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
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CONTACT INFORMATION PAGE
For information about admissions: Dr. Gwen Autin, Graduate Coordinator
Department of Teaching and Learning
SLU 10749
Hammond, LA 70402
985-549-5264
For information about advising and PASS-PORT evaluations: Dr. Colleen Klein-Ezell
Department of Teaching and Learning
SLU 10749
Hammond, LA 70402
985-549-5279
For information about academic matters contact: Dr. Cynthia B. Elliott, Interim Department Head
Department of Teaching and Learning
SLU 10749
Hammond, LA 70402
985-549-2221
For information about PASS-PORT: Dr. Camille Yates, PASS-PORT Coordinator
Department of Teaching and Learning
SLU 10749
Hammond, LA 70402
985-549-2406
For information about student teaching or internship contact: Dr. Ellen Ratcliff, Director of Student Teaching
Office of Student Teaching
SLU 10818
Hammond, LA 70402
985-549-2220
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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
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Master of
Education in
Special
Education
Early
Intervention
(MED-SPED-EI)
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:
The MED SPED EI portfolio process must include all of the following portfolios and components of
each:
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.
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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.
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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:
http://www.selu.edu/admin/inst_rb/ . 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 self-
assessment 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 767680 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
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), re-
visit 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 self-
assessment 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
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.
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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.
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Special Education Capstone (MED EI) Portfolio Presentation Scoring Rubric
Candidate Name: Scorer:
Presentation: Unsatisfactory
(0 pts.)
Meets Expectations
(1 pt.)
Exceeds Expectations
(2 pts.)
Points
Discussion of
Knowledge
Gained
(2point)
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.
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.
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.
Discussion of
Accomplishmen
ts in the
Program
(2 points.)
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.
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.
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.
Unsatisfactory
(0 pts.)
Meets Expectations
(1 pt.)
Goals Post
M. Ed.
(1 point)
Does not list and/or discuss
goals for the future. Does not
offer any action steps to
accomplish future goals.
Lists and discusses goals
for the future. Explains
action steps to accomplish
future goals.
Unsatisfactory
(0-2 pts.)
Meets Expectations
(3-4 pts.)
Exceeds Expectations
(5 pts.)
Introduction to
Research
(5 points)
Offers limited background
information, and supplies
little to no purpose of the
study.
Offers general background
information, and supplies a
general description of the
purpose of the study.
Provides specific
background information
and a clear description of
the purpose of the study.
Rationale
(5 points.)
Rationale vague, no
connection to research
purpose
Rationale adequately
derived, connected to
research purpose
Rationale clear and explicit,
logical development to
research purpose
Unsatisfactory
(less than 6 pts.)
Meets Expectations
(6-8 pts.)
Exceeds Expectations
(9-10 pts.)
Participants
(10 points)
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.
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)
Describes in detail
participants. Includes age,
gender, ethnicity, disability
(if applicable), number of
participants. Describes in
detail how participants
were selected (if
applicable).
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
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mention of how instrument(s)
will be used.
enough to have an
understanding of its use.
An explanation of how
instrument(s) will be used
is adequate.
detailed. An explanation of
how instrument(s) will be
used is clear and concise.
Procedures
(10 points.)
Procedures do not match
research purpose. Planning
inadequate.
Procedures appropriate for
research purpose. Planning
evident.
Procedures target research
purpose. Extensive
planning evident.
Results
(10 points.)
Results not clear. No
graphics used.
Results clearly presented
and graphically displayed
Results clearly presented.
Graphics high quality and
reflect results.
Discussion &
Conclusion
(10 points.)
Discussion weak, not
supported by results.
Objectives not addressed.
Disconnected from theories
and research. No implications
for teaching and learning. No
future research proposed.
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.
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.
PowerPoint
(10 points.)
Contains errors, crowded text
density. Slides copied from
text of the paper. Reads
slides.
Free of mistakes, text
density appropriate. PPT
used as talking points
High quality professional
PPT augments oral
discussion. Graphics clear
and self-explanatory.
Unsatisfactory
(0-2 pts.)
Meets Expectations
(3-4 pts.)
Exceeds Expectations
(5 pts.)
Oral grammar
(5 points.)
3 or more grammatical
mistakes
2 or fewer grammatical
mistakes.
Free of grammatical
mistakes
Poise/Confidenc
e
(5 points.)
Speech too fast, avoids eye
contact, over reliance on
notes/PPT and exhibits other
nervous behavior negatively
affects presentation.
Speaks at an appropriate
rate, speaks clearly, and
otherwise exhibits self-
control
Relaxed, makes eye contact
with audience, and speaks
clearly.
Handout
(5 points)
The handout is nonexistent or
it is not organized and the
audience cannot follow along
with the presenter.
Handout is easy to follow
along with the presentation,
and is organized.
Handout is concise, easy to
follow along with the
presentation, and well
organized.
Summary of
project
(5 points.)
Incomplete. Does not
summarize project.
Complete summary of the
project. Organized.
Complete summary of the
project. Has professional
appearance. Well
organized.
Grammar/APA
style
(5 points.)
3 or more grammatical
mistakes. Contains errors in
APA style.
2 or fewer grammatical
mistakes. Correct use of
APA style.
Free of grammatical
mistakes. Correct use of
APA style
Total (100 pts.) * Minimum passing score
is 80%. (averaged)
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Post Baccalaureate
Certificate
and
Add-On Certification
Early Interventionist
Birth to Five
Add-On (Endorsement)
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.
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.
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.
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 self-
assessment 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.
16
Master of Arts in
Teaching - Special
Education
Early Intervention
and
Early Interventionist
Special Education:
Certification-Only
Alternative Path
Program
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:
The MAT EI & Alt Cert EI portfolio process must include all of the following portfolios and
components of each:
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.
