Legacy High School

Culminating Project
Class of 2014

Your Journey
FROM

TO

December 2013

Key Dates
The dates below are to be filled in by you, in conference with your Human Relations Team Leader.

I should be thinking about my Culminating Project

NOW

My Project Proposal is due to my HRT Leader by

My Project Proposal Presentation is scheduled for
I cannot change my topic after
My research will begin no later than
Id like to be done with my research by
I will have a rough draft of my PAPER by
I expect to have my final PAPER done by
I will start my CIVIC ACTION work no later than
I will finish my CIVIC ACTION work no later than
I will start work on my PANEL PRESENTATION by
All slides in my PowerPoint will be completed by
All slides must be competed at least one week before the formal Panel
Presentation or my name will be removed from the list of presenters and I
will need to move to the next date.
I will have practiced my PANEL PRESENTATION at
least three times by
At least one practice in front of an audience that includes my HRT Leader
must be completed before I will be allowed to go before a Panel.
I will give my formal PANEL PRESENTATION on
NOTE: Panel Presentation times are available on January 11, 2013 and May 14, 2013 only.
I plan to graduate on

NOTE: No additions to the list of presenters may be made after

January 7, 2013 and May 7, 2013.

Evergreen School District provides equal opportunity in programs and employment and does not discriminate on the basis of race, color, national
origin/language, creed/religion, sex, sexual orientation-including gender identity, disability, or the use of a service animal by a person with a disability,
age, marital status, honorably discharged veteran or military status and HIV/Hepatitis C status. For information or complaints, contact Scott Deutsch at
604-2800. Evergreen School District also takes steps to assure that national origin persons who lack English language skills can participate in all
education programs, services and activities. For information regarding translation services or bilingual education, contact Linda Freiberg at 604-2800.

Culminating Project 2013 Signature Sheet

Your HRT Leader will help you to make sure that during the 2012-2013 school year you complete
all the following parts of your senior Culminating Project.
HRTL Initials

Research Paper
Proposal: Traditional or Multigenre?
Topic:
Thesis Statement
Collected research (hard copies)
Notes
Identification of where the information will be used
Multiple rough drafts
Self-reflection
PAPER FINAL SCORING GUIDE

Civic Action 15 hours

(Before you begin your Civic Action)

Proposal Application Form

(Before you begin your Civic Action)

Parent/Guardian Consent Form (with description of the activity)

(Before you begin your Civic Action)

Civic Action Contract

2

(Continuous as you do your Civic Action)

Civic Action Log (include date of each activity, amount of time,

explanation of what you did)
(Continuous as you do your Civic Action)

Reflective Journal (written based on each days field experience)

(After you finish your Civic Action)

Thank you letter to Mentor

CIVIC ACTION FINAL SCORING GUIDE

Panel Presentation 8-10 minutes

Panel Presentation Sign-Up form submitted to Presentation Organizer
Multiple rough drafts of text content proofed by HRTL
Multiple rough drafts of visual content proofed by HRTL
Multiple practices with Human Relations Team as audience
Presentation notes
Presentation
Thank you note to each panel member
PRESENTATION FINAL SCORING GUIDE

ii

Culminating Project 2013 Introduction

School from kindergarten to senior year is a journey. That journey is about to end. The
destination is adulthood. But there is one final, big stop on the way: your Culminating Project.
The Culminating Project is your opportunity to show what you have learned and that you are
ready to graduate. You get to do it with a topic of your choice.
Frequently high school becomes a time of working to meet the requirements for a diploma and
little else. When given a chance to choose something that is rewarding and exciting to learn,
you may not be sure where to begin. You may have become so preoccupied with working to
meet requirements that you havent thought about what it is that you really would like to learn
more about and at the same time, demonstrate what you know and can do. Take a look at your
life, look at things that you have enjoyed, achievements that you have made, books that have
had meaning for you or even things that were challenging. What grabs your interest?
If you can identify a passion, great! But to get started, all you need is a burning curiosity about
something. For example, maybe you play a musical instrument and want to focus on that. You
may have wanted to expand what you play but you have never had the time. Maybe you would
even like to build an instrument! Or perhaps you are curious about what it would be like to work
with patients at Southwest Washington Medical Center as a volunteer but have never had the
time to go through the process of applying and getting those shots. This year you have a
chance to explore whatever you would like! Windows of opportunity are open.
There are many examples you can look at including ideas other students have used. The
important thing is that you identify a Culminating Project topic that has meaning for you. Your
Culminating Project should be rewarding, meaningful and fun.
Your school journey is about to end. The richness of this last stop on the journey is up to you.

iii

iv

Table of Contents
Key Dates.....................................................................Inside Front Cover
Culminating Project 2013 Checklist...........................................................i
Introduction..............................................................................................iii
Where to Start: Culminating Project Proposal........................................1
Explanation........................................................................1
Culminating Project Proposal Application Form.................2
Journey Pit Stop: Research Paper........................................................3
Explanation........................................................................3
Research Paper Scoring Guide.........................................6
Multigenre Research Paper Reflection Form.....................8
Traditional Research Paper Reflection Form.....................9
Journey Pit Stop: Civic Action.............................................................10
Explanation......................................................................10
Parent/Guardian Consent Form.......................................12
Civic Action Contract with Mentor....................................15
Log Form and Example....................................................16
Journal Form and Example..............................................18
Civic Action Scoring Guide...............................................20
Where to Finish: Panel Presentation...................................................22
Explanation......................................................................22
Panel Presentation Scoring Guide...................................24
Clark College Running Start Project Information..................................28
Road Maps: Evaluating the Project
Research Paper Scoring Guide.........................................6
Civic Action Scoring Guide...............................................20
Panel Presentation Scoring Guide...................................24
Travel Guides: Forms
Project Proposal Application..............................................2
Multigenre Research Paper Reflection..............................8
Traditional Research Paper Reflection...............................9
Parent/Guardian Consent Form for Civic Action..............12
Civic Action Contract with Mentor....................................15
Civic Action Log...............................................................16
Civic Action Journal..........................................................18
Panel Presentation Sign-Up Form...................................26
Panel Presentation Evaluator Information & Form...........27

Culminating Project Proposal

Presented to Your Human Relations Team
INTRODUCTION
We want you to do your very best work with your Culminating Project, and this proposal will help prepare
you for the Paper, the Civic Action, and the final Presentation.
The project proposal is a time for you to present your idea to a few of your peers. This will help you
develop your idea, organize your thoughts and timelines, practice presenting to a group, and give you
feedback and suggestions from others. This is another way for you to get the support you need to do the
best job possible.

