Developing an Integrated Senior Project Nampa School District Academy of Business & Finance

Nampa School District  SD Population – 14,000 approx.  Rural city – high area of growth  5 new schools  Built within last three years  Ethnic diversity

Academy Demographics  Three high schools in one: Columbia, Skyview, & Nampa High  Academy housed at Nampa High  Block schedule: A day/B day  Our non-bell schedule

Academy Demographics 10 th Grade  10 th Introduction to Financial Services  Site based  Approximately 20 students at each site

Academy Demographics 11 th Grade  Full time enrolled  History, business, English courses  Internship preparation  20 students

Academy Demographics 12 th Grade  Full time enrolled  Government, business, English courses  Internship  8 students

Academy Demographics Faculty  4 teachers  2 business, 1 social studies, 1 English  3 from Nampa High  1 from Skyview  Academy Director  Common prep time for teachers

A need for change  2 high schools  2 different senior requirements  New state and district standards  Involvement of the advisory board  Inclusion of more technical business writing

A new beginning  March 2005 advisory board meeting  Problem-based topic  April 2005 students’ introduction to project  Established time-lines and assignments

Senior Project Background and Problem Background: Fueled by an economic environment of affordable Housing and an attractive business environment, Nampa must deal with the increasing scarcity of existing resources. According to experts, Nampa has grown by an average of 35% since 1990, or 8% per year. Decisions that impact urban and rural settings must now be addressed.

Senior Project Background and Problem Problem: The dilemma is how to create a regional based program of community planning that includes both urban and rural setting. The historical divisions between the city and the country have led only to fractionalization, and an overall weakness in the delivery of services to the citizens and business community that create a successful growth climate.

Time-line April: Proposal; primary/secondary sources; inquiry letters; interviewing May: Acceptance letter; proposal due; primary/secondary primary/secondary sources; progress and activity reports sources; progress and activity reports June: Primary contact sources; required meeting with Mrs. Patterson (copies of inquiry letters) Mrs. Patterson (copies of inquiry letters) July: Progress and activity report; required meeting with Mrs. Patterson with Mrs. Patterson August/September: Literature review; research paper paper October: Loose ends; research paper due November: Oral presentations; formal reports December: Presentations

Presentation  At Nampa High  During school hours (12:30)  30 minute time slots  Evaluators

Presentation Rubric 1. PREPARATION FOR PRESENTATION 2. EVIDENT QUALITY OF PROJECT 3. CONTENTS OF PRESENTATION 4. ORGANIZATION 5. DELIVERY CONSENSUS of this Senior’s presentation (based on, but not necessarily an average of the above): Advanced Proficient Basic Not Fully Developed Unsatisfactory

Project  Board members involved  April 2006 students’ introduction to project project  Established time-lines and assignments assignments

Senior Project Background and Problem Background: Over the last 20 years national identity has been giving way to globalization. Will nations willingly cede national identity and accept a global community?

Senior Project Background and Problem Problem: In light of the ever present global society does a country have the right to determine its own educational, economic, and social structure?

Brainstorming  Student led  Teacher facilitated

Brainstorming  Promote student interaction

Brainstorming

Audience Questions