Southeastern Louisiana University College of Education. Prepared for the Department of Teaching and Learning by

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1 Special Education Early Intervention (MED SPED EI, Add-On EI, Post Bacculareate, MAT EI, Alt Cert EI,) Electronic Portfolio Handbook Revised August 2014 Southeastern Louisiana University College of Education Prepared for the Department of Teaching and Learning by The 2014 Early Intervention Portfolio Committee Department of Teaching and Learning Colleen Klein-Ezell, Ph.D., Associate Professor Camille Yates, Ph.D., Associate Professor

2 2 CONTACT INFORMATION PAGE For information about admissions: Dr. Gwen Autin, Graduate Coordinator Department of Teaching and Learning SLU Hammond, LA For information about advising and PASS-PORT evaluations: Dr. Colleen Klein-Ezell Department of Teaching and Learning SLU Hammond, LA For information about academic matters contact: Dr. Cynthia B. Elliott, Interim Department Head Department of Teaching and Learning SLU Hammond, LA For information about PASS-PORT: Dr. Camille Yates, PASS-PORT Coordinator Department of Teaching and Learning SLU Hammond, LA For information about student teaching or internship contact: Dr. Ellen Ratcliff, Director of Student Teaching Office of Student Teaching SLU Hammond, LA

3 3 Table of Contents Only SPED MED EI: Curriculum Vitae page 9 5 Portfolio Goals page 9 SPED Capstone Presentation page 10 Appendix A: Philosophy of Early Intervention.. page 20 Appendix B: Reflective Summary page 21 Appendix C: SPED Advanced Dispositions... page 25 Appendix D: Competency Portfolio Presentation page 26 Appendix E: Glossary of Terms page 27 Appendix F: COE Conceptual Framework page 29 Appendix G: CEC EI Initial Standards page 31

4 4 Master of Education in Special Education Early Intervention (MED-SPED-EI)

5 5 MED SPED EI All MED SPED EI candidates must submit three portfolios in PASS-PORT in order to complete the requirements for the Master of Education in Special Education Early Intervention degree program. These portfolios must be connected to the 1) Council for Exceptional Children (CEC) Early Intervention standards (See Appendix G, page 31) and 2) the College of Education s Conceptual Framework (See Appendix F, page 29) (http://www.southeastern.edu/acad_research/colleges/edu_hd/about/conceptual_framework/index.html). MED SPED EI candidates will be assigned committees consisting of two advisors, one of whom will be designated as Chair. The committee will guide the candidate throughout the portfolio process, and oversee the candidate s capstone presentation. Once the candidate is approved for his or her capstone project, one additional committee member will be added based on: a) the candidate s area of concentration, b) capstone research topic, and c) faculty responsibilities. PORTFOLIO TIMETABLE Near the end of the semester a portfolio will be submitted, be sure to submit/complete all portfolio artifacts that have not previously been submitted/completed, to the Chair of your committee by the Friday prior to the final week of classes. Candidates are responsible for checking that all evaluations have been completed and that there are green checks and Requirement passed for all artifacts. Candidates must then click the Submit for Review link to review and lock their portfolio. Then the next portfolio should be created. See below: After you have Green Checks on ALL Requirements AND Status: Requirement Passed, then you should click the button found just under the directions for completing your portfolio. This will allow the program to Review and Lock your portal folio and you are ready for the next portal folio. Once you have passed a portal folio, it is your responsibility to create the next one and begin entering artifacts. To do this: Click the Create Folio link beside the Portal Folios. This should automatically create your next folio. NOTE: If there is a Status: Unmet under any of the Unit Assessment Items in your portal folio, this will need to be corrected before submitting for Review. This usually means that the evaluation did not meet thresholds set for that evaluation. The MED SPED EI portfolio process must include all of the following portfolios and components of each:

