SENIOR CAPSTONE HANDBOOK 2018-19 - Cherokee County Schools
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SENIOR
CAPSTONE
HANDBOOK
2018-19
The Cherokee County School System does not discriminate on the basis of race, sex, color, religion, national origin,
age, or disability in its programs, services, activities, and employment.Table of Contents
Chapter 1 –Overview of the Senior Capstone ......................................................................... 3
Components of Project Defined ............................................................................................ 4
Apex & The Senior Capstone .................................................................................................. 6
Chapter 2 – Learning Experiences ............................................................................................. 7
Chapter 3 – Portfolio ................................................................................................................... 8
Required Contents ................................................................................................................... 8
Chapter 4 - Presentation ............................................................................................................. 9
Presentation requirements ..................................................................................................... 9
Speech Outline........................................................................................................................ 10
Appendix A- Due Dates ............................................................................................................. 11
Appendix B – Capstone Proposal Agreement Form .............................................................. 12
Appendix C – Master Agreement Form .................................................................................. 12
Appendix D - Learning Experiences/Post-Secondary ........................................................... 15
Appendix E- Learning Experiences/Problem Solving Skills................................................... 16
Appendix F- Learning Experiences/ Leadership Skills ........................................................... 17
Appendix G-Optional Learning Experiences/Proposal Form ............................................... 18
Appendix H- Portfolio Requirements ...................................................................................... 19
Appendix I – Letter to the Judges ............................................................................................ 20
Appendix J- Presentation Rubric .............................................................................................. 21
Page 2Chapter 1 –Overview of the Senior Capstone
The Senior Capstone provides the opportunity for students to participate in a process of
personal growth centering on informed decision making and thoughtful action. For the
Capstone, students will establish a purpose regarding post-secondary choices, solving a
real-world problem, or developing leadership skills. Informed by the overall purpose,
students will combine research with active learning and reflection to facilitate personal
growth regarding a topic of interest. Students will then formally present their exploration
of the topic to a panel of judges. The Capstone is completed within the first semester of
the Senior year, through the Senior English course, and accounts for 20% of the final
course grade.
There are three areas of focus for the Senior Capstone:
Post-Secondary Choices: Students who focus on this area will complete a personal
growth project which helps them determine the next steps after graduating high school.
Students may want to discover the best path for promotion in their selected career, how
to secure employment if you want to work outside of the United States, how to work for
a non-profit, or the best degree choice after being accepted to college.
Solving a Real-World Problem: Students who focus in this area will complete a personal
growth project which helps them solve a real-world problem. Students may want to
invent a new product or develop a new type of technology which will solve a real-world
problem. For example, Uber Eats is an example of an invention developed to solve the
problem of limited food delivery from certain restaurants to certain locations. Most
students will develop a physical product and test its effectiveness at solving the problem.
Developing Leadership Skills: Students who focus in this area are completing a personal
growth project which will help them develop leadership skills by challenging them to
organize and host an event in which they must manage people. For example, students
may want to organize and host a dinner theater which will provide money for a summer
scholarship to a drama camp or they may choose to develop and lead a marketing
campaign for a breast cancer awareness fundraiser, and then host the fundraising event.
Capstones include:
1) Topic Selection & Approval
2) Research Paper
3) Learning Experiences & Reflection
4) Presentation
Page 3Components of Project Defined
1-Topic Selection & Approval
Students will select a topic of interest that will assist them in personal growth by
identifying a post-secondary choice, solving a real- world problem, or developing
leadership skills. Please note the following examples:
Post-Secondary Choices Solving a Real-World Developing Leadership
Problem Skills
Identify the college that is Invent a new app that Organize and directing a
the best choice for you provides grocery services fundraising event for a
for people with special scholarship
needs
Identify three choices of Start a business that Develop a program which
career that you would enjoy creates and sells a product provides blankets for
and determining how to that you develop and homeless veterans across
meet the hiring requirements produce the downtown area
Select the college major and Create a new health food Develop and
degree level that is the best that can be mass produced implementing a campaign
choice for you based on that meets 1/2 of a child’s that advocates for a
possible jobs you would like daily nutritional needs in a positive change within
to have in the future single serving your community
Your teacher will approve your Capstone topic.
