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DRAFT
Adapted from The Envision Schools Graduation Portfolio Handbook for Student, Teachers, and Families
in conjunction w...
Asia Society ISSN, draft v. 1.0 July 2010, page 2
Table of Contents
Part I: Internal Studies School Network Graduate Profi...
Asia Society ISSN, draft v. 1.0 July 2010, page 3
Profile of an International Studies Schools Network (ISSN)
High School G...
Asia Society ISSN, draft v. 1.0 July 2010, page 4
THE GRADUATION PORTFOLIO SYSTEM AND EXHIBITON PROCESS
Definition and pur...
Asia Society ISSN, draft v. 1.0 July 2010, page 5
The Graduation Portfolio Components
1. A student cover letter and introd...
Asia Society ISSN, draft v. 1.0 July 2010, page 6
3. Reflective Summaries (see Appendix for further details)
For each of t...
Asia Society ISSN, draft v. 1.0 July 2010, page 7
The portfolio assessment process includes certifying a student’s mastery...
Asia Society ISSN, draft v. 1.0 July 2010, page 8
The Preparation of the Exhibition takes place in a number of stages (Som...
Asia Society ISSN, draft v. 1.0 July 2010, page 9
Part IV: Appendices of Supporting Materials
Appendix A
Performance Outco...
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Transcript of "Gps handbook issn draft june 2010"

  1. 1. DRAFT Adapted from The Envision Schools Graduation Portfolio Handbook for Student, Teachers, and Families in conjunction with Stanford University, 2008 Asia Society International Studies School Network Graduation Portfolio Handbook for Students, Teachers, and Families 2009-2010 (Version 1.5) Please use this template to create a GPS handbook for your school community.
  2. 2. Asia Society ISSN, draft v. 1.0 July 2010, page 2 Table of Contents Part I: Internal Studies School Network Graduate Profile Part II: The Graduate Portfolio and Exhibition Process Part III: The Portfolio Assessment Process Part IV: Appendices of Supporting Materials
  3. 3. Asia Society ISSN, draft v. 1.0 July 2010, page 3 Profile of an International Studies Schools Network (ISSN) High School Graduate The goal of the International Studies Schools Network (ISSN) is that every student who graduates from an ISSN school possesses the knowledge, skills, and habits of mind necessary to succeed and contribute in the 21st century global environment. It is a goal for each and every ISSN student; our mission is excellence and equity in the global era. The following is a profile of the attributes we strive to develop in each ISSN high school graduate. ISSN graduates are Ready for College. They: • Earn a high school diploma by completing a college-preparatory, globally focused course of study requiring the demonstration of college level work across the curriculum • Have the experience of achieving expertise by researching, understanding, and developing new knowledge about a world culture or an internationally relevant issue • Learn how to manage their own learning by identifying options, evaluating opportunities, and organizing educational experiences that will enable them work and live in a global society • Graduate with all options open for post-secondary education, work and service ISSN graduates have the Knowledge Required in the Global Era. They understand: • Mathematics as a universal way to make sense of the world, solve complex, authentic problems, and communicate their understandings using the symbols, language, and conventions of mathematics • Critical scientific concepts, engage in scientific reasoning, and apply the processes of scientific inquiry to understand the world and explore possible solutions to global problems • How the geography of natural and man-made phenomena influences cultural development as well as historical and contemporary world events • The history of major world events and cultures and utilize this understanding to analyze and interpret contemporary world issues • Arts and literature and use them as lenses through which to view nature, society, and culture as well as to express ideas and emotions ISSN graduates are Skilled for Success in a Global Environment. They: • Are “literate for the 21 st century” – proficient in reading, writing, viewing, listening, and speaking in English and in one or more other world languages • Demonstrate creative and complex thinking and problem solving skills by analyzing and producing viable solutions to problems with no known or single right answer • Use digital media and technology to access and evaluate information from around the world and effectively communicate, synthesize, and create new knowledge • Make healthy decisions that enhance their physical, mental, and emotional well-being ISSN graduates are Connected to the World. They: • Effectively collaborate with individuals from different cultural backgrounds and seek out opportunities for intercultural teamwork • Analyze and evaluate global issues from multiple perspectives • Understand how the world’s people and institutions are interconnected and how critical international economic, political, technological, environmental, and social systems operate interdependently across nations and regions • Accept responsibilities of global citizenship and make ethical decisions and responsible choices that contribute to the development of a more just, peaceful, and sustainable world PART II:
  4. 4. Asia Society ISSN, draft v. 1.0 July 2010, page 4 THE GRADUATION PORTFOLIO SYSTEM AND EXHIBITON PROCESS Definition and purpose The ISSN Graduation Portfolio System is part of the body of evidence to assess whether a student, utilizing multiple indicators (e.g. the completion of coursework, participation in projects, community service, a student’s proficiency on the relevant content standards and other measures identified by individual network schools) that a student is ready to be successful in college with knowledge, skills and dispositions to effectively contribute as a global citizen. Rationale The completion of the Graduation Portfolio System is required for all graduating students and serves several important purposes for students and staff: 1. Requires each graduating student to demonstrate what he or she knows and is able to do in an individualized format; 2. Emphasizes the importance of reflecting on one’s learning (meta-cognition); 3. Enables a committee established through the exhibition process to assess his or her readiness for college and work; 4. Produces meaningful indicators of student learning that informs curriculum and teaching practice throughout ISSN schools; 5. Promotes a shared understanding among students, teachers, parents, and community of the quality of work and what graduates are expected to know and be able to do. The Graduation Portfolio is the deliberate and thoughtful selection of student mastery work assembled by the student in a unique and compelling way to provide evidence of his or her learning at an ISSN School. The Exhibition Process is an individualized student presentation of learning where students reflect on their work and demonstrate how their work both meets the school’s criteria for graduation and supports their personal and professional goals. 