syllabus and handbook 2/syllabi... · · 2018-04-18syllabus and handbook sped 5030/5031 laura...

Special Education Student Teaching/Internship

Syllabus and Handbook

SPED 5030/5031

Laura Marshall, Instructor

Columbine Hall 3043 719-255-4168

[email protected]

Spring 2014

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Table of Contents Syllabus ................................................................................................................3

Course Calendar ................................................................................................................9

Generalist Standards and Competencies .................................................................................14

Final Grade Sheet ..............................................................................................................19

Competency 1 Reading Instruction Criteria and Rubric ..........................................................20

Reading Background Information and Lesson Plan Template ................................................21

Reading Lesson Observation Form ..........................................................................................24

Competency 2 Math Instruction Criteria and Rubric ..............................................................31

Lesson Plan Guide ..............................................................................................................32

Math Background Information and Lesson Plan Template .....................................................33

Academic and Social Skills Lesson Observation Evaluation ..................................................35

Competency 3 School-wide Assessment Criteria and Rubric .................................................41

Competency 4 Progress Monitoring Criteria and Rubric ........................................................42

Competency 5 Collaboration in Content Area .........................................................................43

Competency 6 Structure Activities Criteria and Rubric ..........................................................44

Effective Teaching Self-evaluation Form ................................................................................45

Competency 7 Social Skills Instruction Criteria and Rubric ...................................................47

Social Skills Background Information & Teaching Social Competence Lesson Plan ............48

Competency 8 FBA and Behavior Intervention Plan ..............................................................55

Competency 9 Instruction for Students with Significant

Support Needs Criteria and Rubric and Observation Forms .......................................56

Competency 10 IEP Criteria and Rubric .................................................................................60

Competency 11 Teaching Techniques Criteria and Rubric .....................................................61

Competency 12 Communication and Collaboration ...............................................................62

Competency 13 Technology Use Criteria and Rubric .............................................................63

Competency 14 Professional Dispositions Criteria and Rubric ...............................................64

Professional Dispositions Form ...............................................................................................65

Competency 15 Self-Reflection Criteria and Rubric ...............................................................66

Portfolio Organization and Seminar Participation Rubrics .....................................................67

Letters and Responsibilities for Cooperating Teachers and Principals ...................................68

Cooperating Teacher Evaluation Forms ..................................................................................74

Principal Evaluation Forms ......................................................................................................78

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COE Mission:

We prepare teachers, leaders, and counselors who

embrace equity, inquiry and innovation.

COE Student Resource Office Office Hours

8:00am-5:00pm M-F

Contact

[email protected]

Phone: 719-255-4996 Fax: 719-255-4110

Columbine Hall

1420 Austin Bluffs Parkway Colorado Springs, CO 80918

http://www.uccs.edu/~coe/

Instructor: Laura Marshall Office: Columbine Hall 3043 Phone: 719-255-4168 E-mail: [email protected] Office Hours: Wednesdays 1:00-3:00, Thursdays 3:30-5:30 Required Textbook: NA Additional Resources (or Recommended Textbooks): Syllabus/Handbook (Available in Blackboard) Various articles presented in seminars Course Format: This course consists of classroom discussions, guest subjects/speakers, student presentations, and in-class small group activities, readings from supplementary journal articles, use of audio and visual media. Course Overview: Student teaching and internship are the culminating field experiences for the UCCS Special Education Licensure Program in which teacher candidates have the opportunity to work in a variety of settings with K12 students with the full range of ages and disabilities required for the Colorado Generalist Special Education Licensure. In these experiences the teacher candidates will demonstrate proficiency in the Generalist Special Education Standards in educational settings that utilize practices congruent with the UCCS special education program. In student teaching and in the internship, teacher candidates will apply and integrate the knowledge and skills learned in previous courses to demonstrate proficiency in these standards and improve student outcomes. Student teaching is a 16-week experience, during the school year that can be completed on the job for students who are teaching with Temporary Teaching Eligibility or in an UCCS placement assignment in the teacher candidate’s preferred grade level for those not currently teaching. The internship provides teacher candidates, seeking initial licensure, the opportunity to demonstrate proficiency in the competencies with students at the opposite age level and with different abilities and disabilities than the students they taught in the student teaching experience. In seminar, students will reflect on their teaching experiences, teaching skills, and professional dispositions.

Special Education Elementary and Secondary Student Teaching and Internship

Course #SPED 5030 5031 Fall 2013

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Course Expectations: • Student teachers and interns will demonstrate professional, ethical behavior and follow the standards

and rules of the placement school. • Student teachers and interns will complete the designated time at the placement school (600 hours

for student teaching and approximately 300 hours for internship) and communicate with the school in case of absences.

• Student teachers and interns will submit assignments and scan and submit evaluations by the school personnel in Blackboard for evaluation by your university supervisor in a timely manner.

• All the information for the competencies that the university supervisor will observe (1- Literacy, 2-Math, 7-Social Skills, 9-Assistive Technology), including background information and the three lesson plans, will be submitted to the university supervisor for review, at least 48 hours before the scheduled observation or the observation will be rescheduled.

Prerequisites: Enrollment is by departmental permission only. Student teachers and interns must have completed all their course work for the licensure program, have a 3.0 grade point average and have received a grade of “C” or better in all Special Education courses. Special Education courses in which a “C-” grade was earned may be repeated to meet the grade requirement. Teacher candidates with an outstanding incomplete may not enroll in student teaching or internship. All student teachers and interns must have passed the fingerprinting requirement with the Colorado Department of Education. Passing scores on the PLACE or Praxis Elementary Content test and the Special Education Generalist PLACE test are required prior to beginning student teaching or internship. Course Objectives: Each objective represents a competency students must demonstrate. The objectives are linked to Performance-Based Standards for Colorado Teachers, Colorado Special Education Generalist Competencies, Council for Exceptional Children Standards and the College of Education’s Conceptual Framework. (See Objective Table and attached Standards.) The competencies for the Internship are the same competencies as in Student Teaching. The competencies marked with an * may be completed in one experience. The rest of the competencies must be completed in both experiences. • Develop and implement reading instruction. • *Develop and implement math or content area instruction. • * Participate in School-wide General Education Assessment (CSAP/CSAP-A). • * Participate in Progress Monitoring in general education curriculum. • Structure and schedule activities to maximize students' engaged time and employ proactive

discipline and appropriate behavior management procedures. • * Develop and implement instruction for social skills. • * Analyze a Functional Behavior Assessment and Behavior Intervention Plan. • * Implement AAC or AT for a student with significant support needs. • Demonstrate proficiency in the IEP process. • Employ range of teaching techniques and assist in design and modification of instruction to meet

student needs including students from diverse cultures, with exceptional learning needs, and English-language learners.

• Communicate in an effective, professional manner and work collaboratively with parents, staff, administrators, students, and related service personnel.

• Use technology to enhance student learning including instructional technology, assistive technology, student technology use, technology use for student assessment, communication, and managing education plans.

• Model, and develop in students, professional dispositions, democratic ideals, appropriate behaviors, and community involvement.

• Self-evaluate performance and participate in professional development. CAEP Accreditation Standards Standard 1: Content and Pedagogical Knowledge Standard 2: Clinical Practice and Partnerships Standard 4: Program Impact

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Technology Competencies: It is expected that students begin our program with foundational technology skills that include digital word processing, digital and online formats (e.g. Blackboard) and using online research databases. Knowledge of the use of technology-supported multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need assistance with building technological skills should speak with their professor to learn about technology resources in the COE and at UCCS. Using your UCCS email account is a requirement of this course due to digital delivery of course content. All students must obtain a UCCS email address and check it regularly (every day) so as not to miss announcements. If your UCCS email address is not your primary one, please have emails from UCCS rerouted to the one you check daily. Attendance, Preparation, and Participation: Students are expected to maintain high standards of ethical and professional conduct. This includes attending class, being adequately prepared, contributing to class discussions, submitting high caliber work and representing your own work fairly and honestly. As an important member of a classroom community, attendance and punctuality is mandatory. You must actively engage in class and group work to maximize your learning in this course. If you must miss a class, please inform the professor by phone or email prior to class. It is the responsibility of the student to obtain course information that is missed during the absence. Unexcused absences will result in a lower grade. Professional Behavior: Professional behavior is necessary for you to be a successful member of a learning community. Please monitor your participation in class discussions and group work and find ways to contribute intelligently to the discussion without silencing others. All written assignments must be computer generated unless otherwise indicated by the professor. Professional behavior will be expected in your future teaching/counseling career and is often the hallmark of career success. Diversity Statement: The faculty of the College of Education is committed to preparing students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender, economic, sexual orientation and ability – while striving to provide fair and equitable treatment and consideration for all. Any student who believes that he/she has not been treated fairly or equitably for any reason should bring it to the attention of the instructor, Department Chair or the Dean of the College of Education. Accommodations: The College of Education wishes to fully include persons with disabilities in this course. In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity…” If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact and register with the Disabilities Services Office, and provide them with documentation of your disability, so they can determine what accommodations are appropriate for your situation. To avoid any delay in the receipt of accommodations, you should contact the Disability Services Office as soon as possible. Please note that accommodations are not retroactive and disability accommodations cannot be provided until a “Faculty Accommodation Letter” from the Disability Services office has been given to the professor by the student. Please contact Disability Services for more information about receiving accommodations at Main Hall room 105, 719-255-3354 or [email protected] .

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Military Students: Military students who have the potential to participate in military activities including training and deployment should consult with faculty prior to registration for any course, but no later than the end of the first week of classes. At this time, the student should provide the instructor with a schedule of planned absences, preferably signed by the student's commander, in order to allow the instructor to evaluate and advise the student on the possible impact of the absences. In this course, the instructor will consider absences due to participation in verified military activities to be excused absences, on par with those due to other unavoidable circumstances such as illness. If, however, it appears that military obligations will prevent adequate attendance or performance in the course, the instructor may advise the student to register for the course at another time, when she/he is more likely to be successful. Student Appeals: Students enrolled in programs or courses in the College of Education may access the COE Appeal/Exception Form at: http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be used for an appeal when a student is: (1) denied admission to professional education program (2) denied permission to student teach or complete professional internship (3) removed from a professional education program or internship (4) denied permission to graduate due to missing requirements (5) requesting an exception to specific policies, procedures, or requirements (6) requesting a grade change This form is not to be used for requests to take classes out of sequence or to take a class without the proper prerequisites. Such requests should be initiated with the department chair. UCCS Student Code of Conduct: The purpose of the Student Code of Conduct is to maintain the general welfare of the university community. The university strives to make the campus community a place of study, work, and residence where people are treated, and treat one another, with respect and courtesy. http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html UCCS Student Rights and Responsibilities: http://www.uccs.edu/orientation/student-rights-and-responsibilities.html UCCS Academic Ethics Code: http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf Adverse Weather Conditions: Student teachers and interns must follow the schedules of the school and are required to teach on their scheduled days if the school is open. For the scheduled seminars, UCCS closures will be announced on local radio and television stations, UCCS email, and the campus closure line at 719-255-3346. Person First Language: Teacher candidates are expected to use person-first language when discussing or writing about persons with disabilities or persons from non-traditional backgrounds. Student Teaching and Internship Field Requirements To qualify for initial Special Education Generalist License, to teach students ages 5-21, teacher candidates will complete a 16-week student teaching experience (minimum 600 hours) at either the elementary or secondary level and an 8-week (300 hours, if completed during the school year) or a summer school (approximately 100 hour) internship at the opposite level. Summer school placements are limited to teacher candidates who are working in schools during the school year. Summer

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placements are dependent on the availability of school district programs matching the teacher candidates’ needs. Placed Student Teachers and Interns: Teacher candidates who are not employed in a school will complete a 16-week student teaching experience (minimum 600 hours) at a placement in their preferred grade level (elementary or secondary). The length of the student teaching day will be the length of the cooperating teacher’s school day in the building where the student teacher is assigned. Student teachers begin the placement when the teachers return to school in either the fall or spring, regardless of when the UCCS semester starts. Interns complete the required 300 hours based on the schedule agreed upon by the intern and school and university personnel. Student teachers and interns are supervised by cooperating teachers and university supervisors. On the Job Student Teachers: Teacher candidates who are employed as teachers and hold a current Temporary Teaching Eligibility may complete a 16-week student teaching experience on the job if permission from the school principal, district special education supervisor, and the district’s Human Resource Department personnel is obtained prior to the beginning of student teaching. OTJ student teachers must work with students with disabilities and be evaluated by a cooperating teacher or special education supervisor with a special education license as well as a university supervisor. OTJ teachers must also complete a minimum of two 2- hour visits to special education classrooms in other schools. Additional Endorsement: Teacher candidates who hold a current Colorado teaching license and are adding the Special Education Generalist Endorsement complete only the student teaching experience and must demonstrate proficiency in all the competencies in that experience. Added endorsement student teachers must work with students with disabilities and be evaluated by a cooperating teacher or special education supervisor with a special education license as well as a university supervisor. Permission from the school principal, district special education supervisor, and the district’s Human Resource Department personnel must be obtained prior to the beginning of student teaching. On-the-job teachers must also complete a minimum of two 2- hour visits to special education classrooms in other schools. Assignments (graded activities): Grades are determined by weighting observation scores, competency scores, school personnel evaluations, and seminar attendance and participation.

