2. A Portrait of a Learner Looking at the UPK student portfolio requirements Barbara Decker 9/2015

3. Features of a Good Portfolio It focuses on the child’s strengths, what a child can do It demonstrates growth over time Every sample is dated with: month, day and year Identify the sample (ex. “Writing Sample”) Only write on a child’s work with permission Selected work samples represent the student’s independent work

4. A portfolio contains: Pre and post Draw-A-Person Pre and post Writing Samples A Response to Literature Brigance Score Sheet A Summary Report The Cover Page

5. Portfolio Time Table September Building Relationships Begin Brigance October Draw a Person Writing Sample January Check to make sure all students have Draw a Persons and Writing Samples February-March Response to Literature April Make sure every student has had a Brigance Screening May Draw a Person 2nd Writing Sample June Summary Report

6. Portfolio Check List Revised 06/06/rppp/bd Student NameDraw a Person (enter) Draw a Person (spring) Writing Sample (enter) Writing Sample (spring) Response to Literature (spring) Brigance Available on the UPK Resource Page

7. Draw-A-Person Guidelines 8 1/2 by 11 1/2 Pencil Done individually with each student Date the sample Label the sample

8. What do we learn about the child? What to Observe: Handedness Grip Body Size Body Parts Language

9. A Writing Sample can tell us many things about the child. What hand/hands the child uses to write. How does the child holds the pencil? How strong is the child’s grip? The developmental stage of the child’s writing. Directionality

10. A full left hand grip.

11. A modified tripod grasp, 2 fingers and a thumb. Scribble writing and some letter shapes

12. A tripod grasp, with letter shapes.

13. Writing Samples can be done at the time of the Draw a Person or during the school day.

14. The Response to Literature Select a familiar story. Ask the children to draw their favorite part of the story. Ask each child to tell you about their drawing and record the child’s words. Attach this to their picture along with the title and author of the book. Read the book to small group.

15. The Summary Report The Summary Report will be printed from COR Advantage once you have completed all of Period 3 documentation To access the COR Advantage Summary Report: Select a student’ name Under Child Reports on the left side of the screen select-: Your child’s developmental profile (Family Report)” Then Select “new” Enter the periods ( selecting 1,2,3 will give you a report that shows growth over time) Enter the language as English or Spanish Then select “Next” If you want to include anecdotes, select which ones and then Select “next” (you can decide to not select any) continued…….

16. Summary Report Continued…. For the screen on “images”, just leave this one blank and select “next” Now the report will appear Scroll down to the bottom and under the section “Next Steps” record the title “The Description Of Individuality” and enter your notes on the child. When you are done select “save”. On the next screen select “view” and use the option to print the report.

17. Description of Individuality When writing this section, think about the child and what immediately comes to your mind. What stands out about this child? Some possible questions you could ask yourself are: How does the child enter the room each day? Is the child willing to take risks and try new activities? Where does the child spend choice time and with whom? Does the child draw pictures with details and use letters and words to describe these details? How does the child problem solve during disagreements with peers? Continued….

18. Continued…… Is the child able to initiate and maintain his activities during center time? Does the child offer to assist classmates when help is needed (such as opening milk cartons or getting a napkin)? What is the child’s learning style? How does the child express his/her needs and feelings? How does the child manage the daily stress of classroom life? Is the child a leader in the classroom and what does that look like? continued

19. Continued Is the child observant and constantly noticing the environment around him/her commenting on the change? How does the child work in large group settings such as circle time? Is the child curious about their environment? What are the child’s organizational skills? Can the child build friendships with others and what does that look like? Is the child able to listen to expository stories (factual, resource stories) and incorporate the information into his/her work?

20. “Education is not the filling of a pail, but the lighting of a fire.” William Butler Yeats