E-Portfolio

 

E-Portfolio requirement for all graduating classes beginning with the class of 2015.

Students will be required to upload, into their Career Cruising account, at least 10 artifacts over the course of 4 years that represent excellence in 21^st century learning skills (listed below). Students will need to upload at least 2 artifacts each year for 4 years.  An exception to this requirement will be made for current sophomores.  The class of 2015 may upload 10 artifacts over the course of 3 years rather than 4.  If current sophomores have artifacts uploaded from freshman year, they will count toward the graduation requirement.

Current freshmen will learn to use Career Cruising to upload documents in their advisories.  Sophomores received this instruction during their freshman advisory.

MHS departments will support students by pre-determining which of the 21st century learning skills best match the student’s work completed within that department’s courses.  For instance, Collaboration could be demonstrated by a team test that a student completed with classmates.

 21^st century skills – At least 1 artifact for each of the following: 

·         Reading

·         Writing

·         Communication

·         Creativity and Innovation

·         Critical Thinking and Problem Solving

·         Collaboration

·         Leadership and Initative

·         Global Awareness and Citizenship

·         Personal Wellness

·         Financial Literacy

Literacy: Reading, Writing & Communication

Reading

·   Analyze a set of ideas or sequences of events and explain how specific individuals, ideas, or events interact and develop during the story (Key Ideas and Details).

·   Analyze how characters develop during the story, how they interact with other characters and how they advance the plot or development of the theme (Key Ideas and Details).

·    Provide a summary of a text and then determine two or more central ideas and analyze their development, including how they interact and build on one another (Key Ideas and Details).

·   Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, sections or chapters (Craft and Structure).

·   Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States (Craft and Structure).

·    Analyze multiple interpretations of a story, poem, or song (Integration of Knowledge and Ideas).

·    Analyze a document of historical or literary significance (e.g. Washington’s Farwell Address, the Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, the Gettysburg Address, King’s Letter from a “Birmingham Jail”) for its themes, purpose, and related ideas (Integration of Knowledge and Ideas).

Writing

·   Develop claim(s) and counterclaims. Supply evidence for each while pointing out the strengths and limitations of both (Text Types and Purposes).

·   Develop a topic by selecting the most significant and relevant facts, definitions, details, quotations, and examples (Text Types and Purposes).

·   Use narratives (dialogue, pacing, description, reflection, and multiple plot lines) to write experiences, events, and/or characters (Text Types and Purposes).

·    Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, or audience (Production and Distribution of Writing).

·    Develop and strengthen writing as needed by planning, revising, editing, and rewriting (Production and Distribution of Writing).

·    Conduct a research project to answer a question or solve a problem. Demonstrate understanding of the subject under investigation by using multiple sources to narrow or broaden the inquiry (Research to Build and Present Knowledge).

·    Draw evidence from texts to support analysis, reflection, or research (Research to Build and Present Knowledge).

Communication

·    Integrate multiple sources of information presented in diverse formats in order to make informed decisions and solve problems. Evaluate the credibility and accuracy of each source noting discrepancies (Comprehension).

·    Present information, findings, and supporting evidence such that listeners can follow the lines of reasoning or discover alternative perspectives (Presentation of Knowledge and Ideas).

·    Make strategic use of digital media in presentations to enhance meaning and to add interest (Presentation of Knowledge and Ideas).

·    Introduce a topic; organize ideas and information so that it connects to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia to assist in comprehension (Create Media Products).

·    Examine how messages are interpreted differently, points of view are included or excluded or how media influences beliefs and behaviors (Analyze Media).

·    Illustrate an understanding of media bias and/or influences (Analyze Media).

Creativity and Innovation

·    Create new and long-lasting or worthwhile ideas (Think Creatively).

·    Evaluate ideas or concepts and suggest creative improvements (Think Creatively).

·     Develop an idea and put it into action (Work Creatively).

·     Demonstrate originality and inventiveness (Work Creatively).