Observations of instruction by the university supervisor 20% Formative/summative evaluations by the cooperating teacher and principal 40% Student teaching competency portfolio and evidence of proficiency in standards 30% Seminar attendance and participation 10%

A (100 – 92%) or (4.00 – 3.68) C (76 – 72%) or (3.07 – 2.88) A- (91 – 90%) or (3.67 – 3.60) C- (71 – 70%) or (2.87 – 2.80) B+ (89 – 87%) or (3.59 – 3.48) D+ (69 – 67%) or (2.79 – 2.68) B (86 – 82%) or (3.47 – 3.28) D (66 – 62%) or (2.67 – 2.48) B- (81 – 80%) or (3.27 – 3.20) D- (61 – 60%) or (2.47 – 2.40) C+ (79 – 77%) or (3.19 – 3.08) F Below 60% or Below 2.40 Observations of Instruction by the University Supervisor: Student teachers and interns must demonstrate effective teaching skills with students on IEPs with varying skills. University supervisors will observe student teachers and interns on three or more occasions during each experience. Detailed, typed lesson plans and the required background information must be submitted to the university supervisor at least two days before the lesson observation. Student teachers must score at least an 82% or 3.28 on observations in each instructional area to pass student teaching or the internship. Observations in which the student teacher or intern score less than 3.28 average may be redone. Formative/Summative Evaluations and Observations by the Cooperating Teacher and Principal: Cooperating teachers will complete at least three observations and formative evaluations and one summative evaluation on the student teacher’s or intern’s teaching, lesson planning, assessment, and collaboration skills. These evaluations will be submitted on Blackboard to be reviewed by the university supervisor according to the attached schedule. The principal needs to observe and evaluate the student

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teacher or intern. Student teachers and interns must receive an average score of 82% or 3.28 on each part of the cooperating teacher’s final formative and the summative evaluation and the principal’s evaluation to pass. Student Teaching Competency Portfolio: Student teachers and interns must demonstrate proficiency, through performance and written documentation, in the Colorado Special Education Generalist Standards. For each standard there are competencies that will help students demonstrate proficiency in each standard. (See attached competencies and rubrics). Student teachers and interns will submit the documentation for each competency and standard in Blackboard. The competencies will be reviewed by the cooperating teacher and university supervisor throughout the semester. The cooperating teacher will sign off that each competency and standard have been met adequately. The university supervisor will score the student teacher or intern on the rubric for each competency, which reflects the requirements in the standard. (See attached rubrics.) The university supervisor will use the competencies provided in Blackboard, the student teacher’s formal and informal observations, and information from the cooperating teacher and principal to decide on the level of proficiency in each standard area. All work must be submitted in Blackboard according to the dates specified in the course syllabus or dates set with the university supervisor. Student teachers and interns must score at least 82% or 3.28 on each of the competency areas and standards to pass the student teaching or internship. A competency area in which a score less than 3.28 is earned must be redone in order to pass the course. Seminar Attendance and Participation: Attendance and participation at the eight seminar meetings for student teaching and four for internship is required. The first seminar will be scheduled for a time the week before UCCS’ semester starts because most school districts start earlier. In seminars requirements for each competency will be reviewed. Student teachers and interns will evaluate and discuss progress towards meeting the competencies and activities and issues at their placement. Student teachers and interns will identify addition topics of interest.

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Table One: Course Calendar Student Teaching Seminars and Competency Assignments

Date Seminar Topic & activities Assignment Due Orientation Cooperating Teachers

Overview of Standards and Competencies Cooperating Teacher and Principal

Information and Evaluations

Jan. 13 4:45-7:20 Interns Attend

Syllabus Student Teaching Competencies: Competency 6 – Classroom Procedures Competency 2 – Math Instruction Lesson plan templates & observation

forms Competency 15 –Self-Eval. – Journals

Return Student Teaching Agreement Form (last page of principal letter) signed by principal and special education district supervisor to UCCS instructor

Schedule and complete initial meeting with principal, cooperating teacher, and university supervisor at the your school

Jan. 20 NO CLASS – Martin Luther King Day Jan. 27 4:45-7:20 Interns Attend

Competency 1 – Reading Instruction Competency 4 – Progress Monitoring Competency 5 – Content Area Instruction Competency 9 – Instruction with Students

with SSN Discuss Math instruction in your school

Upload your schedule and classroom rules (part of Competency 6) on Blackboard to your university supervisor

Email plan to university supervisor Journal due to University Supervisor 1/27 To discuss in seminar: Collaboration planning formats Math instruction in your school

Feb. 3 4:45-7:20 Interns choose one

Competency 8 – Functional Behavior Assessment

Competency 7 – Social Skills Instruction Competency 10 – IEP process Discuss reading & progress monitoring

To discuss in seminar: Rough draft (ideas) for progress monitoring Rough draft (ideas) for background information and lesson plan for reading

Feb. 10 4:45-7:20 Interns choose one

Competency 3 – TCAP/CoAlt Competency 11 –Teaching Techniques Competency 12 – Communication

Collaboration Competency 13 –Use of Technology Competency 14 – Prof. Dispositions Competency 15 – Prof. Dev. Plan Discuss social skill instruction

To discuss in seminar: Ideas for background information and lesson plan for social skills

Journal Due 2/10 First observation and evaluation by cooperating teacher completed & uploaded in Blackboard

First Univ Sup. observation Mar. 3 4:45-7:20 Interns choose one

Topic of Choice Discuss instruction competency plans

Journal Due 2/24 Journal Due 3/10

Mar. 17 4:45-7:20 Interns choose one

Topic of Choice Discuss instruction competency plans

By week of 3/10 - Second observation and evaluation by cooperating teacher completed & uploaded in Blackboard

Second Univ Sup. observation scheduled Cooperating Teacher’s Professional Dispositions evaluation sent to Univ. Sup.

Mid-semester Meeting with Cooperating Teacher, Student Teacher and Univ. Sup.

Journal Due 3/24 and 4/7 Apr. 14 4:45-7:20 Interns choose one

Topic of Choice Discuss progress on competencies

Third observation and evaluation by cooperating teacher and principal completed & uploaded in Blackboard for Univ. Sup. review

Third Univ Sup. observation scheduled Journal Due 4/21

May 5 4:45-7:20 Interns attend

Lesson Presentations Licensure information Wrap up – Summer and Fall placements

Complete exit interview by this week. Summative Eval. & all competency portfolio items uploaded by 5/7

Journal Due 5/5

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Course Planning, Assignments and Assessments Table Here Assignments and Assessments Table

Assignment Due Date Description *Assess Method

Required Field Component

1. Develop and implement instruction in reading and writing. (Completed during both Student Teaching and Internship)

To be arranged with Univ. Supervisor

• Student description • Instructional arrangement • Initial assessment results • Instruction objective & Standards • 3 Lesson Plans • Data collection and analysis • Lesson Delivery

Rubric All the work is completed in field. Student teachers spend 16 wks. at school sites, (560 hours) Interns field time varies with on the school program

2. 2. Develop & provide Math instruction

To be arranged

See competency 1 Rubric See Competency 1

3. Participate in School-wide General Education Assessment (CSAP/CSAP-A)

To be arranged with U. S.

• Description of role in preparing students, conducting assessments, and analysis of results

Rubric

See Competency 1

4. Participate in Progress Monitoring in general education curriculum

To be arranged with U. S.

• Description of role in assessments • Graph of data over 12 weeks

• Analysis of data

Rubric

See Competency 1

5. Collaboratively develop and implement instruction in a content area.

To be arranged with Univ. Superv.

• Student/group description • Instructional arrangement, role in

collaboration • Instruction objective & Lesson Plans

Rubric

See Competency 1

6. Structure activities to maximize students' engaged time and use proactive discipline


• Schedule and service provided* • School behavioral expectations * • List of classroom expectations * • Self-analysis of instruction

Rubric

See Competency 1

7. Develop and provide instruction social skills.

To be arranged

See competency 1 Rubric

See Competency 1

8. Analyze Functional Behavior Assessment and IEP-Behavior Intervention Plan

To be arranged with Univ. Sup.

• Analysis of current FBA and BIP including activities such as reevaluation of strategies, completing student-directed FBA, data collection, etc.

Rubric

See Competency 1

9. Implement Augment. Alternative Communication (AAC) Strategy or Assistive Technology (AT).


• Evidence AAC or AT enhances students access to curriculum, is a good match for the student

• Description of how the AAC or AT is successfully supported.

Rubric

See Competency 1

10. Demonstrate proficiency in the IEP process.


• Complete electronic IEP • Background information gathered • Plan and run an IEP meeting, • IEP goal progress monitoring

Rubric

See Competency 1

11. Employ range of teaching techniques and modifications

To be arranged

• Paragraph describing use of a range of teaching techniques

• Lesson plans and delivery from

Rubric

See Competency 1

12. Communicate effectively & collaborate with parents, staff, students


• Collaboration with school team • Management procedures with

paraprofessionals • Communication with parents and staff

Rubric

See Competency 1

13. Use technology to enhance student learning

To be arranged

• Lessons plans and data collection • IEP, Assessment, Communication

Rubric

See Competency 1

14. Model, and develop democratic ideals,

To be arranged

• Lesson plans and delivery and data • Professional Disposition forms

Rubric

See Competency 1

15. Self-evaluate & participate in prof. dev.

To be arranged.

• Professional Development Plan • Reflection Journal*

Rubric

See Competency 1

* a rubric for each assignment is attached to this syllabus

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Alignment of Course Objectives, Standards, and Conceptual Framework

STANDARDS* Course

Objective Assignment, Activity,

or Required Reading(s)

CEC Colorado PBSCT

Colo. Generali

st

INTASC NETS COE Conceptual Framework

1. Develop and implement reading instruction

Reading Instruction • Student description

• Instructional arrangement

• Assessment • Objectives • 3 Lesson Plans • Data collection • Delivery

CC4S2,3,4,5 GC4S1,3,4,6,7, 12-14, 16; CC5K3,4 CC5S1,2,4-7,10-13 GC5S3,6; GC6S1 CC7K3; CC7S6-14 GC7K4; GC7S2,3

1.1 ,1.2, 1.3, 1.5; 3.1, 3.3-3.8 5.4-5.7; 6.1- 6.6

1a,b,c,d,e,f 3a-h; 5a-i; 6a,b, d(v); 7b,d

1 2 3 4 5 6 7

1 (b, c) 2(a,b,c) 3(a,b,c)

2. Develop and implement math instruction

Math Instruction • Student description


• Assessment • Objectives • 3 Lesson Plans • Data collection • Delivery

CC4S2,3,4,5 GC4K6 GC4S3,5,7,13 CC5K3,4 CC5S1,2,4-7,10-13 GC5S3,6 CC7K3 CC7S6-14 GC7S2,3

2.1, 2.2 3.1, 3.3-3.8; 5.4, 5.5, 5.7; 6.1, 6.2, 6.3, 6.6

2; 3a-h; 5a-i; 6a,b, d(v); 7b,d

1 2 3 4 5 6 7

5(ii)

1 (b, c) 2(a,b,c) 3(a,b,c)

3. Participate in School-wide Assessmt (TCAP/ -A)

School-wide Testing

• Description of role in preparing students, and accommodations Analysis of results

GC4K2 CC8K2,4,5 CC8S2,5,7,8,10

3.4, 3.5, 3.6, 3.7, 3.8, 5.9

3c,d,e,f,g,h 5g, h, i

7

4(i)

1(a,b,c) 2(a,b,c) 3(a,b,c)

4. Participate in Progress Monitor in gen. ed. curriculum

Progress Monitoring • Description of role • Graph of data over

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• Analysis of data

CC8K2,4,5 CC8S2,3,5,7,8,9.10

3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 5.9

3b,c,d,e,f,g,h; 5g, h, i 7d

7

5(ii)

1(a,b,c) 2(a,b,c) 3(a,b,c)

5. Collabor. develop and implement instruction in a content area.

Collaboration with Content Area Teachers

• Student/group description

• Instructional arrangement, role

• Objectives • Lesson Plans

CC5S3 CC7S1,2 CC10K1 CC10S6,8,9,10, 11 GC10K2,4

4.1-4.4 4a-e 5c,f

1, 2 3, 4 5, 6 7, 9

4(ii) 5(ii), (iii)

1(a,b,c) 2(a,b,c) 3(a,b,c)

6. Structure activities to maximize students' time and proactive managemt. procedures.

Schedule and Structure of Instruction • Schedule and service provided*

• School wide expectations *

• Class expectations • Self-analysis of

instruction

GC4S1 GC4S6 GC4S7 CC5S4 CC5K2 CC5K3 CC5S1 CC5S5 CC5S10 GC7K1

5.1, 5.2, 5.3

5a,b,c 1 2 3 4

1(a,b,c) 2(a,b,c) 3(a,b,c)

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7. Develop and implement instruction in social skills

Social Skills Instruction

• Group/Student description


• Objectives • Lesson plans

GC1K2 CC4S2-5,9 CC5K5 CC7S6-14 GC7K1 GC7S1,8 GC8S5

5.7; 6.1,6.2,6.3,6.6; 8.2

5a,b,c,e,g,i; 8b

1 2 3 4

2(i,ii) 5(ii,iii

)

1(a,b,c) 2(a,b,c) 3(a,b,c)

8. Analyze a FBA and Behavior Interv. Plan

Functional Behavior Assessment and Behavior Intervention Plan

• Analysis of current FBA and BIP

CC1K2 GC1K2 GC4S9 CC7S4 CC8S2 CC8S5 GC8S1

3.3, 5.9 5a,b,i 4 1(a,b,c) 2(a,b,c) 3(a,b,c)

9. Instruction for students with significant support needs

Use of AT for Access to General Education Content • Use and support AC

or AT to enhance students access

GC3S1 GC4S12 GC5S1 CC7S4,5 CC8S2,5

3.3, 5.9, 3.6, 5.7; 6.1, 6.2, 6.3, 6.6

3c, 5a,e,i

1 2 3 4 6 7

1(a,b,c) 2(a,b,c) 3(a,b,c)

10. Demonstrate proficiency in the IEP process

IEP Development and Implementation • Complete electronic IEP

• Schedule, plan and run an IEP,

• IEP goal progress monitoring and quarterly reports

CC1K4-5 GC1K1 CC3K2 CC4S6 GC5S2 GC4S8 CC5S8 GC7K2 CC8S1,2, 6-8,10 CC9S4-6, CC10K2 CC10S1-6, GC9K2

3.3, 5.8, 5.9; 6.5, 6.7; 7.3, 7.4; 8.3, 8.2

3c; 5e,i ; 5i; 6c; 6d,e,f; 7b,c 8a,b

1 2 3 6

4(ii) 5(iii)

1(a,b,c) 2(a,b,c) 3(a,b,c)

11. Employ range of teaching techniques

Responding to Learners’ Uniqueness • Description of range of teaching techniques

GC1K5 CC2K2 CC2K5 CC2K6 CC3K5 CC4S1-5 GC4K1,3,5 GC4S1,3,6,7,11- 13

4.3, 5.3, 5.4; 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7

4c, d; 5a,c, d, e, f, g 6a, b, c, d,

1 2 3 4 5 6

4(i) 5(iii

1(a,b,c) 2(a,b,c) 3(a,b,c)

12. Communicate and work collaborative-ly

Communication and Collaboration • Collaboration with school team and parents

• Management of instruction with paraprofessionals

CC1K1-4,7 CC3K4 CC5S15 CC7K5 CC7S1-3 GC9S2 CC10S1-11 GC10S2

5.6, 5.8, 5.9; 7.3, 7.4

2; 4a,b.c,d,e; 5a,b,c,f,h,i; 6d; 7a,b

5

4(i) 5(iii)

