Wareham High School Wareham Cooperative Junior Senior High School Faculty Handbook for Student Standards-Based Portfolio Pilot to educate all students for life s responsibilities, challenges, and opportunities.
PORTFOLIO COMMITTEE Christine Mars Mel Lazarus Anne Marie Brooks Nancy Yancey Michael Murray Henry St. Julien 2
Portfolio Handbook Table of Contents Introduction to the Portfolio Process... page 4 Portfolio guidelines... page 4 Process for Collection and Collation... page 4 Mission Statements... page 5 Massachusetts Learning Standards - English Language Arts... page 6 Massachusetts Learning Standards - Mathematics... page 8 Types of Portfolio Artifacts... page 11 21 st Century Qualities of Success... page 12 Portfolio Reflection Sheet... page 13 Final Reflection... page 14 3
INTRODUCTION TO THE PORTFOLIO PROCESS The Wareham Public Schools has adopted the Standards-Based Portfolio to fulfill the requirements for Individual Student Success Plans and Educational Proficiency Plans as outlined by the Massachusetts Department of Elementary and Secondary Education under the No Child Left Behind Act. These requirements demand a documentation of students work aligned with the Massachusetts Curriculum Frameworks and Learning Standards, specifically standards that have not been met with proficiency. Through the portfolio system students will not only collect their completed work but will also reflect on their efforts to demonstrate proficiency on common assignments in English language arts and mathematics. As the students build their portfolio through each school year, they will be able to examine their work and their improving proficiency. Students will also include at least one assignment per semester from science and social studies classes as they demonstrate application of English language arts and mathematics skills in these other subjects. PORTFOLIO GUIDELINES Portfolio: Contents consist of common assignments by department, grade, and subject. Portfolio binders will be kept in homeroom; working files remain in teachers classrooms. Portfolio binders include student work throughout the school year. Specific contents are determined by each department through development of common assignments in English language arts and mathematics, by grade and subject area. 2 English language arts and 2 mathematics assignments, per quarter or per term, each one accompanied by a student reflection (see page 12 for form). 1 science and 1 social studies assignment per semester, each accompanied by a student reflection. Assessment: Rubrics are developed in each department respectively for grading common assignments. 2 points will be added to the term average per quarter for submission of 2 assignments and their corresponding reflection sheets. Points added to quarter average in Mathematics and English language arts. Final student reflection of the entire portfolio, in addition to the reflections corresponding to the assignments, must be completed at end of year and is required to earn points added to the fourth quarter average. Collection and Collation of Portfolio Submissions: Homeroom classes will be the storage location of students portfolio binders. During semester and final exam days, students will take their portfolio binders to their exam classes. Exam classes will be extended slightly to allow time for students to move their portfolio submissions from their class/subject folders to their portfolios. Exam days will end with a homeroom period to allow students to return their portfolio binders. Students will complete their final reflection during a designated homeroom period in May that will be extended. At the present time the artifacts that demonstrate the most "portfolio worthiness" shall be anchor assignments. These tasks shall be generated collaboratively in departments and represent departmental consensus on the depth of understanding a student must demonstrate to meet a given Massachusetts Learning Standard. 4
Mission of Wareham Public Schools The mission of the Wareham Public Schools is to educate all students for life s responsibilities, challenges, and opportunities. Wareham High School Mission Statement Wareham High School will prepare its students for further academic and occupational opportunities, social responsibility, and commitment to community. By maintaining high academic standards through a rigorous course of study, students will be expected to apply effective effort in order to master skills and to value scholarship, citizenship, craftsmanship, and sportsmanship. Students will demonstrate that they are independent and critical thinkers who can make sound judgments and decisions as citizens, consumers, and life long learners Wareham High School Academic Expectations Wareham Students Will ACQUIRE Information in a Variety of Ways A.1 By actively and critically reading, listening, discussing, observing, and participating A.2 By questioning appropriately A.3 By researching independently A.4 By locating and retrieving information through appropriate use of technology Wareham Students Will INTERPRET Information in a Variety of Ways I.1 By organizing and processing information I.2 By employing critical thinking and problem solving skills I.3 By evaluating for trends, patterns, comparisons, and relationships I.4 By making inferences and drawing conclusions Wareham Students Will COMMUNICATE