East Tennessee State University Special Education ... · Organize your portfolio with tabbed and labeled section dividers. The section label tabs should be clearly visible beyond

Page 1, Revised February 3, 2019

East Tennessee State University

Special Education

Professional Portfolio



Special Education Professional Portfolio

The purpose of the portfolio evaluation is to monitor a teacher education candidate’s development and application of knowledge and skills in the Council for Special Education’s Standards. Teacher education candidates are responsible for submitting their portfolio each semester and for maintaining the original evaluation form with ongoing progress data within their professional portfolio. Candidates who do not submit a portfolio each semester will be required to attend an individual dispositions interview and individual portfolio review with the Special Education program faculty. With the exception of documents that are submitted during Residency II, all portfolio documents must have been submitted and received a score of Acceptable prior to registration for Residency II.

Portfolio Evaluation Sessions

A portfolio evaluation session will be scheduled end of each semester. It is your responsibility to inquire about the evaluation date and make arrangements to turn in your portfolio for evaluation. Notice of the evaluation date will be posted in room 415 and announced by your special education instructors. Your advisor can also provide you with information on the evaluation session and answer specific questions you may have about the portfolio. A digital copy of your portfolio evaluation form will be maintained by special education program faculty, and your assessment data will be maintained within an electronic spreadsheet and in the LiveText database.

How to Set Up Your Portfolio

Binder, Evaluation Form, and Cover Page Maintain your portfolio in a 3-ring binder that has a storage pocket on the front inside cover of the binder. The Special Education Program does not have regulations on size, color, or style of the binder. Do not use clear plastic sleeves to enclose your documents. Select the Evaluation and Feedback Forms for your program of studies (See Appendix A), and place the forms in the storage pocket in the inside cover of the binder. The first item in your portfolio will be the Cover Page found in Appendix B. Tabs Organize your portfolio with tabbed and labeled section dividers. The section label tabs should be clearly visible beyond the edge of the pages of documents within your portfolio. See Table 1, Special Education Program Assessments, to determine the program you are seeking, and include labeled tabs for the sections that are required in your program. Table 1. Special Education Program Assessments


Special Education Program Labeled Section Dividers for Assessments

Undergraduate and Graduate Comprehensive/Low Incidence Concentration

Professional Information Disposition Evaluation PRAXIS II Systematic Instruction Plan Planning Student Teaching Student Learning Person Centered Planning Video Self Modeling FBA

Undergraduate and Graduate Modified/High Incidence Concentration

Professional Information Disposition Evaluation PRAXIS II Reading Skills Assessment & Lesson Plan Planning (IEP) Student Teaching Student Learning Person Centered Planning Video Self Modeling Classroom Management

Undergraduate and Graduate Comprehensive/Low Incidence and Modified/High Incidence Concentrations

Professional Information Disposition Evaluation PRAXIS II Systematic Instruction Plan Reading Skills Assessment & Lesson Plan Planning Student Teaching Student Learning Person Centered Planning Video Self Modeling FBA Classroom Management

Graduate Early Childhood Special Education Concentration

Professional Information Disposition Evaluation PRAXIS II Content Knowledge Planning Video Self Modeling Student Teaching Student Learning Family Based Planning Single Subject Research


The first divider should be titled “Professional Information” and should contain the following: 1. Your resume 2. Your unofficial transcripts 3. Your Program of Studies with grades updated each semester 4. SAT, ACT, or Praxis I scores 5. Documentation of a valid First Aid/CPR certification

The second divider should be titled “Disposition Evaluation.” See Appendix C for the Disposition Evaluation Checklist that is appropriate for your Special Education program of studies. Place the Disposition Evaluation Checklist as the first item behind the Disposition Evaluation tab. Behind the checklist, place your Disposition Evaluation forms in the order that they are listed on the checklist. Follow the Professional Information and Disposition Evaluation sections with additional tabbed and labeled dividers, one tab for each assessment, placed in the notebook in the order they are listed under your Special Education Program of Studies in Table 1. You will complete the assessments through your courses and additional program requirements as you progress through your program of studies. A general description of each assessment is provided below under “Assessments.” Detailed information for required course assignments and related documentation will be provided by your special education course instructors. Candidates who have transferred in coursework from another university should consult with their Special Education advisor to determine appropriate course/document substitutions.

