Graduation Project Overview
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Graduation Project Overview






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Graduation Project Overview Graduation Project Overview Presentation Transcript

  • Graduation Project Implementation Plan 2008-2009 Winston-Salem Forsyth County Schools Department of Instructional Services
  • The Big Picture
    • 2005
      • Department of Public Instruction mandated successful completion of a Graduation Project for the class of 2010 and beyond
    • 2006-7
      • WSFCS created the Graduation Project Program Specialist position
      • Small pilot implemented
    • 2007-8
      • Data collected and implementation recommendations determined
      • Several pilots implemented
    • 2008-9
      • All schools pilot
    • 2009-10
      • Full implementation as state requirement
  • The 7-Year Plan: Middle School
    • Students and teachers are aware of the Graduation Project
    • Students focus on foundation skills across the curriculum:
      • Writing skills: reflective writing, formal writing
      • Information skills: source identification and bias
      • Presentation skills: informal public speaking
      • Life skills: organization, time management, responsibility, leadership
    • Students explore possible topics through the curriculum
  • The 7-Year Plan: Grades 9 & 10
    • Students attend an orientation that introduces/reviews the components of the Graduation Project
    • Students focus on foundation skills across the curriculum
      • Formal writing skills: organization, source citation
      • Information skills: discriminating source identification, source evaluation
      • Presentation skills: formal and informal public speaking
      • Topic exploration
  • The 7-Year Plan: Grade 11
    • Students begin Graduation Project Portfolio
      • Explore and identify research topic and essential question
      • Write Letter of Intent, formal declaration of research topic and intended product
      • Complete preliminary forms for participation in Graduation Project
  • The 7-Year Plan: Grade 12
    • Students complete all components of the Graduation Project
      • Research Paper: 8-10 page paper
      • Portfolio: collection of assignments, forms, and logs
      • Product: 15-20 hour personal learning extension
      • Presentation: 8-10 minute speech
  • The Components: Research Paper
    • Students may revise research paper written for any class to meet Graduation Project criteria and standards
    • Students may write new paper on approved topic outside of class
    • Senior English teachers may integrate research paper into class time depending on needs of students
    • Students will be supported by English teachers and Faculty Advisors
    • Research papers will be evaluated using the NC Rubric by 3 faculty members
  • The Components: Product
    • Students will self-identify site/direction of the product
    • Students must produce tangible evidence (physical result, PowerPoint, scrapbook, etc.)
    • Students may log hours beginning the summer prior to their senior year
    • Database of potential mentors/sites being developed now (W-S Chamber of Commerce, United Way Women’s Leadership Council)
    • Products will be evaluated by 3 faculty members using the NC rubric during Senior Symposium
  • The Components: Portfolio
    • Students will complete assignments, forms, and logs to track progress
    • Faculty Advisors will monitor portfolio component closely
    • Portfolios will be evaluated by 3 faculty members using the NC rubric during Senior Symposium
  • The Components: Presentation
    • Students will combine research and experience in their presentations
    • Students will present their product as part of their speech
    • Students will be assessed by a panel of 3 trained evaluators using the NC rubric
    • Senior Boards will be held in December and April
  • The Support System: Graduation Project Coordinator
    • Organizes and facilitates the Graduation Project at the building level
    • Provides professional development for Faculty Advisors and training for presentation judges
    • Monitors participation of faculty and students
    • Secures judges for presentation evaluation
  • The Support System: Graduation Project School Committee
    • Supports implementation of the Graduation Project
    • Reviews Letters of Intent referred by Faculty Advisors
    • Supports efforts of the Graduation Project Coordinator
    • Consists of representatives from across the curriculum/school
  • The Support System: Faculty Advisors
    • Assigned to students during junior year
    • Assigned an “advisory” non-credit class through NC Wise to record the outcome (pass/fail) of the Graduation Project
    • Receive training on how to support Graduation Project components (including research conventions)
    • Support students throughout the Graduation Project process
    • Review advisees components prior to evaluation
    • Evaluate components according to NC Rubric (not work of Advisees)
  • The Support System: Community Mentors
    • Complete an application form
    • Represent expertise in the student’s area of interest
    • Are not a student’s immediate family member
    • Complete an evaluation of the student and verify attendance log
  • The Result
    • “ The function of education is to teach one to think intensively and to think critically... Intelligence plus character - that is the goal of true education.”
    • --Dr. Martin Luther King, Jr.
    • The Graduation Project can bring us one step closer to providing “true education.”
  • Questions?
    • Alexandra Hoskins, Program Specialist
      • [email_address]
      • 336.727.2358 ext.34216
    • Visit the WSFCS Graduation Project webpage