?· Web viewAll 12th grade students in the EAA will be required to present a portfolio of work that…

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<p>[Type text]</p> <p> SENIOR PORTFOLIO AND DEFENSE</p> <p>Education Achievement Authority</p> <p>Overview</p> <p>All 12th grade students in the EAA will be required to present a portfolio of work that demonstrates you have developed the skills and knowledge necessary for graduation. You will also deliver a public defense of your portfolio before a panel, making the case that you are ready for the next stage of your education. </p> <p>Whats Expected of You</p> <p>The Basic Structure - The portfolio defense system is divided into two main parts: 1) the Portfolio and 2) the Defense. </p> <p>The relationship between the portfolio and the defense is similar to the relationship between a resume and a job interview. </p> <p> The resume describes what you can do on paper, and it can be reviewed independently, ahead of time and without you in the room.</p> <p> The job interview, in contrast, is a live event, providing the opportunity for you to expand upon whats in the resume, and for the interviewer to learn things about you that cannot be communicated on paper. </p> <p>The Portfolio</p> <p>The Defense</p> <p>Your portfolio will contain both required and optional documents/artifacts</p> <p>Required Components</p> <p> Essay of Introduction and Personal Statement </p> <p> Community Impact Project </p> <p> Mathematics Artifact &amp; Reflection</p> <p> Literacy Artifact &amp; Reflection</p> <p> Science Artifact &amp; Reflection</p> <p>Optional Components</p> <p> Personal Interest Product/Project &amp; Reflection</p> <p> Community Service Project &amp; Reflection </p> <p> Post-Secondary Research</p> <p> Resume</p> <p> Letter of Recommendation</p> <p>The defense is a live event before a panel of evaluators. </p> <p> You make the case that you are ready to move on to the next level graduating from high school. </p> <p> As with any argument, you must cite evidence to support your claims. In this case, you cite evidence from your portfolio. </p> <p> Based on the strength of your presentation, the panelteachers, administrators, community members, mentees and/or industry professionalsmakes a decision that you have passed or that you have room for improvement and need to make another attempt. </p> <p>The Portfolio</p> <p> Required Components</p> <p>I. Essay of Introduction &amp; Personal Statement</p> <p>Many applications will ask you to attach a personal statement of your education and career goals (including reasons for your choice of college &amp; career goal). You will need to provide information about yourself that you feel will be helpful in determining your eligibility to also receive a scholarship. </p> <p> Introduce yourself - Describe your goals for the future. What careers are you interested in? How much college do you want to attend? Discuss any factors which helped influence your career and educational decisions. </p> <p> Discuss your education and career goals What are your education (college) and career goals? Why did you choose these goals? Which classes have you taken that impact your career goals? Also, discuss any classes you have taken outside of school, such as: exercise classes at church; community classes, etc. How did these classes contribute to your goals?</p> <p> Discuss all activities you have participated in during your high school years - These can be in clubs and organizations, which are in or out of school. What community services projects have you done? What work experience do you have? Do you have any hobbies, sporting interests or collections? What have all these activities and awards contributed to making you the person you are?</p> <p>II. Community Impact Project</p> <p>This project is the culmination of students work in the core content areas. </p> <p> It requires students to identify a real-world problem or issue in the community and propose a solution to their identified problem. </p> <p> Students will use their work in multiple content areas as tools to develop a comprehensive plan. </p> <p> Work over the course of the year will provide students with existing material to reference as they identify their problem and potential solution(s). </p> <p> This includes an analysis of historical background, best practices and possible solutions, an analysis of statistical data, a justification of the significance of their problem, and a possible scientific solution to their problem. </p> <p>This project requires students to:</p> <p>1. Use a previously self-identified societal problem, or use one provided by the teacher. </p> <p>2. Research new and existing explanations or solutions to the identified problem, incorporating various forms of evidence representing multiple perspectives. </p> <p>3. Analyze patterns in qualitative or quantitative data to support or reject specific solutions found. </p> <p>4. Synthesize their research in order to identify solutions to the problem, accounting for conflicting evidence, biases, inconsistencies, and inferences. </p> <p>5. Explain their proposed solution and describe how it will be implemented in their community, analyzing potential challenges and