1(a,b,c) 2(a,b,c) 3(a,b,c)

13.Use technology to enhance student learning

Use of Technology for Variety of Educational Purposes

• Use of technology • Instruction and data

collection • IEP and Assessment

GC4S7 CC7S9 GC7S4 CC8S3

7.1, 7.2, 7.3, 7.4, 7.5

7a, b, c, d, e

5 2(i) 6(i)

1(a,b,c) 2(a,b,c) 3(a,b,c)

14. Model, and develop in students, professional dispositions.

Modeling and Developing Appropriate Behaviors and Professional Dispositions

CC9K1 -4 CC9S1-9, 11

8.1, 8.2. 8.3, 8.4

8a, b, c 8 9

1(a, b,c) 2(c) 3(c)

13

• Lesson plans and delivery

• Professional Disposition forms

15. Self-evaluate, participate in professional development

Self-Reflection • Professional

Development Plan • Reflection Journal*

CC9K4,9,11,12 CC9S7,9,11,12

8.5 8e 8 9

5(i) 1(a,b,c) 2(a,b,c) 3(a,b,c)

* Teacher candidates can access descriptions of all standards on the COE website

References UCCS Special Education Student Teaching and Internship Competency Portfolio Samples Colorado Academic Standards Colorado Performance Based Standards for teachers Colorado Special Education Generalist Competencies Colorado Recommended IEP form Council for Exceptional Children Standards

14

Student Teaching Competencies Aligned with Colorado Special Education Generalist Standards (Revised 7/08)

Student Teacher / Intern _____________________________ Semester/Year ________________ School and Grade Level _________________________________________________________ University Supervisor ____________________ Cooperating Teacher _____ Circle one: Student Teaching Internship _____ Plan Standards and Competencies Evaluation Circle one

I. Standard – Literacy Knowledge and Instruction Student Teacher

Coop. Teacher

Student Teaching and Internship

1. Develop and implement instruction in reading and writing. (Completed during both Student Teaching and Internship

• Student description • Instructional arrangement description • Initial assessment results • Instructional objectives and Colorado Academic Standards • 3 Lesson Plans (scripted - see lesson plan format) • Data collection and analysis (minimum of 4 weeks of data) • Lesson Delivery - University Supervisor Observation Forms

Y N

Y N

II. Standard – Math Knowledge and Instruction

Student Teaching or Internship

2. Develop and implement instruction in math.

(Completed during either Student Teaching or Internship) • Student description • Instructional arrangement description • Initial assessment results • Instructional objectives and Colorado Academic Standards • 3 Lesson Plans (scripted - see lesson plan format) • Data collection and analysis (minimum of 4 weeks of data) • Lesson Delivery - University Supervisor Observation Forms

Y N

Y N

III. Standard – Assessment, Standards, Strategies, & Accommodations

Collect, interpret, communicate, and data to inform instruction.

Student Teaching

3. Participate in School-wide General Education Assessment (TCAP/CoAlt)

• Description of role in preparing students, conducting assessments, and implementing accommodations (IEP and instructional)

• Analysis of results: instructional implications and IEP recommendations

Y N

Y N

Student Teaching

4. Participate in Progress Monitoring in general education curriculum such as

DIBELS

• Description of role in assessments • Graph of data over 12 weeks including goal, aim line, trend line, and interventions lines

• Analysis of data (3 times) including description of intervention changes if necessary

Y N

Y N

15

IV. Standard – Content Area Knowledge Collaborative Instruction & Accommodations

Student Teaching

5. Collaboratively develop and implement instruction in a content area in a

general education environment.

• Student/group description • Instructional arrangement including description of role in collaboration • Instructional objectives and Colorado Academic Standards • Lesson Plans (Outline-see lesson plan format)

Y N

Y N

V. Standard – Classroom & Instructional Management


6. Structure and schedule activities to maximize students' engaged time and

employ proactive discipline and appropriate behavior management procedures. (Completed during both* Student Teaching and Internship)

• Schedule and service provided* • Copy of school wide behavioral expectations and discipline policies*

• List of classroom rules and expectations with description of positive consequences, problem behaviors, and procedure for problem behaviors*

• Video tape and analyze instructional behaviors and classroom routines and review with Cooperating Teacher

• Lessons Plans (from instructional programs in other competencies)* • Lesson data (from instructional programs in other competencies)* • University Supervisor Observation Forms (other competencies)*

Y N

Y N

Student Teaching

7. Develop and implement instruction in social skills. (Targeted level of instruction)

• Student description • Instructional arrangement description • Initial assessment results • Instructional objectives and Colorado Academic Standards • 3 Lesson Plans (scripted - see lesson plan format) • Data collection and analysis (minimum of 4 weeks of data) • Lesson Delivery - University Supervisor Observation Forms

Y N

Y N

Student Teaching

8. Analyze Functional Behavior Assessment and IEP-Behavior Intervention

Plan

• Analysis of current FBA and BIP including activities such as reevaluation of strategies, completing student-directed FBA, data collection, etc.

Y N

Y N

Student Teaching

9. Implement instruction with a student with significant support needs.

Develop and implement either a low tech or high tech Augmentative Alternative Communication (AAC) Strategy or the use of low tech or high tech Assistive Technology (AT)

• Student description • Instructional arrangement description • Initial assessment results • Identify the AAC or AT • Instructional objectives and Colorado Academic Standards • Analysis of results 3 Lesson Plans (scripted - see lesson plan format) • Lesson Delivery - University Supervisor Observation Forms

Y N

Y N

16

VI. Standard – Individualization of Instruction

Student Teaching Internship

10. Demonstrate proficiency in the IEP process.

For Student Teaching • Complete electronic IEP

• Present level of performance (baseline information for the goals) • Goals and objectives – standards based, measurable, linked to

assessments, linked to ongoing performance measures • For students 15 years old, include transition information: post secondary

goals, related annual goals, assessments, and course of study • Behavior intervention plan • CSAP accommodations or Consideration for CSAP Alternate Checklist

• Background information gathered for IEP • Information from family, student, and general education teachers • Complete a strengths and strategies profile and share it at the IEP or

an informal meeting with parents • For Initial –child study, strategies tried, referral process, testing • For Triennial – testing, classroom data • For Transfer – information from old school • For Annual – progress monitoring

• Organization • Schedule for IEP activities • Plan and run an IEP meeting, involving student as much as possible

including supporting the student leading the meeting • IEP goal progress monitoring and quarterly reports to parents (Related

to lessons competencies 1, 2, 7, or 9 and assessment competency 4) For Internship:

• Review the IEP if available. • Monitor progress on student performance on target area for student

and prepare summer program’s report for the school year general education teacher (Related to lessons competencies 1, 2, 7, or 9 and assessment competency 4)

Y N

Y N


11. Employ range of teaching techniques and assist in design and modification

of instruction to meet student needs including students from diverse cultures, with exceptional learning needs, and English-language learners. These should follow the Universal Design Process and include an examination of the content, process, and product of each lesson taught. (Completed during both Student Teaching and Internship)

• Paragraph describing use of a range of teaching techniques • Lesson plans and delivery from competencies 1, 2, 5, 7, 9

Y N

Y N


12. Communicate in an effective, professional manner and work collaboratively

with parents, staff, administrators, students, and related service personnel. (Completed during both* Student Teaching and Internship)

• Collaboration with general education teachers and school team

• Evidence of collaboration (from competency 5 or other lesson plans) • Management of instruction and daily procedures with paraprofessionals

• Evidence of how paraprofessionals are scheduled and receive information • Evidence of instructional materials and progress monitoring methods

designed for paraprofessionals

• Communication and consultation with parents and related service providers • Contact logs or means of communication*

• 2 Program visit summaries (On-the-job student teaching only)

Y N

Y N

17

VII. Standard – Knowledge of Technology


13. Use technology to enhance student learning including instructional

technology, assistive technology, student technology use, technology use for student assessment, communication, and managing education plans. (Completed during both Student Teaching or Internship)

• Paragraph describing use of a technology • Lessons plans and data collection (From Competencies 1, 2, 5, 7, 9) • IEP and communication (From Competency 10) • Assessment (From Competencies 3, 4)

Y N

Y N

VIII. Standard – Democracy, Educational Governance & Careers in Teaching


14. Model, and develop in students, democratic ideals, appropriate behaviors,

and community involvement. (Completed during both Student Teaching and Internship)

• Lesson plans and delivery and data collected (From Competencies 1, 2, 7) • Professional Disposition forms

Y N

Y N


15. Self-evaluate performance and participate in professional development.

(Completed during both * Student Teaching and Internship)

• Professional Development Plan • Reflection Journal*

Y N

Y N

Signatures and Dates for Elementary or Secondary (circle one) _______________ _______________ _______________ ________________ Student Teacher Cooperating Teacher Principal University Supervisor ______________ _______________ _______________ ________________ Date Date Date Date

18

Student Teaching Generalist Competencies by Experience

STUDENT TEACHING INTERNSHIP 1 Reading/writing instruction

1 Reading/writing instruction

2 Math instruction (preferably completed in Student Teaching)

2 Math instruction (preferably completed in Student Teaching)

3 Assessment CSAP

4 Progress Monitoring

5 Content Area instruction/collaboration

6 Structure activities, etc.

6 Structure activities, etc.

7 Social skills instruction

8 FBA & Behavior Intervention Plan

9 Instruction with students with significant support needs - AAC/AT Lesson (preferably completed in Student Teaching)

9 Instruction with students with significant support needs - AAC/AT Lesson (preferably completed in Student Teaching)

10 IEP Process

10 IEP – goal monitoring and reporting only

11 Range of teaching techniques

11 Range of teaching techniques

12 Communication

12 Communication

13 Use of Technology

13 Use of Technology

14 Democratic ideals & professional dispositions

14 Democratic ideals and behaviors & Dispositions

15 Self-evaluate

15 Self-evaluate - journal only

19

UCCS GENERALIST Special Education

Student Teaching/Internship Final Grade

Name ______________________________ School _____________________________ University Supervisor__________________ Semester/ Year______________________

University Supervisor Observation Score Average of Instructional Competencies (depending on competencies completed this semester)

4=100% 3.68=92% 3.28=82% 2.88=72% 2.4=60% Reading Lesson Observation Score (Comp. 1) Math Lesson Observation Score (Comp. 2) Social Skills Lesson Observation Score (Comp. 8) Instruction with Students with Sign. Support Needs Observation Score (Comp. 9) _________

Average (20% grade)

Cooperating Teacher and Principal Evaluations Average of Last 2 Formative and Summative Evaluations & Principal Eval.

4=100% 3.68=92% 3.28=82% 2.88=72% 2.4=60% Second Formative Evaluation Score Third Formative Evaluation Score Summative Evaluation Score Principal Evaluation Score

Average (40% of grade)

Portfolio Evaluation and Demonstration of Standards Rubric Score

4=100% 3.68=92% 3.28=82% 2.88=72% 2.4=60% 1. Reading Instruction 2. Math Instruction 3. TCAP/CoAlt Participation 4. Progress Monitoring 5. Collaboration 6. Classroom Structure & Behavior Managemt 7. Social Skill Instruction 8. Functional Beh Assessmt. & Beh Int. Plan 9. AAC or Assistive Tech w/students with SSN 10. IEP Process 11. Range of Teaching Techniques 12. Communication and Collaboration 13. Use of Technology 14. Democratic Ideals & Professional Dispositions 15. Self-Evaluation & Professional Dev. Plan 16. Overall Notebook Organization

Average (30% of grade)

Seminar Attendance and Participation

Score (10% of grade)

FINAL LETTER GRADE _____________ FINAL SCORE_____________

FEEDBACK FROM UNIVERSITY SUPERVISORS, SCHOOL PERSONNEL, PROGRAM FACULTY, AND TEACHER CANDIDATES PROMPT PERIODIC ADJUSTMENTS TO THE RUBRIC.

20

STANDARD I: Competency 1 – Reading Instruction Requirements Develop and implement instruction in reading and writing. Data is collected on one student. Academic instruction is delivered to a small group of students.

Competency 1 – Reading Instruction Requirements and Standards Rubric

Developing 71% ( 2.87) or below

Partially Proficient 72-81% (2.88 – 3.27)

Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not knowledgeable about student literacy demonstrated by planning and implementing instruction based on on-going assessment. Instruction doesn’t includes the five components of reading, spelling, punctuation, sentence structure, is based on effective research-based strategies and approaches, and matches students’ strengths and needs.

Substantial requirements are missing for demonstration of this competency.

Criterion not met on most items even with assistance.

Is somewhat knowledgeable about student literacy demonstrated by planning and implementing instruction based on on-going assessment. Instruction somewhat includes the five components of reading, spelling, punctuation, sentence structure, is based on effective research-based strategies and approaches, and matches students’ strengths and needs.

Many requirements are missing for demonstration of this competency.

Criterion not met on many items or much assistance was needed to meet criterion.

Is knowledgeable about student literacy demonstrated by planning and implementing instruction based on on-going assessment. Instruction mostly includes the five components of reading, spelling, punctuation, sentence structure, is based on effective research-based strategies and approaches, and matches students’ strengths and needs.

Contains most necessary items with some assistance needed to meet expectations of quality and quantity.

Is VERY knowledgeable about student literacy demonstrated by planning and implementing instruction based on on-going assessment. Instruction includes the five components of reading, spelling, punctuation, sentence structure, is based on effective research-based strategies and approaches, and matches students’ strengths and needs.

Contains all necessary items with a little assistance and meets expectations of quality and quantity.

21

Reading Lessons and Background Information Develop and implement instruction in reading and/or writing including all five components of reading. Instruction is delivered to a small group of students. Complete the background information and collect data on one student. 1. Student description Provide information about the student including age; grade; relevant background information including learning styles and

performance modes, language and communication, culture, family and community values, behavior, social information. Clearly describe the student’s strengths and the type of academic problems the student displays. Identify if the student needs something different from the general instruction and why.

2. Instructional arrangement description Describe instructional session (frequency and length) and instructional setting (where, number of students). Describe the

group and differentiated instruction provided for students in the group.

3. Initial assessment results List the reading skills assessed. Analyze the results and report error analysis. Relate to IEP goals and data. Write a summary to describe the skills the student demonstrated or did not demonstrate.

