grading for advisory 9 – 12 web viewpictures of sewing, cooking, band/choir practice or...

Clarke High School Advisory Mission Statement

"Kids don't care how much you know until they know how much you care."-(John Wooden)

The mission of the Clarke High School Advisory program is to promote and provide a strong network of support and communication led by a committed Advisor. Advisory activities will guide and monitor personal and academic growth, promote a sense of social engagement and foster community responsibility to help each student attain his/her potential to make a living, a life and a difference.

June, 2013

The Clarke High School Portfolio and Senior Presentation

Background:

After several years of small steps and continued critiquing/changes, in 2007, Clarke Community School Board voted the High School Portfolio/Senior Presentation as mandatory requirements for graduation from Clarke High School. Starting the 2011-12 year, the board voted to grade and assign credit for advisory; students earn ¼ credit for each year of the portfolio/advisory participation, which includes the Senior Presentation.

What is a portfolio? A portfolio is a collection of work from all areas of a student’s education. It should reflect what the student has learned and his/her best efforts as well as what has challenged him/her the most. It should also reflect what the student is most proud of, even if it did not earn an ‘A’ or another award. It will also contain other artifacts representing a student’s life in and out of school: community service, extra curricular activities, jobs, church, etc. Portfolios are used in the post secondary world of education as well as business, technology and fine arts. In short, they are relevant in today’s society.

Background information and research: In looking at models from all over the United States, including Iowa, it is apparent that portfolios serve to bridge the gaps between grade reports and in-class tasks; and between students and parents/ parents and teachers. They give concrete ‘proof’ of a students’ academics and other life experiences from which they learn. They are used with student-led conferences and show proof of a student’s performance in any or all classes and/or activities. Portfolios are not new ideas; they have proven their usefulness through the years. The Clarke Portfolio/Senior Presentation represent a hybrid of ideas and input based on the needs of our students, it reinforces the importance of the Core Curriculum and encourages Relationships, Rigor and Relevance throughout high school.

Why the high school portfolio/ senior presentation?-The biggest complaint we hear from students is ‘this class material does not pertain to me and what I want to do with my life’. A portfolio will reflect each student’s career pathway as well as show mastery of essential or core learnings. -The second biggest complaint is from seniors who feel they are ‘trapped’ in school. They only need a few credits to graduate, but they don’t want to enroll in any of the remaining electives. The project is a way to focus, especially that final semester, on connecting to real college experiences, vocational experiences, other postsecondary option experiences and/or the world of work. -The senior project is the final ‘test’ of 13 years of education. It incorporates research, writing, job shadows, internships, mentors, and a presentation. It shows the application of knowledge. -A student’s work is a bigger reflection of his or her education, it fills in the information that test scores do not show. - A senior portfolio/presentation is the ultimate accountability tool for education. If properly completed, the portfolio and presentation will highlight all aspects of a student’s education and reveal more about each student, as well as help form better bonds among the supporting cast: teachers, curriculum, parents, and the community.

June, 2013

Grading for Advisory 9 – 12

Grade cutoffs: (common grading scale)94.5 – 100 A89.5 – 94.4 A-87.5 – 89.4 B+84.5 – 87.4 B79.5 – 84.4 B-77.5 – 79.4 C+74.5 – 77.4 C69.5 – 74.4 C-67.5 – 69.4 D+64.5 – 67.4 D59.5 – 64.4 D-Below 59.5 F

Categories:

Attendance/participation40%

3 points--present and working2 points--tardy and working1 point--present but not participating0 points--unexcused absence

*It is recommended that the attendance/participation be entered on a daily or weekly basis—NOT as a lump sum at the end of the quarter.

Checklist60%Change to a 5 point scale

5 points--time final draft4 points--on time-needs some corrections 3 points--within 1 week late and a final draft2 points--not finished until end of Q1 point--artifact and no reflection or the reverse0 pints--not in

*It is recommended that the Checklist items be entered individually—NOT as a lump sum at the end of the quarter.

Unusual circumstances should be individually discussed with the administration.

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Clarke Advisory Program: Advisor/Student Roles, and Grade Level Focus and Benefits

Freshman Focus: Who Am I?

