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

Introduction Chapter One: Overview 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

Chapter One: Overview 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

Chapter One: Overview 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 A list of preparations are provided on page 10 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

Chapter One: Overview Roles and Responsibilities 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

Chapter One: Overview Roles and Responsibilities 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)

School Level (continued) 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)

Chapter One: Overview Roles and Responsibilities Community-Level Parents must be attentive and involved throughout the process and may play different roles on various committees

Chapter One: Overview 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

Chapter One: Overview Roles and Responsibilities 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

Chapter One: Overview Roles and Responsibilities Community Level (continued) 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

Chapter One: Overview 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.

Chapter One: Overview Roles and Responsibilities Community Level (continued) 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

Chapter Two:Educational Foundation Middle Grades Scaffolding Successful middle grades programs build the foundation to complete the Graduation Project

Chapter Two:Educational Foundation Middle Grades Scaffolding GP skills have been addressed and expanded for the Middle Grades on pages 23&24

Chapter Two:Educational Foundation Middle Grades Scaffolding 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

Chapter Two:Educational Foundation 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

Chapter Four: Options for Completing the NCGP 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

Chapter Four: Options for Completing the NCGP Service Learning Five basic steps are to Brainstorm Focus Implement Evaluation Reflection

Chapter Four: Options for Completing the NCGP 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

Chapter Four: Options for Completing the NCGP 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 ACTIVITY Select 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.

Contact: Elissa Brown 919-807-3987 ebrown@dpi.state.nc.us You have been officially graduation “projected” into the 21st century! Have a safe trip Home! Contact: Elissa Brown 919-807-3987 ebrown@dpi.state.nc.us