“Expanding Minds, Engaging Hearts, Enhancing Communities”

CALIFORNIA STATE UNIVERSITY, BAKERSFIELDSchool of Social Sciences and Education

Special Education Program

EDSP 636 A-FIntern Seminar/Supervision in Special Education (2 units)

Winter 2014

Instructor: Dr. Yeunjoo Lee, Associate ProfessorOffice Phone: 661-654-6478 E-Mail: ylee@csub.edu Monday 3:00 – 4:30, Tuesday 2:00 - 4:00, Wednesday 2:00 – 3:30 Other times by special appointment

Instructor: Mrs. Wanda HallTelephone: 661-E-Mail: wahall1@att.net

Mission of the School of Social Sciences and Education

 The mission of the School of Social Sciences and Education is to address local, regional, and state needs by providing high quality undergraduate and graduate programs in the social sciences and education. We are committed to advancing human development knowledge, encouraging healthy and productive lifestyles, and enhancing the quality of life for all people, particularly those with emotional, learning, and physical disabilities. We pledge to prepare future leaders, professionals, and community advocates. Together, we will work toward increasing the community’s understanding and acceptance of complex social, racial, and gender issues and toward creating positive social change. We will provide students with excellent classroom instruction, faculty-guided research experiences, and experiential learning opportunities to prepare them for career success and for lifelong learning to meet the changing demands of society. The faculty and staff of the School of Social Sciences and Education are committed to supporting quality measures identified in the CSUB vision statement featuring faculty academic excellence and diversity, the student experience, community engagement, staff excellence and diversity, and organizational “best practices.”

Candidate DispositionsCandidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.Professional Collaboration: Candidates will participate in action-oriented collaboration that will enable them to learn from others and provide leadership in partnerships with all stakeholders.Reflective Practitioner: Candidates are reflective, life-long learners who apply problem solving and critical thinking strategies and the respectful appreciation of differing points of view.Ethical Professional: Candidates’ actions are based on accepted professional standards of conduct and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical responsibilities of the profession.

Revised 1/2014 1

Student/Client Centered: Candidates, throughout their programs, will prioritize the needs of the students/clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful interactions.Professional Leader: Candidates, throughout their programs, will be strong, determined, professional leaders with a clear instructional focus using effective communication skills and a willingness to take risks to ensure the advancement, safety, and welfare of all students in our communities.Professional Competence: Candidates will maintain high programmatic outcomes that reflect research-based practices, principles of learning differentiation, and standards based instruction.

Accommodations for Students with Disabilities:The instructors will make reasonable accommodations for students who have a documented problem that interferes with successfully completing this course. To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. If you have an accommodation letter from the SSD Office documenting that you have a disability, please present the letter to my during my office hours as soon as possible so we can discuss the specific accommodations that you might need in this class. It is your responsibility to request accommodation before assignments are due. Main Campus Students: The Office of Services for Students with Disabilities (SSD) is located

in SA 140, and they may be reached at 661-654-3360 (voice) or 661-654-6288 (TDD). Antelope Valley Students: The Office of Services for Students with Disabilities (SSD) is located

in Bldg. 200, and they may be reached at 661-952-5061 (voice) or 661-952-5120 (TDD).

Course Description:This practicum is developed to provide ongoing support and guidance to on-the-job intern credentialed teachers serving mild to moderate and moderate to severe populations. The seminar focuses on developing a community of learners in special education classrooms that includes: fundamental organization, constructing IEPs, classroom management, instructional skills, lesson/unit planning, working with paraprofessionals, teaching culturally diverse learners, and professional development. Candidates will demonstrate and/or document their ability to implement, evaluate, and modify curricula, instruction, and instructional contexts to meet the unique needs of individual learners across the range of ages, abilities, learning characteristics, diversity needs, and disabling conditions.

Intern Program Progression:Interns progress through the program as a cohort; however, some participants may enter the seminar during different quarters. Therefore, the seminar commonly consists of interns in varying stages of participation in the program. To ensure interns have appropriate access to program content, participants will complete all quarter and portfolio assignments based on their progression in the intern credential program.

Recommended Readings:Billingsley, B.S., Brownell, M.T., Israel, M., & Kamman, M.L. (2013). A survival guide for new

special educators. San Francisco: Jossey-Bass.Dettmer, P., Thurston, L., Knackendoffel, A. & Dyck, N. (2009). Consultation, collaboration,

and teamwork for students with special needs (6th ed). Columbus, Ohio: Pearson Education.Ortiz, A. (2001). English Language Learners with Special Needs: Effective Instructional Strategies.