6 6 Emerging Portfolio The Emerging Portfolio PORTAL 7 should be created during the first semester as a graduate candidate - usually with EDUC 601, ECE 601 and/or SPED 682 and is submitted at the end of 12 credit hours or when all requirements have been successfully submitted and passed. The following requirements are part of the Emerging Portfolio for SPED MED EI graduate candidates: Masters of Professional Education Competencies (MPEC) Surveys, including (a) technology, b) diversity, c) dispositions should be completed in EDUC 601, ECE 601, and/or SPED 682 or by the end of the second week of the first semester in the program. Council for Exceptional Children (CEC) survey - completed on an individual basis (not in any class). Action Research Proposal - Attach the Action Research Proposal from EDUC 601 and the appropriate standard and reflection and submit to instructor of EDUC 601 course. Professional philosophy of early intervention special education (completed independently) and submit through the portfolio to the Chair of your committee. (See Appendix A page 20) Curriculum Vitae (see requirements page 9) and submit to the Chair of your committee. Develop 5 Portfolio Goals - MED SPED EI candidates should reflect on the results of the surveys and draft ideas for 5 goals aligned with the College of Education's Conceptual Framework and CEC Early Intervention Standards. MED SPED EI graduate candidates will work toward achieving these goals throughout the program. These goals are submitted through the portfolio to the Chair of your committee. (see requirements page 9) Field experience (FE) hours A minimum of 10 Field experience hours are required for the emerging portfolio. A minimum of 100 Field Experience Hours must be completed by the end of the program. Attach one example of a field experience and the appropriate standard and reflection and submit through the portfolio to the Chair of your committee. Professional development activities (PDA) - Candidates are required to complete a minimum of 25 total hours of professional development activities by the end of your program and to document the required number of hours at each portal. For the emerging portfolio, five hours of professional development are required under the professional development tab. Attach one example of a PDA and the appropriate standard and reflection and submit through the portfolio to the Chair of your committee. Your reflection should state the reason for choosing the standard, and show understanding of the standard. Reflective Summary - Candidates should submit a two to five page overall reflection for each portfolio. The portal reflection should include a discussion of the artifacts submitted within the portal (example: philosophy, FE hours, PDAs, SPA standards, and course artifacts). Refer to the guidelines in Appendix B (page 21) for more detailed information about the requirements. The reflective summary should address what it means to be an effective early interventionist. Candidates should reference the artifacts and standards attached to each artifact in the current portfolio when addressing lessons learned, strengths and weaknesses, impact on student learning, and the applicability to future performance, and progress towards meeting portfolio goals. The reflective summary should be submitted through the portfolio to the Chair of your committee.

7 7 Proficiency Portfolio The Proficiency Portfolio, PORTAL 8 should be created as soon as the Emerging Portfolio has been reviewed and locked (which is your responsibility to do once all portal 7 requirements are shown as met ). NOTE: Candidates should develop a topic for the study that will be completed during their Capstone Portfolio in SPED 770. Candidates should work with their committee and submit a proposal to the Institutional Review Board (IRB) during the semester they complete the proficiency portfolio. The IRB meets on the first Wednesday of every month at 3 pm in McGee Hall, and all forms must be turned in on the prior Thursday to be eligible for consideration. More information is available at: Committee chairs will help candidates refine their project based on their goals and targeted areas of interest. The Proficiency Portfolio will be submitted at approximately the end of 24 credit hours or when all of the following artifacts have been successfully evaluated: Updated Curriculum Vitae (with updates highlighted) -submit through the portfolio to the Chair of your committee. (page 9) Five Portfolio Goals and Progress - Describe the progress you have made towards achievement of your five portfolio goals, upload in your artifact bin, add to your portfolio, attach to the tab, and submit through the portfolio to the Chair of your committee. (page 9) SPED Advanced Candidate Assessment of Professional Dispositions Complete the selfassessment of SPED Professional Dispositions during your SPED 683 class, upload into your artifact bin, add to your portfolio, attach to the tab, and submit to the instructor for the course through the Proficiency Portfolio for evaluation. See Appendix C page 25. SPED 688 Family Assessment submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation. SPED 685 Early Literacy and Language Activities Notebook submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation. SPED 683 Learning Centers - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation. SPED 689 Action Plan - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation. SPED 767/680 Developing a Reliable Alliance with a Family and Supporting the Family - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation. SPED Disney Case Study/IFSP - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation. Field experience (FX) hours A minimum of 50 field experience hours must be completed for the Proficiency portfolio. A minimum of 100 Field Experience Hours must be completed by the end of the program. One example of a field experience and the appropriate standard and reflection must be submitted through the portfolio to your Chair of your committee. Professional development activities (PDA) - Candidates are required to complete a minimum of 25 hours of professional development activities by the end of their programs and to document the required number of hours at each portal. For the proficiency portfolio, ten hours of professional

