Department of Counseling Psychology & Special Education ...€¦ · exceptions. Your university supervisor will grade the portfolio on content, punctuation, spelling, grammar, and

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Student Teaching / Internship Handbook

Department of Counseling Psychology & Special Education Brigham Young University

Fall 2019

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Table of Contents Foreword ....................................................................................................................................................... v

Purpose, Objectives, and Portfolio Entries ................................................................................................... 1

The Utah Effective Teaching Standards (UETS) ......................................................................................... 3 Council for Exceptional Children (CEC) ..................................................................................................... 4

Portfolio Entries ............................................................................................................................................ 5

Schedule for Portfolio Requirements........................................................................................................ 6 Student Teaching Portfolio Evaluation ..................................................................................................... 7 UETS Standards 1 & 2: Learner Development and Learning Differences ................................................. 8 UETS Standards 1 & 3: Learner Development and Learning Environments ............................................. 8 UETS Standards 1 through 10 – Renaissance Teacher Work Sample (RTWS) .......................................... 9 Overview of the Teacher Work Sample (TWS) ........................................................................................ 10 Teaching Processes Assessed by the Renaissance Teacher Work Sample ............................................. 11 RTWS Standard 1: Contextual Factors .................................................................................................... 12 RTWS Standard 2: Learning Goals ........................................................................................................... 12 RTWS Standard 3: Assessment Plan ........................................................................................................ 13 RTWS Standard 4: Design for Instruction ................................................................................................ 14 RTWS Standard 5: Instructional Decision-Making .................................................................................. 14 RTWS Standard 6: Analysis of Student Learning ..................................................................................... 15 RTWS Standard 7: Reflection and Self-Evaluation .................................................................................. 15 UETS Standards 1 through 10 – Renaissance Teacher Work Sample (RTWS) ........................................ 17 UETS Standard 3: Learning Environments .............................................................................................. 21 UETS Standard 4: Content Knowledge .................................................................................................... 23 UETS Standard 5: Assessment ................................................................................................................. 24 UETS Standard 6: Instructional Planning................................................................................................. 26 UETS Standards 8 & 10: Reflection and Continuous Growth & Professional and Ethical Behavior ....... 28 UETS Standard 9: Leadership and Collaboration .................................................................................... 29 Collaborative Meetings Assignment Description .................................................................................... 31

General Information ................................................................................................................................... 32

BYU Special Education Programs ............................................................................................................ 33 Mission Statement .............................................................................................................................. 33 Preventing Sexual Harassment ........................................................................................................... 33 Students with Disabilities .................................................................................................................... 33 Diversity and Unity Policy ................................................................................................................... 33 Student Teacher’s Commitment to their Students ............................................................................. 34 Commitment to the Profession .......................................................................................................... 34 Code of Ethics for Educators of Persons with Exceptionalities .......................................................... 34

Academic Integrity .................................................................................................................................. 35 Educator Preparation Program (EPP) Outcomes ................................................................................ 35

Student Teaching/Internship Placements ............................................................................................... 35 Placement into Student Teaching Sites .............................................................................................. 35 Student Teaching/Internship in Private or Charter Schools ............................................................... 36 Policy for Obtaining an Internship ...................................................................................................... 36 Process for Obtaining an Internship ................................................................................................... 36 Appropriate Internship Placements .................................................................................................... 36 Policy for Student Teaching Outside of the BYU-Public School Partnership ...................................... 37

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Grading Procedures ............................................................................................................................ 37 Minimum Grade for Student Teaching/Interning ............................................................................... 37 Minimum Grades for the Special Education Program ........................................................................ 38 Graduation and Licensure Procedure ................................................................................................. 38

Student Teaching/Internship Policies ...................................................................................................... 38 Attendance policy for Student Teachers ............................................................................................ 38 Attendance Policy for Interns ............................................................................................................. 39 Transportation .................................................................................................................................... 39 Teacher Job Actions (Strikes) and Student Teachers/Interns ............................................................. 39 Nepotism and Anonymity ................................................................................................................... 39 Substitute Policy ................................................................................................................................. 39 Compliance with District and School Policies ..................................................................................... 40 Problems and/or Grievances .............................................................................................................. 40

Guidelines on Access to Schools and Students for Pre-service Teachers ............................................... 41 Role of the Student Teacher, Intern, Cooperating Teacher, Principal, University Supervisor.................... 42

Role of the Student Teacher .................................................................................................................... 43 Introduction ........................................................................................................................................ 43 Responsibilities ................................................................................................................................... 43 Stages of Student Teaching ................................................................................................................. 44 Prior to Student Teaching ................................................................................................................... 44 The First Day ....................................................................................................................................... 44 Suggested Weekly Sequence .............................................................................................................. 45 Focus on Teaching the Students ......................................................................................................... 46 Focus on Continual Improvement ...................................................................................................... 46 Focus on Student Teaching ................................................................................................................. 46

Role of the Intern..................................................................................................................................... 46 Responsibilities ................................................................................................................................... 46 Additional Requirements .................................................................................................................... 47

Role of the Cooperating Teacher/Mentor ............................................................................................... 47 Qualifications: ..................................................................................................................................... 47 Responsibilities: .................................................................................................................................. 48 Guidelines for Effective Mentoring: Cooperating Teacher Expectations ........................................... 52

Role of the Principal ................................................................................................................................ 53 Role of the University Supervisor ............................................................................................................ 53

Evaluation Forms ........................................................................................................................................ 55

Direct Instruction Observation Form ...................................................................................................... 56 Utah Teacher Candidate Performance Assessment & Evaluation System (PAES) .................................. 59 Utah Teacher Candidate Performance Assessment & Evaluation System (PAES) Rubric ....................... 60 Educator Disposition Assessment (EDA) ................................................................................................. 66

Assignment Forms ....................................................................................................................................... 71

Log of Student Teaching Attendance ...................................................................................................... 72 Student Teacher/Intern and Cooperating Teacher Contact Sheet ......................................................... 73 Student Teaching/Interning Data Sheet ................................................................................................. 77 Functional Behavioral Assessment Behavior Support Plan (FBA-BSP) Protocol ..................................... 78 DORA (Decision Observation, Recording, and Analysis) II ...................................................................... 88 TIPS Meeting Minutes Guide .................................................................................................................. 90 TIPS Fidelity Checklist (TIPS-FC) .............................................................................................................. 92

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Alternate Response-Discrepancy Observation Form .............................................................................. 97 Comprehensive Educational Assessment ............................................................................................... 98 Present Levels of Academic Achievement and Functional Performance ............................................... 99 Educational Assessment........................................................................................................................ 100 University Supervisor Assignment Checklist ......................................................................................... 102 Cooperating Teacher Assignment Checklist .......................................................................................... 103 Student Teacher Assignment Checklist ................................................................................................. 104 Intern Assignment Checklist ................................................................................................................. 104

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Foreword

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Foreword Student teaching has long been the capstone experience of teacher education programs. This experience is viewed as a transition period, during which the pre-service teacher candidate moves from the role of “student” to the role of “teacher.” Student teachers are in the process of becoming teachers as they analyze teaching, develop a personal philosophy of teaching, and put into practice the methods, techniques, and concepts related to teaching. Brigham Young University’s Special Education program has placed students in valuable classroom settings in our partnership school districts for many years. During this time, those involved in the student teaching process have asked questions concerning the tasks and responsibilities which insure the successful completion of this cooperative undertaking. This handbook—while not comprehensive in answering all possible questions or concerns—is intended to be of service to all parties involved: the student teacher, the cooperating teacher, the school principal, and the university supervisor. NOTE: This manual is for student teachers and interns. Throughout this manual, the term “student teacher” will be used to represent student teachers and interns. Similarly, the term “cooperating teacher” will refer to those officially designated from the school districts to mentor student teachers and interns. The term “university supervisor” will be used to officially designate BYU faculty members who mentor and teach student teachers and interns. Every effort has been made to ensure accuracy at the time of publication. Updates will be made as required, and will be posted to the website as promptly as possible. Please check https://education.byu.edu/cpse/teaching-experience throughout the year.

https://education.byu.edu/cpse/teaching-experience

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Purpose, Objectives, and Portfolio Entries

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Purpose, Objectives, and Portfolio Entries Purpose of Student Teaching The purpose of student teaching in special education is to demonstrate competency in collaborating with others in the field of special education. The student teacher’s performance will be evaluated by the university supervisor and cooperating teacher through formal observations and a final student teaching portfolio. Details regarding the portfolio are below. Portfolio You have ten standards to meet during your student teaching experience, which you will record in a student teaching portfolio. This portfolio is a collection of, and reflection on, materials that best represent your philosophy of teaching and the related competencies needed to be an effective special educator. Your portfolio entries are to be typed, not handwritten, with the DORA, FBA/BIP, and TIPS as the exceptions. Your university supervisor will grade the portfolio on content, punctuation, spelling, grammar, and appearance of each section. Deadlines for portfolio competencies and the final portfolio are determined by your university supervisor and BYU’s academic calendar. Generally, they are no later than November 31 for fall student teachers and March 29 for winter student teachers and interns. Steps for Completing the Portfolio

• Use the Schedule for Portfolio Requirements form (pg. 6) to determine a schedule for completing each portion of the portfolio with your university supervisor.

• Complete the Student Teaching Portfolio Evaluation form (pg. 7). o After you’ve self-evaluated your portfolio objectives, your university supervisor will use

the same form to evaluate your work. • Edit each section of the portfolio before turning it in to your university supervisor.

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The Utah Effective Teaching Standards (UETS) You will be expected to demonstrate competency in the following standards from UETS during your student teaching assignment. The Learner and Learning

Standard 1: Learner Development The teacher understands cognitive, linguistic, social, emotional and physical areas of student development. Standard 2: Learning Differences The teacher understands individual learner differences and cultural and linguistic diversity. Standard 3: Learning Environments The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.

Instructional Practice

Standard 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structure of the discipline. Standard 5: Assessment The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met. Standard 6: Instructional Planning The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content area, Core Curriculum standards, instructional best practices, and the community context. Standard 7: Instructional Strategies The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.

Professional Responsibility Standard 8: Reflection and Continuous Growth The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner. Standard 9: Leadership and Collaboration The teacher is a leader who engages collaboratively with learners, families, and colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success. Standard 10: Professional and Ethical Behavior The teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515.

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Council for Exceptional Children (CEC)

Code of Ethics Professional special educators are guided by the CEC professional ethical principles, practice standards, and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles: 1. Maintaining challenging expectations for

individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.

2. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.

3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.

4. Practicing collegially with others who are providing services to individuals with exceptionalities.

5. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.

6. Using evidence, instructional data, research, and professional knowledge to inform practice.

7. Protecting and supporting the physical and psychological safety of individuals with exceptionalities.

8. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.

9. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in the laws, regulations, and policies.

10. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.

11. Engaging in the improvement of the profession through active participation in professional organizations.

12. Participating in the growth and dissemination of professional knowledge and skills.

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC https://www.cec.sped.org/Standards/Ethical-Principles-and-Practice-Standards

https://www.cec.sped.org/Standards/Ethical-Principles-and-Practice-Standards

http://www.cec.sped.org/am/template.cfm?section=Home

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Portfolio Entries

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Schedule for Portfolio Requirements

Student Teacher’s Name: ____________________________________________ University Supervisor: ____________________________________________

Source of Evidence UETS Standard

CEC Standard

Date Due

Date Completed

Points Earned

Points Possible

LEARNER DEVELOPMENT & LEARNING DIFFERENCES (Evidence is embedded in multiple assignments)

1, 2

LEARNER DEVELOPMENT & LEARNING ENVIRONMENTS (Evidence is embedded in multiple assignments)

1, 3

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CONTENT KNOWLEDGE: A. PRAXIS Exam

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3

RTWS: 1. Contextual Factors 2. Learning Goals 3. Assessment Plan 4. Design for Instruction 5. Instructional Decision Making 6. Analysis of Student Learning 7. Reflection and Self-Evaluation

1-10

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FBA/BIP 3 2 60 ASSESSMENT:

A. Achievement Battery or Criterion Referenced Battery

B. Curriculum Based Assessment C. Behavior Observation D. Comprehensive Education Assessment

Report

5

4

60

INSTRUCTIONAL PLANNING: A. Participation in IEP B. Developing, Writing, and Conducting an

IEP

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5

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REFLECTION & CONTINUOUS GROWTH and PROFESSIONAL & ETHICAL BEHAVIOR: A. Teacher Observation

8, 10

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LEADERSHIP & COLLABORATION: A. Training of Paraeducators or Others

1. Roles and Responsibilities 2. Training

B. Collaborative Meeting Assignment 1. Observation of a Problem-Solving

Team 2. Conduct an Effective Meeting

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6,7

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Portfolio Score Rating Scale: 95-100% = 5 87-94% = 4 80-86% = 3 73-79% = 2 59-72% = 1

Fall

11/29/19*

Winter 4/3/20

335

*Fall Portfolio is due during Thanksgiving break. Please prepare as needed to have it done, possibly in advance.

Portfolio Score:

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Student Teaching Portfolio Evaluation Student teachers/interns need to complete this form and submit it with their portfolio. Please do not use page protectors. Due date of portfolio competencies and final portfolio are determined by the university supervisor. Student teachers/interns should self-evaluate each portfolio section prior to submitting it to their supervisor. Then, university supervisors will provide a score for each section. Each indicator is scored up to 3 points UNLESS otherwise indicated in the respective rubrics. Student Teacher/Intern: _____________________________ Semester: _________________ University Supervisor: ______________________________ Setting: ___________________ Overall Portfolio Evaluation: _______________ Please check for the following: Items to be placed in Front of Portfolio

_____ Schedule for Portfolio Requirements

_____ Log of Student Teaching Attendance Hours

_____ Student Teacher/Intern & Cooperating Teacher Contact Sheet

Items to be submitted on mYlink

_____ PAES (University Supervisor)

_____ PAES (Cooperating Teacher)

_____ EDA (University Supervisor)

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UETS Standards 1 & 2: Learner Development and Learning Differences

You are expected to show evidence of addressing student development, and to portray differences throughout your student teaching experience. The related assignments and corresponding standards are listed below:

Assignment UETS Standard 1. Comprehensive Educational Assessment 5 2. Individualized Education Program 6 3. Teacher Work Sample of Instruction (TWS) 1-10 4. Collaboration and School Involvement 8,9,10

UETS Standards 1 & 3: Learner Development and Learning Environments

You are expected to show evidence of student development and how to create supportive learning environments throughout your student teaching experience. The related assignments and corresponding standards are listed below:

Assignment UETS Standard 1. Comprehensive Educational Assessment 5 2. IEP Development 6 3. Teacher Work Sample of Instruction (TWS) 1-10

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UETS Standards 1 through 10 – Renaissance Teacher Work Sample (RTWS)

This unit may be designed for multiple groups: 1 student, small group, whole class. NOTE: Read the scoring rubric in advance.

The Renaissance Partnership for Improving Teacher Quality The June 2002 Renaissance Teacher Work Sample prompt and scoring rubric was revised by representatives from the 11 Renaissance Partnership Project charter sites: California State University at Fresno, Eastern Michigan University, Emporia State University, Idaho State University, Kentucky State University, Longwood College, Middle Tennessee State University, Millersville University, Southeast Missouri State University, University of Northern Iowa, and Western Kentucky University. The Renaissance Partnership for Improving Teacher Quality is a Title II federally funded project with offices at Western Kentucky University. Director: Roger Pankratz ([email protected]). Brigham Young University’s McKay School of Education incorporates the Renaissance Partnership version of prompts and scoring for teacher work samples (TWS). All general references to TWS should be directed to the RTWS format. Notice: The materials in this document were developed by representatives of the Renaissance Partnership Institutions and may not be used or reproduced without citing The Renaissance Partnership for Improving Teacher Quality Project http://www.wku.edu/rtwsc/.

mailto:[email protected]

http://www.wku.edu/rtwsc/

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Overview of the Teacher Work Sample (TWS) The Vision Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following TWS standards:

• The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

• The teacher sets significant, challenging, varied, and appropriate learning goals. • The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning

before, during, and after instruction. • The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. • The teacher uses regular and systematic evaluations of student learning to make instructional decisions. • The teacher uses assessment data to profile student learning and communicate information about student progress and • achievement. • The teacher reflects on his or her instruction and student learning in order to improve teaching practice.

Your Assignment The TWS contains seven teaching processes identified by research and best practice as fundamental to improving student learning. Each Teaching Process is followed by a TWS Standard, the Task, a Prompt, and a Rubric that defines various levels of performance on the standard. The Standards and Rubrics will be used to evaluate your TWS. The Prompts (or directions) help you document the extent to which you have met each the standard. The underlined words in the Rubric and Prompts are defined in the Glossary. You are required to teach a comprehensive unit. Before you teach the unit, you will describe contextual factors, identify learning goals based on your state or district content standards, create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment) and after (post-assessment), and plan for your instruction. After you teach the unit, you will analyze student learning and then reflect upon and evaluate your teaching as related to student learning. Format • Ownership. Complete a cover page that includes (a) your name, (b) date submitted, (c) grade level

taught, (d) subject taught, (d) your university, (e) course number and title. Write a three-letter university code plus a four-digit student identification code on each page of the entire document.

• Table of Contents. Provide a Table of Contents that lists the sections and attachments in your TWS document with page numbers.

• Charts, graphs and attachments. Charts, graphs, and assessment instruments are required as part of the TWS document. You may also want to provide other attachments, such as student work. However, you should be very selective and make sure your attachments provide clear, concise evidence of your performance related to TWS standards and your students’ learning progress.

• Narrative length. A suggested page length for your narrative is given at the end of each component section. You have some flexibility of length across components, but the total length of your written narrative (excluding charts, graphs, attachments, and references) should not exceed twenty (20) word-processed pages, double-spaced in 12-point font, with 1-inch margins.

• References and Credits (not included in total page length). If you referred to another person’s ideas or material in your narrative, you should cite these in a separate section at the end of your narrative under References and Credits. You may use any standard form for references; however, the American Psychological Association (APA) style is a recommended format (explained in the manual entitled “Publication Manual of the American Psychological Association”).

• Anonymity. In order to ensure the anonymity of students in your class, do not include any student names or identification in any part of your TWS.

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Teaching Processes Assessed by the Renaissance Teacher Work Sample

Teaching Processes, TWS Standards, and Indicators Contextual Factors The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment. • Knowledge of community, school, and classroom factors • Knowledge of characteristics of students • Knowledge of students’ varied approaches to learning • Knowledge of students’ skills and prior learning • Implications for instructional planning and assessment Learning Goals The teacher sets significant, challenging, varied and appropriate learning goals. • Significance, challenge, and variety • Clarity • Appropriateness for students • Alignment with national, state or local standards Assessment Plan The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. • Alignment with learning goals and instruction • Clarity of criteria for performance • Multiple modes and approaches • Technical soundness • Adaptations based on the individual needs of students Design for Instruction The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. • Alignment with learning goals • Accurate representation of content • Lesson and unit structure • Use of a variety of instruction, activities, assignments, and resources • Use of contextual information and data to select appropriate and relevant activities, assignments and resources. • Use of technology Instructional Decision-Making The teacher uses ongoing analysis of student learning to make instructional decisions. • Sound professional practice • Adjustments based on analysis of student learning • Congruence between modifications and learning goals Analysis of Student Learning The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. • Clarity and accuracy of presentation • Alignment with learning goals • Interpretation of data • Evidence of impact on student learning Reflection and Self-Evaluation The teacher reflects on his or her instruction and student learning in order to improve teaching practice. • Interpretation of student learning • Insights on effective instruction and assessment • Alignment among goals, instruction and assessment • Implications for future teaching • Implications for professional development

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RTWS Standard 1: Contextual Factors The teacher uses information about the learning-teaching context and student-individual differences to set learning goals and plan instruction and assessment. Task Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning. Prompt In your discussion, include:

• Community, district, and school factors. Address geographic location, community and school population, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors.

• Classroom factors. Address physical features, availability of technology equipment and resources, and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling, and classroom arrangement.

• Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities or students’ skill levels. In your narrative, make sure you address student’s skills and prior learning that may influence the development of your learning goals, instruction, and assessment.

• Instructional implications. Address how contextual characteristics of the community, classroom, and students have implications for instructional planning and assessment. Include specific instructional implications for at least two characteristics and any other factors that will influence how you plan and implement your unit.

Suggested Page Length: 1-2 RTWS Standard 2: Learning Goals The teacher sets significant, challenging, varied, and appropriate learning goals. Task Provide and justify the learning goals for the unit. Prompt • List the learning goals (not the activities) that will guide the planning, delivery, and assessment of

your unit. These goals should define what you expect students to know and be able to do at the end of the unit. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied, and appropriate. Number or code each learning goal so you can reference it later.

• Show how the goals are aligned with local, state, or national standards. (Identify the source of the standards).

• Describe the types and levels of your learning goals. • Discuss why your learning goals are appropriate in terms of development; pre-requisite

knowledge, skills; and other student needs. Suggested Page Length: 1-2

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RTWS Standard 3: Assessment Plan The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. Task Design an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or personal communication. Describe why your assessments are appropriate for measuring learning. Prompt • Provide an overview of the assessment plan. For each learning goal include: assessments used to

judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment and contextual factors. The purpose of this overview is to depict the alignment between learning goals and assessments and to show adaptations to meet the individual needs of students or contextual factors. You may use a visual organizer such as a table, outline or other means to make your plan clear.