Retrieved from http://www.ldonline.org/article/5622 Rosenburg, M. S., O’Shea, L., & O’Shea, D. (2005). Student teacher to master teacher: A

practical guide of educating students with special needs, 4th Ed., Upper Saddle River, NJ: Merrill-Prentice Hall.

Revised 1/2014 2

Shelton, C.F., & Pollingue, A.B. (2009). The exceptional teacher’s handbook: The first-year special education teacher’s guide to success (3rd ed.). Thousand Oaks, CA: Corwin Press.

Wilmshurst, L., & Brue, A.W. (2010). The complete guide to special education: Expert advice on evaluations, IEPs, and helping kids succeed (2nd ed.). San Francisco: Jossey-Bass.

Resources for Common Core State Standards: Common Core State Standards Initiative (2012). http://www.corestandards.org/ California Department of Education (2013). Common Core State Standards. Retrieved from

http://www.cde.ca.gov/re/cc/ California Department of Education (2013). Common Core Resources for Special Education.

Retrieved from http://www.cde.ca.gov/sp/se/cc/ Council of Chief State School Officers. (2013). Common Core Implementation Video Series.

Retrieved from http://www.ccsso.org/Resources/Digital_Resources/Common_Core_Implementation_Video_Series.html

Required Electronic Portfolio Tool:LiveText is software designed for instructional portfolios. Candidates will be expected to post the Signature Assignment for this course to LiveText. Failing to post the Signature Assignment on LiveText will result in candidates receiving a failing grade for the course. Purchase LiveText directly from the website at www.livetext.com. The less expensive version is required.

Course Objectives and Competencies:References are to CCTC Preliminary Education Specialist Program Standards as well as Specialty Standards for Mild/Moderate and Moderate/Severe.

Candidates will: 1. Discuss and evaluate factors that contribute to developing a community of learners.

Program Standard 2: Professional, Legal, and Ethical Practices Program Standard 3: Educating Diverse Learners Program Standard 11: Typical and Atypical DevelopmentM/M Standard 1: Characteristics of Students with Mild/Moderate DisabilitiesM/M Standard 3: Planning and Implementing InstructionM/M Standard 4: Positive Behavior SupportM/M Standard 5: Specific Instructional StrategiesM/M Standard 6: Case ManagementM/S Standard 1: Learning Characteristics of Individuals with Moderate/Severe DisabilitiesM/S Standard 2: Communication SkillsM/S Standard 3: Developing Social Interaction Skills and Facilitating Social ContextM/S Standard 4: Assessment, Program Planning, and InstructionM/S Standard 5: Movement, Mobility, Sensory, and Specialized Health Care M/S Standard 6: Positive Behavior SupportTPE 6: Developmentally Appropriate Teaching PracticesTPE 7: Teaching English LearnersTPE 8: Learning About Students TPE 12: Professional, Legal, and Ethical Obligations

2. Identify issues in classroom organization and management that affect the performance of students with special needs.

Program Standard 3: Educating Diverse Learners Program Standard 4: Effective Communication and Collaborative PartnershipsProgram Standard 11: Typical and Atypical DevelopmentProgram Standard 12: Behavioral, Social, and Environmental Supports for LearningProgram Standard 14: Creating Healthy Learning Environments

Revised 1/2014 3

M/M Standard 2: Assessment and Evaluation of StudentsM/S Standard 3: Developing Social Interaction Skills and Facilitating Social ContextTPE 2: Monitoring Student Learning During InstructionTPE 4: Making Content AccessibleTPE 6: Developmentally Appropriate Teaching PracticesTPE 7: Teaching English LearnersTPE 8: Learning About Students

3. Determine procedures and practices for constructing IEPs based on special education policies and legislation.

Program Standard 2: Professional, Legal, and Ethical Practices Program Standard 3: Educating Diverse Learners Program Standard 7: Transition and Transition PlanningProgram Standard 8: Participating in ISFP/IEPs and Post-Secondary Transition PlanningM/M Standard 2: Assessment and Evaluation of StudentsM/M Standard 6: Case ManagementM/S Standard 7: Transition and Transition PlanningTPE 2: Monitoring Student Learning During InstructionTPE 3: Interpretation and Use of AssessmentsTPE 7: Teaching English LearnersTPE 12: Professional, Legal, and Ethical Obligations

4. Demonstrate competency in classroom management and teaching practices with students exhibiting special needs including those who are culturally diverse.

