LEGAL STUDIES

ACADEMY

SENIOR PROJECT MANUAL

2010-2011
 THE LEGAL STUDIES ACADEMY SENIOR PROJECT

The Legal Studies Academy’s Senior Project seeks to build a bridge for students between
educational skills and their relevancy in the real world. The four phases of the Senior Project
include a 20-hour investment in a project of, an 8-10 page research paper on with relevance to the
legal field, a 10-15 minute presentation before a panel of staff and community judges to
synthesize and summarize the experience, and a portfolio to document the collection of
information pertinent to the Senior Project development.
The Senior Project is a graduation requirement from the Legal Studies Academy. The
student must satisfactorily complete all components of the Senior Project to be eligible for
graduation with a Legal Studies Academy Seal.

Project Proposal
All seniors will submit project proposals by November19, 2010. Each proposal will
include a detailed project description, steps for completion, documentation, project consultant
contracts, and signed parent consent forms. The Senior Project Advisory Board will evaluate the
student’s project proposal based upon the challenge each student poses to him/herself, and the
skills and knowledge the student proposes to acquire. Students must have their projects approved
before beginning any work on their projects. Proposals may be revised several times before
receiving approval. This process is a timely one, but serves as the most important step in the
student’s successful completion of their project.

The Paper
Students will complete a formal research paper focusing on an area of law related to their
Senior Project. All papers must have an argument or opinion on the subject they are developing,
and must not be a report about the student’s project.
The paper must be at least eight (8) pages, typed, and documented according to the
Modern Language Association (MLA) format. Students must use a minimum of eight sources.
Both primary (personal interviews) and secondary (books, magazines, newspapers) sources will
be required. The process of writing the paper will be monitored during the class. Students must
complete the entire writing process—note taking, outlining, drafting, revising and editing will all
be required steps.

The Project
This phase of the Senior Project requires seniors to complete a project in an area of their
own interests. The project must be completed on the student’s own time and must include at least
20 hours of independent work. The project will be monitored during the Senior Project class
period; however, the majority of this component will be completed independently.
The student must choose a project that is a challenge. Community service and career
exploration are encouraged; however, students must create a product or provide an actual service
that has been designed by them. Volunteer work alone for existing community service
organizations or working at jobs with adults in career areas of interest to the student are not
possible as options for the project. All students must design, create, write or organize something
that can be evaluated. Partner projects will not be permitted.

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 THE LEGAL STUDIES ACADEMY SENIOR PROJECT
The Portfolio
Students must create a portfolio to document their work on the project. The project is
evaluated through the portfolio which will contain items as stated in their project proposal such as
the evaluation by the project consultant, a written overview of the project, the original project
proposal, the research paper, and the project self-evaluation form, photos/video of progress on the
project, and any appropriate drawings, graphs or charts. Documentation is essential to
successfully complete this project; therefore, it is essential to keep records of everything.

The Senior Boards

You will be required to be present at a designated presentation time. Professionals
in specific fields of study related to your individual project have been scheduled and
therefore, make-up sessions are highly unlikely. Students will stand before a panel of judges
and present their completed research paper and project. Staff and community members with
expertise in the student’s chosen area will be present for this speech and parents are invited to
their students’ presentation. Students will present for 8 to 10 minutes and then answer any
questions judges may ask. Students will be graded on the content, delivery, and visual aids
associated with their project. They will also be graded on their ability to field questions from the
panel judges. Students should be able to explain the connection between their research paper and
their project, as well as what they have learned about the legal field during the course of
completing the project.

Academic Honesty
The Senior Project demands a high level of integrity on the part of students in every
phase of the project. Students must realize all work they present for their project will be assumed
to be their own. When students are presenting work, which is not original, they must
acknowledge the use of such work by properly documenting the paper, the project/portfolio and
the presentation.

Any student in violation of Virginia Beach City Public Schools Regulation 5-34.2
(Cheating/Plagiarizing) will be referred to the Academy Coordinator for disciplinary measures.

Any academic dishonesty by the student on any part of the project will result in a referral to
the Academy Coordinator, potential failure of the Senior Project class, and forfeiture of
graduating with a Legal Studies Seal.

Definitions of Academic Dishonesty* on the Senior Project

Acts of academic dishonesty, which can result in failing the Senior Project and forfeiting Legal
Studies graduation in June, are listed and described below.

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 THE LEGAL STUDIES ACADEMY SENIOR PROJECT

Fabrication:
Any intentional falsification or invention of evidence, data, citation or other
authority on the project, portfolio, paper, or presentation.
a. On the project this includes, but is not limited to, claiming to have created,
designed, written, built, etc., all or part of the project which the student has not
produced.

b. In the paper this includes, but is not limited to, attributing to authorities
statements they never made. It is the student’s responsibility to produce any and
all sources he or she used for the paper when asked to produce such evidence.

c. For the presentation this includes, but is not limited to, falsifying statements by
sources/experts used. It is the student’s responsibility to produce any and all
resources he or she used when asked to produce such evidence.

2. Unauthorized Collaboration:
Any collaboration with another person, which has not been expressly allowed by the
teacher or the Senior Project Advisory Committee.

a. On the project this includes, but is not limited to, any other person (the project
consultant, a family member, etc.) producing work, which the student has
committed to producing alone. The student must make clear in the project
proposal the nature of the work he or she will undertake and the nature of any
work, which will be performed by others. Project proposals must be followed;
any change in project must be approved via a Project Revision Form submitted
for approval.

b. In the paper this includes, but is not limited to, any person other than the student
writing any portion of the paper. The student must be able to demonstrate a clear
progression from the research phase, to drafting, revising, and editing. All
editing suggestions by teachers, family members, tutors, or others must be made
on hard-copy drafts of the paper. It is the student’s responsibility to produce any
and all intermediate drafts of the paper when asked.

3. Plagiarism:
Any intentional use of another’s ideas, words, or work as one’s own. Plagiarism
includes the misuse of published material and the work of other students.

a. On the project this includes presenting as a project or part of the project

published or unpublished work by someone other than the student. This includes,
but is not limited to, written work, photographs, artwork, graphs, charts,
drawings, video and audiotape.

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 b. On the paper, this includes, but is not limited to, failing to cite the ideas or words
of any source, as well as using all or part of another person’s paper, or
representing this draft as an original text.

THE LEGAL STUDIES ACADEMY SENIOR PROJECT

c. For the presentation this includes, but is not limited to, failing to acknowledge
the sources of any information, words, or material borrowed or used by the
students during the presentation.

Consequences for Academic Dishonesty on the Senior Project

1. Students suspected of academic dishonesty will be required to appear before the Senior
Project Advisory Board and demonstrate the originality of all Senior Project work.

2. Students must be prepared to provide evidence of originality for all phases of the project
by :

 Demonstrating the stages involved in producing the project

 Demonstrating completion of the project
 Demonstrating a thorough understanding of the principles and processes involved
in creating the project

Avoiding Academic Dishonesty

Students who are having difficulty in completing their projects because of unforeseen
obstacles should notify their teacher immediately in order to avoid the temptation to fabricate a
project under pressure of the deadline. Often a teacher will be able to redirect the student to a
project which the student will be able to complete.

While writing the research paper, students must be diligent to meet all intermediate
deadlines for notes and drafts of the paper to avoid the pressure of writing the paper at the last
minute. The student must save all notes and drafts of the paper.

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 Project
Proposal

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 THE SENIOR PROJECT PROPOSAL

1. Stretch: Your project must challenge you in some substantial manner. While it may be
connected to something you already know, it should require you to learn new skills and
develop a new understanding of your project area. It must move you out of your comfort
zone.
2. Waiver: Your parents must sign a waiver stipulating their agreement to the activity you
are choosing. If your project includes physical risk your project advisor must be notified.
3. Expectations: Product, Performance, and Planned Activity: you must make, perform or
plan something for your project that would not happen otherwise. The project must have
a clear goal or purpose, which can be measured by an expert in the field and your teacher.

