CAPSTONE RUBIR

Capstone Goal: to provide students the opportunity to demonstrate their growth and skills related to the Granby Mission to be powerful thinkers, effective collaborators and compassionate contributors. The capstone project will occur in Grades 2, 5, 8, and 12 and be comprised of two main parts:

  1. A research paper

  2. A presentation and reflection on learning

Assessment Criteria: see below (1. Powerful Thinking; 2. Presentation; 3. Effective collaboration; 4. Compassionate Contributing; 5. Perseverance)

  1. Powerful Thinking = Research Paper: assessed by grade level writing rubric

  2. Presentation

GRADE 2, 5 AND 8 - PRESENTATION

1 - Insufficient

The student demonstrates none or one of these characteristics throughout their presentation:

  1. eye contact with audience

  2. projects voice so all audience members can hear

  3. stand up straight and faces audience

None of the students presentation materials are at the appropriate level for their audience. The student’s presentation mode was ineffective for their audience to understand their main idea(s).

2 - Emerging

The student demonstrates two of these characteristics throughout their presentation:

  1. eye contact with audience

  2. projects voice so all audience members can hear

  3. stand up straight and faces audience

Some of the students presentation materials are at the appropriate level for their audience. The student’s presentation mode (poster, powerpoint, verbal presentation, etc) was effective for their audience to understand their presentation and but did not effectively conveyed the main idea(s).

3 - Progressing

The student demonstrates each of these characteristics inconsistently throughout their presentation:

  1. eye contact with audience

  2. projects voice so all audience members can hear

  3. stand up straight and faces audience

The student chose the appropriate level of presentation materials for their audience. OR The student’s presentation mode (poster, powerpoint, verbal presentation, etc) was effective for their audience to understand their presentation and effectively conveyed the main idea(s).

4 - Proficient

The student demonstrates each of these characteristics consistently throughout their presentation:

  1. eye contact with audience

  2. projects voice so all audience members can hear

  3. stand up straight and faces audience

The student chose the appropriate level of presentation materials for their audience. AND The student’s presentation mode (poster, powerpoint, verbal presentation, etc) was effective for their audience to understand their presentation and effectively conveyed the main idea(s).

GRADE 12 - PRESENTATION

1 - Insufficient

Lengthy hesitation and/or halting and uneven speech

No eye contact and/or reads from notes entirely

Common ideas are not grouped together

Transitions are not used to connect ideas

2 - Emerging

Frequent hesitation; choppy speech

Attempts eye contact; over reliance on notes

Organization lacks logic and clarity

Ideas are loosely grouped

Few, if any transitions are used

3 - Progressing

Several instances of hesitation of short duration during speech

Some eye contact; references to notes distracts audience

Common ideas are grouped together and logical

Transitions are sometimes used to connect relevant ideas

4 - Proficient

Natural flow of speech with minimal hesitation

Consistent eye contact; references to notes do not interfere with presentation

Common ideas are grouped together and flow

Transitions often connect ideas

5 - Mastery

Speaks with inflection and expression, engaging the audience with speech and eye contact

Speaks without notes

Well-organized information flows smoothly from one idea to the next

Message is clear

Transitions are used effectively

GRADE 2 - EFFECTIVE COLLABORATOR

1 - Insufficient

Demonstrates little responsibility, may be off task, shows minimal group participation, disagrees or argues with group without supporting the work or purpose.

2 - Emerging

Shares some responsibility, contributing some information at times, attempts to listen to others ideas.

3 - Progressing

Consistently contributes to group and shows individual responsibility by sharing own ideas, contributing own solutions, respects group members opinions.

4 - Proficient

Works well with group members, holds self and others accountable for contributions, shares ideas, listens and generates solutions to solve probles (a contributing member)

GRADE 5 AND 8 - EFFECTIVE COLLABORATOR

1 - Insufficient

Demonstrates little responsibility, may be off task, shows minimal group participation, disagrees or argues with group without supporting the work or purpose.

Elicits minimal or no feedback and does not know how to use it to advance the cause.

2 - Emerging

Shares some responsibility, contributing some information at times, attempts to listen to others ideas.

Elicit feedback but may not use feedback to advance the cause from one or more sources

3 - Progressing

Consistently contributes to group and shows individual responsibility by sharing own ideas, contributing own solutions, respects group members opinions.

Elicit and use feedback to advance the cause from some sources

4 - Proficient

Works well with group members, holds self and others accountable for contributions, shares ideas, listens and generates solutions to solve problems (a contributing member)

Elicit and use feedback to advance the cause from multiple sources

GRADE 12 - EFFECTIVE COLLABORATOR

1 - Insufficient

Collaborates with limited productivity and respect, demonstrates little ability to listen to each other’s ideas. Presenting ideas in isolation

Student reflection answers none of the following questions:

  1. How have you grown as a learner? (use your portfolio to support your reflection)

  2. What skills have you developed that demonstrate your ability to successfully collaborate?

2 - Emerging

Collaborates with some productivity and respect to discuss ideas, drawing on a single viewpoint and more individual versus group contributions.