PROPOSAL FOR RESEARCH PAPER AND CIVIC ACTION

You will present your proposal to a board of a few students and staff, using both a written document and
an oral presentation. The written document that you give to your audience outlines your project. Your
oral presentation presents the highlights (practice; dont simply read from the paper). The document you
give your audience should have the following elements:

1. Research Question: What question(s) will you design your research around?
2. Rationale: Why did you choose this issue?
3. Resources: What general sources of information might you use to research your question? These
resources may be electronic, print, or people.

4. Civic Action:

a. How do you plan to relate your research to the 15-hour Civic Action requirement?
b. What agency and contact person (potential mentor) have you contacted?
c. When and where will you work and what responsibilities will you have?
d. What do you expect to learn/accomplish while volunteering?
e. How will you make a positive difference in the organization while you are volunteering?
5. Timeline: List the steps that you will need to accomplish to complete the project. Where and when
(project class/cycle) do you plan to complete the research writing?
6. Personal Growth: Why is this Culminating Project a learning stretch for you?

PRESENTATION DATES
In order to ensure your successful completion of the Culminating Project, you will need to complete your
proposal in a timely manner. Your proposal presentation will be completed in Project Cycle I, and will
be arranged by your HRT. If you enroll after Project Cycle I, your proposal presentation should be
completed after about four weeks. The requirement may be waived if you enroll at Legacy with a
completed proposal and an acceptable draft of your research paper. This decision will be made by your
HRT Leader. Juniors may start the process in Project Cycle IV of their junior year.

APPROVAL PROCESS:
You will present your proposal to a board consisting of a few 11th and 12th graders from your HRT

and one or two Legacy staff members.

The board will review your proposal, ask questions, and either recommend approval to your HRT
leader, or recommend changes before it is approved.
Your HRT Leader will have the final approval/revision decision.
If you must revise, you will go through the above procedure until it is approved.

AFTER APPROVAL:
You and your HRT will work together to design due dates that will ensure you complete your Culminating
Project in a timely manner. Because situations are different for all students, due dates will vary from
student to student.

Culminating Project Proposal Application Form

It is suggested that you type your answers to these questions. Your HRT Leader can access an
electronic Word version of this form for you.

1. Research Question: What question(s) will you design your research around?
2. Rationale: Why did you choose this issue?
3. Resources: What general sources of information might you use to research
your question? These resources may be electronic, print, or people.
4. Civic Action:
a. How do you plan to relate your research to the 15-hour Civic Action
requirement?
b. What agency and contact person (potential mentor) have you
contacted?
c. When and where will you work and what responsibilities will you have?
d. What do you expect to learn/accomplish while volunteering?
e. How will you make a positive difference in the organization while you
are volunteering?
5. Timeline: List the steps that you will need to accomplish to complete the
project. Where and when (project class/cycle) do you plan to complete the
research writing?
6. Personal Growth: Why is this Culminating Project a learning stretch for
you?

Name

HRT Leader

Approved
?
Student signature

Date

List Proposal Panel Member Names:

Yes

Not yet

Research Paper
INTRODUCTION
At Legacy, whether you are a student in the regular Project Program or in the Independent Study
program, you will need to find a topic that you are interested in, do research and write a paper.
You will have two options for writing your paper. You may start and complete your paper in 11th or
12th grade.

TWO OPTIONS FOR THE RESEARCH PAPER

The multigenre paper option:

If you select the multigenre option, you will spend one full cycle in a Project class called Multigenre
Research Paper I (MGRP I), where you will learn the specifics of constructing a researched topic of your
choice while meeting the learning targets for a course you will choose. In the class you will receive
instruction in using multiple genres, both written and visual that will inform your audience about your topic.
Often the multigenre research paper becomes an artistic expression integrated with well crafted written
pieces. Once you have successfully completed MGRP I, you have the option to take a second class
(MGRP II). In this class you may earn an additional credit of your choice by meeting new learning targets
that add to your research. And, you create your Culminating Project panel presentation materials at the
same time. This option may also be available in the IS program.
The traditional paper option:
If you select the traditional paper option, you will write a research paper using the Modern Language
Association (MLA) essay format. This would be done as part of one of your project classes or in IS. This
option must have the approval of the project or IS teacher and the paper must meet the criteria for the
traditional paper that your teacher will share with you. (The option to write this paper in a course may be
in addition to other course expectations.)

DIFFERENCES BETWEEN A RESEARCH PAPER AND A REPORT

The basic differences between a simple report and a well-documented research paper are outlined in the
chart below.

Research paper (traditional or multigenre)

Includes an essential research question or
problem
Develops a point about the topic
Presents a collection of information and also
synthesizes, explains, analyzes, and interprets
the information
Uses reliable, documented sources
Complies with MLA documenting and
formatting

Report
Is not designed around a research question

Simply states/assumes the point

Presents a collection of information

Sources may not be reliable or documented

May not utilize MLA document form

Examples of research paper vs. report (differences between a traditional paper and a multigenre paper
are in bold):
A.

Report:
Joe describes his passion for snowboarding and writes a factual paper on the pleasures of
snowboarding. While he may have read a snowboarding magazine or found information on the
web, most of the information in his paper comes from personal experience snowboarding with
friends

B.

Traditional research paper:

Joe has a passion for snowboarding and wonders if teens in his community realize the
advantages of this type of active exercise. First, his research will analyze the healthy advantages
of snowboarding and include information about important techniques that maximize exercise
efforts. He will also research and locate local programs that promote snowboarding activities.
His paper might analyze how to determine which programs are most accessible,
affordable, and educational regarding exercise and safety.

C.