·     Make a concrete and useful contribution (new method, idea, or device) to a field in which the innovation will occur (Implement Innovations).

Critical Thinking and Problem Solving

·    Demonstrate reasoning skills as appropriate to a specific problem or situation (Reason Effectively).

·    Analyze how parts of a whole interact to produce overall outcomes in complex systems (Systems Thinking).

·    Analyze and evaluate evidence, arguments, claims, or beliefs (Make Judgments and Decisions).

·    Ask clarifying questions that help you interpret evidence and draw conclusions based on your analysis (Make Judgments and Decisions).

·    Identify and ask significant questions that clarify various points of view and lead to better solutions (Solve Problem).

·    Demonstrate problems-solving skills by using conventional and/or innovative approaches (Solve Problems).

Collaboration

·   Demonstrate ability to work effectively and respectfully with different people (Interact Effectively with Others).

·    Be helpful in making compromises to accomplish a common goal (Compromise).

·   Assume shared responsibility for collaborative work (Mutual Responsibility).

·   Value individual contributions made by each team member (Recognize Contributions).

·   Set and meet goals, even in the face of obstacles (Manage Projects).

·    Prioritize, plan, and manage work to achieve the intended result (Manage Projects).

Leadership and Initiative

·     Use your relationship and problem-solving skills to influence and guide others toward a goal (Guide and Lead Others).

·     Use yours and others strengths to accomplish a common goal (Guide and lead others).

·     Inspire others to reach their very best by setting a good example (Guide and lead others).

·     Act with the interests of the larger community in mind (Be responsible to others).

·     Adapt to varied roles, jobs, responsibilities, schedules, and situations to meet changing priorities (Adapt to Change).

·     Define, prioritize, and complete tasks without directions (Work Independently).

·      Explore and expand one’s own learning and opportunities to gain expertise (Be Self-directed).

·         Reflect on past experiences and create a new plan for the future (Be Self-directed).

Global Awareness and Citizenship

·     Demonstrate the global implications of personal decisions (Civic Literacy).

·     Provide evidence of exercising your rights of citizenship at local, state, national, or global levels (Civic Literacy).

·     Demonstrate your understanding of other nations and cultures (Cultural Understanding).

·     Respect cultural differences and work effectively with people from a range of social and cultural backgrounds (Work Effectively in Diverse Teams).

·     Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments (Show Flexibility).

·     Learn from and work collaboratively with individuals representing diverse cultures, religions and lifestyles.  Consider personal, work, or community contexts (Mutual Respect).

Personal Wellness Plan (Physical Education and Health Classes)

·     Establish and monitor yearly personal fitness and nutrition goals (Goal Setting).

·     Assess and monitor your personal components of fitness including health (cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition) skills (agility, balance, coordination, speed, power and reaction time) and heart rate (resting, maximum, zones and recovery) (Monitor Components of Fitness).

·     Demonstrate an understanding of preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction (Prevention).

·    Examine a national or international public health related issue (Prevention).

·    Obtain, interpret and understand basic health information and services and using such information and services in ways that enhance health (Decision Making).

·    Use available information to make appropriate health-related decisions (Decision Making).

·    Create and implement a plan to apply the F.I.T. Principle (frequency, intensity, and time) to your life (Fitness and Nutrition Action Plan).

·    Create and implement a Personal Wellness Plan that will extend beyond graduation (Fitness and Nutrition Action Plan).

Financial Literacy Plan (Personal Finance, Family Finance, or Economics)

·    Establish, implement, and monitor financial planning goals (Goal Setting).

·    Examine a national or international financial related issue (Prevention).

·    Demonstrate understanding of the role of the economy in society (Prevention).

·     Obtain, interpret and understand basic financial information and services. Demonstrate use of such information and services in ways that enhance financial decision making (Decision Making).

·     Demonstrate knowledge of the factors used to make appropriate personal economic choices (Decision Making).

·     Create and implement a Personal Financial Plan that extends beyond graduation (Financial Action Plan).