 Classes are not senior projects You  Creating a documentary is not an

may take a class to reach your goal
for the project; however, simply
going to class is not the project.
 Creating a web page is not an
acceptable project
unless you can demonstrate there is a
specific client and audience, with a
clear need for the information, web
sites will is not allowed.
 Experience is essential
Knowledge in the project field will
help develop a more comprehensive
project.
 Jobs are not Senior Projects. You
may not use hours for which you are
being paid. A project related to a job
must go beyond the regular work
schedule and provide for the
employer something that is not part
of your typical responsibilities.
acceptable
Unless you can demonstrate a specific
client and audience with a clear need
for the information, documentaries
will not be allowed. Accepted
documentaries will be judged by
existing industry standards and must
show a sophisticated level of media
skills.
 Pre-existing Projects
If you use a pre-existing project, you
must clearly identify an added stretch.
 Partner projects are not allowed
 Fundraising is acceptable under
certain guidelines You must
demonstrate a specific client and
audiences with a clear need for the
job.

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 THE SENIOR PROJECT PROPOSAL

When the project proposal packet is approved, it becomes a binding performance

contract. Any major alterations (i.e. alteration of hours, outcome, and documentation) to this
project must be approved with the Senior Project Advisor via a Project Revision Form.

Each of the lettered items below must be included in your submitted Project Proposal. It
is essential for you to fully breakdown your project and explain how you are going to document
your process. Do not omit any of the following lettered items:

A. ABSTRACT
Essentially, the abstract should paint a picture of what you plan to do. An abstract
describes the general scope of your project. It includes the general details needed to
complete your project. Your abstract gives the reader a clear idea of exactly what are
going to do, and how you plan to do it. Your abstract should be between 300-400 words.

In order to write an abstract, you must address the following questions: (some
questions may not apply to your specific project – answer as many as possible.) Think
specifics/details - number of participants, length of video, etc.

 What is the title of my project?

 What will I make, perform or receive certification in?
 Who will be my consultant to assist me with my project?
 Who or what is/are my audience/participants of my project?
 When/where will my project take place?
 How many people will participate or benefit from my project?
 If my project involves an end product, who will evaluate it?
 What type of material will I need?
 Who is my client/audience?
 At the end of reading your abstract, the evaluator should have a clear picture of
what you will be doing for your senior project.

B. LEARNING SKILLS
During this part of the proposal you need to list the skills needed to complete the project;
these are brand new skills that will be learned independently or with the assistance of
your project consultant, internship or shadowing experiences. If you are not learning any
new skills, this project may not be enough of a stretch for you.
 I will need to learn…(list skills to be enhanced)
 I will need to learn …(list skills that are brand new to you)

C. PROJECT STEPS – Should be presented in sequential order. Total

documented hours must be equal or greater than 20 hours.

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 During this part of the proposal you need to list the skills needed to complete the project.
These include the most basic and the most complex steps. Brainstorm and break down
the process for each task. Take time to consider each task from beginning to end. For
each step approximate the amount of time needed to complete each task. Driving time
may not be counted.

THE SENIOR PROJECT PROPOSAL

Think of this as a “to-do” list to complete your project, i.e. in order to create a movie you
need to do… purchase the materials , find a location, create a storyboard, shoot footage,
edit film, etc.

All of your learning skills listed above in Part B should be evident as a Project Step. For
example, if you state you will need to learn how to shoot and edit a crime scene video —
where are you learning how in your steps and with whom …

STEP 1: Create visual story board layout 1 Hour

STEP 2: Outline script 2 Hours
STEP 3: Meet with Consultant, Mr. Smith to 3 Hours
receive feedback on storyboard and
script prior to video shoot
STEP 4: Make revisions to storyboard and 1 Hour
script
STEP 5 Shoot scene one: location Home 6 Hours
Invasion
STEP 6 Etc…

D. PROJECT DOCUMENTATION – All documentation promised in your

proposal must be present at your senior project defense.
One of the most important aspects of your Senior Project is the documentation process.
It is through your documentation in your Portfolio that the Senior Project Defense
Committee is able to evaluate your project. You must be thorough in documenting your
Senior Project.

Generally speaking, your documentation must include all elements of your steps. All
projects will require photo documentation. Video documentation is also strongly
recommended. Graders want to see you completing the project in your documentation
photos and/or video. If your project requires you to produce a video product, then a
storyboard and script are required documentation. You must be prepared to verify your
hours were completed by yourself. Consider all receipts, flyers, emails, phone logs,
storyboards, scripts, interview questions, interview notes, practice logs or anything
obtained during the process of completing your project. Keep a Senior Project folder/box
and put all documentation in there.
All of your learning skills listed in Parts B and C need to have documentation to verify
completion. For example, if you stated you would need to learn how to brief a case,
pictures or video should be present of you learning, if possible. You might also provide
notes taken from consultant instruction.

If your Senior Project requires you to create something, you will use your “end product”
in your presentation. For example, if you had to reconstruct a crime scene, the crime
reconstruction should be presented at the Senior Boards before the defense panel.

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E. PROJECT JUSTIFICATION – Explain why this is a quality project.
This is an essential step in the project approval process. The Senior Project Advisory
Board must agree that this is an appropriate project for you that justifies the growth
deemed necessary in order for this project to meet the Legal Studies graduation
requirement. Spend thoughtful time formulating your project.
THE SENIOR PROJECT PROPOSAL
In this step justify why your choice of project is appropriate for you. Consider in your
answer such areas as prior background, skills, talents, and learning stretch. Why is this
project going to be very challenging for you? Why do you want to accomplish it?

F. PROJECT-PAPER CONNECTION – Explain the link between your project and a

legal issue.
You first need to explain the relationship of your project to your proposed topic. The
paper must relate to the project in some manner; it is not merely a report on your project
nor is it about your project. It is an independent research paper related to your project
and must contain an opinion and surround a legal issue.

G. ACADEMIC HONESTY
In this step you need to define academic honesty, plagiarism, and your understanding of
these policies and consequences. The Senior Project demands a high level of integrity on
your part in every phase of the project. We recognize most of the project is done without
close supervision of classroom teachers. All work you present for your project will be
assumed to be your own. When you are presenting work that is not original, you must
acknowledge the use of such work by properly documenting the paper, the
project/portfolio and presentation.

You have permission to copy the sample text for this piece of the proposal.

I understand that any academic dishonesty by me on any part of the project will result in
failure of the Senior Project and forfeiture of the Legal Studies Seal on my High School
diploma.

H. COMPLETION DATES – Time management is a critical.

Your Senior Project/Portfolio will be due April 27-28, 2011. You are required to submit
five (5) progress reports throughout the project experience. You should propose a
schedule for submitting these reports.

Each date should serve as a time stamp to write a progress report, a minimum of five ( 5)
are due in your final portfolio, but you may do more if you desire. Please make note of
the proposal dates in your calendar.

Throughout the year the Senior Project Coordinator may pull you in and discuss your
progress in relation to these steps and dates.

I. FACILITIES IMPACT FORM – You must get prior approval to use any facilty
intended for this project.
In this step explain if First Colonial High School facilities will be needed for this project.
If you are going to be using the facilities for any element, you must first have your
consultant fill out the facilities request form and turn it in to Hollie Godfrey, Student

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 Activities Coordinator. It is your consultant’s job to secure the date with Mrs. Godfrey –
not yours.

If you are planning on using First Colonial technology (computers, cameras, etc.), you
must obtain permission from appropriate faculty members who oversee the technology
you wish to use.

If you are planning on using an outside facility, you will be required to secure the
location prior to submitting your proposal, and you must have confirmation in written
form attached to your proposal from the director of the facility.

If you are planning on completing a project similar to programs already occurring on

campus, you must obtain approval from the appropriate organization on campus.

J. PARENT AGREEMENT

As a First Colonial High School, Legal Studies Academy parent, I recognize all parts of the
Senior Project are graduation requirements and intend to support my student throughout the
process.

I understand the physical project must be a product or performance which takes at least 20 hours
outside of class time to complete, and which challenges my son/daughter’s current skills and
knowledge. Additionally, I recognize I may obtain needed information via the Senior Project
Manual; posted online.

I understand the Project Consultant may not be the student’s relative.

I fully understand this project selection decision is made independently of the staff and
administration of First Colonial High School. The project selection and approval is parent and
student-centered. Final approval for the project is governed by the Senior Project Advisory
Board.

Due to the importance of the Senior Project, submittal of a project without approval will result in
a failure or forfeit of Legal Studies Graduation in June 2010. Thus, if the project or consultant is
altered or changed, a Project Revision Form must be submitted by February 12, 2010.

