Woonsocket Area Career &

Technical Center

Senior Project
Handbook
A Guide
For
The Class of 2010
And
Beyond

September, 2010
Version 4.0
 Senior Project Handbook
Table of Contents
Page

Appeals Process 5
Examples of Senior Projects 4
Graduation by Proficiency 2
Honor Code 5
Learning Expectations 1
Non-Traditional Students 5
Philosophy – Assessing Applied Learning 1
Senior Project Committee 2
Service Learning 6
Topic Selection 4
What is a Senior Project? 3
Who Has To Complete a Senior Project 2
Forms and Formats
The Proposal and Rubric 7
The Research Paper and Rubric 11
The Product Activity Lob and Product Rubric 15
The Presentation and Rubric 18
The Grading Process 21
Sample Appeals Letter 22
Verification of Service Learning 23
Parent Informational Sheet 24
Due Dates and Deadlines 25
Parent Contact Information 26
 Senior Project Handbook
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Senior Project Philosophy - Assessing Applied Leaning
In Rhode Island, schools must ensure that all students have the opportunity to complete a
rigorous diploma program that will provide them with access to college, post-secondary training,
and/or employment. The focus now is on preparing students to become proficient in core-content
knowledge. This should translate to an ability to apply their knowledge to real world problems and
projects. Under the state’s guidance, the Woonsocket Area Career & Technical Center has
developed two criteria for successful demonstration of applied learning skills. One criterion is
Graduation Portfolios which is administered under the same guidelines as Woonsocket High School.
(See WHS/WACTC Portfolio Handbook)
The second criterion is a Senior Project. The expectations and process for administering
and evaluating the Senior Project has become more standardized across program areas at the Career
Center. The purpose of the Senior Project is to challenge students to demonstrate mastery in a
particular subject area. It also provides an opportunity for the local, business, and school
communities to participate in a culminating project. Proficient Senior Projects must be submitted
before a program certificate is issued.

Learning Expectations
Students enrolled in the Woonsocket Area Career & Technical Center will:
1. Communicate effectively verbally, in writing, and through the visual arts.
2. Demonstrate an ability to read and process information.
3. Demonstrate the ability to apply math skills.
4. Utilize critical and creative thinking skills and reflection to be effective problem
solvers and decision makers.
5. Utilize technology to locate, organize, synthesize and communicate information in
an ethical manner.
6. Demonstrate proficiency in applying skills and knowledge acquired in career and
technical programs.
7. Connect with the community through service to others.
8. Exhibit caring, responsible, and respectful behavior.

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WACTC and Graduation by Proficiency
The Senior Project is linked to the learning expectations. Within the framework of the
Senior Project, students will be able to demonstrate proficiency in Effective Communicator,
Problem Solving, Critical Thinker, Researcher, Technological Literacy, and Reflective Thinker. (See
WHS/WACTC Portfolio Handbook) As part of the Senior Project, students at the Career Center will
propose, research, create, and defend their Senior Project. All Seniors enrolled in a Career and
Technical program at the Career Center will be required to complete this Senior Project.

Senior Project Committee

At the Woonsocket Career Center, faculty and staff members formed a Senior Project
Committee that has worked to develop procedures, policies, timelines and this Handbook for the
implementation of the Senior Project as part of the Graduation by Proficiency assessment. The
Senior Project Handbook is an emerging document. The Senior Project Committee meets regularly
throughout the school year. The Committee’s tasks include but are not limited to:
• development of the Senior Project Handbook with criteria, policies and procedures
• development of the timeline for Senior Project activities for the current school year
• designing workshops to present the Senior Project Handbook to staff, students, parents,
and/or guardians
• organizing and overseeing the presentation process
• evaluating and creating solutions for conflicts or concerns as they arise
• evaluating the Senior Project process each year and revising the Senior Project Handbook as
appropriate on an annual basis
• gathering suggestions for improvements and enhancements from students and staff who
do not serve on the Senior Project Committee.
The Senior Project Committee will be chaired by the Principal of the Career Center and/or
their designee. The Chair will select members, on a rotating basis, to serve on the Executive Board
Subcommittee and the Appeals Subcommittee.
Who Has To Complete a Senior Project
All Seniors enrolled in a Career and Technical program for the Career Center will complete
a Senior Project. Most students enrolled in courses at the Center are in a program for two or more
years; however, even a first year student, if he/she is a Senior, will complete a Senior project.

