Culmination Project Guidebook 2018-2019 - John A. Dobbs, Principal - Tupelo Public School ...
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1
Culmination Project
Guidebook
2018-2019
John A. Dobbs, Principal2
Table of Contents1
Page —cont’d
3 Contact Information 21 Research Paper Rubric
4 Parent/Guardian Letter 22 Annotated Bibliography Rubric
5 Culmination Project: An Overview 23 Portfolio Rubric
6 Section: Expectations and Guidelines 24 Résumé and Activities List Rubric
7 Culmination Project Guidelines 25 Narrative Essay Assignment and Rubric
8 Culmination Project Timeline 26 Reader-Response Composition Rubric
9 Grade Distribution 27 Peer Evaluation Rubric
10 Project Proposal Guidelines 28 In-Class Presentation Rubric
11 Product Work Log Guidelines 29 Community Presentation Rubric
12 Mentor Expectations and Responsibilities 30 Section: Forms
13 Mentor Interview Expectations 31 Academic Integrity Form
14 Research Paper and Annotated Bibliography 32 P/G-S Acknowledgement Form
15 Annotated Bibliography Example 33 Parent/Guardian-Student Liability
16 Keynote Expectations 34 Proposal Form
17 Triptych Outline 35 Individual Work Log Form
18 Presentation Dress Code 36 Absence Request Form
19 Student Reflection 37 Mentor Consent Form
20 Section: Rubrics
1
This Culmination Project Guidebook is provided as a resource to the students of the Tupelo Public School District
(TPSD). While the guidebook contains policies current at the time of printing, TPSD is constantly reviewing and
updating policies; therefore, the guidebook may not always reflect the most current policies. All policies and
procedures summarized in this Culmination Project Guidebook are subject to unilateral change at the sole option and
discretion of the Culmination Committee and TPSD.3
Contact Information
Tupelo High School
4125 Golden Wave Drive
Tupelo, Mississippi 38801
www.tupeloschools.com
(662) 841-8970
Administrative Team
Principal John A. Dobbs jadobbs@tupeloschools.com
Assistant Principal Tyrone Catledge tkcatledge@tupeloschools.com
Assistant Principal Ryan Curry rwcurry@tupeloschools.com
Assistant Principal Leslie McNeal lvmcneal@tupeloschools.com
Assistant Principal Adra Sparkman ansparkman@tupeloschools.com
Administrative Intern Landon Morse lpmorse@tupeloschools.com
Athletic Director Eddie Moore eemore@tupeloschools.com
Career-Technical Center Director Evett Topp setopp@tupeloschools.com
Culmination Project Committee
Elizabeth Autry egautry@tupeloschools.com
April Friar afriar@tupeloschools.com
Sara Renick sbrenick@tupeloschools.com
Christine Winters chwinters@tupeloschools.com4
www.TupeloSchools.com
4125 Golden Wave Drive
Tupelo, MS 38801
662.841.8970
Parent/Guardian Letter
August 8, 2018
Dear Parents and Guardians:
The Culmination Project will provide your student an opportunity to showcase pertinent skills
(reading, writing, speaking, thinking, time-management, organizational, and collaborative) in a
four-part process. The components of the project include a paper, a portfolio, a project, and an
oral and visual presentation.
Please note that this experience cannot solely rely upon what your student already knows but
must generate new learning and growth—a learning stretch. A successful project involves
parental and teacher support as well as student initiative, self-discipline, and teamwork.
Culmination Project will afford students opportunities to meet and to learn from community
leaders who will serve in various capacities such as mentors and as motivational speakers.
Therefore, it is necessary for your student to maintain a high level of academic and communal
integrity and respect.
As aforementioned, teamwork is an important aspect of Culmination Project. Your student will
work in a team of four; teams of three or five students will be formed only when necessary.
Although your student will work within a team, assessments and grades will be based primarily
on individual efforts. Meeting deadlines, working with teammates, and contributing to and
completing each component of the project is important to your student’s evaluations.
In the weeks and months ahead, your student will engage in authentic learning and acquire skills,
knowledge, and real-life experiences. Remember that as each day passes, graduation approaches.
All emotions and perseverance will be rewarded. If you have any questions or concerns, please
do not hesitate to contact any member of the Culmination Project Committee.
Sincerely,
THS Culmination Project Committee
THS Culmination Project Committee5
Culmination Project: An Overview
Tupelo High School’s graduating class of 2005 successfully braved the initial year of Senior Project.
Because the skills needed to complete the projects are reflective of the students’ overall learning
processes, the name was changed to Culmination Project in 2008, which is also the same year Tupelo
High School partnered with Association for Excellence in Education (AEE) to present the Culmination
Project at the BancorpSouth Arena. Beginning with the graduating class of 2013, students no longer
completed individual projects but were placed in teams, and the presentation of the Culmination Project
moved back to the campus of Tupelo High School.