Parent/Guardian Signature ___________________________ Date _________________

Day Phone ____________________ Evening Phone _________________________

Student Name ____________________________________________________________

Student Signature _________________________________ Date _________________

Student E-mail ___________________________________

K. TEACHER APPROVAL
I have read this Proposal Packet, asked for clarification when needed, and believe this project will
challenge the student.

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 Teacher ___________________________________ Block __________

Teacher Signature ________________________________ Date ____________

THE SENIOR PROJECT PROPOSAL: CONSULTANT CONTRACT

L. CONSULTANT CONTRACT

Student Name: ___________________________________________________________

Dear Prospective Senior Project Consultant:

To satisfy the requirements for First Colonial High School’s Legal Studies Academy (LSA)
Senior Project, each LSA senior must complete a project challenging the student and requires
20-40 hours to complete. The student must create a product or performance; whether he or she
assists with a case, provides community service within the legal community, or produces a
documentary on a legal issue.

In order to carry out this project, the student needs a project consultant, someone from the
community with interest, time and expertise to help the student complete the project. Project
consultants have the unique opportunity to help a student in a very meaningful learning
experience.

Please read the list below to be sure you qualify as a project consultant, and you are willing to
undertake this service for the student named above.

The Project Consultant:

 Must be an adult, 21 years or older.
 Must not be the student’s relative.
 Must be knowledgeable in the field the student has chosen.
 Must be willing to oversee 20 hours or more of student’s work on the project via personal,
phone, or email contact.
 Must be willing to sign this contract explaining the roles and responsibilities of the student and
consultant after reviewing project proposal and clarifying project with the student.
 Must be willing to sign a log of student’s hours, progress reports or discuss student’s hours via
phone interview.
 Must be willing to write an evaluation of the student’s project upon completion with forms
provided.
 Must not help the student with writing the research paper or creating the final presentation.

If you are willing to act as the student’s project consultant, please read and discuss with the
student his/her project description, explanation of personal challenge, and rough outline of the
project. The student is responsible for meeting all deadlines and completing the project. The
student should inform you of those deadlines and establish a schedule of meetings with you.

If you do not feel the student has met the discussed expectations, you may refuse to sign off on
this project. If this situation occurs, students will be required to meet with the Senior Project

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Coordinator to discuss the completion of this project or possibly proposing a new project opting
for a summer graduation date.

To help us ensure the student has an appropriate project consultant, please provide the
information requested at the end of this contract. First Colonial High School thanks you for your
time and interest in our students. Please feel free to e-mail Angelique Phillips, the Senior Project
Instructor, at angelique.phillips@vbschools.com with any questions about the project.

THE SENIOR PROJECT PROPOSAL: CONSULTANT CONTRACT

To the Project Consultant: Please provide the information requested and sign on the appropriate
line below.

Name _______________________________________ Phone (Day) ________________

Business/Organization __________________________ Phone (Evening) ____________

Address ______________________________________Email _____________________

Would you be willing to advise other students in the same area? YES NO

Please explain your qualifications in the project area to help this student:

What will be your role, your contribution to the student’s Senior Project?

I have discussed the project proposal with the student. The project meets the requirements, and I
agree to act as this student’s project consultant. I affirm that I am not a member of the student’s
family.

______________________________________________Date______________________
(Project Consultant Signature)

I understand as the student, I am responsible for meeting all deadlines, for meeting regularly with
my Project Consultant, and for completing the Senior Project. I understand my Project
Consultant will help me with the project phase and is not responsible for helping me with my
paper or my presentation.

_______________________________________________Date____________________
(Student Signature)

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PROGRESS
REPORTS

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 SENIOR PROJECT PROGRESS REPORTS

During the project phase of the Senior Project you must keep up-to-date progress reports of the
effort, results and time you have spent working on your project. Progress reports describe work
completed and tasks planned for your Senior Project throughout the term by:

 Describing specifically and precisely what tasks have been completed during the recent
weeks.
 Noting work you plan to do prior to the next progress report.
 Reviewing any problems you have experienced and how you have handled them.
 Reflecting on the time you have spent on your project.

In Basic terms, a progress report indicates how much you have completed in your Senior Project.
Tracking your progress is an important part of documentation. Each progress report builds upon
the previous and allows you to document all the work you have accomplished. Progress reports
also provide you with the opportunity to document the skills and learning elements of your
project as you progress through the numerous stages.

Suggestion: Look at your project steps and break them into 5 areas of focus and write reports for
each of those areas. Or take your Learning Skills and discuss each of those in a progress report.

REQUIREMENTS

1. Identify the exact dates and times covered by the report.

2. Describe the step in the project and provide any background information necessary.
3. Organize information under the following headings:

 Work Completed
 Work Scheduled
 Problems Encountered

4. Reflective Journal (at least ½ page, double spaced)

 The journal should be anecdotal and reflective. You must include this portion within
the progress report. The journal is the place to discuss your progress and personal
experiences of what you have chosen, your fears about what seems difficult, your
observations about how you learn best, and the similarities or differences between the
pictures in your mind when you started and how your project is turning out.

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 SENIOR PROJECT PROGRESS REPORTS

For the best results give specific, accurate descriptions of tasks completed and work scheduled
versus personal experiences and feelings. Be sure to define terms used within the reports that
might be unfamiliar.

Progress reports are an essential part of the project process, don’t procrastinate on this
step, it will only hurt your progress on the project.

A minimum of five progress reports are required in the portfolio, they should be word
processed.

Please include your name, teacher and date at the top of each progress report.

The best progress reports and journals reflect a serious commitment to your project, some
personal insight into your own strengths and weaknesses, honesty about your successes and
failures, and some larger perspectives on the relationship between your project and life in
general.

Your progress reports will be evaluated based upon completeness, insight and presentation.

All project hours should be accounted for within your progress reports.

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 SENIOR PROJECT PROGRESS REPORTS

FORMAT –All progress reports are 12 pt. single-spaced with the exception of the reflective
journal, which is double-spaced.

TO: Mrs. Phillips

FROM: Your Name

DATE: Date reported typed

SUBJECT: Progress Report #: State the activity being worked on

PREVIOUS BACKGROUND: State any background information if necessary to aid in

understanding the progress report (what you did last before this step).

TIME FRAME: Date began – date ending

HOURS SPENT: Time spent during this time frame only – do not add up hours

WORK COMPLETED
 Discuss the items worked on or completed during this time frame.

WORK SCHEDULED
 Discuss what you plan on working on next.

PROBLEMS ENCOUNTERED
 What problems/difficulties did you encounter?
 How did you handle them?

REFLECTIVE JOURNAL
 Journals should be at least half a page. Double-spaced.

USE AS MUCH SPACE AS NECESSARY FOR EACH ENTRY

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RESEARCH PAPER

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 THE RESEARCH PAPER

In your Senior Project class, you will be required to write a properly formatted 8-10 page
documented research paper on a specific topic related to your project area. If, for example, your
project was to assist an attorney prepare for an upcoming case, a specific topic related to that
might be: search and seizure laws. While the relation between these may not be readily apparent,
one’s explanation during Senior Boards would clarify the relationship.

This paper makes up 25% of your grade, and it involves a process, which will range from 8 to 12
steps.
NOTE: Papers cannot be:
 A “history of…”
 A “biography of…”
 A “How to…”
 A report of information

The key to a quality research paper is a topic that allows you, the writer, to analyze the
information gathered. To do so, the writer must understand the concepts and terms mentioned in
articles read. Here, your consultant can help. Your research must be timely (2000 to present, in
most cases), and it must show a range of sources: books, magazine articles, Internet sources, and
primary source (a personal interview conducted by the writer or an interview read by the writer).
A paper without a variety of sources will not pass the “Yes” test for submission.

Use college and public libraries to access magazine texts once you have found the source in the
Reader’s Guide to Periodic Literature, Destiny, or Internet search engines. Access information
via your consultant—a qualified consultant will most likely have his/her own professional library.
Do not rely on the Internet to be your answer to all your research questions. For all sources, be
sure to get complete publication information, including dates and pages.

