mumfordmustangs.weebly.commumfordmustangs.weebly.com/uploads/3/7/8/8/378886… · Web viewAll 12th grade students in the EAA will be required to present a portfolio of work that demonstrates

OverviewAll 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.

What’s Expected of YouThe Basic Structure - The portfolio defense system is divided into two main parts: 1) the Portfolio and 2) the Defense.

The relationship between the portfolio and the defense is similar to the relationship between a resume and a job interview.

The resume describes what you can do on paper, and it can be reviewed independently, ahead of time and without you in the room.

The job interview, in contrast, is a live event, providing the opportunity for you to expand upon what’s in the resume, and for the interviewer to learn things about you that cannot be communicated on paper.

The Portfolio The Defense

SENIOR PORTFOLIO AND DEFENSE

Education Achievement Authority

Your portfolio will contain both required and optional documents/artifacts

Required Components Essay of Introduction and Personal

Statement Community Impact Project Mathematics Artifact & Reflection Literacy Artifact & Reflection Science Artifact & Reflection

Optional Components Personal Interest Product/Project &

Reflection Community Service Project & Reflection Post-Secondary Research Resume Letter of Recommendation

The defense is a live event before a panel of evaluators. You make the case that you are ready to

move on to the next level — graduating from high school.

As with any argument, you must cite evidence to support your claims. In this case, you cite evidence from your portfolio.

Based on the strength of your presentation, the panel—teachers, administrators, community members, mentees and/or industry professionals—makes a decision that you have passed or that you have room for improvement and need to make another attempt.

The Portfolio

Required Components

I. Essay of Introduction & Personal StatementMany applications will ask you to attach a personal statement of your education and career goals (including reasons for your choice of college & 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.

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.

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?



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?

II. Community Impact ProjectThis project is the culmination of students’ work in the core content areas.

It requires students to identify a real-world problem or issue in the community and propose a solution to their identified problem.

Students will use their work in multiple content areas as tools to develop a comprehensive plan.

Work over the course of the year will provide students with existing material to reference as they identify their problem and potential solution(s).

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.

This project requires students to:

1. Use a previously self-identified societal problem, or use one provided by the teacher. 2. Research new and existing explanations or solutions to the identified problem,

incorporating various forms of evidence representing multiple perspectives. 3. Analyze patterns in qualitative or quantitative data to support or reject specific solutions

found. 4. Synthesize their research in order to identify solutions to the problem, accounting for

conflicting evidence, biases, inconsistencies, and inferences. 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.

6. Identify resources to support your potential solution (community organizations, adults)7. Research other communities that have incorporated successful solutions to similar

problems, referring explicitly to quantitative and qualitative evidence that prove their



success 8. Justify their solution using data and examples from other communities, referring explicitly

to causal and correlative relationships in data. 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.

OPTIONAL: Community services project and reflection can be added to this project

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.

III. Artifacts & Reflections Mathematics Literacy Science

Artifacts should be chosen by you to demonstrate your skills and college and career readiness. The core content artifacts (Math, Literacy and Science) should:

Represent your highest level of mastery and demonstrate your growth in Common Core State Standards and readiness to graduate from high school.

Sample artifacts include



o multiple samples of your best work (beginning to end of year), o assessmentso data from assessments, etc.

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.

Optional Components (choose 1)

I. Personal Interest Product/ProjectChoose 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:

Academic—Study 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 “Idiot’s Guide to . . ..”

Production—Make something. Examples of products: Build a radio. Rebuild a bike. Illustrate a children’s 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.

Hobby—Develop a new interest or take an existing hobby to new levels. Examples of products: Use the potter’s 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.

Performance—Plan, 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.

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.

Technology—Develop 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.

Career—Explore 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 you’re 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 product—pictures and/or notes would be acceptable.

Physical—Improve 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.

OR

II. Community Service Reflection 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.

Example Service Learning Projects: Volunteer for a weekend at the animal shelter/hospital Create a recycling or cleanup program at your school Volunteer at a senior citizen home Lead a coat drive/can food drive Serve food at the Capuchin Soup Kitchen Create and donate gift baskets for a needy family Beautify the school

OR

III. Post-Secondary Research Research and provide evidence of your application to two post-secondary programs

(College/University, trade school or certificate program)



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?