8 8 development are required. One example of a PDA and the appropriate standard and reflection should be attached and submitted through the portfolio to the Chair of your committee.. The reflection should state the reason for choosing the standard, and show understanding of the standard. See Appendices D and I for the definition of professional development activities. Reflective Summary: Candidates should submit a two to five page maximum portal (overall) reflection for each portfolio. The portal reflection should include a discussion of the philosophy, FE hours, PDAs, SPA standards, dispositions, and course artifacts included in the portfolio. Your reflective summary should address what it means to be an effective educator. Reference the artifacts and standards attached when addressing lessons learned, strengths and weaknesses, impact on student learning, applicability to future performance, and progress to meeting portfolio goals. Refer to the guidelines in Appendix B page 21 for a detailed discussion of requirements. Submit through the portfolio to the Chair of your committee. Capstone Portfolio The Capstone Portfolio PORTAL 9 should be created as soon as the Proficiency Portfolio has been reviewed and locked (your responsibility to do once Portal 8 requirements are shown as met ). During the Capstone Portfolio and project, one additional committee member will be added to the Committee based on: a) the candidate s area of concentration, b) capstone research topic, and c) faculty responsibilities. The Capstone Portfolio will be submitted at the end of the last semester in the program when all of the following artifacts have been successfully evaluated: Updated Curriculum Vitae (with updates highlighted) and submit through the portfolio to the Chair of your committee. Page 9. Updated philosophy of Early Intervention - On your own (this is not assigned for any class), revisit your philosophy of early intervention beliefs and submit through the portfolio to the Chair of your committee. Appendix A page 20. Five Portfolio Goals and Progress - Describe the progress you have made towards achievement of your five portfolio goals, upload in your artifact bin, add to your portfolio, attach to the tab, and submit through the portfolio to the Chair of your committee. Page 9. SPED Advanced Candidate Assessment of Professional Dispositions Complete the selfassessment of SPED Professional Dispositions during your SPED 770 class, upload into your artifact bin, add to your portfolio, attach to the tab, and submit to the instructor for the course through the Capstone portfolio for evaluation. Appendix C page 25. SPED 770 Capstone Artifact - The inquiry-based final project completed in SPED 770. Submit to your instructor for course through the Capstone portfolio for evaluation. A minimum of one standard must be attached. SPED Capstone Presentation Submit the presentation through the portfolio to your Committee chair for evaluation. See page 10. Field experience (FE) hours A minimum of 100 Field Experience Hours must be completed by the end of the program. Attach one example of a field experience and the appropriate standard

