1. Creating Vocational Portfolios to Assist with the Transition Process Mary C. Zatta, Ph.D. Wendy Bridgeo, M.Ed. July 25, 2008 AER International Conference - Chicago

2. Portfolios and the Transition Process Provide a means for self-determination and opportunities for students to self- advocate Provide educators with a way to assist their students in the transition process Provide a vehicle to inform future service providers

3. Why Portfolios??? Portfolios can assist and enhance the transition planning process Portfolios can demonstrate the abilities, skills, and preferences of an individual Portfolios can convey information in a meaningful and permanent manner.

4. Why Portfolios??? (cont.) Portfolios are a valuable training tool Students can use their portfolios to have “conversations” with their new staff Portfolios provide parents with an advocacy tool

5. Why Portfolios??? (cont.) Because….

6. “A picture is worth a thousand words!”

8. What is a Portfolio? A meaningful collection of student work that exemplifies the student’s interests, range of skills, attitudes and development over a period of time.

9. What Should a Portfolio Include? Student portfolios should include a series of examples of actual school performance that demonstrates student learning and how their skills have improved. The product is a representation of the processes and outcomes resulting from the student’s education.

10. What are the Benefits of a Vocational Portfolio? It documents the planning, exploration & continuum of vocational experiences. It is a visual summary of each student’s learning process. It helps the student communicate his/her needs and personal information. It is reflective of student successes & abilities - what worked! It is an effective and efficient marketing strategy for movement to the adult service system.

11. What do portfolios look like? Portfolios are much more than just notebooks, files or a collection of student performance. A portfolio is more like an expandable file of each student’s learning process and work. It can be arranged by subject area, developmental knowledge, skills, themes, or daily progress.

12. What do you need to create a portfolio? Three ring binder Sheet protectors Photo pages Camera Video camera (optional) Permission to photograph

13. Helpful Hints and How-To’s Creation of Portfolio w/ Student Participation Information-At-A-Glance - “User-Friendly” Format Demonstration of Teaching Strategies Use of Pictures and Videotaping

15. Use of Pictures and Videotapes Every picture tells a story!!! Pictures provide a clearer vision of the student –Mode of communication –Personality –Strengths and abilities –Level of independence/participation –Level of support required

16. Use of Pictures and Videotapes - continued Documents the various work experiences the student has had –Set up of the job –Use of adaptations/adaptive equipment –Use of communication devices –Work environment –Staff supports needed –Social interactions –Student’s mobility –Specific skill development

17. When choosing photos…. What is the “message” that you want to convey???

18. An Effective Portfolio Development Process Requires “teamwork” involving the student, their family, vocational teachers, job developer & all persons familiar with the student’s abilities and interests Requires long term commitment by the team Requires the capacity to capture video and still images of the student working in school and in the community

19. How is a portfolio organized? The Individual’s Perspective Personal Information Vocational Experiences

20. The Individual’s Perspective Portfolio Cover Photo Introduction Page All About Me Bio-Poem

27. Personal Information Student Personal Fact Sheet Adult Planning Worksheet Recommended Schedule Worksheet Expanded Student Profile Worksheet Communication Profile Worksheet Calendar Systems Worksheet

30. Day program that offers community work placement with support and breaks Swimming in a heated pool PT/OT for range of motion, air splints, stretching Meal preparation Community Experience (library, grocery store, bank, other stores 5 days/week 2-3x week Everyday 3-5x week 2x/week 2hour intervals w/ 1 break 1 hour 30 minutes 1-1 1/2 hrs. -exposure to a variety of jobs Staff trained by PT/OT Adaptive equipment transportation

31. Vocational Experience Interest Inventory Worksheet Vocational Assessment Work Experience Placement Report Resume’ Worksheet Work Experiences Placement Map Work-Specific Communication Boards/Books Recognition/Awards/Recommendations Assistive Technology and/or Adaptive Equipment