Provide evidence of completed FAFSA

OR

IV. Resume Create a resume that captures your education, skills, work experience and accomplishments

OR

V. Letter of RecommendationProvide one letter of recommendation from a teacher, counselor, or community member. Many of your college applications will require letters of recommendation.

Calendar of Portfolio Days



2016-2017

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

IMPORTANT DATES FOR SENIORS:

Part 1 CompletedProposal created for Community Impact Project Tuesday, January 17

Name of Project:______________________________________________________________________________________________

Progress check-in with Advisor Friday, February 3 Draft of Community Impact Project DueOptional Project Identified

Progress check-in with Advisor Friday, March 17Artifacts DueOptional Project Due

Senior Portfolios must be turned into Advisor Friday, April 14

Staff will return Graded Portfolios to Students Friday, May 5

Practice Senior Defense Presentation To be determined by Teacher

Corrected Senior Portfolios are due Monday, May 15

Senior Defense will be presented to a panel May 22 – June 9



Senior Defense

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.

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?

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 won’t have time within the 10 -15 minutes you have to speak. More importantly, repeating what is in your portfolio won’t answer the question above.

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.

Basic Requirements of the Defense 10 to 15 minutes Student must show evidence of both growth and graduation readiness by referencing at

least 2 - 3 artifacts from the portfolio. Your PowerPoint or Prezi should be mostly visuals and bulleted key points. The majority of your presentation is verbal.

Tips for a Successful Defense 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. Talk about how you’ve grown as a contributor to your community. Stories of growth are

compelling to audiences because your honesty invites trust. Cite evidence of your growth by comparing points in time.

Learning experiences that changed your perspective or attitude always make for powerful stories. A great technique for defense is to explain how you arrived at a new and deeper understanding of a particular skill or during the completion of one of your projects.



Don’t hesitate to include additional evidence from outside of your portfolio if it helps you to make your case.

How the Defense Works In May/June, you will defend your portfolio before a panel of evaluators. This is an

opportunity for you to demonstrate your ability to design a coherent and engaging presentation, to confidently engage an audience for a sustained length of time, to speak extemporaneously, to listen and respond to questions. You should inject some creativity into your presentation.

It is also an opportunity for the panel to ask you to elaborate on what is in the portfolio. You will need to answer questions that won’t be provided to you ahead of time. This is why it’s important to select work that you care about and know deeply.

Your defense will be scheduled for a 30 minute time slot, during which you will stand at the front of a room and make your presentation with your supporting visual imagery. The 30 minutes will break down as follow:

Element TimeYour presentation 10 – 15 minutesQuestion & Answer with panel 5 minutesPanel Deliberation 5 minutesFeedback & wrap-up 5 minutes

Who is on your panel? You will make your presentation to a panel of evaluators. Their job is to review your portfolio beforehand, listen carefully to your defense, ask you questions during the question and answer session, assess your performance with the rubric, and provide you with feedback on your strengths and weaknesses.

Your panel will be comprised of teachers, administrators, community members, mentees and/or industry professionals

How you are evaluated? The panel will also use a rubric to measure the quality of your defense. This rubric will measure your preparation and the quality of your presentation skills.

After your Q&A session, you will leave the room, and for five minutes the panelists will discuss your performance and reach consensus on how to score you on the defense rubric.



At the end of their deliberations, the panelists will invite you back into the room. After giving you detailed feedback on the strengths and weaknesses of your performance, the panelists will let you know whether or not you passed your defense.

What happens if you don’t pass your defense? If you do not pass your defense, you are asked to “resubmit.” You will be given a chance to make improvements to your presentation, based on the feedback you have received, and you will try again within 2 weeks.

If you do not pass your second attempt, you will have the opportunity for a third try, at a time to be determined with your teachers.

Not passing is of course disappointing but is by no means the end of the world. Many accomplished students have been asked to resubmit their defense. Those who attend to the feedback and suggestions for improvement almost always pass on their second attempt. Most students who resubmit feel proud of the improvements they’ve made and ultimately view the whole thing as a valuable learning experience.

If you fail to complete your Senior Defense and Portfolio you will be unable to participate in graduation ceremonies.



SAMPLE RESUME

Joe Student1234 W. Main St.Detroit, MI 48227

[email protected](313) 123-4567

Goal Statement

I would like to attend the local community college for two years and then transfer to a four-year college to major in business administration.