9 9 and reflection and submit through the portfolio to the Chair of your committee. See Appendix I for the definition of field experience. Professional development activities (PDAs) - Candidates are required to complete a minimum of 25 hours of professional development activities by the end of their programs and to document the required number of hours at each portal. Ten hours of professional development are required for the Capstone portfolio. One example of a PDA and the appropriate standard and reflection should be attached. The reflection should state the reason for choosing the standard, and show understanding of the standard. Submit through the portfolio to the Chair of your committee. See Appendices D and I for the definition of professional development activities. Reflective Summary: Candidates should submit a two to five page maximum portal reflection under the reflection tab as an overall reflection for each portfolio. The portal reflection should include a discussion of the philosophy, FX hours, PDAs, SPA standards, dispositions, and course artifacts included in the portfolio. The reflective summary should address what it means to be an effective early interventionist. Candidates should reference the artifacts and standards attached when addressing lessons learned, strengths and weaknesses, impact on student learning, applicability to future performance, and progress to meeting portfolio goals. Submit through the portfolio to the Chair of your committee. See Appendix B page 21. Complete the 5 Portal Surveys: Advanced Dispositions: Candidate Self-Assessment, Advanced Level Diversity(F09), Advanced Level Technology, PRE/POST LASS: Advanced Level Programs, SPED Program CEC Competency Survey Capstone presentation of portfolio Capstone presentations will be made to a minimum of three committee members (peers and other faculty may attend) before candidates submit portfolios on Passport for Review. All candidates will make a presentation evaluating their capstone study, professional development and progress towards meeting their goals and applicable professional standards. The presentation will be followed by a question/answer session, after which the candidate will be excused while the committee deliberates and grades the presentation using the evaluation contained on page 10. Capstone Portfolio Review/Submission If all the requirements of Portal IX are shown as met, he or she should Submit for Review his/her portfolio on Passport. If a candidate is unsuccessful, his/her portfolio on PASSPORT will not be reviewed, and he/she is responsible for contacting the committee chair to set up a remediation plan. The candidate has one semester to address the concerns of the committee. If the candidate is unsuccessful a second time, he/she will be dismissed from the program.

10 10 Curriculum Vitae Template 1. Education i. Degrees Earned ii. Certifications/licenses 2. Professional Experience i. Academic ii. Other 3. Scholarly and creative productivity i. Publications ii. Presentations iii. Other 4. Professional Society Membership/Office 5. Leadership 6. Advisory boards 7. Awards/scholarships/recognition 8. Grants(Capstone) 9. Service (academic and community) Examples: Conference volunteer Educational volunteer (tutoring, advocate, etc.) Develop 5 Portfolio Goals 1. Reflect on the results of the surveys 2. Draft ideas for 5 goals aligned with the College of Education and CEC-Early Intervention Initial Standards. 3. Submit 5 goals to Chair of your committee through the portfolio. 4. Work toward achieving these goals throughout the program.

11 11 Special Education Capstone (MED EI) Portfolio Presentation Scoring Rubric Candidate Name: Scorer: Presentation: Discussion of Knowledge Gained (2point) Discussion of Accomplishmen ts in the Program (2 points.) Goals Post M. Ed. (1 point) Introduction to Research (5 points) Rationale (5 points.) Participants (10 points) Unsatisfactory (0 pts.) There is little mention or explanation of knowledge gained and skills mastered during the program. Little or no examples of skills mastered and how they are being used presently, or how they will be used in the future. The explanation about goals accomplished in the program is vague. Supplies only one or no example of how goals were accomplished. No link between goals and CEC standards are provided. Unsatisfactory (0 pts.) Does not list and/or discuss goals for the future. Does not offer any action steps to accomplish future goals. Unsatisfactory (0-2 pts.) Offers limited background information, and supplies little to no purpose of the study. Rationale vague, no connection to research purpose Unsatisfactory (less than 6 pts.) The description of participants is vague. One or all of the information is missing: age, gender, ethnicity, disability, number of participants. Description of how participants were selected (if applicable) is vague or nonexistent. Meets Expectations (1 pt.) Provides an adequate explanation of knowledge gained and skills mastered during the program. Offers some examples of skills mastered and how they are being used presently, or how they will be used in the future. Provides an adequate explanation about the goals accomplished in the program. Offers or mentions a few general examples of how the goals were accomplished. Provides some linkage between goals and CEC standards. Meets Expectations (1 pt.) Lists and discusses goals for the future. Explains action steps to accomplish future goals. Meets Expectations (3-4 pts.) Offers general background information, and supplies a general description of the purpose of the study. Rationale adequately derived, connected to research purpose Meets Expectations (6-8 pts.) Supplies a general description of participants. Includes age, gender, ethnicity, disability (if applicable), number of participants. Offers a general description how participants were selected (if applicable) Exceeds Expectations (2 pts.) Explains in detail, knowledge gained and skills mastered during the program. Offers specific examples of skills mastered and how they are being used presently, or how they will be used in the future. Provides a clear explanation about the goals accomplished in the program. Offers specific examples of how the goals were accomplished. Specifically links goals to CEC standards. Exceeds Expectations (5 pts.) Provides specific background information and a clear description of the purpose of the study. Rationale clear and explicit, logical development to research purpose Exceeds Expectations (9-10 pts.) Describes in detail participants. Includes age, gender, ethnicity, disability (if applicable), number of participants. Describes in detail how participants were selected (if applicable). Points Instrumentation (10 points) Description of instrument(s) used to collect data are ambiguous. Little to no Description of instrument(s) used to collect data are detailed Description of instrument(s) used to collect data are very