Documenting Your Progress through Program Assessments

Each semester, you will document your progress towards developing knowledge and skills in the Council for Exceptional Children’s (CEC) standards through the assessments that are listed in Table 1. Selected courses will have projects or assignments that you are required to post to LiveText. Within LiveText, your course instructor will evaluate your progress towards meeting program standards through an evaluation rubric. Your goal is to receive a score of Target (T) or Acceptable (A) on each assignment/program standard. For each of the listed assessments, print a hard copy of the completed evaluation rubric from LiveText and place the rubric, along with the graded assignment/project, behind the corresponding tab in your portfolio. For each rubric/documentation that you add to your portfolio: 1) place a sticky note on the rubric (to make it easier for faculty to locate and evaluate), and initial the appropriate Program Assessment in the left hand column of your portfolio evaluation form. Retain your scored evaluation form, and resubmit the same evaluation form for each portfolio evaluation session. Documenting a Score of Target (T) or Acceptable (A) Within Your Portfolio If you receive a score of Target (T) or Acceptable (A) on the initial evaluation of your assignment/project, place the LiveText rubric as the first item behind the corresponding tab. Place the graded course assignment(s) behind the LiveText rubric. Documenting and Improving a Score of Unacceptable (U) Within Your Portfolio


If you receive a score of Unacceptable (U) on the initial evaluation of your assignment/project, you must improve your score to at least the Acceptable (A) level by revising and improving your course assignment and submitting that revision within your portfolio at the next portfolio evaluation session. Place the following documents behind the corresponding tab in this order:

1. LiveText Rubric and other form(s) of evaluation that you received on the assignment 2. Completed “Assignment Feedback and Revisions” form (see Appendix D) that includes

a detailed description indicating how you have improved your assignment 3. The revised assignment with changes, additions, and/or improvements highlighted 4. The original graded document

Admission to Residency II With the exception of assessments related to the edTPA, a minimum score of Acceptable (A) is required for each program standard prior to enrollment in Residency II. Note that you must achieve an Acceptable score by the required deadline, which will be announced each semester. Failure to submit an improved document by the deadline and/or failure to achieve the minimum score of Acceptable (A) will result in the postponement of your Residency II experience.


Assessments Disposition Evaluations. Assessments of professional dispositional skills are conducted throughout a candidates’ program of studies. The Clemmer College of Education (CCOE) disposition evaluation reflects the CCOE conceptual framework. A Disposition Evaluation is administered early in the program of studies with the EDFN 2300 course (undergraduate students only) as well as in the Pre-residency, Residency I, and Residency II experiences. In addition, the special education program evaluates candidates’ dispositions each semester prior to the Residency II experience. Comprehensive/Low Incidence Undergraduate and Graduate Programs

Assessment Assessment Description

PRAXIS II

Praxis II Special Education Specific Licensure Area Exam is a key program assessment addressing Learner Development & Individual Learning Differences, Learning Environments, Assessment, and Instructional Planning & Strategies. This assessment is required to be stored in the student’s file in the Department of Teaching and Learning.

Content Knowledge

SPED 4587/5587 Systematic Instruction Plan is a key program assessment addressing Curricular Content Knowledge, and Instructional Planning & Strategies. This assessment is submitted in LiveText.

Planning (IEP)

SPED 4753, SPED 5755 Individualized Education Program is a key program assessment addressing Learner Development & Individual Learning Differences, Curricular Content Knowledge, Instructional Planning & Strategies, Professional Learning & Practice, and Collaboration. This assessment is submitted in LiveText.

Student Teaching

SPED 4850/5850 EdTPA, Task 1, Lesson & Assessment Planning is a key program assessment addressing Curricular Content Knowledge, Assessment, and Instructional Planning & Strategies. This assessment is submitted in LiveText.