• Describe the pre- and post-assessments that are aligned with your learning goals. Clearly explain how you will evaluate or score pre- and post-assessments, including criteria you will use to determine if the students’ performance meets the learning goals. Include copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key).

• Discuss your plan for formative assessment that will help you determine student progress during the unit. Describe the assessments you plan to use to check on student progress and comment on the importance of collecting that particular evidence. Although formative assessment may change as you are teaching the unit, your task here is to predict at what points in your teaching it will be important to assess students’ progress toward learning goals.

Example of Assessment Plan Table: Kindergarten

Learning Goals Assessments Format of Assessment Adaptations Learning Goal 1 Example: The student will link wild animals with their habitats.

Pre-Assessment Formative Assessment Post-Assessment

Checklist: game with animal masks & centers representing habitats (tree, lake, burrow, cave) animal puppets and habitats (e.g., bird and nest) anecdotal records RE Q & A picture journals. Checklist: game with animal masks & centers representing habitats

Repeat and modify instructions, as needed. Demonstrate and assist with cutting, gluing, etc. Provide model of a mask and model how to move to habitat centers. Keep all activities high-interest and brief. Provide concrete models and assistance with fine motor tasks, as needed. Provide multiple explanations and model performances. Process writing (i.e., dictations) when needed. Provide verbal cues and plenty of wait time for Q & A.

Suggested Page Length: 2 + pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan table

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RTWS Standard 4: Design for Instruction The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Task Describe how you will design your unit instruction related to unit goals, students’ characteristics and needs, and the specific learning context. Prompt • Results of pre-assessment. After administering the pre-assessment, analyze student performance

relative to the learning goals. Depict the results of the pre-assessment in a format that allows you to find patterns of student performance relative to each earning goal. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the learning goals.

• Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the topic or activity you are planning for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are addressing in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal.

• Activities. Describe at least three unit activities that reflect a variety of instructional strategies/techniques and explain why you are planning those specific activities. In your explanation for each activity, include: - how the content relates to your instructional goal(s), - how the activity stems from your pre-assessment information and contextual factors, - what materials/technology you will need to implement the activity, and - how you plan to assess student learning during and/or following the activity (i.e., formative

assessment). • Technology. Describe how you will use technology in your planning and/or instruction. If you do

not plan to use any form of technology, provide your clear rationale for its omission. Suggested Page Length: 3 + visual organizer RTWS Standard 5: Instructional Decision-Making The teacher uses on-going analysis of student learning to make instructional decisions. Task Provide two examples of instructional decision-making based on students’ learning or responses. Prompt • Think of a time during your unit when a student’s learning or response caused you to modify your

original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following:

o Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a planned formative assessment or another source (not the pre-assessment).

o Describe what you did next and explain why you thought this would improve student progress toward the learning goal.

• Now, think of one more time during your unit when another student’s learning or response caused

you to modify a different portion of your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following:

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o Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a planned formative assessment or another source (not the pre-assessment).

o Describe what you did next and explain why you thought this would improve student progress toward the learning goal.

Suggested Page Length: 3-4 RTWS Standard 6: Analysis of Student Learning The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Task Analyze your assessment data, including formative, pre-, and post-assessments to determine student progress related to the unit learning goals. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusions drawn from this analysis should be provided in the “RTWS Standard 7: Reflection and Self-Evaluation” section. Prompt In this section, you will analyze data to explain progress and achievement toward learning goals demonstrated by your whole class, subgroups of students, and individual students. • Whole class. To analyze the progress of your whole class, create a table that shows pre- and post-

assessment data on every student, on every learning goal. Then, create a graphic summary that shows the extent to which your students made progress (from pre- to post-assessment) toward the learning criterion that you identified for each learning goal (identified in your “Assessment Plan” section). Summarize what the graph tells you about your students' learning in this unit (i.e., the number of students that met the criterion).

• Subgroups. Select a group characteristic (e.g., gender, performance level, socio-economic status, language proficiency) to analyze in terms of one learning goal. Provide a rationale for your selection of this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers). Create a graphic representation that compares pre- and post-assessment results for the subgroups on this learning goal. Summarize what these data show about student learning.

• Individuals. Select two students that demonstrated different levels of performance. Explain why it is important to understand the learning of these particular students. Use pre-, formative, and post-assessment data with examples of the student work to draw conclusions about the extent to which these students attained the two learning goals. Graphic representations are not necessary for this subsection.

Note: You will provide possible reasons for why your students learned (or did not learn) in the next section “Reflection and Self-Evaluation.” Suggested Page Length: 4 + charts and student work examples RTWS Standard 7: Reflection and Self-Evaluation The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Task Reflect on your performance as a teacher and link your performance to student learning results. Evaluate

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your performance and identify future actions for improved practice and professional growth. Prompt • Select the learning goal where your students were most successful. Provide two or more possible

reasons for this success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control.

• Select the learning goal where your students were least successful. Provide two or more possible reasons for this lack of success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently or better in the future to improve your students’ performance.

• Reflection on possibilities for professional development. Describe at least two professional learning goals that emerged from your insights and experiences with the TWS. Identify two specific steps you will take to improve your performance in the critical area(s) you identified.

Suggested Page Length: 2

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Objective Indicator Not Met (1)

Indicator Partially Met (2)

Indicator Met (3) Score

1. Contextual Factors Knowledge of

Community, School and Classroom

Factors CEC Standard 1.1

Teacher displays minimal, irrelevant, or biased knowledge of the characteristics of the community, school, and classroom.

Teacher displays some knowledge of the characteristics of the community, school, and classroom that may affect learning.

Teacher displays a comprehensive understanding of the characteristics of the community, school, and classroom that may affect learning. /3

Knowledge of Characteristics of

Students CEC Standard 1.1

Teacher displays minimal, stereotypical, or irrelevant knowledge of student differences (e.g. development, interests, culture, abilities/disabilities).

Teacher displays general knowledge of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.

Teacher displays general and specific understanding of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning. /3

Knowledge of Students’ Varied

Approaches to Learning

CEC Standard 1.2

Teacher displays minimal, stereotypical, or irrelevant knowledge about the different ways students learn (e.g., learning styles, learning modalities).

Teacher displays general knowledge about the different ways students learn (e.g., learning styles, learning modalities).

Teacher displays general and specific understanding of the different ways students learn (e.g., learning styles, learning modalities) that may affect learning. /3

Knowledge of Students’ Skills

and Prior Learning CEC Standard 1.2

Teacher displays little or irrelevant knowledge of students’ skills and prior learning.

Teacher displays general knowledge of students’ skills and prior learning that may affect learning.

Teacher displays general and specific understanding of students’ skills and prior learning that may affect learning. /3

Implications for Instructional Planning and Assessment

CEC Standard 1.0

Teacher does not provide implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics OR provides inappropriate implications.

Teacher provides general implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

Teacher provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

/3 Subtotal: /15 2. Learning Goals

Significance, Challenge, and

Variety CEC Standard 5.7

Goals reflect only one type or level of learning.

Goals reflect several types or levels of learning but lack significance or challenge.

Goals reflect several types or levels of learning and are significant and challenging.

/3 Clarity

CEC Standard 5.6 Goals are not stated clearly and are activities rather than learning outcomes.

Some of the goals are clearly stated as learning outcomes.

Most of the goals are clearly stated as learning outcomes.

/3 Appropriateness

For Students CEC Standard 1.0

Goals are not appropriate for the development; prerequisite knowledge, skills, experiences; or other student needs.

Some goals are appropriate for the development; prerequisite knowledge, skills, experiences; and other student needs

Most goals are appropriate for the development; prerequisite knowledge, skills, experiences; and other student needs. /3

Alignment with National, State or Local Standards

CEC Standard 3.0

Goals are not aligned with national, state or local standards.

Some goals are aligned with national, state or local standards.

Most of the goals are explicitly aligned with national, state or local standards. /3

Subtotal: /12

18


(Continued)




3. Assessment Plan

Alignment with Learning Goals and Instruction

CEC Standard 4.1

Content and methods of assessment lack congruence with learning goals or lack cognitive complexity.

Some of the learning goals are assessed through the assessment plan, but many are not congruent with learning goals in content and cognitive complexity.

Each of the learning goals is assessed through the assessment plan; assessments are congruent with the learning goals in content and cognitive complexity. /3

Clarity of Criteria and Standards for

Performance CEC Standard 4.1

The assessments contain no clear criteria for measuring student performance relative to the learning goals.

Assessment criteria have been developed, but they are not clear or are not explicitly linked to the learning goals.

Assessment criteria are clear and are explicitly linked to the learning goals.

/3

Multiple Modes and Approaches

CEC Standard 4.0

The assessment plan includes only one assessment mode and does not assess students before, during, and after instruction.

The assessment plan includes multiple modes but all are either pencil/paper based (i.e. they are not performance assessments) and/or do not require the integration of knowledge, skills and reasoning ability.

The assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence. /3

Technical Soundness

CEC Standard 4.1

Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to students.

Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students.

Assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students.

/3 Adaptations Based on the Individual Needs of Students CEC Standard 4.2

Teacher does not adapt assessments to meet the individual needs of students or these assessments are inappropriate.

Teacher makes adaptations to assessments that are appropriate to meet the individual needs of some students.

Teacher makes adaptations to assessments that are appropriate to meet the individual needs of most students. /3

Subtotal: /15 4. Design for Instruction

Alignment with Learning Goals

CEC Standard 3.0

Few lessons are explicitly linked to learning goals. Few learning activities, assignments and resources are aligned with learning goals. Not all learning goals are covered in the design.

Most lessons are explicitly linked to learning goals. Most learning activities, assignments and resources are aligned with learning goals. Most learning goals are covered in the design.

All lessons are explicitly linked to learning goals. All learning activities, assignments and resources are aligned with learning goals. All learning goals are covered in the design. /3

Accurate Representation of

Content CEC Standard 3.1

Teacher’s use of content appears to contain numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure.

Teacher’s use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline.

Teacher’s use of content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline.

/3 Lesson and Unit

Structure CEC Standard 5.6

The lessons within the unit are not logically organized organization (e.g., sequenced).

The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goals.

All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals.

/3

19


(Continued)




4. Design for Instruction (Continued) Use of a Variety of Instruction,

Activities, Assignments and

Resources CEC Standard 5.0

Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets).

Some variety in instruction, activities, assignments, or resources but with limited contribution to learning.

Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning.

/3 Use of Contextual Information and

Data to Select Appropriate and

Relevant Activities, Assignments and

Resources CEC Standard 1.2

Instruction has not been designed with reference to contextual factors and preassessment data. Activities and assignments do not appear productive and appropriate for each student.

Some instruction has been designed with reference to contextual factors and preassessment data. Some activities and assignments appear productive and appropriate for each student.

Most instruction has been designed with reference to contextual factors and preassessment data. Most activities and assignments appear productive and appropriate for each student.

/3 Use of

Technology CEC Standard 5.2

Technology is inappropriately used OR teacher does not use technology, and no (or inappropriate) rationale is provided.

Teacher uses technology but it does not make a significant contribution to teaching and learning OR teacher provides limited rationale for not using technology.

Teacher integrates appropriate technology that makes a significant contribution to teaching and learning OR provides a strong rationale for not using technology. /3

Subtotal: /18 5. Instructional Decision Making

Sound Professional Practice

CEC Standard 4.4

Many instructional decisions are inappropriate and not pedagogically sound.

Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound.

Most instructional decisions are pedagogically sound (i.e., they are likely to lead to student learning). /3

Modifications Based

on Analysis of Student Learning CEC Standard 4.4

Teacher treats class as “one plan fits all” with no modifications.

Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice, or contextual factors.

Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors. Include explanation of why the modifications would improve student progress. /3

Congruence Between

Modifications and Learning Goals

CEC Standard 3.3

Modifications in instruction lack congruence with learning goals.

Modifications in instruction are somewhat congruent with learning goals.

Modifications in instruction are congruent with learning goals.

/3 Subtotal: /9 6. Analysis of Student Learning

Clarity and Accuracy of Presentation

Presentation is not clear and accurate; it does not accurately reflect the data.

Presentation is understandable and contains few errors.

Presentation is easy to understand and contains no errors of representation. /3

Alignment with Learning Goals

CEC Standard 3.1

Analysis of student learning is not aligned with learning goals.

Analysis of student learning is partially aligned with learning goals and/or fails to provide a comprehensive profile of student learning relative to the goals for the whole class, subgroups, and two individuals.

Analysis is fully aligned with learning goals and provides a comprehensive profile of student learning for the whole class, subgroups, and two individuals.

/3

20


(Continued)




6. Summative Report of Student Learning (Continued) Interpretation of

Data CEC Standard

2.2

Interpretation is inaccurate and conclusions are missing or unsupported by data.

Interpretation is technically accurate, but conclusions are missing or not fully supported by data.

Interpretation is meaningful, and appropriate conclusions are drawn from the data.

/3

Evidence of Impact

on Student Learning

CEC Standard 2.2

Analysis of student learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward learning goals.

Analysis of student learning includes incomplete evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward learning goals.

Analysis of student learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward each learning goal. /3

Subtotal: /12 7. Reflection and Self-Evaluation Interpretation of

Student Learning

CEC Standard 5.7

No evidence or reasons provided to support conclusions drawn in “Analysis of Student Learning” section.

Provides evidence but no (or simplistic, superficial) reasons or hypotheses to support conclusions drawn in “Analysis of Student Learning” section.

Uses evidence to support conclusions drawn in “Analysis of Student Learning” section. Explores multiple hypotheses for why some students did not meet learning goals. /3

Insights on Effective

Instruction and Assessment

CEC Standard 5.7

Provides no rationale for why some activities or assessments were more successful than others.

Identifies successful and unsuccessful activities or assessments and superficially explores reasons for their success or lack thereof (no use of theory or research).

Identifies successful and unsuccessful activities and assessments and provides plausible reasons (based on theory or research) for their success or lack thereof. /3

Alignment Among Goals,

Instruction, and Assessment CEC Standard

1.2

Does not connect learning goals, instruction, and assessment results in the discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate.

Connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction, but misunderstandings or conceptual gaps are present.

Logically connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction.

/3 Implications for Future Teaching

CEC Standard 6.0

Provides no ideas or inappropriate ideas for redesigning learning goals, instruction, and assessment.

Provides ideas for redesigning learning goals, instruction, and assessment but offers no rationale for why these changes would improve student learning.

Provides ideas for redesigning learning goals, instruction, and assessment and explains why these modifications would improve student learning. /3

Implications for Professional Development CEC Standard

6.0

Provides no professional learning goals or goals that are not related to the insights and experiences described in this section.

Presents professional learning goals that are not strongly related to the insights and experiences described in this section and/or provides a vague plan for meeting the goals.

Presents a small number of professional learning goals that clearly emerge from the insights and experiences described in this section. Describes specific steps to meet these goals. /3

Subtotal: /15 TOTAL: /96

21

UETS Standard 3: Learning Environments

CEC Standard 2.0 Learning Environments Beginning Special Education Professionals create safe, inclusive, culturally responsive learning environments, so that individuals

with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination

Functional Behavioral Assessment/Behavioral Intervention Plan (FBA/BIP)

Objective Expectation Not Met (1)

Partially Meets Expectation

(2)

Meets Expectation (3) Score

Complete Functional Behavior Assessment 1. Teacher candidate operationally defines the problem behavior and identifies precursor, setting event, and other antecedent environmental variables.

TC writes a definition of the problem behavior that is not operational (observable or measurable).

TC writes a definition of the problem behavior that is either measurable or observable, but not both.

TC writes an operational definition of the problem behavior that is observable and measurable.

/3 2. Teacher candidate includes direct and indirect assessment data. CEC 4.2-.3

TC leaves out assessment data.

TC includes only one form of assessment data.

TC includes multiple forms of assessment data, both direct and indirect

/3 3. Teacher candidate writes function statement, and identifies target replacement behavior written in observable measurable terms.

TC fails to identify target replacement behavior and/or function statement.

TC identifies target replacement behavior that is not operationalized or is not linked to function (with no explanation provided).

TC identifies target replacement behavior is written in observable and measurable terms and linked to function (or explanation is provided). /3

Subtotal: /9 Complete Behavior Improvement Plan 1. Teacher candidate completes the BIP in its entirety, including setting and instructional interventions. CEC 5.1

TC has not aligned the BIP to the FBA. The TC produced a BIP that is missing most items or BIP is not included.

TC partially aligned the BIP to the FBA. The TC produced a BIP that is incomplete and/or inaccurately completed, most items are addressed.

TC accurately aligns all parts of the BIP with the FBA and are accurately completed in sufficient detail.

/3 2. Teacher candidate includes reinforcement and correction procedures, and implementation details. CEC 2.2-.3, 5.4 (FCT only

TC does not provide implementation procedures.

TC provides implementation procedures that are outlined, but lack detail and clarity.

TC provides implementation procedures that are clearly outlined.

/3 3. Teacher candidate describes monitoring system consisting of data collection system, raw data sheets, sufficient graphed baseline and intervention data, date of projected review meeting and details. CEC 4.4

TC provides a data collection system that is appropriate, data displays are accurately completed and sufficient data are provided; details relating to review meeting are complete.

TC provides a monitoring system that is incomplete and/or inaccurate, most items are included.

The TC does not provide a monitoring system.

/3 Subtotal: /9

22

UETS Standard 3: Learning Environments

Functional Behavioral Assessment/Behavioral Intervention Plan (FBA/BIP)

(Continued)


Partially Meets Expectation (2)


Follow LRBI Guidelines 1. Obtains approval from cooperating teacher to use any techniques not considered positive reinforcement; follows policies outline in USOE handbook, “Selection of Least Restrictive Behavioral Interventions for use with Students with Disabilities.”

Observed classroom practices clearly deviate from professional guidelines (e.g., using punishment or extinction procedures without documenting previous intervention attempts).

Some observed classroom practices are in question, relative to professional guidelines (e.g., using punishment or extinction procedures without considering behavioral function).

USOE guidelines relating to behavioral interventions are followed without exception.

/3 2. Behavior Intervention Plan includes generalization and maintenance procedures.

No reference is made to procedures promoting generalization and maintenance of the intervention effects.

Although not explicitly stated, there is some indication that generalization and maintenance procedures have been considered.

Procedures to promote generalization and maintenance of the intervention effects are explicitly stated. /3

3. Writes brief summary report based on FBA and BIP data.

Report is not included or is inaccurate.

Report is incomplete and/or only partially accurate.

The summary report is complete and accurate. The FBA and BIP data are referenced. /3

4. Edit type-written report for punctuation, spelling, and grammar.

Type-written report contains 4 or more errors in punctuation, spelling, and grammar.

Type-written report contains 1-3 errors in punctuation, spelling, and grammar.

Type-written report contains no errors in punctuation, spelling, and grammar. /3

Subtotal: /12

TOTAL:

/30 (x2)=

/60

23

UETS Standard 4: Content Knowledge

Objective Omitted (0)

Expectation Not Met (1)


(2)

Meets Expectation

(3) Score

PRAXIS Exam Take the Special Education PRAXIS Exam and meet state criteria for licensure. Mild/Moderate (5543)* or Severe (5545)*

Did not take exam. Took the exam, but did not receive a passing score.

Took the exam, received a passing score or higher on second attempt.

Took the exam, received a passing score (158) or higher.

/3 Total: /3

*These tests are only offered during specific testing windows. Make sure you have enough time to take the exam and get your results back.

24

UETS Standard 5: Assessment

CEC Standard Assessment 4.0 Beginning Special Education Professionals use multiple methods of assessment and data sources when making education

decisions.



(2)


Achievement Battery or Criterion Referenced Battery 1. The teacher candidate will administer achievement or criterion referenced battery, complete test protocol with student’s name removed and provides hypothetical demographic information. CEC Standard 4.1

The teacher candidate does not administer the test correctly or no test is administered

The teacher candidate will administer the assessment but the testing information may be inaccurate or incomplete, or name of student or all personally identifiable information is not removed.

The teacher candidate will administer an appropriate test protocol completed accurately, personally identifiable information removed.

/3 Subtotal: /3

Curriculum Based Assessment 1. The teacher candidate will administer a CBA according to CPSE 452/453 standards. CEC Standard 4.1

The teacher candidate administers an inappropriate test or no test is administered.

The teacher candidate administered a CBA but some procedures are inaccurate, unclear, or incomplete. Name of student or all personally identifiable information is not removed.

The teacher candidate administered a CBA accurately with all personally identifiable information removed.

/3 2. The teacher candidate accurately develops a PLAAFP and MAG; aligns MAG with PLAAFP. CEC Standard 4.2

The teacher candidate doesn’t develop a PLAAFP or MAG or they are not included.

The teacher candidate develops a PLAAFP and MAG that do not align or are inaccurate or incomplete.

The teacher candidate develops a PLAAFP and MAG that are accurately written and alignment is clear; all essential components are included. /3

3. The teacher candidate aligns CBA results to the PLAAFP and MAG, and to the standardized testing; allows multiple trials and generalization. CEC Standard 4.2

The teacher candidate does not align components or they are incomplete or missing.

