# data[].attributes.body
starting in ECE and passing up to Kindergarten - something that can be built on

# data[].attributes.body
Expectations
Ease of use -parent support?
Equitable

# data[].attributes.body
Hardcore modeling of what needs to be done, and if there's a digital portfolio planned, there would need to be templates made and easily accessible for teachers and students alike.
"I'm not doing digital this year. Come check out my current portfolio" - Emily Mueller

# data[].attributes.body
We would like to see every grade level keep their portfolio in the same way to make adding material easier.

# data[].attributes.body
big binders
negotiation on what work to put in and what to send home
everyone on the same page

# data[].attributes.body
We would need a lot more storage space if we were to do physical binders.
Digital storage that's reliable.[

# data[].attributes.body
how can it be a student-driven process rather than a teacher-driven process? time built into the schedule

# data[].attributes.body
collection online but also have portfolio binders that can be passed on to next grade level

# data[].attributes.body
something that could be passed from grade to grade (physical binder, not electronic)
referred to throughout the year, not just at the end of the year.

# data[].attributes.body
A big fancy leather binder

# data[].attributes.body
It could be cool to use SeeSaw K-2 and Google sites for older grades.
Potentially a physical file or binder that goes with kids throughout their PYP career.

# data[].attributes.body
We would like to see the portfolios kept digitally. We would like the ability to add data in multiple formats like video and audio clips

# data[].attributes.body
We would like to see a digital portfolio that begins in ECE, Kinder and is carried throughout their time at Swigert. If it is built within Google Sites, the kids can have it as long as they are in DPS. It can be started and set up and even maintained initially by parent volunteers (Parent Paparazzi). Then, around third grade, one of the Exploration units can be to peruse and update and reflect upon the experiences. I envision kids using these for the end-of-year student-led conferences.

# data[].attributes.body
Portfolios could be more transparent so that anyone from the school community could come and pull examples from a student's portfolio.

# data[].attributes.body
Alternate way to demonstrate student growth as opposed to test scores. Individuality speaks to each person as a learner.

# data[].attributes.body
Feeling successful in areas that have been challenging for them. Pride in their work and what they can produce.

# data[].attributes.body
Kids can elevate what they have done well and possibly set goals for next time--This is when it would help to carry over from year-to-year since we don't always write a second piece in the same genre.

# data[].attributes.body
Students ca

# data[].attributes.body
By reflecting over time, students can see their growth and find trends in their thinking and work. They can learn more about who they are.

# data[].attributes.body
Build confidence
Learn from mistakes or successes
Developing a growth mindset
If students were reflecting each year, at the end of each unit, they would be able to see the progression of the unit over time throughout the PYP

# data[].attributes.body
taking ownership of learning
confidence and pride
fostering the love of learning

# data[].attributes.body
taking ownership of learning
confidence and pride
s

# data[].attributes.body
taking ownership of learning

# data[].attributes.body
Reflecting allows students to see their growth over time. It allows them to keep a growth mindset in seeing that they are not finished growing, even if they've mastered the standards at work.

# data[].attributes.body
To see their growth.
to revisit their learning.
to share ideas with

# data[].attributes.body
I wonder if we start with a whole class portfolio in a sense....Maybe we have a section for showing profiles and kids are highlighted.

# data[].attributes.body
They get a

# data[].attributes.body
They get a feeling of achievement when they look back.
Confidence boost

# data[].attributes.body
They get a feeling of achievement.

# data[].attributes.body
Goal setting
Reflect on growth

# data[].attributes.body
the children and parents can see their growth and how they have changed

# data[].attributes.body
Verbal encouragement- reminding students what they can achieve now vs what they could do in previous years

# data[].attributes.body
TS Gold data
starting Portfolios this year
writing/drawing samples
pictures

# data[].attributes.body
data/IB binders
I-station
pictures
TS gold

# data[].attributes.body
data binders
I-station

# data[].attributes.body
a reflection page for each unit that we add to their year long portfolio that is used for student led conferences. A combination of pictures and words

# data[].attributes.body
Literacy has writing notebooks and

# data[].attributes.body
Literacy has

# data[].attributes.body
Literacy has writing notebooks and reading response journals. Final writing pieces are printed out and kept in said notebooks.

# data[].attributes.body
Google sites
Unit reflections

# data[].attributes.body
Google sites

# data[].attributes.body
We keep all of our writing from each unit. We keep student portfolios that students share at student led conferences. This work is then ALL sent home at the end of each year.

# data[].attributes.body
Collect student work related to IEP goals, progress monitoring, and direct instruction. Keep work binders for each student. Important  to help students understand their data and progress as a result of their hard work. Goal setting for themselves.

# data[].attributes.body
We do not currently have a system for documenting growth over time in the sense of items to go in a portfolio. It would be helpful, though, if we had

# data[].attributes.body
The content is interesting and very connected to real world issues.

# data[].attributes.body
I love the focus on AGENCY this year! I'm seeing it all around.

# data[].attributes.body
Rockies.
Character development
Cross-subject connections
Buy in from students

# data[].attributes.body
learner profiles
internationally minded
integrated learning
units of inquiry
teacher ownership and freedom

# data[].attributes.body
That it is thematic
Connects to the world
Well rounded
Transdisciplinary
Connections across schools across the world
Global minded
Growing world citizens outside of the bubble
Developing and recognizing agency

# data[].attributes.body
That the kids start using the language of the Learner Profile traits.
That they understand what they are learning and it is woven throughout the day.
Learning is conceptual and concepts build each year.

# data[].attributes.body
the learner profiles traits
international minded
units of inquiry
engagement

# data[].attributes.body
IB lends itself to molding a purposeful and more mindful student/citizen.
The Learner Profile traits are universal, and apply to many aspects of life outside of education.

# data[].attributes.body
We love the ability to adapt our curriculum each year and guide our work through inquiry.

# data[].attributes.body
We do not currently have a system for documenting growth over time in the sense of items to go in a portfolio. It would be helpful, though, if we had a parent who could come in from time to time to capture images of completed projects and that sort of thing. They could be given the title of Parent Paparazzi.