Education: September 1994 to Present Woodlake High School

400 W. Whitney Ave.Detroit, MI 48234(313) 564-3707 Will graduate in June 2016

Special Skills and Abilities Bilingual: Spanish/EnglishLotus Word perfect 7.0 T-Cove Child Care Certified

Work Experience:Summer, 2006 Golf Caddie

Woodlake Country Club 12345 W. Whitesbridge RoadSouthfield, MI 48334



Awards Member of: JROTCWUHS Choir Varsity Basketball and Softball, most valuable player, Renaissance

Interests and Activity Midnight GolfVarsity Basketball Tennis Future Leaders of Tomorrow

Personal References:

Bob Smith Mary Majors Joe CoolTeacher Manager Dean of StudentsBravo Preschool Woodlake County Club Woodlake High School123 Valencia Blvd. 12345 W. Whitbridge Road 400 W. WhitneyDetroit, MI 48234 Southfield, MI 48222 Detroit, MI 48234(313) 555-5555 (313) 564-0000 (559) 564-3307

Sample Essay of Introduction

“Que?” That was all I said when I moved into the United States from Mexico. I felt like a rabbit that had been yanked out of my secure hole and brought into a whole different world where I was the outcast. Back in Mexico my English vocabulary consisted of about fifteen words. Back in Mexico I thought that was a lot, but when I came into this country, boy did I find out I was wrong! My self-esteem had just been squashed to a microscopic size.

Fortunately I have recovered from the shock. I am now ranked two in my class and I have learned the English language so well that I shock most people when they learn that I am of Mexican origin. I have also learned to “socialize” with the community. I have regained enough confidence in myself that I have started to run for office in clubs and organizations. I am proud to say that I have successfully made a comeback from my childhood trauma.

I am currently Woodlake FHA’s Secretary and CSF’s Treasurer. The activity that took up most of my time in school was Woodlake High’s Annual Career Day. I was CO-Chairperson. This job took a lot time and organizational skills. There was even a time when I thought that all the hard work was not going to come together for Career Day, but it did. Currently I am working for a second time as a Catechism aide for my church. This is a volunteer job where all the teachers and teacher aides come together and teach the children about the church and God. I volunteered for this because it gave me a way to participate in the church, but most of all, it enabled me to be with the



children. I must admit my favorite time is feeling the children hug me and yell “Teacher, Teacher!” when they see me coming.

My peers see me as an “environmental freak,” and in a way I understand their point of view. In one way or another I am always bringing up the environment and how the abuse of the environment affects the animals that live in it. My number one concern is the cruelty toward animals. This has caused me to become a vegetarian since a very young age. I also have a deep love for children from the ages of two to seven. It is a wonderful feeling to be admired by them, and just talking to them and spending time with them is a pleasure all by itself.

As I look into my future and try to find a path for my life, I find myself unable to do so. There are so many choices to choose from that I have been unable to find one that is perfect for me or that fulfills my goals. What are my goals? Well, what I am looking for is a job that will enable me to help my community. I want to leave a mark in this world in one way or another. It doesn’t matter if it is worldwide or just between person and me. I just don’t want to leave this world without having something to show for it. I have so many dreams and there are so many choices. Still, I am unable to find the one that is right for me. I expect that my future experiences at college will help me grow emotionally so that finally I will be able to clear my mind and follow the path that I yearn to follow.

Sample Personal Statement (Autobiography)

Many applications will ask you to attach a personal statement of your education and career goals (including reasons for your choice of college & career goal). You will need to provide information about yourself that you feel will be helpful in determining your eligibility to receive a scholarship. See the following for ideas on writing your personal statement. Your personal statement should not be longer than 1-½ pages in length.

Tips on Writing a Personal StatementParagraph 1



Start by introducing yourself. Share information about you, your family/home life, special influences

Paragraph 2 School performance- Discuss your involvement in academic studies, those areas you

especially excel in; your grades and reasons for low grades, if any. List all extracurricular, leadership, community service, and/or outside community activities that you have participated in, particularly those that have influenced you the most.

Paragraph 3 College plans, Discuss you reason for pursuing a college Education; identify what you plan

to study in college (major) and why you are selecting this field of study; you may also want to tell us why you selected the college(s) that you have interest in applying to.

