1. A 3-ring binder.Choose a binder that holds up to 20 or more pages, (about one inch size). Use a professional looking binder.
2. 20 or more clear, plastic sheet protectors.
3. 3-5 dividers
4. A box or file to hold your collection of items.
The Transition Portfolio illustrates a student's skills, education, experiences, and their desired outcome. The Transition Portfolio reflects where a student is now and where a student is going. The process of creating the portfolio empowers a student to take ownership of their future plans. A student learns to be self-directing and goal-oriented. All the information concerning a student transitioning from school to work is contained within its pages.
When a student is ready for transition services, the selected agency or support system must gather information about the student. This process of data gathering can take several months. The transition portfolio shortens this process substantially, because it holds everything the service provider needs. The service provider's time is spent in direct service to the student rather than in searching for the student's background information.
The Transition Portfolio includes three sections, Vocational Information Section, Academic Information Section, and the Personal Data Section.
The materials you will need to build your portfolio are:
1. A 3-ring binder.Choose a binder that holds up to 20 or more pages, (about one inch size). Use a professional looking binder.
2. 20 or more clear, plastic sheet protectors.
3. 3-5 dividers
4. A box or file to hold your collection of items.
Since the portfolio is a process which can span several years, purchase of the 3 ring binder may be postponed until the last anticipated school year. When a 3 ring binder is given in the first years, it tends to look worn after extended use. A new binder may need to be purchased prior to graduation to ensure a professional looking portfolio.
The Vocational Information Section may consist of six areas, the cover letter, the resume, references, letters of recommendations, Vocational Profile, and a collection of certificates or verification of work experiences. Each of these areas gives an employer, adult resource, or other support system a look at the student's vocational interests, capabilities, and work experiences. An adult resource can match the student to a job more successfully with this information. A student, by working through this section, can have a better idea of what jobs and skills they like to do. The student can then advocate for himself/herself for the best job fit.
Back to Portfolio Process Back to Start
Goal: Student includes a cover letter addressed to either an adult resource, an employer, or other support system.
Rationale: The cover letter introduces the student and the portfolio. The cover letter tells the reader briefly, "This is who I am".
Process: This cover letter is specifically for the transition portfolio. It differs from the cover letter accompanying a resume in focus. Cover letters accompanying a resume are focused towards a particular employer or job and request an interview from the employer. The cover letter for the transition portfolio focuses towards the adult resource. Several sample cover letters and templates are linked above. These may be modified to suit the needs of a particular reader or student.
*Originated by Mindy Melville at the Spokane Skills Center and modified for this project
Back to Portfolio Process Back to Start
Resume
Template
Goal: Student includes a chronologically organized resume in the portfolio.
Rationale: A resume shows an adult resource or employer detailed information about the student's work history.
Process:
This resume is formatted with information recommended by Spokane adult resources and businesses. It is organized chronologically, with the last job the student worked listed first. For adult resource's information, a notation is made whether the job was paid or non-paid. Hours worked per week are noted to show a student's work stamina. Job duties are listed. A resume should be only one page long.
Back to Portfolio Process Back to Start
References
Template
Goal: List professional and personal references.
Rationale: Personal references are people who know the student and can tell about their character, like being honest, friendly, and cooperative, etc.
Process: Professional references are people who can tell the student's work ethics, work skills, and other job-related things. Professional references could be a student's teachers, supervisors, or school counselors. Personal references could be a student's family friend, neighbor, or church associate. Relatives should not be listed. For professional and personal references, always ask the person if they would be willing to be a reference before listing their names.
Back to Portfolio Process Back to Start
Goal: Student includes letters of recommendation in the portfolio.
Process: A letter of recommendation from an employer, volunteer supervisor, or reference verifies a students work ethics, skill, and character.
Process: Whenever a student completes a paid or non-paid work experience or a community service/volunteer project, the student should ask for a letter of recommendation. When asking for a letter of recommendation, give the supervisor a reasonable time line for completion. After collecting the letter, send a hand-written thank you note.