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
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 self-
assessment 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
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.
21
Appendix A
Statement of Philosophy of Early Intervention
Requirements and Rubric
Required components: (Use Subheadings for each section)
Introduction
o Short family background
o Reasons for entering early intervention program
o Five goals aligned with the College of Education and Human Development Conceptual
Framework and the relevant specialized area: Early Intervention, and general CEC Early
Intervention Standards.
The early interventionist as the Effective Educator
What do you believe about being an effective/ influential educator?
What are your thoughts to the role of the early interventionist as it relates to being an effective/
influential educator?
Appropriate Early Childhood Environments
What do you believe about appropriate early childhood environments?
What are your thoughts to the role of the early interventionist as it relates to early childhood
environments?
Participation Opportunities
What do you believe about providing opportunities for all children to participate?
What are your thoughts to the role of the early interventionist as it relates to participation
opportunities?
Family Involvement
What do you believe about family involvement?
What are your thoughts to the role of the early interventionist as it relates to family involvement?
Best Practices in Early Intervention
What are some of the evidence-based best practices in early intervention?
What are your thoughts to the role of the early interventionist as it relates to best practices?
The assignment is scored using the following rating scale:
Unacceptable: Missing two or more components with little to no organization or contains more than
five (5) error types in mechanics and conventions.
Approaching Expectations: Missing one component, more than three (3) error types in mechanics and
conventions, or flow of topics unorganized.
Acceptable: Each component addressed using subheadings with no more than two (2) error types in
mechanics and conventions.
Exceeds Expectations: All required components explained in detail with no errors in mechanics and
conventions and highly organized.
22
Appendix B
SPED Graduate Reflective Summary
A critically reflective teacher is one who is equipped to communicate to colleagues, students and
themselves the rationales that act as a foundation to the strategies and methods used within their
practices of becoming an effective educator. The technique of active reflection progresses qualitatively
as one advances through his or her own specific curricular program. Thus, self-expectations should
increase as well and these should be noted in the products or artifacts presented and criteria applied
within the portfolio. Reflection is a continuum with increasingly stringent expectations at each level.
Reflection requires critical thinking. Critically reflective teachers are objective and can stand outside
their practices and see what they do in a wider perspective. Becoming critically reflective increases the
probability that informed actions will take place.
Describe – A clear and concise retelling of what happened in a situation that brings the reader into your
classroom and allows the reader to clearly visualize what is being described. Who? What? When?
Where?
Clearly – The language is clear and expressive. The reader can create a mental picture of the situation
being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to
an uninformed reader.
Rationale – A justification for doing something, decision that will achieve a purpose and address a
need. A rationale provides a framework and a reason for using a particular activity or teaching method.
Critically Analyze – …provides reasons, motives, and interpretation for what has been described and
moves beyond simple description of the experience to an analysis of how the experience contributed to
student understanding of self, others, and/or course concepts. An examination of why the elements
described are the way they are. Why? How? Why did you do this? Where does it fit? How did you do
this? Was it meaningful? How effective was this? What was the impact? How did this relate to your
goals? What was the value of this activity?
Making Connections - Linking thoughts, feelings, actions, and experiences with characteristics of an
Effective Educator. Your reflection should express significant patterns, themes, and connections that
emerged from your experiences and what this means in terms of your own development and challenges
as a teacher.
Reflective - A form of analysis which suggests self-analysis or consideration of practice, self-
examination following a teaching or learning experience. Reflection requires critical thinking. It is the
decision-making portion of the process. Where do I go from here? Why did it work? Why didn’t it
work? What can I change? How did it impact students? How does it impact ME as a teacher? What
might you change to make it better? How might your teaching change as a result? What have you
learned? The reflection demonstrates ability of the student to question their own biases, stereotypes,
preconceptions, and/or assumptions and define new modes of thinking as a result. The reflection
23
demonstrates connections between the experience and material from other courses; past experience;
and/or personal goals.
Precisely – …exact as in performance, execution or amount, accurate, correct, definitely or strictly
stated, defined, or fixed, carefully expressed or delineated, definite.
Generalization - The act or process whereby a learned response is made to a stimulus similar to but not
identical with the conditioned stimulus
To write the Overall Reflection, you should create a document that addresses the points listed below.
Submit a two to five page (maximum) paper that includes the following:
Discussion of:
Philosophy of Early Intervention
FE hours
PDA’s
Course artifacts
Future plans for professional growth
24
SPED Early Intervention Portfolio
Reflective Summary Rubric
Unacceptable Approaching
Expectations
Meets
Expectations
Exceeds
Expectations
Philosophy The candidate
does not
address his/her
philosophy of
early
intervention or
professional
goals.
The candidate is
beginning to
address his/her
philosophy of
early
intervention or
professional
goals, but has
not done so with
depth and
clarity.
The candidate has
addressed his/her
philosophy of
early intervention
and professional
goals with depth
and clarity.
The candidate has
addressed his/her
philosophy of
early intervention
and professional
goals with depth
and clarity and
ties the
philosophy with
standards and
examples.
Field
Experiences
The candidate
does not align
field
experiences
with artifacts
submitted
and/or with
CEC-EI
standards.
The candidate is
beginning to
align field
experiences with
artifacts
submitted and
CEC-EI
standards, but
has not done so
with depth and
clarity.
The candidate has
aligned field
experiences with
artifacts submitted
as well as CEC-EI
standards and has
done so with
depth and clarity.
The candidate has
aligned field
experiences with
artifacts submitted
as well as CEC-EI
standards and has
done so with
depth and clarity.