Information in a Variety of Ways C.1 By writing and speaking clearly C.2 By selecting and applying effective techniques in performance tasks and demonstrating proficiency C.3 By presenting creatively in a variety of media, including technology Wareham High School Social/Civic Expectations Wareham Students Will ACT RESPONSIBLY AND RESPECTFULLY in a Variety of Ways R.1 By demonstrating academic integrity R.2 By participating and working cooperatively in school groups R.3 By demonstrating the correlation between effort and achievement by meeting or exceeding academic expectations R.4 By understanding the achievements and traditions of a multicultural and global society R.5 By engaging in the democratic process Wareham Cooperative Junior/Senior High School Mission Statement The Wareham Cooperative Junior Senior High School fosters an environment for the students academic and personal growth in preparation for their participation in society. 5
Massachusetts Learning Standards: English Language Arts Standard 1: Discussion Students will use agreed-upon rules for informal and formal discussions in small and large groups Standard 2: Questioning, Listening, and Contributing Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions or interviews in order to acquire new knowledge. Standard 3: Oral Presentation Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. Standard 4: Vocabulary and Concept Development Students will understand and acquire new vocabulary and use it correctly in reading and writing Standard 5: Structure and Origins of Modern English Students will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages Standard 6: Formal and Informal English Students will describe, analyze, and use appropriately formal and informal English. Standard 7: Beginning Reading Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech. Standard 8: Understanding a Text Students will identify basic facts and main ideas in a text and use them as the basis for interpretation Standard 9: Making Connections Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background. Standard 10: Genre Students will identify, analyze, and apply knowledge of the characteristics of different genres. Standard 11: Theme Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding. Standard 12: Fiction Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding Standard 13: Nonfiction Students will identify, analyze, and apply knowledge of the purposes, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding Standard 14: Poetry Students will identify, analyze, and apply knowledge of the themes, structure, and elements of poetry and provide evidence from the text to support their understanding 6
Massachusetts Learning Standards: English Language Arts, continued Standard 15: Style and Language Students will identify and analyze how an author s words appeal to the senses, create imagery, suggest mood, and set tone, and will provide evidence from the text to support their understanding Standard 16: Myth, Traditional Narrative, and Classical Literature Students will identify, analyze, and apply knowledge of the themes, structure, and elements of myths, traditional narratives, and classical literature and provide evidence from the text to support their understanding Standard 17: Dramatic Literature Students will identify, analyze, and apply knowledge of the themes, structure, and elements of drama and provide evidence from the text to support their understanding. Standard 18: Dramatic Reading and Performance Students will plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose General Standards 19: Writing Students will write with a clear focus, coherent organization and sufficient detail General Standards 20: Writing Students will write for different audiences and purposes General Standards 21: Consideration of Audience and Purpose Students will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone and word choice (diction) in their compositions after revising them. General Standards 22: Standard English Conventions Students will use knowledge of standard English conversion in their writing, revising ad editing General Standards 23: Organizing Ideas in Writing Students will organize ideas in writing in a way that makes sense for their purpose. General Standards 24: Research Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions General Standards 25: Evaluating Writing and Presentation Students will develop and use appropriate rhetorical, logical and stylistic criteria for assessing final versions of their compositions or research projects before presenting them to varied audiences. General Standards 26: Analysis of Media Students will identify, analyze, and apply knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and emerging technologies, and provide evidence from the works to support their understanding. General Standards 27: Media Production Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium 7