Examples of a note asking for a recommendation and a thank you note are in the links above.
Back to Portfolio Process Back to Start
The Vocational profile is a comprehensive summary of a student's vocational interests, goals, and capabilities. The vocational profile is the heart of the Transition Portfolio. There may be up to eleven elements in the profile: vocational interest, goals, work experiences, community service experiences, assessments, evaluations, learning styles, job strengths, accommodations, adult resource preferences, and transition supports. By working through each element thoughtfully, a student can see where he/she is now, where he/she is going and how to get there.
With this self-knowledge a student has a clearer idea of what jobs and skills they like to do most. A student can advocate for him/herself for the best job fit. The vocational profile takes the bits and pieces of information learned from classroom activities and work experiences and summarizes them into a coherent, comprehensive tool. Data summarized and organized in the profile, gives the student a written opportunity to present themselves.
Back to Portfolio Process Back to Start
Vocational Interest
Template
Goal: Student summarizes occupational fields that interest them or the skills that he/she likes to use most.
Rationale: In order for an adult agency or resource to assist a student in finding suitable employment, the student's career interests or the skills he/she likes to use most need to be known.
Process: To determine student's job interests, they can simply make a list of careers they like. Teacher-made surveys or commercially prepared interest inventories can be used.
When students are unsure of their work interests a commercial interest inventory may be helpful. Vocational biographies, newspaper ads, or employment agencies can give ideas of possible occupations. Students can ask family members for their ideas on occupations. Job shadows, guest speakers, and tours of local businesses can help students clarify their occupational interests.
Knowing why a student names a certain field helps understand the student's interests. A student, who lists bulldozer operator, may have chosen this job because they like working outside, or running machines, or working alone. A student, who lists policeman, may want to help people or wear a uniform. Knowing why a student chooses a career field tells how much the student knows about the field and possibly, their underlying interests and/or skills they enjoy using.
In the sample vocational profile, the student was unsure of a career field, so she summarized the skills that she liked using the most. Listing the skills she likes most gives an agency or resource an idea of possible jobs which would fit her interests best.
Click on this line to see how one student summarized this section of the vocational profile.
Back to Portfolio Process Back to Start
Goal: Students set vocational, residential, recreational, and personal goals.
Rationale: The purpose of setting goals is to stimulate a students awareness and thinking of the future. With goals in mind, the student can compare where they are now to where they want to go. With appropriate guidance, a student can formulate the skills and steps needed to reach their goals.
Process: These goals will be ever changing as students accomplish them, revise, and/or set new ones. These goals may be tied to the IEP's anticipated outcome goals.
Click on this line to see how one student summarized this section of the
vocational profile.
Back to Portfolio Process Back to Start
Goal: Students list all of the paid and non-paid jobs they have held. Dates of the placement, hours per week, supervisor's name and job description need to be detailed. For each placement, student notes what they like best about the job and what they like least.
Rationale: Unlike the resume, which must list only a page of successful work experiences, this element of the Vocational Profile includes everything. This exercise helps students, staff, adult agencies or resources, etc. see a pattern of interests, capabilities and job characteristics which work best for the student. Many students have very long lists of job experiences and by looking at all they have done creates a sense of accomplishment and pride. Many new skills have been learned! Also, exploring the not so successful experiences and thinking about why they didn't work out, helps a student avoid future pitfalls.
Process: For each placement, the student asks, "What was learned from the experience?" A comment about the experience is important. The best time to do this exercise is immediately after each in-school or other job placement. Students will remember more about their experience at that time and be able to think through each step more readily.
Click on this line to see how one student summarized this section of the vocational profile.
Back to Portfolio Process Back to Start
Goal: Students list all of the community/volunteer service experiences they have worked. Dates of the service, hours per week, supervisor's name and job description need to be detailed. For each experience, student notes what they like best about the service and what they like least.
Rationale: Community service and volunteer activities give students a great deal of experience. They learn new skills and find out what skills they like to use. Students also learn the importance of giving back to their community.