Additionally, field
experiences are
tied with PDAs,
the philosophy,
and dispositions.
Professional
Development
Hrs. (PDAs)
The candidate
does not align
PDAs with
artifacts
submitted
and/or with
CEC-EI
standards
The candidate is
beginning to
align PDAs with
artifacts
submitted and
CEC-EI
standards, but
has not done so
with depth and
clarity.
The candidate has
aligned PDAs
with artifacts
submitted as well
as CEC-EI
standards and has
done so with
depth and clarity.
The candidate has
aligned PDAs
with artifacts
submitted as well
as CEC-EI
standards and has
done so with
depth and clarity.
Additionally,
PDAs are tied
with field
experiences, the
philosophy, and
dispositions.
25
CEC-EI
Standards
The candidate
has not aligned
artifacts, field
experiences,
and PDAs
with CEC-EI
standards.
The candidate is
beginning to
align artifacts,
field
experiences, and
PDAs with CEC-
EI standards, but
has not done so
with depth and
clarity.
The candidate has
aligned artifacts,
field experiences,
and PDAs with
CEC-EI standards,
and has done so
with depth and
clarity.
The candidate has
aligned artifacts,
field experiences,
and PDAs with
CEC-EI standards,
and has done so
with depth and
clarity and has
gone beyond
minimum
alignment.
Artifacts The candidate
does not
reflect on
artifacts.
The candidate is
beginning to
reflect on the
artifacts
submitted, but
does not do so
with depth or
clarity.
The candidate
reflects on the
artifacts submitted
with depth and
clarity.
The candidate
reflects on the
artifacts submitted
with depth and
clarity.
Additionally, the
candidate connects
the artifacts with
other parts of the
portal reflection.
Professional
Growth
The candidate
does not
reflect on
professional
growth.
The candidate is
beginning to
reflect on his/her
professional
growth, but does
not do so with
depth or clarity.
The candidate
reflects on his/her
professional
growth with depth
and clarity.
The candidate
reflects on his/her
professional
growth with depth
and clarity.
Additionally,
he/she includes
specific examples
of this growth.
COE Conceptual
Framework
The candidate
does not
reflect on the
Conceptual
Framework.
The candidate is
beginning to
align artifacts,
field
experiences, and
PDAs with the
conceptual
framework, but
has not done so
with depth and
clarity.
The candidate
aligns artifacts,
field experiences,
and PDAs with the
conceptual
framework and
does so with depth
and clarity.
The candidate
aligns artifacts,
field experiences,
and PDAs with the
conceptual
framework and
does so with depth
and clarity.
He/she does so
with very specific
examples.
26
Appendix C
SPED Advanced Candidate Assessment of Professional Dispositions
0= Not Observed or Not Applicable 1= Unsatisfactory 2= Approaching Expectations 3=
Meets Expectations 4= Exceeds Expectations 1 Professional and Ethical Standards 0 1 2 3 4
a Meets obligations and deadlines
b Submits work that reflects high professional standard, commensurate with CEC EI
expectations
c Reflects upon and is responsible for own actions and decisions
d Displays a positive attitude and emotional maturity
e Utilizes sound professional judgment in decision making
f Demonstrates ethical behavior and integrity
g Receptive to change and responsive to professional feedback within the context of
current practice and professional standards
h Upholds high standards of competence
i Serves as an advocate for students with exceptionalities, both in the schools and the
community
j Manages conflict appropriately
2 Leadership & Innovative practice 0 1 2 3 4
a Exhibits creativity and intellectual curiosity and is willing to experiment with new
ideas and techniques
b Incorporates research based knowledge in practice
c Facilitates the utilization of technology in a variety of contexts
d Assumes leadership roles in improving professional practice
e Actively seeks to prevent and/or solve problems
3 Diversity and High expectations for all learners 0 1 2 3 4
a Demonstrates belief that all students can learn to their potential
b Promotes access, participation, and progress of students with exceptionalities in the
general education curriculum
c Displays a commitment to all students and their learning
d Responsive to ideas and views of all stakeholders
e Responsive to the readiness, learning profile, and interests of all students
f Values multiple aspects of diversity; respects children and adults of various cultures,
ethnicities, religions, sexual orientations, social classes, abilities, political beliefs, etc.
g Shows respect for differences by providing equitable learning opportunities for all.
4 Communication and Collaboration 0 1 2 3 4
a Interacts in a professional manner with all stakeholders
b Shares information, resources, and ideas with others
c Works effectively with professional colleagues, families, and other adults
d Serves as mentor and role model as appropriate
e Uses effective interpersonal skills
f Maintains confidentiality in communication and collaboration with all stakeholders
5 Goal Setting and Life-long learning 0 1 2 3 4
a Sets goals to improve practice based on reflection and self-evaluation
b Models life-long learning through inquiry-based practices
c Takes responsibility for professional development
d Maintains active involvement in professional organizations
e Commits to collaborating with families, community members, and other professionals
as partners in the educational process
27
Appendix D Special Education Competency (MAT/Alt Cert) Portfolio Presentation Scoring Rubric
Candidate Name: Scorer:
Presentation: Unsatisfactory
(0-5 pts.)
Meets Expectations
(6-10 pt.)
Exceeds Expectations
(11-15 pts.)
Points
Discussion of
Knowledge
Gained
(15 points)
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.
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.
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.
Discussion of
Accomplishments
in the Program
(15 points)
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 EI
standards are provided.
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 EI
standards.
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 EI standards.
PowerPoint
(15 points)
Contains errors, crowded
text density. Slides copied
from text of the paper. Reads
slides.