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What is a Senior Project?

There are four basic components to the Senior Project, also known as the four “P’s”.
The Four P’s Description
Part One The Proposal Outline/Essence Senior Project
- See Pages 7-8 – Details for
Proposal
Part Two The Paper Research Paper
- See Pages 11-12 – Details for
Research Paper
Part Three The Product Something the Senior Does
- See Page 15 – Details for
Product Piece
Part Four The Presentation Oral Presentation Before Judges
- See Page 18 – Details for
Presentation

Components are broken down into the four parts for ease of administration, completion and
grading. Each component is graded utilizing a rubric:
The Four P’s Grade/Percentage
Part One The Proposal Proposal
- See Pages 9-10
Part Two The Paper Research Paper
- See Page 13-14
Part Three The Product Something the Senior Does
- See Pages 16-17
Part Four The Presentation Oral Presentation Before Judges
- See Pages 19-20

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Topic Selection for Senior Project
The research topic should be one in which you are interested and passionate about, but not
yet an expert. You should:
 Choose a topic that challenges you and provides an intellectual stretch worthy of further
study
 Choose your topic with a project(s) in mind
 Choose topics that will not require large purchases of equipment; rather students should
look for opportunities where they can perform community service through service learning
 Choose a topic that you would be proud to share with others.
As students begin to work on their Senior Projects, they should experience flow, where there is
enjoyment, creativity, and total involvement in a meaningful project. Considerations for the Senior
Project include:
• rigor- measures learning expectations
• interdisciplinary and problem-based
• authenticity (real world application)
• feasibility of time and materials required to complete the project
• student choice
• melding of mind and heart- affective and cognitive
• should be a transforming experience for students.
Most of all, students should be able to answer the question:

Where’s the learning stretch?

Examples of Senior Project Ideas

 Studying construction techniques during the Medieval Period; building a scale replica of
a castle
 Studying Braille; volunteering in a classroom with a visually impaired student
 Studying green energy sources; devising a plan to heat pool water using solar power
 Studying the consequences of underage drinking; organizing a post-graduation event

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Appeals Process
At any time during the Senior Project Process a Senior may apply for consideration and/or
appeal to the Executive Board of the Senior Project Committee. Seniors must utilize the
standardized Appeals format found on page 21 of the Senior Project Handbook. All applications for
consideration and/or appeals must be filed within one week (five school days) of any designated due
date. All applications will be reviewed by members of the Appeals Subcommittee. The Appeals
Subcommittee will be comprised of one administrator and/or Principal’s designee, a staff member
determined to be knowledgeable with respect to the Career Center Senior Project process and the
senior’s guidance counselor. The Director/Principal will make the final decision on the proficiency
status of the Senior with regards to his/her Career and Technical certification.
Honor Code
Cheating is not tolerated. Plagiarism in writing reports, test dishonesty, tampering with or
changing school records/grades, constitutes cheating. Cheating on reports or tests will result in a
grade of zero for that work. Any academic distinctions received will be rescinded, if due process
procedures uphold the finding of academic dishonesty. Additional penalties may be imposed by the
administration, including the removal from any school activity. Instances of alleged academic
dishonesty involving a candidate/member of the Honor Society will be reviewed by the Faculty
Advisors for possible dismissal from the Honor Society. (Woonsocket High School/Woonsocket Career
and Technical Center Student Handbook).

Non-Traditional Students
Certain students do not meet the traditional Senior Project guidelines for first-, second- or
third-year Seniors:
Transfer Students: Seniors who enter the Career Center after the first semester must meet
with the Executive Board Subcommittee with their Guidance Counselor to provide proof of their
graduation proficiency and status from their previous school.