4. Unit Instructional Objectives, Colorado Academic Standards, and Special Education

Generalist Standards List the Colorado P-12 Academic Standards and Special Education Generalist Standards addressed in the lessons. Include the student’s IEP goal related to this instruction. Describe the general education reading instruction, the instruction the student receives there and how your instruction relates

to what is required in the general education classroom. Write an instructional objective for the most critical reading component that the student will meet at the end of the

instructional program, based on your assessment results, the standard, and the student’s IEP. Include conditions, behavior, and performance criteria.

5. Unit Data collection and analysis on one area of focus Describe how data will be collected to see if student is progressing towards meeting objective. Collect at least 4 weeks of data for student teaching and 3 weeks for internship. Organize data to show student performance

such as on graphs. Summarize data in relation to the objective.

6. Materials Describe the materials that will be used in the lessons and any adaptation or accommodates that will be included. 7. Write 3 Scripted or Detailed, Consecutive Lesson Plans Arrange for your university supervisor to observe at least one of these lessons. Within the instruction include the five reading components: phonemic or morphological awareness, phonics, vocabulary,

fluency, and comprehension. When planning, address individual strengths, learning needs, language and / or cultural differences in the lessons using the

following: Universal Design for Instruction, Differentiation – variety of strategies used, Accommodations / Modifications needed for individual students (e.g., multisensory activities, technology and/or assistive technology, and learning and self-management strategies.)

Clearly identify how the lesson activities or materials address the students’ strengths, background, and needs. Submit all parts, except the 3 or 4 weeks of data, to the university supervisor at least two days before the scheduled

lesson observation so that the university supervisor will have a chance to review and offer suggestions as needed.

22

LESSON PLAN TEMPLATE LESSON 1 (NOTE: These components do not need to be taught in this order. You may use your own lesson format or a lesson from a published curriculum. You need to be sure to include and identify these components in the lessons. Be sure to explain how your instruction is aligned with the instruction the student is receiving in their general education class.) Phonemic or Morphological Awareness Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent Practice/ Evaluation Method / Data to be collected,

Phonics Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent Practice/ Evaluation Method / Data to be collected,

Vocabulary Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent Practice/ Evaluation Method / Data to be collected,

Reading Fluency Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent Practice/ Evaluation Method / Data to be collected,

Comprehension Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent Practice/ Evaluation Method / Data to be collected,

LESSON 2 Phonemic or Morphological Awareness Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent Practice/ Evaluation Method / Data to be collected,





23

LESSON 3 (NOTE: These components do not need to be taught in this order. You may use your own lesson format or a lesson from a published curriculum. You need to be sure to include and identify these components in your lessons.) Phonemic or Morphological Awareness Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent Practice/ Evaluation Method / Data to be collected,





24

Reading Instruction Observation (Revised 8/8/10)

Student Teacher/Intern: Date: Program: Observer: Performance Profile Score Score Behavior Management _____ Vocabulary _____ Phonemic or Morphological Awareness _____ Fluency _____ Phonics _____ Comprehension _____ Average Score ____ Scoring 3.68 – 4.00= Advanced (92-100%) Student teacher /intern performs at an excellent level for student teaching. 3.28 – 3.67= Proficient (82-91%) Student teacher /intern performs at an acceptable level, still room for

improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. Behavior Management Comments Target Score

Expectations are stated in positive manner.

Treats students with respect, shows interest in students

Monitors student behavior and ensures all students are on task and engaged.

Deals with problem behaviors appropriately.

Provided specific reinforcement to students meeting behavior expectations. Ratio of positive to negative comments and actions is at least 4 to 1

Score= Average

____

Did well: Work on:

25

Scoring 3.68 – 4.00= Advanced (92-100%) Student teacher /intern performs at an excellent level for student teaching. 3.28 – 3.67= Proficient (82-91%) Student teacher /intern performs at an acceptable level for student teaching. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to reach an acceptable

level. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable and significant

improvement is needed. Phonemic Awareness or Morphological Awareness Comments Target Score

Clear phonemic awareness (speech sounds) or morphological awareness (including affixes) focus using blending, segmenting, identification or deletion tasks

Appropriate task difficulty and instruction is clearly based on assessment or performance data (i.e., choice and number of phonemes or morphemes); appropriate separation of potentially confusing concepts

Clear statement of focus or section objective. Reviews and prepares students for practice activity or new learning.

Uses specific and concrete modeling of task; students know exactly what is expected.

Students given ample opportunities to respond / practice targeted skill; appropriate duration for guided practice; teacher talk is judicious

Included simultaneous visual, auditory, kinesthetic-tactile strategies.

Appropriate teacher involvement and needed accommodations; corrects errors in manner to promote learning and uses student performance information to adjust instruction.

Provides ample time for independent practice and data collection is evident.

Score= Average

____

Did well: Work on:

26

Scoring 3.68 – 4.00= Advanced (92-100%) Student teacher /intern performs at an excellent level for student teaching. 3.28 – 3.67= Proficient (82-91%) Student teacher /intern performs at an acceptable level, still room for

improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. Phonics: Decoding or Spelling Comments Target Score

Clear focus on decoding or spelling individual words (i.e., grapheme-phoneme correspondence, structural analysis, or spelling rules

Appropriate task difficulty and instruction is clearly based on assessment or performance data (i.e., choice and number of words and patterns); appropriate separation of potentially confusing patterns







Score= Average

____

Did well: Work on:

27


improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. Vocabulary Comments Target Score

Clear focus on vocabulary (oral or written) meaning of important words or affixes, multiple and /or related meanings, idioms, metaphors

Appropriate task difficulty and instruction is clearly based on assessment or performance data (i.e., choice and number of word)







Score= Average

____

Did well: Work on:

28


improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. Reading Fluency: long or short passages Comments Target Score

Clear focus on fluency (i.e., punctuation, prosodic features - rhythm, intonation, phrasing) at the phrase, sentence, or text levels.

Appropriate text difficulty and instruction is clearly based on assessment or performance data (i.e., student has few or no decoding errors); appropriate length, no potentially confusing concepts)







Score= Average

____

Did well: Work on:

29


improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. Comprehension: oral and reading Comments Target Score

Clear comprehension strategy taught or practiced (e.g., story structure maps, sentence elaboration, graphic organizers, K-W-L, generating questions, main idea/details, inference, sequencing,)

Appropriate text difficulty and instruction is clearly based on assessment or performance data (i.e., student has few or no decoding errors) appropriate task difficulty (i.e., phrase, sentence, paragraph) no potentially confusing concepts







Score= Average

____

Did well: Work on:

30

Student Teacher/Intern Reflection What went well in the lesson? What would you change? Were all students engaged in the lesson? Did all students meet the lesson objective? What evidence/data support this?

31

STANDARD II: Competency 2 – Math Instruction Requirements Develop and implement instruction in math. Data is collected on one student. Academic instruction is delivered to a group of students. Competency 2 – Math Instruction Requirements and Standards Rubric Developing 71% ( 2.87) or below


Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not knowledgeable about math and math instruction and not able to assist content-area teachers in developing students’ math knowledge and skills.



Is somewhat knowledgeable about math and math instruction and able to assist content-area teachers in developing students’ math knowledge and skills.



Is knowledgeable about math and math instruction and is able to assist content-area teachers in developing students’ math knowledge and skills.


Is VERY knowledgeable about math and math instruction and is very much able to assist content-area teachers in developing students’ math knowledge and skills.


32

Lesson Plan Guide - Using Universal Design for Instruction and Effective Teaching Cycle Lesson Planning Instruction is guided by a preplanned curriculum. 1. Identify critical content: facts, concepts, events, and related details. 2. Consider students’ language and cultural differences, learning styles, strengths, and differences. 2. Identify the Colorado P-12 Academic Standards and Special Education Generalist Standards addressed. 3. Write instructional objectives, statements of specific learner outcomes. Differentiate to match students’

strengths and needs. 4. Establish criteria for student mastery and student evaluations, product. (i.e. exams, quizzes, assignments)

Differentiate to match students’ strengths and needs. 6. Decide on the process: strategies, procedures and differentiated activities to engage all students, e.g., direct

instruction, reading assignments, small group activities. Differentiate to match students’ strengths and needs.

7. Develop content enhancements, accommodations, or content modifications to meet all students’ strengths and needs.

8. Identify materials needed. Review/Learning Set Teachers help students get ready to learn and build instructional momentum. Students are engaged and make lots of correct responses. 1. Review prerequisite information and skills. 2. Check students’ understanding/mastery of prerequisite skills. 3. Connect previous lessons to current lesson. 4. State lesson objectives, rationale for teaching the lesson, student expectations. 5. Provide starter activity to create student interest and motivation. Presentation of New Material and Guided Practice Content is presented in small steps with student performance checks. Students are acquiring skills and activity responding. 1. Present information in small, sequential chunks. 2. Engage all students (i.e., 4 opportunities per minute). 3. Use specific and concrete modeling and error correction procedures. 4. Provide sufficient examples and nonexamples. 5. Check frequently for student understanding, collect data to ensure students reach 80% accuracy. 6. Provide immediate feedback after student responses. Reteach in necessary. Independent Practice Students build fluency and generalize skills to novel situations. 1. Develop activity to measure students’ understanding of lesson – evidence students’ met the instructional

objective. 2. Provide clear instructions and a description of student expectations. 3. Provide practice opportunities before students work independently. 4. Develop expansion activities. 5. Actively monitor student progress, reteach as necessary. 6. May be individual and small cooperative learning activities. Evaluation Evaluate lesson plans (i.e., objectives, presentation, materials, activities, and student progress). 1. Evaluate lesson based on student performance. Write notes for future use and revisions. This is how you

improve your teaching skills. 2. Evaluate student progress and adjust teaching. 3. Plan for additional teaching when students require it.

33

Math Lesson Plan and Background Information 1. Student description Provide information about the student including age; grade; relevant background information including learning styles and


2. Instructional arrangement description Describe instructional session (frequency and length). Instructional setting (where, number of students). Describe the group

and differentiated instruction provided for students in the group.

3. Initial assessment results List the skills assessed. Analyze the results and report error analysis. . Relate to IEP goals and data. Write a summary to describe the overall math skills the student demonstrated or did not demonstrate.


Generalist Standards List the Colorado P-12 Academic Standards and Special Education Generalist Standards addressed in the lessons. Include the student’s IEP goal related to this instruction. Describe the general education math instruction, the math instruction the student receives in the general education class and

how your instruction relates to the general education instruction. Write an instructional objective for the most critical math skill the student will meet at the end of the instructional program,

based on your assessment results, the standard, and the student’s IEP. Include conditions, behavior, and performance criteria.

5. Unit Data collection and analysis on one area of focus Describe how data will be collected to see if student is progressing towards meeting objective. Collect at least 4 weeks of data for student teaching and 3 weeks for internship. Organize data to show student performance

such as on graphs. Summarize data in relation to the objective.

6. Materials Describe the materials that will be used in the lessons and any adaptation or accommodates that will be included. 7. Write 3 Scripted or Detailed Lesson Plans Arrange for your university supervisor to observe at least one of these lessons. Within the instruction for each lesson include the following parts: Focus, Review, New Content and Guided Practice,

Independent Practice. When planning, consider individual strengths, learning needs, language and / or cultural differences and address these in the

lessons using the following: Universal Design for Instruction,

Differentiation – variety of strategies used, Accommodations / Modifications needed for individual students

(e.g., multisensory activities, technology and/or assistive technology, and learning and self-management strategies.) Clearly identify how the lesson activities or materials address the students’ strengths, background, and needs. Submit all parts, except the 3 or 4 weeks of data, to the university supervisor at least two days before the scheduled


34

LESSON PLAN TEMPLATE LESSON 1 Behavior Expectations, Lesson Objective

Review / Preparation for New Content

New Content – Guided Practice

Independent Practice/ Evaluation Method / Data to be collected

LESSON 2 Behavior Expectations, Lesson Objective




LESSON 3 Behavior Expectations, Lesson Objective




35

Academic and Social Skills Observation (Revised 7/14/11) Student Teacher/Intern: Date: Subject: Program: Observer: Performance Profile Score Score Lesson Planning _____ Independent Practice _____

Academic Feedback Review Set _____ & Monitoring _____

New Content _____ Interaction & Behavior Managemt _____ Average _____ Scoring 3.68 – 4.00= Advanced (92-100%) Student teacher /intern performs at an excellent level for student teaching. 3.28 – 3.67= Proficient (82-91%) Student teacher /intern performs at an acceptable level, still room for

improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. I. Lesson Planning Comments Target Score

A. Lesson plans include measurable instructional objectives, stating specific learner outcomes that are related to standards and based on assessment.

B. Student evaluation and criterion for student mastery are included in lesson. Evaluations and criteria relate to the instructional objectives.

C. Critical facts, events, process are identified and included in the lesson.

D. Includes all necessary lesson parts.

E. Demonstrates knowledge of universal design. A variety of strategies and differentiated activities, related to the objectives, appropriate and motivating for the class, are included in the lesson.

F. Content enhancements, needed accommodations, or modifications are identified in the lesson to match students’ strengths, needs, home and community experiences, and cultural heritage.

Score= Average

____

Did Well: Work On:

36


improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. I. Review Set End time_____ Start time_____ Percent of time_____ Comments Target Score

A. Started on time and spent appropriate time (approximately 20-30% of lesson)

B. Used materials appropriate for the content and matched students’ interests, skills, and learning styles. Materials were organized and managed effectively.

C. Reviewed prerequisite information and skills necessary for the lesson and appropriate for students and provided starter activity to create student interest and motivation.

D. Provided procedure to check understanding and initiated new material when students met criteria (approximately 90% accuracy based on data collection)

E. Encouraged student response and engagement with at least 4 individual or group responses per minute and 90% of group were engaged in lesson.

Score= Average

____

Response Opportunities Sample: (Circle one) 2:00 min. 3:00 min. Opportunities per minute % Correct _____ % followed by descriptive praise __

Correct responses Incorrect Responses Followed by Specific Not Followed by Followed by Error Not followed by Praise Praise Correction Error Correction Group response Individual response Did Well: Work On:

37


improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. II. New Content and Guided Practice End time_____ Start time_____ Percent of time_____ Comments Target Score

A. Stated the instructional objective and provided rationale. Provided link to previous lessons and students’ experiences.

B. Instruction was organized, presented accurately and effectively, with effective transitions and differentiated for individuals as needed.

