Grand Valley State University
College of Education
ED441/442 Curriculum for CI/EI
E-portfolio

	Standards 7 - 10 Below you will find a brief explanation of each standard. Below each explanation is a link to view a sample of my work that meets the standard.
Home Philosophy Resume Standards 1 - 3 Standards 4-6 Standards 7 - 10	Content Standard #7: Instructional Planning Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. When behavior modification is written into the IEP goals of a special education student. A functional behavioral assessment is conducted. From the functional behavioral assessment, a behavior intervention plan is created. This behavior intervention plan is individualized to the students needs. In my student teaching placements, I was responsible for writing the behavior intervention plan for one of my students. You can find it here. Content Standard #8: Assessment Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. One popular assessment to assess and rank a student’s ability to read is the Burns and Roe IRI. In my coursework at Grand Valley State University, I was trained in how to use this assessment. Here are the results of my usage of the Burns and Roe along with another informal assessment that I created. Content Standard #9: Professional and Ethical Practice Special educators are guided by the profession’s ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special educators engage in professional activities and participate in learning communities that benefit individuals with exceptional learning needs, their families, colleagues, and their own professional growth. One of the duties of a special educator is to continue to learn about the field of special education. A common way that many teachers fulfill this duty is by attending professional development seminars. Here is a summary of one such seminar I attended. Content Standard #10: Collaboration Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with exceptional learning needs are addressed throughout schooling. Special educators embrace their special role as advocate from individuals with exceptional learning needs. Special educators promote and advocate the learning and well being of individuals with exceptional learning needs across a wide range of settings and a range of different learning experiences. Collaboration with the parents of students is very important. They should be treated like partners who are working to provide the best education for their children possible. Here is an example of a letter to the parents of the children I worked with during my teacher assisting placement that was sent out.