PUSD Graduate Portfolio & Defense - Marisa Sarian, Ph.D. @4marisaS Sofia Valadez-Paez @pusdpathways - Linked Learning Alliance

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PUSD Graduate Portfolio & Defense - Marisa Sarian, Ph.D. @4marisaS Sofia Valadez-Paez @pusdpathways - Linked Learning Alliance
PUSD Graduate Portfolio & Defense
          Marisa Sarian, Ph.D.   Sofia Valadez-Paez
          @4marisaS              @pusdpathways
PUSD Graduate Portfolio & Defense - Marisa Sarian, Ph.D. @4marisaS Sofia Valadez-Paez @pusdpathways - Linked Learning Alliance
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PUSD Graduate Portfolio & Defense - Marisa Sarian, Ph.D. @4marisaS Sofia Valadez-Paez @pusdpathways - Linked Learning Alliance
PUSD Graduate Portfolio & Defense - Marisa Sarian, Ph.D. @4marisaS Sofia Valadez-Paez @pusdpathways - Linked Learning Alliance
PUSD Graduate Portfolio & Defense - Marisa Sarian, Ph.D. @4marisaS Sofia Valadez-Paez @pusdpathways - Linked Learning Alliance
5                        “What gets measured, gets done”
                                                               •   Old way:
                                                                    – Teacher as Expert
                                                                    – ‘Content is King’
                                                                    – Assessment for
                                                                       evaluation
                                                                    – Standardized testing

                                                               •   New way:
                                                                    – Teacher as Learning
                                                                      Guide
                                                                    – Deeper Learning
                                                                      competencies*
                                                                    – Non-cognitive skills &
                                                                      mindset
                                                                    – Assessment for learning
                                                                    – Performance Assessment
    *http://www.hewlett.org/library/deeper-learning-defined/
PUSD Graduate Portfolio & Defense - Marisa Sarian, Ph.D. @4marisaS Sofia Valadez-Paez @pusdpathways - Linked Learning Alliance
PUSD Graduate Portfolio & Defense
6
    Part I: Graduate Defense
7   Defense drives school redesign
        Student Defense
                                  Portfolio

         Grad Profile
                               Project-Based
                                 Learning

        Site Coordinator      Performance
                              Assessments

          Advisory Systems

                             Cycles of Inquiry
PUSD Graduate Portfolio & Defense
8
    Part II: Defense of Learning:
    Oral Communication Presentation
Implementation
9
    Matrix
10
                             Site Coordinator Duties &
                             Responsibilities
                          2016/2017                                                        2017/2018                                                       2018/2019

   Attend 2hr. Meeting after school once a month                   Attend 2hr. Meeting after school once a month                  Attend 2hr. Meeting after school once a month
   Communicate expectations and outcomes w/ 9th ELA                Communicate expectations and outcomes w/ 9th ELA               Communicate expectations and outcomes w/ 9th ELA
    and 10th World History                                           and 10th World History                                          and 10th World History
   Become the expert on Graduate Portfolio and defense             Become the expert on Graduate Portfolio and defense            Become the expert on Graduate Portfolio and defense
    requirements (including: uploading evidence to                   requirements (including: uploading evidence to                  requirements (including: uploading evidence to
    Naviance)                                                        Naviance)                                                       Naviance)
   Assist AP to coordinate calibration of scoring w/ rubrics       Assist AP to coordinate calibration of scoring w/ rubrics      Assist AP to coordinate calibration of scoring w/ rubrics
   Communicate with teachers regarding the Matrix                  Communicate with teachers regarding the Matrix                 Communicate with teachers regarding the Matrix
    (Including assignments that need to be scored with               (Including assignments that need to be scored with              (Including assignments that need to be scored with
    portfolio rubrics                                                portfolio rubrics                                               portfolio rubrics
   Work with department chairs to create implementation            Work with department chairs to create implementation           Work with department chairs to create implementation
    guide for using Senior Defense rubrics                           guide for using Senior Defense rubrics                          guide for using Senior Defense rubrics
                                                                    Review uploaded materials from Naviance w/ AP and              Schedule Senior Presentations
                                                                     Dept. Chairs                                                   Organize Panel of Judges
                                                                    During extra prep period(s), schedule meetings w/ ALL
                                                                     11th graders to review portfolios (and create plan of
                                                                     action by the end of 1st semester)
                                                                    Meet w/ 11th grade students who were short at the end
                                                                     of 1st semester