Program Standard 2: Professional, Legal, and Ethical Practices Program Standard 3: Educating Diverse LearnersProgram Standard 10: Preparation to Teach English Language LearnersProgram Standard 11: Typical and Atypical DevelopmentProgram Standard 12: Behavioral, Social, and Environmental Supports for Learning M/M Standard 2: Assessment and Evaluation of StudentsM/M Standard 3: Planning and Implementing InstructionM/M Standard 4: Positive Behavior SupportM/M Standard 5: Specific Instructional StrategiesM/M Standard 6: Case ManagementM/S Standard 1: Learning Characteristics of Individuals with Moderate/Severe DisabilitiesM/S Standard 3: Developing Social Interaction Skills and Facilitating Social ContextM/S Standard 6: Positive Behavior SupportTPE 1: Specific Pedagogical Skills for Subject Matter InstructionTPE 2: Monitoring Student Learning During InstructionTPE 6: Developmentally Appropriate Teaching PracticesTPE 7: Teaching English LearnersTPE 8: Learning About Students TPE 12: Professional, Legal, and Ethical Obligations

5. Plan, demonstrate, and evaluate direct instruction lessons. Program Standard 3: Educating Diverse Learners Program Standard 5: Assessment of StudentsProgram Standard 9: Preparation to Teach Reading/Language ArtsProgram Standard 10: Preparation to Teach English Language LearnersProgram Standard 13: Curriculum and Instruction of Students with Disabilities M/M Standard 3: Planning and Implementing InstructionM/M Standard 5: Specific Instructional StrategiesM/S Standard 4: Assessment, Program Planning, and InstructionM/S Standard 5: Movement, Mobility, Sensory, and Specialized Health CareTPE 1: Specific Pedagogical Skills for Subject Matter InstructionTPE 2: Monitoring Student Learning During InstructionTPE 3: Interpretation and Use of AssessmentsTPE 4: Making Content Accessible

Revised 1/2014 4

TPE 5: Student EngagementTPE 6: Developmentally Appropriate Teaching PracticesTPE 7: Teaching English LearnersTPE 8: Learning About Students TPE 9: Instructional Planning

6. Develop portfolios that describe and illustrate the effective use of evidence-based classroom practices.

Program Standard 2: Professional, Legal, and Ethical Practices Program Standard 3: Educating Diverse Learners Program Standard 9: Preparation to Teach Reading/Language ArtsProgram Standard 10: Preparation to Teach English Language LearnersProgram Standard 13: Curriculum and Instruction of Students with Disabilities M/M Standard 2: Assessment and Evaluation of StudentsM/M Standard 3: Planning and Implementing InstructionM/M Standard 5: Specific Instructional StrategiesTPE 1: Specific Pedagogical Skills for Subject Matter InstructionTPE 2: Monitoring Student Learning During InstructionTPE 6: Developmentally Appropriate Teaching PracticesTPE 7: Teaching English LearnersTPE 12: Professional, Legal, and Ethical Obligations

7. Describe critical incidents and discuss possible resolutions through a collaborative problem solving approach that focuses on self-reflection as an educator.

Program Standard 2: Professional, Legal, and Ethical Practices Program Standard 3: Educating Diverse Learners Program Standard 4: Effective Communication and Collaborative PartnershipsM/M Standard 6: Case ManagementTPE 7: Teaching English LearnersTPE 12: Professional, Legal, and Ethical ObligationsTPE 13: Professional Growth

8. Assess the academic and environmental factors that influence student development utilizing authentic and formal assessment instruments, records, observations and interviews.

Program Standard 3: Educating Diverse LearnersProgram Standard 5: Assessment of StudentsProgram Standard 10: Preparation to Teach English Language LearnersProgram Standard 11: Typical and Atypical DevelopmentProgram Standard 12: Behavioral, Social, and Environmental Supports for LearningProgram Standard 14: Creating Healthy Learning EnvironmentsM/M Standard 2: Assessment and Evaluation of StudentsM/M Standard 3: Planning and Implementing InstructionM/M Standard 4: Positive Behavior SupportM/M Standard 6: Case ManagementM/S Standard 3: Developing Social Interaction Skills and Facilitating Social ContextM/S Standard 4: Assessment, Program Planning, and InstructionM/S Standard 5: Movement, Mobility, Sensory, and Specialized Health Care M/S Standard 6: Positive Behavior SupportTPE 4: Making Content AccessibleTPE 5: Student EngagementTPE 6: Developmentally Appropriate Teaching PracticesTPE 7: Teaching English LearnersTPE 8: Learning About Students

