Future Ready Schools North Carolina Graduation Project Implementation Guide Overview.

Future Ready Schools

North Carolina Graduation Project

Implementation Guide

Overview


Guide will be available:•On the DPI NC Graduation Project Website at

http://www.ncpublicschools.org/graduationproject/

• Will be sent to high school and middle school principals and central office staff

• Available from the NCDPI Publications Office 1-800-663-1250


Objectives of This Session

•First, –to give an overview of the NCGP Implementation Guide

•Second, –to find out what questions have not been answered &

–to get feedback


Guide has•Five Chapters and Eight appendices

•Developed by the Division of Middle and Secondary Education

•To assist schools with implementing the NCGP process


The Guide

•Is intended to provide a comprehensive look at “how to” implement the NCGP

•In accordance with NC State Board’s policy and intent


Chapter One: Overview

•Introduction

–NCGP is a performance-based exit assessment

•NCGP may be an exit standard determined at the LEA level.


Chapter One: Overview– NCGP is a school-wide responsibility

– Students must develop a product rather than a project

– There is no set formula - it should be developed and owned by the entire school and community

– Allows students to apply practical, real-world skills


Chapter One: Overview•Historical Perspective

– The work of the NC Standards and Accountability Commission began activities to increase rigor and relevance

– The Senior Project®(Copyrighted by UNC-G) was one of

the items they considered

– The State Board encouraged schools to expand the use of the concept



• Introduction– Local guidelines should:

• Be flexible• Allow input from various stakeholders• Foster student-teacher relationships• Nurture the exploration of new ideas• Encourage student-centered, lifelong

learning



• Introduction

– Consist of four components• Research paper• Product• Portfolio• Oral presentation

• Note: Students must complete all four


Chapter One: Overview•Students who transfer from one NC school to another must still satisfy the NCGP requirement

•Students who transfer from out of state to a NC school must satisfy the requirement if they come in during the first semester of their senior year~ However, if they come in during the second semester of their senior year, they do not have to meet the NCGP requirement.


Research Paper

•May use either of two annotation styles–American Psychological Association (APA) or

–Modern Language Association (MLA)


Research Paper•Students

– Choose an area of interest– Focus on a specific topic

•Topic should be approved by a school-based committee


Research Paper

•Characteristics for paper are set by the GP advisory council

•Research methods should be taught & practiced through all subject areas, as well as,

•Pitfalls of plagiarism


Product

• Is related to the research paper

•Selected, designed and developed by student

•Should fulfill a need or desire

• Involves 15 hours of documented work


Product• Students should be creative and innovative

• Products may be:– Tangible or intangible– Short or long-term– Personal or public

• Products should allow for – Individual differences &– creativity


Product• Should be evidence of the time and effort invested

• Should be adequately documented– Photographs, logs, letters, journal entries,

video, etc

• Products should not be dependent on the amount of money invested

• Should link to research topic and thesis


Portfolio• Is a learning record of the

– Process &– Progress

•Sample Table of Contents (page 9-10)

• If the school has the resources, students should be encouraged to collect work samples and artifacts electronically


Oral Presentation• Is a culmination of the NCGP

•Should:–Demonstrate public speaking skills

–Deliver accurate, credible information on the topic


Oral Presentation

– Be prepared to respond to questions

•A list of preparations are provided on page 10

– Should be customized for each school and/or system


GP Components•Activity

– 1. Pretend you must decide, as an adult, on a Graduation Project

– 2. Write it down & list how the four components might play out for this topic

– 3. Be prepared to share with everyone and provide rationale


Chapter One: Overview•Roles and Responsibilities

Are suggested not mandated

For the:

District

School &

Community Level



– District Level• is responsible for fair and equitable

implementation

– Should:• Monitor for consistency• Establish District policies• Provide professional development• Support school efforts• Generate publicity, etc.


May establish a District NCGP Committee

•Ensure statewide intent is followed•Concept continuity within the system•List of suggested duties on page 11



– School Level• Principal

– sets tone and provides leadership– Monitors implementation

• Faculty and Staff implement the process and are involved in various roles (page 12)


•Roles and Responsibilities– School Level• School-Based Committee coordinates

the process and provides

– Orientation for staff, etc.– Recommendations for roles– Guidelines and training for roles– Samples of correspondence & forms– Recommendations for establishing review

panels– Develops training guides for mentors and

reviewers– Identify a GP coordinator


•Roles and Responsibilities– School Level (continued)

• GP Coordinator is the manager• Suggested tasks on page 13

• GP Advisory Council (page 14) – Advises Coordinator on implementation &– Their work is confidential

• Counselor, Social Worker, Media Coordinator and Technology Specialist should be actively involved in all aspects (page 14-15)


• Roles and Responsibilities– School Level (continued)

• Community Coordinator– May be a parent volunteer– Under supervision of the GP

Coordinator– Works as liaison with community

mentors

• Academic Advisor may be a teacher from any discipline


• Roles and Responsibilities– School Level (continued)

• Students– Much may be done without daily supervision

– Must take full ownership

– All work will be assumed to be their own

– Have responsibilities (see list on page 17)



•Roles and Responsibilities– Community-Level

• Parents –must be attentive and involved

throughout the process and

–may play different roles on various committees



•Roles and Responsibilities– Community-Level

• Parents should also– Help students remember key dates– Stay in communication with GP

personnel– Ask questions – Be involved in the student’s work and

provide feedback



–Community Level (continued)

•GP Mentor is a community or faculty member with expertise in the area and is willing to work with the student

–21 years of age or older

–May not be a household member

–Scrutinized for appropriateness




•GP Mentor is a community or faculty member with expertise in the area and is willing to work with the student

–Allocates time and makes arrangements to work with the student–Provides suggestions and advise–Serves as a support and resource–Signs and returns all required forms



•Roles and Responsibilities–Community Level (continued)

•GP Review Panel–Is a community or faculty member

–participates in the evaluation of a student’s portfolio, presentation, etc.