Student reflection answers one of the following questions:

  1. How have you grown as a learner? (use your portfolio to support your reflection)

  2. What skills have you developed that demonstrate your ability to successfully collaborate?

3 - Progressing

Collaborates productively and respectively promoting discourse that clarifies ideas in order to represent a single idea that represents a collective group effort.

Student reflection answers the following questions with little detail and specificity:

  1. How have you grown as a learner? (use your portfolio to support your reflection)

  2. What skills have you developed that demonstrate your ability to successfully collaborate?

4 - Proficient

Collaborates productively and respectfully promoting discourse that clarifies ideas, draws on multiple viewpoints, exchanges ideas in order to clarify and represent individual and collective contributions.

Student reflection answers the following questions thoughtfully and with detail citing work done throughout their educational career:

  1. How have you grown as a learner? (use your portfolio to support your reflection)

  2. What skills have you developed that demonstrate your ability to successfully collaborate?

GRADE 2 - COMPASSIONATE CONTRIBUTOR

1 - Insufficient

Student answers none of the following:

  1. I can explain my project

  2. I can explain what i learned

  3. I can explain why I think my project is important

2 - Emerging

Student answers one of the following:

  1. I can explain my project

  2. I can explain what I learned

  3. I can explain why I think my project is important

3 - Progressing

Student answers two of the following:

  1. I can explain my project

  2. I can explain what I learned

  3. I can explain why I think my project is important

4 - Proficient

Student answers all of the following:

  1. I can explain my project

  2. I can explain what I learned

  3. I can explain why I think my project is important

GRADE 5 AND 8 - COMPASSIONATE CONTRIBUTOR

1 - Insufficient

Student answers 1 or 2 of the following with details:

  1. What did you learn?

  2. Why is it important?

  3. How did it change your thinking?

  4. How does it affect your community (local, national, global)?

  5. How could your learning help others?

2 - Emerging

Student answers 3 or 4 of the following with details:

  1. What did you learn?

  2. Why is it important?

  3. How did it change your thinking?

  4. How does it affect your community (local, national, global)?

  5. How could your learning help others?

3 - Progressing

Student answers all of the following:

  1. What did you learn?

  2. Why is it important?

  3. How did it change your thinking?

  4. How does it affect your community (local, national, global)?

  5. How could your learning help others?

4 - Proficient

Student answers all of the following thoroughly and with detail:

  1. What did you learn?

  2. Why is it important?

  3. How did it change your thinking?

  4. How does it affect your community (local, national, global)?

  5. How could your learning help others?

GRADE 12 - COMPASSIONATE CONTRIBUTING

1 - Insufficient

Students reflection on the following question does not represent an understanding of compassion or equality. (Reflection is limited to personal connections)

  • How has your Capstone project led you to a deeper understanding of compassion and equality?

2 - Emerging

Students reflection on the following question represents a vague understanding of compassion and/or equality. (Reflection includes personal connections relating to self only)

  • How has your Capstone project led you to a deeper understanding of compassion and equality?

3 - Progressing

Students reflection on the following question represents a general understanding of compassion and equality (Reflection includes personal connections relates to self and a beginning sense of situations beyond themselves)

  • How has your Capstone project led you to a deeper understanding of compassion and equality?

4 - Proficient

Students reflection on the following question clearly represents a deep understanding of compassion and equality (Reflection includes personal connections and relates to situations beyond themselves) i.e.: I have changed…. as a result of my actions; the world or community is better as a result of my actions because….

  • How has your Capstone project led you to a deeper understanding of compassion and equality?

GRADE 2 AND 5 - PERSEVERANCE

1 - Insufficient

You did not stick with the task when you had difficulty and you did not ask for support.

2 - Emerging

You almost stopped when the task became difficult. You needed to be prompted to use supports. When prompted you have asked follow up questions

3 - Progressing

You kept trying when the task was hard. You asked for support, you asked questions to help you focus and move forward.

4 - Proficient

You kept trying when the task was hard. You had the stamina to work until the task was completed.

GRADE 8 AND 12 - PERSEVERANCE

1 - Insufficient

Gives up easily and quickly on difficult tasks. Is unaware of resources.

2 - Emerging

Tries to complete tasks when the answers or solutions are not readily available, but gives up when task is too difficult. Gets off task easily. Draws on limited range of resources.

3 - Progressing

Stays on task when trying to find answers or solutions to problems. Draws on available resources.

4 - Proficient

Stays on task no matter how difficult it is to find the answers to solutions. Evaluates the use of a variety of strategies to solve the problem. Searches for and draws on wide range of resources.