Free of mistakes, text
density appropriate. PPT
used as talking points
High quality professional
PPT augments oral
discussion. Graphics clear
and self-explanatory.
Unsatisfactory (0-5 points) Meets Expectations (6-15
points)
Goals Post
MAT/Alt Cert
(15 points)
Does not list and/or discuss
goals for the future. Does
not offer any action steps to
accomplish future goals.
Lists and discusses goals
for the future. Explains
action steps to accomplish
future goals.
Unsatisfactory
(0-3 pts.)
Meets Expectations
(4-7 pts.)
Exceeds Expectations
(8-10 pts.)
Oral grammar
(10 points.)
3 or more grammatical
mistakes
2 or fewer grammatical
mistakes.
Free of grammatical
mistakes
Poise/Confidence
(10 points.)
Speech too fast, avoids eye
contact, over reliance on
notes/PPT and exhibits other
nervous behavior negatively
affects presentation.
Speaks at an appropriate
rate, speaks clearly, and
otherwise exhibits self-
control
Relaxed, makes eye contact
with audience, and speaks
clearly.
Handout
(10 points)
The handout is nonexistent
or it is not organized and the
audience cannot follow
along with the presenter.
Handout is easy to follow
along with the presentation,
and is organized.
Handout is concise, easy to
follow along with the
presentation, and well
organized.
Grammar/APA
style
(10 points.)
3 or more grammatical
mistakes. Contains errors in
APA style.
2 or fewer grammatical
mistakes. Correct use of
APA style.
Free of grammatical
mistakes. Correct use of
APA style
Total (100 pts.) * Minimum passing score
is 80%. (averaged)
28
Appendix E
Glossary of Terms for Electronic Portfolio
ALERT: In PASS-PORT, a term to notify users that a task has been or needs to be completed.
Artifact: Products that provide evidence of the performance outcomes on which candidates will be assessed.
These artifacts are examples of work naturally occurring in ongoing classes and provide the most accurate
picture of student skills in practice.
Candidates: Individuals admitted to, or enrolled in, programs for the initial or advanced preparation of
teachers; teachers continuing their professional development, or other professional school personnel. The term
is used to distinguish them from the PK-12 school students with whom they interact.
COE Conceptual Framework: The guidelines by which candidates will be assessed in their progress through
the program. In order to successfully plan, develop, and implement curricula to meet the needs of diverse
learners in today’s world and to prepare candidates for the future, the College of Education (COE) has identified
four critical components of The Effective Educator: Professional Standards (PS), Knowledge of Learner (KL),
Strategies and Methods (SM), and Content Knowledge (CK). The Conceptual Framework provides direction
for the development of effective professionals. Diversity, Technology, and Dispositions are included in the
assessment process as themes that are integrated throughout all programs in the educational unit.
All components of the conceptual framework must be addressed in each Portal Reflection.
COE: College of Education, from which all education majors receive their degrees.
Capstone/Competency Level: The final portal of portfolio assessment.
Conceptual Framework: In general, an underlying structure in a professional education unit that gives
conceptual meanings through an articulated rationale to the unit’s operation, and provides direction for
programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability.
Direct Teaching: Level Two field experience; an activity where the candidate instructs students in a one-one-
one, small group, or large group situation. The activity must be related to the University course in which the
candidate is enrolled.
Dispositions: The values, commitments and professional ethics that influence behaviors towards students,
families, colleagues and communities and affect student learning, motivation, and development as well as the
educator’s own professional growth.
Diversity: Differences among groups of people and individuals based on ethnicity, race, socioeconomic status,
gender, exceptionalities, language, religion, sexual orientation, and geographical area.
Field Experiences: A variety of early and ongoing opportunities in which candidates may observe, assist, tutor,
instruct, and/or conduct research; Field experiences may occur in off-campus settings such as schools, non-
school sites, community centers, laboratories, or natural environments. SPED MED EI and Add On candidates
should select the Advanced Teacher Preparation FX under the Graduate Field Experiences to submit FX data.
MAT EI and Alt Cert candidates should select the Initial Teacher Certification (F08) under the Undergraduate
Field Experiences where there are three levels of field experiences:
1. Level One: Observation of classroom teachers and PK-12 students
2. Level Two: Direct teaching
3. Level Three: Student teaching or internship
CEC Early Intervention Initial Standards: All CEC EI Initial Standards must be addressed by the end of the
degree program. One or more of the standards must be addressed in the candidate’s portal reflection for each
portfolio.
Knowledge of Learner (KL): Candidates’ understanding of the learner necessary to provide effective and
equitable instruction
KSD: Knowledge, skills, and dispositions, as they relate to the candidate’s field of study
LCET: Louisiana Components of Effective Teaching.
Learners: Children or youth in PK-12 schools as distinguished from teacher education candidates; also referred
to as “students.”
29
Observation: activities in which the teacher candidate observes a setting or student to gain greater insight
into classroom management, time management, classroom environments, teaching strategies, etc.
PASS-PORT: Professional Accountability Support System Using a Portal Approach; an electronic tool that
allows candidates to create and upload artifacts that document KSD, build electronic portfolios, and have
artifacts and portfolios routed to faculty for evaluation.
PASS-PORT Help page: pdf and video clip files can be found on the Southeastern PASS-PORT Help page
http://www.southeastern.edu/acad_research/colleges/edu_hd/passport/index.html
Portal: The transition point which candidates must exhibit specific knowledge, skills, and dispositions defined
by the COE in order to proceed to the next level of a program.
Portfolio Levels: Submission of portfolios for assessment at each level of the program: Graduate = Emerging,
Proficiency, and Capstone; MAT and Alt Cert = Introductory, Developing, Competency.