Concurrent Enrollment Students: Students who opt for concurrent enrollment during their
Senior year must complete all Seniors Project requirements and will be expected to participate in all
parts of the process. There are NO EXCEPTIONS! Concurrent Enrollment students will be
informed of all due dates for their Senior Project and will work with the WACTC Portfolio

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Coordinator to facilitate the process. Failure to participate in the Senior Project will jeopardize a
student’s certification in their career and technical program area.

Early Grads: Students who opt for Early Grad status must complete all Senior Project
requirements and will be expected to participate in all part of the process. NO EXCEPTIONS!
Students considered for Early Grad status will be informed of all due dates for their Senior Project
and will work with the WACTC Portfolio Coordinator to facilitate the process. Failure to
participate in the Senior Project will jeopardize a student’s certification in their career and technical
program area.

Service Learning
As part of the product portion of the Senior Project, some students may choose to
participate in and complete Service Learning through a community organization. No student will be
permitted to handle money for the purposes of fundraising as part of their Senior Project. All
fundraising activities must take place through third-part community-based organizations. Students
must obtain prior approval from the Assistant Principal or their designee in order to participate in
any Service Learning activity. In addition, a minimum of twenty (20) hours of volunteer time will be
necessary in order to receive full credit for the Product portion of the Senior Project. Students may
also utilize these hours to satisfy the Community Service requirements of their individual program or
the SkillsUSA Professional Development Program (PDP).

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WOONSOCKET AREA CAREER &

TECHNICAL CENTER

SENIOR PROJECT PROPOSAL

DUE DATE: ____October 4, 2010 _____
Name: ____________________ Program: ________________ Date: ________

Focus of Senior Project: ___________________________________________

Research Paper

Describe the topic you will research. Please be specific.

Describe how this project is a learning stretch for you.

What would you like to learn? List at least 3 core questions that will help you
find information for your research paper/project.

1.

2.

3.

4.

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Product/Demonstration

Describe your product or demonstration and explain how it relates to your

research.

What materials or resources will you need for your Senior Project?
(Cost Analysis)

All required signatures must be obtained before the Senior Project Proposal is
officially approved.

_________________________ _______ __________________ ________

Student Date Parent Date

_________________________ _______ __________________ ________

Program Instructor Date Sr. Project Chair Date

Updated 09.08.10

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Senior Project Proposal Rubric

4 3 2 1
CATEGORY EXCEEDS STANDARD MEETS STANDARD ALMOST MEETS DOES NOT SCORE
STANDARD MEET STANDARD

The student provides a clear The student provides a clear The student attempts to provide The student makes a minimal
description/ description/ a clear description/ attempt to provide a clear
Research Topic summary of his/her research topic. summary of his/her research summary of his/her research description/
Overview Details about the desired project’s topic. Details about the desired topic; however, summary of his/her research
objectives, goals, or outcomes are project’s objectives, goals, or some of the information topic; most of the information
given. Possible benefits to the outcomes are given. provided is vague, unclear, provided is vague, unclear,
community are also mentioned. W-10-10, W-10-6, W-10-7, and/or confusing. and/or confusing.
W-10-9 DOK 3
The student clearly describes how The student clearly describes The student attempts to The student makes a minimal
his/her project will broaden their how his/her project will describe how his/her project attempt to explain how his/her
knowledge of their chosen topic. The broaden their knowledge of will broaden their knowledge project will broaden their
Learning Stretch student describes what he/she hopes to their chosen topic. The student of the chosen topic; however, knowledge of the chosen topic.
discover about self as a learner and describes what he/she hopes to some of their explanation lacks
contributor. The student considers how discover about self as a learner adequate detail.
completion of the project might benefit and contributor.
his/her future and/or others. R-10-7, R-10-8, R-10-14
DOK 3
List of Core The student lists four or more opened The student lists three opened The student lists two open The student lists only one open
Questions ended questions that can be explored ended questions that can be ended questions that can be ended question that can be
thoroughly through research. explored thoroughly through explored thoroughly through explored thoroughly through
(Note: Closed ended
research. research AND/OR some research AND/OR most
questions require “yes”
W-10-10, W-10-11, W-10-1 questions are closed ended and questions are closed ended and
or “no” answers or
DOK 3 will require minimal research. will require minimal research.
answers of a few words
and SHOULD NOT BE
USED)
Product/ The student’s product compliments The student’s product The student’s product is related The student’s product is not
Demonstration their Senior Project; it incorporates a compliments their Senior to the student’s Senior Project, related to the student’s Senior
community service piece AND/OR has Project; it is NOT an extension but does not compliment it; is Project and, therefore, does not
(Note: Creating a
a physical component that the student of research; it is something merely an extension of the compliment it.
brochure, Power Point,
creates. “do-able” that can be student’s research.
or other presentation
demonstrated at the conclusion
tool is NOT a product)
of the Senior Project.

