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Purposes

Collection of Information Documentation

Philosophy of Portfolio

Writing an Essay Introduction (Student Preferences/

Vision) Body (Five Transitional Areas)

How does instruction, employment, community experiences, recreation/leisure, & adult living/daily living skills apply to this student?

Conclusion (The student transitions into Post-School Setting)

Agency Linkages- Secondary Linkages

How should it be organized?

Organize/Divide based upon 5 Transitional Areas Instruction Career/ Employment Community Experiences Recreation/Leisure Adult Living/ Daily Living

What should we include for Instruction?

Items related to Academics We know the students are gifted;

are work samples necessary? Continuum from simplistic to

individualized Transcript/ Grades/ Report Cards Individualized- Noteworthy Teacher

Reports or Reference Letters, Award for Math Contest, Sample of an award winning Essay, etc.

Career / Employment / Jobs?

Elementary- Document Career Exploration Activities- Interviews, Investigations, Field Trips

Middle School- Career Interests & Occupational Exploration- Include Specific Inventories- Integrate Community Mentorships, Job Shadowing Experiences- Begin to Build the Resume

High School- In-Depth Resume Building- Jobs (Part-Time)- Career Activities- Reference Letters

Community Experiences?

Volunteer Experiences Service Learning Projects Community Service

How do we Document? Reference Letters from Community Descriptions of Experiences Resume Building

Recreation / Leisure?

Extra Curricular Activities School Related & Un-Related

Functions Reference Letters from Coaches &

Sponsors Colleges may not care about T-Ball

at 4 years old, but highlight awards & certificates

Resume Building

Problems/Concerns

Adult Living / Daily Living- Would not be included as a section in portfolio, would just address it through parent report on Transition Plan

Cumbersome amount of paperwork Solution: Each transitional period have the student take ownership & purge his/her portfolio- what do you want the student to keep & what does he/she want to keep- Build a resume of skills, experiences, & activities when transitioning from both elementary & middle school

Student’s Portfolio is empty That student needs to explore community service & extra curricular experiences to build a resume/portfolio

HB 522 amends Section 22-13-1.1 NMSA 1978

Distinct definitions and specific criteria for implementation of an interim next-step plan and a final next-step plan are added to current law

Definitions

Final Next-Step Plan- plan that shows that the student has committed or intends to commit in the near future to a four-year college or university, a two-year college, a trade or vocational program, an internship or apprenticeship, military service, or a job

Interim Next-Step Plan- annual plan in which the student specifies post-high school goals and sets forth the coursework that will allow the student to achieve those goals

Next-Step Plan- Annual personal written plan of studies developed by a student in a public school or institution in consultations with the student’s parent or guardian and school counselor or other school official charged with coursework planning for the student

Grades 8-11

Prepare interim next-step plans that set forth the coursework for the grades remaining until high school graduation and require that each year’s plans explain any differences from the previous interim next-step plans

Planned Course of Study related to Students’ and Parents’ Preferences & Identified Post-School Outcome

During Senior Year & Prior to Graduation

Student to complete a final next-step plan during the senior year and prior graduation

Plans shall be filed with the principal of the student’s high school and shall be signed by the student, the student’s parent or guardian, and the student’s guidance counselor or other school official charged with coursework planning for the student

The local school board to ensure that each high school student has the opportunity to develop a next-step plan and is reasonably informed about curricular and course options, opportunities available that lead to different post-high school options and alternative opportunities available if the student does not finish a planned curriculum.

Really Good News

Sub-section C specifies that an IEP that meets all applicable transition and procedural requirements of the federal IDEA for a student shall satisfy the next-step plan requirements