Professional Development Activity (PDA): Opportunities for candidates to identify resources, engage and
participate in activities that develop and expand knowledge and skills through community service, conferences,
lecture series, workshops, and training.
Professional Standards (PS): Established criteria that guide effective professionals in each discipline area.
Reflection: A thoughtful and thought-provoking process of deriving meaning and knowledge from the
experience that occurs before, during and after teaching. Reflection is a process of self-examination and self-
evaluation.
Rubric: A guide used to score performance assessments in a reliable, fair, and valid manner; generally
composed of dimensions for judging candidate’s performance, a scale for rating performances on each
dimension, and standards of excellence for specified performance levels.
Site: The name of the school or location which the candidate completes a field experience.
Site Contact: The name of the person (teacher, supervisor, mentor) at the site (e.g., school) who is responsible
for the group of students in the field experience.
Standard: Statements of what candidates should know and be able to do. Different types of standards address
various aspects important to learning:
• Content standards cover what candidates are to learn in various subject areas, such as mathematics and
science.
• Performance standards specify what levels of learning are expected. (www.ascd.org)
Strategies and Methods (SM): Strategies and methods appropriate to each program within the educational unit
necessary to develop effective professionals.
Students: Children or youth in PK-12 settings (day care, home, schools) as distinguished from teacher
education candidates; also referred to as “learners.”
30
Appendix F
Conceptual Framework for the College of Education
The Effective Professional
General Statement:
The College of Education’s Conceptual Framework provides direction for the development of effective
professionals. It is a living document that continuously evolves as opportunities and challenges emerge. The
four components of the CF are the institutional standards used for candidate assessment in undergraduate and
graduate programs. They are Knowledge of the Learner (KL), Strategies and Methods (SM), Content
Knowledge (CK), and Professional Standards (PS). Diversity, Technology, and Dispositions are included in the
assessment process as themes that are integrated throughout all programs in the educational unit.
Knowledge of Learner
Candidates’ understanding of the learner which is necessary to provide effective and equitable
instruction The educational unit prepares candidates to demonstrate and value sensitivity to the needs of all learners.
Candidates acquire an understanding of learners as individuals and incorporate this knowledge as they progress
through their educational experiences at Southeastern. As effective professionals, they continue that practice
throughout their careers. Diversity and Dispositions are integral parts of the program, and Technology is
integrated throughout the program.
Strategies and Methods
Strategies and methods appropriate to each program within the educational unit which are necessary to
develop effective professionals The effective professional demonstrates best practices through inquiry, creativity, and reflective thinking.
Constructive and reflective problem-solving processes require the effective professional to consider and
integrate complex information. Diversity and Dispositions are integral parts of the program, and Technology is
integrated throughout the program.
31
Content Knowledge
Candidates’ thorough understanding of the content appropriate to the area of specialization Candidates exhibit depth of knowledge in their area of specialization and breadth of understanding of general
subjects within the educational unit. Diversity and Dispositions are integral parts of the program, and
Technology is integrated throughout the program.
Professional Standards
Established criteria that guide effective professionals in each discipline area The educational unit is based on professional standards that enable candidates to develop the knowledge, skills,
and dispositions to become effective professionals. University course objectives and learner outcomes are
aligned with national, state, and institutional standards. Candidates incorporate professional standards as they
progress through their educational experiences at Southeastern and continue that practice throughout their
careers. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout
the program.
Mission Statement: The College of Education exists to serve communities, develop effective professionals,
and implement innovative programs.
Vision Statement: The faculty of the College of Education sets the standard for excellence through best
practices.
The following definitions are offered to help the reader understand the conceptual framework:
Diversity: All forms of differences among all levels of learners.
Technology: Access and delivery for assessment, problem solving, and productivity.
Dispositions: Values, beliefs, attitudes the foundation of the profession.
Knowledge of the Learner: The cognitive, physical, emotional, social development of the learner.
Strategies and Methods: The tools and processes for effective pedagogical practice.
Content Knowledge: The core concepts, ideas, and theories of the specific content area being taught.
Professional Standards: The valued goals and outcomes in a specific content area to be mastered by the
learner
Learner: A broad meaning of the term “learner” is intended to include all levels and types of learning.