C. Used effective instructional examples, directions, questioning techniques, feedback, and error correction resulting in correct response.

D. Pacing was appropriate for students and adjusted based on student response. Spent appropriate amount of time on new content (approximately 50-80% of the lesson)

E. Performance checks were provided at each step with evidence of data collected. Lesson adjusted, if needed, based on student response.

F. Students were engaged in the lesson (approximately 4 responses per minute)

Score= Average

____

Response Opportunities Sample: (Circle one) 2:00 min. 3:00 min. Opportunities per minute % Correct _____ % followed by descriptive praise __

Correct responses Incorrect Responses Followed by Specific Not Followed by Followed by Error Not followed by Praise Praise Correction Error Correction Group response Individual response Did Well: Work On:

38


improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. III. Independent Practice End time_____ Start time_____ Percent of time_____ Comments Target Score

A. Provided activities to measure student learning, differentiated to accommodate student differences.

B. Described the assignment, included criteria and completion time.

C. Interacted with all students and checked for student understanding

D. Activity evaluated whether students met the objective.

E. Spent appropriate time on activity

F. Students were actively engaged in the activity.

Score= Average

____

Did Well: Work On:

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improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. IV. Academic Feedback and Monitoring Comments Target Score

A. Reacted to errors appropriately such as, with a correction and student independent response or with appropriate questioning and guidance.

B. Used contingent or descriptive praise for academic responses specified in the objectives.

C. Conducted formal evaluation of the lesson. Evidence of criteria for scoring student work and data collected.

D. Alignment between objectives, lesson content and evaluation.

Score= Average _____ Did Well: Work On: V. Behavior Management Comments Target Score

A. Expectations were stated in positive manner.

B. Has established positive relationships, showed interest in students

C. Monitored student behavior and ensures all students are on task and engaged. D. Dealt with problem behaviors appropriately.

Provided specific reinforcement to students meeting behavior expectations. Ratio of positive to negative comments and actions is at least 4 to 1

Score= Average _____ Did Well: Work On:

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Student Teacher/Intern Reflection What went well in the lesson? What would you change? Were all students engaged in the lesson? Did all students meet the lesson objective? What evidence/data support this?

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STANDARD III: Competency 3 – Participate in School-wide General Education Assessment (TCAP/CoAlt) (Completed during Student Teaching)

1. Description of your role in:

• Preparing students, • Conducting assessments, • Implementing accommodations (IEP and instructional)

Include how decisions were made regarding which accommodations to use, the data considered, and how the accommodation was used during classroom instruction.

2. Analysis of results • Choose one student. Review the student’s most recent CSAP/TCAP or CSAP-A/CoAlt

proficiency levels and scores, where was the score in the distribution - cut score and standard score. Compare these scores to last year’s scores if available.

• Describe the strengths, areas of growth, and areas for improvement. • Describe instructional and IEP implications you can draw from these data and other

assessment data you will consider. Developing 71% ( 2.87) or below


Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not knowledgeable about standards and assessment, strategies, planning practices, and accommodations to ensure student learning within a standards-based curriculum. Is not able to develop and use a variety of assessments to assess the effects of instruction, plan instruction and report results, prepare students for the CSAP and ensure instruction is consistent with Colorado Model Content Standards.



Is somewhat knowledgeable about standards and assessment, strategies, planning practices, and accommodations to ensure student learning within a standards-based curriculum. Is somewhat able to develop and use a variety of assessments to assess the effects of instruction, plan instruction and report results, prepare students for the CSAP and ensure instruction is consistent with Colorado Model Content Standards.



Is knowledgeable about standards and assessment, strategies, planning practices, and accommodations to ensure student learning within a standards-based curriculum. Is able to develop and use a variety of assessments to assess the effects of instruction, plan instruction and report results, prepare students for the CSAP and ensure instruction is consistent with Colorado Model Content Standards.


Is VERY knowledgeable about standards and assessment, strategies, planning practices, and accommodations to ensure student learning within a standards-based curriculum. Is very able to develop and use a variety of assessments to assess the effects of instruction, plan instruction and report results, prepare students for the CSAP and ensure instruction is consistent with Colorado Model Content Standards.


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STANDARD III: Competency 4 – Participate in Progress Monitoring in general education curriculum such as DIBELS

(Completed during Student Teaching)

1. Description of role in assessments

2. Graph of data over 12 weeks including goal line, aim line, trend line, and interventions

lines Analysis of data (3 times) including description of intervention changes if necessary



Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not knowledgeable about standards and assessment, strategies, planning practices, and accommodations to ensure student learning within a standards-based curriculum. Is not able to develop and use a variety of assessments to assess the effects of instruction, plan instruction and report results, prepare students for the CSAP and ensure instruction is consistent with Colorado Model Content Standards.



Is somewhat knowledgeable about standards and assessment, strategies, planning practices, and accommodations to ensure student learning within a standards-based curriculum. Is somewhat able to develop and use a variety of assessments to assess the effects of instruction, plan instruction and report results, prepare students for the CSAP and ensure instruction is consistent with Colorado Model Content Standards.



Is knowledgeable about standards and assessment, strategies, planning practices, and accommodations to ensure student learning within a standards-based curriculum. Is able to develop and use a variety of assessments to assess the effects of instruction, plan instruction and report results, prepare students for the CSAP and ensure instruction is consistent with Colorado Model Content Standards.


Is VERY knowledgeable about standards and assessment, strategies, planning practices, and accommodations to ensure student learning within a standards-based curriculum. Is very able to develop and use a variety of assessments to assess the effects of instruction, plan instruction and report results, prepare students for the CSAP and ensure instruction is consistent with Colorado Model Content Standards.


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STANDARD IV: Competency 5 – Collaboratively develop and implement instruction in a content area in a general education environment. (Completed during Student Teaching)

1. Student/group description

Provide information about the student(s) such as age, grade, relevant background information. Clearly describe the type of academic problems the student(s) displays.

2. Instructional arrangement including description of your role in the collaboration Describe the content of the instruction (e.g. social studies – reading maps or studying the Civil War). Describe location of instruction, who provides the primary instruction and your role. Describe when and how you communicate with the general education teacher.

3. Provide the Sample Lesson Plan for one class period When planning, consider individual learning needs, language and / or cultural differences, disability and include these in the

lesson components: Differentiation – variety of strategies used Accommodations / Modifications needed for individual students (e.g., multisensory activities, technology and/or assistive technology, and learning and self-management strategies.)

Sample Lesson Plan

Lesson Objective (What should students be able to do as a result of the lesson?)

Modified Objective for target student(s)?

Lesson Materials and Resources Materials Accommodations & Modifications? Lesson Activities, Projects, Homework, including differentiation – variety of strategies

Accommodations and /or Modifications



Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not knowledgeable about general academic content and able to collaborate with and assist the general classroom teacher, other school personnel, and families with modifications, enhancements, and accommodations, based on students’ strengths and needs, so students meet the content standards. Is not able to assist in incorporating literacy and math into content area instruction.



Is somewhat knowledgeable about general academic content and able to collaborate with and assist the general classroom teacher, other school personnel, and families with modifications, enhancements, and accommodations, based on students’ strengths and needs, so students meet the content standards. Is somewhat able to assist in incorporating literacy and math into content area instruction.

Many requirements are missing for this competency.

Criterion not met on many items or much assistance.

Is knowledgeable about general academic content and able to collaborate with and assist the general classroom teacher, other school personnel, and families with modifications, enhancements, and accommodations, based on students’ strengths and needs, so students meet the content standards. Is able to assist in incorporating literacy and math into content area instruction.

Contains most necessary items with some assistance needed to meet expectations.

Is very knowledgeable about general academic content and able to collaborate with and assist the general classroom teacher, school personnel, and families with modifications, enhancements, and accommodations, based on students’ strengths and needs, so students meet the content standards. Is very able to assist in incorporating literacy and math into content area instruction.

Contains all necessary items with a little assistance and meets expectations.

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STANDARD V: Competency 6 – Structure and schedule activities to maximize students’ engaged time and employ proactive discipline and appropriate behavior management procedures.

1. Class schedule Indicate the location and type of services you provide at different times of the day

2. Copy of the school wide behavioral expectations and discipline policies

3. Class rules and management plan

Classroom Rules • Stated positively • Behaviors are observable and concrete • Reasonable number Positive Consequences • Natural consequences were emphasized Problem Behaviors Were Clearly Stated Procedures for Problem Behaviors • Steps for addressing problem behaviors were clearly stated • A sequence of steps was identified • Proactive techniques were emphasized

4. Self-analysis of instructional behaviors and classroom routines Videotape one of your lessons and use the attached Effective Teaching Evaluation Form to evaluate your teaching. View parts of the videotape with your cooperating teacher to discuss your teaching performance. This may serve as one of the cooperating teacher observations.

5. Lesson plans and data These are the lesson plans and data you will provide for your instructional programs in Competencies 1, 2, 8, 9.

6. Cooperating teacher and University Supervisor observation forms from your

instructional programs in Competencies 1, 2, 8, 9 Developing 71% ( 2.87) or below


Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not knowledgeable about classroom and instructional management and is not able to demonstrate such practices as effective time management, communication, and record keeping in support of increased student learning.



Is somewhat knowledgeable about classroom and instructional management and is somewhat able to demonstrate such practices as effective time management, communication, and record keeping in support of increased student learning.


Criterion not met on many items or much assistance was needed.

Is knowledgeable about classroom and instructional management and is able to demonstrate such practices as effective time management, communication, and record keeping in support of increased student learning.


Is VERY knowledgeable about classroom and instructional management and is very much able to demonstrate such practices as effective time management, communication, and record keeping in support of increased student learning.


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Effective Teaching Evaluation Form (ET-EF) Name: __________________________________________________Date: _______________ Directions: Use this form to evaluate your teaching video and the teaching of an experienced educator. Given your observation of the lesson, determine if the exemplars below were met and provide specific examples (evidence) to support your decision. If the exemplar was not met, list any instructional strategies that could be used in future lessons to help meet the stated exemplar. 1. Academic standards and behavioral expectations are stated Yes No Evidence____________________________________________________________________________________

___________________________________________________________________________________________

Strategies___________________________________________________________________________________

___________________________________________________________________________________________

2. Effective transitions are evident Yes No

Evidence____________________________________________________________________________________

___________________________________________________________________________________________

Strategies______________________________________________________________________________________________________________________________________________________________________________ 3. Classroom environment is organized and supports academic engagement Yes No

Evidence____________________________________________________________________________________

___________________________________________________________________________________________

Strategies______________________________________________________________________________________________________________________________________________________________________________ 4. Instructional planning is evident and materials are organized Yes No

Evidence____________________________________________________________________________________

___________________________________________________________________________________________

Strategies______________________________________________________________________________________________________________________________________________________________________________

5. Instructional objectives are stated Yes No

Evidence____________________________________________________________________________________

___________________________________________________________________________________________

Strategies______________________________________________________________________________________________________________________________________________________________________________

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6. Sufficient time is allocated for instruction (review, new content, guided practice, and independent practice) Yes No

Evidence____________________________________________________________________________________

___________________________________________________________________________________________

Strategies______________________________________________________________________________________________________________________________________________________________________________ 7. Students are given multiple opportunities to respond during instruction and to receive performance feedback throughout the lesson Yes No

Evidence____________________________________________________________________________________

___________________________________________________________________________________________

Strategies______________________________________________________________________________________________________________________________________________________________________________ 8. Positive reinforcement is delivered contingent upon targeted academic and social behavior Yes No

Evidence____________________________________________________________________________________

___________________________________________________________________________________________

Strategies______________________________________________________________________________________________________________________________________________________________________________ 9. Pacing is brisk Yes No

Evidence____________________________________________________________________________________

___________________________________________________________________________________________

Strategies______________________________________________________________________________________________________________________________________________________________________________ 10. Data is used to guide instructional decisions Yes No

Evidence____________________________________________________________________________________

___________________________________________________________________________________________

Strategies___________________________________________________________________________________ ___________________________________________________________________________________________

General Comments Commendations Recommendations

Randall L. De Pry (2006)—University of Colorado at Colorado Springs

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STANDARD V: Competency 7 – Social Skills Instruction Requirements Develop and implement instruction in social skills. Instruction is delivered to a targeted group of students and data is collected on one student. Competency 7 – Social Skills Instruction Requirements and Standards Rubric



Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not knowledgeable about and able to use research-based instructional strategies to promote appropriate student behavior and student acquisition of problem solving, conflict resolution, and social interaction skills.



Is somewhat knowledgeable about and able to use research-based instructional strategies to promote appropriate student behavior and student acquisition of problem solving, conflict resolution, and social interaction skills.



Is knowledgeable about and able to use research-based instructional strategies to promote appropriate student behavior and student acquisition of problem solving, conflict resolution, and social interaction skills.


Is VERY knowledgeable about and able to use research-based instructional strategies to promote appropriate student behavior and student acquisition of problem solving, conflict resolution, and social interaction skills.


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Teaching Social Competence and Character Lesson Plan Template

Skill Name _______________________________________________ BEFORE THE LESSON

1. Student description Provide information about the student including age; grade; relevant background information including learning styles and


2. Instructional arrangement description Describe instructional session (frequency and length) and instructional setting (where, number of students). Describe the

group and differentiated instruction provided for students in the group.

3. Initial assessment results - Establish need through assessment and data analysis Collect and / or review data regarding student’s behavior. These can be observations, data from the school’s PBIS or other

behavior management and tracking systems, interviews. Analyze the results and identify a replacement behavior. Relate to IEP goals and data.

Write a summary to describe the skills the student demonstrated or did not demonstrate.


Generalist Standards List the Colorado P-12 Academic Standards and Special Education Generalist Standards addressed in the lessons. Include the student’s IEP goal related to this instruction, if the student has one. Identify how the student will use these skills in a variety of general education or community environments. Write an instructional objective that the student will meet at the end of the instructional program, based on your assessment

results, the identified replacement skill, the standard, and the student’s IEP. Include conditions, behavior, and performance criteria.

5. Unit Data collection and analysis on one area of focus Describe how data will be collected to see if student is progressing towards meeting objective. Collect 4 weeks of data. Organize data to show student performance such as on graphs. Summarize data in relation to the objective.

