Creating Vocational Portfolios Creating Vocational Portfolios to Assist with the Transition to Assist with the Transition

ProcessProcess

Christa Gicklhorn, M.Ed.Wendy Bridgeo, M.Ed.

March 29, 2008

Envision the Future…

Transition from School To Adult Life

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

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.

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

Why Portfolios??? (cont.)

Because….

“A picture is worth a thousand

words!”

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.

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.

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.

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.

What do you need to create a portfolio?

• Three ring binder• Sheet protectors• Photo pages• Camera• Video camera (optional)• Permission to photograph

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

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

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

When choosing photos….

What is the “message” that you want to convey???

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

How is a portfolio organized?

• The Individual’s Perspective• Personal Information• Vocational Experiences

The Individual’s Perspective

• Portfolio Cover• Photo Introduction Page• All About Me• Bio-Poem

My first name is: ____________________

My last name is: ____________________

I am _______ years old.

I am a young ________________. (woman or man) My Birthday is ___________________________________ I live with my family in ______________,_____________. I have _________ sisters. I have _________ brothers. I go to school at _________________________________. I am ___________________________________________ I use / do not use hearing aides to help me hear. (circle) I use / do not use glasses to help me see. (circle) I like ___________________________________________ I do not like _____________________________________

February 23, 2005

All About Me My name is David Bent. My birthday is 11-16-1988. I am 17 years old. I live in Tewksbury, Massachusetts With Graeme, Joni, Sarah and Jeremy. I like to swim (over my head), forest, calendar, computer, games, colored lights, clown, magic, boil, movie, measures, sleep sunglasses, camera and record. I work at Mount Auburn Hospital and Gateway Crafts. At work I draw cards, make Card Ņ1763Ó, and make things from clay in pottery class. I am also learning to weave with the big weaving loom. At the Hospital I wash tables and chairs and refill spoons, straws, knifes, forks, chips and cookies. I also fill the refrigerator with soda and juice. I go to work on Tuesday and Wednesday. My favorite jobs is Gateway Crafts.

A Biopoem

Line 1 ____________________________________________________ First name Line 2 ____________________________________________________ Traits which describe the character (List 4) Line 3 ____________________________________________________ Relative (brother, sister, wife, husband, etc. of…) Line 4 ____________________________________________________ Lover of… (3 things or people) Line 5 ____________________________________________________ Who feels… (3 items) Line 6 ____________________________________________________ Who needs… (3 items) Line 7 ____________________________________________________ Who fears… (3 items) Line 8 ____________________________________________________ Who gives… (3 items) Line 9 ____________________________________________________ Who would like to see… (3 items) Line 10____________________________________________________ Resident of Line 11____________________________________________________ Last name *Research for Better Teaching, Inc. · 56 Bellows Hill Road · Carlisle, MA 01741 · (508)369-2294

All About Me--A Biopoem Heather Belle Fun loving , excited , social an d determined . Grand daug hte r of Flor enc e and Bill. Love r of orange s oda, bike riding , ph oto graph y, and going home. Wh o feels enthu siastic about life and proud of he r accomplishment s. Wh o ne eds lov e, signing friend s, and clear expect ations. Wh o fears uncert aint y, elevators, and misplacing pers on al items. Wh o gives compliment s, hu ge smiles, he r bes t effor ts, and unconditional love. Wh o would like t o see endless catalog sho pping and social eng ag ement s t o fill up her calend ar . Nashua , NH . Jones

Personal Information

• Student Personal Fact Sheet• Adult Planning Worksheet• Recommended Schedule Worksheet• Expanded Student Profile Worksheet• Communication Profile Worksheet• Calendar Systems Worksheet

Student Personal Fact Sheet Name: ________________________ Date:__________ Last IEP: ______________ Last CORE:______________ Address: __________________________________________ Home phone: ________________ D.O.B.:_____________ Sex: F M Years left in school:___________Residential Student?______ Cottage Assignment:__________Name of parent(s)/guardian(s): __________________________________________ __________________________________________ Address: __________________________________________ Home phone: __________________________ Please specify current services offered in the IEP: _____ Vocational ______ Mobility _____ Speech ______ APE/Swim _____ OT ______ PT _____ Computer ______ Audiology _____ Behavior Mgmt ______ Counseling

Physical conditions Condition Applies to student Describe Seizure disorder Y N __________________________ Medications Y N __________________________ Allergies Y N __________________________ Diet restrictions Y N __________________________ Has a shunt Y N __________________________ Sensitive to the sun Y N __________________________ Prone to choke when eatingY N __________________________ Has toileting issues Y N __________________________ Has asthma Y N __________________________

Mobility method of independent ambulation: describe walks

indoors Y N ______________________________ outdoors Y N ______________________________ walks with crutches Y N ______________________________ walks with walker Y N ______________________________ walks with white cane Y N ______________________________ uses manual wheelchair Y N ______________________________ uses sighted guide Y N ______________________________ difficulty with night travel Y N ______________________________ other:

Adult Planning Profile Name: Nicole Spencer Date: 11/20/07 Work Experience: What Works:

• Boston Museum of Science  • Watertown Savings Bank • Mount Auburn Cemetery Greenhouses • A. Russo & Sons Fruit & Produce Market • NAPVI Office • Perkins Braille & Talking Book Library • Perkins Caning Shop • Perkins Student Store • Perkins Horticulture Center 

• Total communication • Tactile sign • Tactile (Braille) schedule system • Time to process  • Natural environments/ predictable routines • Consistency & structure for daily/weekly schedule • Modeling & demonstration for learning new tasks & refining 

skills. • Task analysis • Repetition • Touch cues, hand over hand assistance & hand under hand 

assistance and prompts • Work for pay 

Name: James Smith Date: Sept. 22, 2005

Recommended Weekly Schedule

Activity Frequency Duration Skills Needed 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.

1 - 1 1/2 hrs.

-exposure to a variety of jobs

Staff trained by PT/OT

Adaptive equipment

transportation

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