12 12 Procedures (10 points.) Results (10 points.) Discussion & Conclusion (10 points.) PowerPoint (10 points.) Oral grammar (5 points.) Poise/Confidenc e (5 points.) Handout (5 points) Summary of project (5 points.) Grammar/APA style (5 points.) mention of how instrument(s) will be used. Procedures do not match research purpose. Planning inadequate. Results not clear. No graphics used. Discussion weak, not supported by results. Objectives not addressed. Disconnected from theories and research. No implications for teaching and learning. No future research proposed. Contains errors, crowded text density. Slides copied from text of the paper. Reads slides. Unsatisfactory (0-2 pts.) 3 or more grammatical mistakes Speech too fast, avoids eye contact, over reliance on notes/ppt and exhibits other nervous behavior negatively affects presentation. The handout is nonexistent or it is not organized and the audience cannot follow along with the presenter. Incomplete. Does not summarize project. 3 or more grammatical mistakes. Contains errors in APA style. enough to have an understanding of its use. An explanation of how instrument(s) will be used is adequate. Procedures appropriate for research purpose. Planning evident. Results clearly presented and graphically displayed Discussion connects to results. Objectives considered in discussion. Connects to theories and research. Makes implications for teaching and learning. Provides some suggestions for future research. Free of mistakes, text density appropriate. PPT used as talking points Meets Expectations (3-4 pts.) 2 or fewer grammatical mistakes. Speaks at an appropriate rate, speaks clearly, and otherwise exhibits selfcontrol Handout is easy to follow along with the presentation, and is organized. Complete summary of the project. Organized. 2 or fewer grammatical mistakes. Correct use of APA style. detailed. An explanation of how instrument(s) will be used is clear and concise. Procedures target research purpose. Extensive planning evident. Results clearly presented. Graphics high quality and reflect results. Discussion has a strong connection to results. Support of objectives discussed. Strong connections to theories, research. Suggests specific ideas for teaching and learning. New research questions proposed. High quality professional PPT augments oral discussion. Graphics clear and self-explanatory. Exceeds Expectations (5 pts.) Free of grammatical mistakes Relaxed, makes eye contact with audience, and speaks clearly. Handout is concise, easy to follow along with the presentation, and well organized. Complete summary of the project. Has professional appearance. Well organized. Free of grammatical mistakes. Correct use of APA style Total (100 pts.) * Minimum passing score is 80%. (averaged)

13 13 Post Baccalaureate Certificate and Add-On Certification Early Interventionist Birth to Five Add-On (Endorsement)