32
Terminology specific to Initial Special Education Professionals in Early Childhood Special Education/Early
Intervention (Birth to Eight) standards:
• Infants and Young Children: all children birth to age 8 years
• Exceptional Needs: in response to Exceptional Learning Needs (ELN) specified in the CEC standards, “infants and
young children with exceptional needs” will be used, and not Exceptional Learning Needs, because infants and young
children have developmental needs as well as learning needs
• Infants and Young Children with Exceptional Needs: refers to infants and young children, birth to age 8 years, who
have, or are at risk for, developmental delays and disabilities
• Development and Learning: terms to be used, and in that order, to convey the focus of the following knowledge and
skills for personnel – to support the developmental and learning needs of infants and young children, and their families
• Individualized family services plan/Individualized education program: The language of the standards requires spelling
out IFSP and IEP. K&S suggests using “family or educational plan” to (a) simplify the expressions and (b) include
Canadian terminology in the standards. Division for Early Childhood respectfully requests the use of “individualized
plan” to simplify the language since the IFSP is an educational plan, too
• Developmental Domains: Term to be used to simplify the listing of the five developmental domains specified in
federal law – cognitive, communicative, social-emotional, motor, and adaptive development
• Settings for Infants and Young Children: to avoid lists, these settings refer to home, community-based, and school-
based settings
• Developmental and academic content refers to curriculum
Appendix G
Initial Special Education Professionals in Early Childhood Special Education/
Early Intervention (Birth to Eight)
Standard 1: Foundations
Knowledge
ICC1K1 Models, theories, philosophies, and research methods that form the basis for special education practice
ICC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation
ICC1K3 Relationship of special education to the organization and function of educational agencies
ICC1K4
Rights and responsibilities of individuals with exceptional learning needs, parents, teachers, and other professionals, and schools related to exceptional learning needs
ICC1K5
Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds
ICC1K6
Issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of services
ICC1K7 Family systems and the role of families in the educational process
ICC1K8 Historical points of view and contribution of culturally diverse groups
ICC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them
ICC1K10 Potential impact of differences in values, languages, and customs that can exist between the home and school
ECSEK1
Historical, philosophical foundations, and legal basis of services for infants and young children both with and without exceptional needs
33
ECSE1K2
Trends and issues in early childhood education, early childhood special education, & early intervention
Skills
ICC1S1
Articulate personal philosophy of special education
ECSE1S1
Implement family services consistent with due process safeguards
Standard 2: Development and Characteristics of Learners
Knowledge
ICC2K1
Typical and atypical human growth and development
ICC2K2
Educational implications of characteristics of various exceptionalities
ICC2K3
Characteristics and effects of the cultural and environmental milieu of the individual with exceptional
learning
needs and the family
ICC2K4
Family systems and the role of families in supporting development
ICC2K5
Similarities and differences among individuals with exceptional learning needs
ICC2K6
Similarities and differences of individuals with and without exceptional learning needs
ICC2K7
Effects of various medications on individuals with exceptional learning needs
ECSE2K1
Theories of typical and atypical early childhood development
ECSE2K2
Biological and environmental factors that affect pre-, peri-, and postnatal development and learning
ECSE2K3
Specific disabilities, including the etiology, characteristics, and classification of common disabilities in
infants
and young children, and specific implications for development and learning in the first years of life
ECSE2K4
Impact of medical conditions and related care on development and learning
ECSE2K5
Impact of medical conditions on family concerns, resources, and priorities
ECSE2K6
Factors that affect the mental health and social-emotional development of infants and young children
ECSE2K7
Infants and young children develop and learn at varying rates
Skills
ECSE2S1
Apply current research to the five developmental domains, play and temperament in learning situations
Standard 3: Individual Learning Differences
Knowledge
ICC3K1 Effects an exceptional condition(s) can have on an individual’s life
34
ICC3K2
Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and
career development
ICC3K3
Variations in beliefs, traditions, and values across and within cultures and their effects on relationships
among individuals with exceptional learning needs, family, and schooling
ICC3K4
Cultural perspectives influencing the relationships among families, schools, and communities as related
to instruction
ICC3K5
Differing ways of learning of individuals with exceptional learning needs, including those from
culturally diverse backgrounds and strategies for addressing these differences
ECSE3K1
Impact of child’s abilities, needs, and characteristics on development and learning
ECSE3K2
Impact of social and physical environments on development and learning
Skills
ECSE3S1
Develop, implement, and evaluate learning experiences and strategies that respect the diversity of
infants and young children, and their families
ECSE3S2
Develop and match learning experiences and strategies to characteristics of infants and young children
Standard 4: Instructional Strategies
Knowledge
ICC4K1
Evidence-based practices validated for specific characteristics of learners and settings
ECSE4K1
Concept of universal design for learning
Skills
ICC4S1
Use strategies to facilitate integration into various settings
ICC4S2
Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their
needs
ICC4S3
Select, adapt, and use instructional strategies and materials according to characteristics of the individual
with exceptional learning needs
ICC4S4
Use strategies to facilitate maintenance and generalization of skills across learning environments
ICC4S5
Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance,
and self-esteem
ICC4S6
Use strategies that promote successful transitions for individuals with exceptional learning needs
ECSE4S1 Plan, implement, and evaluate developmentally appropriate curricula, instruction, and adaptations based
on knowledge of individual children, the family, and the community
ECSE4S2
Facilitate child-initiated development and learning
ECSE4S3
Use teacher-scaffolded and initiated instruction to complement child-initiated learning
35
ECSE4S4
Link development, learning experiences, and instruction to promote educational transitions
ECSE4S5
Use individual and group guidance and problem-solving techniques to develop supportive
relationships with and among children
ECSE4S6
Use strategies to teach social skills and conflict resolution
ECSE4S7
Use a continuum of intervention strategies to support access of young children in the general