6. Materials Describe the materials that will be used in the lessons and any adaptation or accommodates that will be included. 7. Write 3 Scripted or Detailed Lesson Plans Arrange for your university supervisor to observe at least one of these lessons. Within the instruction for each lesson include the following parts: Focus, Review, New Content and Guided Practice,

Independent Practice. When planning, address individual strengths, learning needs, language and / or cultural differences in the lessons using the

following: Universal Design for Instruction, Differentiation – variety of strategies used, Accommodations / Modifications needed for individual students (e.g., multisensory activities, technology and/or assistive technology, and learning and self-management strategies.)

Clearly identify how the lesson activities or materials address the students’ strengths, background, and needs. Submit all parts, except the 3 or 4 weeks of data, to the university supervisor at least two days before the scheduled


49

Lesson 1 LESSON PLANNING

Write your instructional objective for this lesson below. Consider the learning stages: acquisition, mastery, and generalization.

Write your lesson planning procedures and considerations below, including instructional strategies and materials, use of personnel, room, and monitoring and evaluation procedures

DURING THE LESSON

Learning/Review Set 1. Create interest and motivation as you review prerequisite information and skills

2. Link previous lessons with current lesson

3. State instructional objective

Write features of your review set below. What will you say/do to establish the need and context for the lesson?

Verbal Presentation of the Skill 1. Name the skill

2. Define the critical rule

3. Provide sufficient examples and non-examples for students to reach 80% mastery

4. Provide multiple opportunities for student responding, that is, 4-6 responses per minute

5. Provide immediate feedback and error correction

Write features of your verbal presentation below. Include a statement about your critical rule and several examples and non-examples of your social skill (4:1 ratio). (Only the adults demonstrate the non-examples. Be careful not to make them funny so students want to imitate them.)

Doing the Skill--Guided Practice*

1. Demonstrate the skill in the natural environment--MODEL

2. Practice the skill (teacher/student) using pre-planned role-plays and simulations--LEAD

3. Evaluate role-plays


5. Initiate independent practice when at least 80% of the students reach mastery

Write features of your Guided Practice below. Include ideas about your role-plays or simulations. How will you measure goal attainment?

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Doing the Skill--Independent Practice 1. Provide students with clear instructions and expectations

2. Provide multiple practice opportunities using untrained role-plays and simulations--TEST

3. Actively monitor student progress and provide immediate feedback and error correction as needed 4. Assign homework that is school-based and/or home-based

Write features of your independent practice below. Provide examples of both school and homework.

AFTER THE LESSON

Prompting and Reinforcement**

1. Provide student(s) with prompts prior to predictable errors in responding 2. Reinforce on a FR schedule during acquisition and VR schedule during maintenance and generalization

List your strategies for prompting and reinforcement in the space below

Evaluation 1. Collect and graph data on student progress over time and across settings

2. Evaluate student progress (formative and summative) and adjust teaching

3. Plan for additional teaching if needed

List your strategies for evaluating students and lesson in the space below

Guidelines for Conducting Role Plays and Simulations

• Have all materials ready before each role-play

• Remember…never let participants practice non-examples of the skill

• Conduct role-plays in target settings

• Pick students who are willing to participate

• Give each participant a script and/or background information of situation they will role-play

• Remind each participant that it is very important that they try to do a good job

• Teach audience members expectations for watching and evaluating role-plays

• After each role-play (a) reinforce students for participating, (b) reinforce the audience for listening, and (c)

ask the audience and participants behavior-specific question about the role-play, e.g., Was this an example of

___(name of skill)____? How do you know? What would you do differently to better show ___(name of

skill)____?

• Provide multiple opportunities to practice the skill to mastery and generalization

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• Limit lessons to 15-20 minutes

• Have Fun!

Social Skills Defined The individual skills and actions that students must master that allow them to initiate, sustain, adapt, alter, and discontinue interactions as conditions dictate (Knapczyk & Rodes, 1996).

Lesson 2 LESSON PLANNING

Write your instructional objective for this lesson below. Consider the learning stages: acquisition, mastery, and generalization.

Write your lesson planning procedures and considerations below, including instructional strategies and materials, personnel, room, and monitoring and evaluation procedures

DURING THE LESSON










Write features of your verbal presentation below. Include a statement about your critical rule and several examples and non-examples of your social skill (4:1 ratio).






52







AFTER THE LESSON








53

Lesson 3

LESSON PLANNING Write your instructional objective for this lesson below. Consider the learning stages: acquisition, mastery, and generalization.

Write your lesson planning procedures and considerations below, including instructional strategies and materials, personnel, room, and monitoring and evaluation procedures

DURING THE LESSON










Write features of your verbal presentation below. Include a statement about your critical rule and several examples and non-examples of your social skill (4:1 ratio).







54






AFTER THE LESSON








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STANDARD V: Competency 8 - Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) 1. Analyze an existing FBA/BIP.

• Provide a two paragraph summary of what you learned from your initial analysis of FBA/BIP (i.e., features you think are strong, areas that need to be added).

2. Conduct student-directed functional assessment.

• If a student-directed functional assessment interview was not completed, work with designated personnel (listed above) and conduct the interview (see O’Neill et al, 1997).

• Include copies of completed student directed FBA and any updates to BIP. 3. Assist in the implementation of the BIP.

• Following the SD-FAI, assist with the implementation of BIP, including implementing listed strategies, environmental modifications, and 5 days of data collection of student and adult behavior (graphed data, formal and informal observations).



Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not knowledgeable about and able to conduct, interpret, or analyze functional behavioral assessments; develop and implement collaborative behavior support plans; and interpret, design, and implement appropriate behavior support systems, based on data drawn from functional behavioral assessments.



Is somewhat knowledgeable about and able to conduct, interpret, or analyze functional behavioral assessments; develop and implement collaborative behavior support plans; and interpret, design, and implement appropriate behavior support systems, based on data drawn from functional behavioral assessments.



Is knowledgeable about and able to conduct, interpret, or analyze functional behavioral assessments; develop and implement collaborative behavior support plans; and interpret, design, and implement appropriate behavior support systems, based on data drawn from functional behavioral assessments.


Is VERY knowledgeable about and able to conduct, interpret, or analyze functional behavioral assessments; develop and implement collaborative behavior support plans; and interpret, design, and implement appropriate behavior support systems, based on data drawn from functional behavioral assessments.


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STANDARD V: Competency 9 Instruction for Students with Significant Support Needs Develop and implement either a low tech or high tech Augmentative Alternative Communication (AAC) Strategy or the use of low tech or high tech Assistive Technology (AT). This may be embedded in the reading or math lesson plan or could be part of the collaboration lesson in a general education content area. Competency 9 Instruction with Students with Significant Support Needs Requirements and Standards Rubric Developing 71% ( 2.87) or below


Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not knowledgeable about orientation of instruction toward meeting student needs, the conditions that affect student learning, and the adaptation of instruction. Is not able to incorporate into teaching, cognitive processes associated with various kinds of learning so that students are assisted in mastering content standards through the application of knowledge of cognitive, communication, physical, cultural, social, educational, self-determination, transitional, and emotional needs of students.



Is somewhat knowledgeable about orientation of instruction toward meeting student needs, the conditions that affect student learning, and the adaptation of instruction. Is somewhat able to incorporate into teaching, cognitive processes associated with various kinds of learning so that students are assisted in mastering content standards through the application of knowledge of cognitive, communication, physical, cultural, social, educational, self-determination, transitional, and emotional needs of students.



Is knowledgeable about orientation of instruction toward meeting student needs, the conditions that affect student learning, and the adaptation of instruction. Is able to incorporate into teaching, cognitive processes associated with various kinds of learning so that students are assisted in mastering content standards through the application of knowledge of cognitive, communication, physical, cultural, social, educational, self-determination, transitional, and emotional needs of students.


Is VERY knowledgeable about orientation of instruction toward meeting student needs, the conditions that affect student learning, and the adaptation of instruction. Is very much able to incorporate into teaching, cognitive processes associated with various kinds of learning so that students are assisted in mastering content standards through the application of knowledge of cognitive, communication, physical, cultural, social, educational, self-determination, transitional, and emotional needs of students.


57

Lesson Plan and Background Information 1. Student description Provide information about the student including age; grade; relevant background information such as varied learning styles

and performance modes, language, culture, family and community values. Clearly describe the student’s strengths by completing a student strength profile. 2. Instructional arrangement description Describe instructional session (frequency and length), the instructional setting (where, number of students). Describe differentiated instruction provided for students in the group. 3. Initial assessment results Write a summary to describe the skills the student has for accessing the general education curriculum and what she or he

needs. 4. Identify the AAC or AT Identify AAC/AT device or strategy or analyze existing system, use and recommendations Provide evidence that AAC or AT enhances student’s access to the academic curriculum or to their non-disabled peers and

is a good match for the student Record 5 uses of the AAC/AT device or strategy in different settings Relate to IEP goals and assessment results.

Description of how the AAC or AT is successfully supported. This description is to be included in the IEP as well as shared with parents and the current teacher

5. Unit instructional objectives and Colorado Model Content and Special Education Generalist

Standards List the Colorado Academic Standards and Special Education Generalist Standards addressed in the lessons. Write an

instructional objective that the student will meet at the end of the instructional program, based on your assessment results, the standard, and the student’s IEP.

Include conditions, behavior, and performance criteria. 6. Analysis Reflect on areas of success as well as areas needed for improvement. Relate to objective 7. Materials Describe the materials that will be used in the lessons and any adaptation or accommodates that will be included. 8. Write 3 Lesson Plans Arrange for your university supervisor to observe at least one of these lessons. When planning, consider individual strengths, learning needs, language and / or cultural differences and address these in the

lessons. Clearly identify how the lesson activities or materials address the students’ strengths, background, and needs. Submit all parts, except the 3 or 4 weeks of data, to the university supervisor at least two days before the scheduled


58

Lesson Template Lesson 1 Lesson Objective (What should students be able to do as a result of the lesson?)


Lesson Materials and Resources

Materials Accommodations & Modifications?

Lesson Sequence and Activities, including differentiation – variety of strategies


Lesson 2 Lesson Objective (What should students be able to do as a result of the lesson?)






Lesson 3 Lesson Objective (What should students be able to do as a result of the lesson?)






59

Instruction with Student with Significant Support Needs Observation Evaluation (Revised 8/11/10)

Student Teacher/Intern: Date: Subject: Program: Observer: Scoring 3.68 – 4.00= Advanced (92-100%) Student teacher /intern performs at an excellent level for student teaching. 3.28 – 3.67= Proficient (82-91%) Student teacher /intern performs at an acceptable level, still room for

improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. Comments Target Score Lesson includes the use of the AAC/AT

device or strategy that is a good match for the student

Use of AAC/AT device or strategy is supported during lesson

Lesson is age appropriate

Lesson utilizes adaptations and accommodations to allow for active engagement for the student with a disability


Uses specific and concrete modeling or explanation of task; students know exactly what is expected.

Students given ample opportunities to respond / practice targeted skill; appropriate duration for guided practice


Appropriate teacher involvement; corrects errors in manner to promote learning and uses student performance information to adjust instruction.


Score= Average

___

Did Well: Work On:

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STANDARD VI: Competency 10 Demonstrate Proficiency in the IEP Process (Completed in Student Teaching)

• Complete electronic IEP including: • Present level of performance (baseline information for the goals) • Goals and objectives – standards based, measurable, linked to assessments, linked to ongoing performance measures

• Transition information for students 15 years old, including post secondary goals, related annual goals, assessments, and course of study

• Behavior intervention plan • CSAP accommodations or Consideration for CSAP Alternate Checklist

• Background information gathered for IEP • Describe the information gathered from family, student, and general education teachers Examples:

• For Initial –child study, strategies tried, referral process, testing • For Triennial – testing, classroom data • For Transfer – information from old school • For Annual – progress monitoring

Complete a strengths and strategies profile and share it at the IEP or a meeting with parents • Organization

• Describe how the schedule for IEP activities and how that is tracked • Plan and run an IEP meeting, involving student as much as possible including supporting the

student leading the meeting • IEP goal progress monitoring and quarterly reports to parents (Related to lessons

competencies1, 2, 9, or 11 and assessment competency 4) For Internship:

• Review the IEP if available. • Monitor progress on student performance on target area for student and prepare summer program’s report for the school year general education teacher (Related to lessons competencies1, 2, 8, or 10 and assessment competency 4)

Competency 10 Demonstrate Proficiency in the IEP Process and Standards Rubric Developing 71% ( 2.87) or below


Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not able to develop and implement mandated individualized education plans in collaboration with parents, students, and education professionals; collect data on student achievement, included in the IEP.



Is somewhat able to develop and implement mandated individualized education plans in collaboration with parents, students, and education professionals; collect data on student achievement, included in the IEP.



Is able to develop and implement mandated individualized education plans in collaboration with parents, students, and education professionals; collect data on student achievement, included in the IEP.


Is VERY much able to develop and implement mandated individualized education plans in collaboration with parents, students, and education professionals; collect data on student achievement, included in the IEP.


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STANDARD VI: Competency 11 – Employ range of teaching techniques and assist in design and modification of instruction.

Write a paragraph highlighting how you have employed a range of teaching techniques in your instruction and how they have addressed students’ strengths and needs. These should follow the Universal Design Process and include an examination of the content, process, and product of each lesson taught.

These competencies are demonstrated in activities and documentation supplied in other competencies including:

• Lesson plans • Lesson observation evaluations • Lesson data collection and reporting



Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not responsive to the needs and experiences students bring to the classroom, including those based on culture, community, ethnicity, economics, linguistics, innate learning abilities; learning exceptionalities and conditions that affect the rate and extent of student learning; and the adaptation of instruction for all learners by employing a wide variety of teaching techniques and by assisting in the design and /or modification of standards-based instructional delivery, in response to student need, including that of exceptional learners, English-language acquisition learners.

Is somewhat to the needs and experiences students bring to the classroom, including those based on culture, community, ethnicity, economics, linguistics, and innate learning abilities; learning exceptionalities and conditions that affect the rate and extent of student learning; and the adaptation of instruction for all learners by employing a wide variety of teaching techniques and by assisting in the design and /or modification of standards-based instructional delivery, in response to student need, including that of exceptional learners, and English-language acquisition learners.

Is responsive to the needs and experiences students bring to the classroom, including those based on culture, community, ethnicity, economics, linguistics, and innate learning abilities; learning exceptionalities and conditions that affect the rate and extent of student learning; and the adaptation of instruction for all learners by employing a wide variety of teaching techniques and by assisting in the design and /or modification of standards-based instructional delivery, in response to student need, including that of exceptional learners, and English-language acquisition learners.