Student Learning

SPED 4850/5850 EdTPA, Task 3, Curricular Content & Assessment is a key program assessment addressing Learner Development & Individual Learning Differences and Assessment. This assessment is submitted in LiveText.

Person Centered Planning

SPED 4302/5302 Person Centered Planning Project is a key program assessment addressing Professional Learning & Practice and Collaboration. Candidates utilize a person-centered planning model to develop a paper that highlights an individualized planning


process for a targeted student and family. This project includes an evaluation of personal beliefs and biases, family-educator collaboration during the planning process, and outlined outcomes that will impact the student’s education. The Person Centered Planning Project is submitted in LiveText.

Video Self Modeling

SPED 3445/5445 Video Self-Modeling Project is a key program assessment addressing Learner Development & Individual Learning Differences, and Learning Environments. This assessment is submitted in LiveText.

Functional Behavior Assessment

SPED 4767/5767 Functional Behavior Assessment Project is a key program assessment addressing Learning Environments, Assessment, Professional Learning & Practice, and Collaboration. This assessment is submitted in LiveText.

Modified/High Incidence Undergraduate and Graduate Programs

Assessment Assessment Description

PRAXIS II

Praxis II Special Education Specific Licensure Area Exam is a key program assessment addressing Learner Development & Individual Learning Differences, Learning Environments, Assessment, and Instructional Planning & Strategies.

Content Knowledge

SPED 4757/5757 Reading Skills Diagnostic-Prescriptive Assessment and Lesson Plan Assignment is a key program assessment addressing Learner Development & Individual Learning Differences, Assessment, and Instructional Planning & Strategies. This assessment is submitted in LiveText.

Planning (IEP)

SPED 4753/5753 Individualized Education Program is a key program assessment addressing Learner Development & Individual Learning Differences, Curricular Content Knowledge, Instructional Planning & Strategies, Professional Learning & Practice, and Collaboration. This assessment is submitted in LiveText.

Student Teaching

SPED 4850/5850 EdTPA, Task 1, Lesson & Assessment Planning is a key program assessment addressing Curricular Content Knowledge, Assessment, and Instructional Planning & Strategies. This assessment is submitted in LiveText.

Student Learning SPED 4850/5850 EdTPA, Task 3, Curricular Content & Assessment is a key program assessment addressing Learner


Development & Individual Learning Differences and Assessment. This assessment is submitted in LiveText.

Person Centered Planning

SPED 4302/5302 Person Centered Planning Project is a key program assessment addressing Professional Learning & Practice and Collaboration. Candidates utilize a person-centered planning model to develop a paper that highlights an individualized planning process for a targeted student and family. This project includes an evaluation of personal beliefs and biases, family-educator collaboration during the planning process, and outlined outcomes that will impact the student’s education. The Person Centered Planning Project is submitted in LiveText.

Video Self Modeling

SPED 3445/5445 Video Self-Modeling Project is a key program assessment addressing Learner Development & Individual Learning Differences, and Learning Environments. This assessment is submitted in LiveText.

Classroom Management

SPED 3400/5401 Classroom Management Project is a key program assessment addressing Learner Development & Individual Learning Differences, Learning Environments, Professional Learning & Practice, and Collaboration. This assessment is submitted in LiveText.

Early Childhood Special Education Graduate Program Assessment Assessment Description

PRAXIS II

Praxis II Special Education Specific Licensure Area Exam is a key program assessment addressing Learner Development & Individual Learning Differences, Learning Environments, Assessment, and Instructional Planning & Strategies.

Content Knowledge

Content Knowledge: SPED 5030 Practice-Based Paper is a key program assessment addressing Curricular Content Knowledge, Instructional Planning & Strategies, and Professional Learning & Practice. The candidate will select an evidence-based practice for children with disabilities in the 3-5 year old range and with approval of the instructor and develop a practice-based paper to gain an understanding of the level of evidence available to support the use of a given instructional practice with preschool children with developmental delays and disabilities. This assessment is submitted in LiveText.