Utilize the research skills gained in the Legal Research and Writing course. Actively seek
sources, and bring copies of those texts to class. If you use an on-campus computer (the library,
computer lab, and laptop cart) you must save your files using your Sharepoint storage area. This
will provide you access to your files anywhere you can access the Internet. If you have a word
processor other than Microsoft Word, save your files in Rich Text Format (RTF) and these files
will be able to be opened using different word processing programs. Consult the Research
Handbook distributed by the First Colonial High School library to assist you with the research
paper.

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 PROJECT
PORTFOLIO

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 PROJECT PORTFOLIO CHECKLIST

You will submit your Senior Project Portfolio upon completion of the product/performance stage
of the Senior Project. You will also be responsible for submitting it during Senior Boards so that
the judges may preview your work before you speak. In the portfolio you need to document your
work on the project, submitting all of the forms and documents listed below.

Be sure to keep a log recording all of the time you spend working on your project. Although this
is not a requirement, you may find it helpful when writing your progress reports. Five progress
reports, which offer in-depth analysis of your experience with the Senior Project, are required.
Be sure you keep all of your work on the project in a safe place, so compiling it will be a simple
process before submission. Be careful to write well, use spell check, and edit effectively on all
the portfolio documents. Often, students have done worthwhile projects, only to fail because they
have not taken the time to check spelling, mechanics and formatting.

The portfolio will also allow the judges a “sneak preview” of who you are, what you did for your
Senior Project and what skills and knowledge you have acquired. Based upon this initial
introduction your portfolio gives, the judges can then ask related questions during the question
and answer portion of Senior Boards.

Remember, your portfolio will give the judges a first impression of your project. Make sure your
first impression is a strong one. Spend some time sprucing up your portfolio contents. Clean up
any errors or items that are messy or unclear. Check to make sure the forms you have included
are not well written and your materials are organized. Let yourself shine and let the judges begin
to see how competent, skilled, and capable you really are. Your portfolio contents should include
all the items below typed in order. You may check with your Senior Project teacher about any
other items you may want to include.

 Typed Cover page with Name, Teacher Name, and Period

 Typed Table of Contents with proper sections or page numbers
 Typed Letter to the Judges
 Typed Senior Project Overview
 Original Project Proposal with all signatures
 Project Consultant Evaluation
 Typed Self-Evaluation of Project
 Typed Progress Reports
 Photo-documentation of project process and completion with typed captions
 Completed project if in print form or on videotape, computer disks, or
anything which can be submitted in or with the portfolio.
 Typed Research paper
 Typed Resume
 Any other documentation you stated in your original proposal

21
 LETTER TO THE JUDGES

One of the first impressions the judges will have of your project will come from this letter. The
purpose of this writing is to give the judges an introduction to you as a whole person, beyond the
work you have done on the Senior Project. They will gain an understanding of your goals,
opinions, and interests. When they hear you speak at Senior Boards, they will most likely bring
these insights into their understanding and consequent assessment of your presentation. This
letter, therefore, must demonstrate your best writing and must be a sincere expression of how you
perceive certain aspects of yourself.

The letter may include any of the following topics: family background, schooling, hobbies, goals,
driving principles or passions, individual talents, handicaps, or unusual circumstances,
experiences with Senior Project or other intense learning activities, reflections on your high
school years, expressions of regret or gratitude, or views on any subject you think will give the
judges useful information about you as a graduate. (The list above is only to give you some
suggestions. You can write on other topics or choose only one or two to develop in detail.)
Word process this letter using a formal business letter format.

22
 SENIOR PROJECT OVERVIEW

DIRECTIONS: Explain each area in 35 to 50 words.

Name: ___________________________________________________

Title of Project: ___________________________________________

Title of Research Paper: _____________________________________

Synopsis of Research Paper:

Project Description:

Relationship between Project and Paper:

My background experience in the area:

Special things I’d like judges to consider and look for:

23
 PROJECT CONSULTANT EVALUATION

Thank you for taking the time to assist this student with the completion of their Senior Project.
We hope it has been a positive experience for the student and for you. In order to better evaluate
this student’s performance, please take a few minutes to fill out the form below.

Student’s Name _____________________________________________________

Project ______________________________________________________

Consultant’s Name______________________________________________________

Consultant’s Phone______________________________________________________

Please circle one for each area indicating the student’s level of proficiency.

CATEGORY Above Standard Standard Developing Below Standard

4 3 2 1
CHALLENGE Extremely high High level of risk Some level of risk No level of risk or
level of risk or or difficulty for or difficulty for difficulty for the
difficulty for the the student; the student; student; student
student; student student went student went went beyond prior
went beyond prior beyond prior beyond prior knowledge
knowledge knowledge knowledge

TIME COMMITMENT Extremely high High level of Some level of No level of

level of responsibility responsibility responsibility
responsibility demonstrated; met demonstrated; met demonstrated; met
demonstrated; met intermediate intermediate intermediate
intermediate deadlines, kept deadlines, kept deadlines, kept
deadlines, kept appointments, appointments, appointments,
appointments, used time used time used time
used time productively productively productively
productively

PROBLEM SOLVING Extremely strong Strong ability of Some ability to No ability of

ability of student student to overcome student to
to overcome overcome obstacles, persist overcome
obstacles, persist obstacles, persist when faced with obstacles, persist
when faced with when faced with difficulty, when faced with
difficulty, difficulty, anticipate possible difficulty,
anticipate possible anticipate possible problems/solutions anticipate possible
problems/solution problems/solution problems/solutions
s s

24
USE OF RESOURCES Student involved Student involved Student involved Student used a
several other other people, either other limited amount of
people, organizations, people, resources
organizations, books, Web sites, organizations,
books, Web sites, etc. books, or Web
etc. sites
CREATIVITY/QUALITY Extremely high High degree to Some degree to Does not represent
degree to which which the product, which the product, a concern for high
the product, performance or performance or quality work.
performance or service service
service demonstrates a demonstrates a
demonstrates a concern for high concern for high
concern for high quality. quality.
quality.

Total Points ________/ 20

How many times have you met with the student during the course of the project?

3-4 5-7 7-10 10 or more

How many hours can you verify this student spent working on this project? ______

Please comment on any of the above areas of evaluation, or on anything you believe is relevant to
this student’s performance on the Senior Project.

___________________________________________ Date: ___________________

(Project Consultant Signature)

SENIOR PROJECT SELF-EVALUATION

25
 Directions: Utilize this worksheet to help evaluate yourself and your project. Be as complete
and descriptive as possible. This self-evaluation should give the scoring team a clear picture of
what you accomplished in your project. You may recreate these forms on your own computer or
download them from the Class Homepage. Be sure to give a typed clear description and account
for all twelve items on the self-evaluation.

Name __________________ Project Start Date _____________________

Title of Project __________________ Project Completion Date ____________________

1. In 40 words or more describe your project and the steps you performed to complete it.
What did you produce or perform?

2. In at least 40 words explain how the project challenged you, and what sort of time
challenges and resource problems did you encounter?

SENIOR PROJECT SELF-EVALUATION

26
 3. List and then describe 5-8 fundamental ideas/concepts/skills of your project, which you
learned during your project.

Example from Project on Search and Seizure

Idea/Concept/Skill Explanation (how you learned it)

Case Briefing In order to prepare for the trial I was working on, I had to
learn the elements of a case brief and analyze other case briefs.

4. List and describe 5-8 problems you encountered in your project, and briefly describe how
you solved each.

Example from Project on Search and Seizure

Problem Explanation

Research Many of the cases I was looking for were not accessible through
the schools Internet service, therefore I had to use other resources.

SENIOR PROJECT SELF-EVALUTION

27
 5. Outline the process hours spent in completing the project.

A. Estimated total hours spent on project:_______

{Should match those detailed in Progress Report}

B. Estimated total steps involved in your project: ________

Modify number of steps to fit your project.

Steps Involved Hours Date Completed

Step 1: __________________________________ _______ ___________________

Step 2: __________________________________ _______ ___________________

Step 3: __________________________________ _______ ___________________

Step 4: __________________________________ _______ ___________________

Step 5: __________________________________ _______ ___________________

6. List materials used.

7. List all people who helped you on the project and briefly describe the help given.

Example

Ed Davis Project Consultant; he let me shadow events to learn the

attorney’s trade; and he reviewed all my research for the case.