2-Research Paper
Students will select and conduct research on the selected topic. Using information
based on this topic, students will write a 3-5 page research paper (informative or
argumentative whichever is most appropriate for the selected topic). The paper should
challenge students to increase their personal knowledge regarding the topic by
developing questions which require multiple sources to arrive at a complete answer. The
overall goals of the paper include demonstrating mastery of the research process,
communicating information to an audience through writing, and using the information to
inform the overall project.
Page 4Ideas for Research
Post-Secondary Choices
Describe the career and the 10-year outlook
Describe daily experiences in the career
Describe the work environment
Describe the education/training requirements
Describe the entry requirements to the college/degree program
Describe the cost (including tuition, fees, room & board) to attend
Describe reputation of specific school in area of interest
Solving a Real-World Problem
Define and explain the real-world problem that needs to be solved
Provide evidence of the problem and past attempts to solve the problem
Describe the causes of the problem
Explain the proposed solution
Developing Leadership Skills
Identify the needs in the community and ways to address the needs
Identify the traits of an effective leader
Explore the historical development of charitable organizations
Describe methods an effective leader might use to address change
3-Learning Experiences
Learning Experiences are the activities students should participate in to develop a more
holistic understanding of their topic. Learning Experiences are specialized to the area of
focus the student selects for the focus of the Capstone. All students must complete a
minimum of 5 learning experiences. Students may also propose their own Learning
Experiences to the classroom teacher/Senior Capstone Coordinator for approval. Each
category provides a list of separate set of Learning Experiences which are located in
Appendix D, E, & F.
4 – Portfolio
The purpose of the Portfolio is to document the entire Senior Capstone process, from
inception to completion. The portfolio is where the documentation and reflection on the
learning experiences are kept. It may also serve as an introduction to the student and the
Presentation. Students should create a Portfolio that celebrates individuality and creativity,
as well as one that conveys the time and effort put forth in completing the Capstone. This
is essentially a journal of the learning process.
Page 55 – Presentation
The culminating component of Senior Capstone is the Presentation. The student will tell a
story of personal growth to a panel of judges consisting of a minimum of one teacher and
two community members.
The presentation should include the following:
• Your purpose for the Capstone
• Your topic selection and reasons behind it
• Your research topic and key information learned
• Your learning experiences and what you learned about your topic from them
• How you have grown as an individual
• Your outcome/decision and your next steps beyond high school
APEX and the Senior Capstone
The components of the Senior Capstone remain the same for all Seniors enrolled in
Senior English A, including those enrolled in APEX. The APEX teacher will collaborate
with the student’s original senior English teacher to complete all missing components of
the Capstone project. The student will continue the process. Collaboration and
communication will be very important as this will occur on a case by case basis.
Page 6Chapter 2 – Learning Experiences
1. Each category has its specific learning experiences identified in the appendices.
• Post-Secondary Choices (Appendix D)
• Problem Solving Skills (Appendix E)
• Leadership Skills (Appendix F)
• Proposed Learning Experiences (Appendix G)
2. Each learning experience must include the following:
• Written Explanation
• Documentation
• Written Reflection (demonstrates learning and connects to topic)
3. Students may use one learning experience that occurred between June 1, 2018,
and August 1, 2018.
4. Students may use one learning experience that is a requirement for another course.
For example, a student may submit a resume for both Work-Based Learning and
Senior Capstone.
5. Students must offer tangible documentation of learning experiences. This includes,
but is not limited to the following: flyers, agendas, pictures, signatures, nametags,
dated communications, etc. Teacher or Senior Project Coordinator can determine
validity of documentation.
6. Learning experiences are not considered complete unless they include a written
description of the activity and a written reflection.
Ideas to consider for written reflection on Learning Experiences
❖ Your perceptions of the experience
❖ Ideas and observations during the experience that relate to your topic
❖ What you found confusing, inspiring, difficult, or interesting about the experience
❖ Alternative interpretations or different perspectives on your topic
❖ Comparisons and connections between your experience and your prior knowledge
❖ What you need to explore next in terms of thoughts and actions
Page 7Chapter 3 – Portfolio
Since much of the work on your Senior Capstone is done outside of class, you will need to
keep accurate records of the time you devoted to completing your Capstone. You will
incorporate these details in your speech to the judges during your Presentation.