                   Comprehensive High Schools                                      Comprehensive High Schools                                     Comprehensive High Schools
                   *$2,000 stipend p/semester                                      *$1,000 stipend p/semester                                      *$2,000 stipend p/semester
                                                                    *ONE release period per/200 students in the 12th grade                                    PLUS
                                                                                                                                        * ONE release period per/200 students in the 12th
                                                                                                                                                                grade
                *Accommodations will be made to                                 *Accommodations will be made to                                  *Accommodations will be made to
                 meet the needs of Alternative Ed                                meet the needs of Alternative Ed                                 meet the needs of Alternative Ed
Rubric #1 – Research
                                                                                                                                                        Exceeds Standard (Pass
  Scoring Domain                        Does Not Meet Standard                                            Meets Standard (Pass)                          with Distinction) ✔
                      • Argument is unclear or underdeveloped                         • Makes a clear, well developed, and convincing argument
                      • Makes unclear or irrelevant claims                            that demonstrates original critical thinking
                      • Discussion of counter-claims is unclear or absent             • Makes relevant and significant claims that support the
    Argument          • Does not explain background and context of topic/issue        argument
                      • Does not draw conclusions                                     • Acknowledges and responds counter- claims
                                                                                      • Thoroughly explains background and context of topic/issue
                                                                                      • Makes insightful connections, draws meaningful
                                                                                      conclusions
                    • Refers to evidence from few sources; some sources may not       • Refers to extensive and comprehensive evidence
                    be relevant                                                       (print/digital) relevant to argument
   Cites Sources
                    • Limited use of information and/or examples                      • Information and/or examples are used to illustrate and
(3 or more sources)
                    • Makes note of a general difference in perspectives on a topic   justify the argument
                    without specific details (when appropriate)                       • Weighs and evaluates inconsistent information and
                                                                                      differences among authors on the same topic (when
                                                                                      appropriate)
                      • Restates information from multiple sources                    • Synthesizes and critiques evidence from multiple sources
     Evidence         • Expresses broad agreement with a source's perspective         related to the argument
                      without assessing the strength or limitation the source.        • Assesses the strengths and limitations of most important
                                                                                      sources to support or refute the argument or claims (when
                                                                                      appropriate)
                      ∙ Argument is unclear or not evident throughout the text        ∙ Argument is presented clearly and consistently
   Organization       • Ideas are disorganized, underdeveloped, or loosely            • Ideas are fully developed and logically sequenced to
                      sequenced                                                       present a coherent whole
                      • No transitions are used                                       • Transitions guide the reader through the development and
                                                                                      reasoning of the claim
    Language          ∙ Has limited control of syntax and vocabulary                  • Has an effective fluent style with variety in syntax, precise
                      • Has an accumulation of errors in grammar, usage, and          word choice
                      mechanics that distracts or interferes with meaning             • Is free from errors in grammar, usage, and mechanics
Rubric #2 – Creativity &
                    Innovation
                                                                                                                                                                            Exceeds Standard (Passes
Scoring Domain                           Does Not Meet Standard                                                         Meets Standard (Pass)                                 with Distinction) ✔

Point of View    ∙ The product is characterized by an incomplete and limited application       ∙ The product presents a specific point of view
                 of the tools, material and artistic conventions of its particular artistic    ∙ The student can clearly articulate the intent of the work orally or in
                 medium                                                                        written form.
                  ∙ The student has not experimented with tools, materials or artistic
                 conventions.

 Originality     ∙The product relies on existing models, ideas, or directions; it is not new   ∙The product is new, unique, surprising; shows a personal touch
                 or unique                                                                     ∙The product may successfully break rules and conventions, or use
                 ∙The product follows rules and conventions; uses materials and ideas in       common materials or ideas in new, clever and surprising ways
                 typical ways

    Value        ∙The product is not useful or valuable to the intended audience/user     ∙The product is seen as useful and valuable; it solves the defined
                 ∙The product would not work in the real world; impractical or unfeasible problem or meets the identified need
                                                                                          ∙The product is practical, feasible

    Style        ∙The product is safe, ordinary, made in a conventional style                  ∙The product is well-crafted, striking, designed with a distinct style but
                 ∙The product has several elements that do not fit together; it is a mish-     still appropriate for the purpose
                 mash                                                                          ∙The product combines different elements into a coherent whole

  Reflection     ∙ The student describes her/his technique and method in a basic way.          ∙ The student uses appropriate vocabulary and principles to describe
                 ∙ The student evaluates the work using only personal and emotional            the work and the process of developing and creating the work or
                 responses.                                                                    product
                                                                                               ∙ The student evaluates the work using emotional response as well as
                                                                                               cultural information, art practice conventions and/or arts standards.
Rubric #3 – Written
Scoring Domain
                 Communication     Does Not Meet Standard                                      Meets Standard (Pass)                     Exceeds Standard (Pass
                                                                                                                                           with Distinction) ✔

  Argument        ∙ Thesis is missing or unclear                                ∙ Presents a clear and well-developed argument/thesis
                  ∙ Draws general or broad connections or conclusions           ∙ Makes specific connections
                                                                                ∙ Makes specific connections and draws logical
                                                                                conclusions that follow from the argument/thesis

