information is often done superficially. Student’s analysis lacks the depth to enable him/her to discern new challenges and opportunities.

Senior Capstone Evening Rubric

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Criteria Exemplary (6) ExceedsStandard (5)

MeetsStandard (4) Acceptable (3) Below

Standard(2)

ORGANIZATION AND FOCUS

SCORE: _______

Audience is engaged and enthusiastic about the presentation because it demonstrates focus, innovation, and passion about the topic.

Topic is presented in a logical, interesting, and creative manner that the audience can follow.

Topic is presented in a logical and organized sequence that the audience can follow.

Topic is presented in a somewhat logical sequence, making it possible for the audience to follow.

Audience has difficulty following the topic or presentation because the focus is not clear.

SUBJECT KNOWLEDGE

SCORE: _______

Content from research and project is summarized in a balanced and clear manner. Student demonstrates full knowledge (more than required) by answering all questions with explanations, elaboration, and enthusiasm.

Cotnent from research and project is summarized in a balanced and clear manner. Student demonstrates full knowledge by answering most questions with explanations and elaboration.

Content from research and project is summarized in a balanced manner. Student is at ease with expected questions and answers them sufficiently.

Content focuses slightly more on either research or project. Student answers all questions adequately.

Content focuses too much on either research or project. Student is uncomfortable with the topic and is only able to answer rudimentary questions.

ORALCOMMUNICATION

SCORE: _______

Ideas are presented in a well-planned, organized, and creative way. They flow logically and the student’s point-of-view is clearly articulated. Student maintains eye contact with the audience, seldom returning to notes. Student’s voice is clear and loud enough.

Ideas are delivered in a meaningful way. Student maintains eye contact and shows enthusiasm for the topic. Student’s voice is clear and loud enough.

Ideas are delivered in an organized and acceptable way. Student maintains eye contact most of the time but frequently returns to notes. Student’s voice is clear and loud enough.

Delivery of the presentation is somewhat organized and the audience has some difficulty understanding. Student occasionally uses eye contact and shows some enthusiasm for the topic.

Ideas are presented in a manner that the audience has difficulty understanding. Student occasionally uses eye contact but still reads most of the information. Student’s voice is low and difficult to hear.

DISPLAY LAYOUT AND DESIGN

SCORE: _______

Supporting materials use graphics and pictures in a creative manner that reinforces the topic. The overall organization, design, use of color and space is neat and orderly. Places an emphasis on content, not visuals. Visuals reinforce content.

Supporting materials use graphics and pictures to explain and reinforce the topic. The overall organization, design, use of color, and use of space clearly communicate a message and enhance the display. Places an emphasis on content, not visuals. Visuals reinforce content.

Supporting materials use graphics and pictures that relate to the overall presentation. Most illustrations, photographs, and drawings add to the purpose and interest of the display. Places an emphasis on content, not visuals.

Supporting materials occasionally use graphics and pictures but do not fully support the topic and presentation. Places too much emphasis on visuals, distracting from content.

Supporting materials use unessential graphics or pictures or no graphics and pictures. Supporting materials are carelessly presented. Greater attention to content is needed.

Frequently Asked Questions1. I can’t think of an idea. What should I do?Think of a topic that interests you. It can be anything! Now, think of a question you have about that idea that will deepen your understanding about it in a meaningful way. For example, if your topic is “running” and you like running races competitively, you might come to an essential

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question like this: “What is the best training regimen to run a half-marathon in under two hours?” This is a good question because it a) is short, general, and specific; b) has clear connections with concepts learned in your high school career (health, physical education, and even biology!); c) is research-able; d) is of personal interest to you!

Check out www.dosomething.org to get inspired!

2. What is an “essential question”?If you need help writing an essential question, you should come to the Senior Capstone Proposal workshop. You will get feedback for your idea and help writing an essential question. If you come prepared, you will probably leave with an approved essential question and project!

3. When are the workshops?Listen for the announcements or ask a Senior Capstone Committee member for the dates of workshops that have already been scheduled.

4. Who do I give my work (research paper, etc.) to?You can give your work to your faculty advisor (that’s your advisory teacher, the one you have after period B, but before period C for four years now!). You should only hand your written work to your Senior Capstone evaluator in the event of an absence or another emergency. In such an event, be sure to hand it to them IN PERSON!

