Field High School
The Senior Capstone at Field High School is designed to provide each graduating senior with an opportunity to apply all that he/she has learned in the four years of high school to a project which will extend his/her knowledge, stretch his/her potential, and challenge his/her abilities! Over the course of this project, the student will need to demonstrate his/her ability to analyze information and implement an idea by finding a solution to a problem. This might include investigating a topic the student has always been curious about or choosing something he/she knows a little about and taking his/her understanding of it to a new and challenging level. Since this is one of the graduation pathways approved by Field Local Schools, each student needs to show weekly progress on the Capstone Project and each requirement needs to receive a passing score. If weekly progress is not demonstrated, a phone call to a parent/guardian will occur stating that the student is in jeopardy of not graduating.
There are several requirements for the Senior Capstone:
Table of Contents
Here are all of the documents needed for the Senior Capstone Project.
The Research Paper
Over the course of this project, you will need to demonstrate your ability to analyze information, identify a problem within society, and implement a realistic solution to the problem.
To get started you will need to choose a topic, find a problem, and develop a way to solve it!
First, choose one of the three topics noted below and fill out the Senior Capstone Approval Form:
Once you choose your topic, begin the research and then the writing process! Research why this is an area of need and with your Field Work Mentor generate a solution to this problem. Once you decided on a product to fix the problem, explain your rationale behind the product. Reflect on the creation of the product and make sure to interview your Field Work Mentor on the product’s effectiveness.
Use the following as a checklist to ensure your research paper will meet the requirements:
If a student feels that he/she needs to change his/her topic or product, a Senior Capstone Topic/Product Change Form must be filled out and approved by a Capstone Mentor.
As the student completes the research portion of the Capstone, he or she will identify a problem within society, the community, or in a career field. This problem needs to have a solution. The next step of the Capstone is to create a product, service, system, event, performance, or activity that will assist with solving the problem. The creation of this product gives the Field student an opportunity to do something hands-on in an area of interest. This step requires each student to apply the knowledge he or she has gained in the research phase to a real-life experience. There must be a product at the end of the Capstone experience. The product can be something that the student has built, created, mapped, or it can be a visual representation of something that they have developed.
When creating the product, the student needs to consult with his/her Field Work Mentor. The mentor can encourage, advise, direct, and supervise the student so that he/she becomes acquainted with the real world requirements of this product.
Guidelines for Creation
Evaluating the Product
The final version of the product will be evaluated by the Field Work Mentor and Capstone Mentor/Advisor using the Senior Capstone Product Evaluation Form.
One of the Capstone requirements is to complete a minimum of 20 hours of field work with a mentor who has experience/knowledge about the field. The mentor must be 21 years of age or older. He/She cannot be related to the student or have a relationship such as their current teacher, coach, employer or close family relative. The mentor must be available for consultations with the student and Capstone Committee members as needed. He/She needs to complete an evaluation of the student and, if suitable, the mentor can provide the student with a letter of recommendation. This criteria can be found in the Senior Capstone Mentor Contract and Contact Information sheet.
Field Work Log
Each student needs to keep track of his or her field work hours by completing the Field Work Log. This log needs to include the dates, times, and list of activities that were completed during each visit. The student’s mentor needs to sign off on this log each time the student logs hours. Logs will be checked for progress twice a week by a Capstone Advisor.
Field Work Self-Reflection Journal
After each field work experience, each student needs to complete a self-reflection journal that briefly explains what tasks were observed and completed with the mentor, as well as lessons learned while in the field. For example, if a student spends 7 hours in one day with his or her mentor, then the journal entry for that day should be very detailed. It could possibly be a full page. Remember to be very descriptive so that the reader feels like he or she was actually in the field. Journal entries need to include the date, exact time, and total minutes/hours of each field experience. Journals will be checked for progress twice a week by a Capstone Advisor.
During the field experience, each student needs to create a Capstone product. This product can come to fruition with the help of the mentor. Mentor responsibilities will vary depending on each student’s product; the primary goal is to guide the student’s thinking by lending his/her expertise when appropriate. The mentor needs to encourage, advise, direct, and supervise the student to become acquainted with the real world requirements of this product. Whether the student is building a project, preparing a performance, or creating a service, system, event or activity, the mentor should help the student determine how to create the product and present it to the panel.
At the conclusion of the field work experience, the mentor needs to complete an evaluation of the student-created product and the student’s field work progress by filling out an Evaluation Form.
After completing the field work experience, each student needs to create a professionally formatted resume. It needs to highlight all that the student accomplished while at Field Local Schools, and it also needs to demonstrate all that he/she learned during his/her field work experience and how it makes him/her more prepared for life after high school. The resume needs to be professionally written and receive a passing grade on the Senior Capstone Resume Rubric.
Twice a week each student will meet with his/her Capstone Advisor. This advisor will serve as a guide during the Capstone process. He/She will help to evaluate each students’ progress on the research paper and resume, check the progress of his/her field work log and product development using the Senior Capstone Advisor Check in Rubric. The Capstone Advisor will also read over the students’ field work self-reflection journals making sure they meet the criteria noted on the Senior Capstone Field Work Reflection Journal Rubric.
*Each student needs to show progress on his/her Capstone when checking in with the Capstone Advisor bi-weekly. If weekly progress is not demonstrated, a phone call to a parent/guardian will occur stating that the student is in jeopardy of not graduating.
The second to last step in the Capstone is to present a self-evaluation and reflection of all that the student has accomplished; it should serve as a synthesis of learning. The panel presentation involves an 8-10 minute speech before Field High School’s Building Leadership Team. The presentation needs to describe what was learned from conducting research, writing the research paper and resume, developing the product, and completing the field work experience. Specific requirements can be found on the Senior Capstone Panel Presentation Rubric. The student should use evidence from his or her Capstone during the presentation: photos, quotes, etc.
During the presentation, the student needs to introduce his or her topic and explain its problem. The student then needs to introduce his/her product, service, system, event, performance, or activity that will assist in solving the problem. Using the Field Mentor’s opinion on the product, explain its overall effectiveness. Finally, the student should reflect on the Capstone experience by making sure the following questions are addressed:
Presentation Minimum Requirements
Key Points to Remember before and during the Presentation:
Map out the main topics of the speech and then the necessary details. Include transitional sentences to help move to the next topic.
What should I say?
At the End of the Presentation
What is it and what should be included?
The last step in the Senior Capstone is to complete a portfolio. The Capstone Portfolio is a collection of all required forms, research documentation, and reflection organized into a 1-inch binder. The portfolio documents the journey and organizes it for grading. Each student should begin by keeping a folder of all documents starting with the Senior Capstone Consent Form. As each student progresses through the project, papers, research, drafts, plans, notes, interviews, logs, evaluations that pertain to the Capstone should be kept in the folder. All of the requirements for the portfolio can be located on the Senior Capstone Portfolio Checklist.