SENIOR PROJECT SELF-EVALUTION

28
 8. How does your completed project compare to the picture you had in mind when you
started the project?

9. If given the opportunity, what would you do differently now that you speak from
experience?

10. Now that the project is completed, explain/describe the stretch or challenge you
encountered/experienced.

11. Beyond the project itself, what did you learn about yourself?

12. What grade would you give yourself on the project? Justify the evaluation of your grade
in at least 25 words.

Grade: ____________

Justification:

29
SENIOR PROJECT
BOARDS

SENIOR PROJECT BOARDS

30
TOP TEN THINGS THAT RESEMBLE SENIOR PROJECT BOARDS

1. Meeting with Mrs. Phillips to debate why the “60” you received on your paper should be
a “100”.

2. Clearing up discrepancies with your boss between your paycheck and your actual hours
worked.

3. Explaining to Mr. Spruill why you are in his hall and don’t have a planner.

4. Meeting with Mrs. Scherr to explain the pro’s and con’s of why you don’t have as many

community service hours as the rest of the LSA students.

5. Explaining to Mr. Benjamin why wearing your “beanie” should not be considered a dress
code violation.

6. Trying to convince Mr. Godfrey to let you leave class 5 minutes early.

7. Trying to convince Mrs. Phillips not to give you an assignment over the holiday break.

8. Meeting with Mrs. Schubart to discuss your post-high school plans, if you should
graduate.

9. Explaining to the police officer how you missed the directional sign indicating no U-
Turn.

10. Sitting with staff members talking about a project you just completed.

Sound easy? Sound like something you have done before? That is because you have. If you
have done your project, you should be able to talk about it with others.

31
 SENIOR PROJECT BOARDS INFORMATION

The final phase of the Senior Project, Senior Boards, will take place beginning on
May 17, 2011. Students will stand before a panel of judges and present their completed
research projects. Staff and community members with expertise in the students’ chosen areas
will serve on the panels of judges. Other seniors who did projects in the same area will
present during the same class period, when possible.

Students must present for eight to ten minutes and then answer any questions the judges
may ask. Students will be graded on visual aids, content of their speeches, delivery, and their
ability to field questions.

Students should be able to explain the connection between their research and their projects, as
well as what they have learned about themselves in the course of completing their projects.

Preparing for Senior Project Boards

Students must have completed and passed the project and the paper phases of the Senior
Project in order to proceed to the presentation phase.

Senior Board assignments will be posted prior to the week of Boards. It is the student’s
responsibility to be prepared and be ready to present during the time assigned. Any special
technology must be requested (i.e. projector, laptop, etc.)

After all papers and projects have been submitted and evaluated, seniors who are eligible for
Senior Boards will give dress rehearsal presentations before fellow classmates. This is an
opportunity to work out any kinks and get constructive criticism from your fellow classmates.

To prepare for your presentation, carefully examine the material that follows, including the
Senior Boards Presentation Evaluation in the Supplemental Material of this manual.

Judges will look for four things in your speech:

 What did you produce or perform?  How are your project and paper
related?
 What did you learn in your research?
 How did you grow and learn in the
experience?

You have accomplished a great deal at this point. Let your confidence and your pride of
accomplishment shine through when you speak.

32
 SENIOR PROJECT SPEECH PREPARATION

Step 1: What are you going to talk about?

Answer the following questions. Referring to the Project Self-Evaluation might help.
1. How do your paper and project connect?
1. What emotions did you experience as you worked through the paper and project? Anger?
Excitement? Pride? Frustration?
2. What problems did you experience or encounter? Money? Time Management? Skill Deficiencies?
Explain.
3. What personal growth did you gain from the paper and project? What self-knowledge did you
gain? What knowledge of your topic did you gain?
4. How did the project affect your plans for your future? Explain.

Step 2: How am I going to say this?

Use the answers to the questions above as references.
1. Organization- jot your ideas on separate 3 x 5 cards and arrange them in an order that is logical
and pleasing.
2. Plan your introduction. The introduction should:
a. Grab attention
b. Make topic thesis clear. (Be sure to mention both paper and project).
c. Take no more than 60-90 seconds—consider using quotations, reading, dramatics, jokes,
surveys or other audience participation sets, games, audio-visual devices, demonstrations,
or questions.
3. Plan your conclusion. A good conclusion should:
a. Restate topic/thesis
b. Leave the audience thinking about what you have said.
c. Take no more than 30-60 seconds.
4. Plan the display of your project. Will it be an ongoing, integral part of your speech, such as a slide
show? Part of your introduction? Happen after your conclusion? Think about how to most
effectively display your final piece. Avoid passing items around during your speech, this causes
too much distraction.
5. Plan your visual aids, the next lesson will focus on this element in depth.
6. Make sure the room contains all the equipment you need before your speech.
7. Plan and practice your note cards. Do not write out your speech; use key ideas on your card to
avoid reading. Number them to keep order.
8. Practice, practice, practice.

Step 3: Speech techniques to remember:

1. Eye Contact 4. Gesture
2. Posture 5. Props
6. Voice

Step 4: Prepare for questions:

Of course, there is no way to know for sure what the panel members will ask you, but you can make some
educated guesses and the process will provide you with the confidence and clear-headedness to take on any
queries.

33
 Grading Rubrics/
Supplemental Materials

34
 SENIOR PROJECT AUDIENCE EVALUATION

To the student: Use or modify this form for performances before an audience. For Senior Projects which are
performances, you must include in your portfolio at least three evaluation forms filled out by different members of the
audience. If you are performing only for your project consultant, this form may be used along with the Project
Consultant Evaluation of Project.

Presenter (student): _______________________________________________________

Evaluator’s name: _______________________________________________________

Location of presentation: __________________________________________________

Teacher/adult in charge of audience: ___________________ Phone: _______________

Time and date of presentation: ______________________________________________

Please rate the presenter/performer using the form below.

Senior Project
Audience Superb Strong Adequate Weak Absent
Evaluation 5 4 3 2 1
Preparation The presenter was The presenter was The presenter was The presenter was Preparation was
extremely prepared well prepared (all prepared (all not very prepared lacking and
(all technology, technology, props, technology, props, (all technology, distracted from
props, outline) outline) outline) props, outline) presentation
Dress/ Student is dressed Student is dressed Student is Student dress is Student is
Appearance appropriately for appropriately for somewhat dressed informal but not dressed
formal audience – no formal audience – for formal inappropriate inappropriately
exceptions one exception audience
Speaking ability Presenter Presenter Presenter Presenter struggled Speaking skills
demonstrated demonstrated good demonstrated with speech habits severely
exceptional speech speech habits (i.e. satisfactory speech (i.e. voice control, distracted from
habits (i.e. voice voice control, habits (i.e. voice gestures, eye presentation
control, gestures, eye gestures, eye control, gestures, contact)
contact) contact) eye contact)
Knowledge
The presenter had The presenter
The presenter had The presenter had adequate The presenter had demonstrated no
excellent knowledge good knowledge of knowledge of some knowledge knowledge of
of his/her subject his/her subject his/her subject of his/her subject his/her subject
matter matter matter matter matter

Interest The presenter

The presenter offered The presenter The presenter The presenter failed to offer
a lot of new, offered new, offered some new, offered new, new, interesting
interesting and interesting and interesting and/or interesting or and/or
educational educational educational educational educational
information information information information information
Organization The presenter was The presenter was
The presenter was organized in terms somewhat The presenter was
extremely organized of an introduction, organized in terms somewhat lacking No organization
in terms of an body and of an introduction, in organization present
introduction, body conclusion body and
and conclusion conclusion