Advisor Roles Build relationship with student(s) and is bridge to parents Serve as student advocate Encourage/celebrate differences of mixed group Facilitates/supports activities Monitor grades/attendance through JMC Is each advisee on track to graduate? Check portfolio pieces in a timely manner, give feedback and send to second reader.

Student Roles Relationship building with peers Relationship building with community Understand role of community (CCIA Program/Speakers-Osceola Chamber of

Commerce) Introduced to clubs and other school activities (Freshman Orientation) Discover how to be successful in high school Understand/identify personal strengths and weaknesses Identify volunteerism/service opportunities and benefits Monitor grades Begin portfolio process Continue “I Have a Plan Iowa” Begin to hone 21st Century Skills Celebrate your successes!

SophomoreFocus: Where Am I Going?

Advisor Roles Continues to build relationship with student(s) and is bridge to parents Continues to serve as student advocate Continues to encourage/celebrate differences of mixed group Facilitates/supports activities Examine/encourage choices in academics and activities Monitor grades/attendance through JMC Explain/guide in career speaker choices Is each advisee on track to graduate? Check portfolio pieces in a timely manner, give feedback, and send to second reader.

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Student Roles Continue/expand relationship building with peers/mixed group Continue/expand relationship with community Research options for career goals Make more informed choices in academics/activities CCIA Step 2 (Tour of Osceola) Learn to self-evaluate work, goals, and citizenship Build transcript/resume Continue to add to portfolio Celebrate your successes!

JuniorHow Am I Going to Get There?

Advisor Roles Continues to build relationship with student(s) and is bridge to parents Continues to serve as student advocate Continues to encourage/celebrate differences of mixed group Facilitates/supports activities Closely monitor grades/attendance through JMC Examine/encourage choices in academics and activities Explain/guide in career speaker choices Is each advisee on track to graduate? Check portfolio pieces in a timely manner, give feedback and send to second reader.

Student Roles Show clearer understanding of pathway and goals Know strengths and weaknesses in personal and academic skills Deeper research on after high school options: jobs, vocational programs, military,

and/or college Continue building transcript/ resume Add meaningful/thoughtful material to portfolio Celebrate your successes!

SeniorAm I Ready?

Advisor Roles Closely monitor grades/attendance through JMC Continues to build relationship with student(s) and is bridge to parents Continues to serve as student advocate Continues to encourage/celebrate differences of mixed group

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Facilitates/supports activities Serve as guide and cheerleader for graduation! Check portfolio pieces in a timely manner, give feedback and send to second reader.

Student Roles Totally focus on future: work, school, military, etc. Further career exploration Prove financial literacy (Everfi) Finalize the pieces of the portfolio Understand portfolio use: documentation for interviews, scholarships, and

employment Brainstorming, outlining, and implementing the senior presentation Celebrate your success!

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Career Pathway Descriptions

Social, Human, and Government

Do you enjoy…Helping others learn new things or acquire information?Getting along with a variety of people?Helping others, giving information, and/or providing aid?Reading about or study how society works?Sharing ideas with others?

Home, Health, and Recreation

Do you…Have a desire to help people?Value a healthy body for yourself and others?Enjoy searching for answers to physical and mental human problems?Have good eye, hand, and finger dexterity?Enjoy working as a member of a team?Feel fascinated by the human body and its workings?

Arts and Communications

Are you creative?Are you innovative?Are you flexible?

Agriculture and Natural Resources

Do you enjoy working outdoors with plants or animals?Would you rather accomplish specific tasks than to simply discuss or theorize about them?Do you enjoy doing mechanical or physical tasks?

Industrial Technology and Engineering

Do you…Enjoy solving problems using facts and judgment?Like to work with objects and determine how they work?Do you like to work with your hands, assembling, building, or repairing things?

Business and Marketing

Are you seen as a leader by your peers?Do you enjoy planning and directing the activities of an organization?Do you prefer directing the work of others or having others direct your work?Have you ever been told that you are very persuasive and can convince others of your point of view?Do you prefer your work to be structured with clear guidelines?