Number Sense and Operations WAREHAM PUBLIC SCHOOLS Massachusetts Learning Standards: Mathematics, Grades 9-10 10.N.1 Identify and use the properties of operations on real numbers, including the associative, commutative, and distributive properties; the existence of the identity and inverse elements for addition and multiplication; the existence of n th roots of positive real numbers for any positive integer n; and the inverse relationship between taking the n th root of and the n th power of a positive real number. 10.N.2 Simplify numerical expressions, including those involving positive integer exponents or the absolute value, e.g., 3(2 4 1) = 45, 4 3 5 + 6 = 14; apply such simplifications in the solution of problems. 10.N.3 Find the approximate value for solutions to problems involving square roots and cube roots without the use of a calculator, e.g., 3 2 1 2. 8. 10.N.4 Use estimation to judge the reasonableness of results of computations and of solutions to problems involving real numbers. Patterns, Relations, and Algebra 10.P.1 Describe, complete, extend, analyze, generalize, and create a wide variety of patterns, including iterative, recursive (e.g., Fibonnacci Numbers), linear, quadratic, and exponential functional relationships. 10.P.2 Demonstrate an understanding of the relationship between various representations of a line. Determine a line s slope and x- and y-intercepts from its graph or from a linear equation that represents the line. Find a linear equation describing a line from a graph or a geometric description of the line, e.g., by using the point-slope or slope y- intercept formulas. Explain the significance of a positive, negative, zero, or undefined slope. 10.P.3 Add, subtract, and multiply polynomials. Divide polynomials by monomials. 10.P.4 Demonstrate facility in symbolic manipulation of polynomial and rational expressions by rearranging and collecting terms; factoring (e.g., a 2 b 2 = (a + b)(a b), x 2 + 10x + 21 = (x + 3)(x + 7), 5x 4 + 10x 3 5x 2 = 5x 2 (x 2 + 2x 1)); identifying and canceling common factors in rational expressions; and applying the properties of positive integer exponents. 10.P.5 Find solutions to quadratic equations (with real roots) by factoring, completing the square, or using the quadratic formula. Demonstrate an understanding of the equivalence of the methods. 10.P.6 Solve equations and inequalities including those involving absolute value of linear expressions (e.g., x - 2 > 5) and apply to the solution of problems. 10.P.7 Solve everyday problems that can be modeled using linear, reciprocal, quadratic, or exponential functions. Apply appropriate tabular, graphical, or symbolic methods to the solution. Include compound interest, and direct and inverse variation problems. Use technology when appropriate. 10.P.8 Solve everyday problems that can be modeled using systems of linear equations or inequalities. Apply algebraic and graphical methods to the solution. Use technology when appropriate. Include mixture, rate, and work problems. Geometry 10.G.1 Identify figures using properties of sides, angles, and diagonals. Identify the figures type(s) of symmetry. 10.G.2 Draw congruent and similar figures using a compass, straightedge, protractor, and other tools such as computer software. Make conjectures about methods of construction. Justify the conjectures by logical arguments. 10.G.3 Recognize and solve problems involving angles formed by transversals of coplanar lines. Identify and determine the measure of central and inscribed angles and their associated minor and major arcs. Recognize and solve problems associated with radii, chords, and arcs within or on the same circle. 10.G.4 Apply congruence and similarity correspondences (e.g., ABC XYZ) and properties of the figures to find missing parts of geometric figures, and provide logical justification. 10.G.5 Solve simple triangle problems using the triangle angle sum property and/or the Pythagorean theorem. 10.G.6 Use the properties of special triangles (e.g., isosceles, equilateral, 30º 60º 90º, 45º 45º 90º) to solve problems. 10.G.7 Using rectangular coordinates, calculate midpoints of segments, slopes of lines and segments, and distances between two points, and apply the results to the solutions of problems. 10.G.8 Find linear equations that represent lines either perpendicular or parallel to a given line and through a point, e.g., by using the point-slope form of the equation. 8
Massachusetts Learning Standards: Mathematics, Grades 9-10, continued 10.G.9 Draw the results, and interpret transformations on figures in the coordinate plane, e.g., translations, reflections, rotations, scale factors, and the results of successive transformations. Apply transformations to the solutions of problems. 10.G.10 Demonstrate the ability to visualize solid objects and recognize their projections and cross sections. 10.G.11 Use vertex-edge graphs to model and solve problems. Measurement 10.M.1 Calculate perimeter, circumference, and area of common geometric figures such as parallelograms, trapezoids, circles, and triangles. 10.M.2 Given the formula, find the lateral area, surface area, and volume of prisms, pyramids, spheres, cylinders, and cones, e.g., find the volume of a sphere with a specified surface area. 10.M.3 Relate changes in the measurement of one attribute of an object to changes in other attributes, e.g., how changing the radius or height of a cylinder affects its surface area or volume. 