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4 3 2 1
CATEGORY EXCEEDS STANDARD MEETS STANDARD ALMOST MEETS DOES NOT SCORE
STANDARD MEET STANDARD

The student provides a The student provides a list of The student provides a minimal
preliminary list of resources resources where some are list of resources AND/OR
Materials/ that are relevant to completing unrealistic AND/OR certain states there is no cost factor.
Resources the project in addition to a key components are omitted.
realistic cost factor.
R-10-16
DOK 3
The student provides all information The student provides all pieces The student is missing 1 of the The student is missing 2 or
for the Senior Project and the proposal of introductory information following pieces of more of the following pieces of
is electronically available in a including: name, program, date, introductory information: introductory information:
Format & Basic multitude of platforms. and Senior Project focus; the name, program, date, and name, program, date, and
Information proposal is electronic and Senior Project focus AND/OR Senior Project focus AND/OR
available via e-mail and/or the proposal is electronic but the proposal is not electronic.
WED account. not available via e-mail and/or
W-10-9.5 WED account.
DOK 3
The completed proposal was turned in The completed proposal was The completed proposal was The completed proposal was
Time Management 1or more days before the due date. turned in on the due date. turned in 1-3 days after the due turned in 4+ days after the due
date. date.

Demonstrates consistent control of Demonstrates control of usage, Demonstrates some control of Demonstrates little control of
Mechanics & grammar, usage, punctuation, sentence grammar, punctuation, sentence usage, grammar, punctuation, usage, grammar, punctuation,
construction, and spelling; complex construction, and spelling; sentence construction, and sentence construction, and
Grammar vocabulary is used. occasional errors do not spelling; frequent errors spelling; numerous errors
interfere with meaning. interfere with meaning. interfere with meaning.

The proposal includes student,

program instructors,
Signatures parent/guardian and Senior
Project coordinator’s
signatures.

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The Research Paper

Writing the Research Paper

Component of Paper Description of Component______________

Introduce your topic-

Discuss the focus (thesis statement) of your
Introduction paper and subtopics that you will discuss

Discuss your research, background

information, and sources
Body Must contain a minimum of 3 citations

Contains a summary and the results of your

research
Conclusion Includes a reflection of the project- did you
achieve your goal/s; what did you learn from
the process?

The paper must be

• Word processed, double spaced,
12 point Time New Roman font,
Format 1” margins, 8 1/2” X 11” paper
• Five pages in length (not
including Works Cited Page)
• Page numbers on upper right corner,
excluding the first page

Should contain at least five sources in the

Works Cited proper MLA format. A variety of sources
must be used:
 at least 2 two print sources
 at least one credible internet source

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The Research Paper

“Yes” Test

Name: Draft #:

Program: Date:

In order for your research paper to be evaluated by the final team of teachers, it must meet the basic
requirements listed below. Your paper will be returned to you if there is a “NO” on any single item,
and it is your responsibility to correct the error/omission.