curriculum and daily routines
ECSE4S8
Implement and evaluate preventative and reductive strategies to address challenging behaviors
Standard 5: Learning Environments/Social Interactions
Knowledge
ICC5K1
Demands of learning environments
ICC5K2
Basic classroom management theories and strategies for individuals with exceptional learning
needs
ICC5K3
Effective management of teaching and learning
ICC5K4
Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning
needs
ICC5K5
Social skills needed for educational and other environments
ICC5K6
Strategies for crisis prevention and intervention
ICC5K7
Strategies for preparing individuals to live harmoniously and productively in a culturally diverse
world
ICC5K8
Ways to create learning environments that allow individuals to retain and appreciate their own and
each other’s respective language and cultural heritage
ICC5K9
Ways specific cultures are negatively stereotyped
ICC5K10
Strategies used by diverse populations to cope with a legacy of former and continuing racism
None in addition to Common Core
Skills
ICC5S1
Create a safe, equitable, positive, and supportive learning environment in which diversities are
valued
ICC5S2
Identify realistic expectations for personal and social behavior in various settings
ICC5S3
Identify supports needed for integration into various program placements
ICC5S4
Design learning environments that encourage active participation in individual and group activities
ICC5S5
Modify the learning environment to manage behaviors
ICC5S6
Use performance data and information from all stakeholders to make or suggest modifications in
learning environments
36
ICC5S7
Establish and maintain rapport with individuals with and without exceptional learning needs
ICC5S8
Teach self-advocacy
ICC5S9
Create an environment that encourages self-advocacy and increased independence
ICC5S10
Use effective and varied behavior management strategies
ICC5S11
Use the least intensive behavior management strategy consistent with the needs of the individual
with exceptional learning needs
ICC5S12
Design and manage daily routines
ICC5S13
Organize, develop, and sustain learning environments that support positive intracultural and
intercultural experiences
ICC5S14
Mediate controversial intercultural issues among individuals with exceptional learning needs
within the learning environment in ways that enhance any culture, group, or person
ICC5S15
Structure, direct, and support the activities of para-educators, volunteers, and tutors
ICC5S16
Use universal precautions
ECSE5S1
Select, develop, and evaluate developmentally and functionally appropriate materials,
equipment, and environments
ECSE5S2
Organize space, time, materials, peers, and adults to maximize progress in natural and structured
environments
ECSE5S3
Embed learning opportunities in everyday routines, relationships, activities, and places
ECSE5S4
Structure social environments, using peer models and proximity, and responsive adults, to
promote interactions among peers, parents, and caregivers
ECSE5S5
Provide a stimulus-rich indoor and outdoor environment that employs materials, media, and
adaptive and assistive technology, responsive to individual differences
ECSE5S6
Implement basic health, nutrition and safety management procedures for infants and young
children
ECSE5S7
Use evaluation procedures and recommend referral with ongoing follow-up to community
health and social services
Standard 6: Language
Knowledge
ICC6K1
Effects of cultural and linguistic differences on growth and development
ICC6K2
Characteristics of one’s own culture and use of language and the ways in which these can differ
from other cultures and uses of languages
ICC6K3
Ways of behaving and communicating among cultures that can lead to misinterpretation and
misunderstanding
ICC6K4
Augmentative and assistive communication strategies
37
ECSE6K1
Impact of language delays on cognitive, social-emotional, adaptive, play, temperament and
motor development
ECSE6K2
Impact of language delays on behavior
Skills
ICC6S1
Use strategies to support and enhance communication skills of individuals with exceptional
learning needs
ICC6S2
Use communication strategies and resources to facilitate understanding of subject matter for
individuals with exceptional learning needs whose primary language is not the dominant
language
ECSE6S1
Support and facilitate family and child interactions as primary contexts for development and
learning
ECSE6S2
Support caregivers to respond to child’s cues and preferences, establish predictable routines and
turn-taking, and facilitate communicative initiations
ECSE6S3
Establish communication systems for young children that support self-advocacy
Standard 7: Instructional Planning
Knowledge
ICC7K1
Theories and research that form the basis of curriculum development and instructional practice
ICC7K2
Scope and sequences of general and special curricula
ICC7K3
National, state or provincial, and local curricula standards
ICC7K4
Technology for planning and managing the teaching and learning environment
ICC7K5
Roles and responsibilities of the para-educator related to instruction, intervention, and direct
service
ECSE7K1
Theories and research that form the basis of developmental and academic curricula and
instructional strategies for infants and young children
ECSE7K2
Developmental and academic content
ECSE7K3
Connection of curriculum to assessment and progress monitoring activities
Skills
ICC7S1
Identify and prioritize areas of the general curriculum and accommodations for individuals with
exceptional learning needs
ICC7S2
Develop and implement comprehensive, longitudinal individualized programs in collaboration
with team members
ICC7S3
Involve the individual and family in setting instructional goals and monitoring progress
ICC7S4
Use functional assessments to develop intervention plans
ICC7S5
Use task analysis
38
ICC7S6
Sequence, implement, and evaluate individualized learning objectives
ICC7S7
Integrate affective, social, and life skills with academic curricula
ICC7S8
Develop and select instructional content, resources, and strategies that respond to cultural,
linguistic, and gender differences
ICC7S9
Incorporate and implement instructional and assistive technology into the educational program
ICC7S10
Prepare lesson plans
ICC7S11
Prepare and organize materials to implement daily lesson plans
ICC7S12
Use instructional time effectively
ICC7S13
Make responsive adjustments to instruction based on continual observations
ICC7S14
Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions
ICC7S15
Evaluate and modify instructional practices in response to ongoing assessment data
ECSE7S2
Plan and implement developmentally and individually appropriate curriculum
ECSE7S3
Design intervention strategies incorporating information from multiple disciplines
IECSE7S3
Implement developmentally and functionally appropriate activities, using a variety of formats,
based on systematic instruction
ECSE7S5
Align individualized goals with developmental and academic content
ECSE7S6
Develop individualized plans that support development and learning as well as caregiver
responsiveness
ECSE7S7
Develop an individualized plan that supports the child’s independent functioning in the child’s
natural environments
ECSE7S8
Make adaptations for the unique developmental and learning needs of children, including those
from diverse backgrounds
Standard 8: Assessment
Knowledge
ICC8K1
Basic terminology used in assessment