Is VERY responsive to the needs and experiences students bring to the classroom, including those based on culture, community, ethnicity, economics, linguistics, and innate learning abilities; learning exceptionalities and conditions that affect the rate and extent of student learning; and the adaptation of instruction for all learners by employing a wide variety of teaching techniques and by assisting in the design and /or modification of standards-based instructional delivery, in response to identified student need, including that of exceptional learners, and English-language acquisition learners.

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STANDARD VI: Competency 12 – Communication and Collaboration Communicate in an effective, professional manner and work collaboratively with parents, staff, administrators, students, and related service personnel.

(Completed during both Student Teaching or Internship*) 1. Collaboration with general education teachers and school team

• Evidence of collaboration (from competency 5 or other lesson plans) 2. Management of instruction and daily procedures with paraprofessionals

• Evidence of how paraprofessionals are scheduled and receive information • Evidence of instructional materials and progress monitoring methods designed for

paraprofessionals

3. Communication and consultation with parents and related service providers * • Contact logs or means of communication used in your school

4. 2 Program visit summaries (0n-the-job student teaching only)

• Documentation of 2 two hour observations of other special education programs and the same instructional level as the student teacher's placement for the current semester

Date Program and teacher observed Goal of your visit Reactions to observation



Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not able to collaborate and communicate effectively with school personnel and families and coordinate, schedule and supervise para-educators to ensure that students’ education programs are implemented effectively.



Is somewhat able to collaborate and communicate effectively with school personnel and families and coordinate, schedule and supervise para-educators to ensure that students’ education programs are implemented effectively.



Is able to collaborate and communicate effectively with school personnel and families and coordinate, schedule and supervise para-educators to ensure that students’ education programs are implemented effectively.


Is VERY much able to collaborate and communicate effectively with school personnel and families and coordinate, schedule and supervise para-educators to ensure that students’ education programs are implemented effectively.


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STANDARD VII: Competency 13 – Use technology to enhance student learning , assessment , and communication.

Write a paragraph highlighting how you have used technology to enhance student learning including

instructional technology, assistive technology, student technology use, technology use for student assessment, communication, and managing education plans.

These competencies are demonstrated in activities and documentation supplied in other competencies

including: • Lesson plans • Lesson observation evaluations • Lesson data collection and reporting • Assessment



Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not knowledgeable about, and skilled in, technology and its instructional applications; and the issue(s) of technology in support of instruction delivery and the enhancement of student learning as evidenced in lesson plans, delivery, assessment, and reporting student progress.

Is somewhat knowledgeable about, and skilled in, technology and its instructional applications; and the issue(s) of technology in support of instruction delivery and the enhancement of student learning as evidenced in lesson plans, delivery, assessment, and reporting student progress.

Is knowledgeable about, and skilled in, technology and its instructional applications; and the issue(s) of technology in support of instruction delivery and the enhancement of student learning as evidenced in lesson plans, delivery, assessment, and reporting student progress.

Is VERY knowledgeable about, and skilled in, technology and its instructional applications; and the issue(s) of technology in support of instruction delivery and the enhancement of student learning as evidenced in lesson plans, delivery, assessment, and reporting student progress.

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STANDARD VIII: Competency 14 – Model professional dispositions and develop in students, democratic ideas, appropriate behaviors, and community involvement.

Professional Dispositions Evaluation These competencies are demonstrated in activities and documentation supplied in other competencies including:

• Lesson plans • Lesson observation evaluations • Lesson data collection and reporting • Assessment



Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not knowledgeable about the relationship of education to democracy and is not able to teach about productive citizenship and model for, and develop in students, positive and accepted behaviors, to accepted standards, and respect for the rights of others, as necessary for successful personal, family, and community involvement, and well-being.

Is somewhat knowledgeable about the relationship of education to democracy and somewhat able to teach about productive citizenship and model for, and develop in students, positive and accepted behaviors, to accepted standards, and respect for the rights of others, as necessary for successful personal, family, and community involvement, and well-being.

Is knowledgeable about the relationship of education to democracy and is able to teach about productive citizenship and model for, and develop in students, positive and accepted behaviors, to accepted standards, and respect for the rights of others, as necessary for successful personal, family, and community involvement, and well-being.

Is VERY knowledgeable about the relationship of education to democracy and is able to teach about productive citizenship and model for, and develop in students, positive and accepted behaviors, to accepted standards, and respect for the rights of others, as necessary for successful personal, family, and community involvement, and well-being.

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Professional Dispositions Evaluation Special Education Department, College of Education, University of Colorado at Colorado Springs

Student Name:___________________________________________ Date: _______________________ Course: ___________________________________________ Professor/Instructor:_________________

Class Evaluation Person Completing Evaluation Name _______________________________ Signature ____________________________

Field Experience Evaluation Site _______________________________________ Name/Title of Person Completing Evaluation ___________________________________________ Signature ___________________________________

The following professional dispositions provide examples of behavior expectations of UCCS Special Education Program candidates during class and field-based experiences. Please rate student/self on the behaviors listed below. 4 – Always 3 – Often 2 – Occasionally 1 – Never 0 – Not Applicable Responsibility Present and punctual for school/work. Completes assigned work on time. Complies with school and university procedures and rules. Communicates with instructor, university supervisor, and/or cooperating teacher prior to absences, tardiness, or late assignments.

Respects the ideas and work of others by giving appropriate credit. Collaboration Actively participates and contributes positively and equitably to group projects or activities. Respects others’ time and needs. Demonstrates effective interpersonal skills. Diversity Values the varying needs, abilities, and dispositions of others. Solicits and gives thoughtful consideration to alternative and contradictory opinions. Communicates effectively with others by demonstrating respect for gender, sexual orientation, and ethnic differences.

Professional Behavior Adheres to professional ethics (e.g., maintains confidentiality). Discusses work issues and personal concerns at appropriate times and places. Speaks with clarity, fluency, and few grammatical errors. Writes with clarity, fluency, and few grammatical errors. Exhibits positive attitudes and commitment to quality when completing work responsibilities. Models appropriate dress relative to the context and maintains appropriate personal hygiene. Personal Well-Being Surmounts obstacles in positive and constructive ways. Demonstrates self-control. Displays predictable and stable emotions in a variety of situations. Analyzes and takes responsibility for personal actions. Accepts constructive feedback and responds positively. Makes changes based on feedback and demonstrates ability to learn from success and failure. Expresses concern or dissatisfaction in positive and constructive ways. Comments: Adapted from Teacher Candidate Self-Evaluation of Dispositions, Valdosta State University Revised: April 2006

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STANDARD VIII: Competency 15 – Self-Reflection Self-evaluate performance and participate in professional development.

(Completed during both Student Teaching and Internship) “Reflective thinking seems to be an essential part of developing complex understandings needed for effective professional practice. Unless a teacher can reflect while using a consistent philosophy as a guideline in that reflection, the teacher is forced into haphazard, reactive patterns of behavior when faced with professional dilemmas.” (Fallon & Brown, 2002, pp. 37-38)

1. Reflection Journal – Email to your university supervisor every week or two weeks (per

university supervisor) • Identify your teaching strengths, areas for improvement, and activities or support that will help

you improve • Weekly reflect on your teaching including information such as

o What you are doing to address the areas for improvement and the results o What you are doing to use and build on your strengths o The process of integrating meeting the student teaching competencies and meeting

students’ needs o Your thoughts and actions working with a particularly perplexing student or family

“CEC expects practicing special educators to develop and implement a Professional Development Plan…The professional development activities should go beyond routine job functions of the professional, and no single activity or category should make up the plan. This PDP should include …professional development related to the professional’s field of practice within the following categories:

• Career related academic activities • Conducting or supporting research • Participating in district and/or school-based professional development programs • Teaching courses (other than those for regular employment • Delivering presentations • Publishing books and /or journal articles • Participating in mentoring or supervised collegial support activities • Providing service to professional associations • Participating in approved educational travel • Other professional projects approved by state, district, or other agencies” (Council for Exceptional Children, 2004, pp.10-11)

2. Professional Development Plan • Write a professional development plan for the year. Include activities, projects, training,

etc. in which you want to be involved.

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Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Is not able to self-evaluate performance and participate in professional development that can improve performance.



Is somewhat able to self-evaluate performance and participate in professional development that can improve performance.



Is able to self-evaluate performance and participate in professional development that can improve performance.


Is VERY much able to self-evaluate performance and participate in professional development that can improve performance.


Overall Portfolio Evaluation Developing 71% ( 2.87) or below


Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Writing quality is not adequate including many errors in grammar, spelling, and clarity.

Information in the portfolio shows little organization.

Writing quality is adequate but not at professional level including some errors in grammar, spelling, and clarity.

Information in the portfolio

shows some organization.

Writing quality meets expectation for professional writing including grammar, spelling, and clarity.

Information in the portfolio is presented in an organized manner.

Writing quality exceeds expectation for professional writing including grammar, spelling, and clarity.

Information in the portfolio is presented in organized, professional manner.

Seminar Grade Seminar Attendance and Participation Developing 71% ( 2.87) or below


Proficient 82-91% (3.28 – 3.67)

Advanced 92-100% (3.68 – 4.00)

Attends few seminars. Does not participate in

activities and discussions.

Attends some

seminars. Participates

occasionally.

Attends most seminars.

Participates in activities and discusses. Listens to other participants.

Attends all seminars. Participates regularly: asking questions, participating in activities and discussions, volunteers information.

Contributions show thought and self-reflection.

Listens to other participants and responds to their comments.

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Special Education Department July 25, 2012 Re: Student Teaching Placement Dear Cooperating Teacher, Thank you for serving as a cooperating teacher for our special education student teacher. You were selected because of your skills and expertise in education. In this packet you will find information you will need during the semester. In the first weeks the student teacher will arrange a meeting with you, your principal, and the university supervisor to discuss the student teaching process. The Special Education Generalist Licensure allows teachers to work with students ages 5-21, therefore, UCCS students are required to complete a 16 week student teaching experience during the school year and then complete a shorter internship experience with students at the opposite age level (elementary or secondary). UCCS students must demonstrate competencies related to the each of the PBSCT and Generalist Standards during their student teaching and internship. The exact competencies student teacher will need to meet during student teaching depend on the programs at your school and the student teacher’s assignment. These competencies include assessing students' skills, planning and conducting lessons, and working collaboratively in the school. We ask that you work with the student teacher and the university supervisor to ensure the student teacher will be meeting the K-12 students needs while completing the competencies. We value your participation in our evaluation process. Enclosed is a list of the Student Teaching / Internship Competencies. The student teacher will demonstrate proficiency on each competency through performance and through documentation in a portfolio. You and the university supervisor will evaluate the portfolio. In this folder you will also find a Professional Dispositions and Formative and Summative Evaluation forms that you will need to complete. The three formative evaluations are to be completed approximately every four weeks, based on your observation of the student teacher’s performance. The summative evaluation is to be completed at the conclusion of the semester. A university supervisor will observe the student teacher at least three times. The university supervisor will check in with you during his or her observations and at the mid-point of the semester. Please contact the university supervisor at any time if you have questions or concerns. Small concerns addressed early increase the likelihood of a successful experience. At the end of the semester, the student teacher will arrange an exit meeting with you, the principal, and the university supervisor to review the portfolio and sign paperwork. To compensate you for your supervision you will receive a $100 stipend from the university. This compensation will be paid to your district at the end of the semester. Your district will include the pay in your next paycheck. You may also receive CDE credit by completing a form in the state’s recertification application. Information about the CDE process is in this application. We appreciate your professional commitment to this student teacher and to our special education teacher-training program. Student teaching is a key experience in teacher training and are dependent on the willingness of licensed teachers and supervisors to work with our students. Please call the university supervisor or me should you have any questions regarding the student teaching experience. Thank you. Sincerely, Laura Marshall, M.A. Student Teaching Instructor 719-255-4168 [email protected]

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Special Education Department November 5, 2012 Re: Special Education Student Teaching Placement Dear Principal and Special Educator Supervisor: A student in the Special Education Program at UCCS is requesting a student teaching placement for the Special Education Generalist Licensure at your school. Because the Generalist Licensure allows teachers to work with students ages 5-21, UCCS students are required to complete a 16 week student teaching experience during the school year and then complete a shorter internship experience with students at the opposite age level (elementary or secondary). A brief overview of student teaching requirements is provided in this letter. If it is possible and agreeable for the student to meet these requirements in your school, the agreement on the last page of this letter needs to be signed by all designated people and returned to the UCCS College of Education by the second week of the semester. The UCCS Special Education Licensure Program is a professional preparation program that requires students to meet basic performance competencies in compliance with Colorado Senate Bill 154. Instruction in student teaching content is aligned with the Performance Based Standards for Colorado Teachers and the Special Education Generalist Standards: Standard One: Knowledge of Literacy Standard Two: Knowledge of Mathematics Standard Three: Knowledge of Standards and Assessment Standard Four: Knowledge of Content Standard Five: Knowledge of Classroom and Instruction Management Standard Six: Knowledge of Individualization of Instruction Standard Seven: Knowledge of Technology Standard Eight: Democracy, Educational Governance, and Careers in Education UCCS students must demonstrate competencies related to the each of the PBSCT and Generalist Standards during their student teaching and internship. Certain competencies must be met during the school year in the student teaching experience. Some of the competencies may be met during the internship. The exact competencies student teachers need to meet during student teaching partially depend on the competencies available in the placement and the needs of your students. The competencies marked with an * may be completed in one experience. The rest of the competencies must be completed in both experiences. • Develop and implement reading instruction. • *Develop and implement math or content area instruction. • * Participate in School-wide General Education Assessment (CSAP/CSAP-A). • * Participate in Progress Monitoring in general education curriculum. • Structure activities to maximize students' engaged time and appropriate behavior. • * Develop and implement instruction for social skills. • * Analyze a Functional Behavior Assessment and Behavior Intervention Plan. • * Provide instruction for students with significant support needs.