resources needed for implementation. The student must assess counter-claims (and their validity) and describe how potential challenges are either invalid or can be overcome. </p> <p>6. Identify resources to support your potential solution (community organizations, adults)</p> <p>7. Research other communities that have incorporated successful solutions to similar problems, referring explicitly to quantitative and qualitative evidence that prove their success </p> <p>8. Justify their solution using data and examples from other communities, referring explicitly to causal and correlative relationships in data. </p> <p>9. Assess solutions that were not selected, and justify why their solution is superior to the others. They must specifically reference to the merits and flaws of their solution and those discarded. </p> <p>OPTIONAL: Community services project and reflection can be added to this project</p> <p>Sample Topic: A student may evaluate solutions to address the problem of lack of access to fresh produce in their community. First, they will research why this is a significant problem, and research other communities that have incorporated successful solutions, evaluating the successes of programs like urban agriculture, pop-up stores, produce delivery systems etc. They will develop definitions of success, deciding whether success should be measured by the distance to fresh produce, the quantity of produce available, the health outcomes of families etc. Using these definitions of success, they will then evaluate the success of their researched solutions by analyzing the outcomes for residents of the impacted cities, providing both qualitative and quantitative evidence to support their justification of the best solution. The student will then propose a solution, acknowledge solutions that were not chosen, and justify why their solution is superior to the others. They should use evidence from other cities, scientific and technical evidence, and other relevant research to support their argument. Lastly, they must analyze potential challenges to implementation of the solution, and describe how their proposed solution will be implemented in their community. </p> <p>III. Artifacts &amp; Reflections </p> <p> Mathematics</p> <p> Literacy</p> <p> Science</p> <p>Artifacts should be chosen by you to demonstrate your skills and college and career readiness. </p> <p>The core content artifacts (Math, Literacy and Science) should:</p> <p> Represent your highest level of mastery and demonstrate your growth in Common Core State Standards and readiness to graduate from high school. </p> <p> Sample artifacts include </p> <p> multiple samples of your best work (beginning to end of year), </p> <p> assessments</p> <p> data from assessments, etc.</p> <p>You must write a reflection about each artifact explaining how it demonstrates your mastery and growth of the content, and how the skills/knowledge will support your college and career aspirations.</p> <p>Optional Components (choose 1)</p> <p>I. Personal Interest Product/Project</p> <p>Choose a product/project to complete that is related to your personal/career interest. You can create your own product/project with approval from your teacher or select one of the following products/projects:</p> <p> AcademicStudy a subject not covered in school or go beyond the level a subject is covered. Examples of products: Plan a teaching unit and present it. Spend a day with a professor in the field. Read 5 classic novels and keep a readers journal. Research and write an article on the subject and submit it for publication in a journal. Study a person of historical significance and prepare a first-person performance in costume. Write an Idiots Guide to . . .. </p> <p> ProductionMake something. Examples of products: Build a radio. Rebuild a bike. Illustrate a childrens story. Produce and edit a song/film. Build a green house. Repair an old bike. Create a graphic novel or cartoon. Design and sew a prom dress. Build and dress a set for a play. De- sign and make a garden sculpture. Design and decorate a room. </p> <p> HobbyDevelop a new interest or take an existing hobby to new levels. Examples of products: Use the potters wheel to create a vase or sculpture. Build and fire a rocket. Build a model airplane. Learn how to mosaic a picture frame. Learn how to play a difficult song on the piano. Create an original design for your t-shirt. Start a business. </p> <p> PerformancePlan, practice, and perform for an audience. Examples of products: Plan and direct a fashion show. Act in a play for the community theater. Plan a senior recital to show your vocal or instrumental achievement. Create a public service announcement. Write and perform a stand-up comedy act. Organize and perform a reading of your creative writing. Direct and film a music video. </p> <p> Teaching or leadership-Step up and be a leader. Examples of products: Coach a Little League team. Teach a class session at a school. Chair a committee. Organize an Recycling activity. Lead a recreation activity at an assisted living facility. Organize an informational campaign. Start a program at your school. </p> <p> TechnologyDevelop your computer skills. Examples of products: Design and publish a web