rise to the challenge: creating a high-stakes graduation project program to demonstrate excellence...

Rise to the Challenge:

Creating a High-Stakes Graduation Project Program to Demonstrate Excellence in Information Literacy and

Independent Learning

Michelle Fossum & Linda Savido.City Charter High School, Pittsburgh PA

www.cityhigh.org

SENIOR GRAD PROJECT @ City High

• Requirement for Graduation from City High• 4 Major Components

– Oral component (Presentation)– Written component (Literature Review)– Technological component (Website)– Active component (Project/activity)

• Students self-select topic based on interest, hobby, career path

City Charter High School

City High Core Beliefs

• Individual responsibility for learning.• Continuous challenge.• Connections to the real world. • Personal Academic Connections. • Safe and caring environment. • Collaboration.

RESEARCH @ CITY HIGH

The Research class will be “an integrated and interdisciplinary activity where students take the skills and knowledge learned in the other content

areas and apply them to a research project.”

City Charter High School Charter Application, November 2001

Research @ City High

• 4 Research Teachers• Grades 9/10:

– Research classes taught by certified Research teachers

– Research skill development– Ground research in topics from curriculum areas

• Grades 11/12: – Design, research and execute a Graduation

Project– Research teacher = “Project Manager”

Research Standards @ City High

– PA Standards of Reading/Writing/Speaking– AASL: Information Literacy Standards– National Education Technology Standards

Research 9/10

Research 9• 2 hr. block• Team-taught by two

Research teachers• General research process

skills introduced and practiced

• Focus on connection with Cultural Literacy classes (English/Social Studies)

Research 10• 2 hr. block• Team-taught by two

Research teachers• Research skills practiced

and perfected• Content based on

Epidemiology/The Hot Zone• Focus on connection with

Science and Math classes

Research Process

• Defining– Questioning strategies

• Locating– Types of sources

(primary/secondary)– Online searching strategies– Accessing/using databases

• Selecting – Website evaluation

• Organizing– Note-taking– Citations– Paraphrasing/using direct quotes– Outlining

• Creating– Visual presentations– Websites– Action plan development– Written research papers– Presentation technique

• Evaluating– Editing work– Self and peer evaluations

GRAD PROJECT

11TH- 12TH GRADE

11th Grade

• Area of interest• Prior knowledge • Self-selected vs.

Teacher-directed• Create Letter of Intent

Topic Selection

• Notes• Interview• Annotated Bibliography• Outline

Background Research • Proposal

• Timeline

Action Plan Development

12th Grade

• Rough Draft• Peer-edit• Self-edit• Teacher edit• Works Cited

Literature Review

• FAQs• Sources• Multimedia

Website • Documentation• Timeline followed

Project Execution

• Powerpoint• Dramatic introduction• Use of multimedia• Multiple practices

Oral Presentation

Topic Selection

• 2 week period• Brainstorming sessions• Online browsing• Topic development activities• Current Events• LETTER OF INTENT

– Approved, Not Approved, Not There Yet

Essential/Foundation Questions

GOAL: Literature Review

9th Grade• Pittsburgh

Places• Decades

10th Grade• Disease

Project• Debate

Graduation Project (Grades 11-12)• Foundation Questions• Notes• Annotated Bibliography• Literature Review

• Questioning strategies• Note-taking• Creating Questions• Documenting Sources• Outlining• Research writing• Editing

Background Research

Sources– 13+ sources total

• 1+ book• 1+ interview• 1+ primary source (chart, data, video, etc.)• 10+ websites

– 3 sources per foundation/research question

Notes– 8+ research questions developed by student– 10+ detailed notes per question

Literature Review Requirements

– At least one paragraph per research question– In-text citation throughout– Strong introduction– Emphasis on “objective” research writing and

elimination of 1st person subjective writing

GOAL: Website

9th Grade• Decades• Independent

Project

10th Grade• Disease

websites• Powerpoint

on Hot Zone background

Graduation Project (Grades 11-12)• Blogging progress• Development of

Electronic Portfolio• Grad Project Website

• Technology curriculum gives background in multimedia, Photoshop, Dreamweaver

• Use of technology infused throughout all areas of curriculum

• Students create blogs to document progress

Website Requirements

– Document all sources used in project– Highlight use of multimedia– Present research in form of FAQ’s– Demonstrate proficiency in use of technology

GOAL: Action Component

10th Grade• Emergency

Preparedness Plan• Public Service

Announcement

Graduation Project (Grades 11-12)• Action Plan

Timeline• Action Plan

Proposal• Execution of

Action Plan

• Development of action plans

Action Plan Development

• “Active learning”• Learn a new skill, develop a program,

participate with an organization• Can be developed through internship

experience• All aspects must be documented

Action Plan Examples

Research Topic Product

Web Design Created YouTube tutorials on how to use Dreamweaver to create a website

Importance of physical education in schools

Organized a Field Day to promote physical activity in youth

Public art Design and create a mural in a local coffee shop

Depression in teens Write and perform a monologue at student Art Show about a teen suffering from depression

Action Plan Assessment

• Flexible rubric to allow for different types of projects

• Looks at 3 components:– Planning– Execution– Impact/Effect

GOAL: Oral Presentation

9th Grade• Independent

Project Presentation

10th Grade• Debate

Graduation Project (Grades 11-12)• 11th Grade Action Plan

Proposal Presentation• Final Oral Presentation

for outside panel

• Presentation techniques• Public speaking skills

Oral Presentations - Content

• 20-30 minute presentation with time for questions

• Highlighting multimedia aspects of project• Demonstrates content knowledge and

documentation of product

Oral Presentations - Management

• 3-5 panelists per presentations• Panelists compiled through Internship office• Afternoons during Final Exam days