The Culmination Project is a graduation requirement and consists of four major components. The
components of the project include a paper, a portfolio, a project or product, and an oral and visual
presentation. The project is based on a team-selected and committee-approved topic. Teams will
produce research on their respective topics. Teams are encouraged to choose mentors knowledgeable in
their particular areas of interest. Throughout the duration of the project, students—both individually and
collectively—will compose for and organize a portfolio that will chronicle the process of the project. The
project will conclude with an in-class presentation and an on-campus community exhibition.
The purpose of the Culmination Project is to allow students an opportunity to engage in authentic
learning. In “Authentic Learning for the 21st Century,” Marilyn M. Lombardi defines authentic learning
as “learning that focuses on real-world, complex problems and their solutions using role-playing
exercises, problem-based activities, case studies, and participation in virtual communities of practice.” In
other words, students will learn by doing rather than just listening in a traditional classroom setting.
Researchers across the board have found that students who embrace opportunities to engage in authentic
learning cite relevance as the key to this educational approach. Using industrialized standards or
permitting students to assume a role helps them to see the connection between course content and their
future careers.
The benefits of the Culmination Project are immeasurable. Students will gain new knowledge and
learning experiences. Students will validate learning stretches and will showcase many 21st Century
skills. Although students may experience challenges and frustrations, the Culmination Project is student-
driven and allows students to show what they know, to collaborate with teammates, to work closely with
community leaders and volunteers, to partner with local organizations, to experience curriculum-based
learning in a non-traditional setting, and to provide meaningful service within the community.6
Expectations
and
Guidelines7
Culmination Project Guidelines
The student will complete and contribute to each component of the Culmination Project: paper,
portfolio, project, and presentation. Any student who fails to complete each component will
forfeit participation in commencement exercises.
The student will sign, submit, and adhere to designated Culmination Project forms that include
behavioral and academic expectations. Students who do not submit proper documentation of the
noted forms will not receive credit for Culmination Project.
The student will provide service that falls in at least one of the following categories: service to
school, to community, to humanity, to culture, or to professionalism.
The student will validate a learning stretch from the topic and project selected.
The student will work in a team of four (4) students. Teams consisting of three or five students
will be formed only when deemed necessary.
It is the responsibility of each team to select a topic by consensus and to design a project.
Topics and projects will be approved by the Culmination Project Committee. Topics reasoned
hazardous, objectionable, illegal, controversial or contradictory to the Tupelo Public School
District will not be approved. Any project that will become a financial hardship for students or
parents and guardians will not be approved.
Culmination Project is not based on fundraising and such act is discouraged. Any fundraising
must be pre-approved by the Culmination Project Committee and by THS Administration.
Projects and products will be the endeavors of the teams, not a required undertaking of any other
entity. Students may complete community service hours with established organizations but may
not propose preexisting projects as an original task.
Academic dishonesty and electronic/technology usage will be addressed as stated in the Tupelo
High School Student Handbook, in accordance with the Tupelo Public School District.
Research will adhere to the most recent procedures specified by the Modern Language
Association (MLA).
Each team will secure a mentor who meets the qualifications specified by the Culmination
Project.
Tupelo High School’s facilities will not be available other than during normal operating hours.
All posters, fliers, brochures, or any written form of communication must be approved by the
respective classroom teacher.
Each student will be allotted one (1) whole day school-related absence; however, the student will
be responsible for submission of an Absence Request Form (page 36) four (4) days prior to the
designated absence for approval. Absences will be recorded as school-related after the student
has submitted proper documentation to his or her respective teacher. No school-related absences
will be granted after Friday, November 16, 2018, during the fall semester and after Friday, April
12, 2019, during the spring semester. Students who need to make-up an SATP assessment will
not be granted an absence on any SATP testing date.8
Culmination Project Timeline
Assignment/Form Schedule
1st Semester 2nd Semester
Forms August 22 January 16
a. Academic Integrity
(page 31)
b. Parent/Guardian-
Student
Acknowledgement
(page 32)
c. Parent/Guardian-
Student Liability (page
33)
Project Proposal August 22 January 16
Mentor Consent Form (page 37) August 31 February 1
Annotated Bibliographies September 28 March 1
Research Paper October 5 March 8
Work Verification Log October 5 March 8
Portfolio November 2 March 29
a. Résumé/Activities List
b. Personal Narrative
c. Journals (5)
d. Mentor Interview
e. Reflection
Visual Presentation November 9 April 5
Work Verification Log November 16 April 12
In-class Presentation* November 27-29 April 23-25
On-campus Presentation* November 29, 2018 April 25, 2019
*The in-class presentation includes product and Visual Presentation.