9. Describe the role, activities, and characteristics of the effective advocate for special needs students.

Program Standard 2: Professional, Legal, and Ethical Practices

Revised 1/2014 5

Program Standard 3: Educating Diverse Learners Program Standard 4: Effective Communication and Collaborative PartnershipsProgram Standard 7: Transition and Transition PlanningM/M Standard 6: Case ManagementTPE 7: Teaching English LearnersTPE 8: Learning About Students TPE 12: Professional, Legal, and Ethical Obligations

10. Discuss and implement methods of assisting families in developing support strategies for at-risk children and youth.

Program Standard 2: Professional, Legal, and Ethical Practices Program Standard 4: Effective Communication and Collaborative PartnershipsProgram Standard 7: Transition and Transition PlanningM/M Standard 6: Case ManagementTPE 8: Learning About Students TPE 12: Professional, Legal, and Ethical Obligations

Course Assignments:

1. Seminar Attendance and Participation: Active class participation requires that the student be on time for class and remain for the entire session. Attendance is an important part of this requirement. Participation may include involvement in small and large group class activities, demonstration of readings, sharing of critical incidents, and partaking in class discussions.

2. General Education Contact Log: Interns are required to document a minimum of 100 hours collaborating with general education colleagues. Interns who possess a Multiple Subject/Single Subject Credential are not required to complete this log. The contact log is to be updated each quarter and made available to the course instructor/University Supervisor at the last seminar class until 100 hours of general education contact has been logged.

3. Induction Plan: The candidate, in collaboration with their University Supervisor and the Intern Coach will develop an induction plan during enrollment in EDSP 636A and EDSP 636C . The plan, developed using the university form, will include the following information: Performance Goals : The candidate will identify at least one specific focus areas (i.e.,

inclusive education, technology, writing IEPs, classroom management, multicultural studies, transition, behavioral intervention, serious emotional disturbance, augmentative communication, etc.) to address in his/her performance goals.

Goal Activities: Activities to meet the performance goals will be selected from university coursework, school district in-services, independent studies, professional conferences, extended readings, and other professional development opportunities.

Application Opportunities: The candidate will describe how he/she will apply or is applying the newly acquired knowledge and skills obtained from the university or non-university activities to his/her current classroom setting working with students with mild/moderate or moderate/severe disabilities and/or their families.

Evidence of Completion: The candidate will indicate the evidence retained supporting the completion of the induction goal. This evidence will be reviewed at individual or three-way conference meetings.

Additional Appropriate Induction Plan Topics Research Based Teaching Practices – the use of empirically-based and scientifically valid research

concerning teaching practices in classroom instruction and student learning methods.

Revised 1/2014 6

Use of Student Achievement Data to Improve Instruction – analyzing student achievement data and other measures of student learning to improve classroom instruction.

Differentiated Instruction – instructional strategies applicable across all content areas that meet the specific learning needs of all students

IEP Process – constructing appropriate and compliant IEPs Academic Literacy/Emergent readers – strategies for reading instruction using essential components. Collaboration – identifying effective approaches to foster collaboration in all academic disciplines to

support the individualized program of students with special needs. Universal Design for Learning – the use of essential qualities or key principles in representation,

engagement, and expression. Positive Behavioral Interventions –effective strategies for promoting positive behaviors Culturally Responsive Teaching – instructional methods addressing the diverse learner Common Core State Standards (CCSS) – the use of CCSS to create instructional plans

4. Classroom Observation: All candidates must be observed at least once during the quarter. The observed lesson should be a whole group or small group lesson and no less than 45 minutes in length. One-on-one instruction or monitoring independent work is inappropriate for this activity. The teacher should be observed conducting a lesson following an identifiable instructional method (e.g., Direct Instruction, Mastery Learning, Cooperative Learning, etc.). The classroom variables to be analyzed are directly based on the California Standards for the Teaching Profession (CSTP).

A written lesson plan must be available for the university supervisor. The form is included in this syllabus.

This written lesson plan is the Signature Assignment for each quarter and must be submitted to LiveText.

(Intern Coach Observations: The Intern Coach is strongly encouraged to make two observations of the intern engaged in teaching each quarter. The CSUB Classroom Observation Form or comparable district form may be used for each observation and maintained by the intern. The copies should be made available for review by the course instructor/University Supervisor at the last seminar class.)

