Mr. Penza Senior Project Coordinator East Greenwich Public Schools eghs.penza@gmail.com 401-398-1325

“I did not know” is not an excuse! How do I stay informed? “I did not know” is not an excuse! Ways to stay informed about Senior Project Email Mr. Penza directly Senior Project Website Stop by Room 243 and schedule an appointment

Why Senior Project? Because RIDE says so! RI Board of Regents: Senior Project is part of the Proficiency Based Graduation Requirement mandated by the Department of Education RI Board of Regents: “…all high schools shall provide evidence of the manner in which they incorporate applied learning skills in communication, problem solving, critical thinking, research, and reflection/evaluation across all content areas…”

Core Components of Senior Project Topic Selection Letter of Intent Mentor Field Work Research Paper Product Presentation Portfolio

Senior Project Component * Topic Selection * Students will select a topic about which they are interested The best topics are those about which students have a real desire to learn more The project must represent a “learning stretch” Students may have previous skills or experience in the area which they are considering…. BUT In order to fulfill Senior Project they will have to explore this subject in a genuinely new and challenging manner, not simply repeat what they already know or have previously learned.

Senior Project Component * Learning Stretch * What is a learning stretch? A learning stretch is defined as the demonstration of knowledge and research over and beyond previously learned material.  Ex: A student may have been playing soccer all of his/her life but has never coached someone on how to play soccer.

Senior Project Component * Letter of Intent * First Piece of Senior Project Part of the final portfolio Student outlines his/her Senior Project Reviewed and assessed by the EGHS Faculty

LOI Presentation Logistics Will be built in to the school day. Seniors will present their Senior Project to a panel of three judges. At least one of the teachers on the panel will have had the student for a year in class. Every senior must present, regardless of whether or not they are following the early or regular presentation schedule Presentations will last two minutes with an additional two minutes given for judges questions This will be a common task for English using the School Wide Oral Presentation Rubric

Senior Project Component * Mentor * Who can be a Mentor? Must be at least 21 years of age Must be willing to give 15 hours of unpaid field work time with student Can not be a family member or relative Can not be a current employer Can not be a teacher at EGHS

Senior Project Component * Mentor * What is the role of a Mentor? Advises student on field work Signs off on field work log The “teacher” of skills used to create product Helps guide student in creation of product Active guide for discussion and reflection on the field work process

Senior Project Component * Field Work * Defined as documented hours of work a student will complete with his/her mentor during his/her senior year. Must be done with a Mentor Must represent a learning stretch F.W. Log required to document hours Field work process must equal Product

Senior Project Component * Research Paper * Thesis driven Five to eight pages in length Must have a connection to Senior Project Topic Will be taught/covered in Junior and Senior full-year English Classes Can be written in student's junior year as well as senior year PBGR Coordinator is teacher/ assessor for students taking elective English classes

Connecting the Research Paper to Senior Project All students will include in their Senior Project Portfolios an abstract (summary sheet) of their Research Paper that conforms to the following Guide Sheet. Abstract Guide Sheet Paragraph One: What is your Research Paper thesis? Summarize the main points you use to support your thesis. What kind of sources did you use to support your thesis? What conclusions can you draw from your work writing your Research Paper? Paragraph Two: Explain how and why you became interested in your Research Paper topic. Did you learn anything surprising while doing you research? Did you change you point of view in the midst of the research? What is the connection between the research paper and your senior project? How was your paper related to your product? Paragraph Three: Describe your learning stretch. How was your project a challenge for you and how did it “stretch” your skills and knowledge? What types of problems did you have to solve?

Senior Project Component * Product * The products require students to apply the knowledge gained during the fieldwork phase. Products must have a clear “learning stretch” The products must be completed on the students’ own time, must be challenging, and must require at least fifteen hours of work. Mentors may work with students to develop their product during this phase of Senior Project

Senior Project Component * Presentation * Delivered to a panel of judges (teachers, community members, etc.) Eight to twelve minutes long Students will have a clear outline to follow Can be practiced after school in Room 112 Each student will explain: Connection of Research Paper and Project Learning Stretch of Project Description of Product

Senior Project Component * Portfolio * Given to Senior Project Panels before Presentation Includes: Letter of Introduction to Judges Letter of Intent Mentor Information/Parental Acknowledgement Form Research Paper Abstract Fieldwork Time Log signed by your mentor Four Fieldwork Journal entries Completed Product

Senior Project Example Bob Smith Playing acoustic guitar, woodshop, football, karate, band Topic: Acoustic Guitars Letter of Intent: Build an acoustic guitar Mentor: Matt Brown (owns custom guitar shop) Field Work: Bob will learn how to put together a custom guitar learn what types of woods and metals are best in making an acoustic guitar learn how custom guitars are bought and sold from a small business owner Research Paper: The use of Mahogany as the top wood in an acoustic guitar creates the best overall sound. Product: A completed acoustic guitar with a price analysis that compares the price / benefits of making an acoustic guitar with the price/ benefits of buying one “off the shelf”

What should Juniors do NOW!! Don’t Panic Dates change but the timeline doesn’t Talk to seniors about their S.P. experience The dos & don’ts Talk to Mr. Penza  Look at your possible S.P. interests Try to tailor your junior research paper around these Keep EVERYTHING regarding your Research Paper Rubrics, drafts, teacher-corrected pieces, electronic copies, etc. Think about submitting your LOI early

Questions for Brainstorming Topics – S.P. & R.P. Within the next five years what things do you hope to have accomplished? What things would you like to be able to do better? What do you wish you had more time for? What things would you like to learn more about? List some experiences that you really wish you could have. What controversial issues do you really feel strongly about? What is a profession you think about but have not seriously explored? What is one thing you believe needs to be improved? What classes have you taken and really liked? What is one handcrafted item you wish you could own? What do you wish would happen in your life? What goal have you avoided? What do you complain about? What do you like to get others to do? What is special or unique about you? What community group do you belong to / wish you belonged to? What can’t you do, but would like to do? If you could earn $100.00 an hour doing anything, what would it be?