35
 Involvement After watching the
After watching the After watching the After watching the presentation, the After watching
presentation, the presentation, the presentation, the audience may be the presentation,
audience would be audience would be audience would be motivated to learn the audience
highly motivated to motivated to learn somewhat more about the would not be
learn more about the more about the motivated to learn presenter’s subject motivated to
presenter’s subject presenter’s subject more about the area – but more learn more about
area area presenter’s subject information or the presenter’s
area energy is needed subject area
Enthusiasm The presenter was
The presenter was The presenter was lacking The presenter
extremely The presenter was somewhat enthusiasm about was not
enthusiastic about enthusiastic about enthusiastic about his/her subject area enthusiastic at
his/her subject area his/her subject area his/her subject area throughout several all and it
throughout the entire throughout most of throughout most of key areas of the distracted from
presentation the presentation the presentation presentation the presentation
Preparedness The presenter
The presenter The presenter The presenter clearly put in
The presenter clearly clearly put in at clearly put in at clearly put in at less than one
put in at least 10-20 least 5-10 hours of least 2-5 hours of least 1-2 hours of hour of
hours of preparation/ preparation/ preparation/ preparation/
preparation/rehearsal rehearsal for the rehearsal for the rehearsal for the rehearsal for the
for the performance performance performance performance performance
Impromptu The presenter The presenter
The presenter The presenter offered a limited offered no
The presenter offered offered quality offered some high amount of quality quality answers
high quality answers answers to quality answers to answers to to questions
to questions posed to questions posed to questions posed to questions posed to posed to him/her
him/her after the him/her after the him/her after the him/her after the after the
presentation presentation presentation presentation presentation

Total Points: ________/ 50

Additional Comments:

36
 SENIOR PROJECT/PORTFOLIO EVALUATION

A committee of Legal Studies Academy teachers and community members will evaluate each
student’s Senior Project based on evidence of the qualities listed below, in addition to the
question/answer period during the Senior Project Defense. The student should document project
work through the portfolio. Carefully read portfolio directions to make sure the portfolio is
complete and properly organized.

Name _____________________________
Scorer Name: ______________
Teacher ___________________________
Exceptional Satisfactory
Date ______________________________
Incomplete Re-defend

“YES” TEST: In order for the project/portfolio to be successful, it must contain the following
basic components. A “NO” on any items will result in the portfolio being
returned to the student so the omission can be corrected.
YES NO
____ ____ Project Completed
____ ____ Typed Cover page and table of contents
____ ____ Typed Letter to the Judges
____ ____ Typed Senior Project Overview
____ ____ Original Project Proposal with all signatures
____ ____ Project Consultant Evaluation
____ ____ Typed Self-Evaluation of Project
____ ____ Typed Progress Reports – minimum 5 accounting for all hours spent on project
_____ _____ Typed Photo-documentation of project process and completion
____ ____ Completed project Documentation (see original proposal to verify what must be
included)
____ ____ Audience Evaluations for performances or critiqued projects
____ ____ Typed Research paper
____ ____ Typed Resume
____ ____ Optional items: letters of recommendation, certificates, awards, etc.

37
 SENIOR PROJECT/PORTFOLIO EVALUATION
An “Unsatisfactory” or “Superficial” score on any component will result in an incomplete until the insufficient
component is addressed and corrected. Students cannot pass this Senior Project requirement until the component is
improved.
Project/Portfolio
Components
Quality of project
Demonstration of skills &
knowledge
Writing Quality
Completeness of
Documentation
Presentation and
Organization
Score: _______/20
Additional Notes:
Exceptional Satisfactory Unsatisfactory Superficial
4 3 2 1
Outstanding use of time, Acceptable use of time, Insufficient use of No use of time,
resources, and problem resources, and problem time, resources, and resources, and
solving skills. Project solving skills. Project problem solving problem solving
demonstrates a clear demonstrates learning skills. Project skills. Project
learning stretch with stretch with documented demonstrates a demonstrates no
well documented evidence of growth in somewhat of a learning stretch or
evidence of growth in learning. learning stretch – but evidence of growth
learning. it is not clear. in learning.
Lacking documented
evidence of growth in
learning.
Clear evidence Some evidence Lacking evidence of No evidence
presented of skills and presented of skills and skills and knowledge presented of skills
knowledge gained from knowledge gained from gained from and knowledge
completion of project completion of project completion of project gained from
completion of
project
Exceptional writing Good writing Poor writing Writing skills are
demonstrated demonstrated demonstrated unacceptable on
throughout project. throughout project. throughout project. several components
Student focused on Student focused Student failed to of project/portfolio
audience for research somewhat on audience focus on audience for
paper, project, portfolio, for research paper, research paper,
and presentation. project, portfolio, and project, portfolio, and
presentation. presentation.
All documentation is Most documentation is Documentation is Student is lacking
complete, professional, complete, professional, incomplete, not documentation;
and accurately records and accurately records professional, and does therefore, project is
all steps of students all steps of students not accurately record incomplete
project project all steps of students
project
Project and portfolio are Project and portfolio are Project and portfolio Project and portfolio
extremely professional professional and are not lacking are not professional
and organized, meet all organized, meet all professionalism and/or are
requirements of original requirements of original and/or organization. disorganized. They
proposal, and include all proposal, and include all They do meet all do not meet all
sections for evaluation sections for evaluation requirements of requirements of
original proposal, and original proposal,
do include all sections and do not include
for evaluation all sections for
evaluation
38
 SENIOR PROJECT/PORTFOLIO EVALUATION

COVER PAGE/TABLE OF CONTENTS PROGRESS REPORTS

 Incomplete  Minimum of 5 Reports Needed
 Pages/Sections Aligned Incorrectly  All hours must be documented
 Other:  Format Correctly
 Reflective Journals of ½ Page min.
 Other:
LETTER TO THE JUDGES
 Edit
 Incomplete OTHER DOCUMENTATION LISTED IN
 Format Correctly APPROVED PROPOSAL
 Sign Letter  Missing Audience Evaluations
 Other:  Missing Rough Drafts
 Missing Lessons/Plans
 Missing Letters
SENIOR PROJECT OVERVIEW  Missing Log
 Develop Responses  Other:
 Edit
 Other:
PROJECT DOCUMENTATION
PHOTO/VIDEO
PROJECT PROPOSAL  Missing Photo Documentation
 Original Proposal w/ Sigs. Missing  Missing Typed Photo Captions
 Missing Revision/Extension Forms  Missing Video Documentation
 Other:  Other:

CONSULTANT EVALUATION RESEARCH PAPER

 Incomplete  Paper Missing
 Missing  Other:
 Other:

RESUME
 Edit
SELF-EVALUATION  Incomplete
 Edit  Other:
 Incomplete
 Format Correctly
 Develop Responses/Lacking Depth
 Other:

39
 SENIOR RESEARCH PAPER RUBRIC

Name __________________________
/100=
“YES” TEST: In order for the paper to be evaluated, it must contain the following basic components.
A “No” on any single item will result in the paper being immediately returned to the writer so the omission can be
corrected.
Evaluation will stop until the “NO” error is corrected.
Any “Unacceptable Skill” score mark, no matter the final point total, must be resubmitted and raised to an
acceptable skill level before a score will be recorded.

YES NO
____ ____ Paper correctly formatted (title page, margins, header, etc.)
____ ____ Thesis in introduction
____ ____ Information used within paper cited with correct documentation process
____ ____ Works Cited page, formatted correctly, minimum of eight sources
____ ____ Paper written in third person
____ ____ Seven full pages of text, onto page 8, all pages numbered correctly within header
____ ____ Margins: 1” all around with 23 lines of text per page
____ ____ Approved font (Times New Roman)
____ ____ Graded draft turned in with paper

___________________________________ Signature of student verifying “YES” test passed

Grading Rubric for Final Research Paper

A (94-100) B (86-93) C (78-85) D (70-77) E (69 & Below)
  Reasonable  Inconsistent  Inconsistent  No reflection
Consistent and reflection of reflection of reflection of of research
strong reflection research research research  No focus and
Composition / of research  Content is  Inconsistent  Little focus and development
 Content reasonably focus and development of of content
Organization is focused and focused and development of content
fully developed developed content
 Strong
organization
 Precise  Appropriate  Vague  Uneven  Lack of
information information information selection of information
 Strong vocabulary  Varied  Average information  Poor
 Clear, coherent, vocabulary vocabulary  Bland vocabulary
Written and varied  Clear and varied  Some varied vocabulary  Extremely
sentence sentence (but  Lack of sentence awkward and
Expression construction construction occasionally variety and monotonous
awkward) frequent sentence
sentence awkward construction
construction sentence
construction
  Reasonable use  Inconsistent and  Little and  No use of
Consistent and of MLA format incorrect use of incorrect use of MLA format
correct use of  Errors of MLA format MLA format  No awareness
MLA format capitalization,  Errors of  Density and of rules in
 Errors punctuation, capitalization, variety of errors capitalization,
Usage /
of capitalization, usage, sentence punctuation, in capitalization, punctuation,
Mechanics punctuation, formation, and usage, sentence punctuation, usage,
usage, sentence spelling are formation, and usage, sentence sentence
formation, and elementary spelling distract formation, and formation, and
spelling do not from message spelling spelling
distract from overwhelm

