Rules for ISS
- Be on time. Anyone who arrives after the door is closed is tardy and will receive an additional break or lunch detention.
- Be in compliance with the dress code BEFORE you enter the room
- Enter the room quietly and sit down, one person per table. Sit facing forward with your feet on the floor.
- Do not talk. There will be no disruption of any kind (making noises, making faces, trying to get someone’s attention, laughing, etc.). The monitor will determine what is meant by “disruption.” If you are disruptive in any way, you will be removed from the classroom and given an office referral.
- This is not a study hall—no reading or school work will be allowed.
- You may not sleep. You may not put your head down on the desk.
- No one will be allowed to leave the room (with the exception of getting lunch). You must use the restroom before or after detention.
- Break: Bring your food to detention during break. No one will be allowed to leave the room to get food.
- Lunch: Come to Room 2 before you go to lunch and check in with the ISS monitor. If you are having your lunch delivered to the school, you must wait in room #2, and you will be notified over the intercom.
- There is a microwave in room #2 for your use.
- Food is eaten in silence.
- All trash must been thrown away, and the area where the you are eating clean.
During first period class, the list of students’ names who have been assigned ISS will be read aloud. In addition, the list of names will also be posted outside room #2 daily. It is the STUDENT’S responsibility to check the list to determine if his/her name is listed. “I was not told” is not an excuse for missing an assigned day of ISS.
If you skip ISS (lunch, break, or both), you will be assigned a Saturday detention, which will be served in addition to the detentions you already have received. Students who skip ISS will be referred to the Assistant Headmaster and the Athletic Director.
Students who do not attend assigned Saturday detention, and those who continue to skip ISS will be referred to the headmaster for further disciplinary action, which could include suspension or expulsion.
I have read the rules printed above and understand the consequences of breaking these rules.
Signature: __________________________________ Date: ______________________
Senior Portfolio Form
A requirement for graduation is that the following form with all signatures must be submitted to Dr. Coyle on graduation practice day.
Student Name __________________________________________
Job Shadowing Experience
|10 total hours||Parent Approval Form||Beginning of 6th Six Weeks||Dr. Coyle _____|
|Community Mentor Acceptance Form||4 Weeks Prior to Shadowing Experience||Dr. Coyle _____|
|Community Mentor Final Observation Form||Graduation Practice Date||Mr. Orr _____|
|500 word paper||Graduation Practice Date||Mr. Orr _____|
|Service Learning||15 hours||Essay||Last Day for Senior Class Instruction||History Teacher_____|
|Letters Documenting Service||Last Day for Senior Class Instruction||History Teacher_____|
|Research Paper||1||Graded Paper(Passing)||Due Date Assigned by Teacher||English Teacher_____|
|Graded Rubric||Due Date Assigned by Teacher||English Teacher_____|
|Self-Evaluation Paper||Last Day for Senior Class Instruction||Dr. Coyle_____|
Portfolio Requirements Completion:
Date _________________________ Signature of Dr. Coyle _____________________
Job Shadowing Information
- Submit Parent Approval Form at the beginning of the 6th six week grading period.
- Submit the Community Mentor Acceptance Form 4 weeks prior to shadowing experience
- Complete a minimum of 10 hours of job shadowing.
- Write a minimum 500-word paper for job shadowing experience.
- Explain the following for job:
- Job description. (Explain responsibilities and/or duties.)
- Education requirements
- License or certification requirements
- Expected salary range
- After reflecting on your job shadowing experience, would you consider working in this field; why or why not?
- Explain the following for job:
Due Date Information:
- Complete your job shadowing experience and documentation by the graduation practice date.
- Submit Community Mentor Final Observation Form and paper to Mr. Or
Parent Approval of Community Mentor
Student Name ________________________________________
Student’s Senior Project Area of Interest ___________________
A Community Mentor is an important and mandatory resource your child will utilize in order to successfully complete his/her senior project. Students are not to work for a family-owned business, are not to receive remuneration for services rendered, and cannot use a part-time job as a senior project. To successfully complete the project, the student and mentor must spend at least 10 hours communicating with one another.