**Dates are subject to change in order to meet the best interest of the students.9
Grade Distribution
Assignment/Responsibility Weight
Research Paper and Annotated Bibliographies 3 major grades
*3 major grades
Portfolio 1 major grade
*1 major grade
Teamwork Evaluation 1 major grade
Work Log Verification 2 minor grades
In-class Presentation 3 major grades
*2 major grades
On-campus Community Presentation 1 major grade
*1 major grade
*Indicates weight for Advanced Placement® classes10
Project Proposal Guidelines
Each team will submit a typed proposal, using complete sentences.
The team will complete each section of the proposal: topic, rationale, detailed description of
project/product, and learning stretch.
The topic will include only the subject matter. The topic will use past tense.
The rationale will provide reasoning of the selected topic. The rationale will use past tense.
The detailed description of the project/product will include the names of people and
organization(s) involved, permission and cooperation of people and organization(s) involved,
essential dates, the duration of the project, community service, the project’s expense, materials,
and any relevant information. The description will use future tense.
The learning stretch will include specific skills used throughout the project and highlight new
learning experiences. Skills such as time-management and organizational are characteristic of the
Culmination Project by nature; therefore, the student will provide unique, authentic illustrations
of a learning stretch. The learning stretch will use future tense.
The proposal will not be approved until all components have been properly met.
The team will submit a new proposal if the project deviates significantly from the original.11
Product Work Log Guidelines
The team will complete and document a minimum of 20 hours per student.
Verification (a mentor or teacher signature) is required for each entry.
Include activities, observations, new information/technology encountered,
challenges/surprises/successes, and concerns/frustrations.
The Culmination Project hours must be unpaid.
Time spent on the project should be as equally proportionate as possible. Students who neglect
their responsibilities within the team will receive grades that reflect their efforts.
During the documented time, students will be active and participatory.
The team may complete more hours than required.
Volunteer work, taking seminars or classes, or teaching/informing others about your project or
topic may be included.
Students may not count time spent practicing for presentation, thinking, traveling, shopping for
materials, etc.12
Mentor Expectations and Responsibilities
What are the expectations and responsibilities of a mentor?
Maintain a professional and appropriate relationship with the students
Have expertise, be resourceful and/or knowledgeable of the students’ selected topic
Be a non-related adult (25 years old or older)
Be willing to undergo a random background check if requested by the Tupelo Public School
District
Be available to consult or advise students and to check the students’ progress
Help students to design a meaningful project and experience
Provide constructive suggestions to improve the quality of the project experience
Help to stretch the learning experiences of the students
Verify hours and students’ work with signatures on the students’ work log
Allow the student to showcase their mentor
Listen and encourage
The Culmination Project is the responsibility of the student. Each student is required to spend a minimum
of 20 hours on the team project. Please be assured that the Culmination Project does not and is not
designed to require an overwhelming commitment of the mentor’s time. Mentors are not required to be
with the students during the 20 hours. Communication between the students and the mentor may take
place via telecommunications (email, telephone, Skype, etc.).
All mentors must complete a Mentor Consent Form (page 37) to be submitted by each team.
Mentors play a vital part in the success of Culmination Project and are greatly appreciated for their
commitment to education in our community, specifically Tupelo High School.13
Mentor Interview Expectations
The mentor interview should be a minimum of 5 minutes. Questions should be typed and submitted to the
mentor at least 24 hours in advance. For a productive interview:
Ask for permission to interview and to video the mentor.
Set an appointment with the mentor.
Be on time.
Dress appropriately.
Prepare questions: ask questions on issues surrounding your topic.
Avoid personal questions: “How much do you make?”
Do not be afraid to ask new questions that occur as the interview progresses.
Do not be afraid to ask questions about what you do not understand.
Avoid “yes” or “no” questions.
Avoid verbal static: “um,” “uh,” etc.
Use Standard English.
Be sure to express your gratitude.
Be professional.14
Research: Paper and Annotated Bibliography
The student will sufficiently research his/her Culmination Project topic and present the research as a
formal composition that includes both a page of works cited and an annotated bibliography, adhering to
the most recent procedures specified by the Modern Language Association (MLA). The research should
include a paper (minimum of five [5] typed pages and seven [7] typed pages for Advanced Placement®
courses, excluding the page of works cited) and an annotated bibliography (minimum of six [6] sources).
The research paper is the result of a detailed process of research, evaluation of sources, critical thinking,
organization, and composition. Sources—both primary and secondary—are essential. A research paper
is not simply a summary of a topic with sources. It is not a book report, opinion piece, expository essay,
or just an interpretation of the topic or sources used. The goal of a research paper is not to inform the
reader about what others have to say about the topic, but to draw on others have to say about the topic and
to engage the sources in order to offer a unique perspective. The page of works cited includes only the
sources used within the paper. A page of works cited follows the actual writing and is understood to
accompany any MLA-based research paper.