Revised June, 2013

Tips/Formatting Portfolio Pieces

1. Student name, date of artifact and advisor name should be on each piece!

2. Use current (dated) templates only! Old copies need to be deleted.

3. All typed pieces should be 12 point, plain font. (Palatino, Times, Cambria, etc.)

4. Remain consistent as possible in style and font throughout each year.

5. Use complete, well-written sentences.

6. No spelling errors; all students know how to use spell check/grammar check.

7. Must use Standard English, formal style. They have been taught these rules in English classes. (May only use 1st person in reflections, e.g. I, me, myself, we, us and no use of second person pronouns- ‘you/your’.)

8. Answer questions presented for each type of artifact

9. Follow directions on artifact templates.

10. When in doubt—ask!

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Academic and Personal Artifact Examples-not all-inclusive

Academic Honor roll (highlight your name) Tests Artwork samples Reports/essays/projects Copy of PowerPoint presentation Pictures of sewing, cooking, band/choir practice or lessons, carpentry, Ag, Industrial

Tech, Any assignment that shows challenge or improvement. Academic certificates

Jobs/Skills Picture of you on the job Job shadow picture or evaluation Pictures of you working in your vocational area Copy of job name tag CPR training card Work place evaluation or proof of pay increase Pictures or projects that show collaboration/teamwork. Pictures/programs from performances Any certificate of achievement

Personal/Social Newspaper articles about you Pictures of yourself, family, friends, etc. Pictures of hobbies or home projects Church group activities/pictures Vacation pictures or information Camp brochure/picture Ribbons from competitions

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NOTE TO ADVISORS: Please share any site(s) specific to your area of expertise.

FRESHMAN WEBSITES

Multiple Intelligence Testhttp://literacyworks.org//projects/archives/2012/01/12/multiples-intelligences/ “visit the site” http/www.literacyworks.org/mi/flash.html. (watch video explaining the Multiple Intelligences) Choose: Assessment-Here is an interactive Form

I Have a Planhttps://secure.ihaveaplaniowa.gov/default.aspx

NOTE: Before printing, copy and paste relevant information to a Word Document as some of these articles are quite lengthy.

After high school/Career research siteswww.careeronestop.org (this one is very good-breaks the job markets down state-by-state) www.bls.gov/ooh/

SOPHOMORE WEBSITES

Princeton Review Career Quiz http://www.princetonreview.com/Login3.aspxREGISTERClick on careers (middle-right on the page)Five minute testPrint out

Personality Type Printouthttp://www.psych.uncc.edu/pagoolka/TypeAB.html (type in name)




Revised June, 2013

http://www.bls.gov/ooh/

http://www.careeronestop.org/

https://secure.ihaveaplaniowa.gov/default.aspx

http://www.psych.uncc.edu/pagoolka/TypeAB.html




http://literacyworks.org/mi/assessment/findyourstrengths.html

JUNIOR WEBSITES




www.myfuture.com

Any college or vocational websites

SENIOR WEBSITES



After high school/Career research siteswww.careeronestop.org (this one is very good-breaks the job markets down state-by-state) WWW.bls.gov/ooh/

www.myfuture.com

Any college or vocational websites

Revised June, 2013

http://www.myfuture.com/

http://WWW.bls.gov/ooh/



http://www.myfuture.com/




Personal Artifact Reflection

Name: Advisor: Date: (month and year)Title or Description of Artifact:

Write at least five complete, well-written sentences for each question.1. How does this artifact show the purpose of your portfolio? How might it show dedication

to family/friends, school, work, hobby and/or community?

2. Personal Reflection: Why did you choose this artifact? What have you learned from this experience(s)? What life lessons/life’s skills have you gained?

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Academic Artifact Reflection Name:Advisor:Date: (month and year)Class Name:

Write at least five complete, well-written sentences for each question. 1. Describe the assignment, including the tools/technology, process, and the teacher’s lesson

objectives.

2. Write about what you specifically learned from this assignment. Describe the specific knowledge/skills you acquired. What prior knowledge/skills did you need to complete the assignment?

3. Evaluate your performance: Why did you choose this artifact above others? Identify what you did well and what you could improve. What are you going to do with this knowledge/skill; how might you transfer this knowledge/skill to other academic and/or personal situations?

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Grade Level Summaries

(Double space, use a plain font, minimum 350 words, Standard English, formal style and use paragraphs.) These summaries are more than a listing of classes; reflect on what you have learned from all activities. The following questions may help as you write, but you do NOT need to answer each one.

