ePortfolio Implementation Plan
Preparing our students for their post-secondary lives is an important part of our jobs as special education teachers. We need to ensure that our students have obtained the necessary information and functional skills in order to be successful in their post-secondary plans, whether it be continuing their education or entering the workforce immediately upon graduation. I have proposed incorporating ePortfolios to assist in monitoring these requirements, tracking student progress, and providing an opportunity for students to reflect upon their interests, goals, and plans.
Outlined below is my current plan to implement the use of ePortfolios into the Special Education department in my building. Because our department does not see our students on a daily basis (in some cases we see students only once per week), full departmental implementation will take a longer amount of time than it would in a core class which meets more consistently. The plan below shows the expected timeline necessary to implement the use of ePortfolios with a goal for full departmental implementation by the 2021-2022 school year.
2019-2020 Pilot Year
1st marking period:
- August – Introduce ePortfolios to Special Education and English departments and district Transition Coordinator and ask for input. Present literature.
- Early September – introduce/discuss digital accountability and appropriate online behaviors/interactions to students.
- Remainder of September- Introduce the ePortfolio plan to students and discuss
- benefits/purpose. Model my ePortfolio as an example. Have students choose their preferred platforms (i.e. Google accounts, Canvas accounts, WordPress, etc).
- October – Designate multiple Wednesdays in classes as “ePortfolio days” during which students will begin to design their sites: create Home/Why and About Me pages, and upload/organize previously completed transitional assignments. On the “why” pages students will share their reason for creating their ePortfolio. Students will conference with peers 2x to provide suggestions/feedback.
2nd marking period:
- November- Teacher checks in individually with students to view progress. Afterwards, provide samples of teacher/student work for whole class viewership/discussion in order to provide feedback to one another. Introduce/Incorporate lessons about “how and why to reflect.”
- December- Initiate monthly blog post requirements in all classes pertaining to the students’ learning about their post-secondary interests (i.e. college, career, military). Connect posts to their initial “why.” English department connects core curricula to posts.
- End of January (midpoint of the school year) – Review student ePortfolios. Meet with the departments to show progress, ask for feedback, and determine implementation for full or partial departmental roll-out.
3rd and 4th marking periods:
- February-June – Initiate student document requirements to add to ePortfolios (i.e. resumes, career research, college/military research, job/college fair attendance, English curricula, etc). Students will complete a required bi-weekly post and a minimum of 2 comments on others’ posts. Posts will demonstrate student learning and experiences, as well as appropriate writing skills (as determined by the English department) when completing transition assignments and/or activities.
- May-June- Designate each Wednesday as an organization day during which students will work towards completing organizational tasks in their ePortfolios. They will adjust the design of their portfolios to work for them post high school. Students will be required to post an end of year reflection.
- Summer 2020- Continue ePortfolio development with department teachers and Transition Coordinator. Review implementation process in order to adjust as needed.
2020-2021 School Year
- Beginning of school year – Begin implementation/discussion with Special Education and English departmental teachers who will be implementing ePortfolios for this school year. View student ePortfolios from previous school year.
- Guidance counselors will be included in initial conversations during this school year to ensure all appropriate post-secondary tasks are being included.
- Students will continue to update and add to their ePortfolios. Students will complete age/grade appropriate transition tasks per their IEP’s.
- Each month throughout the school year will include a specific task for special education teachers to implement with their students, which will be based off of grade level and IEP criteria.
- At annual IEP meetings with families, teachers will explain and show the ePortfolio initiative.
- Prior to the end of the school year, schedule a meeting with administration to determine if ePortfolios could be the project-based option to replace state assessments for special education students who do not earn proficiency.
2021-2022 School Year
- Required professional learning sessions in August during in-service for all remaining departmental teachers to learn about ePortfolios and implementation plan. Guidance counselors will be included to determine if any additional requirements are necessary.
- Each monthly departmental meeting will focus on the implementation of ePortfolios in each classroom.
- Staff will continue to incorporate ePortfolios into their classroom lessons and to share with their students’ families.
- By the end of the year, all special education teachers will be consistently integrating learning ePortfolios into their classrooms and IEP transition planning. English teachers will continue to implement appropriate reading, writing, analytical, and reflective skill opportunities to strengthen students’ ePortfolio design and presentation.