Portfolio Prep for Parents

1. Portfolio Prep for Parents Emily Foley, Magnet Coordinatoremilyk.foley@cms.k12.nc.us TD Department Contacts: Lisa Larotonda - lisa.larotonda@cms.k12.nc.usSheena Miracle - sheenal.miracle@cms.k12.nc.us980.343.2700

2. Agenda • Review of Portfolio Process • Parts/Expectations for "at home" portfolio piece • Tips for providing the right opportunity:Going from good to great

3. Let’s begin with … A review of the portfolio process

4. Irwin’s TD program: • Focus on quality not quantity. Quality of thinking, not more of the same. • High expectations all day, every day. • Complex, challenging & real world.

5. New Identification Rubric • Accumulation of points based on the available assessment results. • An accumulation of 12 points identifies the child as AIG in both Reading in Math. • Portfolio review earns points on its own; not combined with test scores • Identification in ONLY reading or math will occur after all opportunities to identify in both are exhausted.

6. CMS Talent Development Identification Rubric

7. Portfolio Goals: • To reflect evidence of gifted behaviors for students who need an alternative assessment • Showcase work unique for a second grader and should reflect student’s academic motivation. • Display student’s ability to • Think deeply • Create complex products • Process and reorganize advanced information

8. Irwin’s Portfolio Process

9. Portfolio Review Process

10. Two Key Categories: Advanced Language: Gifted students who demonstrate advanced language use advanced vocabulary and may be unusually descriptive. They often use figurative language rich in imagery. Analytical Thinking Gifted students who demonstrate analytical thinking, think logically and use problem solving strategies effectively. They analyze cause and effect, consequences, or alternative solutions and organize collections or ideas in unique ways.

11. Additional Categories: • Perspective:More readily understands another’s viewpoint, interpret what influences or motivates others. • Sensitivity:Develops a concern for human needs and rights earlier than their age peers. They often display a strong sense of justice and fairness. • Humor:Understands and responds to humorous language, puns, and riddles. ------------------------------------ • Creativity/Artistic Talent: Demonstrates original thinking or an active imagination in an art form

12. Additional Category: • Motivation:Exhibits high levels of task commitment and energy when pursuing personal interests or issues atypical of age-mates • Perseverance:Shows persistent intellectual curiosity,explores and experiments independently • Leadership:Effectively organizes people and tasks to achieve a common goal

13. Let’s move on to … Parts/Expectations for the "at home" portfolio piece

14. “At Home” Portfolio Parts

15. 1. Parent Completed Tag • Briefly explain your child’s entry • What is it • Why was it chosen • When was it completed/received • No more than 5 sentences/1 paragraph • If parent description exceeds one paragraph or five sentences only the first five sentences or paragraph will be read. • Information MUST describe the activity being submitted • Do not reference general characteristics of child

16. Parent Reflection Tag for Second Grade Portfolio Submissions Comments: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17.  2. Student work: • Entry should not exceed three pages total. • Front and back of a single pages counts as two pages. • Entries must be two-dimensional • All parts must fit in a 9x12” manila folder • A photograph is acceptable. • A DVD, CD, or video/audio tape entry may be attached in a Ziploc bag and should work on school equipment. • Video submissions cannot exceed three minutes. • For submissions that exceed three minutes, only the first three minuteswill be viewed. • NOTE: Collage may be better received • Award or photograph, must include student response.

18. 3. Student explanation: • Written by the student • Describes the submission • Could answer the following… • Why was this chosen? • What was the process? • What was learned? • What was enjoyable? • What was challenging?

19. Finally … Tips for providing the right opportunity:Going from good to great

20. Selecting the Best Parent Sample • Does the work sample demonstrate strengths in advanced language/analytical thinking? • Does the work sample provide opportunities to show evidence in a variety of categories? • Is the piece guided by student’s choice or interests? (Goal: student ownership) • Does it highlight creative and original thought?

21. Sample A • You have just returned from the zoo. • Student writing includes: • Picture of favorite animal • Writing describing the animal, habitat, and other important information.

22. Why is this sample not the best opportunity to use for a portfolio sample? • When to Use It: • Warm up or preassessment • to gage writing ability and knowledge about zoo animals. • To teach attention to details and answering questions. • Limitations • Eliminates opportunity to demonstrate creative or original thought. • Does not allow for complex or abstract thinking. • Difficult for a student to use knowledge from multiple content areas.

23. Sample B: A Better Sample • You have just returned from the zoo. • Student project includes: • Account of the experience from the point of view of a new zookeeper. • A model of an exhibit for a chosen animal with factual information available to visitors.

24. Why is this sample a betteropportunity than sample A? • Provides more creativity and original thought. • Open-ended • Allows students to speak to an audience.

25. Sample C: The Best Opportunity • You have just returned from the zoo. • Student project includes: • Account of the experience from the point of view of a scientist. • Labeled diagram of a student created animal that can live in an urban setting. • Poem containing information about the animal that will help the community understand its wants and needs.

26. Ex. Multi-Discipline Prompt Today is a service day in your community. Create a way for you to make money on your street. • How much is your product/service? • How much money do you anticipate making in 8 hours? • Who/Where will you donate the money you make • Why? • What type of help or materials will you need to get started? • Create an imaginative or descriptive story about spending the day doing this activity. • Include a graph.

27. Checklist: • Open-ended answers • Knowledge from multiple subject-areas can be expressed • Audience can vary but is easily identified by the student • Different points-of-view can be used and/or described • Multiple pathways to answer • Application of two or more skills • Original and creative thought can contribute to the final product

28. Think, Pair, Share … • Your child receives a Character Education Award • How can this accomplishment be taken from good to great?

29. Remember … The at home portfolio submission only HELPS your child; it never hurts and therefore it is highly recommended that something is submitted. The due date for the “at home” piece has been extended! New Due date: November 18, 2013