Providence College Graduate Special Education Student Teaching Program

Providence College Graduate Special Education Student Teaching Program Introduction The Providence College Graduate Special Education program is designed to prepare teachers to teach children with special needs. In order to achieve this goal, our program is constructed in accordance with both the mission statement of the graduate program and the mission of Providence College. Mission Statement The mission of Providence College Graduate Special Education program is to prepare special education teachers and administration. Through their scholarly development, faculty and students have a responsibility to contribute to the advancement of learning and to a critical and creative response to educational practice. Students will be exposed to the ideals of the Judeo-Christian tradition and a caring environment within which all students may achieve high standards. As graduates assume teaching and administration positions in the schools they will raise public consciousness concerning the importance of the relationship that exists among school, communities, learning and service. Administration Dean of Professional Studies Dr. Brian McCadden Director of Graduate Special Education Ms. Barbara Vigeant Coordinator of Student Teaching Ms. Sandra Kelley 1

Providence College Graduate Student Teaching National Standards for Special Education Programs The Council for Exceptional Children (CEC) developed a set of comprehensive standards and guidelines for the preparation and certification of special educators. The standards came from a collaborative effort encompassing members of the CEC, its Divisions and thousands of special educators. They served on committees, subcommittees and working groups. The standards are based on the premise that special educators are members of an international profession, and as such, are prepared to practice in a manner consistent with the knowledge, skills, and standards of the profession. The standards are divided into seven Common Core areas. Providence College s Special Education Graduate Program has adopted these standards as the focus of our program and has designed our courses so that they are being fulfilled. CEC Standards Standard 1 Learner Development and Individual Learning Differences Standard 2 Learning Environments Standard 3 Curricular Content Knowledge Standard 4 Assessment Standard 5 Instructional Planning and Strategies Standard 6 Professional Learning and Ethical Practice Standard 7 Collaboration 2

Providence College Graduate Student Teaching Purpose The Graduate Program has adopted the following principles that have been developed by the Council for the Exceptional Children as the program s purpose. A. Special education professionals are committed to developing the highest educational and quality of life potential of individuals with exceptionalities. B. Special education professionals promote and maintain a high level of competence and integrity in practicing their profession. C. Special education professionals engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students, or research subjects. D. Special education professionals exercise objective professional judgment in the practice of their profession. E. Special education professionals strive to advance their knowledge and skills regarding the education of individuals with exceptionalities F. Special education professionals work within the standards and policies of their profession. G. Special education professionals seek to uphold and improve, where necessary, the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession. 3

Providence College Graduate Student Teaching The Graduate Student Teaching Experience Student teaching is the culminating experience for students in the Graduate Special Education Program at Providence College. It provides the opportunity for students to synthesize and apply the theories and methods they have studied during their graduate experience, while under the guidance of special education colleagues. The graduate program has prepared this handbook as a reference for student teachers, cooperating teachers, and college supervisors so that all may understand their various roles and responsibilities during this crucial period in our students professional development. The Placement Process Faculty members work closely with students who have been accepted for student teaching during the placement process. Whenever possible, the skills, interests and personalities of the cooperating teacher and the student teacher are matched in order to facilitate the greatest possible professional growth. The following procedure is used for placement of Providence College student teachers: 1. Students apply for student teaching during the semester preceding their student teaching. When applying, students may indicate grade and setting preferences. Attempts are made to honor requests whenever possible. 2. The Director of Graduate Special Education and department faculty determine placements. The Director formally places requests with district administrators who confirm each placement. 3. Students are notified of placements during the semester prior to the start of their placement. 4. Students are required to attend scheduled meeting(s) to discuss student teaching requirements and expectations. 5. Student teachers contact cooperating teachers to arrange visits to the classrooms. 6. During the first week of the internship, the student teacher, cooperating teacher and college supervisor meet to: 4

Discuss and clarify the Student Teaching Handbook as necessary. Determine a schedule for the student teaching experience. Agree upon supervision procedures, with the college supervisor making no less than three site visits to the classroom. Clarify the evaluation procedure which includes the cooperating teacher, the college supervisor and the student teacher using the evaluation forms found in this handbook. Address any other issues or concerns. Prior to Student Teaching Students must have: Been accepted into the graduate program Satisfactorily completed program requirements A RI State Department of Education Student Teaching Certificate Contact with their cooperating teacher to arrange a classroom visitation At least a 3.0 grade point average Criminal background check Submitted their course portfolio for review Graduate Student Teaching Policies Attendance Student teachers follow the calendar of their assigned district school. Absences All absences must be made up In case of illnesses, students must: Call his/her cooperating teacher before school begins. Notify the principal s office the morning of the absence. Notify the college supervisor at home. 5