Planning SPED 5020 Lesson Plan and Reflection is a key program assessment addressing Learner Development & Individual


Learning Differences, Curricular Content Knowledge, Assessment, Instructional Planning & Strategies, and Collaboration. This assessment is submitted in LiveText.

Video Self Modeling

5445 Video Self-Modeling Project is a key program assessment addressing Learner Development & Individual Learning Differences, and Learning Environments. This assessment is submitted in LiveText.

Student Teaching

SPED 5850 edTPA Instructional Unit Task 3 is a key program assessment addressing Learner Development & Individual Learning Differences, Curricular Content Knowledge, Assessment and Instructional Planning & Strategies, and Collaboration. This assessment is submitted in LiveText.

Student Learning

IEP is a key program assessment addressing Learner Development & Individual Learning Differences, Curricular Content Knowledge, Assessment, and Collaboration. This assessment is submitted in LiveText.

Family Based Planning

SPED 5040 Family Based Planning Project is a key program assessment addressing Learner Development & Individual Learning Differences, Assessment, and Professional Learning & Practice. This assessment is submitted in LiveText.

Video Self Modeling

5445 Video Self-Modeling Project is a key program assessment addressing Learner Development & Individual Learning Differences, and Learning Environments. This assessment is submitted in LiveText.

Single Subject Research

SPED 5401 Single Subject Research Project is a key program assessment addressing Curricular Content Knowledge, Assessment, and Instructional Planning & Strategies. This assessment is submitted in LiveText.


Appendix A

Portfolio Evaluation and Feedback Forms

Directions: Select the Evaluation Form and accompanying

Feedback Form for your program of studies. Comprehensive/Low Incidence Special Education Modified/High Incidence Special Education Comprehensive/Low Incidence and Modified/High Incidence

Special Education (for students who are seeking both licensure areas)

Early Childhood Special Education


Comprehensive/Low Incidence Special Education

Candidate’s Name: _________________________________________________________ E# _______________________________ Advisor: ________________________________________________

CEC Standards

Program Assessment

Learner Development & Individual Learning

Differences

Learning Environments

Curricular Content Knowledge Assessment Instructional Planning

& Strategies Professional Learning

& Practice Collaboration

State Test PRAXIS II

0 1 2 0 1 2

0 1 2 0 1 2

0 1 2 0 1 2 0 1 2 0 1 2

Content SPED 4587/5587

Systematic Instruction Plan

0 1 2

0 1 2

0 1 2 0 1 2

Planning SPED 4753/ 5755

Individualized Education Program

0 1 2

0 1 2

0 1 2 0 1 2 0 1 2

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Student Teaching SPED 4850/5851 EdTPA, Task 1

0 1 2 0 1 2 0 1 2

0 1 2 0 1 2 0 1 2

Student Learning SPED 4850/5851 EdTPA, Task 3

0 1 2

0 1 2

0 1 2 0 1 2

SPED 4302/5302 Person Centered Planning Project

0 1 2 0 1 2

0 1 2 0 1 2

SPED 3445/5445 Video Self-Modeling

Project

0 1 2 0 1 2

0 1 2 0 1 2

SPED 4767/5767 Functional Behavior Assessment Project

0 1 2

0 1 2

0 1 2 0 1 2

0 1 2 0 1 2 0 1 2 0 1 2


Feedback Comprehensive/Low Incidence Special Education

Portfolio Evaluator: Provide date and feedback for all assessments that received a “0” (Unacceptable) score and/or for any score of “1” (Acceptable) for which the candidate provided documentation for improvement but did not satisfy the criteria for a score of “2.”