1 ISSN Schools will provide Professional Development devoted to the review of certified work artifacts and the calibration of scoring across schools and disciplines. This process will ensure that scoring of student work is valid and that the graduation assessment system remains credible and defensible. Also, an external review panel of assessment experts (such as our partner organization, Stanford School Redesign Network) will examine a selection of graduation portfolios by ISSN Schools’ graduates to ensure the quality of the assessment system and our alignment to national benchmarks for college readiness. PART IIA:
  5. 5. Asia Society ISSN, draft v. 1.0 July 2010, page 5 The Graduation Portfolio Components 1. A student cover letter and introduction to the portfolio: This cover letter will help anyone reviewing the portfolio to orient themselves to the individual student and the contents of the portfolio. 2. A digital arrangement of certified, mastery level student work: Graduating students must select and include in their portfolio, as part of their evidence of learning, artifacts of mastery level work produced through core content and interdisciplinary studies in the following areas: Graduation Portfolio Seven Area Requirements: A certified artifact and an accompanying reflection in the following seven content areas: 1. Mathematics 2. Scientific Literacy and Scientific Inquiry 3. History/Social Science 4. English/Language Arts 5. World Language (Draft under development) 6. Arts (Draft under development) 7. Global Leadership (Draft under development) Content areas may connect interdisciplinary components. Other required content or technical skills such as communication skills and technology applications are imbedded in specific content performance outcomes. (See Appendix __) Building the Graduate Portfolio: Before entry into the Graduation Portfolio, a Subject Area Teacher or Advisor must certify all artifacts of student-produced work as having met standards of proficiency. The work artifacts must be certified before the student presents his or her portfolio in the Exhibition process. Subject area teams will have a process to calibrate their standards for scoring student work in the content areas. Each student will also have the opportunity, through consultation with his or her advisor, to include further work artifacts that he or she feels highlight or exemplify his or her strengths as a learner. The Graduation Portfolio has the following components: 1. A student cover letter and introduction to the portfolio; 2. A digital arrangement of certified, mastery level student work produced in seven areas, which is assessed and certified by teachers 3. Prior to the exhibition; reflective summaries of the work artifacts in the seven areas; 4. Assessment/Reflections written by the student’s advisor
  6. 6. Asia Society ISSN, draft v. 1.0 July 2010, page 6 3. Reflective Summaries (see Appendix for further details) For each of the seven areas, a student must write a formal reflective summary that attests to the rigor and relevance of each of the work artifacts included in the portfolio that: • Discusses the essential concepts, subject-specific understandings, and task- specific skills related to the work entered in that content area; • Describes the relevance of the concepts learned and application of the skills used to complete the work; • Connect the work to the ISSN Graduate Profile The process of writing a reflective summary is one that students will practice numerous times, in the classroom, before having to prepare one for the Graduation Portfolio. 4. Assessment/Reflections from the Student’s Advisor The advisor will write a one-to-two page reflective narrative highlighting the student’s overall engagement and accomplishments with the graduate portfolio process and the student’s develop within the ISSN Graduate Profile. PART IIB: The Exhibition Process PART III: THE PORTFOLIO ASSESSMENT PROCESS The Exhibition Process is an individualized student presentation of learning where students reflect on their work and demonstrate how their work both meets the school’s criteria for graduation and supports their personal and professional goals. Each Asia Society ISSN School will establish the Exhibition Process that reflects the unique characteristics of their program. The Exhibition Process will take place during the final year of high school. The school process should contain the following elements. • Students provide an oral presentation of three or more Mastery Level Work Artifacts demonstrating how the work meets the graduation criteria, reflect elements of the ISSN Graduate Profile, and meet their personal goals. • Students may begin defending their Graduation Portfolios once all of the work has been certified and approved by the advisor or teachers. In the event that a student does not pass his or her exhibition, the student will have the opportunity to re-present • The Exhibition Committee is composed the student advisor, other faculty, and family members. Schools are encouraged to include a fellow student and community members as well. Schools may decide to ad a community member. • A support system is established where the Advisor assists the students in selecting the artifacts and preparing the oral defense. Advisors may help students will selecting the Exhibition Committee members and scheduling the exhibitions.
