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Junior Gateway Exhibition

 

Junior Portfolio - Student Presentation.mov

Junior Portfolio - Mock Presentation.mov


 
FREQUENTLY ASKED QUESTIONS


1. What is the Junior Gateway Exhibition?
In March of your junior year, you will discuss a portfolio of your academic work over the past two-and-half years with a panel of adults.

2. Who has to participate in the Portfolio Exhibition?
Every student in the Class of 2015 and all future classes must make this presentation. You need to have made the presentation to graduate.

3. What will I be presenting, exactly?
You will present the contents of your portfolio. Your portfolio will be composed of graded rubrics that correspond to assignments you completed over the previous two-and-a half years.

4. What are these rubrics?
Your teachers designed what are known as “school-wide rubrics” to measure your achievement of certain academic expectations they have for you. These expectations involve skills at which your teachers hope you will have become proficient by the time you reach the middle of your junior year. There are seven skills that are measured by school-wide rubrics. These skills are reading, writing, speaking, listening/viewing, problem-solving, creative expression, and use of technology. Notice that these skills are abilities that are called upon in all your classes. For example, you need to problem-solve in math, obviously, but also in physical education when you devise a play in football or in social studies when you prepare your team for a debate. Thus all of your teachers are involved in gauging the level of your success in achieving these skills.

5. What do the rubrics look like?
Your teacher will give you copies of the rubrics for the seven skill areas. They all have several things in common.
  • Each one begins with Morgan School’s mission statement.
  • Each one measures a single, specific academic expectation (one of the seven skill areas).
  • Each one describes four levels of achievement: insufficient, developing, proficient, and exemplary.
  • Each one of the four levels includes descriptors, called indicators, which help to define the nature of achievement at that level. For example, if I was “proficient” in reading, I would have shown that I could
    • Formulate a response that exhibits knowledge and understanding of the text (what I just read)
    • Demonstrate a thoughtful and plausible interpretation of the text
    • Make judgments about the text that are supported with examples and make appropriate connections between prior knowledge and the text
    • Demonstrate sufficient support
    • And, successfully apply new learning to other contexts/situations (such as using what I’d read to answer an essay question)
    • Each rubric offers an area at the bottom where the teacher or you can write notes or feedback.

6. Do I have to do anything with the rubrics besides collecting them?
Yes. The whole point of having your teachers fill out the rubrics is so that you can get an idea of how well you are doing in that particular skill area. Therefore, it is important for you to think about how well you did and why. This process is called “reflection.” Your teachers want you to reflect on your strengths and weaknesses – what you do well already and what you still need to work on. They want you to think about what kind of writer you are, or how well you can express yourself creatively, or how adeptly you use technology. It is actually your reflection that the members of the panel who will view your presentation will be focusing on.

7. Do I have to write down my reflections?
Most of the time when a teacher gives you a school-wide rubric, he or she will ask you to write down your reflection in some form or other. However, there may be times when the teacher has not asked you to reflect, but you believe the rubric and assignment demonstrate some area of skill development you want to talk about with the panel. In this case, you should write down your reflection and keep it with that rubric.

8. Speaking of. . .where will I be keeping these rubrics?
Your advisor will begin asking for scored rubrics in your freshman year. He or she will have a box in your advisory room that will house the scored rubrics and your accompanying reflections. You will have a checklist in your folder in that box that will allow you to keep track of which rubrics of the seven you have and which you still need to get.

If you feel comfortable enough with the technology, you may decide to store your scored rubrics on your Naviance account or on any of the sites you set up in Freshman seminar, from Wiki spaces to Google sites.

Sometimes you may wish to keep the assignment that goes along with the rubric in order to facilitate your discussion of that rubric with the panel; however, it is not necessary. In fact, some assignments, such as large or bulky projects or on-line projects would not be able to be stored in advisory with their rubrics.

9. Do I need to keep every single rubric I’m ever given?
No. For your presentation you will only need to discuss one rubric for each of the seven skill areas. You will want to talk about those rubrics which present the most revealing and honest picture of you as a learner. For example, you may have a rubric from freshman year that indicates that you’re “developing” as a writer. By March of your junior year, you may have received a rubric that shows you’ve become proficient; therefore, you would replace the freshman rubric with the junior one to show where you are now as a writer. Nevertheless, you should make sure you have at least one rubric in each of the seven skill areas before you decide to throw any out.

10. What if I’m not very organized?
You will have some help keeping organized, but ultimately it is up to you, the student, to make sure that you have all the rubrics you need in time for your panel presentation. You will get some help from your advisor, basically in the form of reminders, but if you’re not very organized, you will need to learn to be organized – and after all, learning is what school is all about.

11. Do I need to be “exemplary” in every category in order to pass the exhibition and graduate?
No. You don’t even need to be proficient. What you need to show the panel is that you’ve thought about your abilities in each of the seven skill areas and understand your own strengths and weaknesses as a reader, speaker, problem-solver, etc. For whatever reason, you may never be a “proficient” reader, but as long as you can talk about the difficulties you experience when reading and what you do to try to overcome those difficulties, you will be able to pass you exhibition presentation.

12. What do I have to do to pass?
The three members of the panel will have their own rubric which measures how well you reflected on your progress in each of the seven skill areas. You will need to convince them that you’ve thought about the kind of reader, writer, tech user, etc. that you are and can talk about it with understanding. The easiest way to do this would be to have at hand the reflections you’ve written for the scored rubrics you got back from your teachers. (If you have kept these electronically, you will need to be able to retrieve them for the panel presentation.) All you would have to do then is read the reflections and be prepared to answer questions from the panel. Most of the time those questions will have to do with the assignment for which the rubric was created. For example, the panel might ask you about the project you did for English that earned you a “proficient” on your creative expression rubric.

13. What does the CAPT Test have to do with the Exhibition presentation?
Quite a lot, actually. If you score at “Goal” or above on the CAP Test for an area which corresponds to one of the academic expectations, you will only need to tell the panel that you scored at “Goal” or above. You will not need to present evidence of achievement of that expectation in the form of a scored rubric. Thus, if you scored “Goal” or above on the Reading across the Disciplines portion of the CAPT, you will not need to discuss a reading rubric with the panel. If you scored “Goal” or above on the Writing across the Disciplines portion of the CAPT, you will not need to discuss a writing rubric with the panel. And lastly, if you scored at “Goal” or above on the Math or Science portions of the CAPT, you will not need to discuss the problem-solving rubric with the panel. If you’re particularly proud of an achievement in one of those areas, you can certainly talk about it with the panel, but you won’t have to unless you want to.

14. When will the presentation take place? How long will it take?
We anticipate that the presentations will take place here at The Morgan School on an afternoon in March when we have a half-day. You will be given an appointment time and a room number by your advisor about mid-semester during your junior year. At your appointed time, you will report to your assigned room for your presentation. You should expect to spend about twenty to thirty minutes reporting to the panel.

15. Who will be on the panel?
The panel will be composed of three adults. These adults might include Morgan teachers, administrators, and/or paraprofessionals. There might also be some of the teachers from Eliot, Pierson, and/or Joel on the panel. In addition, parents or other community members (such as school board members) might serve on the panels. All of these adults are interested in knowing how much you’ve learned over the preceding eleven years – and even more so, they all want to celebrate your successes.