Partnerships!                                 Danville New Tech            Danville New                                   ...
How Can You Help?                         Our Question to You                                            Past Project Idea...
Danville New Tech                                                                                                  PRESENT...
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Project Citizen entry document & rubric

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Project Citizen entry document & rubric

  1. 1. Partnerships! Danville New Tech Danville New Tech P r oj e ct D a n vi ll e C i ti z e n In conjunction with Mr. ScottEisenhauer and Danville HighSchool, we would like to offeryou the opportunity to make an effective change in your school and/or community. Public policy and being anactive citizen can go hand in hand in tackling change.Please read further to discov- 2011 er how you can help! Danville New Tech Danville High School 202 E. Fairchild Danville, IL 61832 Phone: 217-444-1500
  2. 2. How Can You Help? Our Question to You Past Project Ideas S c ho ol  Students were concerned about low reading scores of younger students at their school. They worked withBeing an active citizen can lead to teachers and administrators at theirvarious different ways for you to help school and instituted a peer tutoringout within your community. Grass- program to help work on their read-roots efforts over the past few years ing skills.are one element of the success of theObama presidential campaign and the  Students were concerned about anOccupy demonstrations. Public poli- increase in bullying and name-cy or initiatives are ways that you may calling at their school. They workedbecome involved. What exactly is with their administrators and schoolpublic policy? How can you as an board to adopt a lunchtime peeractive citizen use this to better your mediation program to offer studentscommunity or your school? These are alternative ways to work out theirquestions that can be answered within disagreements. How do we, as students of DHS and Danville communityPolitical Studies! members, collect and analyze field research in order to C o m mu ni ty create a well-researched public policy idea that will help  Students were concerned about a our school or city? Can you present idea in a professional dangerous traffic corner right down manner? Can you tackle the research involved to share the street from their school. They knowledge you gain with a professional panel? Can you worked with officials in their city to convince the panel that your idea is the best? install a stoplight at the intersection.  Students studying radon gas in sci- ence class learned that over 28% of homes in their community tested Project Requirements above safe levels. After presenting  Identified Community or School Issue their findings to the city council, allPresent your ideas to a professional new home construction permits inpanel of various administrators, the  Field Research (Surveys and Interviews) on the Issue their city are required to receiveMayor of Danville, and community  Academic Research (that abides by the CRAAP test) information about radon reductionmembers on April_____________. systems.If your group has the best idea, you  MLA Works Cited pagewill be selected to present to a City  Solution to IssueCouncil and/or School Board meet- Danville New Tech  Position (Definition) Papers (per researcher / individu-ing. There is a possibility of being Danville High School ally written per researcher)televised during this presentation. 202 E. Fairchild  Documentation Binder Danville, IL 61832  Professional Presentation Phone: 217-444-1500
  3. 3. Danville New Tech PRESENTERS:________________________________________ Project Citizen Document Binder Rubric EVALUATOR: ___________________DUE: ______________ UNSATISFACTORY PROFICIENT ADVANCED (Below Performance Standards) (Minimal Criteria) (Demonstrates Exceptional Performance)  Missing Binder  Documents are all in a binder, including individual position/definition papers In addition to meeting the PROFICIENT criteria …  Page covers are included.  Missing Cover Sheet  A cover sheet clearly identifies the binderBinder Organization  Tabs are used to distinguish sections more visibly.  Missing Title Page  A title page in the binder gives the title of, the purpose for and the researchers who are part of the study  An Acknowledgements page gives credit to those who (50 W.E.)  Missing Table of helped the research team Contents/Divisions  Table of Contents / Division of Sections gives an overview of the contents  Students may double-space some printouts to save paper  Messy or Handwritten  All documents are clean, neat and uniformly hole-punched  Additional effort is shown to create a professional  A self-check rubric is included in the front of the binder, initialed by all product beyond the requirements. researchers  A clean rubric is included in the back pocket of the binder 0 - - - - - - - - - - - - 25-- - - - - 29 30- - - -- - - - - - - - -- - - 37 - - - - - - - - - - - - - - - 44 45 - - - - - - - - - - - - - - - - - - - - - - - - 50  Less than one-hundred/100 surveys  One-hundred/100 surveys were completed and included. In addition to meeting the PROFICIENT criteria …(50 Coll)Surveys Field were completed.  More than one-hundred/100 surveys were completed. 0 - - - - - - - - - - - - 25-- - - - - 29 30- - - -- - - - - - - - -- - - 37 - - - - - - - - - - - - - - - 44 45 - - - - - - - - - - - - - - - - - - - - - - - - 50  Graphs are missing from some  Each survey question is turned into a graph or “infographic” that displays the In addition to meeting the PROFICIENT criteria …Surveys questions. data collected by the survey(25 CT)  Graphs or “infographics” are created are done so with Field  Open questions are not documented.  Open-ended / short response questions are documented on quote pages. great attention to detail and/or creativity.  Open questions are documented in a creative manner. 0 - - - - - - - - - - - - 10 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 20 - - - - - - - - - - - - 22 23 - - - - - - - - - - - - 24 - - - - - - - - - - - - 25  The interview is not typed.  The interview transcript (interview questions and answers) is typed. In addition to meeting the PROFICIENT criteria …Field Interviews  More than one interview is completed.  The interview is not professional.  The interview is professional. (25 CT)  Interviews are recorded or displayed in a creative  The interviewee is not appropriate  The interviewee (person being interviewed) is an appropriate or relevant manner. or relevant for the project. choice for the project. The interviewee is an expert on the problem or has been directly affected by the problem.  Obvious extra effort was made in choosing and completing the interview. 0 - - - - - - - - - - - - 10 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 20 - - - - - - - - - - - - 22 23 - - - - - - - - - - - - 24 - - - - - - - - - - - - 25  There are less than three other  There are at least three/3 other documents in the binder beyond a single In addition to meeting the PROFICIENT criteria …  There are seven or more documents included in theAcademic documents beyond a single interview and the surveys. The documents are either further field researchResearch (50 CL) interview and the surveys. come from current events / academic sources that pass the CRAAP test document binder.  Extra research does not pass the  And MLA Works Cited page documents all of the research (from the field CRAAP test and from academic or current events sources) 0 - - - - - - - - - - - - 25-- - - - - 29 30- - - -- - - - - - - - -- - - 37 - - - - - - - - - - - - - - - 44 45 - - - - - - - - - - - - - - - - - - - - - - - - 50  Grammar errors detract from understanding of some sections  Grammar errors may be present, but do not detract from understanding In addition to meeting the PROFICIENT criteria … Grammar  Spelling and grammar is perfect (25 WC)  Word choices were incorrect or  Fragments, run-ons or comma splices are not present  Technical jargon is adapted and well-used misspelled  Vocabulary use demonstrates only a surface-level understanding of the problem/issue 0 - - - - - - - - - - - - 10 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 20 - - - - - - - - - - - - 22 23 - - - - - - - - - - - - 24 - - - - - - - - - - - - 25

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