Multigenre research paper

Joe has a passion for snowboarding and wonders if teens in his community realize the
advantages of this type of active exercise. First, his research will analyze the healthy advantages
of snowboarding and include information about important techniques that maximize exercise
efforts. He will also research and locate local programs that promote snowboarding activities.
Joe determines the types of genres that are a good fit for analyzing his topic. He decides
to create a brochure to show how local programs promote snowboarding activities, use a
bar graph to compare programs, and write an option article analyzing the benefits of the
different programs in the area.

MLA STYLE AND HOW TO USE IT

The following websites have been included as guides to help you when writing your paper.
The first site gives you an example of a traditional paper. If you are doing a multigenre paper there will be
numerous examples for you to look through and use while in class.

An example of an MLA style traditional paper can be found at:

http://www.dianahacker.com/pdfs/Hacker-Daly-MLA.pdf

The next site, from The Owl at Purdue website, is listed to help you with questions you might have.

An explanation of MLA citation style and research suggestions can be found at:
http://owl.english.purdue.edu/owl/resource/557/01

The remaining links can be found by scrolling down the right had menu on the OWL site and clicking on
the following:
Suggested Resources for You
Then click on:
Grades 7-12 Instructors and Students
Next scroll down the left hand column to find the information you need. There are many sections that you
might find helpful. A few examples are listed below:

Research Overview where to begin

http://owl.english.purdue.edu/owl/resource/552/01

Searching the WWW what are reliable resources and how to find them
http://owl.english.purdue.edu/owl/resource/558/01

Evaluating Sources of Information

http://owl.english.purdue.edu/owl/resource/553/01

Quoting, Paraphrasing, Summarizing

http://owl.english.purdue.edu/owl/resource/563/01

Creating a Thesis Statement

http://owl.english.purdue.edu/owl/resource/545/01

HOW YOU WILL BE EVALUATED

Once your paper is complete, the Research Paper Scoring Guide which starts on the next page will be
used for the final evaluation of your work. You may wish to use it as a guide when you begin your
revisions.
You will also need to complete the Multigenre Research Paper Reflection or the Traditional Research
Paper Reflection found at the end of this section.

Research Paper Scoring Guide

Passing: Every category must be scored at least developing, and the majority of the categories must be at
proficient or better.

Name

Date

Issue Addressed
Overall:
Exemplary

Introduction

Use of Evidence

Analysis

Sentence
Fluency and
Voice

Proficient
Exemplary
Analytical, expository, or
arguable thesis is clearly
stated.
Analytical, expository, or
arguable thesis clearly
addresses a research
question or idea.
Introduction captures
readers interest.
Significance of topic is
clearly addressed.
Six or more sources are
cited; with source material
smoothly integrated to
support writers analysis.
Body has abundant
evidence to support thesis.
Writers evidence is
explicitly connected to the
thesis.
Writer expresses an
insightful, original
perspective on the topic.
The reader can clearly
follow the writers thinking.
Writer clearly analyzes
information, elaborates
using specific, relevant data
from research to support the
thesis.
Literary devices, such
persuasive and comparative
language, enhance the
readers understanding.
Sentences are well crafted
and vary in length and
structure.
Sentence structure and
word choice enhance the
readers understanding.

Developing
Proficient
Analytical, expository, or
arguable thesis is
stated.
Analytical, expository, or
arguable thesis
attempts to address a
research question or
idea.
Introduction builds
adequate interest for
the reader.
Significance of topic is
adequately addressed.
Six or more sources are
cited; with source
material integrated in a
slightly artificial
analysis.
Body has adequate
evidence to support
thesis.
Writers evidence is
adequately connected
to the thesis.
Writer includes some
level of analysis and
limited perspective on
the topic.
The reader can
adequately follow the
writers thinking.
Writer adequately
analyzes ideas and
data to support the
thesis.
There is limited use of
literary devices such as
persuasive and
comparative language.
Most sentences vary in
length and structure.
Sentence structure and
word choice are correct
and appropriate.

CONTINUED ON NEXT PAGE

Beginning
Developing
Thesis is vaguely stated
and somewhat analytical,
expository, or arguable.
Thesis inadequately
describes research
question or idea.
The introduction builds little
interest for reader.
The topics significance is
weakly described.

Beginning
Thesis is unclear or not
present,
Significance of topic is
not addressed.

Fewer than six sources are

cited; with sources
awkwardly integrated.
Body has inadequate
evidence to support thesis.
Writer does not explicitly
connect evidence to
support the thesis.

Fewer than six sources

are cited; with little
attempt to integrate
sources.
Body has little or no
evidence to support
thesis.
Writer fails to connect
evidence to support the
thesis.

Analysis is faulty and/or

overly simplistic.
The reader is unable to
follow the writers thinking.
Writer uses incomplete
analysis of ideas and data
limiting the development of
the thesis.
Writer does not effectively
use literary devices.

Analysis is not provided.

Syntax or diction errors

occasionally impede
understanding.
Sentences are
monotonous.

Sentence structure or
word choice errors
frequently impede
understanding.

Organization

Conventions

MLA Style

Process

Exemplary
Introduction, body and
conclusion are logically
organized.
Transitions are used
effectively.
Paragraphs or genres
support solid topic
sentences.
Writer demonstrates strong
control of standard writing
conventions.
Grammar, punctuation, and
spelling errors are rare.
MLA format is perfect in the
paper.
MLA format is perfect in the
works cited

Research documents and

notes are included with the
final product.
Writer has included multiple
drafts clearly demonstrating
use of a writing process.
Writer has kept a reflective
log showing on-going
monitoring of their writing
process.
A completed selfassessment of the writers
process is included with the
final product.

Proficient
Introduction, body and
conclusion are
somewhat logically
organized.
Transitions are used on
a limited basis.
Paragraphs or genres
loosely support solid
topic sentences.
Writer demonstrates
reasonable control of
standard writing
conventions.
There are few grammar,
punctuation, or spelling
errors.
MLA format shows
minimal errors in the
paper.
MLA format shows
minimal errors
in the works cited
Most research
documents and all
notes are included with
the final product.
Writer has included
some drafts adequately
demonstrating use of a
writing process.
Writer has kept a
reflective log showing
some monitoring of their
writing process.
A completed selfassessment of the
writers process is
included with the final
product.