Process: The best time to do this exercise is immediately after each volunteer activity. Students will remember more about their experience at that time and be able to think through each step more readily.
Click on this line to see how one student summarized this section of the vocational profile.
Back to Portfolio Process Back to Start
Goal: Student summarizes any vocational assessment results, emphasizing best abilities.
Rationale: Vocational Asessments can help students and adult agencies get a picture of a student's fine motor skills, problem solving ability, visual perception, and other work related skills. These results could indicate possible job fields.
Process: The school district has limited functional vocational assessment tools available. Check with the high school's career center for possible vocational assessments and interest surveys. Self-evaluations may be used here, also. The Transistion Portfolio itself represents an all encompassing vocational information tool.
Back to Portfolio Process Back to Start
Goal: Student collects all their job performance evaluations. Student's self evaluations may be included here, too.
Rationale: STRIVE evaluations and other job performance evaluations provide students, employers, and agencies/resources an idea about the student's work ethics. Students learn from their current employers the job areas which need improvement. Evaluations also, show a student's growth in a certain job placement. A student can see their growth in a job placement by comparing first and last evaluations.
The IEP requires quarterly reports or documentation.
Process:
At regular intervals during a student's work experience, evaluations are completed by the student's supervisor. Evaluations are also given to the student for self-assessment. When evaluations from the employer and student are complete, a school staff person sits with the student and reviews both evaluations. In comparing the two evaluations, the student gets a "reality check". The staff member can guide the student through the comparison process. Why is there such a large difference between your rating and the boss's rating? Why do you see yourself low on this skill and high on this other skill? What are your strengths? What are your areas for improvement? Do you agree wih your boss's rating? Why or Why not?
Back to Portfolio Process Back to Start
Goal: Student summarizes in several sentences how they learn best.
Rationale: Knowing whether a student is a visual, audio, or tactile learner is important for a student's employer and/or job coach. When training a student in the work setting, techniques that have proven most effective with the student increase immediate success and faster productivity.
Process: A student can discuss with his/her teacher and family members what techniques seem to work best. Does a student learn best when the task is modeled for them? Should there be written instructions, printed only or pictorial step-by-step instructions? Can a student follow one, two, or more than three directions given at one time?
Commercial and informal learning style assessments are available to help a student understand how he/she learns best.
One online survey, "A Learning Style Survey for College" by Catherine Jester, http://www.metamath.com//multiple/multiple_choice_questions.cgi, is a quick and easy test with immediate feedback. Click on the line above to take this survey.
Click on this line to see how one student summarized this section of the vocational profile.
Back to Portfolio Process Back to Start
Goal: Students list the characteristics of a job which will enable him/her to have the most success. Do they like to sit or move around? Do they like to work with people or their hands? What are their strong work ethics?
Rationale: Students and adult agencies or resources can find a good job fit by being aware of what job characteristics will work best. Long term success is more likely when a student's personal characteristics match the job's characteristics.
Process: Using the worksheets linked above or a commercial workbook questionnaire, the student reflects which characteristics describe him/her best. Students should, also, consider the summaries written for each of their past work experiences and community services. Noting the characteristics of each position they liked and disliked will help gain insight into what situation will work best.
Click on this line to see how one student summarized this section of the vocational profile.
Back to Portfolio Process Back to Start
Goal: Student notes what accommodations are needed, if any, to facilitate student's greatest productivity in the workplace. Examples could be to have directions printed, not written cursively or adjusting a table height.
Rationale: Students, employers, and agencies or resources need to be aware of what environmental factors must be considered for worker's productivity and safety. Students learn to self-advocate in an appropriate and positive manner.
Process: The American Disabilities Act (ADA), http://www.usdoj.gov/crt/ada/adahom1.htm can help a student, staff, and agencies understand what accommodations for a person with a particular disability must be made in the workplace.
People First of Washington, http://www.jmdenooyer.com/pfow a group advocating for people with a disability, can provide speakers and information on the workplace and workers with a disability.