5. I don’t need/want an adult mentor. Do I have to have one?Yes. The adult mentor is an important resource for your project. Remember, he/she cannot be a close family member!

6. When will I know my grade?You should contact your evaluator and make an appointment for feedback one week after turning in any written work. He/she can share with you strategies to help you improve any ideas for moving the project along. Your evaluator will probably not come looking for you, unless you have not turned in some work, so you have to take initiative to seek out this help! You should make an appointment to meet with your evaluator after you submit your proposal, after writing the first few journals, and after writing the research paper rough draft and final draft.

7. Why can’t I just collect items or money for charity?This kind of activity does not necessitate the learning and depth of inquiry that the Senior Capstone Project is all about. Additionally, the Senior Capstone Project is designed to require a year of planning and dedication; collecting items or money for a charity does not necessitate this level of commitment. If you really are interested in a particular charity, find ways to get involved that do not require fundraising, such as volunteering.

8. What are “internal citations”?Internal citations allow a writer to give credit within the body of a paper (instead of at the end of the paper) when the writer is using information or ideas that he/she gleaned from another source. For detailed information on how to properly cite internally, please come to the research paper workshop or obtain the latest edition of the MLA Research Manual.

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9. My friend goes to another high school and she doesn’t have to do Senior Capstone. Why do we have to do it?We know that senior year of high school is a busy, exciting, and stressful time for you and we also know that adding another project on top of work, classes, homework, clubs, sports, chores, AP testing, and a social life is daunting. However, Senior Capstone is an important milestone to achieve before graduation high school. It shows that over these four years, you have developed the skills for life-long learning, which is important because we hope that you will never stop learning, even if your formal academic career stops after high school. If you pick a project that is genuinely of interest to you, we promise that you will feel fulfilled, not depleted, at the end of this process.

10. Why can’t I do a tournament? They have been done in the past.This kind of activity does not necessitate the learning and depth of inquiry that the Senior Capstone Project is all about. Additionally, the Senior Capstone Project is designed to require a year of planning and dedication; assembling groups for tournaments or fundraisers does not necessitate this level of commitment. If you really are interested hosting a tournament, you can make it one component of your project but not the main event. Find another activity to supplement the tournament, such as volunteering.

11. What is the difference between my essential question and my thesis for my research paper?Your essential question is the overarching question for your whole senior capstone project. For example, you might shadow a physician’s assistant and ask “what are the steps and skills involved in becoming a successful physician’s assistant?” Your thesis is much more specific and is constructed while you complete your research paper. For example, you may construct a research paper about the benefits of becoming a physician’s assistant as opposed to a medical doctor. Your thesis is a specific statement or solution posed by your research paper, around which the rest of you writing is organized. For example, a thesis for the project mentioned above may read, “If healthcare and insurance costs continue to increase at their present rate, a physician’s assistant will receive similar compensation to that of a medical doctor, while avoiding many of the challenges and responsibilities of an MD.”

Please bear in mind that although certain projects have been approved in the past, this does not mean that similar endeavors will continue to be approved. As the Senior Capstone Project evolves in concept and rigor, the expectations and guiding principles will likewise progress to reflect those developments.

Senior Capstone Proposal FormStudent Name:________________________________________________________________

Student E-mail Address:________________________________________________________

Faculty Advisor (advisory period teacher): _________________________________________

Title of Project: _______________________________________________________________

Essential Question to be explored through project:

______________________________________________________________________________

______________________________________________________________________________

Connection to curriculum/prior learning experiences:

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______________________________________________________________________________

______________________________________________________________________________

Project Description: In the space provided, answer the following in detail:

• Describe the nature of your project and how and why you became interested in this topic.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

• Discuss the connection between your project and knowledge you have acquired during

your high school experience through courses, field work or other school-related activities.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Cite at least three specific resources (experts in the area of your topic/print resources/electronic

sources) you intend to use to complete your investigation of your topic.

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________How do you intend to incorporate your adult mentor in the execution and completion of your project? What expertise will he/she lend to your project?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

How will you present your product and the knowledge you will have gained from this experience? (performance, PowerPoint, etc.)