•GP Review Panel Responsibilities– Attends oral presentation– Ask clarifying questions– Be consistent and fair– Be mindful of non-verbal communication– Preview portfolio before presentation– Evaluate the success or failure of the project (completed or not completed)

»In accordance with the state-endorsed rubrics


Roles•ACTIVITY

– 1. Get into three groups (district, school, or community)

– 2. Decide numerous reasons why your group is important to the GP process

– 3. Decide which group is most important of the three

– 4. Be prepared to share your opinions with everyone


Chapter Two:Educational Foundation

•Skills needed for the GP

– Identified by a SERVE survey in relationship to the Senior Project® on page 21

– Preparation for the GP should begin in Middle Grades and even at the elementary level



•Middle Grades Scaffolding

–Successful middle grades programs build the foundation to complete the Graduation Project




–GP skills have been addressed and expanded for the Middle Grades on pages 23&24




– Middle & High schools should align goals and objectives to support the GP

– Ways to promote GP at the Middle School level are listed on page 24



•Grade Level Benchmarks

– A Benchmarking Chart shows what will support the GP at each grade level 6-12 on pages 27 & 28 for:• Teacher and students goals• Resources and support


Chapter Three: Teacher Toolboxes

•One for each subject area with:

– Introductory paragraph– Discussion of appropriate project

mentors– Sample topics– Sample descriptions of projects– Discipline specific resources


Chapter Three: Teacher Toolboxes

• ACTIVITY– 1. Select a subject area

toolbox– 2. Read over it and jot down

ideas or features you found interesting or subject specific

– 3. Be prepared to report out to everyone


Chapter Four: Options for Completing the NCGP

•Service Learning•National Honor Society•Key Club International•Advanced Placement• International Baccalaureate•Advanced Studies•Career and Technical Education



• Service Learning– As a graduation project

• combines service to the community (local, state, national or international)

• with student learning in ways that improves both the student and community



• Service Learning– Five basic steps are to• Brainstorm• Focus• Implement• Evaluation• Reflection



• Service Learning

– Students should:• Meet a recognized need• Achieve curricular objectives while learning• Reflect throughout• Develop responsibility• Establish Community partnerships• Plan ahead• Become equipped with knowledge and skills

needed for service



•ACTIVITY

– 1. After being assigned one of the other five options on page 72-76

– 2. Read and prepare to describe what the option is and how it might relate to the Graduation Project

– 3. Report out your findings to everyone


Chapter Five: Diverse Learners

•Considerations for– Students with disabilities– LEP students

All students that must participate in statewide assessment ALSO have to pass all four components of the NCGP


Appendices

•A. Overview of Exit Standards•B. NCGP Rubrics•C. Skills Matrices•D. Promoting the NCGP•E. Frequently Asked Questions•F. Sample Documentation•G. Resources•H. References


Appendix A: Overview of Exit Standards•Policies governing the Exit Standards to include the NC Graduation Project

– Use to explain and rationalize the requirement & it addresses:

• Limited English Proficient Students• Students with disabilities


Appendix B: NCGP Rubrics

•A rubric for each of the four components

•Must meet Exemplary or Satisfactory status in order for each component to be completed

•May be used as a formative and summative assessment tool


Appendix B: NCGP Rubrics

•ACTIVITY– 1. Divide into groups of four and each

take one of the rubrics

– 2. List each aspect to be evaluated

– 3. Choose the one thing under each aspect that you think is the most important and

– 4. Be prepared to explain to everyone


Appendix C: Skills Matrices

•One for each discipline

•Shows relationship between SCS goals and objectives 6-12 with Graduation Project Skills


Appendix D:Promoting the NCGP

• Ideas for ways to promote and support the NCGP (pages 182-183) for:

– Districts– Schools – Students– Parents– Community-at-large


Appendix D:Promoting the NCGP

•ACTIVITYSelect one promotional idea and describe how it might play out in your particular school or system

– Districts– Schools – Students– Parents– Community-at-large

– Be prepared to discuss and state benefits


Appendix E: Frequently Asked Questions

•Questions related to:

– Process

– Policy

– Grading and Benchmarks


Appendix E: Frequently Asked Questions

•ACTIVITY

– Look over questions and note those that you have any questions or concerns about

– Be prepared to “Stump the Presenter”


Appendix F: Sample Documentation

•Forms for all aspects of the process, such as:

– Project proposal– Approval forms– Contract forms– Progress charts– Guidelines– Permission forms– Interview forms– Mentor confirmation form & etc.


Appendix G: Resources

•Such as:– 21st Century Learning– Research Process– Questioning– Evaluating Sources– Copyright– Note Taking– Reflection– Career and Technical Education


Appendix H: References

To:

•SBE Policy Manual•URLs to SCS for Each Discipline•Senior Project Center •Partnership for Dynamic Learning


Appendix I: Reference for Diverse Learners

•Differentiated Instruction•Literacy & Reading•Web Resources•Academic interventions•Hearing or Visually Impaired•Etc.


You have been officially graduation “projected” into the

21st century!

Have a safe trip Home!

Contact:

Elissa Brown

919-807-3987

[email protected]

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Future Ready Schools North Carolina Graduation Project Implementation Guide Overview.

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