The Coalition of Responsible Disability (C.O.R.D.) also advocate for people with disability and are a good resource on many topics.
Click on this line to see how one student summarized this section of the vocational profile.
Back to Portfolio Process Back to Start
Goal: Student summarizes briefly their means of transportation.
Rationale: This information gives an agency or resource more data for matching a student to a possible job placement. A worksite outside of the city bus routes would not be suitable for a student whose sole transportation is the bus.
Process: To complete this part of the vocational profile, the student needs to answer these questions: How does the student get around the community? Is the student independent and street safe? Does the student drive, use the bus, rely on others for rides, or use Paratransit, or what other means?
A student with an independent means of transportaion, where they do not have to rely on family or friends to drive them everwhere, has more doors of opportunity open for them. Students, who can use STA or Paratransit independently, can not only transport themselves to work but to social activities. They can "have a life."
Click on this line to see how one student summarized this section of the vocational profile.
Back to Portfolio Process Back to Start
Goal: Student chooses at least three resources from the Spokane Community Resources checklist and tells what services each offers and other comments.
Rationale: This exercise empowers and utilizes student's self-advocacy and self-determination. The student becomes an active consumer for services, choosing the adult agency which will suit his/her needs best.
Process: Adult agencies or resources may be invited to class to speak about the programs and services they offer. Tours to the agencies may be arranged. School to Work, Job and Resource Fairs may be attended where many adult agencies have a booth displaying their programs. Students may set up phone or personal interviews with an agency of interest to ask questions. Students and their parents and other supporters of the student need to be involved in this process of adult agency selection.
Spokane County Community Services has current listings for these agencies and resources, phone: 477-5722.
Some questions suggested by the Washington Initiative for Supported Employment give guidance in selecting an adult agency. Copy and paste the URL to see the Washington Initiative for Supported Employment's on line home page, http://www.theinitiative.ws
Another set of questions, which can help the student choose a resource is Adult Agency Questions
To keep track of information gathered from the adult agencies or resources, the Adult Agency Checklist above can help.
Click on this line to see how one student summarized this section of the vocational profile.
Back to Portfolio Process Back to Start
Goal: Student lists name and phone number of his/her DDD caseworker, DVR counselor and Spokane County Transition Coordinator.
Rationale: This information gives the student and the agency quick reference to the people involved with the transition process.
Process: The DDD caseworker, DVR counselor and Transition Coordinator are important people for the student to be aware of. They should be invited to IEP meetings and involved with the transition process.
Click on this line to see how one student summarized this section of the vocational profile.
Back to Portfolio Process Back to Start
Goal: In this part of the Vocational Information section, certificates and other forms of verification of work experience are collected.
Rationale: This section shows proof that a student has worked in a certain worksite.
Process: A student can show proof of their work experience with job program certificates, photos of a student working with uniform in the business, awards of recognition given by the business, etc. The student should label each document page with the date, business name, and/or short description of the document.
Back to Portfolio Process Back to Start
The Academic Information Section consists of the current IEP and Evaluation Report. These items verify a student's disability, what objectives they have met and are currently working on and general academic performance. The Evaluation is confidential. The Evaluation should have a page stating Confidentiality in front of it. (They can both be placed in the same sheet protector.)
Students need to understand confidentiality, who should see the materials enclosed in this section and who should not. Students who understand confidentiality can advocate for themselves and appropriately decline showing information to others not entitled to it.
Back to Portfolio Process Back to Start
Goal: Student places a copy of the current IEP in the Transition Portfolio.
Rationale: The IEP not only shows the objectives the student is striving for but also holds the student accountable for making progress towards their anticipated outcomes.
Process: In order to place these confidential materials in the portfolio, a release form must be signed by a student's parent or legal guardian, if the student is under 18 years of age.
Back to Portfolio Process Back to Start
Goal: Student places the most current Evaluation report in the Transition Portfolio.