Developing
Introduction, body and
conclusion are not logically
organized.
Transitions are rarely used.
Topic sentences or genres
are marginally tied to
supporting details.

Beginning
There is little logic
demonstrated in the
organization of the paper.
Topic sentences and
supporting paragraphs
are not apparent.

Writer demonstrates limited

control of standard writing
conventions.
Errors in grammar,
punctuation, or spelling
impede readability.

Writer demonstrates little

or no control of standard
writing conventions.
Extensive errors in
grammar, punctuation,
and spelling make text
difficult to read.
MLA style is rarely
followed or evident.

Several MLA style errors

occur throughout the
paper, either the same
error consistently repeated,
or a variety of errors.
Some research documents
and / or notes are included.
Writer has included at least
one draft demonstrating an
attempt to use a writing
process.
Writer has kept an
inadequate reflective log
showing minimal reflection
of their writing process.
A partial self-assessment
of the writers process is
included with the final
product.

Research documents and

notes are not included.
Writer has not included
drafts showing a writing
process.
Writer has not kept a
reflective writing log.
No self-assessment is
included.

Multigenre Research Paper Reflection

It is suggested that you type your answers to these questions. Your HRT Leader can access an
electronic Word version of this form for you.
Please answer the following questions in order to help your MGP teacher better understand the
experience you had as a multigenre research writer.
1. What surprised you? (about the research process) You should write about your topic, the process
of researching, or the process of creating the genre pieces.
2. What did you learn about supporting an arguable thesis by writing in different genres as a way of
inquiring into your topic and communicating what you know?
3. Tell me about the best piece of writing in your paper and describe why is best.
4. Tell me about the weakest piece of writing in your paper and describe why it is weakest.
5. What did the multigenre format enable you to do with your topic?
6. What was hard about writing your multigenre research paper?
7. What could have made creating this project easier?
8. What was the main thing you were trying to convey about your topic to your reader? Do you think
you succeeded? Explain how.

Traditional Research Paper Reflection

It is suggested that you type your answers to these questions. Your HRT Leader can access an
electronic Word version of this form for you.
Please answer the following questions in order to help your teacher better understand the
experience you had as a research writer.
1. What surprised you? (about the research process) You should write about your topic, the
process of researching, or the process of creating the paper.
2. What did you learn about supporting an arguable thesis as a way of inquiring into your topic
and communicating what you know?
3. Tell me about the best piece of writing in your paper and describe why is best.
4. Tell me about the weakest piece of writing in your paper and describe why it is weakest.
5. What did the traditional paper format enable you to do with your topic?
6. What was hard about writing your traditional research paper?
7. What could have made creating this paper easier?
8. What was the main thing you were trying to convey about your topic to your reader? Do you
think you succeeded? Explain how.

Civic Action
INTRODUCTION
This part of your Culminating Project requires at least fifteen (15) hours of voluntary service in Clark
County. (Civic Action work that is not locally-based will need to be discussed with and approved by your
HRT Leader.)

KINDS OF CIVIC ACTION

You have three types of Civic Action to choose from.
1. Direct Service: This places you in direct contact with people in need, ideally over several weeks
or months. The benefits of this type of community engagement include:
Receiving immediate feedback as they help others
Working with a diverse population
Feeling as if they have made a significant contribution
Developing friendships with the people they are serving, and with whom they do service
Understanding better the problem they are working to solve
Examples of direct service:
Counseling incoming or new students
Ongoing visits to a convalescent facility to lead exercise classes
Coaching Special Olympics year-round in preparation for a spring event
2. Indirect Service: This service provides goods or a product for a needy cause. Indirect service
may be of least value to you because you do not directly experience the benefit of your efforts.
Examples of indirect service:
Toy drive
Bake sales to benefit an agency
Swimming to save the dolphins
Operating a database of agencies that help place peers in settings where meaningful
direct service can be performed
3. Advocacy: This means actively advocating or campaigning for a cause. Addressing the cause
of a social issue empowers you to become a community activist who directly impacts social
change. When you are able to question, problem solve, network, build coalitions, and even
challenge institutions, you are part of the democratic process.
Examples of advocacy:
Establishing a voter registration campaign among students or the broader community
Petitioning local government to clean up a toxic area near an elementary school
Increasing public knowledge about teen drug abuse
Lobbying the school district for neighborhood trash cans so students won't litter before
and after school

REQUIREMENTS
Civic action hours are done outside of class time and outside the school day (any special arrangements to
do otherwise must be made between you and your HRT Leader). You may start your hours no earlier
than the summer before your senior year and you should not start until your Culminating Project Proposal
has been approved.

10

PICKING AN ORGANIZATION
Once you have decided what kind of Civic Action you want participate in, you will need to choose a
specific organization to work with to complete your required fifteen (15) hours. You may want to think long
and hard, and do a little research before you begin. Talk with your HRT Leader and others.
Tie your Civic Action to your Research Paper topic. If at all possible, try to pick something for Civic Action
that relates to what you are becoming an expert in. For example, if you are researching and creating a
multigenre research paper on child abuse, volunteering at a shelter, organizing a clothing drive for
children, or answering phones at a crisis hotline would all be good choices for a relatable Civic Action.
The organization you choose might require some sort of special permission or background check. If so,
you will want to make contact and arrangements early enough (a background check might take months
for an understaffed organization) to complete all your hours on time.
You need to have a mentor at the organization where you complete your Civic Action. This is like a
sponsor. The mentor will be responsible for signing off on all your volunteer time and evaluating your
accomplishments. If you will be organizing something independently, make sure there is a responsible
adult who will monitor your progress and be willing to help you if you run into any problems.
Be sure that what you choose to do is something that interests you. You will be spending a significant
chunk of your time working on this; like your research topic, make sure it is something you can live with.