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is
followed by a descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to
inform the reader of the relevance, accuracy, and quality of the sources cited (Olin Reference, Cornell
University). Creating an annotated bibliography calls for the application of a variety of intellectual skills:
concise exposition, succinct analysis, and informed library research. The student will locate and record
citations to books, periodicals, and documents that may contain useful information and ideas on his/her
topic. Annotations will summarize the central theme and scope of the book or article, evaluate or assess
the authority and background of the author, comment on the intended audience, compare or contrast the
work with another work cited, and explain or reflect how the source illuminates the topic.
Summarize: What are the main arguments? What is the point of this book or article? What topics
are covered? If someone asked what this article/book is about, what would be the response? The
length of annotations will determine the detail of the summary.
Assess: After summarizing a source, an evaluation is needed. Is the source useful? How does it
compare with other sources? Is the information reliable? Is this source biased or objective? What
is the goal of this source?
Reflect: Once a source is summarized and assessed, the researcher should determine how it fits
into the research. Is this source helpful? How does it help shape an argument? How can the
source be used? (The Writing Lab, Purdue University)15
Annotated Bibliography Example
Thompson 1
Elizabeth Thompson
Mrs. Teacher When submitting your
Annotated Bibliographies
English IV without your paper, include
the paper title here. Titles
20 August 2017 are not included for each
annotation.
The Effects of Sleep Deprivation on Student Achievement
Holland, Suzanne. The Human Condition and Sleep: Science, Sleep, and Public Policy. New York:
Greystone Press, 2013. Print.
This is the annotation of the above source. In this example, I am following MLA guidelines for
the bibliographic information listed above. If I were really writing an annotation for this source, I would
offer a brief summary of what this book says about the human condition and sleep.
It would be appropriate to assess this source and offer some criticisms of it. Does it seem like a
reliable and current source? Why? Is the research biased or objective? Are the facts well documented?
Who is the author? Is she qualified in this subject? Is this source scholarly, popular, some of both?
The researcher can now reflect on this source. How does it fit into your research? Is this a helpful
resource? Is the source too scholarly or not scholarly enough? Is it too general/specific? Since "sleep
deprivation" is a very broad topic, has this source helped to narrow the topic?
Mollane, Keisha. Sweet Dreams: The Greatest Need. Chicago: Talbot Press, 2015. Print
The second annotation directly follows the second in alphabetical order based on the author’s last
name. If there is not author listed, alphabetize according to the title of the article.
Repeat the same steps as the previous annotation: assess the source. Is the information reliable?
What is the goal of the source?
Finally, reflect on the source. How does the source fit into your research? Reflection is good for
the soul and the writer. Adapted from The Writing Lab, Purdue University16
Visual Presentation Expectations
Each team will create and submit a visual presentation. Be sure to include each section that is provided.
Music, videos, and transitions are not permitted. Colors and fonts should be considered carefully.
The following information is in no particular order; however, the information should be included in a
logical and interesting sequence.
The team’s name, catchy title, mentor’s name, and English teacher name
21st Century Skills
Challenges
Feedback
Learning Stretches
Mentor
Overview of Process
Rationale
Research/Interesting Facts with citations
Self-Knowledge
Skills
Integrated Pictures with captions17
Triptych Outline
Catchy and Basic Titles
Name
• Rationale for topic
Photo #1 Photo #4
• Mentor information (caption)
(caption)
• Overview of process
• Research and Interesting Facts Photo #5
Photo #2
(caption) • Learning Stretches (caption)
• Challenges
Photo #3 • Skills used to complete your project Photo #6: Final
(caption) Product
• 21st Century Skills used or (caption)
developed through your project
• Feedback from others who have
observed or experienced your project
• Self-Knowledge
Reminder:
Prepare your triptych (tri-fold board) in an orderly format so that the process undertaken is clear.
The above illustration is only a suggestion.
All pictures on your triptych or on your electronic visual presentation should have captions.
A header is required.18
Presentation Dress Code
Expectations
o Students’ clothes will be clean and neat.
o Hair should be neat and well groomed.
o Good personal hygiene should be evident.
o Minimal and moderate jewelry and accessories should be worn.
o Perfume and cologne and make-up should be worn conservatively.
o Tupelo High School’s dress code applies.
o Students who need assistance should immediately and privately contact any senior English
teacher.
Acceptable
Males
o Business suit with collared dress shirt and necktie
o Sport coat, dress slacks, collared dress shirt, and necktie
o Dress slacks, collared dress shirt, and necktie
o Dress shoes and socks are required.
o A banded collar shirt may be worn only if a sport coat or business suit is worn.