Rationale: The Evaluation report verifies a student's disability and documents their eligibility for services.
Process: The Evaluation report is confidential. In order to place these confidential materials in the portfolio, a release form must be signed by a student's parent or legal guardian, if the student is under 18 years of age.
Back to Portfolio Process Back to Start
The Personal Data section includes the student's personal data sheet, copies of important papers, awards, photos, etc.
These items give the adult agency or resource, employer, or other support system a full picture of the student as a whole person. Keeping important dates facts, and legal papers in one handy place makes this information easily assessible for filling out all types of forms and applications.
Students need to understand confidentiality, who should see the materials enclosed in this section and who should not. Students that understand confidentiality can advocate for themselves and appropriately decline showing information to others not entitled to it.
Back to Portfolio Process Back to Start
Personal Data Sheet
Template
Another version of Personal Data Sheet
Goal: Student completes a personal data form.
Rationale: The personal data form holds all necessary information about the student for filling out many kinds of applications, agency forms, etc. Having all of this information in one place is quick to find and easy to use.
Process: Students should be aware that some of the information is not appropriate to place on some types of applications and forms due to discrimination laws. Even though a student may have the information, it may not be advisable to write it on the form. For example, writing a Social Security Number and birthdate on a video rental application or a birthdate and marital status on an employment application are unnecessary and illegal, (discriminatory). However, birthdate, eyecolor, hair color and weight are appropriate when applying for Washington State ID or a driver's license. Items that could be discriminatory are marked with an *.
Students need as much practice as possible in filling out all types of forms and applications. Medications may be listed on this form, also. Keep this personal data sheet updated.
Back to Portfolio Process Back to Start
Goal: Student has legal documents in one safe place.
Rationale: These documents verify a student's identity and age in order to receive various services.
Process: Original documents should be kept in a safe place such as a safe deposit box. Only copies are placed in the Transition Portfolio. Original documents may be required, such as the Social Security card. These should be brought when presenting the portfolio to an adult agency and then returned to a safe place. Never keep original documents in the portfolio.
Because of the rise of identity theft, students may decide to keep this section of the portfolio in a safe place other than in the portfolio. At the time of presentation of the portfolio to an adult agency or resource, these items may be added to the portfolio. Once the presentation is complete, remove this section from the portfolio to a safe place.
Back to Portfolio Process Back to Start
Goal: Student collects personal certificates, awards, and other items to show special skills, interests, and traits.
Rationale: These items show an adult resource and employers the student's special interests, skills, and traits.
Process: Include any personal certificates, awards, and other items which show special skills, interests, and traits. Each item needs a caption or short description. These may be tied to the Transition Portfolio as illustrations of work ethics and personal attributes. A certificate for Special Olympics can depict that a student knows how to work in a team setting. Awards for 100% attendance show a student's commitment to be present daily, dependability and reliability. Recognition for having the Most Team Spirit illustrates how a student supports others on their team.
Choose items carefully to prevent the portfolio from becoming a scrapbook.
Back to Portfolio Process Back to Start
Goal: Student collects photos and other items to show special skills, interests, and traits.
Rationale: These items show an adult agency/resource or employer a student's special skills, interests, and traits.
Process: Each item needs a caption or short description. These may be tied back to the Transition Portfolio as illustrations of special skills and abilities. A photograph of a student with a model he/she has built shows skills in fine motor dexterity, following directions, detail work, and concentration. A photo of a student cooking a meal or baking a cake shows skills in food preparation and following directions.
Choose items carefully to prevent the portfolio from becoming a scrapbook.
Back to Portfolio Process Back to Start
When most of the parts of the portfolio are complete, students need to be comfortable and knowledgeable about presenting themselves and their portfolios to others. The purpose of learning how to present the portfolio is to actively involve the student in the presentation. The student doesn’t passively show the portfolio but is so familiar with it that they can advocate for themselves. Students produced the portfolio themselves, therefore most of the words are theirs. They have true ownership of the portfolio which is vital for the effectiveness of it.
