Syllabus

Capstone Course Outline

(Subject to change as required)

Course Outline:

Overall introduction

This course is viewed as a support system for credit with very specific requirements. It may take a student longer to complete the capstone product for the CIM.

	What is the Certificate of Initial Mastery?
	What is a Capstone Project?
	How does completion of a Capstone Project fulfill one of Rhode Island ’s graduation by proficiency requirements?
	What are the minimum requirements for a student to earn Early Enrollment credit in this course?

Exploring interests and issues

	Start with issues, why they are worth knowing, anything controversial about the issue.
	Proceed from Interest to Issue to Core Question.
	Suggested activities:
	Model the process with a school-based issue and inquiry.
	How would you find out?
	Where would you get the information?
	Who should you talk to?
	Interest Activity
	List five of your interests and rank them
	Next, turn the top three into questions.
	Use Inspiration software or other mind mapping techniques to develop these interests.

Core Questions

	Types of questions
	Reference list of sample student core questions
	Asking essential questions packet (Big 6)
	CIM manual examples and explanation
	One-on-one conferencing with student for core question
	Additional strategies

Orientation to Standards and PBGR’s

	Why use standards to develop a capstone product?
	Applied Learning Standards:
	· Orientation for all students
	· Individual conferencing as needed
	· E2 – NSPS English Writing standard orientation and conferencing. This includes the elements of writing narrative reports, response to literature, reflective and persuasive essays, etc. and conferencing.
	· Grade Span Expectations for ELA (and Math where applicable)
	· Individual student’s content standards (specific to his/her capstone project) and conferencing
	· Connecting core questions to specific standards and conferencing
	· Information and Technology literacy and standards and conferencing
	· Connecting with Advisor to determine appropriate content standards

Research Process

Utilize the following strategies to develop research skills

	Big 6 process
	Annotated bibliographies
	A minimum of 10 quality annotated resources
	Citation of sources using MLA format
	Writing outlines
	Note-taking techniques/note cards

Selection of Capstone Advisor

	Criteria for advisor (See Capstone Manual)
	Sample Advisor contract
	Roles and responsibilities of advisor (refer to Capstone advisor timeline in manual)
	Capstone Advisor’s log
	Advisor and student sign off on proposal

School to Career/mentoring/community outreach

	Explanation of role of mentor
	Students are encouraged to establish contact with an outside mentor wherever possible. It is understood that some contacts would be made through the Web.
	The School to Career coordinator should serve as a contact for students.
	Virtual Volunteering Project - this is a good site for mentor connections; www.serviceleader.org/vv is the site address.

Drafting the Capstone Proposal

Using the Capstone manual and include the following in your proposal:

	Applied learning standards, content standards, and Grade Span Expectations
	Application of the standards selected in their own words
	Narrow and appropriate focus

Creating Timelines

	Working backwards to create the timeline
	Samples

Finalizing the Capstone Proposal

	Students will be exposed to types of instruction to allow students to write good proposals.
	Students need to assure they have answered the Core Question in their project
	Students should have all of the basic components and templates of the manual available in electronic form.

Expectations for reflective journal entries

	Orientation to reflective writing (samples)
	Discussion of sample journals (refer to CIM manual and other samples)
	Journals should focus on problem solving such as obstacles encountered and how they were addressed. Journals should not be a summary of what was discussed in class on a specific day.

Rubrics from CIM manual for Capstone Product

	Oral presentation rubric
	Appropriate Applied Learning standards (especially AL 1, depending upon student selection of a,b, or c)
	Content/Product rubric

Presentation Process

	Instruction on oral presentation strategies
	Students should practice presentations with peer and advisor feedback.
	Outsiders such as mentors and parents may be invited for these presentations.
	Mirror review techniques.
	Self evaluation.
	Modeling: viewing and critiquing previous Capstone presentations using CIM oral presentation rubrics.
	Exposure to different presentation settings.
	Perfect Presentations: good resource.

Instruction on techniques using technology in presentations (refer to power point sheets)

	Practice presentations, using appropriate rubrics with peer evaluation/feedback
	Practice using the core question as the guiding focus of the presentation Invite advisors and stakeholders to practices for feedback
	Instruction on using note cards or power point to supplement presentations
	Preparing presentation folders for final CIM capstone presentation

Reflective narrative guidelines

Refer to Reflective narrative guidelines and rubric in CIM manual

Presentation of Product

	Presentation before members of the Capstone class, invited guests, and judges.
	This presentation must meet standard and may fulfill the requirement for the CIM.

Adapted From:

Exhibition Toolkit | Plan and Develop Support Structures | Supporting Students during the Exhibition Process

Rhode Island Diploma System Local Assessment Toolkits

http://www.ride.ri.gov/highschoolreform/dslat/

October, 2005