In retrospect, this was the best configuration for using Schoology portfolios in grading groups at this small pilot school of only about 350 students. Furthermore, the "Portfolio course" created a streamlined way of providing all students with (1) access to materials required in the portfolio and (2) the structure of having clearly defined Mentor/Mentee groups without having to create multiple courses. Prior to using the Schoology Portfolio option, the school relied primarily on keeping portfolios in Google Drive, which became a logistical pitfall due to universal student access and limitations that presented themselves in the process. This was a major issue that was overcome by using the Schoology platform.

Use of Digital Resources:

SAMR Level:

This exemplar falls into the SAMR level of Augmentation because students and staff are engaging in using portfolios in a different form. Mentors and mentees are able to communicate directly. Another change in functionality is the ability for students to have access to their entire body of work from their courses in Schoology and easily migrate those pieces into their respective portfolios. These portfolios may also then be downloaded and shared with potential employers or educational institutions.

Teacher Feedback

[The portfolio] has made it possible for us to link our teachers as senior mentors to their individual mentees even though they may not have a class together. Using this format has allowed our teachers to easily and openly communicate with their students for individualized support.”

 

We can now easily track exactly how much (or how little) work a student has done on their portfolio. By attaching grades and having time-stamped submissions, we have created a high level of accountability for the students. This accountability has led to a much higher level of student participation earlier in the process and more effective interventions because it is easy for our staff to monitor student progress. Now we know they are not just waiting until the last minute to get it done.”

 

“...Last year, at this point in time we had almost no work done towards Senior defense. Now we are tracking just under 50% are caught up to where we want them to be. Still a very low number, but now that we can track exactly we know where we need to focus our energies in order to give these students a chance to be successful on this PBL.”

 

"We have set up our Senior mentor teams with their students in Schoology groups, which is where they have been able to use the discussions and updates to communicate and give feedback. Mostly it has been used to schedule meetings. The big advantage of feedback in this platform is that you don't need to track down a student in order to schedule meetings and give feedback. Even if the teacher does not have the student in any classes, there is open communication, messaging and instant feedback through this platform.”

 

Promising Practices

A promising practice included in this exemplar is the expanded use of the LMS (Schoology) as a portfolio management tool. The increased ease of use for mentors and mentees of a Senior Defense Portfolio is key to implementing such a practice in a school setting. Students are easily able to import assignments and assessments as part of their academic portfolio, and mentors are easily able to track progress of these portfolios and their artifacts.

Next Steps

Continue to support the use of Student Portfolios in Schoology as a way of tracking students’ progress. SoHDA is considering expanding the use of the Schoology Portfolio to their incoming class of 9th graders and beyond. In doing this, students will potentially have evidence of their work for the full four-year high school experience at SoHDA, and mentors will have the ability to track progress and see growth from one year to the next.