Presenting the portfolio to others is a skill which needs to be directly taught to the students. Practicing this skill with a large variety of audiences is very important.
This can’t be said enough: practice, practice, practice!
The first thing a student does is organize their information according to teacher guidelines and using tabs and dividers. When the portfolio is organized satisfactorily, set up a test with the student. Ask him/her to find each part of the portfolio, the Vocational, Personal, and Academic information parts. Then ask the student to find different pages within each part of the portfolio. The student should be prepared to tell about each page of the portfolio.
What is it?
Why is it important?
Tell about the information on the page.
Students will need a great deal of practice on this exercise so they become very familiar with their portfolio.
Develop questions, either written or verbal, that ask about specific information from the student. These questions would be those which a transition counselor, agency, or potential employer would ask. For example, What did you like best about your last job placement? or What are your vocational strengths?
Coach students on appropriate responses for these questions and where in the portfolio they can look. Some students may need written scripts for answering these questions.
Other questions which could be helpful are linked: Interview questions
When students are answering questions about themselves and can find their information in their portfolio reliably, they may begin doing mock presentations. Students work in small groups of three or four. The group develops a list of questions to ask each presenter.
Each person in the group presents to their own group. Listeners may ask the list of questions they have made. Listeners may rate the presenter on how well they presented their information and answered questions. Presenter may be encouraged to rate themselves, too.
This feedback to the presenter should not be on the content itself, except if there is too little or no material, but on how well the student knows his/her own portfolio information. It is the presentation skill which is being evaluated.
For homework, students can present their portfolio to their parents.
When students are comfortable presenting their portfolios to a small group, they can present to the whole class. This session may be video-recorded to provide even more feedback. Students can dress as they would for an interview. Again, a list of questions to ask the presenter may be prepared. The class can give feedback on how well the presenter advocated for themselves.
After a portfolio has been presented, the audience should have a good idea of who the individual is. The group will know their goals, experiences, likes and dislikes, and choices of employment.
Students, who have received positive feedback from their video recorded presentations and feel ready, may practices presenting to people outside the classroom. People from the community, especially adults the students don’t know should be presented to. Other classes with younger students may be invited to hear students’ presentations.
The Spokane School District 81 IMAGES students, usually present to large groups of adults for practice, too. They have presented to adult classes at Gonzaga University, Whitworth College, counselors and parents of Special Education programs at other high schools, the IMAGES student/parent meetings, and for Spokane County Community Services.
Students can self-evaluate their presentations.
Before students practice their presentations in a formal manner, they should be aware of confidentiality. Students must be taught specifically which materials should not be presented to a particular audience. Confidential materials like the Evaluation Report, which describes the students' handicapping condition, and the IEP should not be presented to an employer, for example. Those materials are appropriate and necessary for a caseworker or a support agency, however.
The student with guidance from the teacher, must determine the type of audience that will be presented to. Students should remove or cover confidential pages from the portfolio if that audience should not see them. Be sure to place the pages in a safe place.
It is good practice for students to present to people they do not know, but these people should be selected by the teacher or other trusted adult. Students need to learn who is appropriate to present their portfolio to and what parts of the portfolio should and should not be presented to that person.
Back to Portfolio Process Back to Start
Description of Portfolio Process Flow Chart
The Process consists of 3 main sections: Personal Data Section, Academic Information Section, Vocational Information Section
The Personal Data Section consists of 4 sections: Personal Data Sheet, Awards, Photos, Copies of ID
The Academic Information Section consists of 2 sections: IEP, Evaluation Report
The Vocational Information Section consists of 6 sections: Cover Letter, Resume, References, Letters of Recommendation, Certifcates of Work Experience, Vocational Profile
The Vocational Profile is subdivided into 12 sections: Vocational Interests, Long range goals, Work experiences, Community service, Vocational Assessments, Vocational evaluations Learning Style, Personal and job related strengths, Job related accommodations, Mobility, Spokane Community Resources, Transition support personnel
