Portfolios / HB 522 My Best Advice is Use Your Best Resources Hook up with Your Colleagues– Use Your Veteran AES Facilitators

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 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