THE PORTFOLIO: CONNECTING POLICY AND PRACTICE Alternative Delivery Power Point 2008-2009.

THE PORTFOLIO: CONNECTING POLICY AND PRACTICE

Alternative Delivery Power Point 2008-2009

Outline of Training

Welcome to an alternative delivery of The Portfolio Connection: Connecting Teaching and Learning! We hope you find this method of professional development informative and convenient.

The training is separated into three sections: Getting Started, Checking Progress, and Looking Back. At each point you will be asked to reflect upon your learning, just as we do with our students. You will send a copy of your “reflection chart” back to the Resource Center.

You will also need to send a sample Portfolio, consisting of an Administrative Folder and a Student Folder. You will use the materials you receive in this training to make your folders.

If you have questions at any point during the training, please feel free to contact Joyce Winters at the Northwest ABLE Resource Center (contact info on the last page).

Balanced Assessment

Traditional

Portfolio

Classroom Assessment tests, quizzes, assignments

Standardized Tests TABE, CASAS, BEST Plus

Growth and Development

ReflectionGoal SettingSelf-Evaluation

KnowledgeSkills

ProcessProductGrowth

What is a Portfolio?

A purposeful collection of student work that exhibits the student’s efforts, progress and achievements in one or more content areas and includes: Student participation in selecting contents Criteria for selection Criteria for judging merits Evidence of a student’s self-reflections

Paulson, Paulson, Meyer (1991)

“Assessment should be part of instruction, not apart from it.”

To help students think

about how their work meets known criteria,

analyze their efforts and plan for improvement.

Rolheiser 2000

To provide visible evidence of a

student’s progress in relation to goals. Tomlinson & Allan 2000

To be more sensitive to the needs of

students’ diverse learning abilities.

Glazer 1998

To reveal a range of skills and

understanding and to value student and

teacher reflections. Vavrus 1990

To make the assessment process of evaluating, revising, and

reassessinga learning process.

Darling-Hammond 1995

To develop a holistic picture of the activities

the student has engaged in over time.

Wortham 2001

Why use Portfolios?

The Portfolio Connection

How to use Portfolios

Purpose of Portfolios Meeting learning goals and state standards

Standards provide guidelines to help teachers focus on clear outcomes for student achievement.

Assessment and evaluation The process of gathering evidence of what a student can do

and interpreting and using the evidence to make decisions. Self-assessment and reflection

The real power of the portfolio emerges when students describe the work they include, discuss the key concepts learned and reflect on how this learning has affected them.

Reporting progress Become running records of students’ progress over time

and help them recognize their own strengths and weaknesses.

The ABLE Portfolio System

Parameters Consists of an Administrative Folder and a

Student Folder Portfolio Plan must be uniform within program must be based on standards, components of

performance and benchmarks must contain ILP and student work

Review pages 2-6 of portfolio handbook, including the Student Experience Model

Phases of Portfolio Development

Getting Started

Organizing and planning

Understand purpose and process

How do I select items? How do I organize and present items? How will portfolios be maintained and stored?

Checking Progress

Collecting meaningful artifacts and products reflecting goals and standards

Context and content

Do my selections reflect the criteria and standards identified for evaluation?

Looking Back

Metacognitive reflections

Why did I include this work? What does this work show that I’ve learned?

Perspectives Newsletter

Training Overview

Purpose: To help teachers design and implement a portfolio system that is meaningful and purposeful, doable and usable, efficient and effective for both the teacher and student.

Using the Reflection & Ideas Chart, read the ODE policies in each section and rate your current comfort level. You will fill in the ideas section later.

Review pages 7-10 of the portfolio handbook.

GETTING STARTED

Parameters of Individual Learning Plans ILP elements

student, teacher, program names, orientation site; date; primary, secondary, long-term, short-term goals; goal steps/activities; timeframe; comments; learning style results; appropriate accommodations and adaptations.

Review samples from the handbook to see if they contain all required ILP elements sample 5 (p 19) sample 12 (p 28) sample 11 (p 26-27)

GETTING STARTED

Lesson Plan elementsexpected outcomes; Ohio standards,

components of performance and benchmarks; activities/materials/resources; assessment methods/materials; timeline

Review samples from the handbook to see if they contain all required LP elements:sample 25 (p 43)sample 26 (p 44)

Blue Folder Instructions

Review the set of documents in the blue folder and, keeping in mind State policy, determine:

what goes into the administrative folder what goes into the student folder what should be eliminated what should be added

You will send the contents of the administrative folder to the Resource Center as part of your sample portfolio. There is a separate assignment later in the training for the student folder materials that will be returned to the Resource Center.

GETTING STARTED: CONFERENCE, ROLE PLAY 1

Introducing the portfolio during orientation:

View the DVD Role Play 1

Using the printed script to review, reflect upon the questions asked on the DVD.

GETTING STARTED REFLECTION

Just as we encourage our students to reflect upon their progress, it is important for you to model this practice.