Females
o Business pantsuit with blouse
o Shirt or dress slacks with blouse or sweater
o Dress shoes: Shoes are to be worn for the duration of the Culmination Project.
Unacceptable
o Visible foundation garments
o Backless, shear/see-through, tight-fitting, spaghetti straps, strapless, extremely short, or low-cut
blouses/tops/dresses/skirts
o Sandals, athletic shoes, industrial work shoes, hiking boots, or bare feet
o Hats
o Male ear piercings should be removed.
o Facial piercings should be removed.
o Tattoos should be completely covered.19
Student Reflection
1. Discuss your feelings entering Culmination Project. What contributed most to the feelings you
had entering Culmination Project?
2. Discuss the benefits and strengths of your team’s project.
3. Discuss the disadvantages and weaknesses of your team’s project.
4. Discuss both your individual strengths and the strengths of your team displayed or discovered
during Culmination Project.
5. Discuss your individual weaknesses displayed or discovered during Culmination Project.
6. Discuss both your individual opportunities and your team’s opportunities during Culmination
Project.
7. Discuss both your individual hindrances and hindrances of your team during Culmination Project.
8. Reflect on your community service. Was your community service successful? Explain. Will
you continue to provide service in the community? Elaborate.
9. Discuss Culmination Project as a learner. Does the experience provide authentic (real-world)
learning experience(s)? Explain.
10. Discuss your feelings following the completion of Culmination Project. How do they differ from
your feelings entering Culmination Project?20 Rubrics
21
Research Paper Rubric
Student _____________________________________________________________________________Block__________Date______________
(5) Exemplary/Superior, outstanding evidence of descriptor
(4) Above Average, completely meets expectations; adequate evidence of descriptor
(3) Average/Acceptable, meets minimum expectations; minor flaws or inconsistencies
(2) Below Average, meets most or many minimum expectations; weak with serious flaws
(1) Inadequate, fails to meet minimum expectations; little or no evidence of descriptor
Please circle one number to indicate the points awarded for each section.
Format 5 4 3 2 1
The research paper follows the most recent MLA Comment:
guidelines, including 1-inch margins, 12-point Times
New Roman font; A page of works cited follows the
research.
Content 5 4 3 2 1
The research draws on others have to say about the topic Comment:
and engages the sources in order to offer a unique
perspective. The thesis is clear and is fully supported.
The writing is coherent and cohesive, providing critical
analysis and has an effective beginning, middle, and
ending. Quotes are effectively integrated and relevant to
the claims presented within the writing.
Sources 5 4 3 2 1
A sufficient number of academically credible sources— Comment:
both primary and secondary—are used.
Grammar/Mechanics 5 4 3 2 1
The paper is grammatically sound, free of obtrusive Comment:
errors (misspellings, structure, punctuation, etc.).
Format _______ x 3 =_______ Content _______x 8 = _______
Sources _______x 6 = _______ Mechanics _______x 3 = _______
Total _______22
Annotated Bibliography Rubric
Student _____________________________________________________________________________Block__________Date______________
(5) Exemplary/Superior, outstanding evidence of descriptor
(4) Above Average, completely meets expectations; adequate evidence of descriptor
(3) Average/Acceptable, meets minimum expectations; minor flaws or inconsistencies
(2) Below Average, meets most or many minimum expectations; weak with serious flaws
(1) Inadequate, fails to meet minimum expectations; little or no evidence of descriptor
Please circle one number to indicate the points awarded for each section.
Format Comments
The annotated bibliographies follow the most recent
MLA guidelines, including 1-inch margins, 12-point
Times New Roman font.
5 4 3 2 1
Annotations
The annotations sufficiently and succinctly summarize,
evaluate, and reflect on the source.
5 4 3 2 1
Sources
A sufficient number of academically credible sources—
both primary and secondary—are used.
5 4 3 2 1
Grammar/Mechanics
The annotations are grammatically sound, free of
obtrusive errors (misspellings, structure, punctuation,
etc.).
5 4 3 2 1
Format _______ x 4 =_______ Sources _______x 4 = _______
Annotations _______x 8 = _______ Mechanics _______x 4 = _______
Total _______
(Subtract 17 points for each missing annotation from Total for final grade.)23
Portfolio Rubric
Student _____________________________________________________________________________Block__________Date______________
(5) Exemplary/Superior, outstanding evidence of descriptor
(4) Above Average, completely meets expectations; adequate evidence of descriptor
(3) Average/Acceptable, meets minimum expectations; minor flaws or inconsistencies
(2) Below Average, meets most or many minimum expectations; weak with serious flaws
(1) Inadequate, fails to meet minimum expectations; little or no evidence of descriptor
(0) No attempt
Résumé and Activities List 5 4 3 2 1 0 x 3 ______
polished and professional; easily read; avoids overcrowding; headers are aligned
and sections are complete; consistency in formatting; appropriate font and size;
has no errors—spelling is correct, punctuation is consistent, spacing is consistent;
parallels verbs, phrases; relevant; well-organized; accurately reflects student’s
experiences and achievements with specific, detailed responsibilities; provides
three (3) personal and appropriate references; uses strong diction/power
words/action verbs
Personal Narrative 5 4 3 2 1 0 x 7 ______
typed, 750 words, Times New Roman font, 12-point size, double spaced, one-inch
margins; provides a catchy title and a clear thesis, well-organized and coherent, provide
story conventions (plot, setting and characters, climax, and an ending), effectively
integrates quotes and dialogue, and provides a life lesson; avoids wordiness and
redundancy, free of obtrusive errors (misspellings, structure, punctuation, etc.).
