The Secondary Transition Portfolio: A Tool for Student Success

Building and Using the Secondary Transition Portfolio

A Secondary Transition Portfolio is a living tool that grows with the student. It is meant to be student-led, built collaboratively, updated regularly, and stored in a portable format so it can be easily shared across school, family, and community settings. Consider the portfolio to be: 

• Student-Led: Students should manage and update their portfolios regularly with support from educators. 
• Collaborative: Work with teachers, counselors, family members, and adult agencies. 
• Ongoing: Update at least once per year or when major activities occur. 
• Portable: Use digital tools like Google Drive, Naviance, or your district’s chosen platform.

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Linking the Transition Portfolio to ICAP & IEP 

In Colorado, postsecondary and workforce readiness planning for all students is supported through the Individual Career and Academic Plan (ICAP), while transition services for students with disabilities are delivered through the Individualized Education Program (IEP). 

These two planning systems are designed to work together: 

• The ICAP is required by local boards of education for all students and focuses on building career and academic pathways. 
• The IEP is a federally and state-mandated plan specifically for students with disabilities, with additional requirements for transition planning. 

Both tools are essential for ensuring that students are prepared for life after high school, but they serve different purposes and populations and are governed by different laws. 

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ICAP and IEP Alignment 

Each student needs to have a portfolio system of some kind. The portfolio is the collection of all career and academic planning information for a student that will be accessible by the student, parent and/or legal guardian, and designated educators. Think of this as the body of evidence. Throughout high school (and possibly middle school), summaries of assessments, inventories, and career development experiences will be recorded in the ICAP portfolio. 

Non-confidential information about student activities and assessment summaries should be shared between the ICAP and the IEP. For example, summaries of career assessments, inventories, academic achievement, and community experiences could be added to the student portfolio throughout the year. Information contributed to the portfolio through general education efforts could supply relevant information to the special education teacher for development of the current IEP. Of course, there will be some information included in the student’s IEP files that will not become a part of the portfolio due to the confidential nature of the information (i.e., psychologist reports, disability specific information, and disciplinary action). 

As schools design and implement the process for developing and managing ICAPs, special education providers are essential partners to ensure the process and documents are handled efficiently for the benefit of the student with the least amount of duplication. 

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*Note: Transition-focused or functional academic classes outlined in the IEP may be included if they fulfill credit requirements per district policy.

3. Review of the Official Transcript

Work with the student to:

• Compare transcript data to the worksheet (This is a planning tool to promote student involvement and self-advocacy. It is not a replacement for the official transcript, which should always be referenced to verify accuracy) 

• Mark courses completed, in progress, or needed 
• Clarify any special course substitutions or waivers per the IEP 

4. Identify Completion Path

Discuss with the student:

• Whether they are on track for a Regular Diploma or a Certificate of Completion (Certificate can be named differently per district policy) 
• Any IEP-specific requirements or modifications that impact their graduation path 

5. Use It as a Transition Tool 

The worksheet should be: 

• Updated annually (or more frequently if needed) 
• Reviewed during IEP meetings 
• Shared with the student and family as part of the Secondary Transition Portfolio 
• Used to help plan Courses of Study, extended learning options, and/or 18–21 programming 

6. Empower Student Ownership

Encourage the student to take an active role in tracking their own credits and asking questions. This builds: 

• Self-advocacy 
• Understanding of graduation pathways 
• Ownership of their academic journey 

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Using Student Activities/Honors/Awards Worksheet  

1. Purpose 

This worksheet may be created to track student involvement in school and community activities, as well as any recognitions or awards received. It highlights their strengths, interests, and achievements outside of academics, which can support: 

• Postsecondary education applications 
• Job or internship résumés 
• IEP transition planning Complete the Worksheet Collaboratively 

2. Complete the Worksheet Collaboratively

At least once per school year, work with the student to fill in: 

• Activities they’ve participated in (e.g., sports, clubs, volunteer work, internships, cultural events, CTE programs) 
• Dates of participation (semester/year) 
• Honors or awards received (e.g., certificates, medals, leadership roles, perfect attendance) 
• Dates awards were earned 

3. Store It in the Secondary Transition Portfolio 

• Keep the worksheet in the Student Transition Portfolio, either as a printed document in a binder or in a digital format. 

• Label it clearly under a section like "Extracurriculars & Achievements." 

4. Review and Update Annually 

• Set aside time during IEP meetings, advisory periods, or end-of-year reviews to update the worksheet. 

• Review what was added, what the student enjoyed, and what they’d like to explore in the coming year. 

5. Use for Postsecondary Planning 

Refer to this worksheet when the student is: 

• Building a resume or career portfolio 
• Completing college, scholarship, or program applications 
• Practicing for job interviews or career fairs 
• Discussing secondary transition goals or personal strengths 

6. Reflect on Growth 

Use the completed worksheet as a tool for:  

• Helping students recognize their development, leadership, and personal interests 
• Building confidence 
• Highlighting their value beyond academics