Set up a group project with roles, checkpoints and fair grading

Set up the group project below for {{students}}, so that every group knows what to do and when, the work is shared fairly, and I can grade each student's contribution as well as the group's result. I will hand the student-facing parts out in class.

The project, and what it should show students can do:
"""
{{project_brief}}
"""

Group size and number of groups: {{group_setup}}
Time available, in class and outside it: {{timeline}}
How the project counts toward the grade: {{grade_weight}}
Problems I have had with group projects before: {{past_problems}}

Produce:
1. Student brief, under 300 words: the task, the final product, the due dates as placeholders, and how it will be graded.
2. Roles: {{role_count}} roles, each with its responsibilities in 2 to 3 bullets, chosen so that every role does real work on the final product rather than only note-taking or timekeeping.
3. Checkpoints: a table with the columns Checkpoint, Due (week or session number), What groups hand in, What I check, so problems show up early.
4. Grading: how the group grade and the individual grade combine, with the share of each, and a short rubric for each part in a table.
5. Contribution evidence: how students show who did what, such as a task log, plus a short peer and self assessment with 4 questions, written out.
6. When a group has problems: steps students follow if someone is not contributing, before it reaches me.

A good setup lets a student who does the work get credit for it even if a teammate does not. Address each of the past problems I listed somewhere in the setup, and say where.

For example, the form of a peer assessment question: "Name one thing [teammate] contributed that the project would have been weaker without." This example shows the form only.

Avoid grading methods where one student's absence lowers everyone's grade with no recourse, and keep peer ratings to a small share of the individual grade, because they can turn into popularity votes. Use the project and objectives as I describe them; do not add requirements. If the time available looks too short for the product, say so and suggest what to cut. If my brief does not say what the project should show students can do, ask me for that first, since the rubric depends on it.