5. Three-Way Conference: A collaborative meeting between the intern, intern coach, and university supervisor will take place during EDSP 636A, EDSP 636C or D, and EDSP 636F. The Three-way Conference Form will be completed during the meeting and will serve as an evaluation of the Intern Teacher’s teaching performance as well as progress toward the induction plan goals. It is the intern’s responsibility to schedule the three-way conference. During EDSP 636C and EDSP 636F, a Competency Evaluation Form will be completed.

6. Reflective Journal: The candidate is required to maintain a log of relevant classroom and/or student related activities as well as reactions, comments, questions and reflections of those activities. The journal should be submitted to the university supervisor through email, or at the seminars, and the complete journal should be made available to the University Supervisor at the time of the scheduled observations. The journal entries should minimally consist of three regular journal entries and two critical incidents per quarter. *Not required of EDSP 636F candidates. Regular Journal Entries should be a minimum of ½ page in length. Candidates are

required to write a minimum of 3 regular journal entries per seminar. The journal entries should include self-reflection concerning the candidates teaching skills.

Revised 1/2014 7

Critical Incidents: The candidate is required to write two 1-2 page typed papers about critical incidents that have occurred in their classroom, state why it was critical, and discuss what they have learned from the incident. A self-reflection portion should be included in each incident. Candidates should be prepared to share their incident in class and direct or stimulate a discussion on the incident.

7. Seminar Project: Completion of the designated seminar project.

EDSP 636A FOCUS: IEPs and Lesson Plans

Lesson PlanDevelop a full week’s lesson plan, which indicates dates, time periods, subjects, objectives, materials, procedures, possible groupings, and CCSS addressed where appropriate. The weekly lesson plan can be done using a traditional lesson plan book, special software, a word processing program, or spreadsheet format. The weekly lesson plan should be of such detail that a substitute teacher would be able to implement it.

Individualized Education Programs (IEPs)A significant component of a special education intern’s teaching assignment is learning to construct an IEP. With input and direction from the University Supervisor and Intern Coach, intern candidates will construct an IEP using a student on their caseload. The IEP should be reviewed by the Intern Coach and then made available for review by the university supervisor. The review may take place at the scheduled observation, the final individual meeting, or the collaborative three-way meeting.

EDSP 636B FOCUS: Behavior

The purpose of this assignment is to expose candidates to best practices for handling behavior within the special education classroom.

Candidates will complete an IRIS module (Who's in Charge? Developing a Comprehensive Behavior Management System: http://iris.peabody.vanderbilt.edu/parmod/chalcycle.htm ). Read the module in the order of Challenge, Thoughts, and Perspectives & Resources. Make sure that you complete an activity at the end of Perspectives & Resources. Write responses to the questions in the Assessment section.

EDSP 636C FOCUS: Working with Paraprofessionals

The purpose of this assignment is to assist candidates with establishing a productive and compatible working relationship with paraprofessionals by focusing on the essential skills recommended and needed for such a relationship. This can be accomplished by ensuring that the paraprofessional has a thorough and complete understanding of the inner workings of your classroom.

Candidates will develop a 2-4 page overview which summarizes details concerning your classroom. This overview should be prepared as a document to be shared with your paraprofessional. Candidates may use a well-developed outline or narrative format that fully addresses each of the following areas:

Special Education/ExceptionalitiesRevised 1/2014 8

o Your personal philosophy about educating exceptional students o Disabilities of students and how they affect learningo General discipline strategieso Confidentiality

Basic Classroom Operationso Organization and location of materialso Classroom policies

Procedures/Policies Related to Paraprofessionalso Expected hours of employmento Absence notificationo Personal space, i.e. desk, cabinet drawero School policies

Duties/Assignments/Taskso List of tasks or assignments for a daily, monthly and semester basiso Student recess, lunch or playground

Procedure for Feedback o How this will be providedo Identify the frequency of providing feedback

EDSP 636D FOCUS: Fostering Positive Relationships with Families

The purpose of this assignment is to consider and identify approaches which will be implemented by the candidate to foster and promote positive collaborative relationships with parents and families of students.

Candidates will address strategies devoted to fostering positive relationships with families of students by constructing responses in prompted areas. Responses should be written in narrative format using the bolded titles as headings producing a 2-3 page report. Individual style and approaches along with school site traditions should be considered.

Establishing Rapport – Elaborate on how you will initiate, cultivate, and maintain positive relationships with families.