10.M.4 Describe the effects of approximate error in measurement and rounding on measurements and on computed values from measurements. Data Analysis, Statistics, and Probability 10.D.1 Select, create, and interpret an appropriate graphical representation (e.g., scatterplot, table, stem-and-leaf plots, boxand-whisker plots, circle graph, line graph, and line plot) for a set of data and use appropriate statistics (e.g., mean, median, range, and mode) to communicate information about the data. Use these notions to compare different sets of data. 10.D.2 Approximate a line of best fit (trend line) given a set of data (e.g., scatterplot). Use technology when appropriate. 10.D.3 Describe and explain how the relative sizes of a sample and the population affect the validity of predictions from a set of data. Number Sense and Operations Massachusetts Learning Standards: Mathematics, Grades 11-12 12.N.1 Define complex numbers (e.g., a + bi) and operations on them, in particular, addition, subtraction, multiplication, and division. Relate the system of complex numbers to the systems of real and rational numbers. 12.N.2 Simplify numerical expressions with powers and roots, including fractional and negative exponents. Patterns, Relations, and Algebra 12.P.1 Describe, complete, extend, analyze, generalize, and create a wide variety of patterns, including iterative and recursive patterns such as Pascal s Triangle. 12.P.2 Identify arithmetic and geometric sequences and finite arithmetic and geometric series. Use the properties of such sequences and series to solve problems, including finding the general term and sum recursively and explicitly. 12.P.3 Demonstrate an understanding of the binomial theorem and use it in the solution of problems. 12.P.4 Demonstrate an understanding of the trigonometric, exponential, and logarithmic functions. 12.P.5 Perform operations on functions, including composition. Find inverses of functions. 12.P.6 Given algebraic, numeric and/or graphical representations, recognize functions as polynomial, rational, logarithmic, exponential, or trigonometric. 12.P.7 Find solutions to quadratic equations (with real coefficients and real or complex roots) and apply to the solutions of problems. 12.P.8 Solve a variety of equations and inequalities using algebraic, graphical, and numerical methods, including the quadratic formula; use technology where appropriate. Include polynomial, exponential, logarithmic, and trigonometric functions; expressions involving absolute values; trigonometric relations; and simple rational expressions. 12.P.9 Use matrices to solve systems of linear equations. Apply to the solution of everyday problems. 9
Massachusetts Learning Standards: Mathematics, Grades 11-12, continued 12.P.10 Use symbolic, numeric, and graphical methods to solve systems of equations and/or inequalities involving algebraic, exponential, and logarithmic expressions. Also use technology where appropriate. Describe the relationships among the methods. 12.P.11 Solve everyday problems that can be modeled using polynomial, rational, exponential, logarithmic, trigonometric, and step functions, absolute values, and square roots. Apply appropriate graphical, tabular, or symbolic methods to the solution. Include growth and decay; joint (e.g., I = Prt, y = k(w 1 + w 2)) and combined (F = G(m 1m 2)/d 2 ) variation, and periodic processes. 12.P.12 Relate the slope of a tangent line at a specific point on a curve to the instantaneous rate of change. Identify maximum and minimum values of functions in simple situations. Apply these concepts to the solution of problems. 12.P.13 Describe the translations and scale changes of a given function f(x) resulting from substitutions for the various parameters a, b, c, and d in y = af (b(x + c/b)) + d. In particular, describe the effect of such changes on polynomial, rational, exponential, logarithmic, and trigonometric functions. Geometry 12.G.1 Define the sine, cosine, and tangent of an acute angle. Apply to the solution of problems. 12.G.2 Derive and apply basic trigonometric identities (e.g., sin 2 θ + cos 2 θ = 1, tan 2 θ + 1 = sec 2 θ) and the laws of sines and cosines. 12.G.3 Use the notion of vectors to solve problems. Describe addition of vectors and multiplication of a vector by a scalar, both symbolically and geometrically. Use vector methods to obtain geometric results. 12.G.4 Relate geometric and algebraic representations of lines, simple curves, and conic sections. 12.G.5 Apply properties of angles, parallel lines, arcs, radii, chords, tangents, and secants to solve problems. Measurement 12.M.1 Describe the relationship between degree and radian measures, and use radian measure in the solution of problems, in particular, problems involving angular velocity and acceleration. 12.M.2 Use dimensional analysis for unit conversion and to confirm that expressions and equations make sense. Data Analysis, Statistics, and Probability 12.D.1 Design surveys and apply random sampling techniques to avoid bias in the data collection. 12.D.2 Select an appropriate graphical representation for a set of data and use appropriate statistics (e.g., quartile or percentile distribution) to communicate information about the data. 12.D.3 Apply regression results and curve fitting to make predictions from data. 12.D.4 Apply uniform, normal, and binomial distributions to the solutions of problems. 12.D.5 Describe a set of frequency distribution data by spread (i.e., variance and standard deviation), skewness, symmetry, number of modes, or other characteristics. Use these concepts in everyday applications. 12.D.6 Use combinatorics (e.g., fundamental counting principle, permutations, and combinations) to solve problems, in particular, to compute probabilities of compound events. Use technology as appropriate. 12.D.7 Compare the results of simulations (e.g., random number tables, random functions, and area models) with predicted probabilities. 10