Systematic Instruction Plan

Planning SPED 4753/ 5755

Individualized Education Program




SPED 3445/5445 Video Self-Modeling

Project



Modified/High Incidence Special Education


CEC Standards

Program Assessment


Differences


Curricular Content Knowledge

Assessment Instructional Planning & Strategies

Professional Learning & Practice

Collaboration

State Test PRAXIS II 0 1 2 0 1 2

0 1 2 0 1 2

0 1 2 0 1 2 0 1 2 0 1 2

Content SPED 4757/5757 Reading Skills Assessment & LP Assignment

0 1 2

0 1 2 0 1 2

0 1 2 0 1 2 0 1 2

Planning SPED 4753/5755 IEP

P 0 1 2

0 1 2

0 1 2 0 1 2 0 1 2

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Student Teaching SPED 4850/5851, Ed TPA, Task 1

0 1 2 0 1 2 0 1 2

0 1 2 0 1 2 0 1 2

Student Learning SPED 4850/5851, Ed TPA Task 3

0 1 2

0 1 2

0 1 2 0 1 2


0 1 2 0 1 2

0 1 2 0 1 2

SPED 3445/5445 VSM Project 0 1 2 0 1 2

0 1 2 0 1 2

SPED 3400/5401 Classroom Management Project

0 1 2 0 1 2

0 1 2 0 1 2

0 1 2 0 1 2 0 1 2 0 1 2


Feedback

Modified/High Incidence Special Education Portfolio Evaluator: Provide date and feedback for all assessments that received a “0” (Unacceptable) score and/or for any score of “1” (Acceptable) for which the candidate provided documentation for improvement but did not satisfy the criteria for a score of “2.”


Content SPED 4757/5757 Reading Skills Assessment & LP Assignment

Planning SPED 4753/5753 IEP

Student Teaching SPED 4850/5851 edTPA, Task 1

Student Learning SPED 4850/5851 edTPA Task 3


SPED 3445/5445 VSM Project



Comprehensive/Low Incidence and Modified/High Incidence Special Education


CEC Standards Program Assessment


Differences





Collaboration

State Test PRAXIS II 0 1 2

0 1 2

0 1 2 0 1 2

0 1 2 0 1 2 0 1 2 0 1 2 Content SPED 4587/5587 Systematic Instruction Plan

0 1 2

0 1 2

0 1 2

0 1 2 0 1 2 0 1 2


Reading Skills Assessment & LP Assignment

0 1 2

0 1 2 0 1 2

0 1 2 0 1 2 0 1 2

Planning SPED 4753/ 5753 Individualized Education Program

0 1 2

0 1 2

0 1 2 0 1 2 0 1 2

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2


0 1 2 0 1 2 0 1 2

0 1 2 0 1 2 0 1 2


0 1 2

0 1 2

0 1 2 0 1 2 SPED 4302/5302 Person Centered Planning Project

0 1 2 0 1 2

0 1 2 0 1 2

SPED 3445/5445 Video Self-Modeling Project

0 1 2 0 1 2

0 1 2 0 1 2


0

1 2 0 1 2

0 1 2

0 1 2 0 1 2

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2


0

1 2 0 1 2

0 1 2 0 1 2

0

1 2 0 1 2 0 1 2 0 1 2


Feedback

Comprehensive/Low Incidence and Modified/High Incidence Special Education



Content SPED 4587/5587 Systematic Instruction Plan (Comprehensive)

Content SPED 4757/5757 Reading Skills Assessment & LP Assignment (Modified)

Planning SPED 4753/ 5753 Individualized Education Program




SPED 3445/5445 Video Self-Modeling Project




Early Childhood Special Education


CEC Standards Program Assessment


Differences





Collaboration

State Test Praxis II 0 1 2 0 1 2 0 1 2

0 1 2 0 1 2 0 1 2

Content SPED 5030 Practice-Based Paper

0 1 2

0 1 2 0 1 2

0 1 2 0 1 2 0 1 2 Planning SPED 5020 Lesson Plan & Reflection

0 1 2

0 1 2 0 1 2 0 1 2

0 1 2 0 1 2 0 1 2 0 1 2 SPED 5445 VSM Project 0 1 2 0 1 2

0 1 2

0 1 2 0 1 2 0 1 2

Student Teaching SPED 5851 edTPA Instructional Unit Task 3

0 1 2

0 1 2 0 1 2 0 1 2

0 1 2

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Student Learning IEP (Completed during the semester of SPED 5710)