YES NO
___ ___ Paper is typed (12 point, Times New Roman font, double-spaced)
___ ___ There are 1” margins on all sides of each page
___ ___ Correct spacing between letters
___ ___ Spell check/grammar check completed
___ ___ Pages numbered properly; no page number on the first page
___ ___ Minimum of five sources (at least two print sources, at least one credible internet
source)
___ ___ Follows MLA format
___ ___ Sources are cited correctly in the body of the paper
___ ___ Paper is written in the student’s own words (see Honor Code, WHS Student Handbook)
___ ___ Sources cited in the body of the paper are cited on a properly formatted Works Cited
Page
___ ___ Correct paper length (at least five full pages not including Works Cited Page)
___ ___ Clear thesis statement highlighted in first draft

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Rubric for Senior Project Research

Paper

Under Construction

To Be Completed by October 1, 2010

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Rubric for Senior Project Research

Paper

Under Construction

To Be Completed by October 1, 2010

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Senior Project Activity
Log
Program: _______________________________________________________

Name ___________________________________________________________

Due Date ______ Date Submitted: _____Instructor’s Initials: ____

Teacher
Date(s) Activity Result Comments

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SENIOR PROJECT – Product Rubric

The WACTC is using a modified version of the school-wide rubrics for Critical Thinker, Problem Solving, and Reflective Thinking. In addition, each program instructor will create an
additional piece for grading purposes which will incorporate individual career and technical areas. Special emphasis in the program instructor's piece should be given to evaluating the
student's Self Management Skills.

4 3 2 1 0
ACHIEVES ACHIEVES NEARLY ACHIEVES LITTLE EVIDENCE OF NO EVIDENCE OF
CRITERIA PROFICIENCY WITH PROFICIENCY PROFICIENCY ACHIEVING PROFICIENCY SCORE
HONOR PROFICIENCY

APPLICATION The student provides an The student provides an The student provides an The student has difficulty The student does not
Critical Thinker
excellent application by acceptable application by acceptable application by in providing an attempt to provide an
o Identifies and evaluates incorporating the two incorporating the two incorporating one application and with application.
information from a criteria and citing four or criteria and citing two or criterion and citing one incorporating the criteria
variety of sources (books, more sources with three sources with source with maximum without significant
magazines, documents,
minimum teacher input. minimum teacher input. teacher input. teacher assistance.
newspapers, websites,
lectures, etc.) R-10-15.1 to 15.4, R-10-
o Generates an original 7.3
connection and/or
reaction and/or relation to DOK 3
the real world.
IMPLEMENTATION
Problem Solving The student successfully The student successfully The student is unable to The student shows little The student does not
Benchmarks:
implements the action implements the action successfully implement understanding of how to attempt to implement an
o Executes plan
o Responds to unforeseen plan by meeting all five plan by meeting three or the action plan by meeting implement an action plan. action plan.
circumstances benchmarks listed. four of the benchmarks less than three of the
o Accepts constructive listed. OC-10- 1.1 to 1.5 benchmarks listed:
criticism
o Tasks are logically DOK 3
prioritized
o Monitors jobs/tasks

CONNECTIONS The student skillfully The student makes The student attempts to The student makes limited The student did not
Reflective Thinker makes connections to lead connections with make connections; connections. attempt to make
o Assignment to new perspectives and minimum teacher input. however, the connections connections.
o Learning Expectation insights. W-10-8.1 to W-10-8.4 are inappropriate and/or
o GSEs ineffective.
o Personal experiences
o Real world DOK 3
o Abstract aspects of life

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4 3 2 1 0
ACHIEVES ACHIEVES NEARLY ACHIEVES LITTLE EVIDENCE OF NO EVIDENCE OF
CRITERIA PROFICIENCY WITH PROFICIENCY PROFICIENCY ACHIEVING PROFICIENCY SCORE
HONOR PROFICIENCY

LEARNING The student demonstrates The student demonstrates The student demonstrates The student demonstrates The student fails to
STRETCH extensive application of through application of application of researched only a slight application demonstrate any
o Student’s ideas are researched material and researched materials and material and existing of research and existing application of further
synthesized with existing knowledge. The existing knowledge. The knowledge. knowledge. existing knowledge. The
existing body of student has demonstrated student has demonstrated ideas presented are from
knowledge/information evidence above and evidence that is creative basic research only.
o Information extends beyond basic principles. and distinctive.
beyond expectations R-12-7, R-12-8, R-12-12

DOK 3

PROGRAM
INPUT
o Use of Time
o Organization Skills
o Independent Thought
and Design
o Creativity
o Self Management Skills
o Additional Areas To Be
Determined by
Program

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Senior Project Presentations
Practice Guidelines

Speak Clearly, Slowly -- DRESS PROFESSIONALLY ! ! ! ! ! ! This is an Interview ! ! ! ! ! !