We will be using an online platform to curate the required components of the portfolio.
Your portfolio MUST BE COMPLETE on or before November 26, 2018.
Required Contents
• Letter to the Judges
• Senior Capstone Proposal Agreement
• Senior Capstone Master Agreement
• Learning Experience #1 & Reflection
• Learning Experience #2 & Reflection
• Learning Experience #3 & Reflection
• Learning Experience #4 & Reflection
• Learning Experience #5 & Reflection
• Any Additional Documents or Documentation
Page 8Chapter 4 - Presentation
Your presentation is a chance for you to showcase your Senior Capstone Experience. You
should consider this to be like an interview as you’ll have the opportunity to talk about
your personal growth and achievements throughout the course of the project.
• Prepare a 6-8 minute presentation (timed – no less than 6 – no more than 8).
Time does not include judges’ questions.
• Create at least two effective visuals
The visuals will enable you to keep your Presentation focused and organized.
Visual 1: A digital tool used to present (PowerPoint, Prezi, etc.)
Visual 2: A tangible item which represents your presentation
(documentation from learning experience, acceptance letter, video,
invention etc.)
This is a professional-grade presentation. No posters or project boards. Anything that
can be put on a poster or project board can be scanned and put on a screen!
Create Note Cards:
Place only key words or phrases on your note cards. Avoid placing complete sentences
or jamming too much information on your note cards.
Overall Attire:
Attire for the Presentation should complement the demonstration rather than become
a distraction.
• Girls should either wear an appropriate dress, a skirt or dress pants and a
conservative top or jacket (a suit, if you prefer).
• Guys should wear tucked-in collared shirts, dress pants or khakis (a sport coat
or suit if you prefer). Wear dress socks and dress shoes.
Delivery Components:
• Maintain your eye contact with your Judges (avoid turning your back to
them.)
• Keep your body composure (Stand with confidence.)
• Monitor your vocal expression (Moderate your speech - neither too low, too
high, nor too fast.)
• Show your personal expression (It’s ok to be enthusiastic! In fact, allowing your
passion about your Project to show will go a long way in impressing the
Judges and in making a dynamic Presentation!)
Page 9Senior Capstone Speech Outline
Use only key words or phrases in creating your outline.
I. Introduction
A. Introduce yourself, shake hands with Judges, and thank them for coming.
B. Capture the attention of your Judges.
C. Briefly introduce the basis of your Capstone and how you came to select this topic.
II. Body
A. Introduce your scholarly research question. What you wanted to know and how
you thought it would inform your understanding of your Capstone basis.
B. Introduce your learning experiences and why you selected them.
C. Briefly discuss what you did. Select the 2 or 3 learning experiences that were the
most meaningful and explain them in detail. Include how they informed what you
knew about the topic.
III. Conclusion
D. Explain what you decided from this process. How did you come to this conclusion?
What did you learn about yourself?
E. Identify your next steps with this new knowledge.
F. Conclude with thanking the Judges for their time.
Page 10Appendix A- Due Dates
Assignment Due Dates
• Deadline to Submit Senior Capstone Approval ...................................August 24, 2018
• Final date to change topic of Capstone ....................................... September 14, 2018
• Senior Capstone: Parent/Guardian Consent Form .............................August 24, 2018
• Research Paper: Best & Final Copy ................................................... November 16, 2018
• Learning Experiences & Reflections (1-5) ...................................... November 16, 2018
• Stand and Deliver (In-class) ...................................... November 26-December 7, 2018
o Completed Portfolio
o 6-8 minute speech (on note cards)
• Capstone Presentations .......................................................... December 12 & 13, 2018
Page 11Appendix B – Capstone Proposal Agreement (do not print from this document)
Page 12Page 13
Appendix C – Master Agreement Form (do not print from this document)
Page 14Appendix D - Learning Experiences/Post-Secondary
Students must complete, document and provide a written reflection on five of the
Learning Experiences below. It is understood that there may be additional learning
opportunities that may appropriately inform a student’s project. Optional Learning
Experiences may be used if they receive prior approval from the teacher and/or the
Senior Project Coordinator. See Appendix G.