Reader Responses 5 4 3 2 1 0 x 7 ______
typed (1-inch margins, Times New Roman, 12 point, double spaced); one fully typed
page and two fully typed pages for Advanced Placement® students; centered title;
provides a clear thesis statement, argument; addresses topic and remains on topic; writing
is well-organized and coherent; avoids redundancy; statements are verified and logical;
incorporates rhetorical elements; no fragments; no run-on sentences; avoids wordiness
and redundancy; spelling checked; subject-verb agreements; avoids tense shifts; exhibits
understanding of Standard English; uses proper punctuation (dashes, hyphens,
parentheses, colons, etc.) and syntax; provides sentence variations; no contractions and/or
symbols; avoids 1st and 2nd persons, passive voice
Reflection 5 4 3 2 1 0 x 3 ______
uses complete sentences; indicates critical thought of the project and processes
undertaken
Score ______24
Résumé and Activities List
Student _____________________________________________________________________________Block__________Date______________
Each student will create a professional résumé/activities list. The criterion listed below is descriptive of
excellence.
(5) Exemplary/Superior, outstanding evidence of descriptor
(4) Above Average, completely meets expectations; adequate evidence of descriptor
(3) Average/Acceptable, meets minimum expectations; minor flaws or inconsistencies
(2) Below Average, meets most or many minimum expectations; weak with serious flaws
(1) Inadequate, fails to meet minimum expectations; little or no evidence of descriptor
Criteria Superior Above Acceptable Below Inadequate
(5) Average (4) (3) Average (2) (1)
Appearance
polished and professional;
easily read; avoids
overcrowding; headers are
aligned and sections are
complete; consistency in
formatting; appropriate font
and size
Spelling, Punctuation,
Capitalization, and
Grammar
has no errors—spelling
is correct, punctuation is
consistent, spacing is
consistent; parallels verbs,
phrases; avoids
abbreviations
Content
relevant; well-organized;
accurately reflects student’s
experiences and
achievements with specific,
detailed responsibilities;
uses strong diction/power
words/action verbs
Score ______25
Personal Narrative Essay Assignment and Rubric
The student will compose a personal narrative essay to include in his/her portfolio. A narrative essay tells
a story and is generally written in the first person; however, third person may be used as well. Effective
narrative essays involve the readers and include a life lesson and story conventions (plot, setting and
characters, climax, and an ending).
Student ______________________________________________________________________________Block_________Date______________
(5) Exemplary/Superior, outstanding evidence of descriptor
(4) Above Average, completely meets expectations; adequate evidence of descriptor
(3) Average/Acceptable, meets minimum expectations; minor flaws or inconsistencies
(2) Below Average, meets most or many minimum expectations; weak with serious flaws
(1) Inadequate, fails to meet minimum expectations; little or no evidence of descriptor
Please circle one number to indicate the points awarded for each section.
Format 5 4 3 2 1
Typed, 750 words, Times New Roman font, 12- Comment:
point size, double spaced, one-inch margins
Content 5 4 3 2 1
Provides a catchy title and a clear thesis, well- Comment:
organized and coherent, provide story conventions
(plot, setting and characters, climax, and an
ending), effectively integrates quotes and dialogue,
and provides a life lesson
Grammar/Mechanics 5 4 3 2 1
Avoids wordiness and redundancy, free of Comment:
obtrusive errors (misspellings, structure,
punctuation, etc.)
Format _______ x 4
Content _______ x 10
Grammar/Mechanics _______ x 6 Score _______26
Portfolio Reader-Response Composition Rubric
Student ______________________________________________________________________________Block_________Date______________
(5) Exemplary/Superior, outstanding evidence of descriptor
(4) Above Average, completely meets expectations; adequate evidence of descriptor
(3) Average/Acceptable, meets minimum expectations; minor flaws or inconsistencies
(2) Below Average, meets most or many minimum expectations; weak with serious flaws
(1) Inadequate, fails to meet minimum expectations; little or no evidence of descriptor
The student will respond to five (5) prompts and will use the following format: 1-inch margins, 12-point
font, Times New Roman, double spaced, and one full page ( two full pages for Advanced Placement®
students). The prompts will be provided by the classroom teacher.