DOCUMENTS YOU NEED

In addition to completing the required 15 hours of Civic Action, you need to have some documents filled
out. They are listed here, probably in the order you would complete them. Your HRT Leader can guide
you through them.
Project Proposal Application (p. 2)
Civic Action Consent Form (This is a required district form, before you start any Civic Action
work.) (p. 13)
You and your parents need to read this carefully and sign.
Civic Action Contract (p. 16)
This is completed by you and a representative of the agency where you will be
volunteering (your mentor) or the adult you are working with and signed by your HRT
Leader.
Civic Action Log (p. 17, example on p. 18)
This should include the date, amount of time spent on your activity, and an explanation
of what you did. Both your mentor and HRT Leader will sign off/initial your log after
each event.
Civic Action Reflective Journal (p. 19, example on p. 20)
These are your written thoughts based on each field experience/civic action event.
Some questions to ask yourself and answer in the Journal include:
What am I learning about myself and what am I learning about others?
What skills am I improving as I do this work?
Are these the tasks Id like to be doing for the rest of my career?
What skills or education may help a person in this job?
What were the rewards and what were the stresses of todays experience?

HOW YOU WILL BE EVALUATED

Once your Civic Action is complete, the Civic Action Scoring Guide on page 21 will be used for the final
evaluation of your work. You may wish to use it as a guide during the hours you spend on your Civic
Action.
You will also need to complete and turn in the Civic Action Log and the Civic Action Reflection Journal.
You can find those forms and examples at the end of this section.

11

CIVIC ACTION Parent/Guardian CONSENT FORM

Legacy High School
PO Box 8910, Vancouver, WA 98668-8910
Civic Action/Assurance of Medical Coverage
Accident Insurance Emergency Treatment and Transportation Consent
This form has three pages. Please complete and return all three pages.

STUDENT APPLICATION (PART 1)

Student Name_______________________________________________

Student ID Number________

Address_____________________________________________________________
Zip____________________
Phone Number ________________

Gender: M

Grade Level

12

Location of Project_____________________________________________________________
Date when volunteer hours are expected to begin_______________
Date when volunteer hours are expected to end_________________
Community Contact Mentor _____________________________Telephone _____________
Address_________________________________________________________ Zip __________
Description of the Civic Action Please attach a brief description of the activity including the purpose,
learning outcomes, relation to your project topic and what you intend to accomplish.)

ASSURANCE OF MEDICAL/ACCIDENT INSURANCE

AND CONSENT TO EMERGENCY TREATMENT (PART 2)
Please Check One
_______ Student is currently enrolled in the School Insurance Program.
_______ Student is not currently covered by accident insurance. Please send appropriate
information/forms to
register my student for student accident insurance.
_______ Student is not enrolled in the School Insurance Program; we carry our own accident/medical
insurance.
Name of Insurance Company__________________________________ Policy Number_____________
_______ Student is currently covered by State Medical Coupons.
_______ I wish for my daughter/son to participate in this program. I do not have private medical coverage
and do not elect to subscribe to the insurance offered by the school district. I am aware that
medical costs for injury are my responsibility.
Go on to the next page

12

In the event of illness or accident, I understand reasonable efforts will be made to contact the
parent/guardian or the emergency contact immediately. If not available, I authorize school district or
Civic Action site personnel to secure emergency medical care as needed on my behalf. I agree to
be responsible for the cost of any medical services and to reimburse the school district or civic
participation site for medical expenses they incur on behalf of my child.
Emergency Contact Name______________________________________________
Phone ____________________
Special medical conditions that need accommodation for students participation in scheduled activities
are:

While teachers and other school employees who work with students on a daily basis are required to
undergo a criminal background check, it is important to understand that your child may be in
environments with adults in the community who are not subject to similar criminal background checks. I
understand that my child may come in contact with community members who have not completed a
criminal background check.
I release Evergreen Public Schools and ___________________________________________ (Civic
Action site) from any claims my child might have for injuries or damage resulting from the risk and
dangers involved in this type of activity unless caused by the sole negligence of either party.

TRANSPORTATION CONSENT (PART 3)

The student is required to do a Civic Action project as part of the Culminating Project for graduation. In
order to participate, the student and parent/guardian must accept the following responsibilities:
1.

Transportation will be: (Check One Box)

Student will walk to learning/training site.
Public transportation My student has permission to ride on public transportation.
Parent will drive student to learning/training site.
Student will drive to learning/training site.
Provision for transportation to and from the Civic Action site and school or home will be made
only by the student and parent/guardian. If a student is permitted to drive, transporting or
riding with another student is not permitted.
Auto Insurance covering the student and a valid drivers license are required by state law.

2.

(Name of Student)
has a valid Drivers License and is
covered by automobile liability insurance. Both will be valid and in force at all times during the
program participation.

Drivers License Number

Expiration Date__________

Insurance Company

Policy No._______________

The district is not directly supervising, controlling, or providing the students transportation during, to
or from the Civic Action experience. The student and his/her parent(s)/guardian(s) agree to defend
and hold harmless the Evergreen Public Schools and the Civic Action site from any and all claims
and losses resulting from student travel to, from or between sites.

13

3.

Any changes in the above information must be conveyed to the coordinator of the Civic Action
project. It is the responsibility of the student and the parent/guardian to complete a new Civic
Action Application Form.

To the Parent/Guardian:
Your signature below grants your permission for your student to participate in this Civic Action experience
and to use the form of transportation your student has arranged.
I accept full responsibility for my childs safety and conduct and will hold the Civic Action site and
the Evergreen Public Schools harmless in case of an accident while traveling to and from the
civic participation site. I have read and understand the information on this form. My signature
below gives my approval for my students civic participation experience.
Required Signatures
Student Signature

Date____________

Parent/Guardian Signature

Date____________

Human Relations Team Leader Signature:

Date____________

Attach:
Copy of current Insurance Coverage
Copy of students current Drivers License
Description of the Civic Action (as indicated on the first page of this form)

14

CIVIC ACTION CONTRACT

BETWEEN STUDENT, MENTOR, AND SCHOOL
Your HRT Leader can access an electronic Word version of this form for you.
Student Name

Phone

Student Email Address

HRT Leader Name

Phone

HRT Leader Email Address

Mentor Name

Phone

Mentor Email Address

Name of Organization
Organization Address
City

State

I, the undersigned, do agree to allow __________________________________ to volunteer for fifteen

(15) hours with me in my organization or agency. We have met, and I understand the goals for the
community involvement and the direction of the students interests. I will initial the students Civic Action
Log each time the student volunteers. I agree to complete a Civic Action Scoring Guide when the student
is finished with her/his Civic Action with me.
I know that I can contact the students HRT Leader at Legacy High School at any time with my comments
about this student.