Counter Claim     ∙ One claim dominates the argument and alternative or         ∙ Acknowledges questions, counter-claims, or
                  counter-claims are absent                                     alternative interpretations when appropriate

    Thesis        ∙ Relies on one or two reasons, examples, or quotations       ∙ Refers to sufficient and detailed evidence (reasons,
                  relevant to argument/thesis                                   examples, and quotations) relevant to
                                                                                argument/thesis
   Sources        ∙ One source dominates the argument                           ∙ Compares the point of view of two or more
                  ∙ Information from source is presented as fact and source     sources
                                                                                ∙ Evaluates points of view, purposes or other context
                                                                                information to assess credibility of sources

 Organization     ∙ Argument/thesis is unclear or not evident throughout the    ∙ Argument/thesis is presented clearly and
                  text                                                          consistently throughout text
                  ∙ Ideas are disorganized, underdeveloped, or loosely          ∙ Ideas are developed and logically sequenced
                  sequenced                                                     ∙ Transitions connect ideas
                  ∙ No transitions are used
Language Use      ∙ Has limited control of syntax and vocabulary                ∙ Demonstrates varied syntax and effective word
                   ∙ Language and tone are inappropriate to the purpose and     choice
                  audience                                                      ∙ Language and tone are appropriate to the purpose
                  ∙ Has an accumulation of errors in grammar, usage, and        and audience
                  mechanics that distracts or interferes with meaning           ∙ Is generally free of distracting errors in grammar,
                                                                                usage, and mechanics

 Cites Sources    ∙ Textual citation is missing, incorrect or inappropriately   ∙ Cites textual evidence appropriately, consistently
                  used                                                          and accurately
Rubric #4 – Oral Communication/
                  Presentation
   Scoring Domain                          Does Not Meet Standard                                               Meets Standard (Pass)                          Exceeds Standard (Pass
                                                                                                                                                                with Distinction) ✔

                       ∙   Does not present information, arguments, ideas, or findings         ∙   Presents information, findings, arguments and supporting
                           clearly, concisely, and logically; argument lacks supporting            evidence clearly, concisely, and logically; audience can
Explanation of Ideas       evidence; audience cannot follow the line of reasoning                  follow the line of reasoning
  & Information        ∙   Uses a style or information that is inappropriate to the purpose,   ∙   Selects information, develops ideas and uses a style
                           task, and audience (may be too much or too little information, or       appropriate to the purpose, task, and audience
                           the wrong approach)                                                 ∙   Addresses alternative or opposing perspectives (if
                       ∙   Does not address alternative or opposing perspectives (if               applicable)
                           applicable)
                       ∙   Does not meet requirements for what should be included in the       ∙   Meets all requirements for what should be included in the
                           presentation                                                            presentation
                       ∙   Does not have an introduction and/or conclusion,                    ∙   Has a clear introduction and conclusion
   Organization        ∙   Uses time poorly; the whole presentation, or a part of it, is too   ∙   Organizes time well; no part of the presentation is too
                           short or too long                                                       short or too long

                       ∙   Does not look at audience; reads notes or slides                    ∙   Keeps eye contact with audience most of the time; only
                       ∙   Lacks poise and confidence (fidgets, slouches, appears nervous)         glances at notes or slides
    Eyes & Body
                       ∙   Wears clothing inappropriate for the occasion                       ∙   Looks poised and confident
                                                                                               ∙   Wears clothing appropriate for the occasion

                       ∙   Mumbles or speaks too quickly or slowly                             ∙   Speaks clearly; not too quickly or slowly
                       ∙   Speaks too softly to be understood                                  ∙   Speaks loudly enough for everyone to hear; changes tone
       Voice           ∙   Frequently uses “filler” words (“uh, um, so, and, like, etc.”)          and pace to maintain interest
                       ∙   Does demonstrate command of formal English                          ∙   Rarely uses filler words (“uh, um, so, and, like, etc.”)
                                                                                               ∙   Demonstrating command of formal English
                       ∙   Does not use audio/visual aids or media                             ∙   Uses audio/visual aids or media to enhance understanding
                       ∙   Attempts to use one or a few audio/visual aids or media, but they       of findings, reasoning, and evidence, and to add interest
 Presentation Aids
                           do not add to or may distract from the presentation                 ∙   Seamlessly audio/visual aids or media into the
                                                                                                   presentation

                       ∙   Does not address audience questions (goes off topic or              ∙   Answers audience questions clearly
                           misunderstands without seeking clarification)                       ∙   Seeks clarification, admits “I don’t know” or explains
Response to Audience
                                                                                                   how the answer might be found when unable to answer a
     Questions                                                                                     question
Thank you!

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