Family Involvement – Detail ways in which families can be involved in your classroom. Communication – Identify methods you will employ to communication on both an

individual family and on a class wide level. Documentation – Describe methods to be used to document contact with families. Educational Resource – Consider ways in which you can serve as an educational resource

to the families of the students on your class. Evaluation – How will you assess the success of your program and efforts?

EDSP 636E FOCUS: Using Common Core State Standards

The purpose of this assignment is to demonstrate competency in preparing a week long unit based on the CCSS. For this assignment candidates will create a 3 -5 day unit based on the common core standards. A variety of content areas should be addressed and should include science, social studies, technology, and/or art.

Please include: Instructional exemplar

Revised 1/2014 9

Learning Objective Rationale Specific tasks for students Which common core standards are addressed Extension activities How the unit was assessed Reflection on the unit

EDSP 636F FOCUS: Self-Reflection and Assessment

Video Recording of an Instructional Lesson and Self-ReflectionAs part of the demonstration of teaching competency, each candidate will submit a 10 - 15 minute unedited video recording of an instructional lesson that he/she has planned and then respond in writing to self-reflection questions. A written lesson plan is to accompany the video recording.

The intent of this video recording is to allow a candidate to demonstrate his/her ability to construct an appropriate lesson, teach the lesson, exhibit familiarity of students, assess student learning, analyze the effectiveness of the lesson, and reflect on the instructional experience. The video recording will be reviewed by the university supervisor and discussed with the candidate at the individual meeting. It is permissible to video the lesson observed by the university supervisor.

Release forms are required from all persons who will appear on the video. Release form samples will be provided, however, district forms should be used when available. Permission must be obtained prior to recording the instructional lesson. Copies of signed release forms must be submitted at the same time as the video recording. Students who do not have permission to be videoed may participate in the lesson off-camera. The school administrator should be informed. During the recording, candidates should maintain anonymity of the students and other adults in the room by refraining from using names.

Candidates are to write responses to these Self-Reflection Questions1. Was my content knowledge appropriate and evident for this lesson? Explain.2. Did I challenge the students? How?3. How did I meet the needs of my students during this lesson? 4. Was it clear that my students knew what was expected of them?5. Were my procedures and assessments effective in helping the students master the

learning objective?6. How did I know the students understood the concepts taught in this lesson?7. How did I handle any behavior issues that occurred? Did my methods work?8. How effective was my use of my paraeducator(s)?9. What would I change about this lesson if I taught it again?

Competency Evaluation ReportThe candidate will self-evaluate using the Competency Evaluation form. Candidate will identify and evaluate his/her personal strengths and needs as related to California’s Education Specialist Program Standards (note form in syllabus) and then develop a summative assessment report written in a narrative format. This report will be no less than 1 full page in length.

Revised 1/2014 10

Bridging/Transition Document In conjunction with the university supervisor, candidate will complete the bridging document in order to prepare for the induction process used to clear the Education Specialist credential. Form included in this syllabus.

Tentative Course Schedule

Interns will be assigned a university supervisor. Interns will meet five times each Quarter as a cohort with their university supervisor. The final meeting will consist of individual conferences with the University Supervisor to discuss progress and areas for improvement. Critical incidents will be discussed during the other four seminars and topics of need or interest will be selected by Interns as the course content.

Winter 2014 A-F Seminar Dates _

Dates Activities & Due Dates

Seminar 1 General Intern Meeting to Review Intern Requirements Review Course Syllabus Observation Dates

Seminar 21/23

Review Course Assignments Induction Plan and Portfolio Forms Assignments due: Journal entry and Induction Plan

Seminar 32/6

Three-way Meeting Dates Resources for Special Education Assignments due: Journal entry, Critical Incident

Seminar 42/20

Portfolio Review Applying for a Special Education Credential (Ms. Bavier) Assignments due: Journal entry, Critical Incident, Bridging Document,

Seminar Project

Seminar 5

Individual Appointments as Scheduled to Check-off: Remaining journal entries General education Hours Log (if applicable) Supervision Log (meetings between peer coach & intern for quarter) All applicable assignments Completed Induction Plan (must be typed/word processed on form) Review of Candidate’s LiveText Portfolio

Important Note: In order to pass the class and submit for your credential, this review process must be completed by the dates grades are to be posted.