The teacher candidate aligns the CBA, PLAAFP, and MAG but it is unclear, or incomplete, or CBA is not aligned to standardized testing.

The teacher candidate aligns the CBA, PLAAFP, and MAG. The alignment is apparent and accurate. Data sheets provided to track the generalization of knowledge or skills. /3

Subtotal: /9 Behavior Observation 1. The teacher candidate completes behavior observations using an appropriate method, describes the observed behavior in measurable terms, and collects peer comparison data in an approved setting to assess behavior and the environmental context in which it occurs. CEC Standard 4.1

The teacher candidate collects behavioral data in an approved setting; the observation form is filled out correctly, and completely, providing useful information.

The teacher candidate completes the observation form but it is incomplete or filled out incorrectly.

The teacher candidate does not collect data or the data is collected incorrectly.

/3

25

UETS Standard 5: Assessment

(Continued)



(2)


Comprehensive Education Assessment Report 1. The teacher candidate provides a written report that includes: - hypothetical student data, - testing conditions, - reason for referral, - tests administered, scores, and - assessment results interpreted as PLAAFPS (See Template in Assignment Form Section) CEC Standard 4.3

The teacher candidate writes a report but components are missing. (See Template in Assignment Form Section)

The teacher candidate writes a report where components are included, but some components are incomplete or inaccurate. (See Template in Assignment Form Section)

The teacher candidate writes a report that contains all components; data presentation and test interpretation are clear. Personally identifiable information removed. (See Template in Assignment Form Section)

/3 2. The teacher candidate makes programming recommendations on the basis of identified strengths and weaknesses. CEC Standard 4.3

The teacher candidate identifies strengths and weaknesses or programming recommendations are not included.

The teacher candidate makes programming recommendations but they are not clearly linked to assessment results or some information is missing/represented inaccurately.

The teacher makes recommendations that are consistent with an individualized approach to decision-making and instruction; two strengths/weaknesses identified from each assessment. /3

3. The teacher candidate describes how the needs of culturally or linguistically diverse students were addressed in the assessments. CEC Standard 4.3

No reference to this issue. The teacher candidate demonstrates minimal effort was made to conduct unbiased assessment.

The teacher candidate provides a description that is detailed and suggests steps that were taken to conduct an unbiased and meaningful assessment. /3

4. The teacher candidate explains how the CBA extends the standardized testing. CEC Standard 4.1

No description or explanation provided.

The teacher candidate provides a description of the way in which the CBA extends the standardized testing is unclear.

The teacher candidate includes a rationale for administering the CBA and provides a detailed description of the way in which the CBA extends the standardized testing. /3

5. The teacher candidate is able to edit a written report for punctuation, spelling, and grammar.

The teacher candidate is able to produce a type-written report contains 4 or more errors in punctuation, spelling, and grammar.

The teacher candidate is able to produce a type-written report contains 1-3 errors in punctuation, spelling, and grammar.

The teacher candidate is able to produce a type- written report contains no errors in punctuation, spelling, and grammar. /3

Subtotal: /15

TOTAL:

/30 (x2)=

/60

26

UETS Standard 6: Instructional Planning

CEC Standard 5.0 Instructional Planning and Strategies Beginning Special Education Professionals select, adapt, and use a repertoire of evidence-based instructional strategies to

advance learning of individuals with exceptionalities



(2)


Participate in IEP Process The teacher candidate will attend and contribute to at least one IEP meeting that a cooperating teacher conducts. The teacher candidate will write a report that includes the following elements:

1. The teacher candidate includes the child’s hypothetical name, classification, why the process was instigated, and who was present during the IEP meeting.

The teacher candidate omits many elements.

The teacher candidate includes some, but not all elements.

The teacher candidate includes all elements.

/3 2. The teacher candidate includes an outline of the order of the IEP meeting.

The teacher candidate omits or provides an unclear outline.

The teacher candidate outlines some, but not all of the parts of the meeting.

The teacher candidate clearly outlines the order of the meeting. /3

3. The teacher candidate includes a description of how participants collaborate to address problems and concerns. CEC 7.2, 7.3

The teacher candidate omits description or does not indicate how participants addressed problems and concerns.

The teacher candidate somewhat describes collaboration including limited information about how participants addressed problems and concerns.

The teacher candidate clearly describes collaboration including how participants addressed problems and concerns. /3

Subtotal: /9 Developing, Writing, and Conducting an IEP The teacher candidate will design and collaboratively write at least one IEP for a particular student. The teacher candidate will also conduct the IEP meeting associated with this IEP and write an IEP that includes the following elements:

1.The teacher candidate completes all sections of the IEP on the form used by the school or district.

The teacher candidate completes few sections of the IEP or does not use district-approved form.

The teacher candidate completes most, but not all sections of the IEP on district-approved form.

The teacher candidate completes all sections of IEP on district- approved form. /3

2. The teacher candidate uses student data from Standardized/criterion reference/CBA and/or behavioral assessments to design all IEP components.

The teacher candidate designs few or no IEP components using relevant assessment data.

The teacher candidate designs most, but not all IEP components using relevant assessment data.

The teacher candidate designs all IEP components using relevant assessment data.

/3 3. The teacher candidate includes copies of all district forms (e.g., permission to test, notice of meeting, eligibility).

The teacher candidate includes few or no district forms.

The teacher candidate includes most, but not all district forms.

The teacher candidate includes all district forms.

/3 4. The teacher candidate removes student and family names in each occurrence. CEC 5.3, 6.2

The teacher candidate removes few or no occurrences of student and family names.

The teacher candidate removes most, but not all occurrences of student and family names.

The teacher candidate removes each occurrence of student and family names.

/3

27

UETS Standard 6: Instructional Planning

(Continued)



(2)


Developing, Writing, and Conducting an IEP (Continued) The teacher candidate will design and collaboratively write at least one IEP for a particular student and conduct the IEP meeting the IEP must include the following elements: 5. The teacher candidate interprets test results as PLAAFPs, and specific programming recommendations are based upon standardized and informal assessment results (e.g., behavior observation checklists, IRI, CBAs). CEC 4.2, 4.3

The teacher candidate derives few or no PLAAFP statements from standardized or informal assessment results.

The teacher candidate derives most, but not all PLAAFP statements from standardized or informal assessment results.

The teacher candidate derives each PLAAFP statement from standardized or informal assessment results.

/3 6. Goals that correlate with all parts of the PLAAFPs.

Few or no goals are derived from PLAAFP statements, or most, but not all PLAAFP statements are evidenced in the goals.

Most, but not all goals are derived from PLAAFP statements, or most, but not all PLAAFP statements are evidenced in the goals.

Each goal is derived from PLAAFP statements, and each PLAAFP statement is evidenced in the goals.

/3 7. Goals and/or objectives/benchmarks that include specific measurable behaviors, conditions (e.g., setting, materials, resources), criteria, and appropriate evaluation procedures.

Few or no goals and/or objectives/benchmarks include specific measurable behaviors, conditions, criteria, and appropriate evaluation procedures.

Most, but not all goals and/or objectives/benchmarks include specific measurable behaviors, conditions, criteria, and appropriate evaluation procedures.

Each goal and/or objective/benchmark includes specific measurable behaviors, conditions, criteria, and appropriate evaluation procedures. /3

8. Functional goals. Few or no goals are designed to lead to functional outcomes.

Most, but not all goals are designed to lead to functional outcomes.

Each goal is designed to lead to functional outcomes. /3

9. The teacher candidate includes goals and services that respond to culturally or linguistically diverse (CLD) students as appropriate. CEC 5.2

The teacher candidate omits goals or services that respond to unique needs of CLD students.

The teacher candidate includes goals and services that respond to unique needs of CLD students.

/2 10. The teacher candidate plans for skill maintenance and generalization, and if appropriate, home involvement. CEC 7.3

The teacher candidate omits plans for skill maintenance or generalization or home involvement.

The teacher candidate includes plans for some skill maintenance or generalization, and if appropriate, home involvement.

The teacher candidate includes plans for skill maintenance and generalization, and if appropriate, home involvement. /3

11. The teacher candidate documents evidence of progress on the student’s IEP goals that align with daily instructional data.

The teacher candidate provides examples from daily instructional data to document the student’s progress on few or no IEP goals.

The teacher candidate provides samples from daily instructional data to document the student’s progress on most, but not all IEP goals.

The teacher candidate provides samples from daily instructional data to document the student’s progress on each IEP goal. /3

12. The teacher candidate edits type-written report for punctuation, spelling, and grammar.

The teacher candidate includes 4 or more errors in punctuation, spelling, and grammar in the type-written report.

The teacher candidate has 1-3 errors in punctuation, spelling, and grammar in the type-written report.

The teacher candidate has no errors in punctuation, spelling, and grammar in the type-written report

/3 Subtotal: /35

TOTAL: /44

28

UETS Standards 8 & 10: Reflection and Continuous Growth & Professional and Ethical

Behavior



(2)


Teacher Observation 1. Describe setting, grade level, students, teacher’s background, and physical environment.

Does not describe setting, grade level, students, teacher’s background, and physical environment.

Partially describes setting, grade level, students, teacher’s background, and physical environment.

Describes setting, grade level, students, teacher’s background, and physical environment. /3

2. State the teacher’s instructional objective and curriculum content.

Does not state the teacher’s instructional objective and curriculum content.

Partially states the teacher’s instructional objective and curriculum content.

States the teacher’s instructional objective and curriculum content.

/3 3. Describe 5 observed strengths.

Describes 2 or fewer observed strengths.

Describes 3-4 observed strengths.

Describes 5 observed strengths. /3

4. Explain how observed strengths might be incorporated into personal teaching.

Does not explain how observed strengths might be incorporated into personal teaching.

Incompletely explains how observed strengths might be incorporated into personal teaching.

Clearly explains how observed strengths might be incorporated into personal teaching. /3

TOTAL: /12

29

UETS Standard 9: Leadership and Collaboration

CEC Initial Preparation Standard 7: Collaboration CEC Initial Preparation Standard 6: Professional Learning and Ethical Practice

Collaborative Meetings Assignment Description


Partially Meets Expectation (2)


A. Training of Paraeducators or Others A1. Roles and Responsibilities Document 1. Submit a role description for paraprofessional, other staff, peer tutor, parents or other volunteers.

Role description omits several items or does not submit a role description.

Submits a role description that omits attendance policy, method of addressing concerns, dress code, classroom behavior management, or confidentiality.

Submits a role description including attendance policy, method of addressing concerns, dress code, classroom behavior management, and confidentiality. /3

A2. Training 1. Develop lesson plan that includes: Objectives, Training Steps, Training Schedule, Monitoring System, Training Data, Performance Report, Feedback Summary, and Hypothetical Names.

Lesson plan omits 2 or more required elements.

Lesson plan omits 1 required element.

Lesson plan includes all required elements. /3

(x8)=

/24

2. Edit typed report for punctuation, spelling, and grammar.

Typed report contains 4 or more errors in punctuation, spelling, and grammar.

Typed report contains 1-3 errors in punctuation, spelling, and grammar.

Typed report contains no errors in punctuation, spelling, and grammar. /3

Subtotal: /30 B. Collaboration with Families, General Education Teachers, and Cooperating Teachers B1. Observation of a Problem-Solving Team 1. Observe a problem-solving team. CEC IPS 7.1

The teacher candidate did not observe a team or the team did not engage in collaborative problem solving.

The teacher candidate observed only part of the collaborative meeting (e.g., arrived late, left early, etc.).

The teacher candidate observed a problem-solving team where student performance and solutions were discussed. /3

2. Complete the DORA II form. CEC IPS 7.1

The teacher candidate did not use the theory and elements of effective collaboration to complete the DORA II form and more than 1 section is incomplete or blank.

The teacher candidate somewhat used the theory and elements of effective collaboration to complete the DORA II form. No more than 1 section is incomplete or blank.

The teacher candidate used the theory and elements of effective collaboration to complete the DORA II form completely and accurately.

/3 3. Write a summary of your observation, data, and suggestions for improving the meeting. CEC IPS 6.1, 7.1

The teacher candidate did not use the theory and elements of effective collaboration and did not use professional and ethical principles to produce a summary. The summary is not well-written or the summary is missing or does not align with the observation results.

The teacher candidate somewhat used the theory and elements of effective collaboration and somewhat used professional and ethical principles to produce a somewhat well- written summary or omits critical information. Some suggestions are impractical.

The teacher candidate used the theory and elements of effective collaboration and used professional and ethical principles to produce a well-written, respectful summary that integrates suggestions for improvement with the observation results.

/3 4. Write a summary of how this meeting will lead to changes that will improve the lives of individuals with disabilities. CEC IPS 7.3

The teacher candidate did not use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators

The teacher candidate somewhat used collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators by providing a brief summary that contains

The teacher candidate used collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators by making connections between the work /3

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Because the written summary does address the connection between student services and the work of the collaborative team.

only a few specific details about the impact of the meeting on students with disabilities. The summary is complete but contains frequent errors in writing.

of the team with specific changes in the services provided for individuals with disabilities. If no changes were discussed by the team, the teacher-candidate made suggestions.

5. Edit type-written report for punctuation, spelling, and grammar.



Type-written report contains no errors in punctuation, spelling, and grammar.

/3 Subtotal: /15

B2. Conduct an Effective Meeting Conduct a problem-solving team meeting. CEC IPS 7.3

The teacher-candidate did not serve as a collaborative resource to colleagues and they did not conduct a problem-solving meeting.

The teacher-candidate somewhat served as a collaborative resource to colleagues by conducting a problem-solving meeting, but not serving in one of the identified roles.

The teacher-candidate served as a collaborative resource to colleagues by conducting a problem-solving team meeting. When appropriate, the student served as the facilitator. /3

2. Complete the TIPS II form. CEC IPS 7.1

The teacher candidate did not use the theory and elements of effective collaboration to complete the TIPS II form and more than 1 section is incomplete or blank.

The teacher candidate somewhat used the theory and elements of effective collaboration to complete the TIPS II form. No more than 1 section is incomplete or blank.

The teacher candidate used the theory and elements of effective collaboration to complete the TIPS II form completely and accurately.

/3 3. Complete the TIPS Fidelity Checklist (TIPS-FC). CEC IPS 6.1

The teacher-candidate inadequately use professional ethical principles and professional practice standards to guide their practice. They demonstrate this with a score of <20 on the TIPS-FC.

The teacher-candidate somewhat use professional ethical principles and professional practice standards to guide their practice. They demonstrate this with a score between 21-30 on the TIPS-FC.

The teacher-candidate uses professional ethical principles and professional practice standards to guide their practice. They demonstrate this with a score of >30 on the TIPS-FC.

/3 4. Write a summary of your observation, data, and suggestions for improvement. CEC IPS 6.1, 7.1

The teacher candidate did not use the theory and elements of effective collaboration and did not use professional and ethical principles to produce a written summary. The summary is missing or does not align with information on the TIPS II form.

The teacher candidate somewhat used the theory and elements of effective collaboration and somewhat used professional and ethical principles to produce a written summary that is somewhat well-written, omits critical information from the meeting, or describes some impractical suggestions.

The teacher candidate used the theory and elements of effective collaboration and used professional and ethical principles to produce a written summary that is well-written and integrates suggestions for improvement with evidence from the meeting.

/3 5. Edit type-written report for punctuation, spelling, and grammar.



Type-written report contains no errors in punctuation, spelling, and grammar.

/3 Subtotal: /15

TOTAL: /60

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Collaborative Meetings Assignment Description

CEC Initial Preparation Standard 7: Collaboration CEC Initial Preparation Standard 6: Professional Learning and Ethical Practice

To improve the effectiveness and efficiency of your professional collaborations, you will need to understand, identify, and use the components of effective meetings. Observe a Problem-Solving Meeting To recognize the components of an effective meeting, you will be required to observe a problem-solving meeting, complete the DORA II form, and write a summary of your observation. You should consider your colleagues as the intended audience for your written summary. Your summary should be thoughtful, data-based, and respectful of the team you observe. The ultimate goal of this assignment is to produce a document that recognizes the good practices you observe and highlights specific strategies the team can use to improve. CEC IPS 7.1 Beginning Special Education professionals use the theory and elements of effective collaboration) Do the following:

1. Attend a problem-solving meeting in which student performance will be discussed and solutions will be offered (e.g., PBIS meeting, PLC meeting, teacher assistance team meeting, student assistance team, etc.).

2. Arrive on time and observe the entirety of the meeting. 3. Complete the DORA II form. 4. Write a brief response paper indicating what went well in the meeting, what could be improved in

the future meetings, and how the meeting will produce changes in services to individuals with disabilities. Use your data for the DORA II form to inform your response paper.

5. Add the completed DORA II form and your response paper to your portfolio.

Conduct an Effective Meeting Researchers have identified a process for conducting effective problem-solving meetings. This research informed the development of the Team Initiated Problem-Solving (TIPS) model. Using this model will help you ensure your team meetings are efficient and effective. You will conduct a meeting using the TIPS Meeting Minutes Form (TIPS II) to document your work and the TIPS Fidelity Checklist (TIPS-FC) to self-assess the quality of your work. CEC IPS 7.0 Beginning Special Education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences) CEC IPS 6.1 Beginning Special Education professionals use professional ethical principles and professional practice standards to guide their practice) Do the following:

1. Conduct a problem-solving meeting in which student performance will be discussed and solutions will be offered (e.g., PBIS meeting, PLC meeting, meeting with paraprofessionals in your classroom, etc.).

2. Participate in the meeting. If appropriate, you should serve as the facilitator for the team meeting. 3. Complete the TIPS II form as you participate in the meeting. 4. Use the TIPS-FC form as a self-assessment to grade the quality of your meetings. 5. Write a one-page response paper indicating what went well in the meeting and what could be

improved in future meetings. 6. Add the completed TIPS II form, TIPS-FC, and response paper to your portfolio.

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General Information

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BYU Special Education Programs Mission Statement We maximize the potential of diverse learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically:

● Prepare competent and moral educators who select, implement, and evaluate research-based, effective teaching practices and appropriate curriculum for learners with special needs.

● Prepare master special educators who will provide collaborative leadership to foster moral development and improve learning and social competence of exceptional children with challenging behaviors.

● Add to the knowledge base of special education and related disciplines through research. ● Serve and advocate for learners with individualized educational needs and others who support

them. Preventing Sexual Harassment Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate gender discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. The BYU policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at (801) 422-5895 or (888) 238-1062 (24 hours); or contact the Honor Code Office at (801) 422-2847. Please see information that defines sexual harassment and inappropriate gender-based behavior, and recommends actions that you can take to deal with such behavior on the following website: https://titleix.byu.edu/. Students with Disabilities BYU is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability that may impair your ability to complete this program successfully, please contact the University Accessibility Center (801) 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the University Accessibility Center. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at (801) 422-5895, in D-282 ASB. Please see information about resources, guidelines, orientation, and available technology on the following website: https://uac.byu.edu/. Diversity and Unity Policy The CPSE Department, the MSE, and BYU are committed to preparing teacher candidates to serve effectively in a diverse society and to promote respect for individual differences. In each course, teacher candidates will learn methods and materials that may be adapted to various settings and contexts. In this program, teacher candidates are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and with diverse linguistic and cultural backgrounds. To assist you in this preparation, the Educational Growth and Unity Association was organized. For more information about the McKay School’s resources on Diversity and Unity, see http://education.byu.edu/diversity.

https://titleix.byu.edu/

https://uac.byu.edu/

http://education.byu.edu/diversity

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Student Teacher’s Commitment to their Students The teacher strives to help each student realize his or her potential as a worthy and effective member of society. The teacher, therefore, works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals. In fulfillment of the obligation to the student, the educator:

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning. 2. Shall not unreasonably deny the student access to varying points of view. 3. Shall not deliberately suppress or distort subject matter relevant to the student’s progress. 4. Shall make reasonable effort to protect the student from conditions harmful to learning or to

health and safety. 5. Shall not intentionally expose the student to embarrassment or disparagement. 6. Shall not, on the basis of race, color, creed, sex, national origin, marital status, political or

religious beliefs, family, social or cultural background, or sexual orientation, unfairly a. Exclude any student from participation in any program. b. Deny benefits to any student. c. Grant any advantage to any student over another.

7. Shall not use professional relationships with students for private advantage. 8. Shall not disclose information about students obtained in the course of a professional service,

unless disclosure serves a compelling professional purpose or is required by law.

Commitment to the Profession The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.

In the belief that the quality of the services from the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions which attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.

Code of Ethics for Educators of Persons with Exceptionalities Council for Exceptional Children

We declare the following principles to be the Code of Ethics for Educators of Persons with Exceptionalities. Members of the special education profession are responsible for upholding and advancing these principles.

Members of The Council for Exceptional Children agree to judge and be judged by them in accordance with the spirit and provisions of this Code.

1. Maintaining challenging expectations for individuals with exceptionalities to develop the highest

possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.

2. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.

3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.

4. Practicing collegially with others who are providing services to individuals with exceptionalities.

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5. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.