40
 message

SENIOR PROJECT PRESENTATION EVALUATION

Student Name: Paper:

Project: Teacher Name:

Total Speech Time:

AREA I: CONTENT Superb Effective Fair Weak

5 4 3 2
INTRODUCTION
Has extremely Has interesting
Somewhat of an Either lacking an
interesting attention- attention-getter,
attention-getter, states attention getter or
getter, states or implies states or implies
or implies purpose of purpose/goal of
purpose of the purpose of the
the presentation presentation
presentation presentation
BODY OF SPEECH
Main ideas and
Main ideas and points Main ideas and points
points supported by Main ideas and
well supported by somewhat supported by
interesting and points lacking
interesting and interesting and
appropriate details support or no clear
appropriate details appropriate details
clearly demonstration of
clearly demonstrates clearly demonstrates
demonstrates completion of
completion of completion of
completion of goals/project
goals/project goals/project
goals/project
APPLICATION OF
Successful Limited application
LEARNING Strong application of Reasonable application
application of self- of self-discovery,
self-discovery, evidence of self-discovery,
discovery, evidence evidence of
of challenge and evidence of challenge
of challenge and challenge and
personal growth. and personal growth.
personal growth. personal growth.
BALANCED CONTENT
Extremely well Somewhat
Well balanced –solid Somewhat balanced –
balanced –solid unbalanced –no
connection made connection made
connection made clear connection
between paper and between paper and
between paper and made between
project project
project paper and project
ORGANIZATION
Extremely logical flow Fairly logical flow with Organization is
Logical flow with
with strong transitions some transitions to somewhat choppy
transitions to move
to move from point to move from point to and leaves the
from point to point
point point audience confused

LANGUAGE USE
Use of language
Use of language Use of language not appropriate for
Use of language clearly
appropriate for somewhat appropriate formal audience at
appropriate for formal
formal audience – for formal audience – key points of
audience – avoids slang
avoids slang phrases, slang phrases, jargon, presentation – too
phrases, highly selective
appropriate word questionable word many slang phrases
word choice, style
choice, style choice, & style or inappropriate
word choices

DELIVERY SKILLS Presenter demonstrated Presenter Presenter demonstrated Presenter struggled

volume, rate, clarity, vitality exceptional speech demonstrated good satisfactory speech with speech habits
habits (i.e. voice speech habits (i.e. habits (i.e. voice (i.e. voice control,
control, gestures, eye voice control, control, gestures, eye gestures, eye

41
 contact)
contact) gestures, eye contact) contact)
DRESS/APPEARANCE Student is dressed Student is dressed
appropriately for formal appropriately for Student is somewhat Student dress is
audience – no formal audience – dressed for formal inappropriate
exceptions one exception audience
AUDIO/VISUAL Effective appearance, Appearance is lacking
Solid appearance,
QUALITY adequate visibility, in quality, visibility, Audio visual is
superior visibility,
spelling, creativity – spelling, and creativity extremely poor
spelling, creativity –
displays through need improvement – quality and/or has
displays through
content and No clear representation too many errors
content and
application of of project which distract from
application of learning
learning Student depended on message
Used as an aid to
Used as an aid to aid as outline or
guide audience
guide audience speaking tool too
through speech
through speech much through speech
QUALITY OF STUDENT Student demonstrates Student failed to
Student demonstrates Student somewhat
RESPONSES: good level of demonstrated
high level of knowledge demonstrates
knowledge gained knowledge gained
gained from completion knowledge gained from
from completion of from completion of
of project completion of project
project project

Total Points: ______/50

Comments:

42
 SUGGESTED SENIOR PROJECT LOG

During the project phase of the Senior Project, it is suggested you keep an up-to-date record of
the efforts, results and time you have spent working on your project. This log is important for
several reasons. First, it keeps you on task and focused by requiring you write down what you
have accomplished so far and what you need to do next. It also keeps a record of the time spent
on the project. Finally, the Senior Project log allows the Senior Project judges to realize your
effort, thought, and learning challenge. It will give them a clearer idea of the scope of your
project...

Because this log is an important element in the process, make sure it is clearly and neatly written
or word-processed. Logs should be submitted in chronological order.

Possible Suggestions for Log

 Fill in date, location, and starting time at the beginning of each session
 Fill in the ending time, description of activities, and both signatures at the end of each
session
 Have them signed
 Keep logs in chronological order and submit in the portfolio

Senior Project Log

Date: Wednesday, January 12, 2009 Place: Mrs. Phillip’s room

Time begun: 7:20 a.m. Time completed: 8:30 a.m.

Description of activities:

7:20-8:00: Looked at plans and discussed the expectations of the case.

8:00-830: Decided to use the Smith vs. Jones case as a basis for case preparation,

Project Consultant’s signature: Mrs. Phillips

Student’s signature: John Doe

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 PROJECT REVISION FORM

To the student: Provide the information requested, a new proposal with highlighted changes,
and sign on the appropriate line. Revisions will be accepted until January 3, 2011

Name Email:

Class Schedule 1. /
2. /
3. /
4. /
Project Title
Advisor Room #
Project Consultant Phone #

Explain the changes or alterations you are requesting.

For what reason(s) are these changes necessary?

How will these changes affect the outcome, challenge and time initially put forth in your
proposal?

Student Signature Date

Revision to project: Approved Declined

Reason for Decision

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Signature of Project Coordinator Date

PROJECT EXTENSION FORM (must be submitted by February 1, 2011)

To the student: Extensions are only for projects that will NOT BE COMPLETED by April 27,
20011 due to scheduling—not due to procrastination.

Name Email:
Class Schedule 1. /
2. /
3. /
4. /
Project Title
Advisor Room #
Project Consultant Phone #

What are the reasons you are requesting an extension?

What length of an extension is necessary in order for completion of project? Explain.

How will this extension affect the outcome, challenge and time initially put forth in your
proposal?

Student Signature Date

Extension to Project: Approved Declined

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Length of Extension

New Completion Date

Signature of Project Coordinator Date

SAMPLE PROGRESS REPORT

TO: Senior Project Grader

FROM: John Doe

DATE: February 5, 2009

SUBJECT: Progress Report 4: Retexturing Walls

PREVIOUS BACKGROUND: Set up appointment with contractor and purchase supplies, prep
walls and tape off windows.

TIME FRAME: December 26, 2008- January 5, 2009 HOURS SPENT: 9

WORK COMPLETED

 Discuss the items worked on or completed during this time frame.

WORK SCHEDULED

 Discuss what you plan on working next.

PROBLEMS ENCOUNTERED

 What problems/difficulties did you encounter?

 How did you handle them?

REFLECTIVE JOURNAL

 Journals need to be at least half a page.

 Talk about details of the process – task the Senior Project Defense Panel need to know
about in order to understand the amount of work you put into the project.

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 USE AS MUCH SPACE AS NECESSARY FOR EACH ENTRY

SAMPLE LETTER TO THE JUDGES

5555 Patriot Place

Virginia Beach, VA 23454

April 8, 2009

Judges, Senior Project Board

First Colonial High School
1272 Mill Dam Road
Virginia Beach, VA 23454

Dear Judges:

As a soon-to-be graduate of First Colonial High School, I will take this opportunity to tell you about some
things I learned this year. I learned procrastination is not the answer, graduation is earned (not just given as
an automatic ticket at the end of the senior year), and I can accomplish more than I ever realized I could if I
work hard and stay with it. These lessons will be very useful to me when I leave First Colonial High
School and go on to further training or the workforce.

I was not sure if I could make it through four years of high school and graduate. My family has moved
several times, and I often fell behind in school. Whenever we would move into a new area, I would go to
the nearest school, but often it was very frustrating. I would have to repeat something I had already
learned, or be confused because I came in the middle of the unit. But it has always been important to me to
get a good education because I want to have a productive life for myself and for my family in the future. I
will be the only member of my family to have graduated from high school. They are very proud of me, and
I am proud of myself.