Method of Grade Determination:Induction Plan(s) & Evidence 20Reflective Journal & Critical Incidents (A-E) 35Professional Portfolio Evaluation 20University Observation and Three-Way Conference 75Seminar Project (A-E) 50Seminar Projects (F) 85Class Participation and Attendance 150 TOTAL 350

Revised 1/2014 11

Grading:Assignments will be graded on the following criteria:A = 95% (or Higher) C = 73-76% A- = 90-94% C- = 70-72%B+ = 87-89% D+ = 67-69B = 83-86% D = 64-68B- = 80-82% D- = 60-63C+ = 77-79% 59 and Below = F

Note: All assignments must be turned in to the instructor in order to receive a grade above failing.

Course Policies:

1. Punctual attendance is required. Inform the instructor in advance if you will be missing the class. If missing the class for a professional reason (attending a conference or a special meeting such as a school function), provide the instructor with the details. You will need to make up the missed seminar by completing a written assignment determined by your university supervisor. It is expected that you will be on time each seminar meeting and will stay for the duration of the meeting.

2. Cell phones should be turned off or put on vibrate. Leaving the class to accept extended phone calls is not acceptable.

3. Late work will be penalized 20% of the point value unless you have advanced approval from the instructor. Assignments will be accepted up to one week late.

4. Illnesses or health problems: A doctor’s note is required if more than two classes are missed for health reasons.

5. In order to pass this course, the candidates must post their signature assignment on LiveText.

6. As per CSUB policy, children may not attend classes intended for adults (due to liability reasons as well as discussions that may not be suitable or appropriate for children).

Academic Honesty There are certain forms of conduct that violate the university’s policy of academic integrity. Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception to improve a grade or obtain course credit. Academic dishonesty (cheating) is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which consists of the misuse of published or unpublished works of another by claiming them as one’s own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or purchasing a pre-written composition and claiming it as one’s own, using paragraphs, sentences, phrases, words or ideas written by another without giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate citation. Another example of academic dishonesty (cheating) is the submission of the same, or essentially the same paper or other assignment for credit in two different courses without receiving prior approval from the instructors of the affected courses. Source: 2013-2015 CSUB Catalog, p.85PROFESSIONAL LIABILITY INSURANCEAs of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students in various fields, including the Credential Program to purchase Professional Liability Insurance. This fee may be paid at the Cashier’s window or online.

Revised 1/2014 12

Assignment Checklist

Induction plan (A and C only) /20One observation by university supervisor/Three way conference /20Observation by the peer coach /20General Education Contact Log /10Supervision Log /10Critical Incident #1 /10Critical Incident #2 /10Journal #1 /10Journal #2 /10Journal #3 /10Bridging Document (636F ONLY) /20Livetext Portfolio /10Class Participation #1 /10Class Participation #2 /10Class Participation #3 /10Class Participation #4 /10Class Participation #5 /10Seminar ProjectTotal

Revised 1/2014 13

LESSON PLAN

California State University, BakersfieldSpecial Education Program

Teacher Name: Date: Time:

School: School District:

Subject Area: Grade: Setting: (i.e., RSP, SDC, ED)

Common Core State Standard(s) (specify):

Objective(s):

Student Prerequisite Skills:

Paraprofessional Responsibilities:

Method(s) of Instruction: Explicit Direct Instruction Cooperative LearningDirect Instruction Simulation Role PlayDiscrete Trial Inductive Thinking Other _________________

Adaptions:Visual Auditory Kinesthetic Technology

Introduction/Anticipatory Set/Motivational Strategy/Building Background:

Specific Procedures (e.g., information/input, modeling, guided practice, independent practice, cooperative activity, etc.):

Accommodations for English Language Learners:

Lesson Closure:

Transition to Next Activity:

Identify How Lesson will be Evaluated for Effectiveness:

Revised 1/2014 14

California State University, BakersfieldSpecial Education Program

Induction Plan

Candidate:School: School District:University Supervisor:District Coach/Support Provider:

Performance Goal: ____ EDSP 636A ____ EDSP 636C

State specific goal:

Indicate the activities you plan to complete in order to achieve this goal:

Describe how you will apply this new skill or knowledge in your classroom:

Document your efforts to achieve this goal (list your evidence):

REVIEWED BY:

Candidate: _____________________________________________________________________Date

District Coach: _________________________________________________________________Date

University Supervisor: ___________________________________________________________Date

Revised 1/2014 15

CSUB Special Education Intern Seminar General Education Contact Log

Intern: _______________________________ Coach: _______________________________

As part of your Intern experience, you must log a minimum of 100 hours of direct contact in general education settings. The contacts may range from IEP's and consultation to direct instruction in general education classrooms where you have included special needs students. You may not complete the Intern Program until the 100 hour general education contact requirement has been met.