1. Which classes did you like the best and why.

2. Which classes were easiest for you?

3. Did you develop any relationships with teachers this year?

4. What were/are the highlights of your life this year? (Think outside of school, community, vacations, job, etc.)

5. What were some of the negative happenings, or challenges you faced?

6. What were some strengths you developed this year?

7. What were weaknesses that may have kept you from achieving your best?

8. Did you give your best efforts in classes?

9. Did you really put good effort into your ITEDs/standardized tests? Why or why not?

10. What extracurricular/club/service projects did you join and what did you learn from them?

11. Did you have a job outside of school? Did it help/hurt your school work?

12. What would you do over again?

Revised June, 2013

Career Speaker Information and Reflections(Grades 10,11,12)

Student Name and Advisor__________________________________________________

Date __________________________________

Name of Speaker____________________________

Occupation__________________________

Write at least two complete, well-written sentences per question and follow the rules for formal writing.

Complete the first and last bulleted items before attending the speaker session.

•What were your expectations about this job before you heard the presenter?

•What, if anything, changed your mind about this job/career? (education requirements, physical activity, travel, benefits, etc.)

• Name at least one other occupation that relates to this field of work and describe how it relates.

• What core areas, electives and/or activities should you concentrate on in high school to prepare for a career in this field? Where can you receive more education/training for this work?

• What question(s) did you or classmates have for the presenter? What questions do you still have for this speaker?

Revised June, 2013

Career/College/Training Research and Reflection (After high school options included in 9th, 10th, 11th, 12th)

Student Name and Advisor“Title of Article” Author and or sponsoring group (Pioneer Seeds) Date of publishing, or acquired from Internet

Part I-Article Summary

This part should be several sentences and must include important information!

Think: Who, What, When, Where, Why. (Anyone reading the summary should be able to outline the main ideas.)

Part 2-Your Reflection/opinion

You may use first person pronouns for this section (I, me). This section should also be several sentences and reflect thoughtful ties to the article.

Think: How does this information apply to you? What did you learn? How do you compare/contrast this new information with what you already know or have learned from other articles or career speakers. Did this information help you with any future decisions?

Note: Each of the parts should be about 150-200 well-written words. Please delete instructions before typing your summary and reflection.

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Freshman Goal Sheet

This year the two classes I will have to work hardest in are:

1. ______________________________________________________________________

2. ______________________________________________________________________

I plan to be involved in the following activities:

1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

5. ____________________________________________________________________________

I will work to better myself by:

1. Getting extra help or advanced work from ________________________________________________(name of teacher)

2. Volunteering with___________________________________(group/teacher)

3. Working on one personal goal of______________________________________.

4. Studying and/or reading for _______________________minutes per day.

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Sophomore Goal Sheet

Write complete sentences

1. My academic goals:

Math______________________________________________________________________________________

Language Arts___________________________________________________________________________

Science___________________________________________________________________________________

Social Studies____________________________________________________________________________

Elective__________________________________________________________________________________

2. My personal goals:

I. __________________________________________________________________________________________

____________________________________________________________________________________________

II._________________________________________________________________________________________

____________________________________________________________________________________________

2. I will be involved in my community by: ______________________________________________

_________________________________________________________________________________________________

4. I will positively contribute to my school by: _________________________________________

_________________________________________________________________________________________________

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Junior Goals

Minimum one well-written paragraph to include the following information:

1. What are your academic goals? (Math, science, English, social studies, electives)

2. Describe your personal goals.

3. How will you be involved in extra-curricular and/or community activities?

4. Describe what you have discovered about your potential career.

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Junior Portfolio Essays (completed in English III)

Autobiography Outline 800 words minimum, double space, use Standard English, first person

I. Introduce selfFamily and other major influences, maybe a mentor

II. Extracurricular activities in or out of school- how they impacted youWhat coaches, sponsors taught you.

III. Course work—how classes influenced you, which classes you connected with the mostWhat teachers taught you—not just the material

IV. Your future, what are your goals, how do you intend to get there,Where do you see yourself in five or ten years.

Job Shadow Summary 350 words minimum, double space, use Standard English, first person

-Who you shadowed/the position/where-education/training/special skills-daily routine-pay scale/benefits-How did the shadow relate to your career pathway?-Any advice this person gave you-What did you take away from the experience?-Would you consider this as a job for you-why/why not?