Practice. Practice. Practice. Practice. PRACTICE!!!!!!!
Make an outline, note cards, whatever will help you through your presentation Bring
*****
ALL
Senior Project
Hello, my name is . . . . . . .
Materials
And I am a (first/second/third)-year student in . . . . . . . .
With You
For my Senior Project this year I decided to report on . . . . To Your
The reason I picked this topic was because . . . . . Presentation
My five-page paper was about . . . . . Location
As part of my research I . . . . . . *****
(Interviewed people, used these books, went to these web Arrive
sites, etc.) – NOTE: Print out your Work Cited Page At
from your Research Paper to help with this part Presentation
For my product I decided to . . . . . . Location
As part of my product I . . . . . On Time
This is my product/project . . . . . (SHOW, TELL, EXPLAIN) *****
NEXT: Remain
My graduation portfolio has _______ entries
Quiet
During
I am -- missing _________________ because . . . . . OR
Other
I am not missing anything
Presentations
The piece in my portfolio I am most proud of is . . . (share artifact with judges)
- could hand portfolio to judges
The hardest part about putting my portfolio together was . . .
If I could do it over again, the thing I would change about completing my portfolio would be . . .
Are there any questions?

FINISH:
Thank you very much for coming and listening to my presentation. This concludes my presentation.
REMINDER: There is a final Project/Portfolio Survey to complete. Please complete and
return the form to Linda Stanley after your presentation.

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Senior Project Oral Presentation Rubric
Student___________________________________ Program________________________________________ Score____________
Senior Project/Portfolio Presentation
This rubric has been adapted from the rubric for Applied Learning Standard: EFFECTIVE COMMUNICATOR 1.02 (found in the
Portfolio Handbook, Version 4.0 on line). The Woonsocket High School/WACTC graduate will demonstrate proficient communications
U

skills through speaking. 1.02 Research, organize, and prepare information in order to develop and deliver an oral presentation (GSE - R- 7.4-7.5, 8.2,
8.3, 8.6, 15, W-6.1-6.2)

4 3 2 1 0
CRITERIA ACHIEVES ACHIEVES PROFICIENCY NEARLY ACHIEVES LITTLE EVIDENCE NO EVIDENCE SCORE
PROFICIENCY WITH PROFICIENCY OF ACHIEVING OF
HONOR PROFICIENCY PROFICIENCY
ORAL DELIVERY
o Organized Delivery
(Introduction, Explanation,
The student demonstrates The student demonstrates The student demonstrates basic The student The student does
Conclusion)
effective speech delivery acceptable speech delivery by speech delivery by using two of demonstrates basic not attempt to
o Uses engaging language
by using four of the using three of the criteria. the criteria. speech delivery by one demonstrate any
and targeted vocabulary
criteria. OC-10-2.1 to OC-10-2.6 of the criteria. criteria in speech
o Uses eye contact
delivery.
o Uses appropriate body
DOK 3
language
o Uses a variety of voice
tones
TIMING
o Maximum amount of The student's presentation The student's presentation lasts The student's presentation lasts The student's The student does
time allowable for lasts 8 (eight) to 10 (ten) 6 (six) to 7 (seven) minutes, more than (6) six minutes, but presentation lasts less not attempt to give
presentation of Senior minutes, which does not which does not include this time includes the answering than five (5) minutes, any type of
Project/Portfolio is 10 include answering answering questions. of questions. which does or does not presentation and/or
(Ten) minutes - an questions. include the answering of the presentation
additional 4 (four) questions. lasts for less than 1
minutes is allowable to (one) minute.
questions