page. Build a computer. Organize a day for senior citizens to bring their computers for free troubleshooting and maintenance. Learn a new programming language and write a program for a simple game. </p> <p> CareerExplore a potential career. Examples of products: Do an internship. Research a career and shadow a person in the field. Interview a variety of people holding jobs youre interested in. Learn how to prepare income taxes. Spend an entire day helping an elementary teacher (duties, meetings, and all). You need to end up with a productpictures and/or notes would be acceptable. </p> <p> PhysicalImprove your physical prowess or fitness level. Examples of products: Run a marathon. Learn scuba diving. Earn a brown belt in karate. Start a fitness program. </p> <p>OR</p> <p>II. Community Service Reflection </p> <p>Complete a community service project either individually or in a group that is approved by your Advisory teacher. Following the project, write a 1- page reflection on the experience and the impact this had on your community. Many colleges and universities are looking for your leadership, talents, conduct, and diversity of experience. </p> <p>Example Service Learning Projects:</p> <p> Volunteer for a weekend at the animal shelter/hospital </p> <p> Create a recycling or cleanup program at your school</p> <p> Volunteer at a senior citizen home</p> <p> Lead a coat drive/can food drive</p> <p> Serve food at the Capuchin Soup Kitchen</p> <p> Create and donate gift baskets for a needy family</p> <p> Beautify the school</p> <p>OR</p> <p>III. Post-Secondary Research</p> <p> Research and provide evidence of your application to two post-secondary programs (College/University, trade school or certificate program)</p> <p> Describe the unique qualities that attract you to the specific undergraduate College/University or Program to which you have applied. How does the chosen curriculum support your interests?</p> <p> Provide evidence of completed FAFSA</p> <p>OR</p> <p>IV. Resume </p> <p>Create a resume that captures your education, skills, work experience and accomplishments</p> <p>OR</p> <p>V. Letter of Recommendation</p> <p>Provide one letter of recommendation from a teacher, counselor, or community member. Many of your college applications will require letters of recommendation.</p> <p>Calendar of Portfolio Days</p> <p>2016-2017</p> <p>You will be working on developing your senior portfolio and preparing you for your defense in advisory and during some core content classes. Schools should add specific dates </p> <p>IMPORTANT DATES FOR SENIORS:</p> <p>Part 1 Completed</p> <p>Proposal created for Community Impact ProjectTuesday, January 17</p> <p>Name of Project:______________________________________________________________________________________________</p> <p>Progress check-in with Advisor Friday, February 3 </p> <p>Draft of Community Impact Project Due</p> <p>Optional Project Identified</p> <p>Progress check-in with Advisor Friday, March 17</p> <p>Artifacts Due</p> <p>Optional Project Due</p> <p>Senior Portfolios must be turned into AdvisorFriday, April 14 </p> <p>Staff will return Graded Portfolios to StudentsFriday, May 5 </p> <p>Practice Senior Defense PresentationTo be determined by Teacher</p> <p>Corrected Senior Portfolios are dueMonday, May 15 </p> <p>Senior Defense will be presented to a panel May 22 June 9 </p> <p>Senior Defense</p> <p>Once you have completed your portfolio, you can turn your attention to preparing for your Senior Defense, which is an oral presentation you will make to a panel. You need to practice your presentation skills as you prepare for the public speaking aspect of the Senior Defense to ensure you have the best possible presentation. </p> <p>As discussed earlier, your portfolio and your defense are related but distinct. While your portfolio offers a general overview of your skills and your college readiness, your defense answers a more specific question: How am I college and career ready?</p> <p>In order to answer this question, your defense should draw from evidence in your portfolio, but you should not cover everything that is in your portfolio. For one, you wont have time within the 10 -15 minutes you have to speak. More importantly, repeating what is in your portfolio wont answer the question above. </p> <p>At your defense, the panelists are looking for you to say things that go beyond your portfolio, to tell the story of what you have learned, how you have grown, and how you have lived up to the responsibility of being part of your school. </p> <p>Basic Requirements of the Defense </p> <p> 10 to 15 minutes </p> <p> Student must show evidence of both growth and graduation readiness by referencing at least 2 - 3 artifacts from the portfolio.</p> <p> Your PowerPoint or Prezi should be mostly visuals and bulleted key points.</p> <p> The majority of your presentation is verbal. </p> <p>Tips for a Successful Defense </p> <p> Be specific. Put your work, your skills, and your contributions to the your community under a magnifying glass. When you cite evidence, take time to really present and explain it. </p> <p> Talk about how youve grown as a contributor to your co...</p>

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