CITY HIGH GRADUATION PROJECTS

MANAGEMENT & ASSESSMENT

Staffing

• 1 Research Teacher• 1 Technology teacher• 1 support staff (Research teacher, Teaching

Associate, or Special Education teacher)

Independent Learning

• 12th Grade Independent Learning model• Weekly Progress grades• Independent Learning rubric

Assessment

• Oral Presentation (20%)• Literature Review (20%)• Website/Electronic Portfolio (20%)• Action Plan/Tangible Product (10%)• Weekly Progress (20%)• Project Reflections (5%)• 11th Grade Final Grade (5%)

Assessment issues

• Final grade > 70% • Attendance issues• Failing grades will retake class following year

until relevant areas are proficient

Next Steps

• Archive presentations/student work• Awards to recognize excellence• New Senior Year model – can students

complete their project in 1-3 trimesters?• Improve quality of informational writing

IT IS A MIRACLE THAT CURIOSITY SURVIVES FORMAL EDUCATION.

ALBERT EINSTEIN

Rethinking Senior Year

The “primary goal of high schools should be graduating students who are ready (and eager) to learn more, capable of thinking

critically, and comfortable with the ambiguities of the problem-solving process.”

National Commission on the High School Senior Year, 2001

Senior Project Development

• 1994: SERVE, Senior Project Program– Multiple studies (1998-2000) indicated

effectiveness of program• 2001: National Commission on the High

School Senior Year• Gifted Programs, Enrichment Triad Model

(Renzulli)• Senior Project Center

(www.seniorproject.net)

Increasing Use of Senior Projects

• Over 25 states require a culminating project

• Often alternatives to exit exams• PA State Board of Education

Each school district, including charter schools, shall specify requirements for graduation in their strategic plan. Requirements shall include course completion and grades, completion of a Culminating Project, and results of local assessments aligned with the academic standards.

The purpose of the culminating project is to assure that students are able to apply, analyze, synthesize, and evaluate information and communicate significant knowledge and understanding.

Senior Projects - Rationale

• 3 R’s of Education: “Rigor, relevance, relationships”• Demonstrate proficiency in written, verbal, research

skills• Combat “senioritis” through engagement in self-

selected project• Improve student resiliency through long-term

planning and execution of project• Importance of Active Learning - Learning by doing

Best Practices

Based on research and implementation at City High, an effective Graduation Project program should:

• Make the LMS (Teacher-Librarian) and essential part of the project

• Evaluate essential high school goals– Time management– Writing– Research– Public speaking

Best Practices

Based on research and implementation at City High, an effective Graduation Project program should:

• Be mandatory for all students of all levels• Be described on transcript and available for college

admissions/potential employers• Use rubrics to ensure consistency in assessment• Incorporate balance in project components so all students can

find success

Best Practices

Based on research and implementation at City High, an effective Graduation Project program should:

• Be supported by all school stakeholders• Incorporate faculty and staff members from all disciplines,

especially technology support• Integrate mentors/community members• Include documentation of student’s process

DESIGNING YOUR GRADUATION PROJECT

PROGRAM

ISSUES TO CONSIDER

Topics

• Controversial issues• Career/service learning• Not too broad or too narrow• Can be developed into an action plan

Scheduling

• Structure: 1 – 4 years• Class time: Independent or part of a core subject

area• Staffing

– LMS– English/Social Studies teacher

• Stand-alone course – can use Web 2.0 tools for asynchronous learning

• Independent Learning – in class or scheduled library time

Assessment

• Rubrics• Pass/fail• High-stakes/low-stakes• Individual grade or part of another course• Use of outside evaluators

Documentation

• Documentation of action plan• Use of multimedia

Independent Learning

• Keeping track• Use of rubrics

Panelists

• Maintain current contact list• Community members• Retired teachers• Teachers from other grade level teams

Students with Special Needs

• Research at ability level• Able to engage in a topic of interest• Technology aspects

TIME TO DESIGN YOUR OWN!

https://sites.google.com/site/cityhighgraduationproject/

http://bit.ly/cityhighgp

Works Cited Brandenburg, Emily S. "Senior Project - Getting Back to the 3 R's: Rigor, Relevance and Relationships."

Thesis. University of North Carolina Wilmington, 2005. Web. 9 Sept. 2011. <libres.uncg.edu/ir/uncw/f/bradenburge2005-1.pdf>.

City High Graduation Project. City Charter High School, 2011. Web. <https://sites.google.com/site/cityhighgraduationproject/>.

O’Sullivan, Michael K. and Kim B Dallas. “A Collaborative approach to implementing 21st Century skills in a High school senior research class.”  Education Libraries 33.1 (2010) : 3-9.

Renzulli, Joseph S., and Sally M. Reis. "Schoolwide Enrichment Model." Neag Center for Gifted Education and Talent Development. University of Connecticut. Web. 2 Oct. 2011. <http://www.gifted.uconn.edu/sem/semexec.html>.

Senior Project Center. Partnership for Dynamic Learning, Inc., 2011. Web. 1 Sept. 2011. <http://www.seniorproject.net/>.

Shaunessy, Elizabeth. "The Senior Project and Gifted Education." Gifted Child Today 27.3 (2004): 38-51. Print.

Compiled by Michelle Fossum and Linda Savido, City Charter High Schoolwww.cityhigh.orgBit.ly/cityhighgp