14 14 Add-On EI & Post Baccalaureate All Post Baccalaureate/Add-On EI candidates must submit one portfolio in PASS-PORT in order to complete the requirements for the Post Baccalaureate/Add-On Early Intervention Certification program. This portfolio must be connected to the 1) Council for Exceptional Children (CEC) Early Intervention standards (See Appendix G, page 31) and 2) the College of Education s Conceptual Framework (See Appendix F, page 29) (http://www.southeastern.edu/acad_research/colleges/edu_hd/about/conceptual_framework/index.html). All Post Baccalaureate/Add-On EI candidates will be assigned committees consisting of two advisors, one of whom will be designated as Chair. The committee will guide the candidate throughout the portfolio process. PORTFOLIO TIMETABLE Near the end of the semester your portfolio will be submitted, be sure to submit/complete all portfolio artifacts that have not previously been submitted/completed, to the Chair of your committee by the Friday prior to the final week of classes. Candidates are responsible for checking that all evaluations have been completed and that there are green checks and Requirement passed for all artifacts. Candidates must then click the Submit for Review link to review and lock their portfolio. After you have Green Checks on ALL Requirements AND Status: Requirement Passed, then you should click the button found just under the directions for completing your portfolio. This will allow the program to Review and Lock your portal folio. NOTE: If there is a Status: Unmet under any of the Unit Assessment Items in your portal folio, this will need to be corrected before submitting for Review. This usually means that the evaluation did not meet thresholds set for that evaluation. Proficiency Portfolio The Proficiency Portfolio, PORTAL 8 should be completed by all Add-On Early Intervention and Post Baccalaureate candidates. The Proficiency Portfolio contains the following artifacts which will be submitted for evaluation: SPED 767/680 Developing a Reliable Alliance with a Family and Supporting the Family - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation. SPED 767/680 Disney Case Study/IFSP - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation. SPED 683 Learning Centers - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

15 SPED 689 Action Plan - submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation. SPED 688 Family Assessment submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation. SPED 685 Early Literacy and Language Activities Notebook submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation. Philosophy of early intervention special education (completed independently) and submitted through the portfolio to the Chair of your committee. Appendix A page 20. SPED Advanced Candidate Assessment of Professional Dispositions Complete the selfassessment of SPED Professional Dispositions during your SPED 683 class, upload into your artifact bin, add to your portfolio, attach to the tab, and submit to the instructor for the course through the Proficiency Portfolio for evaluation. See Appendix C page 25. Field experience (FX) hours A minimum of 50 field experience hours must be completed for the Proficiency portfolio. A minimum of 100 Field Experience Hours must be completed by the end of the program. One example of a field experience and the appropriate standard and reflection must be submitted through the portfolio to the Chair of your committee. Reflective Summary: Candidates should submit a two to five page maximum portal (overall) reflection for each portfolio. The portal reflection should include a discussion of the philosophy, FX hours, PDAs, SPA standards, dispositions, and course artifacts included in the portfolio. Your reflective summary should address what it means to be an effective early interventionist. Reference the artifacts and standards attached when addressing lessons learned, strengths and weaknesses, impact on student learning, applicability to future performance, and progress to meeting portfolio goals. Refer to the guidelines in Appendix B page 21, for a detailed discussion of requirements. Submit through the portfolio to the Chair of your committee. 15

16 16 Master of Arts in Teaching - Special Education Early Intervention and Early Interventionist Special Education: Certification-Only Alternative Path Program

17 17 MAT EI & Alt Cert EI All MAT EI & Alt Cert EI candidates must submit three portfolios in PASS-PORT in order to complete the requirements for the Master of Arts in Teaching Early Intervention and/or Alternative Certification Early Intervention programs. These portfolios must be connected to the 1) Council for Exceptional Children (CEC) Early Intervention standards (See Appendix G, page 31) and 2) the College of Education s Conceptual Framework (See Appendix F, page 29) (http://www.southeastern.edu/acad_research/colleges/edu_hd/about/conceptual_framework/index.html). MAT EI & Alt Cert EI candidates will be assigned a committee consisting of two advisors, one of whom will be designated as Chair. The committee will guide the candidate throughout the portfolio process, and oversee the candidate s competency presentation. Once the candidate is approved for his or her Competency presentation, one additional committee member will be added. PORTFOLIO TIMETABLE Near the end of the semester a portfolio will be submitted, be sure to submit/complete all portfolio artifacts that have not previously been submitted/completed, to the Chair of your committee by the Friday prior to the final week of classes. Candidates are responsible for checking that all evaluations have been completed and that there are green checks and Requirement passed for all artifacts. Candidates must then click the Submit for Review link to review and lock their portfolio. Then the next portfolio should be created. See below: After you have Green Checks on ALL Requirements AND Status: Requirement Passed, then you should click the button found just under the directions for completing your portfolio. This will allow the program to Review and Lock your portal folio and you are ready for the next portal folio. Once you have passed a portal folio, it is your responsibility to create the next one and begin entering artifacts. To do this: Click the Create Folio link beside the Portal Folios. This should automatically create your next folio. NOTE: If there is a Status: Unmet under any of the Unit Assessment Items in your portal folio, this will need to be corrected before submitting for Review. This usually means that the evaluation did not meet thresholds set for that evaluation. The MAT EI & Alt Cert EI portfolio process must include all of the following portfolios and components of each:

18 18 Introductory Portfolio The Introductory Portfolio PORTAL 2 should be created during the first semester as a graduate candidate and is Submitted for Review when all requirements for the Introductory Portfolio have been successfully passed. The following requirements are part of the Introductory Portfolio for MAT EI & Alt Cert EI graduate candidates: Complete the 3 Portal Surveys: EI - Preparing for Diversity, Dispositions for Early Intervention (2011), EI Essential Technology Knowledge and Skills Philosophy of early intervention special education (completed independently) and submit to the Chair of your committee. See Appendix A page 20. Field experience (FE) hours A minimum of 10 Field experience hours are required for the introductory portfolio. A minimum of 100 Field Experience Hours must be completed prior to the student teaching/internship semester. Attach one example of a field experience and the appropriate standard and reflection. Submit to Chair of your committee. Professional development activities (PDA) - Candidates are required to complete a minimum of 15 hours of professional development activities by the end of their programs and to document the required number of hours at each portal. For the introductory portfolio, five hours of professional development are required under the professional development tab. Attach one example of a PDA and the appropriate standard and reflection and submit to Chair of your committee. Your reflection should state the reason for choosing the standard, and show understanding of the standard. Reflective Summary - Candidates should submit a two to five page overall reflection for each portfolio. The portal reflection should include a discussion of the artifacts submitted within the portal (example: philosophy, FE hours, PDAs, SPA standards, and course artifacts). Refer to the guidelines in Appendix B page 21, for more detailed information about the requirements. The reflective summary should address what it means to be an effective early interventionist. Candidates should reference the artifacts and standards attached to each artifact in the current portfolio when addressing lessons learned, strengths and weaknesses, impact on student learning, and the applicability to future performance, and progress towards meeting portfolio goals. Submit to the Chair of your committee. Developing Portfolio The Developing Portfolio PORTAL 3 should be created after the Introductory Portfolio has been Reviewed and Locked (your responsibility to do once Portal 2 requirements are shown as met ). The following requirements are part of the Developing Portfolio for MAT EI & Alt Cert EI graduate candidates: SPED 767/680 Developing a Reliable Alliance with a Family and Supporting the Family - submit your artifact to your instructor for the course through the Developing portfolio for evaluation. SPED 767/680 Disney Case Study/IFSP - submit your artifact to your instructor for the course through the Developing portfolio for evaluation.