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Portfolio Purpose StatementCreated Senior Year

Minimum one paragraph (about five, well-written sentences). When completed, this will be the first page of your portfolio.

What does your portfolio show about you?

In reflecting on your high school experience, what did you learn about yourself?

What are you most proud of in your high school career?

What is your plan after high school--your career pathway?

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Portfolio Rubric

Criteria Indicators 1 2 3 4 ScoreForm *Spelling

*Grammar*Sentence structure

*Proper Formatting

13-15errors

9-12errors

5-8errors

0-4 errorsand a high

level ofwriting

_____ X 5 = ______out of 20

Organization * Cover Page

*Table of Contents*Purpose

Statement

Missing2

Elements

Missing1

Element

All 3ElementsIncluded

All 3 elementsshows high

levelof organization

_____ X 3 = ______out of 12

AcademicProgress *Grade Summary

*Transcript*Test Scores

Missing2

Elements

Missing1

Element

All 3ElementsIncluded

All 3 elementsshows high

levelof organization

_____ X 5 = ______out of 20

Career PathArtifacts

*Recommendations*Research*Ever Fi

*Career Speakers,reflections and log

Missing2 or more

artifacts

Missing1

artifact

AllartifactsIncluded

All artifactsincluded

clearly showthe purpose ofthe portfolio

_____ X 5 = ______out of 20

Academic& PersonalArtifacts

*Demonstrate growth & academic

progress

Missing2 or more

artifacts

Missing1

artifact

AllartifactsIncluded

All artifactsincludedof highquality

_____ X 10 = ______

out of 40ReflectionsAcademic

& Personal

*16 reflections*Depth of reflection

*Ability to self-assess

Missing2 or more

reflections

Missing1

reflection

Reflectionsfor each

pieceThorough

& insightful

_____ X 10 = _____out of 40

Total Points ___________/152

Revised June 2013

*If the student has a mentor add 5 points to the final score.

Senior Portfolio Point Sheet 2013-2014

Student: _________________________________________________ Completed Date: ________________

Advisor: _________________________________________________

9th grade _______ /20 pts.

10th grade (JMC final) ______% X 20 _______ / pts.

11th grade (JMC final)______% X 20 = _______ /pts.

12th grade _______ /152 pts.

Extra artifacts and reflections ________ /pts.

Total ________ /212 pts.

Advisor Signature and Comments:________________________________

Grader Signature and Comments:__________________________________

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Revised June 2013

Senior Advisors

As it is essential to avoid scheduling conflicts, please use these directions when scheduling your advisee presentation. Jan will print calendar pages as needed.

Reminder: The student needs to verbally ask the panel members and deliver an invitation in order to receive full points and assure availability. It is also a good idea to remind the panel members a day before the presentation.

- On the calendar page:Use pencil to schedule your student and include this information:

Advisor name, panel names, time, equipment needs and room or place of presentation

-If you need a lab, check with the teacher in that lab.-If the student needs a projector, DVD, SmartBoard etc. please check availability

Thanks!

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Possible Senior Project Panel Questions

Why did you choose your career pathway?

What is your greatest strength/ability? Weakness?

What is your plan B?

What community resources will help you the most?

Job/Career/LifestyleWhat do you want from this?What will you do if it does not turn out?

Are you planning to stay in Iowa? e.g. leave the state?

If you were to do this again, what would you change?

Do you have advice to underclassmen?

What obstacles do you anticipate facing immediately after high school?

What has CCHS given you?

What have you given CCHS? What contribution?

What do you still need to do to achieve your goal?

What does success mean to you?

Where do you see yourself in 10 years?

How do you want us to remember you as a student?

What soft skills do you need? What soft skills have you already developed?

Revised June 2013

Student Name _____________________ Scoring Rubric for Senior PresentationAspects Score 0 Score 1 Score 2 Score 3 Score 4Appropriate Attire The student is not dressed in

appropriate, clean, or professional attire.

The student is dressed appropriate, clean or professional attire.