Please list the name and contact information of the individual whom your child would like to serve as his/her Community Mentor.
Community Mentor’s Name _____________________________
Field of Experience __________________________________
Business Phone Number: __________________________
To ensure the safety of your child and others, we urge you to meet your son/daughter’s mentor and to verify that the Community Mentor has the necessary training and expertise for the area of interest your student has chosen.
Please have a conversation with your children concerning the proper methods of communication and the actions that should be taken if they find themselves in inappropriate or uncomfortable situations.
It is recommended that you regularly visit the location where your child and the Community Mentor are working and keep phone number(s) needed to contact the Community Mentor. There will be no supervision provided by the school while s/he is working with the Community Mentor.
Although the school may periodically check with the Community Mentor to determine if the student is completing the project in a timely fashion, it is the responsibility of the parents/ guardians to ensure that the Community Mentor is (1) providing their son or daughter with a safe environment and (2) following all necessary safety procedures.
The Community Mentor and/or the parent(s)/guardian(s) are helpful in guiding the student through the project phase of the Senior Project; however, the student alone is ultimately responsible for completing the project components and submitting all of the required forms and assignments on the proposed time table. Senior Internship represents the student’s learning rather than the work of the Community Mentor or the parents.
PLEASE CHECK THE FOLLOWING BOX:
I understand that the above mentioned Community Mentor will be interacting with my child without the supervision of other adults, and I am comfortable leaving my child with this person.
**The school corporation and its officers or representatives shall be excluded from liability and/or medical expenses that may develop or result from your student working with a mentor on their senior project. This includes but is not limited to activities or meetings with the mentor, including travel to and from the activity. The school corporation has no control over the daily activities of the senior project, the quality of the activity or qualifications of the mentor. Glenbrook School does not perform criminal background checks on mentor.
Parent’s Signature ___________________________ Date _________________________
Community Mentor Acceptance Form
Student’s Name: _________________________
Mentor’s Name: ___________________________
Field of Expertise: ______________________________________
Business Phone: ___________ Cell Phone: ____________________
Thank you for volunteering to serve as a Community Mentor for one of Glenbrook’s senior students. This is a very important role, and your efforts are greatly appreciated.
The suggested responsibilities of the mentor are: provide and guide the student through the project process, confirm the number of hours the student has spent working with the mentor, and verify that the project has been completed. Please plan to spend several hours with your mentee. Your role as mentor is one of guidance and support. The student is responsible for making and keeping all arranged appointments, performing all necessary research, planning and implementing the project, and providing any necessary supplies.
In addition to guiding the mentee, the Community Mentor will need to complete an evaluation at the conclusion of the mentee’s work on the project.
If you have any questions, please contact the Senior Project Coordinator, Mr. Orr 377-2135.
Community Mentor Signature ___________________________ Date ___________________________
Please attach your business card
Community Mentor Final Observation Form
Community Mentor’s Name: _______________________________________________
Student’s Name: _____________________________________________________
Dates of student’s shadowing experience: ________________________
Student arrived at _________AM/PM Student left at _________AM/PM
As the Community Mentor, you have worked closely with and have guided this student through a phases of his/her senior project. We would appreciate your honest feedback on the student’s experience. This observation will become part of the student’s final portfolio. Thank you for the time and effort you have spent helping our students transfer high school experiences to community applications.
Student Performance Feedback
Please include additional comments concerning this student’s performance on project activities and your experiences as a mentor.
Please place this form in the attached envelope and give to the student at the conclusion of his/her shadowing experience.
Signature of mentor _______________________ Date __________________
Thank you for being an important partner in this high school student’s education!
Research Paper Self Evaluation
Answer the following questions as accurately as you can.
- List 3 interesting ideas or facts you learned about your research topic.
- If you were to write your paper over, what would you change and why?
- Who or what helped you the most when you were writing your paper? How?
- What was the biggest problem related to researching or writing your paper
that you had to solve? What was the solution?