6. Using evidence, instructional data, research and professional knowledge to inform practice. 7. Protecting and supporting the physical and psychological safety of individuals with

exceptionalities. 8. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities. 9. Practicing within the professional ethics, standards, and policies of CEC; upholding laws,

regulations, and policies that influence professional practice; and advocating improvements in laws, regulations, and policies.

10. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.

11. Engaging in the improvement of the profession through active participation in professional organizations.

12. Participating in the growth and dissemination of professional knowledge and skills. Academic Integrity Students at Brigham Young University have a moral responsibility to perform and act in accordance with the student honor code and standards. All students attending BYU have agreed to do so. If you abide by the code and standards you should meet your commitments as a student teacher or intern. This behavior should transfer to the schools in which you are working. Educator Preparation Program (EPP) Outcomes This course is part of your preparation for licensure in a major or minor that is part of the BYU Educator Preparation Program (EPP). This course will help you fulfill the EPP Outcomes (http://education.byu.edu/epp/core_assesments.html) required for accreditation. Advisors in Education Advisement Center (EAC), located in 350 MCKB, (801) 422-3426, can answer questions you have about the licensure requirements (http://education.byu.edu/advisement/licensure) for your teaching major or minor. Student Teaching/Internship Placements Placement into Student Teaching Sites The faculty of each specialty area examine all student teaching applications for the following semester. Sites have been selected according to the following criteria:

1. “Evidenced-based Practices” for teaching, management, and service delivery are modeled. 2. The cooperating teacher is recognized by the school administrator and by fellow teachers as a

“master teacher.” 3. The cooperating teacher is fully certified to teach the student population and has at least one year

of experience (at least three years is preferred and required by some districts). 4. After considering the above criteria we will strive to make the location as convenient as possible

for the students. A list of approved student teaching sites is generated by partnership school districts and by BYU faculty. If teachers and districts agree to host a student teacher, then the placement is made. When placements are approved, the student teacher is informed. Student teachers are not permitted to arrange their own student teaching placements. Those completing other licensures (i.e. TESOL, DLI, etc.) through another department must inform the Special Education Student Teaching Coordinator about this licensure.

http://education.byu.edu/epp/core_assesments.html

http://education.byu.edu/advisement/licensure

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Intern candidates that do not receive or accept an internship must notify the Special Education Student Teaching Coordinator as soon as possible so a student teaching placement can be arranged for them. Student Teaching/Internship in Private or Charter Schools Student teachers or interns are not placed in private or charter schools. Policy for Obtaining an Internship Special Education Internships in the Partnership School Districts have been supported for several decades. The Special Education program endorses internships for undergraduate teacher candidates only in our partnership school districts. Generally, these interns are paid half-salary and full benefits, and work a full school year. However, salary can be negotiated based upon the needs of the district (e.g., full salary). Process for Obtaining an Internship Undergraduate teacher candidates who are interested in the internship experience and have passed their classes and mentored learning experiences with at least a C grade, and have demonstrated professional habits necessary for success in the internship (e.g., timely completion of assignments, attendance, initiative, ability to work with others) are recommended. If teacher candidates are offered a contract but do not pass a mentored learning experience or practicum, then the Department will withdraw recommendation and the district cannot honor the contract. The candidate may retake the mentored learning experience one time and must earn a passing grade to proceed to student teaching or internship. The BYU Special Education Program Coordinator and Internship Coordinator provide names of recommended teacher candidates to district administrators in the Special Education Partnership Advisory Council (SPEDPAC). It is critical that your internship placement be one that will allow you to be successful as a special educator. Therefore, districts will submit the School Intern Request form(s) to the CPSE Office to apply for approval of anticipated internship sites. Established requirements must be met at each site in order for districts to receive approval, and teacher candidates will only be allowed to intern at the sites where approval has been given. District administrators are given the opportunity to interview teacher candidates who have been approved by the Special Education Program faculty. Districts should not interview, offer letters of intent, or offer contracts prior to this interview day. Once an intern has accepted a position, they must fill out the IRAMS (University internship paperwork). They can do this at https://intern.byu.edu/ . Part of this process includes applying for graduation. All teacher candidates completing an internship are required to register for internship hours (12 credits in the Fall). Appropriate Internship Placements Since the teacher candidates who will be fulfilling internship duties are not likely to be highly skilled teachers, internship placements should meet the following conditions:

1. Substantial mentoring should be provided by a district-approved, qualified special educator, particularly during the first part of the school year. Qualified mentors are on-site special educators who hold the same license as the intern (e.g., Mild/Moderate or Severe disabilities).

2. The composition of the class of students is manageable both in the type of disability as well as caseload (e.g., Behavior Disorder units and Autism units present unique challenges that may be difficult for interns).

https://intern.byu.edu/

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3. The school must be within the partnership districts. The BYU Special Education program has a long history of working collaboratively with our partnership school districts (Alpine, Jordan, Nebo, Provo, and Wasatch) in the training of special educators. Part of this partnership entails training in accredited settings which receive both district and university support. Schools that are not in the partnership do not have the history of developing and adhering to the policies and procedures related to student teachers/interns from BYU, nor have they been involved in frequent partnership meetings to plan and evaluate successful experiences for student teachers/interns. As a result, non-partnership schools may not be sufficiently prepared to mentor student teachers/interns. (See Policy for Student Teaching/Interning in Non-Partnership Schools.)

Policy for Student Teaching Outside of the BYU-Public School Partnership Placements outside of the BYU-Public School Partnership are generally not approved by the University. Petition for exception must be addressed to the Special Education Program Director. Grading Procedures Final grades are based on the university supervisor’s evaluations, the cooperating teacher’s evaluations, and completion of the teaching obligation. The supervisor determines the final grade for student teachers and interns using several evaluations:

1. University Supervisor Evaluations a. Direct Instruction Observations (4-6 completed) b. Teacher Candidate’s Portfolio c. Three Formative PAES evaluations d. One Summative PAES (incorporating information from the observations and portfolio) e. One EDA

2. Cooperating Teacher Evaluations

a. Three Formative PAES b. One Summative PAES

3. Completion of Teaching Obligation

Minimum Grade for Student Teaching/Interning The grading policy states that student teachers/interns will receive a pass/fail grade. In order for students to pass their Student Teaching/Internship experience, it will be necessary to meet the following criteria:

1. Receive a minimum overall score of “3” on a “5” point scale on the final direct instruction observation form; and no items scored at a 1.

2. Receive a minimum score of “3” on the portfolio. 3. Receive a minimum score of 80% in each of the 3 sections on the summative PAES (i.e., Learner

and Learning, Instructional Practice, Professional Responsibility). A candidate that scores below 80 percent in any section, receives a “No” on 10.1 or 10.2, and/or receives a Not Effective (0) on any objective will result in a failing PAES evaluation. The criteria for each section is as follows:

Cut score: • The Learner and Learning: Must score at least 14/18 points. • Instructional Practice: Must score at least 26/33 points. • Professional Responsibility: Must score at least 7/9 points. • Performance: no items scores at the Not Effective (0) level. • Yes/No: All Yes

4. Receive a minimum score of 80% on the EDA.

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Student Teachers and Interns must earn a passing grade in order to be recommended to the Utah State Office of Education for licensure. Student teachers/interns who do not earn a passing grade may petition the faculty for a second student teaching/internship experience. The faculty will consider the request and inform the teacher candidate of the decision. Student teaching may be repeated only once; a candidate who fails internship must student teach to complete the program. The requirements and length of the repeat experience are determined by the university supervisor, a university faculty member, and the cooperating teacher (if appropriate). The placement for this experience is arranged by the Special Education Student Teacher Coordinator. Teacher candidates who do not earn a passing grade in the repeated student teaching experience will not be permitted to continue the program and will not be recommended for licensure. Interns will receive a “T” grade for Fall semester of their internship. At the conclusion of the Internship, the Fall “T” grade will be changed to match the Winter/Spring grades. Minimum Grades for the Special Education Program After admission to the Special Education program, candidates are required to maintain a 3.0 GPA. In addition, candidates must achieve at least a C in each course in the four-semester program. Violation of either of these two standards results in suspension from the program until the deficiency is rectified. During the program, faculty regularly review each candidate’s standing in (1) academics, (2) teaching, (3) interpersonal relations, and (4) professionalism. Patterns of deficiencies in any of these areas may result in suspension or termination from the program. Graduation and Licensure Procedure Requirements for graduation are available online for both Mild/Moderate and Severe tracks. https://education.byu.edu/cpse/bs/2018cohort These requirements must also be met in order to be recommended for licensure. To be eligible for graduation and licensure, candidates are required to take and pass the Praxis test designed for their teaching major and emphasis. A score of 158 on the PRAXIS 5543 for Mild/Moderate. A score of 158 on the PRAXIS 5545 for Severe. Certain teaching minors also require a passing score on a designated Praxis test. In the event a passing score is not obtained, the teaching minor must be changed to a non-teaching minor or dropped. Please see https://www.ets.org/praxis/ut/requirements for a listing of required Praxis tests and more information. Student Teaching/Internship Policies Attendance policy for Student Teachers Student teaching begins on the first day of the BYU semester. The last day will be the first Friday that occurs within university reading days or final exams, unless otherwise approved. Student teachers must follow the school district calendar for all other days. Student teachers are required to teach full days for one semester and log teaching hours on the “Attendance Log” found in the Assignment Forms section of this handbook. Student teachers must be at school at least one half-hour before school starts and one half-hour after school ends, or during the district contract hours, whichever is greater. Student teachers are expected to be punctual and should not leave school early.

https://education.byu.edu/cpse/bs/201cohort

https://www.ets.org/praxis/ut/requirements

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In the case of illness or an emergency that prevents teaching, it is the student teacher’s responsibility to notify both the cooperating teacher and the university supervisor. For illness or reason(s) which constitute an emergency, student teachers are allowed to miss up to 3 days but must still notify the cooperating teacher and the university supervisor. Student teachers will need to make up days missed, even for approved illness or emergency. If absent, the student teacher is required to provide the cooperating teacher with lesson plans and necessary materials for instructing pupils. Student teachers who desire exceptions to this policy must submit requests in writing to the BYU Special Education faculty, and the faculty must come to a joint agreement for the exception to be granted. Attendance Policy for Interns Interns begin on the first day of the district calendar and follow that calendar for the entire school year. As an intern, you are required to teach full days for the contracted school year. You are expected to follow the district attendance policies as outlined in your contract. Failure to do so would result in not passing CPSE 496R and not being recommended for licensure. Interns are expected to be punctual, following the teacher’s schedule of when to arrive and leave. Transportation Student teachers must arrange their own transportation to and from assigned schools. Teacher Job Actions (Strikes) and Student Teachers/Interns BYU student teachers work in the classrooms of licensed cooperating teachers in their field assignments. In the event of a job strike action that results in cooperating teachers leaving the school buildings, the integrity of the student teaching site is compromised. All student teachers are released from their field assignments while the job action is in force at their schools whether or not cooperating teachers participate in the walk out. University supervisors may elect to hold a class or seminar on campus during the time student teaching is interrupted. Student teachers are expected to resume their field assignments as soon as the full complement of teachers returns to the schools and the training sites are again intact. BYU interns are contracted employees of the school district in which they teach for the full school year. In the event of a job action, interns, like other teachers under contract, have the choice to remain in the school or follow the action recommended by their local teachers’ association. Nepotism and Anonymity In order to provide the best experience possible, student teachers and interns may not be placed with a mentor teacher who is a relative, or be supervised by a relative. This action is required to avoid any practice which might be interpreted as favoritism or discrimination. Substitute Policy Student teachers are not to serve as substitute teachers. If an emergency situation arises in the student teacher’s classroom and a substitute teacher is not available, the student teacher may assume the substitute role without pay for not more than a one-day period. With joint approval from the BYU supervisor and the school principal, student teachers may assume teaching responsibilities in their own classroom while the mentor teacher attends partnership conferences or other professional assignments approved by the principal for a period not to exceed two days. Professional activities extending beyond a two-day period must be cleared through the Field Services office.

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Compliance with District and School Policies The student teacher/intern is required to adhere to district and school policies in the assigned district. This includes participation in faculty meetings, teacher in-services, IEP conferences, and other teacher responsibilities before and after school hours. Student teachers/interns must be at school at least one half-hour before school starts and one half-hour after school ends, or during the district contract hours, whichever is greater. Problems and/or Grievances Should problems or grievances develop during the student teaching/intern experience, the cooperating teacher and/or university supervisor should be made aware of the situation as soon as possible. The student teacher/intern is encouraged to discuss professional problems at any time with his/her cooperating teacher, university supervisor, and then the student teaching coordinator.

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Guidelines on Access to Schools and Students for Pre-service Teachers

I. Public Access Because schools are established for the good of the community and financed primarily with tax dollars most people think of schools as public buildings; however, all school visitors and working professionals must obtain permission before entering classrooms or other areas of the building.

II. Access For Film/Video Projects by Pre-service Teachers Use of schools for film/video projects, including motion pictures, digital photography, videotapes, documentaries, etc., may be considered under the following conditions: 1. The ultimate product will further the cause of education. 2. Normal school procedures and instructional programs will not be disrupted. 3. School involvement will enrich or enhance the curriculum. 4. Individual students and teachers will not be identified in the product. 5. Neither the school nor the district will be identified by name. 6. Individual privacy rights will not be violated. Requests to use schools for film/video projects shall be forwarded by CITES to the

superintendent for review and approval at the beginning of each school year. Authorized film/video crews working on non-commercial projects may photograph normal

routine school scenes. Such filming may include students moving from class to class, participating in regular education class work, working in the library, eating lunch, getting on and off school buses, watching or participating in sporting events, etc.

Filming of normal routine school scenes for non-commercial projects does not generally require releases from parents. However, releases must be obtained if students or activities outside the mainstream are to be included.

Parent approval must be obtained in advance if student instruction is to be interrupted in any way or if the film/video project is being produced for commercial gain or political use.

III. Images of Students

Pre-service teachers prepare professional portfolios to document their growth and development as teachers. Portfolios usually include videos for photographs of teaching episodes with students. Such portfolios may also be used in employment and licensing settings. Pre-service teachers who obtain permission from the school administrator in advance may

observe, photograph, and report on typical school scenes including regular education classes, events, and activities so long as they do not interfere with student learning.

Parent releases are not necessary when students are photographed or interviewed while participating in mainstream classes or activities.

Pre-service teachers may not photograph or interview students who are outside the mainstream without express written permission of the parents. This restriction applies to students in special schools, cluster units, resource rooms, youth in custody, and other programs where federal law protects student privacy rights.

*Based upon current access policy in the Jordan School District

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Role of the Student Teacher, Intern,

Cooperating Teacher, Principal, University

Supervisor

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Role of the Student Teacher Introduction As the student teacher, you will begin as a participating observer. Cooperating teachers should share objectives, lesson planning, and evaluation procedures, and they should discuss individual pupil problems. As you demonstrate the ability to assume teaching responsibilities, you will receive more assignments for designing and directing learning activities. It is recommended that you observe lessons taught in each area of the curriculum before you teach that topic independently. This transfer of teaching should be scheduled so you are in complete charge of the classroom for a minimum of the last 8 weeks of student teaching. If you demonstrate the competence and initiative necessary to take charge earlier, you will be encouraged to do so. Responsibilities The student teaching experience is an opportunity for you to develop and demonstrate teaching, management, and other professional competencies acquired during the teacher preparation program. You are expected to demonstrate these competencies in daily work in the assigned school. In the student teaching portfolio, you will provide evidence of these competencies:

1. According to the specific aspects of the assignment, the student teacher will be available, when appropriate, to assist the cooperating teacher in the following instructional duties:

a. Teaching under the supervision of the cooperating teacher. The teacher candidate may occasionally teach when the cooperating teacher is temporarily away from the classroom, but may not serve as a substitute teacher. (Note: Interns are hired by the district; therefore, they are legal teachers. They have an assigned mentor, but mentors do not fill the same role as cooperating teachers assigned to the student teachers.)

b. Grading papers and keeping records. c. Supervising playground, lunchroom, and bus loading/unloading. d. Tutoring students who need special help. e. Conferring with individual students and their parents under the supervision of your

cooperating teacher. f. Conducting home visits with your cooperating teacher. g. Attending professional meetings. h. Collaborating with paraeducators and other adults in the classroom. i. Performing other work in the school building as assigned.

2. When possible, the student teacher will observe other classes and participate in teaching activities

with other student teachers in the same building or district.

3. Responsibilities of the student teacher or intern to the school system are as follows: a. To comply with the regulations of the building to which they are assigned. b. To advise the principal of their presence in the building or their absence from assigned

responsibility. c. To follow the school system calendar within any given semester. d. To follow the cooperating teacher’s regular schedule. e. To keep confidences and respect the rights of others at all times. f. To secure information pertaining to legal responsibilities for the classroom. g. To maintain a positive attitude and develop a positive learning environment for the

children within the classroom and school setting. h. To be responsible, courteous, and dependable.

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i. To dress professionally and maintain a neat, clean, and appropriate appearance. j. Use good judgment and act professionally when working with school personnel and

parents.

4. The student teacher will become thoroughly acquainted with this Student Teaching/Internship Handbook.

Stages of Student Teaching Stage 1: Observation The student teacher observes the mentor teacher modeling good teaching practices. The student teacher should be able to clearly reflect understanding of the skills demonstrated before moving to the next stage. At the same time, the student teacher should be anticipating and preparing for Stage 2. Stage 2: Teaming The student teacher and the mentor teacher plan and teach lessons cooperatively. The team-teaching experience should provide opportunities for the student teacher to ask questions and for the mentor teacher to demonstrate specific techniques. Stage 3: Independent Teaching with Observation The student teacher teaches independently with the mentor teacher reviewing plans, observing the student teacher’s instruction, and conferencing after each lesson. Stage 4: Independent Teaching The student teacher teaches independently. This stage is important for the student teacher to gain independence and confidence. The classroom students learn to depend on the student teacher rather than on the mentor during this stage. Many opportunities to exercise judgment and learn from experience occur during independent teaching. Conferencing continues during this stage. Stage 5: Student Teacher as Critical Observer If the schedule permits, the student teacher may again become the observer, now from the vantage point of more knowledge, or may be invited to observe in other classrooms. The cooperating teacher begins to assume more responsibility for the classroom as the student teacher’s responsibilities shift. Prior to Student Teaching You are required to contact your cooperating teacher as soon as you learn of your placement and to arrange a time to begin mutual planning and preparation for the student teaching experience. Your first visit to the school should include a stop at the office to meet the principal, and you should make arrangements to obtain a copy of the school handbook and any other pertinent materials. You should visit the school prior to the day you officially report to your student teaching placement to meet your mentor and to introduce yourself to the principal. The First Day Arrive early. Although your actual teaching responsibilities will begin gradually during the first few weeks of the semester, it is extremely important to begin interacting with the students on the first day in the classroom. Ideally the students should not perceive you as a person who sits in the back of the room observing, but as one who takes an active role in the classroom, even on the first day. You should take the initiative to ask the cooperating teacher how to participate and/or suggest responsibilities to be undertaken immediately. Listed below are responsibilities you could assume from the first day:

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1. Distributing and collecting materials from students. 2. Taking attendance. 3. Correcting papers. 4. Reading announcements. 5. Helping individual students with assignments. 6. Escorting elementary children to the lunchroom, playground, restroom, or special classes. 7. Reading a story or conducting a sharing period in an elementary classroom. 8. Writing necessary material on the chalkboard. 9. Preparing computer assignments and activities.

You will be expected to observe the cooperating teacher, as well as other teachers in the building. Elementary student teachers may wish to consider observing their students in art, music, or physical education to see how the children react to a different teacher. The purpose of observing, however, is not to learn how to do a teaching skill or curriculum, but rather to have some material upon which to reflect. This means a critical part of observation is its subsequent analysis. Each time you observe a teacher, be sure to take notes and record questions. Suggested Weekly Sequence When you begin teaching, you are required to submit written lesson plans and/or unit plans to be pre-approved by your cooperating teacher. (Interns approve plans with mentors and/or their university supervisor.) The following sequence is suggested, although individual student teachers and cooperating teachers may find that the pace is too slow or too fast for a particular student. The list can be modified according to individual needs. This schedule is based on a 16-week semester. Weeks 1-2:

1. Participate in an initial 3-way meeting with your cooperating teacher and university supervisor. 2. Continue with activities suggested for the first day. 3. Become familiar with building staff and resources. 4. Learn school policies and procedures as stated in the school handbook. 5. Obtain a course of study for subjects taught in your class and become familiar with the objectives

for the curriculum. 6. Observe your cooperating teacher and others in the building. 7. Schedule a daily time when you can evaluate the events of the day and plan with the cooperating

teacher. 8. Make a list of questions for your cooperating teacher and university supervisor. 9. Plan to incorporate available instructional technology into your plans for teaching. 10. Develop a long-range plan for your gradual increase of teaching responsibilities. 11. Submit Student Teaching Data Sheet to University Supervisor. 12. Complete at least one portfolio assignment.

Weeks 3-11:

1. Continue daily debriefing and planning sessions with your cooperating teacher. 2. Begin teaching one subject or period with additional subjects or periods as directed by your

cooperating teacher. 3. Evaluate each lesson you teach, preferably in writing, and discuss your self-evaluations with your

cooperating teacher and supervisor. 4. Assume more administrative and classroom maintenance responsibilities. 5. Complete at least four portfolio assignments.