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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

In what ways do you hope to personally benefit from successfully completing your Senior

Capstone Project?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

Describe the end product you anticipate creating as a result of your investigation into your topic.

How will the product best illustrate the process you have undertaken and the learning you have

acquired?

______________________________________________________________________________

______________________________________________________________________________

Statement of Understanding

I agree to the following conditions for work on my Senior Capstone project:

• My work will be authentic, of my own design and execution. • My adult mentor will be a guide and facilitator of my project, not a director or instructor

in the traditional sense.• I agree to adhere to all timelines, presenting my completed project to the Evaluation

Committee and in the public forum on Capstone Evening. • I understand that to remain eligible to graduate with distinction all components of my

Senior Capstone Project must be completed and turned in no later than the advisory period of the assigned due date. • I understand that completion of the Senior Capstone is a graduation requirement, and the

success of my completion of my project will be determined by the evaluation of my Senior Capstone evaluator, adult mentor, and the members of the Senior Capstone Committee. • I realize that Bolton High School has the right to use my project as a model of an

exemplary project.• I acknowledge that my project is in compliance with the law.

Student Signature: ______________________________________________________

Student Email: ______________________________________________________

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(Gmail is preferable as documents will be shared)

Parent/Guardian Acknowledgement

Parent/Guardian Name: ______________________________________________________

Parent/Guardian Signature: ______________________________________________________

Parent/Guardian Email: ______________________________________________________

(Gmail is preferable as documents will be shared)

Adult Mentor Information and Agreement FormPlease share this form with your adult mentor. He or she must complete the basic contact information below and sign the adult mentor agreement to acknowledge the responsibilities inherent to undertaking the role of adult mentor in the Bolton High School Senior Capstone Project. Return this form to your faculty advisor. Please refer to the list of deadlines located in the appendix of this manual.

The Role of the Adult Mentor

✦ Commit to sharing technical expertise and knowledge to the senior’s project.✦ Meet with student a minimum of six times throughout the project to discuss the proposal,

the research paper, and the final presentation.✦ Offer guidance, inspiration, and/or support to the student when necessary.✦ Provide direct instruction in processes if necessary.✦ Read the research paper draft and offer guidance/feedback if necessary.✦ Evaluate the student periodically.✦ Inform Senior Capstone Committee at Bolton High School regarding any difficulty with

the student’s cooperation or progress (call BHS at 860-643-2768 or email Senior Capstone Coordinator Jennifer Tierney at jennifer.tierney@boltonct.org).

✦ Attend Senior Capstone Evening at Bolton High School at 6:00pm on May 20th.✦ Score student’s final presentation at Senior Capstone Evening.

Adult Mentor Agreement:

After reviewing this Senior Capstone Proposal, we have agreed to a minimum of six meetings so that I may assist in the progress and completion of the Senior Capstone Project. My assistance will include, but is not limited to: sharing knowledge/expertise, guidance, referrals, direct instruction, and moral support. I will attend the Capstone Evening in May and will be a scorer of this project, and my evaluation will be a component of the student’s final evaluation.

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Adult Mentor Signature: ______________________________________________________

Adult Mentor Information:

Adult Mentor Name: _____________________________________________________

Address: _____________________________________________________

Email: _____________________________________________________

Phone Number: _____________________________________________________

Technology Request Form

Student Name: ______________________________________Please provide a brief description of your presentation and display. Your location and schedule on Senior Capstone Evening will be based on the information you provide below.______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Public Presentation: Display. 48” x 36” tri-fold board and any accompanying materials to be set up for Senior Capstone Evening.

My project must be displayed outside of the Student Commons (circle one) Y N

Please check the items that you will need for Senior Capstone Evening:___ InFocus projector

___ Laptop

___ TV/DVD player

___ TV/VCR

___ Podium

___ Easel

___ Electrical outlet (for your own equipment)

___ CD player

___ Overheard projector

___ Other (please specify)

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Please see Mrs. Fazzina to test CDs, DVDs, PowerPoint presentations, etc. for compatibility!

All PowerPoint and multimedia presentations must be loaded onto a thumb drive in order to facilitate transitions between projects on Senior Capstone Evening. Please be prepared to bring your digital presentation on a thumb drive! It is always a good idea to have several back-up plans!

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