  7. 7. Asia Society ISSN, draft v. 1.0 July 2010, page 7 The portfolio assessment process includes certifying a student’s mastery-level work, evaluating the reflections, and determining whether the student passes the Exhibition Process. The role of the teacher in this process is to provide students with multiple opportunities to produce graduation-level work through projects and course assignments and to provide students with feedback in relation to graduation standards. The role of the advisor is to help each student identify whether particular work artifacts meet graduation standards. Compiling the Portfolio 1. The advisor will hold an initial planning meeting with each advisee to review and discuss the Graduation Portfolio and explore work artifacts for inclusion; 2. As each piece is identified, teachers, the advisor and the advisee will use the following guidelines to create a schedule for revision (if necessary) and timeline for final certification of all work artifacts (see Appendix for a visual representation of this process) The Advisor’s Guidelines: If a work artifact meets the standard for proficiency on the Graduation Portfolio rubric: a) it is certified for inclusion in the Graduation Portfolio; b) student completes reflection for the artifact (where appropriate). If the work artifact does not meet proficiency standard on the Graduation Portfolio rubric: a) it is returned to the content teacher for review, or b) the advisor suggests revisions if the artifact is non-content specific. In the event that an advisor disagrees with the assessment of a content-specific work artifact (certified or not-certified), he or she is encouraged to talk with the certifying teacher, as an advocate for the student, and ask for a second read if appropriate. The Content Teacher’s Guidelines: If the work artifact meets the standard for proficiency on the Graduation Portfolio rubric: a) the work artifact is certified; b) the artifact then goes to the Advisor for possible submission in the Graduation Portfolio. If the work artifact is not proficient on the Graduation Portfolio rubric: a) suggestions are made for revisions, or b) an alternate work artifact may be proposed for certification. Preparing for the Exhibition
  8. 8. Asia Society ISSN, draft v. 1.0 July 2010, page 8 The Preparation of the Exhibition takes place in a number of stages (Some elements may change depending on the process of a specific school): 1. Student presents all certified work to advisor for approval; 2. The student and the advisor determine the composition of the Exhibition Committee and a date for the defense; 3. The student and the advisor determine which work artifacts will be highlighted during the Exhibition: a) In consultation with the advisor, who plays a significant role throughout this process, student reviews all the certified contents in the Graduation Portfolio. The student selects three artifacts that will provide strong evidence of learning, college preparedness, and mastery of Global leadership. The work should be drawn from a balanced variety of portfolio areas; b) When making selections, the student should also consider work he or she is particularly proud of, work he or she has struggled with but eventually mastered, work he or she has a continued and genuine interest in, and/or work he or she is comfortable discussing in the forum of the Exhibition Committee; 4. Plan the structure of the presentation and rehearse; 5. All participants on the Exhibition Committee will have the opportunity to review a student’s Graduation Portfolio, paying close attention to the three items selected for defense. The advisor and student are responsible for ensuring the delivery and/or accessibility of this material to each committee member at least two weeks prior to the Exhibition; 6. The advisor coaches the advisee through a final rehearsal of the Exhibition; 7. Student defends and the Exhibition Committee determines whether the student passes or needs to re-submit for a subsequent defense.
  9. 9. Asia Society ISSN, draft v. 1.0 July 2010, page 9 Part IV: Appendices of Supporting Materials Appendix A Performance Outcomes & Rubrics 1. Mathematics 2. Scientific Literacy and Scientific Inquiry 3. History/Social Science 4. English/Language Arts 5. World Language (Draft under development) 6. Arts (Draft under development) 7. Global Leadership (Draft under development) Appendix B: The Graduation Portfolio Checklist 1. Graduation Portfolio Contents and Certification Check-List 2. Advisor Checklist Appendix C: Exhibition Process, including visual representation

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