Agency Representative/Mentor Signature

Date

I have read the written proposal and reviewed the students plan for Civic Action. I have spoken with the
Mentor and explained her/his role. As outlined, this proposal meets the guidelines of the Civic Action
requirement.

HRT Leader

Date

15

CIVIC ACTION LOG

Your HRT Leader can access an electronic Word version of this form for you.
Student Name

HRT Leader Name

Project:

Mentor Name

Location

Date

Page
Hours
(from-to)

of

Amount of time
completed today

Description of Activities:

Initials: Supervisor: _______

Date

Hours
(from-to)

HRT: ______

Amount of time
completed today

Description of Activities:

Initials: Supervisor: _______

Date

Hours
(from-to)

HRT: ______

Amount of time
completed today

Description of Activities:

Initials: Supervisor: _______

Date

Hours
(from-to)

HRT: ______

Amount of time
completed today

Description of Activities:

Initials: Supervisor: _______

16

HRT: ______

CIVIC ACTION LOG

EXAMPLE ENTRY
Student Name

Joan Blondell

Project:

Homeless assistance

Location

Mill Plain shelter

Date

July 25, 2001

Hours
(from-to)

HRT Leader Name

Mary Francis

Supervisor Name

Jimmy Carter
Page

8:30 to 12:30

Amount of time
completed today

of

4 hours

Description of Activities:

Met Mr. Carter at 8:30. Sat in on morning meeting with other volunteers. Took minutes of the

meeting. Discussion centered on promoting Habitat for Humanity to prospective donors.

Organized file folders for current donors. Typed thank-you letter to Joe Wilson, thanking him for
his companys contribution. Followed Mr. Carter through an actual donor meeting with several
sponsors. Mr. Carter closed the deal with three of the donors and I helped to fill out the required
paperwork. Finished for the day at 12:30 p.m.
Initials: Supervisor: _______

Date

Hours
(from-to)

HRT: ______

Amount of time
completed today

Description of Activities:

Initials: Supervisor: _______

Date

Hours
(from-to)

HRT: ______

Amount of time
completed today

Description of Activities:

Initials: Supervisor: _______

17

HRT: ______

CIVIC ACTION REFLECTIVE JOURNAL

Your HRT Leader can access an electronic Word version of this form for you.
Date _______________

18

CIVIC ACTION REFLECTIVE JOURNAL

EXAMPLE ENTRY
Date

July 25, 2001

It was tough to get off to a good start today because I stayed up to watch a movie, but Mr. Carter was
ready to go as soon as I arrived. The meeting was interesting because I could tell that certain
volunteers had conflicting thoughts concerning the best ways to gather donations or sponsors. Mr.
Carter was able to help them find common ground in how to promote the work of the agency and
resolve any of the issues that others may have had. I didnt like typing the letter because Im not very
good at it. Id rather work with people, but I guess that the paperwork aspect of the job has to be
completed for record purposes. I learned that the client or donor or sponsor is always right and we
treat everyone with respect. Mr. Carter didnt compromise his position or the quality of the service
but made the donors and the volunteers feel as if they were making good decisions. I could tell that
Mr. Carter felt good about the meeting. I dont know if Id like to work in an environment where
income is derived primarily from donations but Mr. Carter seems to like the work and he seems to get
a great deal of satisfaction from helping the homeless get into a house or home of their own.. Im
scheduled to go back on Friday so Im going to get there early to prepare some folders for work that
needs to be done.

19

Civic Action Scoring Guide

Student Name

Mentor Name

Civic Action Issue

HRT Leader Name

Directions to Evaluator:
This rubric is a tool to help you evaluate and give feedback to the student.

Highlight or circle the bullets that best describe the students work at your site.

In the notes area, please give feedback to the student: questions, suggestions, comments, kudos.

Indicate at the bottom whether you feel the student satisfactorily completed their Civic Action work.
If you have any questions about the process, please do not hesitate to contact the students HRT Leader
at Legacy, who will be happy to assist you.
Notes

Satisfactory

Attendance

Punctual attendance

Productivity

Perseveres in difficult
tasks
Works well at jobs or
interest areas

Performance

High work quality

Quits at first obstacle

Positive attitude, works

well with others
Imaginative, resourceful
Solves problems
satisfactorily
Openly accepts
suggestions
Willingness to try to
relate to others
Listens carefully
Speaks well

Cooperation
Problem Solving
Willingness to
learn
Communicating
with Staff and
Others
Ability to Follow
Directions

Consistently follows
directions
Shows initiative
Self-starter
Appropriate attire and
appearance

Motivation
Appearance

Satisfactory

Unsatisfactory
Inconsistent attendance
or punctuality

Unsatisfactory

Mentor Signature

Date

HRT Leader Signature

Date

20

Substandard work
quality
Uncooperative
Poor attitude
Doesnt problem solve
Ignores suggestions
Unable, or unwilling to
relate to others
Doesnt listen
Does not speak clearly
Needs extraordinary
supervision or directions
Lacks interest
Rarely appropriate dress
or appearance

21

Panel Presentation
INTRODUCTION
The end product of your Culminating Project is a chance to show everyone your accomplishments. You
get to strut your stuff and be the expert presenter!
Your presentation will be given in front of a panel of community members, parents, and Evergreen School
District staff members. Youll talk a bit about yourself, present your research and/or your civic action, and
tell the panel how your learning will help you in your future endeavors. Theyll have a scoring guide to
follow, and weve included it in this packet so there arent any surprises.
You might be thinking of the final presentation as the finish line, but there are a few things youll need to
do before you even step in front of that panelyou can consider these activities training for that last
event. The first thing youll do is run through a project proposal with some students from your HRT, and
later youll do one (or more) practice runs in front of your HRT leader and some more students. Dont
worry; youll have help every step of the way!
At a date agreed upon with your HRT Leader, you will need to commit to present on either January 11 or
May 14. You will fill out the Culminating Project Presentation Sign-Up form as part of that commitment.
You can find that form on page 26 of this booklet.

