Each year, starting in 9th grade, students should be completing a Career Plan. This Career Plan can help drive what program of study the student should take, and it may help develop the transitional piece of a Student's Individualized Education plan (IEP). If you choose, you can use CareerZone, which is free for students. The web address is careerzone.ny.gov and it allows students an area where they are able to work on their Career Plan from year to year. Jeff-Lewis BOCES has also bought into CDOS Online, a program developed by SUNY Oswego, that is being used with all BOCES Special Education programs. Both of these programs will help to develop the career plan from year to year, online. The final copy of the Career Plan must be kept in the student's permanent record.
This area should be broken up into each grade that you are tracking, preferably 7-12. Each year, the students should have transition assessments that focus their attention on their goals and dreams for high school and beyond. Sample assessments can be found below. My recommendation would be to keep an "Assessment Resource" that teachers are able to copy from in order to have a greater number of assessments that they can choose from.
As part of the CDOS Commencement Credential, it is important to track the Work-Based Learning (WBL) hours that student's are completing, starting in 9th grade. In this section of the portfolio, it would be important to put any time sheets that the school district had created, any writing assignments about WBL experiences the student has completed, and any information coming from Career & Technical Education programs that the student is involved in regarding their WBL hours in the CTE courses. Attached is the WBL manual that NYS puts out that goes into detail of what WBL is and what can be used for WBL hours.
This section of the portfolio is where students would record any awards or achievements that they have earned. It should be updated annually. This is a sample of an electronic version, however, upon discussions with the district and their particular needs, a paper copy can be formatted for a hard copy binder portfolio.
In this area of the transition portfolio, the student would gather information about relative information that pertains to themselves. It should include contacts of agencies and people that will be helpful as they transition out of school, any financial resources they may need, and pertinent personal information that will be helpful to agencies when they leave high school. This will be different depending on each student's need.