Rate your paper 1-2 = low, 3-4 = high
_____Demonstrates correct format throughout
_____Begins with thoughtful, interesting title
_____Centers around an engaging thesis
_____Starts with a powerful, clear introduction
_____Aligns the body of paper clearly to thesis
_____Provides a paper interesting to read
_____Demonstrates conclusion with a strong thesis ‘wrap’
_____Represents accurate, thorough citing throughout paper
_____Illustrates complete/accurate works cited page
_____Contains a thorough works consulted page
_____Indicates skilled demonstration of mechanics, grammar, punctuation
_____Demonstrates strong understanding of voice, word choice, organization, content
_____Engages use of quotes from interview
_____Shows excellent balance between research and personal voice
_____Illustrates strong application of sentence variety
_____Exemplifies careful and skillful editing
_____Represents a personal learning stretch
_____Represents a high level of personal satisfaction
GRADING RUBRIC FOR A RESEARCH PAPER
|Introduction/Thesis||+Exceptional introduction that grabs interest of reader and state topic+Thesis is exceptionally clear, arguable, wee-developed, and a definitive statement||+Proficient introduction that is interesting and states topic+Thesis is clear and arguable statement of position||+Basic introduction that states topic but lacks interest+Thesis is somewhat clear and arguable||+Weak or no introduction of topic+Paper’s purpose is unclear/thesis is weak or missing|
|Quality of Information/Evidence||+Paper is exceptionally researched, extremely detailed, and historically accurate+Information clearly relates to the thesis||+Information relates to the main topic+Paper is well-researched in detail and from a variety of sources||+Information relates to the main topic, few details and/or examples are given+Shows a limited variety of sources||+Information has little or nothing to do with the thesis.+Has fewer than the required sources|
|Support of Thesis/Analysis||+Exceptionally critical, relevant, and consistent connections made between evidence and thesis+Excellent analysis||+Consistent connections made between evidence and thesis+Good analysis||+Some connections made between evidence and thesis+Some analysis||+Limited or no connections made between evidence and thesis+Lack of analysis|
|Organization/Develop of Thesis||+Exceptionally clear, logical, mature and thorough development of thesis with excellent transitions between and within paragraphs||+Clear and logical order that supports thesis with good transitions between and within paragraphs||+Somewhat clear and logical development with basic transitions between and with paragraphs||+Lacks development of ideas with weak or no transitions between and within paragraphs|
|Conclusion||+Excellent summary of topic with concluding ideas that impact reader+Introduces no new information||+Good summary of topic with clear concluding ideas+Introduces no new information||+Basic summary of topic with some final concluding ideas+Introduces no new information||+lack of summary of topic|
|Style/Voice||+Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity+Word choice is specific, purposeful, dynamic, and varied+Sentences are clear and to the point||+Style and voice appropriate to the given audience and purpose+Word choice is specific, purposeful, and somewhat varied throughout+Sentences are mostly clear and to the point||+Style and voice somewhat appropriate to the given audience and purpose+Word choice is often unspecific, generic, redundant, and cliched+Sentences are somewhat unclear; excessive use of passive voice||+Style and voice inappropriate and do not address given audience and purpose+Word choice is excessively redundant, cliched, and unspecific+Sentences are very unclear|
|Grammar/Usage/Mechanics||+Control of grammar, usage, and mechanics+Almost entirely free of spelling, punctuation, and grammatical errors||+Contains less than five spelling, punctuation, and grammar errors||+Contains less than ten spelling, punctuation, and grammar errors||+Contains so many spelling, punctuation, and grammar errors that the paper cannot be understood|
|Citation Format||+Conforms to MLA rules for formatting and citation of sources are perfect||+Conforms to MLA rules for formatting and citation of sources with less than five errors||+Conforms to MLA rules for formatting and citation of sources with less than ten errors||+Lack of MLA rules for formatting and citation of sources contributing to more than 10 errors|
|Works CitedBibliography||+Entries entirely correct as to MLA format||+Less than five citation errors as to MLA format||+Less than ten citation errors as to MLA format||+More than ten citation errors as to MLA format|