19 19 SPED 683 Learning Centers - submit your artifact to your instructor for the course through the Developing portfolio for evaluation. SPED 689 Action Plan - submit your artifact to your instructor for the course through the Developing portfolio for evaluation. SPED 688 Family Assessment submit your artifact to your instructor for the course through the Developing portfolio for evaluation. SPED 685 Early Literacy and Language Activities Notebook submit your artifact to your instructor for the course through the Developing portfolio for evaluation. Philosophy of early intervention special education (completed independently). See Appendix A page 20. SPED Advanced Candidate Assessment of Professional Dispositions Complete the selfassessment of SPED Professional Dispositions during your SPED 683 class, upload into your artifact bin, add to your portfolio, attach to the tab, and submit to the instructor for the course through the Developing Portfolio for evaluation. See Appendix C page 25. Field experience (FE) hours A minimum of 10 Field experience hours are required for the Developing portfolio. A minimum of 100 Field Experience Hours must be completed by the end of the program. Attach one example of a field experience and the appropriate standard and reflection and submit to the Chair of your committee. Professional development activities (PDA) - Candidates are required to complete a minimum of 15 hours of professional development activities by the end of their programs and to document the required number of hours at each portal. For the developing portfolio, five hours of professional development are required under the professional development tab. Attach one example of a PDA and the appropriate standard and reflection and submit to the Chair of your committee. Your reflection should state the reason for choosing the standard, and show understanding of the standard. Reflective Summary - Candidates should submit a two to five page overall reflection for each portfolio. The portal reflection should include a discussion of the artifacts submitted within the portal (example: philosophy, FE hours, PDAs, SPA standards, and course artifacts). Refer to the guidelines in Appendix B page 21, for more detailed information about the requirements. The reflective summary should address what it means to be an effective educator. Candidates should reference the artifacts and standards attached to each artifact in the current portfolio when addressing lessons learned, strengths and weaknesses, impact on student learning, and the applicability to future performance, and progress towards meeting portfolio goals. Submit to the Chair of your committee. Competency Portfolio The Competency Portfolio PORTAL 4 should be created after the Developing Portfolio has been Reviewed and Locked (your responsibility to do once Portal 3 requirements are shown as met ) and at the beginning of Student Teaching/Internship. The following requirements are part of the Competency Portfolio for MAT EI & Alt Cert EI graduate candidates: Complete the 3 Portal Surveys: EI - Preparing for Diversity, Dispositions for Early Intervention (2011), EI Essential Technology Knowledge and Skills Mid-Term Final Report on Student Teach./Intern (IMPLEMENTED LESSON PLAN) Submit to your University Student Teaching/Internship Supervisor when by due date assigned.

20 20 Reflection and Critique of Videotaped Lesson Submit to your University Student Teaching/Internship Supervisor when by due date assigned. Assessment Plan Student Teaching/Intern Submit to your University Student Teaching/Internship Supervisor when by due date assigned. Philosophy of early intervention special education (completed independently) and submit to the Chair of your committee. Appendix A page 20. Field experience (FE) hours A minimum of 180 Field experience hours are required for the Competency portfolio in your student teaching/internship placement. A minimum of 280 Field Experience Hours must be completed by the end of the program. Attach one example of a field experience and the appropriate standard and reflection and submit to Chair of your committee. Professional development activities (PDA) - Candidates are required to complete a minimum of 15 hours of professional development activities by the end of their programs and to document the required number of hours at each portal. For the competency portfolio, five hours of professional development are required under the professional development tab. Attach one example of a PDA and the appropriate standard and reflection. Your reflection should state the reason for choosing the standard, and show understanding of the standard. Submit to the Chair of your committee. Reflective Summary - Candidates should submit a two to five page overall reflection for each portfolio. The portal reflection should include a discussion of the artifacts submitted within the portal (example: philosophy, FE hours, PDAs, SPA standards, and course artifacts). Refer to the guidelines in Appendix B page 21, for more detailed information about the requirements. The reflective summary should address what it means to be an effective early interventionist. Candidates should reference the artifacts and standards attached to each artifact in the current portfolio when addressing lessons learned, strengths and weaknesses, impact on student learning, and the applicability to future performance, and progress towards meeting portfolio goals. Submit to the Chair of your committee. Basic Program Follow-Up portal survey Special Education Competency (MAT/Alt Cert) Portfolio Presentation submit the presentation through the Competency portfolio to your committee Chair for Evaluation. See Appendix D page 26. Competency presentation of portfolio Competency presentations will be made to a minimum of three committee members (peers and other faculty may attend) before candidates submit portfolios on Passport for Review. All candidates will make a presentation evaluating their capstone study, professional development and progress towards meeting their goals and applicable professional standards. The presentation will be followed by a question/answer session, after which the candidate will be excused while the committee deliberates and grades the presentation using the evaluation contained in Appendix D page 26. Competency Portfolio Review/Submission If all the requirements of Portal IV are shown as met, he or she should Submit for Review his/her portfolio on Passport. If a candidate is unsuccessful, his/her portfolio on PASSPORT will not be reviewed, and he/she is responsible for contacting the committee chair to set up a remediation plan. The candidate has one semester to address the concerns of the committee. If the candidate is unsuccessful a second time, he/she will be dismissed from the program.

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