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• Demonstrate proficiency in the IEP process. • Employ range of teaching techniques to meet students’ variety of needs. • Communicate effectively and work collaboratively with parents, students, and school personnel. • Use technology to enhance student learning. • Model, and develop in students, democratic ideals, appropriate behaviors. • Self-evaluate performance and participate in professional development. A special education teacher or special education supervisor in the school will need to be identified to serve as the cooperating teacher and assist in the evaluation of the student teacher’s performance. The cooperating teacher will receive a $100 stipend and may receive CDE recertification credit. The student teacher will work the same hours each school day throughout the semester and eventually complete similar duties as the cooperating teacher, under the cooperating teacher’s supervision. We ask that the principal observe and evaluate the student teacher one time during the experience using the enclosed UCCS evaluation form. Each student teacher will be assigned a university supervisor who will evaluate the student teacher’s performance and communicate with the school personnel. In the first week of the semester the student teacher will arrange a brief meeting with the university supervisor, cooperating teacher, and principal. In this meeting the student teaching requirements will be discussed in greater detail. The team will need to design the student teacher’s schedule so the student teacher is helping to meet the school’s student needs while completing requirements. This will need to be discussed and agreed upon by the principal, cooperating teacher, and university supervisor. Student teachers will demonstrate proficiency on each competency through performance, observed by the cooperating teacher, principal, and university supervisor, and through documentation in a portfolio. The portfolio will be evaluated by both the university supervisor and cooperating teacher. Student teachers will be observed and evaluated by both their university supervisor and the cooperating teacher at least 3 times and at least once by the principal. At the end of the experience, the student teacher will organize an exit interview with the principal, cooperating teacher, and university supervisor to review the competencies completed by the student teacher. Thank you for helping us prepare high quality special educators. Please contact me if you have questions or need additional information throughout the semester. Sincerely, Laura Marshall, M.A. Special Education Student Teaching Instructor, [email protected] 719-255-4168

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Special Education Department

Student Teaching Agreement

Student’s Name ___________________________________________________

We, the undersigned, agree to allow University of Colorado at Colorado Springs student, ____________________________, to complete the UCCS Student teaching coursework and requirements within this building during the semester in which the student is enrolled in the course. Building Principal __________________________________________ Date ______

District Special Education Supervisor ___________________________ Date ______

Human Resource Personnel ___________________________________ Date ______

UCCS Special Education Department Chair ______________________ Date ______

UCCS Student Teaching Supervisor ____________________________ Date ______

The Student Teacher needs to return this completed form to the course instructor by the second week of

the semester.

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Special Education Department

Student Teaching and Internship Placements Responsibilities for Cooperating Teachers and Principals

Students in the UCCS Special Education Licensure Program will receive the Colorado Special Education Generalist Licensure. Because the Generalist Licensure allows teachers to work with students ages 5-21 and across disabilities, UCCS students are required to complete a 16 week student teaching experience during the school year and then complete a shorter internship experience with students at the opposite age level (elementary or secondary). During the student teaching and internship experiences, UCCS student teachers / interns will work the same hours as the cooperating teachers. They must demonstrate competencies related to the each of the Performance Based Standards for Colorado Teachers and Special Education Generalist Standards while providing relevant instruction to students and participate in all usual activities of a special education teacher. Student teachers / interns will compile a portfolio demonstrating their work with students and their activities to meet the competencies. A university supervisor will be assigned to each student teacher / intern to evaluate the student teacher’s or intern’s performance and serve as a liaison with the school. The university supervisor will meet with the cooperating teacher, principal, and student teacher / intern at the beginning and end of the experience. The university supervisor will contact the cooperating teacher and principal at mid-semester for a performance report, communicate informally throughout the semester, and be available as needed. Requirements for a Cooperating Teacher

• Have a special education endorsement • Be recommended by the school district special education director or supervisor and building

principal • Have at least 3 years teaching experience

Pre placement Activities • Student teacher/intern meets with school personnel before confirming placement. • District required paperwork is submitted to the district human resource department and the special

education administration personnel. Responsibilities of the Cooperating Teacher

• Meet with student teacher / intern and decide whether or not the school’s program will provide appropriate opportunities for meeting Student Teaching Competencies.

• Participate in an initial meeting with the principal, university supervisor, and student teacher / intern to confer on the student teaching competencies.

• Ensure student teacher / intern is provided the range of experiences needed to meet competencies and gain experience in all aspects of a teaching position.

• Oversee all activities completed by the student teacher / intern: • During the first portion of the experience, the student teacher / intern will observe and

assist the cooperating teacher and learn about the program. • Next the student teacher / intern will begin to fulfill some of the needed tasks in the

program and the UCCS competencies, under the supervision of the cooperating teacher or other school personnel.

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• For one half to two thirds of the experience, student teacher / intern will work parallel to the cooperating teacher to gain experience and receive feedback in performing a majority of the teacher’s duties that align with the UCCS competencies. These must be supervised by school personnel. The student teacher / intern does not replace any school personnel.

(Internships are shorter so interns will begin providing instruction much sooner) • Formally observe the student teacher / intern providing instruction on at least 3 occasions

throughout experience. • Informally observe the student teacher / intern in interactions with students, other school

personnel, parents, and while completing other tasks normally assigned to a special educator. • Complete the three formative and one summative evaluation forms, based on formal and

informal observations, which will be factored into the student teacher’s / intern’s grade. • Complete the Dispositions Evaluation form on the student teacher / intern by mid-semester and

send it to the university supervisor. Review it with the student teacher / intern. • Provide ongoing positive and constructive feedback to the student teacher / intern. • Communicate with the university supervisor regarding the student teacher’s / intern’s

performance and contact the university supervisor when an issue or question arises. • Review the competency portfolio as it is completed and provide feedback. • Participate in an exit meeting with the principal, university supervisor, and student teacher /

intern to discuss the student teacher’s / intern’s performance and competency portfolio. • Sign off on the Competency Checklist and Recommendation for Licensure form.

Responsibilities of the Principal

• Meet with the student teacher / intern to assess possibility for completing the necessary tasks to meet the competencies in the school’s programs and sign the agreement form.

• Participate in an initial meeting with the cooperating teacher, university supervisor, and student teacher / intern to confer on the student teaching competencies and how the student teacher / intern plans to meet the competencies.

• Assist in organizing the student teacher’s / intern’s schedule to provide the full range of experiences needed to meet the competencies and give the student teacher / intern experience in all aspects of a teaching position.

• Informally observe the student teacher / intern in interactions with students, other school personnel, and parents and while completing other tasks normally assigned to a special educator.

• Formally observe and evaluate the student teacher / intern providing instruction on at least one occasion using the UCCS formative evaluation or the school’s teacher evaluation.

• Participate in an exit meeting with the cooperating teacher, university supervisor, and student teacher / intern to discuss the student teacher’s / intern’s performance and competency portfolio.

• Sign off on the Competency Checklist and Recommendation for Licensure form.

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Special Education Program

University of Colorado at Colorado Springs

FORMATIVE EVALUATION (Revised 7/14/11) Student Teacher / Intern _________________________________________Date ________________ Cooperating Teacher Signature _____________________________School _________________ Ongoing assessment and constructive feedback is crucial to the development of effective teaching skills by student teachers and interns. Three times over the course of the semester, the cooperating teacher is to complete this form and explain the responses with the student teacher or intern. Strategies for improvement should be discussed in detail. Please complete one formative evaluation before each of the dates listed on the observation schedule. The student teacher/intern needs to send each evaluation to the university supervisor for review within a week of completion. To score each item, please use the 4 point scale. The scores for the levels of proficiency are listed below as guidelines. You may score each item using decimals to the tenth place according to your evaluation. For example, if you think the student teacher performs a task above the basic proficient level but not quite “Advanced” you could score the item with a 3.5. 3.68 – 4.00= Advanced (92-100%) Student teacher /intern performs at an excellent level for

student teaching. 3.28 – 3.67= Proficient (82-91%) Student teacher /intern performs at an acceptable level, still

room for improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement

to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. NA = Not applicable Student teacher /intern hasn't been observed or had

opportunity. Formative Evaluations A. Classroom Management 1st 2nd 3rd 1. Completes daily routine tasks.

2. Provides positive learning environment.

3. Establishes effective relationships with students.

4. Establishes expectations for student behavior.

5. Consistently follows through with behavior management plans.

6. Helps students monitor their own behavior.

Comments:

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Formative Evaluations B. Data Based Assessment and Instructional Planning 1st 2nd 3rd 1. Demonstrates knowledge of subject matter.

2. Conducts appropriate assessment activities.

3. Develops instructional objectives based on assessments and IEP goals.

4. Prepares daily lesson plans in a timely manner.

5. Lesson plans include a variety of activities to maintain student interest and attention.

6. Lesson plans include appropriate evaluation and progress monitoring activities.

7. Maintains daily records and makes data-based instructional decisions.

Comments: C. Conducting Lessons 1st 2nd 3rd 1. Begins and ends lessons on time.

2. Checks prerequisite skills and conducts appropriate reviews.

3. New material is sectioned adequately and interspersed with student performance checks.

4. Responds and adjusts lesson based on student’s responses and circumstances

5. Reteaches skills when necessary.

6. Uses specific praise to reinforce academic responses and student behavior.

7. Immediately identifies student errors and uses effective correction procedures.

8. Provides clear instructions and criteria for independent assignments.

9. Monitors and assists students during independent work. Comments:

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D. Consultation Skills and Professional Relationships 1st 2nd 3rd 1. Participates in school activities.

2. Works collaboratively with cooperating teacher.

3. Works collaboratively with and utilizes paraprofessionals effectively.

4. Works collaboratively with parents. 5. Works collaboratively with other teachers and supports students in general education environments

Comments: E. IEP Development and Implementation 1st 2nd 3rd 1. Conducts assessment to write IEP 2. Contributes and collaborates in development of IEP that adheres to IDEIA and Colorado law.

3. Collects IEP data and monitors IEP. 4. Can state IEP timelines and completes IEP activities in a timely manner. 5. Participates in IEP meetings appropriately. Comments: F. Personal Development 1st 2nd 3rd 1. Demonstrates maturity in receiving and adjusting teaching skills based on constructive feedback.

2. Demonstrates emotional control and poise.

3. Is responsible and dependable. Comments:

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Special Education Program University of Colorado at Colorado Springs

SUMMATIVE EVALUATION

Student Teacher ____________________________________ Date __________________ Cooperating Teacher Signature _________________________ School ________________ This evaluation is to be completed during the last week of student teaching. To score each item, please use the 0-4 point scale. The scores for the levels of proficiency are listed below as guidelines. You may score each item using decimals to the tenth place according to your evaluation. 3.68–4.00= Advanced (92-100%) Student teacher /intern performs at an excellent level for student teaching. 3.28–3.67= Proficient (82-91%) Student teacher /intern performs at acceptable level, still room for improvement. 2.88–3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. NA = Not applicable Student teacher /intern hasn't been observed or had opportunity. A. Classroom Management Comments: B. Data Based Assessment and Instructional Planning Comments: C. Conducting Lessons Comments: D. Consultation Skills and Professional Relationships Comments: E. IEP Development and Implementation Comments: F. Personal Development Comments:

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Special Education Program University of Colorado at Colorado Springs

PRINCIPAL EVALUATION

Student Teacher _______________________________________ Date _________________ Principal Signature _____________________________ Ongoing assessment and constructive feedback is crucial to the development of effective teaching skills by student teachers. At least once over the course of the semester, it is requested that the principal observe the student teacher, complete this form, and discuss it with the student teacher. The university supervisor will review the evaluation as well. To score each item, please use the 0-4 point scale. The scores for the levels of proficiency are listed below as guidelines. You may score each item using decimals to the tenth place according to your evaluation. For example, if you think the student teacher performs a task above the basic proficient level but not quite “Advanced” you could score the item with a 3.5. 3.68 – 4.00= Advanced (92-100%) Student teacher /intern performs at an excellent level for

student teaching. 3.28 – 3.67= Proficient (82-91%) Student teacher /intern performs at an acceptable level, still

room for improvement. 2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement

to be acceptable. 2.87 or below = (71% or below) Student teacher /intern’s performance is not acceptable. NA = Not applicable Student teacher /intern hasn't been observed or had

opportunity. A. Classroom Management

1. Completes daily routine tasks.

2. Provides positive learning environment.

3. Establishes effective relationships with students.

4. Establishes expectations for student behavior.

5. Consistently follows through with behavior management plans.

6. Helps students monitor their own behavior.

Comments:

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B. Data Based Assessment and Instructional Planning

1. Demonstrates knowledge of subject matter.

2. Conducts appropriate assessment activities.

3. Develops instructional objectives based on assessments and IEP goals.

4. Prepares daily lesson plans in a timely manner.

5. Lesson plans include a variety of activities to maintain student interest and attention.

6. Lesson plans include appropriate evaluation and progress monitoring activities.

7. Maintains daily records and makes data-based instructional decisions.

Comments: C. Conducting Lessons

1. Begins and ends lessons on time.

2. Checks prerequisite skills and conducts appropriate reviews.

3. New material is sectioned adequately and interspersed with student performance checks.

4. Responds and adjusts lesson based on student’s responses and circumstances

5. Reteaches skills when necessary.

6. Uses specific praise to reinforce academic responses and student behavior.

7. Immediately identifies student errors and uses effective correction procedures.

8. Provides clear instructions and criteria for independent assignments.

9. Monitors and assists students during independent work.

Comments:

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D. Consultation Skills and Professional Relationships

1. Participates in school activities.

2. Works collaboratively with cooperating teacher.

3. Works collaboratively with and utilizes paraprofessionals effectively.

4. Works collaboratively with parents.

5. Works collaboratively with other teachers and supports students in general education environments

Comments: E. IEP Development and Implementation 1. Conducts assessment to write IEP 2. Contributes and collaborates in development of IEP that adheres to IDEIA and Colorado law.

3. Collects IEP data and monitors IEP.

4. Can state IEP timelines and completes IEP activities in a timely manner.

5. Participates in IEP meetings appropriately.

Comments: F. Personal Development 1. Demonstrates maturity in receiving and adjusting teaching skills based on constructive feedback.

2. Demonstrates emotional control and poise.

3. Is responsible and dependable.

Comments:

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Licensure Recommendation Form Special Education Program

University of Colorado at Colorado Springs

Name ____________________________________________

Mailing Address ____________________________________________

____________________________________________

____________________________________________ This student demonstrated the Special Education Generalist Standards. I recommend this individual for Special Education Generalist Licensure:*

Licensure/Grade Level

Cooperating Teacher Signature

Special Education Generalist – Elementary

Special Education Generalist - Secondary Date ___________________ Principal ________________________________ School ________________________________

City ________________________________ Date ___________________ University Supervisor ______________________ *Note: Recommendations for both age levels must be complete for Initial Special Education Generalist Licensure recommendation to CDE unless the student teacher holds a Colorado Teaching License and is seeking the Special Education Generalist Endorsement.