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. Sofia Valadez-Paez
@4marisaS @pusdpathways
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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
6
Part I: Graduate Defense7 Defense drives school redesign
Student Defense
Portfolio
Grad Profile
Project-Based
Learning
Site Coordinator Performance
Assessments
Advisory Systems
Cycles of InquiryPUSD Graduate Portfolio & Defense
8
Part II: Defense of Learning:
Oral Communication PresentationImplementation
9
Matrix10
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 EdRubric #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 mechanicsRubric #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 accuratelyRubric #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 questionThank you! L I N K E D L EA R N I N G .O RG
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