Paragraph 4 Careers plans, after completing your college education. Describe your plans, i.e., jobs you

plan to seek, where you plan to live, community/civic involvements, etc.

Paragraph 5 Closing statement-Add anything else that you think would be important for one to know

about you, or state reasons why you think you are a worthy candidate for the scholarship or program that you are applying to.



Senior Defense Rubric

SCORING DOMAIN ADV ANCED PROFICIENT DEVELOPING EMERGING

DEPTH OF

UNDERSTANDING

How specifically and completely have I reflected on the ways in which I’ve demonstrated the Student Learning Outcomes?

Demonstrates complex and/or original thinking about Student Learning Outcomes, which includes areas for growth.

Clearly articulates progress as an EAA student and identifies next steps to continue growth in specific Student Learning Outcomes.

Evidence is carefully chosen and skillfully cited to make convincing claims.

Demonstrates thoughtful and detailed understanding of Student Learning Outcomes

Includes explanation of personal progress and mentions areas of growth in Student Learning Outcomes.

Explains next steps in future growth

Evidence is consistently and accurately cited to support claims.

Demonstrates general or surface level understanding of Student Learning Outcomes

Mentions personal growth but lacks connection to evidence provided

Next steps are identified but are surface level

Evidence is cited to support claims, though inconsistently or insufficiently.

Demonstrates incomplete, inaccurate, and/or insufficient understanding of the Student Learning Outcomes

Lacks next steps

Evidence is minimally drawn upon or inaccurately cited.

PREPARATION

How well does my defense presentation reflect effort and attention to quality?

Portfolio and presentation reflect impressive effort and proud attention to detail (e.g. grammar/spelling, graphic design, formatting, prepared notes, etc.)

Components demonstrate rhetorical craft (e.g. an engaging introduction, a creatively sequenced body, effective transitions, and an insightful conclusion).

Presentation includes image and/or media and evidence that supports panel’s understanding of how each portfolio item

Portfolio and presentation reflect consistent effort and attention to detail (e.g. grammar/spelling, graphic design, formatting, prepared notes, etc.)

All components are logically organized, with good use of transitions and attention to audience/reader expectations (e.g. intro, body, conclusion).

Presentation includes images and/or media and evidence that supports panel’s understanding of how each portfolio item

Portfolio and presentation reflect inconsistent effort and attention to detail (e.g. grammar/spelling, graphic design, formatting, prepared notes, etc.)

Presentation has structure, but room for greater organizational clarity (e.g. transitions, sequencing)

Presentations is visually appealing but there is limited connection to Student Learning Outcomes

Portfolio and presentation reflect minimal effort and attention to detail (e.g. grammar/spelling, graphic design, formatting, prepared notes, etc.)

A lack of organization makes it difficult to follow ideas in the portfolio and/or the presentation.



SCORING DOMAIN ADV ANCED PROFICIENT DEVELOPING EMERGING

demonstrates proficiency in the Student Learning Outcomes.

demonstrates proficiency in the Student Learning Outcomes.

ORAL

PRESENTATION SKILLS

How effectively am I speaking to my audience during my presentation?

Engages audience through command of presentation skills, including body posture, language, eye contact, voice and timing that keep the audience engaged.

Uses sophisticated and varied language that is suited to the occasion and audience.

Responses to questions are thoughtful, demonstrating an in--depth understanding of the topic.

Demonstrates a practiced and competent use of presentation skills, including body posture, language, eye contact, voice and timing.

Uses appropriate language that is suited to the occasion and audience.

Responds confidently to questions and demonstrates a command of the topic.

Makes partial use of presentation skills, including body posture, language, eye contact, voice and timing.

Uses language that is at times unsuited to the occasion and audience.

Responses to questions are limited and demonstrate a partial command the topic.

Makes minimal use of presentation skills, including body posture, language, eye contact, voice and timing.

Uses language that is unsuited to the occasion and audience.

Responses to questions are vague and demonstrate a minimal command of the topic.



Documents

mumfordmustangs.weebly.commumfordmustangs.weebly.com/uploads/3/7/8/8/378886… · Web viewAll 12th grade students in the EAA will be required to present a portfolio of work that demonstrates