0 1 2

0 1 2 0 1 2

0 1 2

0 1 2 0 1 2 0 1 2 0 1 2

SPED 5040 Family-Based Planning Project

0 1 2

0 1 2

0 1 2 0 1 2

0 1 2 0 1 2 0 1 2 0 1 2 SPED 5401 Single Subject Research Project

0 1 2 0 1 2

0 1 2

0 1 2 0 1 2 0 1 2


Feedback Early Childhood Special Education


State Test Praxis II

Content SPED 5030 Practice-Based Paper

Planning SPED 5020 Lesson Plan & Reflection

SPED 5445 VSM Project

Student Teaching SPED 5851 edTPA Instructional Unit Task 3

Student Learning IEP (Completed during the semester of SPED 5710)

SPED 5040 Family-Based Planning Project

SPED 5401 Single Subject Research Project


Appendix B

Cover Page



Special Education Professional Portfolio

Cover Page

Name: ________________________________________________ ETSU E#: _____________________________________________ Catalog Year: __________________________________________ Special Education Advisor: _______________________________ Degree or certification program: ______ B.S. in Special Education, Comprehensive Special Education Concentration ______ B.S. in Special Education, Modified Special Education Concentration ______ B.S. in Special Education, Comprehensive and Interventionist Special Education ______ M.Ed. in Special Education, Early Childhood Special Education Concentration ______ M.Ed. in Special Education, High Incidence Concentration (Modified) ______ M.Ed. in Special Education, Low Incidence Concentration (Comprehensive) Program Location: ______ ETSU On-campus ______ Off-campus cohort ______ On-line program (Early Childhood Special Education only)


Appendix C

Disposition Evaluation Checklists


Disposition Evaluation Checklist Undergraduate Initial License Programs

______ Special Education Program Disposition Evaluation Form, Semester 1




______ Educator Disposition Assessment (EDA) at Admission (self-assessment)

______ Educator Disposition Assessment (EDA), Residency I

______ Individual Disposition/Professional Development Plans (applies only to

candidates who are required to attend an Individual Disposition meeting with

the Special Education Disposition Committee)


Disposition Evaluation Checklist M.Ed., Special Education Initial License Concentrations




______ Educator Disposition Assessment (EDA) at Admission (self-assessment)

______ Educator Disposition Assessment (EDA), Residency I

______ Individual Disposition/Professional Development Plans (applies only to

candidates who are required to attend an Individual Disposition meeting with

the Special Education Disposition Committee)


Appendix D

Assignment Feedback and Revisions


Assignment Feedback and Revisions

If you receive a score of Unacceptable (U) on the initial evaluation of your assignment/project, you must improve your score to at least the Acceptable (A) level by revising and improving your course assignment and submitting that revision within your portfolio at the next portfolio evaluation session. Place the following documents behind the corresponding tab in this order: 1. LiveText Rubric and other form(s) of evaluation that you received on the assignment 2. Completed “Assignment Feedback and Revisions” form that includes a detailed description

indicating how you have improved your assignment 3. The revised assignment with changes, additions, and/or improvements highlighted 4. The original graded document Directions: Classify the reason(s) for receiving a score of Unacceptable (please check all that apply): ____ Content of the assignment/project that I submitted ____ Quality of the assignment/project that I submitted ____ Issues with format such as spelling, grammar, organization, use of APA ____ Following assignment or rubric directions ____ Other (please describe) _______________________________________ Classify the type of feedback or assistance you received and/or used to improve your assignment (please check all that apply): ____ My instructor provided written feedback in the form of a grading rubric or provided written

feedback on my assignment. ____ My instructor provided group feedback. ____ My Instructor provided me with individual feedback. ____ I sought assistance from an outside source (e.g., another faculty member, my advisor, my mentor

teacher, a classmate/study group). ____ I sought assistance from a university support, such as the writing lab or research librarian. ____ Other (please describe) _______________________________________ Provide a detailed description indicating how you have improved your assignment:

Documents

East Tennessee State University Special Education ... · Organize your portfolio with tabbed and labeled section dividers. The section label tabs should be clearly visible beyond