PROFESSIONAL DRESS .
o Dress should be The student is dressed The student is dressed The student's dress includes one The student's dress The student makes
professional in nature professionally as if he/she appropriately in neat, clean of the following: includes more than one no attempt to dress
and/or reflective of the is being interviewed for a clothing. No jeans, no shorts, * jeans of the following: for his/her
nature of the student's job. No jeans, no shorts, no sweats. * shorts * jean presentation.
program of study at the no sweats. * sweats * shorts
Career Center * sweats

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CONTENT
o Addresses all The student talks about all The student talks about all four The student talks about all four The student talks about The student makes
Components of Senior four (4) parts of his/her (4) parts of his/her Senior (4) parts of his/her Senior Project only one or two parts of no attempt to talk
Project and Graduation Senior Project as well as Project and his/her Graduation his/her Senior Project about either his/her
Portfolio
OR the student talks about
his/her Graduation Portfolio. his/her Graduation Portfolio. OR the student talks Senior Project or
Portfolio in detail. about his/her Graduation his/her Graduation
Portfolio. Portfolio.

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The Grading Process

The Four P’s Grade/Percentage

Part One The Proposal Proposal

- Quarter ¼ of Midterm Exam

Part Two The Paper Research Paper

- Quarter ¼ of Midterm Exam

Total Points Half ½ of Midterm Exam

Part Three The Product Something the Senior Does

- Quarter ¼ of Final Exam

Part Four The Presentation Oral Presentation Before Judges

- Quarter ¼ of Final Exam

Total Half ½ of Final Exam

Grades will be included in the student’s Career and Technical class grade for the
Midterm and Final Exam grades. In addition, English instructors at the Career and
Technical Center may use the Research Paper grade as a portion of a student’s
semester grade.

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Sample Appeals/Consideration Letter

Student Name
Student Program
Student Address
Telephone Number
Current Date

To Members of the Senior Project Executive Committee:

Please consider this letter my request for a hearing before the Executive Committee
and/or Appeals Committee. The reason(s) for my request are:

 Issue/concern #1
 Issue/concern #2
 Continue with as many items as necessary to describe fully

Thank you for your time and consideration.

Sincerely,

Student’s Signature
Student’s Name

Parent/Guardian’s Signature
Parent/Guardian’s Name

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Woonsocket Area Career & Technical Center
Community Service Learning
Approval, Verification & Reflection

Student Name: _________________________________________ ID#: _______________

Program: _____________________________________________ Grade: _____________
Submitted on: ______________________ Approved by: __________________________

The following is to be completed by the Supervisor of the organization for which you did your community service.
A letter written on the organization’s stationary may also be included.
Community Service Activity: _________________________________________________________________
Organization Name: ________________________________________________________________________
Address: __________________________________________________________________________________
Street City State Zip Code
Supervisor’s Name (Print): ____________________________________________ Telephone: ______________
Supervisor’s Signature: _______________________________________________________________________
Dates of Service: ___________________________________________ Total Hours of Service: ______________
Comments: _________________________________________________________________________________

The following is to be completed by the Student. In order to receive approval and complete credit for all
community service hours, students must complete all parts of this section.
1. Create a Word document with your name, program and the current date in the header.
2. Double space your document with Times New Roman 12 font.
3. Answer the following questions completely, using complete sentences and a minimum of five paragraphs.
4. Refer to the Community Service rubric, sample Community Service Word document, and the GSE’s and Learning
Expectations listed below in writing your answers to these questions:
a) Describe your participation in the community service project
b) Describe how your actions benefitted others in the school or community
c) What did you learn about yourself from performing this community service
d) What was the most rewarding part of this experience
e) If you were to participate in another community service, what would you do differently or the same
GSE’s W10-9, W12-9 Writing Conventions: Learning Expectations
W10-10, W12-10 Writing Process 1.01 Effective Communication
W10-14, W12-14 Expressive Writing: Reflective Essay 6.01 Reflective Thinker
:

FOR OFFICE USE ONLY

Number of Hours: ____________________ Signed: _______________________ Date: __________

ANY QUESTIONS REGARDING COMMUNITY SERVICE or SERVICE LEARNING,

PLEASE CONTACT:
DR. LYNNE BEDARD………………………...….767-4662
SUSAN J. VOTTO…………………..……….……767-4632

September, 2010
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 Senior Project Handbook
Version 4.0

Woonsocket Area Career & Technical Center

Parent Informational Sheet
2010-2011

SENIOR PROJECT DUE DATES

PROPOSAL…………………………...…………………………………….…… October 4, 2010

PAPER – 1ST DRAFT………………….………………………………..………. . November 10, 2010
PAPER – 2nd DRAFT…………………………………………………………….. December 21, 2010
FINAL PAPER………………………………….……………………………...... January 13, 2011
PRODUCT LOGS
The products log will be due bi-weekly starting………………………..
February 3, 2011
February 17, 2011
March 3, 2011
March 24, 2011
FINAL PRODUCT…………………………………………………………..….. April 4, 2011
SENIOR PRESENTATIONS/PORTFOLIOS………………………………….. April 27-28, 2011*
(*Tentative, Pending WSC Approval)

PROGRAM INSTRUCTOR(S)

Academy of Information Technology & Game Design Donald McCabe

Automotive Technology Phillipe Jacques/Michael Strojny
Baking & Pastry Arts TBA
Biotechnology Claire Laquerre
Child Studies/Human Services Colleen Curis/Christine McKenna
Construction Technology Charles Myers, Jr./Keith Thibeault
Digital Media Jason Marzini
Culinary Arts Suzanne Marsella
Graphics Design & Printing William Webb
Health Careers Debra Bacon
Hospitality & Tourism Leonora Hughes

FOR MORE INFORMATION REGARDING SENIOR PROJECTS, PLEASE CONTACT:

DR. LYNNE BEDARD, Principal, High School/Career Center 767-4703

Sue Leja, E-Learning Academy Instructor 767-4814
Carol Nolan-Paul, Resource Instructor 767-4638
Linda C. Stanley, School-to-Work Instructor 767-4667
Susan J. Votto, Assistant Principal/Director 767-4664

PARENT TEACHER CONFERENCES

Thursday, October 21, 2010

Thursday, March 17, 2010

September, 2010
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 Senior Project Handbook
Version 4.0

Woonsocket Area Career

&
Technical Center

Senior Project Due Dates

2010-2011

PROPOSAL………………..……….…. October 4, 2010

PAPER – 1ST DRAFT………..……….. November 10, 2010

PAPER – 2nd DRAFT…………………. December 21, 2010

FINAL PAPER……………………...…. January 13, 2011

BI-WEEKLY PRODUCT
LOGS February 3, 2011
February 17, 2011
March 3, 2011
March 24, 2011

FINAL PRODUCT…………………….. April 4, 2011

PRESENTATIONS/PORTFOLIOS…. April 27-28, 2011*

(*Tentative, Pending WSC Approval)

September, 2010
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 Senior Project Handbook
Version 4.0
Woonsocket Area Career & Technical Center
Parent/Guardian Contact Sheet
2010-2011

Please Print All Information

Student’s Name: ________________________________________________

Your Name: ____________________________________________________

Relationship to Student: __________________________________________

(Parent, Guardian, etc.)

Your Address: __________________________________________________

_______________________________________________________________

Your Telephone: ________________________________________________

Your Cell Phone: ________________________________________________

Other Contact Number: __________________________________________

Your Email: ____________________________________________________

Best Way to Contact You Is:

___ Telephone ___ Email

___ Cell Phone ___ Other – Please specify
___ Other Contact Number ___________________________

I have received a copy of the Due Dates and Schedule for Senior Projects
for the 2010-2011 School Year (Class of 2011). I also have a list of Contact
names and telephone numbers. My student has access to a copy of the
Senior Project Handbook online. ([Link])

________________________________________ ________________
Parent/Guardian Signature Date

September, 2010
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