Introductory Remarks Introductory remarks are sketchy, non-existent, or inappropriate.

The student makes cursory introductory remarks that provide a simplistic overview of the presentation.

The student makes introductory remarks but may not include an overview of the presentation or engage the audience.

Introductory remarks are dynamic and provide a complete overview of the presentation and promptly engage the audience.

Academic and Career(correlates with academic and career sections of portfolio)

The major ideas selected show no reflection and consist mainly of a review of the four years of classes and activities.

The major ideas show selected show little reflection and consist mainly of a review of classes and activities and have little supporting evidence.

The major ideas selected demonstrate an effective analysis of the student’s education, and adequate support is provided, but may not be well linked to the major ideas.

The major ideas selected demonstrate a thoughtful, insightful analysis of the student’s education. The supporting evidence is detailed, substantive, and closely linked to the major ideas. They demonstrate deep reflection by the student.

Extra-curricular/Personal/Community(correlates with personal artifacts in portfolio)

Two chosen artifacts clearly connect to life and lessons learned.

Four chosen artifacts clearly connect to life and lessons learned.

Six chosen artifacts clearly connect to life and lessons learned.

Eight chosen artifacts clearly connect to life and lessons learned.

Fluency Presentation was disjointed, disorganized, and articulation lacked fluency.

Presentation was disjointed, but had some organization. The articulation lacked fluency.

The student’s articulation and sequencing of ideas is a clear and targeted portrayal of the student’s journey through high school.

The student’s articulation and sequencing of ideas provides a thoughtful, dynamic, and seamless portrayal of the student’s journey through high school.

Concluding Remarks No concluding remarks are made. The presentation just ends.

The concluding remarks provide a summary of the presentation, but are not connected to the major points of the presentation.

The concluding remarks provide a summary of some of the points and begin to analyze the ideas in the presentation.

The concluding remarks provide a substantive summary of the points made and an in depth analysis of the presentation.

Response to Questions

The student discourages questions by his/her mannerisms, or addresses them with as few words as possible.

The student addresses questions simplistically but politely.

The student addresses questions sensibly, thoughtfully, and politely.

The student avidly answers questions thoughtfully, accurately, and politely. They demonstrate a deep perception of him/herself.

Panel Member Signature and Comments:______________________ Date: ___________ Total Points _______/28

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Scoring Rubric for Student Presentation Preparation – 8 pts(Scored once by Advisor)

Aspect Score 0 Score 2 Score 4 Score 6 Score 8Preparation

thank you notesAdvisor receives all but three of the following:

Time and date selectionCopy of invitation and invitation list

List of equipment neededWritten outline 1 week prior to presentation

Confirmation of rehearsal

Advisor receives all but two of the following:

Time and date selectionCopy of invitation and invitation listList of equipment neededWritten outline 1 week prior to presentationConfirmation of rehearsalConfirmation of completed thank you notes

Advisor receives all but one of the following:


Advisor receives all of the following:


Total preparation points/Advisor ___________/8

Comments:

Revised June 2013

Senior Portfolio/Presentation Final Grade Sheet

(Make 2 copies: Original must be filed with guidance for transcript, student copy, advisor copy)

Student Name Advisor Name Date of Presentation

Portfolio Points:

Advisor Portfolio Evaluation points: /212

Grader Portfolio Evaluation points: /212

Portfolio total points: /424

(Must have a “Final Portfolio Grade” score of 80% or better to pass and be eligible to present)Presentation Panel Signatures and Points:

Advisor Presentation Preparation points: _______/8

points: /28

points: /28

points: /28

Presentation total points: /92

(Must have a score of 80% or better to pass) Portfolio Total Points+ Presentation Total Points =

Total points /516 = %Deduction: 1 unexcused absence or 3 tardies = one percentage deduction from final percentage Deduction - ___________%(Attach attendance printout.)

Final Portfolio/Presentation Grade: = %(Must have a final score of 80% or better to pass.) Pass Not Yet

_________________________________________Advisor’s signature _____________Date_________________________________________Student’s signature _____________Date

Revised June, 2013

Revised June, 2013

grading for advisory 9 – 12 web viewpictures of sewing, cooking, band/choir practice or...

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