I chose to remodel the band room for my Senior Project because it relates to my career goal. I want to be a
professional designer. I love working on recreating and designing new rooms while working with people
and their visions or ideas. I can see myself organizing beautiful areas for all types of gatherings. Too
many people these days do not appreciate the time and skill it takes to set-up and create areas for the home
and office. I would like to draw their attention to the art of time management, organization skills, and
effective communication. My family really appreciates my hard work in this area. In fact, my parents, and
siblings are currently fighting over who will get to utilize my skills from my project for their next change.

Although I had to cut back on my hours of work at a nearby restaurant to work on school assignments and
projects this year, I am now very happy I did. I found I enjoyed researching about my career goal in
design, and I gained a great deal of satisfaction in remodeling the band room for First Colonial High
School. I wanted to make a lasting impression on the school and my project allowed me to do just that.

Thank you for taking the time to read my portfolio and for listening to my presentation. I hope you have
found them interesting.

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Sincerely,
JOHN DOE
John Doe

Sue Smith
Mrs. Phillips
Senior Project
September 29, 2010

Senior Project Proposal: The Cutting Edge

A. Abstract

Pantene Pro-V Shampoo and Conditioner has a program called Beautiful Lengths, where
women donate their hair to make wigs for other women who have lost their hair to
Cancer. For my Senior Project, I plan to host a voluntary competition between the
various levels of the Virginia Lady Aces Travel Softball Team to determine which age
group can donate the most locks of hair to cancer patients.

The competition will take place on Saturday March 7, 2009, at Emmanuel Lutheran
Church in Virginia Beach (see attached event agreement) from 10:00am until 4:00pm.
Two main competitions will be held – U18 vs. U16 and U14 vs. U12; however, other
donations will be accepted. A raffle, composed on donated items from various local
businesses, coaches, and parents will be held during the event to raise money for the
American Cancer Society.

My consultant for this project will be David Smith, the director of softball within the
Virginia Aces organization. My audience will be the softball players from various teams
within the organization, their families, church members, and other members of my peer
group.

The materials I will need are a hair dresser, flyers, advertisements on the Virginia Lady
Aces website, reminders at practices, advertisements in the church bulletin, flyers at
school, and word of mouth advertising. I also plan to advertise by creating an event
posting on Facebook with updates.

My Senior Project will directly impact the community by having both an impact on the
participants who cut their hair for people in need, and an impact on those receiving the
donation.

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B. Learning Skills

For this project I will need to learn how to enhance my organization and communication
skills. I will also need to learn how to prioritize tasks and manage my time effectively. I
will also develop better, more effective writing skills. In order to put together a quality
presentation, I will also need to learn how to operate a video camera, edit using Movie
Maker, and effectively communicate my message in a professional manner.

C. Project Steps

Step TASK TIME

Communication
 Contact hair dresser (to donate
services)
 Contact Pantene Beautiful Lengths
program(for all rules and regulations)
 E-mail coaches for all teams 15 hours
Step 1
 Create flyers/posters
 Hand out flyers at Fall Tournaments
 Hang up flyers at both practice and on
the Virginia Lady Aces website
 Create Facebook site
 Create Flyer for Church bulletin
Gathering Materials
 Buy different color paper (each color
represents a different type of cancer)
Step 2 2 hours
 Buy poster board and paint to make
signs for the project day
 Buying raffle tickets/ two baskets
Finding Sponsors
 Go to privately-owned restaurants and
ask for donations (raffle items)
Step 3  Go to privately-owned 6 hours
softball/baseball stores and see if they
are willing to donate items (raffle
items)
Get Donations
 Solicit during games/practices from
Step 4 other teams willing to donate money 3 hours
for American Cancer Society

Step 5 Set-up Project 2 hours

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  Create raffle baskets
 Make posters
 Create brackets – to keep track of hair
challenge
 Make food for the event
 Organize Fellowship hall in church
 Set up ticket booth and table of
raffling items
 Set up balloons and winning baskets
as well
 Set up hair cutting station

Project
 Distribute raffle tickets
Step 6  Monitor hair-cutting (fill in brackets) 8 hours
 Raffle items
 Announce Winners
Total
36 hours
Hours

D. Documentation

For my project I will keep a daily journal of completed tasks for my project. I will also
use pictures for my portfolio of my project and video the event to use for my final
presentation to the judges.

E. Project Justification

I believe this project is a stretch because it will push me outside of my comfort zone on
so many levels. I am a shy person who has never asked for donations, let alone set up and
organized an entire event. I also believe my project is justified because it will benefit the
community by making someone’s cancer recovery easier.

F. Project-Paper Connection

My paper will discuss the current legislation dealing with healthcare reform and how it
directly impacts persons living with a terminal illness. I plan to defend the rights of
patients and demonstrate the correlation between the new insurance policies proposed by
the new healthcare reform and overall patient care.

G. Academic Honesty

50
I understand my project will be my own work. I know if I use another source without
citation, I will be accused of plagiarism. I also understand if I do not show full academic
honesty, I will not be able to participate in Law Day and it could also cost my Legal
Studies Academy Seal on my diploma when I graduate. Any academic dishonesty by me
on any part of the project will result in failing the Senior Project and forfeiting Legal
Studies graduation in June.

H. Completion Dates

Step Completion Date

 Contact hair dresser (to donate January 1, 2010
services)
 Contact Pantene Beautiful Lengths January 5, 2010
program(for all rules and
regulations)

 Progress Report #1 January 6, 2010

 E-mail coaches for all teams January 8, 2010
 Create flyers/posters January 13, 2010
 Hand out flyers at Fall Tournaments January 14, 2010
 Hang up flyers at both practice and January 15, 2010
on the Virginia Lady Aces website
 Create Facebook site January 16, 2010

 Progress Report #2 January 17, 2010

 Create Flyer for Church bulletin January 19, 2010
 Buy different color paper (each January 22, 2010
color represents a different type of
cancer)
 Buy poster board and paint to make January 23, 2010
signs for the project day
 Progress Report #3 January 24, 2010
 Buying raffle tickets/ two baskets January 24, 2010
 Go to privately-owned restaurants January 25, 2010
and ask for donations (raffle items)
 Go to privately-owned January 28, 2010
softball/baseball stores and see if
they are willing to donate items

51
 (raffle items)
 Solicit during games/practices from January 30, 2010
other teams willing to donate
money for American Cancer
Society

 Create raffle baskets February 3, 2010

 Make posters February 3, 2010
 Progress Report #4 February 3, 2010
 Create brackets – to keep track of February 3, 2010
hair challenge

 Buy all food items to prepare February 3, 2010

 Progress Report #5 February 5, 2010
 Send the donated hair and money February 15, 2010
 Portfolio March 10, 2010
 Trailer March 15, 2010
 Weebly/Webs April 15, 2010
 Tri-Fold April 21, 2010
 Presentation April 28, 2010

I. FACILITIES IMPACT

For my project I intend to use the banquet hall at Emmanuel Lutheran Church in Virginia
Beach on Saturday March 7, 2009 from 10:00am to 4:00pm. Please see the attached letter
from the director agreeing to these terms.

J. PARENT AGREEMENT

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As a First Colonial High School, Legal Studies Academy parent, I recognize all parts of the
Senior Project are graduation requirements and I intend to support my student throughout the
process.

I understand the physical project must be a product or performance which takes at least 20 hours
outside of class time to complete, and which challenges my son/daughter’s current skills and
knowledge. Additionally, I recognize I may obtain needed information via the Senior Project
Manual; posted online.

I fully understand this project selection decision is made independently of the staff and
administration of First Colonial High School. The project selection and approval is parent and
student-centered. Final approval for the project is governed by the Senior Project Advisory
Board.

Due to the importance of the Senior Project, I understand that failure to complete the
process/project will result in forfeit of Legal Studies Graduation in June 2011.

Parent/Guardian Signature ___________________________ Date _________________

Day Phone ____________________ Evening Phone _________________________

Student Name ____________________________________________________________

Student Signature _________________________________ Date _________________

Student E-mail ___________________________________

K. TEACHER APPROVAL
I have read this Proposal Packet, asked for clarification when needed, and believe this project will
challenge the student.

Teacher ___________________________________ Block __________

Teacher Signature ________________________________ Date ____________

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