ICC8K2
Legal provisions and ethical principles regarding assessment of individuals
ICC8K3
Screening, pre-referral, referral, and classification procedures
ICC8K4
Use and limitations of assessment instruments
39
ICC8K5
National, state or provincial, and local accommodations and modifications
ECSE8K1
Role of the family in the assessment process
ECSE8K2
Legal requirements that distinguish among at-risk, developmental delay and disability
ECSE8K3
Alignment of assessment with curriculum, content standards, and local, state, and federal
regulations
Skills
ICC8S1
Gather relevant background information
ICC8S2
Administer nonbiased formal and informal assessments
ICC8S3
Use technology to conduct assessments
ICC8S4
Develop or modify individualized assessment strategies
ICC8S5
Interpret information from formal and informal assessments
ICC8S6
Use assessment information in making eligibility, program, and placement decisions for
individuals with exceptional learning needs, including those from culturally and/or linguistically
diverse backgrounds
ICC8S7
Report assessment results to all stakeholders using effective communication skills
ICC8S8
Evaluate instruction and monitor progress of individuals with exceptional learning needs
ICC8S9
Create and maintain records
ECSE8S1
Assist families in identifying their concerns, resources, and priorities
ECSE8S2
Integrate family priorities and concerns in the assessment process
ECSE8S3
Assess progress in the five developmental domains, play, and temperament
ECSE8S4
Select and administer assessment instruments in compliance with established criteria
ECSE8S5
Use informal and formal assessment to make decisions about infants and young children’s
development and learning
ECSE8S6
Gather information from multiple sources and environments
ECSE8S7
Use a variety of materials and contexts to maintain the interest of infants and young children in the
assessment process
ECSE8S8
Participate as a team member to integrate assessment results in the development and
implementation of individualized plans
ECSE8S9
Emphasize child’s strengths and needs in assessment reports
ECSE8S10
Produce reports that focus on developmental domains and functional concerns
Conduct ongoing formative child, family, and setting assessments to monitor instructional
40
ECSE8S11 effectiveness
Standard 9: Professional and Ethical Practice
Knowledge
ICC9K1
Personal cultural biases and differences that affect one’s teaching
ICC9K2
Importance of the teacher serving as a model for individuals with exceptional learning needs
ICC9K3
Continuum of lifelong professional development
ICC9K4
Methods to remain current regarding research-validated practice
ECSE9K1
Legal, ethical, and policy issues related to educational, developmental, and medical services for
infants and young children, and their families
ECSE9K2
Advocacy for professional status and working conditions for those who serve infants and young
children, and their families
Skills
ICC9S1
Practice within the CEC Code of Ethics and other standards of the profession
ICC9S2
Uphold high standards of competence and integrity and exercise sound judgment in the practice of
the professional
ICC9S3
Act ethically in advocating for appropriate services
ICC9S4
Conduct professional activities in compliance with applicable laws and policies
ICC9S5
Demonstrate commitment to developing the highest education and quality-of-life potential of
individuals with exceptional learning needs
ICC9S6
Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic
status, and sexual orientation of individuals
ICC9S7
Practice within one’s skill limits and obtain assistance as needed
ICC9S8
Use verbal, nonverbal, and written language effectively
ICC9S9
Conduct self-evaluation of instruction
ICC9S10
Access information on exceptionalities
ICC9S11
Reflect on one’s practice to improve instruction and guide professional growth
ICC9S12
Engage in professional activities that benefit individuals with exceptional learning needs, their
families, and one’s colleagues
ICC9S13
Demonstrate commitment to engage in evidence-based practices
ECSE9S1
Recognize signs of emotional distress, neglect, and abuse, and follow reporting procedures
ECSE9S2
Integrate family systems theories and principles into professional practice
41
ECSE9S3
Respect family choices and goals
ECSE9S4
Apply models of team process in early childhood
ECSE9S5
Participate in activities of professional organizations relevant to early childhood special
education and early intervention
ECSE9S6
Apply evidence-based and recommended practices for infants and young children including
those from diverse backgrounds
ECSE9S7
Advocate on behalf of infants and young children and their families
Standard 10: Collaboration
Knowledge
ICC10K1
Models and strategies of consultation and collaboration
ICC10K2
Roles of individuals with exceptional learning needs, families, and school personnel, and
community members in planning of an individualized program
ICC10K3
Concerns of families of individuals with exceptional learning needs and strategies to help address
these concerns
ICC10K4
Culturally responsive factors that promote effective communication and collaboration with
individuals with exceptional learning needs, families, school personnel, and community members
ECSE10K1
Structures supporting interagency collaboration, including interagency agreements, referral, and
consultation
Skills
ICC10S1
Maintain confidential communication about individuals with exceptional learning needs
ICC10S2
Collaborate with families and others in assessment of individuals with exceptional learning needs
ICC10S3
Foster respectful and beneficial relationships between families and professionals
ICC10S4
Assist individuals with exceptional learning needs and their families in becoming active
participants in the educational team
ICC10S5
Plan and conduct collaborative conferences with individuals with exceptional learning needs and
their families
ICC10S6
Collaborate with school personnel and community members in integrating individuals with
exceptional learning needs into various settings
ICC10S7
Use group problem-solving skills to develop, implement, and evaluate collaborative activities
ICC10S8
Model techniques and coach others in the use of instructional methods and accommodations
ICC10S9
Communicate with school personnel about the characteristics and needs of individuals with
exceptional learning needs
42
ICC10S10
Communicate effectively with families of individuals with exceptional learning needs from
diverse backgrounds
ICC10S11
Observe, evaluate, and provide feedback to paraeducators
ECSE10S1
Collaborate with caregivers, professionals, and agencies to support children’s development and
learning
ECSE10S2
Support families’ choices and priorities in the development of goals and intervention strategies
ECSE10S3
Implement family-oriented services based on the family’s identified resources, priorities, and
concerns
ECSE10S4
Provide consultation in settings serving infants and young children
ECSE10S5
Involve families in evaluation of services
ECSE10S6
Participate as a team member to identify and enhance team roles, communication, and problem-
solving
ECSE10S7
Employ adult learning principles in consulting and training family members and service
providers
ECSE10S8
Assist the family in planning for transition
ECSE10S9
Implement processes and strategies that support transitions among settings for infants and young
children