Types of Portfolio Artifacts - 2 types Teacher-generated - whole class, common assignments; most artifacts will come from here. They will have a clear connection to Standards and will be assessed using a rubric that has been developed within the respective department. Student reflection sheets the forms are included in this handbook. Each student will complete in the relevant class, a reflection sheet for each common assignment. The intention is that the reflection sheets will be completed when the graded assignment is returned, and students have an opportunity to review their work, commenting on its demonstrated proficiency of the corresponding standard(s). The artifact shall contain clear and convincing evidence that the student has applied higher order thinking skills such as analysis, application, and comprehension. Teachers Responsibility English language arts and mathematics teachers will assign and collect: 2 assignments per quarter (8 per year); these will be common assignments by grade and subject area. Common assignments and their rubrics will be developed in each department.. 1 reflection sheet completed by the students per assignment. Students in core classes will submit additional English language arts and mathematics assignments at teachers direction; all assignments included in the portfolio will include a student reflection sheet. Science and social studies teachers will assign and collect: 1 assignment per semester (2 per year); these will be common assignments by grade and subject area. Common assignments and their rubrics will be developed in each department. Each portfolio submission shall include the following: Student work, i.e. the completed common assignment; Student reflection form, completed, which gives a brief description of work, explanation of why the piece is in the Portfolio, reflection of the learning process and description of how this work meets the required learning standards, using the form included in this handbook. Rubrics corresponding to each assignment, as have been developed in the departments, to ensure that each entry has achieved the learning standards as determined by department. Student Responsibility While the school will provide the resources and support necessary for successful portfolio completion, it is the student's responsibility to fulfill all requirements. Students may also choose additional submissions to the portfolio that go beyond the requirements once the requirements are met. The student is expected to complete the assigned portfolio task within a specified pre-determined timeframe. If there are technical problems or other extenuating circumstances that prevent completion of an entry, it will be the student s responsibility to seek out a solution to the problem. Ultimately, the student must have a complete portfolio. 11
21 st Century Qualities of Success Self-Directed Student, choosing to learn from models (adults and peers) to engage others in working together, and to evaluate his/her own performance and learning. Creative Problem Solver, choosing to utilize time and resources to work cooperatively and independently towards a defined goal. Effective Communicator, choosing to clearly and confidently speak, listen, and interpret ideas across content areas, to write logically, concisely and persuasively, and choosing to use technology as a means of communication. Skillful User of Technology, choosing to access on-line sources to exchange information, to analyze data using databases and spreadsheets, to interpret and present data effectively, and to use word-processing software. Responsible Member of a Community, choosing to recognize individuality and respect diversity, and to meaningfully participate in school and community life. Supporter and/or Performer of the Arts, choosing to purposefully create, perform and/or respond to music, visual arts, theatre and/or dance, and to support fellow students as they engage in artistic endeavors of their choice. 12
Reflection Sheet Student Name: Date: Course/Teacher's Name: Summarize what you were asked to do for this assignment. What was the most useful or meaningful thing you learned in this assignment/project? List the ways you think you have grown or developed as a result of this assignment/project? What Massachusetts Learning Standards did this meet? What was your biggest achievement in this assignment/project? 13
Portfolio Final Reflection Please review your portfolio and answer the following questions about your work: 1. What have you learned about yourself by putting together your portfolio? In what area have you achieved the greatest improvement? 2. If you could redo any one of your selections, which one would it be, and what would you do differently? 3. What is your favorite piece? Why do you consider this piece special? 4. If you could publish one selection from this portfolio, which would it be and why? 5. In the future, how will you be able to use the skills, knowledge or experience you gained by completing this task? 6. Explain what you think worked or didn t work in the actual procedures of completing the portfolio. 14