Georgia Department of Education
Revised June 2012

ASPIRE

Organizing Topic:IEP Content

Title:A Star is Born:Powerful Portfolio Production

Target Level: Grade 6 Time Frame: 15-30 minutes. Repeat

Objective:

  • The student will develop a portfolio based on personal information which will serve as the foundation for their present level of performance.

Materials Needed:

  • Digital camera, card stock, poster board, markers, scrapbooking supplies, scissors, tape, glue, staplers, etc.
  • Student photos provided by family

Supplemental Material:

  • Website: Creating Personal Portfolios:
  • WHAT TO INCLUDE IN A PORTFOLIO (Use the My Portfolio activity sheet)
  • Select examples of work for the year that shows how you are performing in school.
  • Organize it the way they want to present it (possibly by class or subject).
  • Write a Table of Comments.
  • Write a summary sheet which includes comments about what you have learned or how you feel you have done in the class/subject.
  • Strengths
  • Challenges
  • Supports and accommodations that worked
  • What you still need help with
  • Share the information with your teacher, classmates, family or in an IEP meeting

Lesson Procedure:

Instructions:In advance of this lesson, teacher sends home a request for photos of student, student's friends and family members, pets, etc. for use in the student-developed portfolio.

Steps:

  1. Teacher shares a simple portfolio she has developed about herself.
  • Portfolio should contain a few photos of the teacher, friends, family members, pets, hobbies, interests, etc.
  1. Teacher provides needed portfolio materials to each student.
  1. Teacher provides assistance and guidance as needed for each student to complete a portfolio about himself.
  1. Student-developed portfolios may be used by students during their IEP meetings.

Options:

  • Provide various levels of prompting as needed.
  • Use assistive technology for non-verbal students.
  • Use scribe for students unable to complete written activity sheet(s).
  • Establish a portfolio center in a corner of the classroom that students can access as time allows.

Activity Sheet(s): My Portfolio

DIRECTIONS: How should I make my portfolio?

  • Get a binder to hold your work.
  • Put your name on the top of the portfolio. You can decorate it any way you want.
  • Divide your portfolio into 5 sections:
  • Homework
  • Pick 5 pieces of homework that you did well for the class/subject this semester.
  • Pick 5 pieces of homework that you did NOT do well for the class/subject this semester.
  • Explain why you picked these specific homework examples and what you learned from them.
  • Quizzes and tests
  • Pick 5 quizzes or test that you did well for the class/subject this semester.
  • Pick 5 quizzes or test that you did NOT do well for the class/subject this semester.
  • Write a short summary telling what you learned from the quiz/test and what mistakes you made.
  • Tell whether or not you think the quiz/test shows what you learned in class
  • Behavior
  • Complete the behavior checklist weekly. Write a short paragraph about what you will improve and how you will do it.
  • Place it in your portfolio
  • Summary
  • Write a summary sheet which includes comments about what you have learned or how you feel you have done in the class/subject.
  • Strengths
  • Challenges
  • Supports and accommodations that worked
  • What help will you still need?

MY SCHOOL BEHAVIOR

MY SCHOOL BEHAVIOR / ALWAYS
5 days / SOMETIMES
2-4 days / NEVER
0-1 day
I worked successfully as a team member by working hard and providing materials.
I produced quality projects, assignments, and presentations.
I used material appropriately. I treat materials with respect (glue, scissors, books, agenda).
I turned in neat work with the proper headings.
I followed rules and directions.
I started work on time, stay on task, and complete the assignment without being reminded.
I showed respect in class by listening and not talking during instruction or quiet work time.
I brought the supplies I need to school (pens, pencils, books).
I was seated at my desk and prepared for class when the bell rings.
I asked permission before I get out of my desk to go to my cubby, the trash can, or the pencil sharpener.
I did not hang out in the bathroom, hall or at the water fountain.
I was respectful, quiet and orderly in the hall.
I was respectful and orderly in all of my classrooms.
I was positive with my words and body language about assignments and other tasks.
I answered questions in class and voluntarily contributed in class discussions.
I did not get sent to the office.
I did not get in trouble in class.

Adapted from Commonwealth of Virginia Department of Education Training and Technical Assistance Centers – I’m Determined Project. 2010 ASPIRE Student Led IEP initiative is funded by the Georgia State Personnel Development Grant (SPDG), Georgia Department of Education through a grant from the Office of Special Education Programs, United States Department of Education and is a collaboration with the Georgia Council on Developmental Disabilities.

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