Format_____________________________________________________________ 5 4 3 2 1x4
Typed (1-inch margins, Times New Roman, 12 point, double spaced); One
full typed page; centered title
Content ____________________________________________________________ 5 4 3 2 1 x 12
Provides a clear thesis statement, argument; Addresses topic and remains on
topic; Writing is well-organized and coherent; Avoids redundancy;
Statements are verified and logical; Incorporates rhetorical elements
Grammar/Mechanics 5 4 3 2 1x4
No fragments; No run-on sentences; Avoids wordiness and redundancy;
Spelling checked; Subject-verb Agreements; Avoids tense shifts; Exhibits
understanding of Standard English; Proper punctuation (dashes, hyphens,
parentheses, colons, etc.) and syntax; Provides sentence variations; No
contractions and/or symbols; Avoids 1st and 2nd persons, passive voice
Total ________
Number of missing journals: 5 4 3 2 1 0 x 7 = ________
Score = Total minus (–) number of missing journals total) ________27
Peer Evaluation Rubric
Team Name: _______________________________________Student___________________________Block____
The following is a list of descriptors to be answered about each of your group members. Be honest in your
evaluations. Your markings and comments will not be disclosed to other students.
5-Strongly Agree 4-Agree 3-Neutral 2-Disagree 1-Strongly Disagree
Student: Self
Completed
group
assignment(s)
Presented
quality work
Timely
Positive
Helpful to team
Inclusive
Valuable to
team
Comments28
In-Class Presentation Rubric
Student _________________________________________________________ Date_____________ Teacher_______________
(5) Exemplary/Superior, outstanding evidence of descriptor
(4) Above Average, completely meets expectations; adequate evidence of descriptor
(3) Average/Acceptable, meets minimum expectations; minor flaws or inconsistencies
(2) Below Average, meets most or many minimum expectations; weak with serious flaws
(1) Inadequate, fails to meet minimum expectations; little or no evidence of descriptor
Please circle one number to indicate the points awarded for each section.
Presentation Comments:
Student is completely prepared, speaks clearly and distinctly
and minimally mispronounces words and avoids verbal static
*Information is presented in a logical, interesting sequence;
volume is loud enough to be heard by all audience members
*Facial expressions and body language generate
appropriateness (strong interest, enthusiasm, thoughtfulness,
etc.) and student maintains eye contact with audience
5 4 3 2 1
Knowledge of Content
Student demonstrates full knowledge of topic, provides
research-based evidence, and does not read to the audience
5 4 3 2 1
Project/Product
Each component of the Culmination Project is provided;
efficient community service is evident; student provides a
sustainable product
5 4 3 2 1
Visual Aids
Student provides and properly uses a completed visual
presentation; original and attractive; well-constructed; colors,
picture size, font are appropriate; creates great interest;
information on visual aid(s) is thoroughly discussed in speech
and the student uses the aid(s) as a point of reference; helps in
understanding the message; free of grammatical errors
5 4 3 2 1
Time Management
5 (10-12 minutes) 4 (9-10 minutes) 3 (8-9 minutes) 2 (7-8 minutes) 1 (7 or fewer minutes)
Start time_________ End time_________
***Twenty (20) points will be deducted from the final grade for any student who is disruptive or becomes a distraction. ***
Presentation _______ x 5 =_______ Visual Aids _______x 4 = _______
Knowledge of Content _______x 5 = _______ Time-Management _______x 4 = _______
Project/Product _______x 2 = _______ Total _______29
Community Presentation Rubric
Team_______________________________________________Student________________________________________Date______________
Please check descriptors that are fully met.
The student is punctual. _____ (10)
The student is appropriately dressed and professional. _____ (10)
The student remains on task at his/her presentation station. _____ (10)
The student refrains from using electronic devices and accessories. _____ (10)
The team appears inviting and approachable, functions as a cohesive unit, remains actively engaged with
community members, and maintains a clean presentation area. _____ (10)
The team displays a presentable triptych that includes all components (page 17). _____ (50)
Comments:30 Forms
31
Academic Integrity Form
I understand that the Culmination Project, in all its phases, is to be completed independently under the
supervision of my mentor and Culmination Project Guidelines, with the instruction of my senior English
teacher and through the support from my family, friends, and community.
I understand that if I commit any form of academic dishonesty, which includes—but certainly not limited
to—plagiarism, falsification or misrepresentation of research, project, product, mentor, and/or
presentation in any way, I will not receive credit for the Culmination Project, consequently jeopardizing
my chance to participate in commencement exercises.