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Weeks 12-16: 1. Continue daily conferences with your cooperating teacher. 2. Increase your teaching responsibilities to full days for at least four weeks. 3. Continue evaluating and analyzing your teaching. 4. Participate in a final three-way conference with your cooperating teacher and university

supervisor to evaluate your progress. 5. Complete at least four portfolio assignments.

Focus on Teaching the Students Your main concern should be helping students progress rather than making a favorable impression on the cooperating teacher or university supervisor. Focus on Continual Improvement Continually reflect on and formally evaluate each teaching experience, determining what went well, what needs to be improved, and how you can be more effective next time.

1. Stay aware of the importance of your work. 2. Select one or two areas at a time for self-improvement. 3. Focus on the things that you can control.

Focus on Student Teaching Student teachers are cautioned not to overload themselves with additional university courses or other responsibilities such as outside work during the student teaching experience. The amount of other work you undertake during your student teaching experience has a direct relationship on your effectiveness as a teacher. Your teaching work is a responsibility that must come first. The obligation to the education of students cannot be taken lightly; therefore, responsibilities other than teaching should be kept minimal. Role of the Intern Responsibilities See the Role of the Student Teacher section. In addition, the intern experience is an opportunity for you to develop and demonstrate teaching, management, and other professional competencies acquired during the teacher preparation program. You will assume all responsibilities of regular contracted teachers as directed by your district and school administrators. Typical duties include, but are not limited to:

1. Delivering instruction. 2. Managing the classroom. 3. Giving appropriate assessments. 4. Keeping up-to-date and accurate records 5. Meeting student needs. 6. Ensuring legal compliance. 7. Collaborating with others (faculty, service providers, paraprofessionals, parents, etc.). 8. Evaluating your own teaching as a means of evaluation. 9. Model professional social skills (with parents, paraeducators, administrators, etc.). 10. Demonstrate proper skills in various instructional settings. 11. Provide leadership to the team and paraeducators. 12. Be inquisitive and proactive. 13. Ask questions in meetings with mentor. 14. Voice your opinion in the three-way meeting – speak up about concerns. 15. Analyze testing data to set goals.

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16. Know various teaching methods and curriculum. You are expected to demonstrate these competencies in daily work in the school. You will provide evidences of these in the student teaching portfolio. Remember to complete BYU coursework as necessary for your degree and your license. Additional Requirements

1. Complete all required BYU coursework. 2. Sign a year-long contract with the school district. 3. Assume all responsibility of regular contracted teachers as directed by the individual district and

school administrators. This includes signing a contract with the school district that begins at the beginning of the school year and ends at the completion of that year (not the university school year).

4. Register and pay Fall Semester tuition for CPSE 496 (12 credits) and CPSE 490 (1 credit). 5. Attend the Running Start Program. (Sponsored by the state, district, and BYU which occurs

before the beginning of the school year – typically mid-August). Role of the Cooperating Teacher/Mentor The term cooperating teacher is used in a broad sense to include classroom teachers, counselors, and administrators who have direct supervisory responsibility for the student teacher working in the school system. (Note: Mentors fill a similar role for interns.) Qualifications: To be a cooperating teacher, a teacher must have the following qualifications:

1. Hold the appropriate standard license (not a provisional or probationary license). 2. Have at least one year of experience in the current school system. 3. Be recommended by the building principal and district administration. 4. Consent to the principal’s and administrator’s recommendation. 5. Have release time for his/her regular responsibilities for a sufficient amount of time throughout

the semester/year to ensure that he/she can observe the student teacher/intern at different times of the day, and have regular time for consultation.

6. Not have any other large district/school assignments that would take away from their ability to mentor.

7. Participate in a formal observation of the student teacher/intern with the university supervisor one to two times (the first of these being the first observation).

8. Know legal requirements and paperwork for IEP files. 9. Give feedback to the university supervisor for grading. 10. Model effective professionalism and evidence-based practice. 11. Be on-site and responsive to the student teacher/intern. 12. For Student Teachers, daily conferences should occur with their cooperating teacher. For interns,

weekly conferences should occur with their mentor teachers. The role of the cooperating teacher is to provide leadership, mentoring, and modeling to the student teacher/intern in all aspects of the student teaching/internship assignment. The cooperating teacher also observes the student teacher’s/intern’s teaching and gives feedback to the student teacher/intern and university supervisor. The cooperating teacher is vital to the success of field-related experiences for pre-

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service teachers; therefore, it is critical that the cooperating teacher offer the university teacher candidate full opportunities to experience the teacher’s role in both the classroom and the community. In addition, the university is relying on the cooperating teacher/mentor to give thorough and timely feedback to the university so that university supervisors may help when needed. Responsibilities:

1. Attend Fall Orientation and Complete Honorarium Information.

2. Read the Student Teacher/Internship Handbook. The handbook is also available online at http://education.byu.edu/cpse/teaching-experience.

3. Meet with the University Supervisor and Student Teacher in a three-way Conference. Early in the assignment meet with the student teacher and the university supervisor, either in person or through on-line technology, to discuss requirements and expectations. This meeting is designed to enhance the professional development of the cooperating teacher in the supervisory role.

4. Help the Student Teacher Become a Part of the School Community. Prepare your students and their parents for the anticipated arrival of the student teacher. Introduce the student teacher to the class and other staff members. Provide a desk or workspace for the student teacher, and share all bulletins and announcements pertaining to faculty meetings, school policies and procedures, and other school or district information. Discuss with the student teacher the extent of authority and scope of responsibility involved in student teaching. Help the student teacher become familiar with the curriculum and with the individual needs of the students. At open houses or parent conferences introduce the student teacher to the parents and allow the student teacher to take an active role in these events.

5. Schedule a Time for Daily Conferences. Keeping in close communication with the student teacher is important for purposes of planning lessons, modeling effective teaching, and evaluating the student teacher’s progress. Guidance in helping the student teacher make defensible decisions about teaching is critical. Holding daily conferences is the best way to develop mutual understanding and foster a sense of trust between the cooperating teacher and the student teacher. (Weekly conferences are sufficient for interns.) These conferences are a time to approve written lessons or unit plans that the student teacher is preparing to teach. The student teacher is required to make note of these conferences on a weekly basis, and the cooperating teacher must sign the form at the completion of the assignment.

6. Provide Opportunities for the Student Teacher to Observe. The most critical part of student teaching is the opportunity to observe an exemplary teacher in action. Please allow the student teacher to observe your teaching on a frequent basis. During your daily conference discuss what the student teacher has observed. Although a large part of the student teacher’s responsibility is to teach students with disabilities, blocks of time should be left for observing the cooperating teacher and other teachers in the building.

7. Allow the Student Teacher to Fulfill Program Area Requirements. At the beginning of the semester, the university supervisor will discuss with the cooperating teacher the specific program area requirements which the student teacher must complete to earn a “Pass” grade in student teaching. Please plan with the student teacher cooperatively to ensure the opportunity to fulfill all of these requirements. Please allow the student teacher to experiment with effective teaching methods. Before any lesson is taught, however, the student teacher should submit a written lesson plan for approval. If the lesson is well conceived and the objectives clear, allow the student teacher to try various methods. While student teaching is a time to practice what they have

http://education.byu.edu/cpse/teaching-experience

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learned in their university courses and mentored learning experiences, it is also a learning experience where student teachers experiment to find methods and strategies that work best for their students to obtain the skills being taught.

8. Allow the Student Teacher to Assume Full-Time Teaching. Student teachers should assume total responsibility for planning, teaching, and evaluating student progress of an 8 week-long unit. The student teacher will follow the course of study that the cooperating teacher would normally follow during this period. The cooperating teacher may occasionally leave the room for certain periods to allow the student teacher to be totally in charge of the classroom. However, it makes good instructional sense for the cooperating teacher to remain in the classroom and work with individuals or small groups. The student teacher is considered to be teaching full-time even if the cooperating teacher remains in the classroom.

9. Observe and Evaluate Your Student Teacher/Intern. The cooperating teacher’s main role is not as evaluator, but their feedback is used in final (summative) evaluations that are completed by the university supervisor for the student teacher’s grade. A cooperating teacher’s comments and observations about the student teacher’s performance are extremely important. Written comments noted while the student is teaching will serve as the basis for the later conference. Although you may leave the classroom occasionally when the student teacher is in charge of teaching, the cooperating teacher should remain in the classroom to observe the student teaching the majority of the time. We recommend that at least one observation be co-observed with the university supervisor as early on as possible in the semester/school year.

10. Communicate with the University Supervisor. The cooperating teacher should find a few minutes to talk with the university supervisor at each visit to discuss the student teacher’s progress. The cooperating teacher will have at least one joint observation (with the university supervisor) during the course of the student teaching/internship. The first observation by the university supervisor will be a joint observation with the cooperating teacher. In addition, there will be a three-way conference with the cooperating teacher, university supervisor and student teacher/intern. Please block the requested period of time for these conferences. The university supervisor will make every effort to schedule the conference at a time compatible with the cooperating teacher’s schedule. University supervisors will provide cooperating teachers with their phone numbers and e-mail addresses. Student teachers and cooperating teachers should not hesitate to call the supervisor should a problem arise. It is better to solve a small concern early than to allow it to grow into a major problem. If a problem exists that is not being successfully solved by the university supervisor, the cooperating teacher may contact the BYU Special Education Student Teaching/Intern Coordinator.

11. Hold Conferences with your Student Teacher. Conferences between you and the student teacher/intern are essential to a successful student teaching experience. A number of factors may make effective communication difficult: daily schedules may leave no time for conferences; the student teacher, cooperating teacher, or both may feel insecure in their roles; the cooperating teacher may be overly concerned about hurting the student teacher’s feelings; the student teacher may be defensive; and/or finding a place to talk in private may be difficult. Good communication will only occur when both the cooperating teacher and student teacher work hard to overcome such obstacles. Effective communication is so important that it cannot be left to chance. Conferences are an important opportunity to develop and enhance effective communication. Planned, regularly scheduled conferences are the basis for good communication. It is in the conference that the student teacher may become consciously aware of his/her instructional behavior as observed by the cooperating teacher. Student teachers may begin to analyze their

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student’s academic and social progress. The foundations of professional self-evaluation/reflection are laid out during these conferences. Thus, it is imperative that both the immediate and long-term goals of conferences be kept in mind. Daily short conferences between student teacher and cooperating teacher will give attention to matters of immediate consequence: adjusting plans, coordinating work schedules, identifying and solving daily problems, providing “boost in morale,” and keeping things functioning smoothly, in general. The timing of such conferences may vary from day to day, but the flexibility of the times should not deemphasize the importance of these interactions. Weekly conferences between student teacher and cooperating teacher should also be scheduled, and it is probably best to reserve about one hour for this purpose. These conferences may be used for long-term planning, cooperative evaluation of the student teacher’s competence, analysis of the cooperating teacher’s teaching procedures, and development of in-depth understanding of student behavior and community relations. The following guidelines are offered for the consideration of cooperating teachers:

a. The time and place of the conference should be planned in advance. It should be canceled or postponed only when essential, and it is not unreasonable to expect the student teacher to return to school for the weekly conferences. The setting should be informal, at a place where few interruptions are likely to occur. Regularly scheduled conferences will prevent the student teacher from thinking that conferences are called only when there are criticisms to be offered.

b. A free exchange of ideas should occur during the conference. It is helpful if many of the topics involve a process of seeking answers to methodological or curriculum problems. Alternative solutions should be analyzed with both you and the student teacher/intern offering ideas.

c. Analysis of the student teacher’s performance or personal qualities should be characterized by an appropriate balance between strengths and weaknesses. Criticisms should be constructive, but falsely optimistic praise may be as unproductive as overt negativism. It is interesting that some student teachers complain, “My cooperating teacher never tells me how I can improve,” while others state, “My cooperating teacher only mentions the things I do wrong.”

d. You should not hesitate to offer suggestions and teaching ideas. Student teachers are eager to learn “tricks of the trade” and sources of useful teaching materials. Be as specific as possible, to the extent of showing materials, modeling instructional and management techniques, and so forth.

e. The conference should encourage the student teacher to become increasingly self-directed and self-evaluative. Ultimately, teachers will be essentially on their own in classroom situations, and many of the qualities and practices that result in continued professional growth begin during the student teaching semester.

f. Three-way conferences with the university supervisor may be centered on the overall evaluation of the student teacher’s performance. Here is a recommended sequence for using these evaluations:

i. An initial conference to set expectations and review the evaluation instruments. ii. A mid-placement conference to assess progress to date.

iii. A conference at the end of student teaching to explain the final evaluation and to discuss the expectations for future professional success.

12. Cooperating Teaching Honorarium. Individuals who serve as cooperating teachers receive an

honorarium. Although the payment is regarded as a “token amount,” your time and commitment

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to the teaching profession is probably much more adequately described as a professional courtesy for two reasons. First, the remuneration is small considering the amount of time and effort you spend working with the student teacher. Second, most cooperating teachers work with student teachers for highly professional reasons, such as a feeling of obligation to assist the improvement of their profession. The honorarium will be provided within a few weeks after W-9 forms are received by the ESS Office and required evaluations have been submitted.

13. Complete and Submit Student Teacher Evaluations. Final Utah Teacher Candidate Performance Assessment and Evaluation (PAES) and Educational Disposition Assessment (EDA) due dates:

• December 7, 2018 for fall student teachers • April 11, 2019 for winter student teachers and interns

All evaluations must be submitted on mYlink. Instructions on how to complete the forms on mYlink can be reviewed with the University Supervisor. (Assistance can be acquired by calling mYlink Support at 801-422-1190.) There is probably no task that is faced by cooperating teachers with more apprehension than writing of evaluations. “Am I being fair?” or “Will the reader understand what I mean?” are typical concerns. Remember that student teaching is just one phase in the professional growth of the teacher and that this phase is focused on helping the student teacher move in the direction of professional maturity. The following suggestions may be helpful in completing the final evaluation:

a. Provide not only ratings, but written comments as well. The ratings serve as quantitative means by which student teachers can be compared. The written recommendations may be used to elaborate on or supplement the ratings. Very high and very low ratings should be explained with written comments.

b. Provide evaluations which are honest and frank, particularly in regard to student teachers who may need intense mentoring as a first-year teacher or who have not demonstrated the knowledge, skills, and dispositions necessary to be an effective special educator. Two common questions are often asked by cooperating teachers; “If I had a child with special needs, would I want this student teacher to be his/her teacher?” and “Would I willingly co-teach with this student teacher as employees in the same school?”

c. Provide comments that are objective and as informative as possible. Generalities, inferences, and hidden meanings are pitfalls to clarity and objectivity.

d. The Utah Teacher Candidate Performance Assessment & Evaluation System (PAES), including the Clinical Practice Summary Statement, must be scored four times throughout the semester (i.e., formative evaluations, NOT submitted online) and at the end of the semester (i.e., final evaluation, IS submitted online) for student teachers and interns. The final checklist has been merged with the Utah Teacher Candidate Performance Assessment and Evaluation System (PAES) and CEC Initial Preparation Standards (CEC IPS). The Educational Dispositional Assessment (EDA) must be scored at the end of the semester. The PAES and EDA are completed on mYlink and put in the teacher candidate’s placement file. Again, you must discuss your evaluations with the student teacher/intern, and both signatures are required.

e. Keep all records of observations, anecdotal notes, and other written documentation of student teachers/interns who are not meeting expectations. Communicate these concerns to the student teacher/intern and university supervisor as soon as they arise. If the student teacher’s/intern’s performance does not improve, call a three-way meeting to develop a remediation plan. On rare occasions, if the student teacher/intern is not able to manage

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the classroom or provide sufficient instruction, even with intense mentoring by the cooperating teacher and university supervisor, the teacher or building principal may recommend that the student teacher/intern be removed from the assignment. Complete all written documentation honestly regarding the student teacher’s/intern’s performance.

Guidelines for Effective Mentoring: Cooperating Teacher Expectations Strategies for Mentoring

1. Provide regular oral and written evaluation of teaching performance. 2. Present demonstration lessons using varied effective teaching strategies and discuss them with the

student teacher. 3. Review all lesson plans and provide appropriate feedback. 4. Provide the student teacher with opportunities to prepare and develop original teaching plans,

using a variety of effective strategies and materials. 5. Plan together for effective assessment of learning. 6. Guide the student teacher in planning assignments and homework that provide appropriate

challenges. 7. Assist the student teacher in accommodating students with diverse needs. 8. Guide the student teacher in the use and care of school equipment and materials. 9. Provide feedback on classroom presence (e.g., moving throughout the classroom, voice

effectiveness, appropriate professional appearance). Human Relationships and Professionalism

1. Discuss with the student teacher the role and performance of a professional teacher, including discussions of students and colleagues outside the classroom.

2. Stress the importance of being a role model in the classroom, including respect for others, respect for diversity, and appropriate language and dress.

3. Involve the student teacher in parent conferences and other professional meetings. 4. Integrate the student teacher into the school as a professional colleague.

Suggestions for Collaborative Teaching

1. Team plan a unit or mini-unit, alternating instructors or team teaching. 2. Student teacher provides the main instructions; the cooperating teacher reviews difficult concepts

or conducts tutorial sessions with individuals or groups. 3. Each teacher presents a mini-unit to a small group and then reverses groupings.

Addressing Concerns

1. If progress is not satisfactory, discuss the specifics of the concern with the student teacher as soon as the situation becomes apparent; document all discussions.

2. Work together to develop strategies to overcome the problem. 3. Notify the university supervisor and schedule a three-way conference. 4. In consultation with the teacher candidate and university supervisor, decide on a course of action. 5. Invite the assistance of a school or university administrator, if necessary.

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Role of the Principal The school principal recommends teachers for cooperating teachers who have demonstrated superior teaching practice and are eligible to serve in those roles. Principals must assure that the cooperating teacher has adequate time to serve as an effective mentor for the student teacher. Principals then consult with eligible teachers regarding their willingness to work with university teacher candidates and university supervisors. In addition, the principal should:

1. Provide the student teacher with an orientation to the school’s philosophy, policies, and operating procedures.

2. Give the student teacher a tour of the school facility and a description of the community. 3. Include the student teacher as part of the regular staff. 4. Provide student teachers with copies of all staff memos and communications that are pertinent to

their experience. 5. Give the student teacher a practice or mock interview for a teaching position, if requested. 6. Informally observe the student teacher while he/she teaches. 7. Consider writing a reference if the student teacher requests one. 8. Provide feedback to the McKay School of Education regarding program completers/alumni.

Role of the University Supervisor The university supervisor assigned to work with the student teacher should fulfill the following duties:

1. Observe the student teacher at least four times during the semester and complete four formal, written evaluations in conjunction with these observations. You may observe in person or via technology, with approximately half being in person and half being online using GoReact. At least one observation should be done with the cooperating teacher. You can complete more than one observation during each visit.

a. Initial three-way meeting followed by an initial PAES. b. Direct Instruction Observation #1. c. Direct Instruction Observation #2. d. Three Formative PAES. e. Direct Instruction Observation #3. f. Final three-way meeting followed by a summative (final) PAES. g. Submit the university supervisor Observation Record.

2. Observe the intern at least eight times during the school year and complete eight formal, written evaluations in conjunction with these observations. At least one observation should be done with the cooperating teacher. You can complete more than one observation during each visit.

a. Initial three-way meeting followed by an initial PAES. b. Direct Instruction Observation #1. c. Direct Instruction Observation #2. d. Direct Instruction Observation #3. e. Six Formative PAES. f. Direct Instruction Observation #4. g. Direct Instruction Observation #5. h. Final three-way meeting followed by a summative (final) PAES. i. Submit the university supervisor Observation Record.

3. Communicate frequently with the student teacher and cooperating teacher.

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a. Provide specific oral and written feedback to the student teacher/intern regarding his/her instructional, managerial, organizational, and professional behavior.

b. Communicate problems or concerns with district personnel and BYU special Education Student Teacher/Internship Coordinator.

c. Confer with the cooperating teacher regarding the student teacher/intern’s progress. d. Consult with the student teacher regarding development of his/her portfolio. e. Examine, critique, and evaluate the student teacher’s/intern’s portfolio. f. Assess the environment. (Is it a proper placement?) g. Remind cooperating teacher of observations and due dates for forms. h. Assign a Pass/Fail grade for student teaching and submit to Student Teaching/Internship

Coordinator by the due date.

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Evaluation Forms

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Direct Instruction Observation Form

Name: ________________________ Date: _________ Observer: _________________ Observation #: _____ Teacher Candidate Teaching Goal(s): __________________________________________________________ Teacher Candidate Met Teaching Goal(s): YES NO Describe: ________________________________________________________________________________

Opening 1 2 3 4 5 • Have appropriate lesson plan prepared. • Copy of materials including data ready for observer. • Have all appropriate teaching materials ready and easily

accessible. • Begin lesson on time. • Begin with anticipatory set and rationale, as related to daily

objective.

• Review maintenance and prerequisite knowledge to make logical connections between this lesson and previous learning.

• State the instructional objective in “student’ terms. • Daily learning objective challenges students appropriately to

make progress toward IEP goal(s). • Teach or review expected behavior routines during all phases

of lesson. Comments:

Modeling 1 2 3 4 5 • State new skills or knowledge in small manageable parts. • Demonstrate new skill or knowledge in small manageable

parts.