REQUIREMENTS
You will present your Culminating Project in a formal presentation. This presentation will be delivered in
front of a panel of teachers, parents and community volunteers.
Your speech should be eight to ten minutes long, plus time for follow-up questions (maximum
15 minutes)
You should dress appropriately.
Write three thank you notes to give to your evaluators. The notes should be reviewed by your
advisor prior to your presentation.

Thank you for watching my

Culminating Project
Presentation. I hope you
enjoyed all of the information I
had to share. I appreciate your
interest in helping Legacy High
School students like me
succeed.

Thank you for taking the

time out of your business
schedule to come watch me
present. I appreciate your
support of Legacy High
School Students
Sincerely,
Wanda Smathers

Respectfully,
Jon Smith

22

RECOMMENDATIONS
The following elements are not required, but strongly suggested:
A visual aid will help you describe your project and/or civic action. It may include a
PowerPoint presentation, video clips, posters, a brochure, or a physical object (such as a model
or tool).
You may use note cards or an outline to assist you with your presentation. It is strongly
recommended that you practice with them so you do not read directly from the cards during your
presentation.
If you use technical terms in the presentation, you might include a glossary to help the
members understand your presentation.

GUIDELINES
Have an introduction.
1. Get your audiences attention: share a favorite quote, story, film clip, etc.
2. Introduce yourself.
a. Tell them your name, the years you have been a student in Evergreen School District,
and perhaps your other educational experiences outside the regular school day or
outside the Evergreen School District.
b. Share some personal information that might help your evaluators understand you and/or
why you chose your project.
c. You might also share information about your life and experiences while you have been a
student at Legacy (ASB, jobs youve had, other responsibilities youve taken over).
Tell the Panel about your Paper or Civic Action or both.
Research Paper
1. Present what you have learned from your research project. Explain why was this project was a
learning stretch for you.
2. Demonstrate what conclusions you came to as a result of your study.
3. What personal growth happened as a result of your project?
4. If possible, explain how your civic action connects to the research paper.
5. How will what you have learned be useful in the future?
OR
Civic Action
1. Share your choice for civic action and explain why you chose this type of service
2. Explain what you hoped to gain before you started this project. What were your initial goals?
3. Explain your civic action in detail.
4. Explain what you learned while completing your service. Explain why was this service was a
learning stretch for you.
5. What personal growth happened as a result of your service?
6. If possible, explain how your civic action connects to the research paper.
7. How will what you have learned be useful in the future?
Have a conclusion.
1. Review or summarize what you have said.
2. Thank the panel and ask if they have any questions.

HOW YOU WILL BE EVALUATED

Legacy High School will organize Presentation Panels. Panel members will use the Panel Presentation
Scoring Guide on the next page for the evaluation of your presentation. You may wish to use it as a guide
when you prepare and practice.
If you know of someone who is interested in being a panel member, let your HRT Leader know. Your HRT
Leader will tell our Presentation Organizer and the person will be contacted. We are always looking for
volunteers.

23

Panel Presentation Scoring Guide

Student Name

Date of Presentation

HRT Leader Full Name

Evaluator Name
Directions to Evaluator:
This rubric is a tool to help you evaluate and give feedback to the student.

Highlight or circle the bullets that best describe the presentation.

In the notes area, please give feedback to the student: questions, suggestions, comments, kudos.

Indicate at the bottom whether you feel the student satisfactorily completed their culminating project presentation.
If you have any questions about the process, please ask a staff member. We will be happy to assist you.

Delivery

Notes

Confident
Body
Language

Satisfactory

Eye Contact

You used your hands, body, and facial

expressions naturally
Your posture and gestures were used
effectively, without distractions
Your preparation was evident and you had
minimal signs of nervousness
You regularly made eye contact with all
members of audience
You used notes as cues not as crutches,
which added to the credibility of your
presentation

Unsatisfactory

Your voice was conversational, pleasant and

powerful which helped engage audience with
the message of your topic
You had good articulation, enunciation and
pronunciation, with few errors
Your voice was generally loud enough to be
easily heard

Vocal
Delivery

Preparation,
Composure,
& Polish
CONTINUED ON NEXT PAGE

You were well prepared, which enhanced the

credibility of your presentation
You were comfortable and confident,
demonstrating evidence of practice to create a
polished product

24

You used very few gestures, body motions, or

facial expressions
Your posture and gestures were distracting
and/or unnatural
You appeared unprepared and excessively
nervous
You had little or no eye contact with members
of the audience
You relied heavily on notes to know what to
say, which weakened the strength of your
presentation
Your voice was not conversational but rather
flat and stilted
Your voice did not help you maintain the
attention of your audience or support the
message of the topic
Your articulation, enunciation and/or
pronunciation were weak, not practiced, or
included many errors
Your voice was not strong and you were
difficult to hear most of the time

You did not appear well prepared, which

weakened the credibility of your presentation
You seemed very uncomfortable
You showed little evidence of practice

Content

You began with background information about

yourself that helped to make an immediate
connection with your audience
You had a good attention-getter with a focused
preview of your topic or purpose statement
that led clearly into your presentation
Your organizational pattern and transitions
smoothly moved from one idea to the next,
making your presentation easy to follow
Most or all of your main points were clearly
identified

Introduction

Body &
Transitions

Conclusion
Purpose,
Topic, &
Word
Choice

Use of
Visual and/
or Audio
Aids

Satisfactory

Your conclusion re-emphasized the main

point(s) and brought your presentation to an
obvious end; audience could feel closure
You closed with a memorable statement of
learning or call to action
You clearly made the topic and purpose
relevant and interesting to your audience
You used appropriate word choice to support
and illustrate your topic and conclusions
You gave examples that helped the audience
understand your topic
Your use of visual and/or audio support was
effective in making the key points of your
presentation
Your visual/audio aids were smoothly
integrated into your presentation
Your visual/audio aids were supportive while
you told the story
Most of your visual aids were clearly legible to
the audience
Your visual presentation was not text heavy.