I understand that it is my responsibility to meet deadlines and complete requirements specified in the
Culmination Project Guidebook.
I understand that my mentor must verify completion of work hours.
Student Name
Name (Print) ______________________________________________ Date ____________
Signature ______________________________________________
Parent/Guardian Name(s)
Name (Print) ______________________________________________ Date ____________
Signature ______________________________________________
Phone ______________________________________________
Email ______________________________________________
2nd Signature (optional)
Name (Print) ______________________________________________ Date ____________
Signature ______________________________________________
Phone ______________________________________________
Email ______________________________________________32
www.TupeloSchools.com
4125 Golden Wave Drive
Tupelo, MS 38801
662.841.8970
Parent/Guardian-Student Acknowledgement Form
This Culmination Project Manual is provided as a guide to the students of the Tupelo Public School
District (TPSD). While the manual contains policies current at the time of printing, TPSD is constantly
reviewing and updating policies. Therefore, the guidebook may not always reflect the most current
policy. All policies and procedures summarized in this Culmination Project Manual are subject to
unilateral change at the sole option and discretion of the TPSD.
Our signatures verify that we have been provided access to a copy of the 2018-2019 Culmination Project
Guidebook. We understand that the guidebook is a work in progress document and that changes may be
made throughout the school year in response to unanticipated events.
A copy of the current policies is available at www.tupeloschools.com as well as in the TPSD Central
Office.
Student Signature __________________________________________________
Parent or Guardian Signature __________________________________________________
Date ___________________
After reviewing this publication, please sign and return this document to your student’s school.33
Parent/Guardian-Student Liability Form
I have read the letter to the parents/guardians (page 4) and the Culmination Project Guidelines (page 7)
concerning the Culmination Project and understand the need to satisfactorily and ethically complete each
component—a paper, a portfolio, a curriculum-based project and/or product related in some aspect to the
paper, and an oral presentation. Also, I understand that both the student and parents/guardians are
responsible for any damage or injury to the student or others during the student-selected Culmination
Project work hours.
Parent/Guardian
Name (Print) ______________________________________________ Date ____________
Signature ______________________________________________
Phone ______________________________________________
Email ______________________________________________
2nd Signature (optional)
Name (Print) ______________________________________________ Date ____________
Signature ______________________________________________
Phone ______________________________________________
Email ______________________________________________
Student
Name (Print) ______________________________________________ Date ____________
Signature ______________________________________________34
Culmination Project Proposal Form
Team Name: _____________________ Block: _____ Teacher: ______________
The topic our team chosen for my Culmination Project is as follows:
Rationale for topic selection:
Detailed description of project:
How is this topic and product going to be a *learning stretch for each individual? *Learning Stretch: The
art of making great demands upon one’s abilities while gaining knowledge or mastery through experience
or study.35
Individual Product Work Log Form
Date Time Work Accomplished Total Mentor’s Signature
Time36
Absence Request Form
This form is to be submitted four (4) days prior to the requested absence date. Attendance will initially
be recorded as absent-unexcused and will be changed to school-related after the student has submitted
proper documentation to his or her respective teacher. Proper documentation should be submitted within
two (2) days following the requested absence; otherwise, the absence will remain unexcused.
No school-related absences will be granted after Friday, November 16, 2018, during the fall semester and
after Friday, April 12, 2019, during the spring semester. Students who need to make-up an SATP
assessment will not be granted an absence on any SATP testing date.
Team Name______________________________________________________________________
Members Attending:
Will your mentor or an adult be present? Circle one: Yes No
If yes, list the name, number, and email of the mentor or adult who will be present:
_________________________________________________________________________
_________________________________________________________________________
If no, a parent or guardian signature, which grants permission for and acknowledgement of the
school-related absence, is required. Be sure to include a number and an email of the parent or
guardian.
_________________________________________________________________________
Parent/Guardian Signature
_________________________________________________________________________
Date Requested________________________________
Location (Specify.) Approximate Time
What do you hope to accomplish?37
Mentor Consent Form
I have read and understand the expectations and responsibilities of a mentor as identified by Tupelo High
School’s Culmination Project Guidebook (page 12) and agree to accept the role of a mentor.
Student’s Name:
_____________________________________________________________________________
Project Topic:
_____________________________________________________________________________
Mentor’s Name and Title [Print]:
_____________________________________________________________________________
Mentor’s Address ______________________________________________________
______________________________________________________
[Phone 1]_______________________________________________________________
[Phone 2]_______________________________________________________________
[Email]_________________________________________________________________
Mentor’s Signature _____________________________________________[Date]____________
I understand the responsibilities and expectations of the mentor and give permission for my student to
work with team-selected mentor.
Parent/Guardian Signature ________________________________________[Date]____________38
The best way to find yourself is to lose yourself in the
service of others.
—Mahatma Gandhi
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