• Use age and ability appropriate examples and materials. • Check for student understanding; model again as needed.

Comments:

Guided Practice 1 2 3 4 5 • Prompt students to say, write, or do skill with exercises or

examples that align with instructional objective. • Prompt students to say, write, or do skill with sufficient

number of exercises or examples (minimum of 3). • Prompt group responses, then individual responses. • Prompt responses in a mode appropriate for each student (e.g.,

sign language, pictures, single words, phrases). • Fade prompts as students’ master skills.

• Reteach incorrect academic responses and practice as needed to advance to independent practice or reinforce correct responses.

• Reteach inappropriate behavioral/social responses and practice as needed or reinforce appropriate responses.

• Collect data on student readiness for independent practice. • Use data to verify mastery of skills to stated criterion before

advancing to independent practice. Comments:

Independent Practice 1 2 3 4 5 • Assign practice exercises that align with current and/or

previous instructional objectives. • Assign sufficient number of practice exercises for students to

use skill independently (minimum of 5). • Circulate and monitor each student’s progress. • Reteach incorrect academic responses or reinforce correct

responses.

• Reteach inappropriate social/behavioral responses or reinforce appropriate responses.

• Maintain adequate balance between general and specific praise.

• Collect and record appropriate data on student mastery of instructional objective.

• Use data to determine next lesson’s objective. Comments:

Scoring Key 5 = Exceptional 3 = Competent 1 = Emerging

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Direct Instruction Observation Form (Continued)


Closing 1 2 3 4 5 • Summarize learning by restating objective and describing

student performance. • Preview next lesson to make logical connections between this

lesson and the next. • Transition all students to the next activity.

Comments:

General Classroom Procedures & Professionalism 1 2 3 4 5 • Supports an environment where students are able to assume

appropriate levels of responsibility for themselves and others. • Establishes a positive atmosphere in the classroom (e.g.,

preventative strategies, age-appropriate decorations, interactions with staff and students, effective use of time).

• Follows Least Restrictive Behavioral Interventions for preventing and dealing with challenging behaviors.

• Assures that all students, paraeducators, volunteers, and/or peer tutors are engaged in meaningful work.

• Uses a wide range of standards-based materials, resources, and technologies adapting them for effective ESL and/or content teaching.

• Is positive, teachable, collaborative, dependable, and dressed appropriately.

• Has made sufficient progress toward portfolio completion. • Self-assesses accurately through reflective strategies, then

revises practice. • Post 3-5 positively-stated classroom rules.

Comments:

Response Opportunities and Reinforcement for Student Behavior (Collect during Modeling/Guided Practice)

Response Rate: Time Began: ________ Time Ended: ________ Standard: 0=0; 1=1; 2=2; 3=3; 4=4; ≥5=5; Number of Minutes Observed: ______________ Activity: _________________________________ Number of Students: ______________________

CORRECT RESPONSES INCORRECT RESPONSES FEEDBACK GROUP INDIVIDUAL

Response Rate (Number of responses/Number of minutes)= ______________________________/minute Corrective Feedback (Number of incorrect responses: Number of corrective feedback)= _______:______ Reinforcement Rate: Time Began: ________ Time Ended: ________ Standard: 0=0; 1=1; 2=2; 3=3; 4=4; ≥5=5; Number of Minutes Observed: ______________ Activity: _________________________________ Number of Students: ______________________

ACADEMIC REINFORCEMENTS BEHAVIORAL REINFORCEMENTS GENERAL PRAISE DESCRIPTIVE PRAISE

NONVERBAL


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Direct Instruction Observation Form (Continued)


Response Rate and Reinforcement 1 2 3 4 5 • Elicit high rates of responses or response rate

appropriate for age, ability, and instructional activity. • Maintain 1:1 ratio of incorrect responses to corrective

feedback. • Maintain adequate balance between general and specific

praise that is age/ability appropriate.

• Reinforce correct academic responses. • Reinforce appropriate behavior/social responses. • Reinforce each student for academic and/or behavioral

responses.

Comments:

Overall Lesson Performance: Emerging Competent Exceptional 1 2 3 4 5 Strengths, areas for improvement, and general comments: _______________________________________ _______________________________________ Observer’s Signature Student Teacher/Intern’s Signature


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Utah Teacher Candidate Performance Assessment & Evaluation System (PAES) For use in mentored learning experiences, student teaching, and internships, this system is designed to reflect a range of performance from unacceptable to proficient in skills and behaviors in teacher candidates based on the UETS standards. Two documents make up the PAES evaluations:

1. Assessment Form (46 indicators) 2. Evaluation Form (10 indicators + summary statement)

Rubric: The 10 UETS Standards1 for Beginning Teachers provide the foundation for the PAES. The rubric contains leveled descriptions of 42 indicators of teaching performance collaboratively developed by campus and field faculty.

Competency Scale 0 Not Present Mentored Learning Experiences Only 1 Beginning Requires Intervention 2 Emerging Competence Requires Feedback 3 Preservice Effective/In-

Service Emerging Meets Requirement

Formative Evaluation Form (primarily used internally by programs): This form is used for multiple observations and feedback conferences during the semester. The form is designed to keep a cumulative record by course of each candidate’s performance. Many observers mark all observations for a course on the same form to provide a composite record for the candidate and for the supervisor. Since the formative observations are intended to show growth in the student’s teaching skills, scores will not be very high to begin with. During these observations, a mastery level of these skills is not required; it is only during the final evaluation that students are expected to exhibit mastery level teaching.

1. During the observation – some of the PAES indicators (e.g., instructional strategies and management, etc.) can be marked as the candidate is teaching.

2. Pre/Post observation interview – other indicators should be filled out as the evaluator looks at materials provided by the candidate (e.g., lesson plans, discipline plans, etc.).

3. Over time – some indicators can only be observed and marked over time as the candidate adapts to the school community and interacts with colleagues and students (e.g., ethics, collaboration, professional development, etc.).

Summative (Final) Evaluation At the conclusion of each student teaching and internship experience, a summative evaluation is completed by the school mentor(s) and one by the university supervisor(s). The candidate signs all final evaluation forms. The BYU Program Supervisor also reviews and signs all final evaluation forms. All final evaluations will be completed in mYlink. The summative evaluation should represent the team’s consensus of the level of candidate performance at the conclusion of the clinical experience. As personnel directors and/or principals value the final evaluations in the hiring process, the summary statements must be typed, well-written, and should reflect the cumulative record of observations and interactions with the candidate. The quality of the final evaluation strongly influences the candidate’s opportunity for an employment interview.

1 “Utah Effective Teaching Standards.” Further information about the standards can be found at the following website: www.uen.org/k12educator/uets

http://www.uen.org/k12educator/uets

60

Performance Expectation Not Effective (0) Beginning (1) Developing (2) Preservice Effective (3) (USBE Emerging Effective) Inservice Effective

The Learner and Learning Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Standard 1. Learner Development: The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development.

1.1 O

Creates developmentally appropriate and challenging learning experiences based on each learner’s strengths, interests, and needs

UETS 1a, 2e InTASC 1 CAEP 1.1, 3.5

● Provides developmentally inappropriate instruction

● Lacks awareness of developmental needs

● Creates lessons according to grade level Utah Core Standards

...and ● Adds to or modifies

lessons to provide varied learning experiences

...and ● Implements learning

experiences based on specific learners’ developmental levels

…and ● Identifies appropriate developmental levels of

individual learners and consistently and appropriately differentiates instruction learning experiences

● Incorporates methods of language development into planning and instruction

1.2 C

Collaborates with families, colleagues, and other professionals to promote student growth and development.

UETS 1b InTASC 1 CAEP 1.1, 3.5

● Works in isolation ● Avoids communication or

communicates ineffectively

● Does not focus on learner needs

● Communicates about procedural issues, schedules, and requirements

...and ● Responds to mentor

inquiries/concerns about learner development and progress

● Communicates about curriculum and instruction

...and ● Interacts with colleagues

or families related to learner growth and development

…and ● Collaborates with family members and a full

range of colleagues to help meet the unique needs of all learners

Standard 2. Learning Differences: The teacher understands individual learner differences and cultural and linguistic diversity.

2.1 O

Allows learners multiple ways to demonstrate learning sensitive to diverse experiences, while holding high expectations for all.

UETS 2a, 2b, 2c, 2d InTASC 2 CAEP 1.1, 3.5 Cross-cutting Diversity

● Not aware of learner differences

● Not accepting of differences

● Does not hold high expectations for learners

● Demonstrates awareness of learner diversity

● Respects individual differences

…and ● Applies general strategies

for diverse learners

…and ● Applies understanding of

specific strategies for learner diversity to encourage all learners to reach their full potential

…and ● Uses learner differences as an asset to adapt

and deliver instruction for all learners ● Provides students multiple ways to

demonstrate learning

Utah Teacher Candidate Performance Assessment & Evaluation System (PAES) Rubric Developed by the Utah Teacher Education Assessment & Accreditation Council (UTEAAC)

(Based on the Utah Effective Teaching Standards and the Utah Teaching Observation Tool V.4.0)

http://www.rules.utah.gov/publicat/code/r277/r277-530.htm#T5

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Standard 3. Learning Environments: The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.

3.1 O

Develops learning experiences that engage and support students as self-directed learners who internalize classroom routines, expectations, and procedures.

UETS 3a InTASC 3 CAEP 1.1, 3.5

● Does not have a schedule planned

● Has unorganized and lengthy transitions

● Loses Instructional time

● Plans a schedule, routines, and behavioral expectations

…and ● Communicates

schedule, routines, and behavioral expectations to students

...and ● Implements the daily

schedule ● Holds students

accountable to follow routines and behavioral expectations

…and ● Provides explicit direction so that learners know

what to do and when to do it ● Supports each learner as he/she establishes

expectations and develops responsibility for his/her own behavior

3.2 O

Collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry.

UETS 3b InTASC 3 CAEP 1.1, 3.5

● Demonstrates negative demeanor

● Reprimands frequently ● Leaves students

unattended

● Communicates with students using developmentally appropriate language

…and ● Communicates explicitly

the expectations for classroom interactions

● Provides opportunities for teacher-student interactions

● Provides opportunities for student interactions

…and ● Maintains positive

interactions with and among students

…and ● Collaborates with students to establish a positive

learning climate of openness, respectful interactions, support, and inquiry

● Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership

3.3 O

Utilizes positive classroom management strategies, including the resources of time, space, and attention, effectively.

UETS 3c, 3d InTASC 3 CAEP 1.1, 3.5

● Uses time, space, and attention ineffectively

● Does not have management plan

● Plans classroom management strategies

● Plans instruction for the allotted time

…and ● Paces instruction

appropriate for student learning

● Addresses inappropriate student behavior

...and ● Implements classroom

management strategies ● Encourages learners to

be engaged with the content

● Manages time, space, and attention to increase participation

…and ● Uses differentiated management strategies

focusing on individual learner need ● Gains and maintains student attention through

active participation ● Adjusts instructional pacing and transitions to

maintain learner participation and support learning

Instructional Practice Effective instructional practice requires that teachers have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real-world settings, and address meaningful issues. They must also understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways to assure learner mastery of the content. Standard 4. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline.

4.1 O

Bases instruction on accurate content knowledge using multiple representations of concepts and appropriate academic language.

UETS 4a, 4c, 4d, 4e, 7c InTASC 4 and 5 CAEP 1.1, 1.3, 1.4, 3.4, 3.5

● Provides inaccurate lesson content

● Demonstrates content knowledge

...and ● Uses more than one

way to explain concept ● Uses accurate academic

language

...and ● Models critical and/or

creative thinking in the content area

● Supports learner use of content-specific academic language

…and ● Uses multiple representations and explanations of

concepts to deepen each learner’s understanding ● Models and expects learners to evaluate, create,

and think critically about the content ● Analyzes learner errors and misconceptions in

order to redirect, focus, and deepen learning

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Standard 5. Assessment: The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.

5.1 C

Uses data sources to assess the effectiveness of instruction and to make adjustments in planning and instruction.

UETS 5a, 5c, 5d, 8a InTASC 6 CAEP 1.1, 1.2, 3.5

● Does not collect or use data

● Collects data ...and ● Analyzes data to

document student learning

● Uses formative assessment during instruction

...and ● Uses data to evaluate the

outcomes of teaching ● Monitors learning and

adjusts instruction during the lesson

…and ● Targets instructional, intervention, and

enrichment strategies based on data ● Uses multiple formative and summative

assessments to make ongoing adjustments in instruction based on a wide range of individual learner needs

5.2 C

Documents student progress and provides descriptive feedback to student, parent/guardian, and other stakeholders in a variety of ways.

UETS 5b, 5e InTASC 6 CAEP 1.1, 3.5

● Does not document learner progress

● Does not provide feedback

● Documents learner progress

● Provides general feedback

…and ● Provides specific and

timely feedback

….and ● Provides feedback to

individuals and groups based on identified elements of quality work (e.g. rubrics, checklists, exemplars)

● Shares assessment feedback with parents/guardians under the direction of the mentor teacher

…and ● Uses a variety of effective formats to document

and provide feedback on learner progress ● Initiates ongoing, open communication between

home and school about learner progress ● Provides timely, descriptive, and specific feedback

to individuals and groups

5.3 C

Designs or selects pre-assessments, formative, and summative assessments in a variety of formats that align to learning objectives and engage the learner in demonstrating knowledge and skills.

UETS 5a InTASC 6 CAEP 1.1, 1.2, 1.3, 3.5

● Does not assess student learning

● Assessment is inappropriate

● Lesson plan includes an assessment

…and ● Designs, selects, or

adapts assessments that align with learning objectives

…and ● Uses a variety of

assessment formats to evaluate student learning

…and ● Designs assessments in a variety of formats that

match learning objectives and Utah Common Core standards

● Selected assessment(s) differentiate levels of student learning allowing the teacher to reteach missed concepts

● Selected assessment(s) accounts for individual learning styles and multicultural differences of learners minimizing bias

Standard 6. Instructional Planning: The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, practices, and the community context.

6.1 C

Demonstrates knowledge of the Utah Core Standards and references them in short- and long-term planning.

UETS 4b, 6a InTASC 7 CAEP 1.1, 1.3, 1.4, 3.4, 3.5

● Unfamiliar with Utah Core Standards

● Instructional materials do not align with standards

● No evidence of learning objectives

● No evidence of planning

● Includes Utah Core Standards in lesson plans

…and ● Includes appropriate

learning objectives based on Utah Core Standards

...and ● Aligns daily instruction

with Utah Core Standards ● Selects instructional

materials that support standards

…and ● Plans and implements short- and long-term

learning experiences that reference Utah Core Standards learning objectives and content

● Organizes and adapts learning experiences and materials to align with the Utah Core Standards

6.2 C

Integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge.

UETS 6b, 6e InTASC 7 CAEP 1.1, 1.4, 3.4, 3.5

● Does not acknowledge the importance of integrating cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication)

● Acknowledges the importance of integrating cross-disciplinary skills

...and ● Plans lessons in which

cross-disciplinary skills are modeled

...and ● Plans lessons that engage

students in using cross-disciplinary skills

…and ● Plans lessons that demonstrate how knowledge

and skills transfer to other content areas ● Designs learning experiences that promote the

application of knowledge in multiple content areas

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Standard 7. Instructional Strategies: The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections and build skills to apply and extend knowledge in meaningful ways.

7.1 O

Practices a range of developmentally, culturally, and linguistically appropriate instructional strategies to meet the needs of individuals and groups of learners.

UETS 2b, 2e, 6c, 7a, 7b InTASC 8 CAEP 1.1, 1.2, 1.4, 3.5 Cross-cutting diversity

● Inappropriate strategies ● No variety of strategies ● Insensitivity to individual

differences ● No adjustments to

instruction

● Uses instructional strategies focused on lesson objectives

…and ● Incorporates various

instructional strategies

…and ● Identifies each learner’s

diverse learning strengths and needs

● Attempts to adjust instruction based on the developmental, cultural, or linguistic needs of the students in individual or small group settings

…and ● Monitors and adjusts instruction in response to

developmental, cultural, and linguistic needs of individuals and groups of learners

● Enhances instruction by using a variety of appropriate strategies

7.2 O

Provides multiple opportunities for students to develop higher-order and meta-cognitive skills.

UETS 3f, 6d, 7e InTASC 8 CAEP 1.1, 1.2, 1.4, 3.4, 3.5

● Is not familiar with higher-order and metacognitive skills

● Uses instructional strategies focused on lower-order thinking skills (e.g., uses memorization, recall, and rote knowledge for most assessments/tasks)

…and ● Uses instructional

strategies in which higher-order thinking skills are modeled

...and ● Uses instructional

strategies that engage learners in higher-order thinking

…and ● Provides learners with explicit instruction to

analyze, synthesize, and make decisions ● Provides opportunities for learners to reflect on

their own learning ● Provides opportunities for students to generate

and evaluate new ideas

7.3 O

Supports and expands each learner’s communication skills through reading, writing, listening, and speaking.

UETS 3f, 7d InTASC 8 CAEP 1.1, 1.4, 3.4, 3.5

● Communication skills are not taught or developed specifically

● No opportunities for learner communication

● Engages learners in listening and/or reading during instruction

…and ● Allows learners to

contribute through speaking or writing as part of instruction

…and ● Provides opportunities for

learners to practice communication skills, including reading, writing, listening, and speaking

…and ● Teaches content-specific reading, reading, writing,

listening, and speaking skills for effective communication

● Provides opportunities for learners to expand communication skills to articulate thoughts and ideas

7.4 O

Uses a variety of available and appropriate technology and/or resources to support learning.

UETS 3e, 7f, 7g

InTASC 8 CAEP 1.1, 1.3, 1.5, 3.4, 3.5 Cross-cutting technology

● Does not use available technology

● Uses teacher-centered technologies

…and ● Uses technology to

engage students

…and ● Uses student-centered

technologies in ways that promote learning

…and ● Evaluates and uses various appropriate

technologies to support content and skill development

● Incorporates appropriate technology and/or resources to extend learner content knowledge and skill development

7.5 O

Develops learners’ abilities to find and use information to solve real-world problems.

UETS 7g, 7f InTASC 8 CAEP 1.1, 1.3, 1.4, 3.4, 3.5

● Sources not appropriate for instruction

● Provides multiple appropriate sources of information

…and ● Uses multiple,

appropriate sources of information during instruction

…and ● Engages learners in using

multiple, appropriate sources of information

…and ● Develops each learner’s ability to find,

understand, and analyze diverse sources of information

● Provides opportunities for learners to use multiple sources of information for quality and accuracy

64

Professional Responsibility

Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in meaningful, intensive professional learning by regularly examining practice through ongoing study, self-reflection, and collaboration. They must be aware of legal and ethical requirements and engage in the highest levels of professional and ethical conduct. Standard 8. Reflection and Continuous Growth: The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.

8.1 C

Adapts and improves practice based on reflection and new learning.

UETS 8b, 8c, 8d, 8e InTASC 9 CAEP 1.1, 1.2, 3.3, 3.4, 3.5

● Does not reflect on instruction

● Does not accept feedback

● Attends to feedback from mentor teacher and supervisor

…and ● Develops a plan to

improve practice in response to feedback

● Self-reflects on lesson effectiveness

…and ● Applies feedback from

mentor teachers, supervisors, and self-reflection to improve teaching and learning in the classroom

…and ● Applies current professional learning to classroom

practice, consistent with its intent ● Acknowledges the impact of bias on own teaching ● Collaborates with supervisor to develop a

professional learning plan based on data and the Utah Effective Teaching Standards

Standard 9. Leadership and Collaboration: The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.

9.1 C

Participates actively in decision-making processes, while building a shared culture that affects the school and larger educational community.

UETS 9a, 9b, 9d, 9e InTASC 10 CAEP 1.1, 3.3, 3.5

● Fails to fulfill required duties (e.g., contracted school day, etc.)

● Displays lack of respect for colleagues/classmates

● Blames others, including students, for lack of success

● Participates in required school activities

● Communicates with colleagues/classmates when required

…and ● Attends and participates

in team meetings and other collaborative opportunities, when invited

…and ● Acknowledges own

actions that lead to success of all learners

● Maintains cordial professional relationships with colleagues/ classmates

…and ● Participates with colleagues and collaborates in

decision making ● Accepts responsibility for the success of all

learners

9.2 C

Advocates for the learners, the school, the community, and the profession.

UETS 9c InTASC 9 CAEP 1.1, 3.3, 3.5

● Lacks respect for learners and families

● Communicates negatively about learners, families, or the profession

● Interacts inappropriately with learners, families, or colleagues/classmates

● Respects learners, families, and the profession

● Communicates positively about learners, families, and the profession

● Interacts appropriately with learners, classmates, colleagues, and families

…and ● Positively represents the

profession, school, and university

…and ● Contributes to learner

success by responding to learner and/or family/community concerns

…and ● Advocates for all students to be prepared for high

school graduation and future school work success ● Seeks opportunities to make a positive impact on

teaching quality, school improvement, and student achievement

65

Standard 10. Professional and Ethical Behavior: The teacher demonstrates the highest standard of legal, moral, and ethical conduct, as specified in Utah State Board Rule R277-515.