Unsatisfactory

25

You provided no background information

You did not make any attempt to connect to
the audience
You began your presentation without providing
your audience any purpose statement or
preview of your topic
Your organizational pattern was unclear,
making it difficult to follow or understand the
purpose of your presentation
Main points of your topic were not clearly
identified

Your conclusion ended abruptly without

summarizing or reminding the audience of
your main points
You closed without any statement of learning
or call to action
Your topic and purpose was not clear, making
it difficult for the audience to engage in your
presentation
Your use of inappropriate or repetitive
vocabulary and/ or word choice showed limited
evidence of understanding of your topic
Your use of audio and/or visual aids did not
clearly identify key points or did not support
key points
You did not use visual/audio aids, or those you
did include were clumsily integrated into the
presentation
You relied on your visual/audio aids to tell the
story
Your use of visual aids were not clear or were
not legible to the audience
Text dominated where visual would have been
effective.

Culminating Project Panel Presentation Sign-Up

Student
Name:

HRT
Leader:

(Check one)
Topic of
Research Paper:
Topic of
Civic Action:

Project Program

In my presentation, I plan to discuss:

(Check one)
I plan to present:
(Check one)

Independent Study Program

My Research Paper
My Civic Action

Both

1st Semester (January 11, 2013)

2nd Semester (May 14, 2013)

Legacy staff will attempt to schedule you for a time that is most convenient for you. However, due
to scheduling constraints, you may not be able to get your preferred time.
Please check a first (1), second (2), and third (3) choice, or mark any time is fine.
NOTE: For January presentations, the only times available are before 11:00 AM.
Any time is fine
8:00 9:00 AM
9:00 10:00 AM
10:00 11:00 AM
11:00 AM 12:00 PM
1:00 2:00 PM
2:00 3:00 PM
Which of the following apply to you? (Check all that apply)
Have own transportation
Take the school bus
Skills Center AM
Skills Center PM
Have job Hours, days of week
Times, days of week
What school?
Take class elsewhere

Take C-Tran

Clark College

Times and days of

week

Technological support: Do you plan to use any of the following technology?

(Check all that apply)
PowerPoint or other computer program, with computer projector
DVD player
VCR
Document camera
CD player (or computer to play audio file)
Do you need assistance to learn how to use Legacy equipment?
NOTE: Check with the Library Media Assistant on whether your version of PowerPoint or other
software programs will work on our computers!
If you have any questions or concerns, please let your HRT Leader know. Also let your HRT Leader know if
there is any specific help you need in order to prepare for this important day in your high school years.
cc:

___HRT Leader ___ Library Media Assistant

26

___CP Presentation Scheduler

Panel Presentation Evaluator Information & Form

WHO CAN BE A PRESENTER
Panel members are all volunteers. They come from our community. You are encouraged to ask people
to be on a Legacy Culminating Project Panel. Be aware that someone who knows you can be a good
evaluator, because that person will know about high school students and their skills. Someone who
knows you cannot be on your Panel.
Legacy is always looking for members of the community interested in joining our seniors for the
presentations of their Culminating Projects. If you want to suggest someone who would be a confident
and reliable evaluator for this event, contact our Presentation Organizer (lori.hayesweber@evergreenps.org)
or talk to your HRT Leader.
Evaluators will be part of a three-person panel, one of whom will be an experienced teacher. The panel
will have the opportunity to hear student presentations, ask questions of each presenting senior, and help
evaluate each students overall performance in the presentation.
People who are recommended to be Panel Members will be contacted by our Presentation Organizer.
They will be given a form that will ask for the following information.

If you would like to participate in this event, please return this form by January 4 or May 7, 2013. Once
we have received your form you will be sent more information, including a brief outline of what to expect
on the day of the presentations.
More questions? Contact oat 360-604-3900 or email lori.hayesweber@evergreenps.org
Presentations will take place on January 11 (morning only) and May 14, 2013.
Each presentation (including evaluation) will last approximately 25 minutes with an additional 5 minutes
between presentations for students to set up their materials.
Name: _____________________________________________________________________
Telephone: (

Email: _________________________________

The time of day that is best for me is (morning, afternoon, any): ________________________
I would like to be present for:
______ 2 hours
(4 presentations)

______ 3 hours
(6 presentations)

______ hours
(please specify)

Comments/other info: ____________________________________________________

27

Clark College Running Start Culminating Project

Students in the Class of 2013 and beyond who attend Clark College part time MAY complete
the Culminating Project by following all three steps listed below, or you may enroll in the
appropriate classes at their home high schools, as advised by your counselor.
Students in the Class of 2013 and beyond who attend Running Start full time your junior
and senior years, must complete the Culminating Project at Clark College by following all
three steps listed below. When the coursework is recorded on the transcript by the high school
registrar, the service learning hours are documented at the home high school, and the Panel
Presentation is documents at the home high school, you will be deemed to have met the
Culminating Project graduation requirement.
Running Start students must complete the Culminating Project in its entirety either at the
home high school or at Clark except for the service learning hours, which may be done
through Clarks Service Learning Office or on ones own.

PART 1:
Research Paper:
Complete both ENGL & 101 and ENGL & 102
ENGLISH COMPOSITION
ENGL& 101 5 Credits
Prerequisite: A grade of C or better in ENGL 098 taken at 5 credits or recommending score on the
writing skills placement test for ENGL 101
ENGLISH COMPOSITION
ENGL& 102 5 Credits
Prerequisite: A grade of C or better in ENGL& 101
PART 2:

Civic Action/Service Learning Component

Complete 15 hours of service learning or civic action by:
Completing course HDEV 280 at Clark (Introduction to Service Learning and Civic
Engagement, currently offered fall quarter only)
OR
Completing courses CMST&230 at Clark (Small Group Communication) AND
completing 15 hours of service learning and document as described above. File
document with your schools CP coordinator by school deadline.

PART 3:

Panel Presentation Component:

Please see your counselor for details.

28