Post-Secondary Choices
Aptitude inventory (Career Cruising) Job training certification
ASVAB Conduct interview with currently employed
person in area of interest
Attend a college or career fair Conduct an interview with someone in that
major
Job shadowing in area of interest College visit
Internship in area of interest Coursework outside of CCSD in area of
interest
Community service in area of interest Work study through WBL in area of interest
Area of interest-based summer camp Creation of resume
Basic Training College admission essay/scholarship essay
SAT/ACT/ACCUPLACER Attending a Financial Aid Seminar
Page 15Appendix E- Learning Experiences/Problem Solving Skills
Students must complete, document and provide a written reflection on five of the
Learning Experiences below. It is understood that there may be additional learning
opportunities that may appropriately inform a student’s project. Optional Learning
Experiences may be used if they receive prior approval from the teacher and/or the
Senior Project Coordinator. See Appendix G.
Problem Solving Skills
Interview with an experienced person Gathering data on attempts to implement
in area of interest solution
Product development (2 hours) * Science Fair attendance/participation
Social Studies Fair participation Technology Fair participation
Budget for product development Robotics Competition participation
*Students who are creating a physical product may log hours and document them with photos
of time spent. Each work session must be composed of 2 or more hours. A student may use
product development sessions for 3 of 5 required Learning Experiences.
Important Note:
This category is much like the traditional Senior Project where students are generating a
physical product to address a real-world problem. The solution for this problem must have
an impact that can be replicated and positively impact a larger group of people. The
classroom teacher/Senior Capstone Coordinator will approve the proposed Capstone.
Typically, the Learning Experiences in this area are product development and testing of
the product for effectiveness.
Page 16Appendix F- Learning Experiences/ Leadership Skills
Students must complete, document and provide a written reflection on five of the
Learning Experiences below. Financial documentation is required for this track, and there
may be a minimum participation requirement for certain events. Optional Learning
Experiences may be used if they receive prior approval from the teacher and/or the
Senior Project Coordinator. See Appendix G.
Developing Leadership Skills
Developing a detailed proposal of the Proposed event budget
event
Communication with the Outcome summary from event *
organization/charity of benefit
Marketing/advertising samples Social media posts
Pictures/videos from the Event * Proposed event agenda
*These experiences are required if you select a Capstone in this area.
Important Note:
This category provides the opportunity for students to organize and lead events,
community service projects and fundraisers. The timeframe for these events is condensed
and students who plan to do this must be prepared to move quickly to complete the work
in a short amount of time. Fundraisers are not permitted to be held on any CCSD campus
without official, written approval of the principal and the direct supervision of a CCSD
employee.
Required Financial Paperwork
• Proposed budget for event, including how event will be financed
• Original receipts for all expenses
• Copies of executed contracts for facilities and charities
• Original, signed receipt from the charity documenting the donation.
• Final documentation of all income, expenditures, and donation amount.
Page 17Appendix G-Optional Learning Experiences Proposal
Please include this form in your Capstone Portfolio.
Page 18Appendix H- Portfolio Requirements
Each Senior Capstone Portfolio should include the following:
1. Letter to the Judges
2. Senior Capstone Proposal Agreement
3. Senior Capstone Master Agreement
4. Learning Experience, Documentation & Written Reflection #1
5. Learning Experience, Documentation & Written Reflection #2
6. Learning Experience, Documentation & Written Reflection #3
7. Learning Experience, Documentation & Written Reflection #4
8. Learning Experience, Documentation & Written Reflection #5
9. Any Additional Documents or Documentation
Page 19Appendix I – Letter to the Judges
The Letter to the Judges introduces the student in his/her own words. This should be the
student’s best writing, carefully edited and in correct business letter format. The tone
should be honest and positive.
The following template should be used as a reference and will be made available as an
editable document on Canvas.
Page 20Appendix J- Presentation Rubric
Page 21Page 22
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