Date EventAmt of Time

Coach initials

Total Hours:

Revised 1/2014 16

California State University, BakersfieldCandidate’s Competency Evaluation Form

Candidate’s Name: School: Candidate ID #: Year/Quarter: University Supervisor: Co-operating Teacher:

Course: EDSP 625/635 or EDSP 636C or EDSP 636F Circle one: Mid-term or Final

Please use the following rating scale: P = Proficient D = Developing B = BeginningCompetencies/Ratings P D B Comments

1. Demonstrates awareness and knowledge of professional, legal and ethical practices. (Ed Specialist Program Standard 2; TPE 12)2. Demonstrates understanding and addresses diverse learner characteristics and needs of students with Moderate/ Severe disabilities including those with cultural and language differences. (Ed Specialist Standard 3, 11; TPE 8)3. Demonstrates skills in learner assessment, diagnosis, and evaluation. (Ed Specialist Standard 5; TPE 2, 3)4. Demonstrates skill in providing effective curriculum and instruction in teaching: Reading Language Arts, mathematics, science and social studies curricula content and practice or functional Reading Language Arts, mathematics, communication skills, social skills and adaptive behavior skills and practice. (Ed Specialist Standard 9, 13; TPE 1, 4, 6, 10, 11)5. Implements and evaluates instructional strategies to accommodate English Language Learners, particularly in the area of Reading/Language Arts or in the area of communication and functional Reading/Language Arts. (Ed Specialist Standard 10; TPE 7, 8)6. Demonstrates skills in creating, planning and managing healthy learning environments. (Ed Specialist Standard 14; TPE 11)7. Demonstrates knowledge and skills in using educational and assistive technology. (Ed Specialist Standard 6; TPE 4, 6)8. Demonstrates knowledge and skills in planning and promoting students’ transitions across settings. (Ed Specialist Standard 7, 8; TPE 8, 9, 12)9. Demonstrates skills in classroom management and provides behavioral, social and environmental supports for learning. (Ed Specialist Standard 12; TPE 4, 5, 6, 8, 9, 11)10. Demonstrates effective communication and collaborative partnerships with staff and community agencies. (Ed Specialist Standard 4; TPE 12)11. Works effectively with parents, teachers and other professionals. (Ed Specialist Standard 4; 12)12. Maintains a Case Management system. (Ed Specialist Standard 6; TPE 8, 12)

13. Demonstrates knowledge and skills in working with students with sensory impairment, physical disabilities, and/or specialized health care needs. (Ed Specialist Standard 5; TPE 6) Moderate/Severe Credential Candidates Only

Additional Comments and Recommendations may be placed on back.

Reviewed by:

Revised 1/2014 17

Completed by:O CandidateO Co-operating TeacherO University Supervisor

Candidate:__________________________________________________ Date: ____________________

Co-operating Teacher:_________________________________________ Date: ____________________

University Supervisor:_________________________________________ Date: ___________________

Revised 1/2014 18

Special Education ProgramEducation Specialist Induction Bridging Document

(To be completed in EDSP 636F, EDSP 625 or EDSP 635)Candidate Name: University Supervisor:Credential Program: ______Mild/Moderate ______ Moderate/SevereDistrict Induction Program: District Support Provider:

Step 1 Directions: Based on evidence gathered during your teacher preparation program, use the first two columns to describe your strength(s) in relation to the following.

TPE DomainField Experience

(Student Teaching, Intern program, Out-of-State, Portfolio)

Implications(To be completed with your University Supervisor)

A: Making Subject Matter Comprehensible to Students (TPE 1, CSTP 3)

B: Assessing Student Learning (TPE 2, TPE 3, CSTP 5)

C: Engaging and Supporting Students in Learning (TPE 4, 5, 6, 7, CSTP 1)

D: Planning Instruction and Designing Learning Experiences for Students (TPE 8, 9, CSTP 4)

E: Creating and Maintaining Effective Environments for Student Learning (TPE 10, 11, CSTP 6)F: Developing as a Professional Educator(TPE 12, 13, CSTP 6)

Step 2 Directions: Reflect on evidence gathered during your teacher preparation program and identify one to four tentative professional growth goals.

Step 3: The candidate is responsible for completion of this document and submission of one copy each to the university supervisor and district support provider for use in the Education Specialist Induction Program.

Reviewed by: _____________________ ____________________________________ _______________________________Candidate Signature/Date University Supervisor Signature/Date District Support Provider Signature/Date

Revised 1/2014 19