CHCCS Grad Project

Category: Education

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North Carolina Graduation Project Implementation Guide: 

North Carolina Graduation Project Implementation Guide Overview

Guide is available:: 

Guide is available: On the DPI NC Graduation Project Website at Has been 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: 

Objectives of This Session First, to give an overview of the NCGP Second, To draft processes for CHCCS to get feedback

Guide has: 

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


NCGP is a performance-based exit assessment Effective with the entering 2006-2007 ninth graders (this year’s sophomores)


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


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


Overview 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


Overview NCGP consists of four components Research paper Product Portfolio Oral presentation Note: Students must complete all four


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 : 

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

Research Paper: 

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

Research Paper: 

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

Oral Presentation: 

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

Oral Presentation: 

Oral Presentation Students should be prepared to respond to questions. Process should be customized for each school and/or system.

GP Components: 

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: 

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


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: 

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


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)


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


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


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


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.


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

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