Performance Expectation No Yes

10.1 C

Is responsible for compliance with university policies, federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives.

UETS 10a, 5f InTASC 9 CAEP 1.1, 1.4, 3.3, 3.5, 3.6

● Does not understand nor adhere to university policies, federal and state laws, State Board of Education rules, state and local policies, supervisory directives, professional, moral, and ethical conduct and does not hold others accountable to do the same

● Understands, adheres to, and upholds university policies, federal and state laws, State Board of Education rules, state and local policies, supervisory directives, professional, moral, and ethical conduct and holds others accountable to do the same

10.2 C

Is responsible for compliance with all requirements of State Board of Education Rule R277-515 at all levels of teacher development.

UETS 10b InTASC 9 CAEP 1.1, 1.4, 3.3, 3.5, 3.6

● Does not avoid actions that may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role-model responsibilities

● Does not know or understand professional requirements ● Does not complete all requirements for clinical experiences ● Does not maintain instructional and non-instructional records ● Does not maintain integrity and confidentiality in matters concerning

student records and collegial consultation ● Develops inappropriate student-teacher relationships as defined in rules,

law, and policy ● Does not maintain professional demeanor and appearance as defined by

university and the local education agency (LEA)

● Avoids actions that may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role-model responsibilities

● Takes responsibility to understand and complete all requirements for clinical experience ● Takes responsibility to understand professional requirements, to maintain a current Utah

Educator License, and to complete license upgrades, renewals, and additional requirements in a timely way

● Maintains accurate instructional and non-instructional records ● Maintains integrity and confidentiality in matters concerning student records and collegial

consultation ● Develops appropriate student-teacher relationships as defined in rules, law, and policy ● Maintains professional demeanor and appearance as defined by university and the local

education agency (LEA)

https://rules.utah.gov/publicat/code/r277/r277-515.htm



66

Educator Disposition Assessment (EDA) Name:___________________________________________________________________Date:_________________________ Evaluator:______________________________________________________________________________________________ Directions: Please use the following numbers to rate the individual on each disposition based on the following scale by marking the corresponding number in the cell. Please note that italicized constructs are further explained in the technical manual. Indicators for each disposition are found in the cells. Scores for each of the nine dispositions will be averaged to calculate an overall composite score. Lastly, please add comments to support ratings as needed.

0-Needs Improvement: minimal evidence of understanding and commitment to the disposition 1-Developing: some evidence of understanding and commitment to the disposition 2-Meets Expectations: considerable evidence of understanding and commitment to the disposition

Disposition Associated Indicators

1. Demonstrates Effective Oral Communication Skills

Needs Improvement 0

Developing 1

Meets Expectations 2

□ Does not consistently demonstrate professional oral communication skills as evidenced by making major errors in language, grammar, and word choice

□ Does not vary oral communication to motivate students as evidenced by monotone voice with visible lack of student participation

□ Choice of vocabulary is either too difficult or too simplistic

□ Demonstrates professional oral communication skills as evidenced by using appropriate language, grammar, and word choice for the learning environment, yet makes some common and noticeable errors

□ Strives to vary oral communication as evidenced of some students demonstrating a lack of participation

□ Occasionally uses vocabulary that is either too difficult or too simplistic

□ Demonstrates strong professional oral communication skills as evidenced by using appropriate language, grammar, and word choice for the learning environment

□ Varies oral communication as evidenced by encouraging participatory behaviors

□ Communicates at an age appropriate level as evidenced by explaining content specific vocabulary


2. Demonstrates Effective Written Communication Skills

Needs Improvement 0

Developing 1


□ Communicates in tones that are harsh or negative as evidenced by fostering negative responses

□ Demonstrates major spelling and grammar errors or demonstrates frequent common mistakes

□ Communicates respectfully and positively but with some detectable negative undertones, evidenced by unproductive responses

□ Demonstrates common errors in spelling and grammar

□ Communicates respectfully and positively with all stakeholders as evidenced by fostering conventional responses

□ Demonstrates precise spelling and grammar

67


3. Demonstrates professionalism Danielson: 4f; InTASC: 9(o)

Needs Improvement 0

Developing 1


□ Does not respond to communications and does not submit all assignments

□ Fails to exhibit punctuality and/or attendance

□ Crosses major boundaries of ethical standards of practice

□ Divulges inappropriate personal life issues at the classroom/workplace as evidenced by uncomfortable responses from others

□ Functions as a group member with no participation

□ Delayed response to communications and late submission of assignments

□ Not consistently punctual and/or has absences

□ Crosses minor boundaries of ethical standards of practice

□ Occasionally divulges inappropriate personal life issues into the classroom/workplace, but this is kept to a minimum

□ Functions as a collaborative group member as evidenced by minimal levels of participation towards productive outcomes or monopolizes conversation

□ Responds promptly to communications and submits all assignments

□ Consistently exhibits punctuality and attendance

□ Maintains professional boundaries of ethical standards of practice

□ Keeps inappropriate personal life issues out of classroom/workplace

□ Functions as a collaborative group member as evidenced by high levels of participation towards productive outcomes


4. Demonstrates a positive and enthusiastic attitude Marzano: 29

Needs Improvement 0

Developing 1


□ Often complains when

encountering problems and rarely offers solutions

□ Resists change and appears offended when suggestions are made to try new ideas/activities

□ Demonstrates a flattened affect as evidenced by lack of expressive gestures and vocal expressions

□ Seeks solutions to problems with prompting

□ May tentatively try new ideas/activities that are suggested yet is often unsure of how to proceed

□ Overlooks opportunities to demonstrate positive affect

□ Actively seeks solutions to problems without prompting or complaining

□ Tries new ideas/activities that are suggested

□ Demonstrates an appropriately positive affect with students as evidenced by verbal and non-verbal cues

68


5. Demonstrates preparedness in teaching and learning Danielson: 1e, 3e, 4a; InTASC: 3(p)

Needs Improvement 0

Developing 1


□ Rejects constructive feedback as evidenced by no implementation of feedback

□ Possesses an inaccurate perception of teaching/learning effectiveness as evidenced by limited concept of how to improve

□ Comes to class unplanned and without needed materials

□ Does not have awareness to alter lessons in progress as evidenced by activating no changes when needed

□ Somewhat resistant to constructive feedback as evidenced by a lack of follow through on some suggestions

□ Reflection contains inaccuracies as evidenced by needing assistance for corrective measures of improvement

□ Comes to class with some plans and most needed materials

□ Aware that lesson is not working but does not know how to alter plans to adjust

□ Accepts constructive feedback as evidenced by implementation of feedback as needed

□ Learns and adjusts from experience and reflection as evidenced by improvements in performance

□ Comes to class planned and with all needed materials

□ Alters lessons in progress when needed as evidenced by ability to change plan mid-lesson to overcome the deficits


6. Exhibits an appreciation of and value for cultural and academic diversity Danielson: 1b, 2a, 2b; Marzano: 36, 39; InTASC: 2(m), 2(n), 2(o), 3(o), 9(m), 10(q)

Needs Improvement 0

Developing 1


□ Demonstrates inequitable embracement of all diversities

□ Is challenged to create a safe classroom as evidenced by ignoring negative behaviors by students

□ Goes through the expected and superficial motions to embrace all diversities

□ Strives to build a safe classroom with zero tolerance of negative behaviors towards others but needs further development in accomplishing this task

□ Embraces all diversities as evidenced by implementing inclusive activities and behaviors with goals of transcendence

□ Creates a safe classroom with zero tolerance of negativity to others as evidenced by correcting negative student behaviors

69


7. Collaborates effectively with stakeholders Danielson: 4c, 4d; Marzano: 55, 56; InTASC: 1(k), 3(n), 3(q), 7(o)

Needs Improvement 0

Developing 1


□ Is inflexible, as evidenced by inability to work well with others and does not accept majority consensus

□ Tone exhibits a general lack of respect for others as evidenced by interruptions and talking over others

□ Rarely collaborates or shares strategies and ideas even when prompted

□ Demonstrates some flexibility

□ Maintains a respectful tone in most circumstances but is not consistent

□ Shares teaching strategies as evidenced by some effort towards collaboration

□ Demonstrates flexibility as evidenced by providing considered responses and accepts majority consensus

□ Maintains a respectful tone at all times, even during dissent as evidenced by not interrupting or talking over others

□ Proactively shares teaching strategies as evidenced by productive collaboration


8. Demonstrates self-regulated learner behaviors/takes initiative Danielson: 4e; Marzano: 57; InTASC: 9(l), 9(n), 10(r), 10(t)

Needs Improvement 0

Developing 1


□ Is unable to self-correct own weaknesses as evidenced by not asking for support or overuse of requests for support

□ Does not conduct appropriate research to guide the implementation of effective teaching as evidenced by a lack of citations in work

□ Is beginning to recognize own weaknesses and asks for support making some effort to become involved in professional growth

□ Level of research needs further development to acquire fully and integrate resources leading to implementing different and effective teaching styles

□ Recognizes own weaknesses as evidenced by seeking solutions before asking for support

□ Researches and implements most effective teaching styles as evidenced by citing works submitted

70


9. Exhibits the social and emotional intelligence to promote personal and educational goals/stability Marzano: 37, 38

Needs Improvement 0

Developing 1


□ Demonstrates immaturity and lack of self-regulation as evidenced by overreacting to sensitive issues

□ Does not demonstrate perseverance and resilience (grit) as evidenced by giving up easily

□ Demonstrates insensitivity to feelings of others as evidenced by a lack of compassion and empathetic social awareness

□ Demonstrates level of maturity to self–regulate after initial response is one of overreaction to sensitive issues

□ Demonstrates perseverance and resilience (grit) most of the time

□ Demonstrates sensitivity to feelings of others most of the time

□ Demonstrates appropriate maturity and self-regulation as evidenced by remaining calm when discussing sensitive issues

□ Demonstrates perseverance and resilience (grit) as evidenced by tenacious and determined ability to persist through tough situations

□ Demonstrates sensitivity to feelings of others as evidenced by compassionate and empathetic social awareness

AVERAGE COMPOSITE SCORE ACROSS NINE DISPOSITIONS: COMMENTS:

71

Assignment Forms

72

Log of Student Teaching Attendance Name: _______________________________________________________________________________ Semester: ____________ Year: ________ Total # of Hours: ___________ School Name: ______________ Subject(s): _______________________ School District: ___________________ Grade Level: ________ Cooperating Teacher: ___________________________________________________________________ HOURS TEACHING:

Week Monday Tuesday Wednesday Thursday Friday Weekly Total

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Totals:

Signature of Student Teacher: _________________________________________ Date: _______________ Signature of Cooperating Teacher: _____________________________________ Date: ______________

73

Student Teacher/Intern and Cooperating Teacher Contact Sheet

Week Date Topics of Discussion Reviewed PAES Type of Contact

1

□ Yes □ No

□ In person □ Phone □ E-mail

2

□ Yes □ No


3

□ Yes □ No


4

□ Yes □ No


5

□ Yes □ No


6

□ Yes □ No


7

□ Yes □ No


8

□ Yes □ No


Signature of Student Teacher/Intern: ___________________________________Date: _______________ Signature of Cooperating Teacher: _____________________________________ Date: ______________

74

Student Teacher/Intern and Cooperating Teacher Contact Sheet (Continued)


9

□ Yes □ No


10

□ Yes □ No


11

□ Yes □ No


12

□ Yes □ No


13

□ Yes □ No


14

□ Yes □ No


15

□ Yes □ No


16

□ Yes □ No


Signature of Student Teacher/Intern: ___________________________________Date: _______________ Signature of Cooperating Teacher: _____________________________________ Date: ______________

75

Intern and Cooperating Teacher Contact Sheet (Continued)


17

□ Yes □ No


18

□ Yes □ No


19

□ Yes □ No


20

□ Yes □ No


21

□ Yes □ No


22

□ Yes □ No


23

□ Yes □ No


24

□ Yes □ No


Signature of Intern: _________________________________________________Date: _______________ Signature of Cooperating Teacher: _____________________________________ Date: ______________

76

Intern and Cooperating Teacher Contact Sheet (Continued)


25

□ Yes □ No


26

□ Yes □ No


27

□ Yes □ No


28

□ Yes □ No


29

□ Yes □ No


30

□ Yes □ No


31

□ Yes □ No


32

□ Yes □ No


Signature of Intern: _________________________________________________Date: _______________ Signature of Cooperating Teacher: _____________________________________ Date: ______________

77

Student Teaching/Interning Data Sheet Special Education Program Brigham Young University Note: Complete and submit to supervisor within the first week of student teaching/interning. Name: _______________________________________ Area: Mild/Moderate _______ Severe _______

ESL ________ Bilingual ___________ BYU ID: ____________________________________ Home Address: ________________________________________________________________________ Home Phone: _________________________________ Home E-mail: ___________________________ School Name: _________________________________ District Name: __________________________ School Phone: _________________________________ School E-mail: __________________________ School Address: ____________________________________________ Room # ______ Grade Level: __ Cooperating Teacher: Mrs. Miss Mr. _____________________________________________ Principal: _____________________________________ Paraeducator(s): _________________________ University Supervisor: __________________________________________________________________ Daily Schedule: Fill in the times that represent your daily schedule. ______ Teachers arrive in a.m. ______ Teachers arrive in a.m. ______ Students arrive ______ Students arrive ______ Morning classes begin ______ First period ______ Morning recess begins ______ Second period ______ Morning recess ends ______ Third period ______ Lunch period begins ______ Fourth period ______ Lunch period ends ______ Fifth period ______ Afternoon recess begins ______ Sixth period ______ Afternoon recess ends ______ Seventh period ______ Students are dismissed ______ Eighth period ______ Teachers leave building ______ Students are dismissed ______ Teachers leave building Special Classes (Students Out): Days School will be Closed*: Activity/Class: _______ ______ Days:_____Time: _______ __________ for ___________________ Activity/Class: _______ ______ Days:_____Time: _______ __________ for ___________________ Activity/Class: _______ ______ Days:_____Time: _______ __________ for ___________________ Activity/Class: _______ ______ Days:_____Time: _______ __________ for ___________________ Activity/Class: _______ ______ Days:_____Time: _______ __________ for ___________________ Activity/Class: _______ ______ Days:_____Time: _______ __________ for ___________________ Activity/Class: _______ ______ Days:_____Time: _______ __________ for ___________________ Activity/Class: _______ ______ Days:_____Time: _______ __________ for ___________________ *or provide school calendar

78

Functional Behavioral Assessment Behavior Support Plan (FBA-BSP) Protocol

Functional Behavioral Assessment Interview –Teachers/Staff

(Please remember that completing a form is not the same as completing a functional behavior assessment or a behavior intervention plan. If you are not confident that you have identified the correct function of

the behavior or if your function-based intervention is not producing a meaningful change in the student’s behavior, then your work is not done.)

Student Name ____________________________________ Age:____ Grade:____

Date:__________________

Person(s) interviewed: _________________________________________________________________

Interviewer: _________________________________________________________________________ Student Profile: What is the student good at or what are some strengths that the student brings to school? _____________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________ STEP 1: INTERVIEW TEACHER/STAFF/PARENT

Description of the Behavior

What does the problem behavior(s) look like? How often does the problem behavior(s) occur? How long does the problem behavior(s) last when it does occur? How disruptive or dangerous is the problem behavior(s)?

Description of the Antecedent When, where, and with whom are problem behaviors most likely?

Schedule (Times)

Activity Specific Problem Behavior

Likelihood of Problem Behavior

With Whom does Problem Occur

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

79

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Summarize Antecedent (and Setting Events) Description of the Consequence

Note: There are other interview forms and formats that you may wish to use to build a more complete understanding of the behavior you are trying to change [e.g., Functional Analysis Screening Tool (Florida Center on Self-Injury), Functional Assessment Interview (O’Neill et al.)]. Reminder: Completing a form does not mean you have completed a functional behavior assessment.

- - - - - - End of Interview - - - - - -

What situations seem to set off the problem behavior? (difficult tasks, transitions, structured activities, small group settings, teacher’s request, particular individuals, etc.) When is the problem behavior most likely to occur? (times of day and days of the week) When is the problem behavior least likely to occur? (times of day and days of the week) Setting Events: Are there specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history or problems with peers, etc.)

What usually happens after the behavior occurs? (what is the teacher’s reaction, how do other students react, is the student sent to the office, does the student get out of doing work, does the student get in a power struggle, etc.)

80

STEP 2: PROPOSE A TESTABLE EXPLANATION Setting Event Antecedent Behavior Consequence

1.

2.

Function of the Behavior For each ABC sequence listed above, why do you think the behavior is occurring? (to get teacher attention, to get peer attention, gets desired object/activity, escapes undesirable activity, escapes demand, escapes particular people, etc.) 1.________________________________________________________________________________________________________________________________________________________________________ 2.________________________________________________________________________________________________________________________________________________________________________ How confident are you that your testable explanation is accurate? Very sure So-so Not at all

6 5 4 3 2 1

81

Functional Behavioral Assessment (FBA) Interview – Students

Student Name _____________________ Age _____ Grade ____ Date _________________

Interviewer ______________________________________________________________________ Student Profile: What are things that you like to do, or do well, while at school? (E.g. activities, classes, helping others, etc.) _____________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________ STEP 1: INTERVIEW STUDENT Description of the Behavior

What are some things you do that get you in trouble or that are a problem at school? (e.g. talking out, not getting work done, fighting, etc.) How often do you _______________? (Insert the behavior listed by the student) How long does __________________ usually last each time it happens? How serious is _________________? (Do you or another student end up getting hurt? Are other students distracted?)

Description of the Antecedent Where, when and with whom are problem behaviors most likely?

Schedule (Times)

Activity With Whom does Problem Occur

Likelihood/Intensity of Problem Behavior

Specific Problem Behavior

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

Low High 1 2 3 4 5 6

82

Summarize Antecedent (and Setting Events)

Description of the Consequence

Note: There are other interview forms and formats that you may wish to use to build a more complete understanding of the behavior you are trying to change [e.g., Classroom Student Interview (pbis.org)]. Reminder: Completing a form does not mean you have completed a functional behavior assessment.

- - - - - - End of Interview - - - - - -

What kind of things make it more likely that you will have this problem? (difficult tasks, transitions, structured activities, small group settings, teacher’s request, particular individuals, etc.) When and where is the problem most likely to happen? (days of week, specific classes, hallways, bathrooms) When is the problem behavior least likely to occur? (days of week, specific classes, hallways, bathrooms) Setting Events: Is there anything that happens before or after school or in-between classes that make it more likely that you’ll have a problem? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history or problems with peers, etc.)

What usually happens after the problem occurs? (what is the teacher’s reaction, how do other students react, is the student sent to the office, does the student get out of doing work, does the student get in a power struggle, etc.)

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STEP 2: DEVELOP A TESTABLE EXPLANATION Setting Event Antecedent Behavior Consequence

1.

2.

3.

Function of the Behavior For each ABC sequence listed above, why do you think the behavior is occurring? (to get teacher attention, to get peer attention, gets desired object/activity, escapes undesirable activity, escapes demand, escapes particular people, etc.) 1. ___________________________________________________________________________________ 2. ___________________________________________________________________________________ 3. ___________________________________________________________________________________

STEP 3: RATE YOUR CONFIDENCE IN THE TESTABLE EXPLANATION STEP 4: CONDUCT DIRECT OBSERVATIONS

• If student has an identified disability and is at risk of suspension, expulsion, or change in placement

you must conduct an observation of student • If student does not meet above criteria, but confidence rating is 1, 2, 3, or 4 you should conduct

observations to better understand when, where, and why the problem behavior is occurring. • If student does not meet above criteria, and confidence rating is 5 or 6, you may go directly to Step 6 Summarize Observation Data Setting Event Antecedent Behavior Consequence

1.

2.

3.

If you completed both interviews, was there agreement on these parts? (Y/N) (a) Setting Events ___ (b) Antecedents ___ (c) Behaviors ___ (d) Consequences ___ (e) Function ___ How confident are you that your testable explanation is accurate? Very sure So-so Not at all 6 5 4 3 2 1

84

Function of the Behavior For each ABC sequence listed above, why do you think the behavior is occurring? (to get teacher attention, to get peer attention, gets desired object/activity, escapes undesirable activity, escapes demand, escapes particular people, etc.) 1. ___________________________________________________________________________________ 2. ___________________________________________________________________________________ 3. ___________________________________________________________________________________

STEP 5: CONFIRM/MODIFY TESTABLE EXPLANATION

Was there agreement between the Teacher Interview and the Observation? Y/N a) Setting Events ___ (b) Antecedents ___ (c) Behaviors ___ (d) Consequences ___ (e) Function ___ Was there agreement between the Student Interview and the Observation? Y/N a) Setting Events ___ (b) Antecedents ___ (c) Behaviors ___ (d) Consequences ___ (e) Function ___ Based on the interviews and observations, what is your working testable explanation for why the problem behavior occurs? __________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________

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STEP 6: BUILD A COMPETING BEHAVIOR PATHWAY

Setting Event Strategies

Antecedent Strategies Behavior Teaching Strategies

Consequence Strategies

Consequence

Antecedent

Alternative Behavior

Problem Behavior

Consequence

Function

Setting Event

Desired Behavior

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STEP 7: SELECT INITIAL INTERVENTION STRATEGIES

Tasks

Person Responsible

By When

Review Date

Evaluation Decision • Monitor • Modify • Discontinue

*If emergency behavior management procedures are necessary, attach crisis plan as separate sheet.