Refer back to the Reflection & Ideas Chart and complete the 3 boxes in the “Getting Started” section by filling in the “Ideas I want to try” section. Write ideas you have learned about improving orientation, ILP’s, lesson plans, and incorporating the Portfolio Process with students at the beginning of their ABLE classroom experience.

CHECKING PROGRESS

Parameters work collected to monitor progress towards

achievement of standards must be reviewed every 90 days and

progress entered into ABLELink standardized tests can only show completion

and advancement of NRS levels


CHECKING PROGRESS

Parameters, continued

program responsibility to determinehow student progress will be monitored

to focus instructiondefinition of masteryamount and type of student work

CHECKING PROGRESS: Generate, Select, Judge, Determine

Generate Work

Consider a variety of products that demonstrate learning.

What’s important is that particular kinds of work samples allow for making valid inferences about the skills and knowledge students are mastering.


Student Work Categories

Media – cassettes, videos, pictures, computer programs

Group Work – projects, performances, peer reviews, peer edits, social skills

Individual Work – papers, tests, journals, logs, homework

Processes – biographies, rough/final drafts, sketches, problem-solving

Reflective – self-assessments, reflections, goal setting logs, learning log

Portfolios are more than just workbook pages !


Select Work

When you and your students are clear about the criteria for selecting entries at the beginning of the portfolio process, the process tends to result in a fair, focused and efficient assessment.


Be able to answer these questions

What should be included?How will the item be selected?Who will select the items?When will these items be selected?


Judge Work

Learners are asked to explain why they chose a particular item, how it compares with other items, what particular skills and knowledge were used to produce it and where they can improve as a learner.


Evaluative CriteriaHave clearly stated and observable criteria

for making judgmentsScoring guides, checklists, rubrics, matrices

ReflectionHeart of the portfolio system and

distinguishes portfolios from a mere collection

Student self-reflection

For a standards portfolio to be meaningful, a checklist or rubric should accompany the work to indicate whether or not the student meets the standard.

Samples of checklists, rubrics, etc. are included in your packet and shown on the next slides. You will use the “For the Portfolio” form in your next exercise.


Criteria to Judge Portfolios

checklist

C1 Engages Readers

C2 Creates Organizing Structure

Main idea

Topic sentence

Supporting sentence

Transitions

C3 Grammatical Structures

Chooses adjectives

Chooses adverbs

Writing Conventions

Capitalization

Punctuation

C4 Seeks Feedback

Standard Convey Ideas in Writing Context Narrative Writing Name Date

not yet some evidence

Criteria to Judge Portfolios

rubric

Main idea Writing will have a focus or develop a main idea related to the purpose

Beginning Developing Competent

The writing is focused on one topic.

The paragraph is related to the topic. The topic or main idea is somewhat clear.

Most paragraphs are related to the topic. The topic and main idea are clearly focused.

All paragraphs have a clearly stated main idea that relates to the topic.

Work Sample Instructions

Review the materials in the “Work Sample Packet”. Sort items that should stay in the student folder and those that should not.

Using the “For the Portfolio” forms, write what a student might put on the form briefly describing why the item should be included in his/her folder.

You will send this information back to the Resource Center as part of your sample Student Folder

CHECKING PROGRESS REFLECTION

Refer to your Reflection & Ideas Chart and complete the 7 boxes under checking Progress. List ideas you will try in order to improve how you will use the portfolio system to help students check progress.

LOOKING BACK

Parameters

Student/teacher reflection is necessary to determine if

Student goals are met Student continues in the program with new goals Student needs to revise the Individual Learning Plan Student is ready to exit the program


LOOKING BACK: Generate, Select, Judge, Determine

Determine Progress

Decision point for next steps as students revisit their goals. They may find that they need to complete testing or continue instruction. Then choose new goal or exit program.

LOOKING BACK: Role Play 2

Now view the DVD Role Play 2

Using the printed script to review, reflect upon the questions asked on the DVD.

LOOKING BACK REFLECTION

Refer to your Reflection & Ideas Chart and complete the 2 boxes under Looking Back. List ideas you will try in order to improve how you will use the portfolio system to help students reflect upon their progress and establishing next steps toward existing or future goals.

Portfolio ConnectionAlternative Delivery

At this point you have completed the alternative training for

The Portfolio: Connecting Policy and Practice.

If you are eligible to earn a stipend, you must submit the following to the NW ABLE Resource Center:

Completed Reflection and Ideas Chart A sample Administrative Folder and sample Student Folder:

Use materials from this training and include items from the Blue Folder and the Work Sample packet. Include completed For the Portfolio forms for the student folder.

Completed evaluation form.

Your Certificate of Completion and stipend will be mailed upon receipt of these three items.

Contact Information

If you have any questions or comments during your participation in this alternative training, please feel free to contact me via email or phone.

Joyce [email protected]

567-661-7675

THE PORTFOLIO: CONNECTING POLICY AND PRACTICE Alternative Delivery Power Point 2008-2009.

Documents

portfolio handbook

portfolio connectionhow

sample portfolio

student achievement

student participation

student work review

state standards standards

students efforts