1. North Carolina Graduation Project Implementation Guide
Overview

2. Guide will be available:
On the DPI NC Graduation Project Website at
Will be sent to high school and middle school principals and central office staff
Available from the NCDPI Publications Office

3. 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

4. Guide has Five Chapters and Eight appendices
Developed by the Division of Middle and Secondary Education
To assist schools with implementing the NCGP process

5. 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

6. Introduction Chapter One: Overview
NCGP is a performance-based exit assessment
NCGP may be an exit standard determined at the LEA level.

7. 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

8. 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

9. 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

10. Chapter One: Overview Introduction Consist of four components
Research paper
Product
Portfolio
Oral presentation
Note: Students must complete all four

11. 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.

12. Research Paper May use either of two annotation styles
American Psychological Association (APA) or
Modern Language Association (MLA)

13. Research Paper Students
Choose an area of interest
Focus on a specific topic
Topic should be approved by a school-based committee

14. 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

15. 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

16. 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

17. 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

18. 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

19. Oral Presentation Is a culmination of the NCGP Should:
Demonstrate public speaking skills
Deliver accurate, credible information on the topic

20. 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

21. 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

22. Chapter One: Overview Roles and Responsibilities
Are suggested not mandated
For the:
District
School &
Community Level

23. 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.

24. May establish a District NCGP Committee
Ensure statewide intent is followed
Concept continuity within the system
List of suggested duties on page 11

25. 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)

26. 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

27. 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)

28. 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

29. 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)

30. 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

31. 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

32. 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

33. 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

34. 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.

35. 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

36. 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

37. 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

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

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

40. 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

41. 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

42. 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

43. 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

44. 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

45. 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

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

47. 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

48. 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

49. 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

50. 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

51. 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

52. 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

53. 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

54. Appendix C: Skills Matrices
One for each discipline
Shows relationship between SCS goals and objectives 6-12 with Graduation Project Skills

55. Appendix D: Promoting the NCGP
Ideas for ways to promote and support the NCGP (pages ) for:
Districts
Schools
Students
Parents
Community-at-large

56. 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

57. Appendix E: Frequently Asked Questions
Questions related to:
Process
Policy
Grading and Benchmarks

58. 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”

59. 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.

60. Appendix G: Resources Such as: 21st Century Learning Research Process
Questioning
Evaluating Sources
Copyright
Note Taking
Reflection
Career and Technical Education

61. Appendix H: References
To:
SBE Policy Manual
URLs to SCS for Each Discipline
Senior Project Center
Partnership for Dynamic Learning

62. Appendix I: Reference for Diverse Learners
Differentiated Instruction
Literacy & Reading
Web Resources
Academic interventions
Hearing or Visually Impaired
Etc.

63. 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