87

STEP 8: EVALUATE PLAN

Behavioral Goal (Use specific, observable, measurable descriptions of goal) Evaluation Procedures Data to be Collected Procedures for Data Collection Person

Responsible Timeline

Plan review date: ________________ We agree to the conditions of this plan: __________________________________________ ___________________________________________ Student (date) Parent or guardian (date) __________________________________________ ___________________________________________ Teacher (date) Teacher (date) __________________________________________ ___________________________________________ Action Team member (date) Action Team member (date) This form was modified from a form provided on the PBIS OSEP Technical Assistance Center Website (see https://www.pbis.org/resource/1094/f-bsp-protocol)

What is the short-term behavioral goal?

_________ Expected date What is the long-term behavioral goal?

_________ Expected date

https://www.pbis.org/resource/1094/f-bsp-protocol

TIPS II (September 2015). Meeting Minutes Form

2013-02-0 - DORA II Page No. 1 DORA (Decision Observation, Recording, and Analysis) II

Section 1. Demographic Information

School ID No.: PBIS Team Members: Observer Name: Observer Type: Primary/Reliability Date: Scheduled Start Time: Scheduled End Time:

If there are research data complete the following: Group: State: Condition: Data Wave No.:

Section 2. Foundations of Effective Team Problem Solving

START OF MEETING DURING MEETING (ROLES) END OF MEETING 01. Meeting started within 10 minutes of scheduled start

time 02. At least 75% of team members present at the start of

the meeting 03. Previous meeting minutes available 04. Agenda available

05. Facilitator 06. Minute Taker 07. Data Analyst

08. Next meeting scheduled 09. Meeting ended within 10 minutes of end time

(includes a revised end time that team members agreed to)

10. At least 75% of team members present at the end of the meeting

Notes:



TIPS Meeting Minutes Guide School: Date Time (begin and end) Location Facilitator Minute Taker Data Analyst

Today’s Meeting Next Meeting

Team Members & Attendance (Place “X” to left of name if present)

Today’s Agenda Items: Agenda Items for Next Meeting 1. 4. 1. 2. 5. 2. 3. 6. 3.

Systems Overview Overall Status Tier/Content Area Measure Used Data Collection Schedule Current Level/Rate

Problem Solving Process

Notes:

Date of Initial Meeting: Date(s) of Review Meetings Brief Problem Description (e.g., student name, group identifier, brief item description): Precise Problem

Statement What? When? Where? Who? Why? How

Often?

Goal and Timeline

What? By When?

Solution Actions

By Who? By When?

Identify Fidelity

and Outcome Data What? When? Who?

I

M P L E M E N T

S O L U T I O N S

Did it work? (Review current levels and compare to goal)

What fidelity data will we collect?

What? When? Who?

Fidelity Data: Level of Implementation

Not started Partial implementation Implemented with fidelity Stopped

Notes:

Outcome Data (Current Levels): Comparison to Goal

Worse No Change Improved but not to goal Goal met

Notes:

What outcome data will we collect? What? When? Who?

Current Levels: Next Steps Continue current plan

Modify plan Discontinue plan Other

Notes:

91

Date of Initial Meeting: Date(s) of Review Meetings Brief Problem Description (e.g., student name, group identifier, brief item description) Precise Problem

Statement What? When? Where? Who? Why? How

Often?

Goal and Timeline

What? By When?

Solution Actions

By Who? By When?

Identify Fidelity and Outcome Data

What? When? Who?

I

M P L E M E N T

S O L U T I O N S

Did it work? (Review current levels and compare to goal)

What fidelity data will we collect? What? When? Who?

Fidelity Data: Level of Implementation

Not started Partial implementation Implemented with fidelity Stopped

Notes:

Outcome Data (Current Levels): Comparison to Goal

Worse No Change Improved but not to goal Goal met

Notes:

What outcome data will we collect? What? When? Who?

Current Levels: Next Steps Continue current plan

Modify plan Discontinue plan Other

Notes:

Notes: Organizational/Housekeeping Task List

Item Discussion Decisions and Tasks Who? By When?

Evaluation of Team Meeting (Mark your ratings with an “X”) Our Rating Yes So-So No

1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?

3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired effects on student behavior?

92

TIPS Fidelity Checklist (TIPS-FC) Purpose of Checklist

The Team Initiated Problem Solving Fidelity Checklist (TIPS-FC) is a progress-monitoring tool for a team and their coach to use as a guide for planning, implementing, and sustaining best practice meeting foundations and using data for problem solving and decision-making. The TIPS-FC has 18 total items: the first 9 items are for measuring implementation of meeting foundations and items 10 through 18 are for measuring the thoroughness of the team’s problem-solving processes, as exemplified by the TIPS model. Each of the 18 items is defined with an accompanying data source and scoring criteria to use as a guide for scoring the level of item implementation (full (2), partial (1), not started (0)). Completing the TIPS-FC provides the team and coach a forum for reviewing the functioning and health of the team and guides the team toward improvements in the level of implementation for both meeting foundations and problem solving. The checklist points are converted to percentage of implementation across the 9 items in each category. The results provide two scores: a Meeting Foundations Score and a Problem-Solving Score.

Plan 5-10 minutes the end of the meeting to complete the TIPS-FC. Ideally, the team and coach have a facilitated discussion, to complete the checklist, item-by-item. self-assessment. The team agrees on the score of a 0, 1, or 2 for each item and records the points associated with each item on the checklist. Each team completes the TIPS-FC with their coach, every three to four meetings.

Summarizing and Using TIPS-FC Scores

1. To get level of implementation for Meeting Foundations score: Total the points for items 1-9 and divide by 18 (total possible points).

2. To get the level of implementation for Problem Solving score: Total the points for items 10-18 and divide by 18 (total possible points).

93

TIPS Fidelity Checklist (TIPS-FC) School: ____________________________ Coach: _____________________ School Team: _____________________________

Item

Data Source

Scoring Criterion

Meeting Date

Meeting Foundations Items (1-9) 1. Primary and backup

individuals are assigned to defined roles and responsibilities of Facilitator, Minute Taker, and Data Analyst.

Meeting Minutes Documentation of

Roles and Responsibilities

0= No primary and backup individuals are assigned to the defined roles and responsibilities of Facilitator, Minute Taker, and Data Analyst.

1= Some primary and backup individuals are assigned to the defined roles and responsibilities of Facilitator, Minute Taker, and Data Analyst.

2= Primary and backup individuals are assigned to the defined roles and responsibilities of Facilitator, Minute Taker, and Data Analyst.

2. Meeting participants have the authority to develop and implement problem-solving solutions.

Administrator confirmation or formal written policy

0= Meeting participants do not have the authority to develop and implement problem solving solutions.

1= Meeting participants have the authority to develop but not implement problem solving solutions.

2= Meeting participants have the authority to develop and implement problem solving solutions.

3. Meeting started on time.

Direct Observation/ Meeting Minutes

0= Meeting started more than10 minutes late. 1= Meeting started less than 10 minutes late. 2= Meeting started on time.

4. Meeting ended on time, or members agreed to extend meeting time.

Direct Observation/ Meeting Minutes

0= Meeting ended more than 10 minutes over scheduled time. 1= Meeting ended 10 minutes over scheduled time. 2= Meeting ended on time or members agreed to extend meeting time.

5. Team members attend meetings promptly and regularly.

Meeting Minutes, Team Roster, Direct Observation

0= Less than 75% of team members attend meetings promptly and regularly.

1= Although team members (with exception of administrator) attend meetings regularly, they are not always prompt and/or they leave early.

2= More than 75% of team members (with exception of administrator) attend meetings regularly, promptly and remain present until the meeting has concluded.

94

TIPS Fidelity Checklist (TIPS-FC)

Item

Data Source

Scoring Criterion

Meeting Date

Meeting Foundations Items (1-9) 6. Public agenda format

was used to define topics and guide meeting discussion and was available for all participants to refer to during the meeting.

Written agenda for current meeting (items on board, paper, or computer)

0 = Public agenda format was not used to define topics and guide meeting discussion.

1= Public agenda format was not used to define topics and guide meeting discussion, but agenda was available for participants to refer to during the meeting.

2= Public agenda was used to define topics and guide meeting discussion and was available for all participants to refer to during the meeting.

7. Previous meeting minutes were present and reviewed at start of the meeting.

Direct Observation of Meeting Minutes

0= Previous meeting minutes were not present or reviewed at start of the meeting.

1= Previous meeting minutes were present but not reviewed at start of the meeting. 2= Previous meeting minutes were present and reviewed at start of the

meeting.

8. Next meeting was scheduled by the conclusion of the meeting.

Documentation on Meeting Minutes

0= Next meeting was not scheduled. 1= Next meeting was referred to but not scheduled. 2= Next meeting was scheduled.

9. Meeting Minutes are distributed to all team members within 24 hours of the end of the meeting.

Team Member Report

0= Meeting Minutes are not distributed to all team members. 1= Meeting minutes are distributed to all team members but not within

24 hours of the meeting. 2= Meeting minutes are distributed to all team members within 24

hours of the meeting.

Problem-Solving Items (10-18) 10. Team uses TIPS

Meeting Minutes form or equivalent*.

Direct Observation of Meeting Minutes form

0= Team does not use TIPS Meeting Minutes form or equivalent*. 1= Team uses part of TIPS Meeting Minutes form or equivalent*. 2= Team uses TIPS Meeting Minutes form or equivalent*.

11. Status of all previous solutions was reviewed.

Direct Observation of Solutions Reviewed

0= Previous solutions were not reviewed. 1= Status of some previous solutions was reviewed. 2= Status of all previous solutions was reviewed.

95


Item

Data Source

Scoring Criterion

Meeting Date

Problem-Solving Items (10-18) Continued 12. Quantitative data were

available and reviewed.

Direct Observation of Spreadsheets, Charts, and/or Graphs with counts, percentages, rates, scores, grades

0= Quantitative data were not available or reviewed. 1= Quantitative data were available but not reviewed. 2= Quantitative data were reviewed.

13. At least one problem is defined with precision (what, where, when, by whom, why, how often).

Documentation of precision for at least one defined problem on Meeting Minutes

0= No problem is defined. 1= At least one problem is defined but lack one or more precision

elements. 2= At least one problem is defined with all precision elements.

14. All documented active problems have documented solutions.


0= Documented active problem(s) do not have documented solutions or no active problems are documented.

1= Some documented active problems (s) have documented solutions. 2= All documented active problems have documented solutions.

15. Full action plan (who, what, by when) is documented/used for at least one documented solution.

Documentation on Meeting Minutes of a full action plan for at least one documented solution

0= No action plan is documented for at least one documented solution or no solution(s) are documented.

1= Partial action plan is documented for at least one documented solution.

2= Full action plan is documented for at least one documented solution.

16. Problems that have solutions defined have a goal defined.


0= Problems that have solutions defined do not have a goal defined or no solutions are documented.

1= Some problems that have solutions defined have a goal defined. 2= Problems that have solutions defined have a goal defined.

17. A fidelity of implementation measure is documented/used for each solution, along with a schedule for gathering those data.


0 = Fidelity measure and schedule are not defined and documented for solutions or no active problem(s)/solution(s)/goal(s) are documented.

1= Fidelity measure and schedule are defined and documented for some solutions.

2= Fidelity measure and schedule are defined and documented for all solutions.

96


Item

Data Source

Scoring Criterion Meeting Date

Problem-Solving Items (10-18) Continued

18. A student social/academic outcome measure is documented/ used for each problem, along with a schedule for gathering those data.


0= Measure and regular schedule for student behavior/performance are not documented.

1= Measure and regular schedule for student behavior/performance are documented for some solutions.

2= Measure and regular schedule for student behavior/performance are documented for all solutions.

Meeting Foundations Score (Items 1-9) (Total points divided by 18 total possible points)

Problem Solving Score (Items 10-18) (Total points divided by 18 total possible points)

97

Alternate Response-Discrepancy Observation Form Student: ________________________________ Grade: _____________ School: ___________________ Observer: _____________________________________ Position: _______________________________ Behaviors that will be noted during the observation: Classroom activity (activities) during the observation: Explicit class rules in effect during the observation: Length of interval used in this observation = __________ seconds.

Behavior Codes Teacher Reaction Codes T = On Task V = Verbal Off Task M = Motor Off Task P = Passive Off Task __ = ________________ __ = ________________

AA = Attention to All A+ = Positive Attention to Student A- = Negative Attention to Student Ao = No Attention to Student An = Neutral Attention to Student __ = ________________________

Select a comparison student of the same sex as the student who is the subject of the observation. Make notes, if needed, on the back of this form for each observation. Observation #1: Time Started: ________ Time Stopped: __________ Date: ________

Student: ___________________________

Comparison: ___________________________

Teacher Reaction: ___________________________

Observation #2: Time Started: ________ Time Stopped: __________ Date: ________

Student: ___________________________

Comparison: ___________________________


Observation #3: Time Started: ________ Time Stopped: __________ Date: ________

Student: ___________________________

Comparison: ___________________________


98

Comprehensive Educational Assessment Confidential Name: _______________________________________ School: ________________________________ Date of Test: __________________________________ Grade: _________________________________ Date of Birth: _________________________________ Report Prepared by: Dr. Cregg Ingram, C.A.: ________________________________________ School Psychologist Tests Administered: Wechsler Intelligence Scale for Children – Third Ed. (WISC-III) Woodcock-Johnson Psycho-Educational Battery – Test, Achievement – Revised LWJA-R Reason for Referral: ________________ was referred for an educational assessment to provide information for development of an I.E.P. Test Results: WISC-III Verbal I.Q. .......................... 88 Performance I.Q. ................ 94 Full Scale I.Q. ..................... 90 WJA-R Grade Equivalent S.S. Broad Reading 1.0 79 Broad Mathematics 2.2 100 Broad Written Language 1.0 88 Conclusions: On this date, __________________ received a Full Sale I.Q. of 90 on the WISC-III, placing him in the Average range of intellectual development for this test. His Verbal score of 88 was 6 points lower than his Performance score of 94, suggesting equal skill and development in these two areas.

99

Present Levels of Academic Achievement and Functional Performance Cognitive _____________’s highest WISC-III scores were on Picture Arrangement (11), a measure of the ability to see the logical sequence of events, especially in social situations; Object Assembly (10), a measure of perceptual organization and planning ability; and Arithmetic (10), a measure of the knowledge and usage of basic arithmetic. His lowest scores were on Information (6), a measure of general knowledge; and Comprehension (7), a measure of social knowledge and judgment. Academic _____________ scored in the Average range in Math on the WJR-A and in the Severe Deficit range for Reading and Written Language. He had good basic math skills. He lacked letter sound and recognition skills, and had few sight words. He did not know his address, phone number, and days of the week. Behavior _____________ seemed to enjoy talking; however, his verbal conceptual skills were low. His general information was poor. He worked best on manipulative, hands-on tasks. MEASURABLE ANNUAL GOALS

1. To help improve his general knowledge and verbal fluency, review basic concepts, such as days of the week, months, time, distances, and directions; have him report major current events by referring to pictures from magazines or the newspaper; teach similarities and differences of designs, transportation, etc.; have him make a scrapbook of pictures of animals, buildings, etc.; introduce words, dictionary work, and abstract words; have him repeat simple stories; and have him explain how story characters are feeling and thinking.

2. To help improve his visual-motor and spatial-visual skills, use paper-folding and finger-painting activities, use scissor-cutting exercises, have him string beads in patterns, use puzzles, have him follow a moving object with coordinated eye movements, use tracing exercises and have him copy from patterns and draw from memory.

3. Readiness exercises for academic development may be useful to him. Examples include: present him with different arrangements of blocks, geometric shapes, and familiar objects, and ask him to choose the one arrangement that is different from the others and explain why; write several letters on the chalkboard and while his eyes are closed, erase one letter – then ask him to identify the missing letter when he opens his eyes; have him view a pegboard, marble board, or bead design and then ask him to duplicate the design; have him trace various word templates and stencils.

4. To help him improve his verbal-conceptual ability use show-and-tell games; have him make a scrapbook of classifications, such as animals, vehicles, and utensils; have him match abstract concepts; have him find commonality in dissimilar objects; and review basic concepts such as days of the week, months, time, directions, and distances.

100

Educational Assessment Confidential Name: _______________________________________ School: ________________________________ Date of Tests: _________________________________ Grade: _________________________________ Date of Birth: _________________________________ Examiner: ______________________________ Tests Administered: Reason for Referral: Test Results:

Test Standard Score Percentile Age Equivalent

Present Levels of Academic Achievement and Functional Performance: Measurable Annual Goals:

101

DIRECT INSTRUCTION LESSON PLAN OUTLINE

NAME: DATE: M T W TH F Personal Instructional Focus: IEP Objective/PLAAFP: Unit Objective and Core Standard: Daily Instructional Objective: Daily Instructional Objective in Student Terms: Materials: Technology: Accommodations: Data to be Collected: Behavior Expectations: Rationale: Task Analysis: Review & Pre-requisite Skills: List 3-5 examples Anticipatory Set: Instruction/Modeling: (When I …Teacher directed) List 3-5 examples Instruction/Guided Practice: (When We…Fade prompts to independent practice) List 3-5 examples

• Group oral • Individual oral • Individual written

Instruction/Independent Practice: (When You…Aligned to daily instructional objective) List 5-7 examples Closing & Preview: (Today we learned… Tomorrow we will…) (Describe Student Behavior)

102

University Supervisor Assignment Checklist Student Teacher: _________________________________ Fall Due Date Winter Due Date □ Grade Teacher Work Sample (RTWS) on mYlink November 29 TBA □ Formative PAES September 27 January 24 □ Formative PAES October 18 February 14 □ Formative PAES November 15 March 20 □ Enter EDA & Sumative PAES on mYlink November 29* April 3 □ SpEd Standards Excel Spreadsheet to Office Specialist December 6 April 10 □ Schedule of Portfolio Requirements to Barbara Smith December 6 April 10 □ Final Grade to Barbara Smith December 6 April 10 Intern: _________________________________________ Due Date □ Grade Teacher Work Sample (RTWS) on mYlink TBA □ Formative PAES September 27 □ Formative PAES November 15 □ Formative PAES January 24 □ Formative PAES March 20 □ Enter EDA & Sumative PAES on mYlink May 11 □ SpEd Standards Excel Spreadsheet to Office Specialist May 11 □ Schedule of Portfolio Requirements to Barbara Smith May 11 □ Final Grade to Barbara Smith May 11 *Please submit this form to Barbara Smith*

103

Cooperating Teacher Assignment Checklist Student Teacher: _________________________________ Fall Due Date Winter Due Date □ Formative PAES September 27 January 24 □ Formative PAES October 18 February 14 □ Formative PAES November 15 March 20 □ Sumative PAES on mYlink November 29 April 3 Intern: _________________________________________ Fall Due Date Winter Due Date □ Formative PAES September 27 □ Formative PAES November 15 □ Formative PAES January 24 □ Formative PAES March 20 □ Sumative PAES on mYlink May 11 *Please submit this form to University Supervisor*

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Student Teacher Assignment Checklist Student Teacher: _________________________________ Fall Due Date Winter Due Date □ Pass the PRAXIS 5543 or 5545 (158 or more) November 1 March 1 (It is recommended to take PRAXIS as early as possible)

□ Apply for graduation at graduation.byu.edu September 15 November 15 □ Teacher Work Sample (RTWS) on mYlink November 15 March 20 □ Completed Portfolio submitted to Supervisor November 29 April 3 □ Electronically sign MT-PAES & US-PAES on mYlink December 6 April 10 □ Take the GoReact Survey on Qualtrics December 10 April 13 □ Update fingerprint clearance December 10 April 13 □ Exit Survey on Qualtrics (link sent via e-mail) December 10 April 13 □ Check your current academic standing on MyMap December 10 April 13 □ Update contact information on MyMap December 10 April 13 □ Exit Checklist completed and sent to Office Specialist (MCKB 340 or [email protected]) December 10 April 13 Intern Assignment Checklist Intern: __________________________________________ Fall Due Date Winter Due Date □ Upon accepting your position, fill out your IRAMS September 3 □ Pass the PRAXIS 5543 or 5545 (158 or more) January 1 (It is recommended to take PRAXIS as early as possible) □ Apply for June graduation at graduation.byu.edu September 15 □ Teacher Work Sample (RTWS) on mYlink March 20 □ Portfolio Assignments as agreed upon with University Supervisor (minimum four competencies by November 31, and all competencies completed by April 4) November 29 April 3 □ Take the GoReact Survey on Qualtrics April 11 □ Electronically sign MT-PAES & US-PAES on mYlink May 8 □ Update fingerprint clearance May 20 □ Exit Survey on Qualtrics (link sent via e-mail) May 20 □ Check your current academic standing on MyMap May 20 □ Update contact information on MyMap May 20 □ Exit Checklist completed and sent to the Office Specialist (MCKB 340 or [email protected]) May 20

https://enrollment.byu.edu/registrar/graduation


https://enrollment.byu.edu/registrar/graduation