Providence College Graduate Student Teaching Student Teacher Guidelines The graduate student teaching experience is an opportunity for the student to demonstrate and strengthen professional competence. To maximize the effectiveness of the experience, the graduate student teacher should: Become familiar with the philosophy and policies of the local school system and obtain a building handbook if one is available. Learn procedures for fire or emergency drills. Allow time for thorough class preparation and evaluation. Become aware of the special needs of students who are individual members of the classroom community. Arrange a regularly scheduled (daily and weekly) conference time with the cooperating teacher in order to discuss and plan schedules, hours of teaching, classroom organization, class, and school responsibilities. Become aware of the approaches and materials generally used in the classroom. Learn where supplies are stored and the procedure for obtaining and using visual aid equipment and technology. Perform such tasks as necessary for the proper functioning of the classroom, i.e., take attendance, collect lunch money, etc. Attend faculty meetings, in-service programs, workshops, parent conferences. Learn about facilities and resources available in the school and community as they relate to the student teaching assignment. Attend all scheduled seminars conducted by the college supervisor during the student teaching experience. Maintain a file containing plans for all lessons and journal entries, as well as ideas for units and management strategies. Create a portfolio. Engage in frequent reflection and self-evaluation. Seek out and review feedback from the cooperating teacher and supervisor. Complete setting, cooperating teacher and supervisor evaluations of the student teaching experience. 6

Providence College Graduate Student Teaching Graduate Special Education Student Teachers Technology Student teachers are encouraged to incorporate the internet, a variety of visual aids (e.g., Smartboard, videos, power point, etc.) as they present multi-sensory lessons to their special needs students. Occasionally, this involves the student teacher using resources that are outside their classroom and requires that they be creative and flexible as they research what their community has to offer and how to obtain it. An ongoing assessment is accomplished by both the cooperating teacher and the college supervisor as they complete formal/informal observations of lessons taught by the student teacher. Appropriate recommendations follow all observations. The Clinical Experience All graduate special education student teachers must complete a 300 hour internship (as mandated by RIDE), with a special education certified teacher who has participated in the required cooperating teacher training program at Providence College and with at least 3 years teaching experience. A final project presented in portfolio fashion consists of a school description and reflection, a case study, all formal observations, a reflective journal, samples of student work, photographs (where permitted), and any other pertinent information. This portfolio is based on CEC Skills and the Domains of the Assessment Process. Diversity A diverse population is a priority when placing all student teachers. Summer student teachers especially have this opportunity as they are placed in out-of-district schools where all student bodies are diverse. An annual seminar addresses issues of diversity providing students with a knowledgeable speaker as well as resources and free samples of diverse material. 7

Providence College Graduate Student Teaching Cooperating Teacher Guidelines The cooperating teacher has the primary responsibility for the off-campus professional development of the student teacher. While this responsibility is partially shared with the college supervisor, the cooperating teacher s influence is extremely important because of daily contact with the student teacher. The cooperating teacher s educational philosophy, professional ethics, attitude toward student teachers, and teaching practices have a profound impact on the student teacher. The cooperating teacher: Encourages practice consistent with the CEC standards and the Domains of the Assessment Process. Plans for the orientation of the student teacher to the classroom and the school. Becomes familiar with the graduate program at Providence College. Creates an atmosphere of acceptance and treats the student teacher as a colleague. Locates a place for the student teacher to keep materials, to work and to organize. Makes expectations known to the student teacher during early conferences. Provides appropriate curriculum material to the student teacher. Introduces the student teacher to classroom routines, instructional procedures, classroom records and record keeping techniques. Orients the student teacher to the procedure for requesting supplies and equipment. Identifies areas of responsibility for the student teacher. Schedules daily and weekly conferences for planning, discussion and evaluation. Provides opportunities for observation in various classes and extra class activities. Assists the student teacher with initial lesson planning. Works with the student teacher and college supervisor to arrange a schedule for the student teaching experience. Guides the student teacher toward attainment of cooperatively-established objectives. Provides specific feedback on lesson presentations, including written comments at least once a week. Discusses plans for meeting objectives on a frequent and on-going basis. Allows the student teacher to deal with problems which arise. Assists the student teacher in building a professional library and file. Meets with the college supervisor on a regular basis. Provides opportunities for the student teacher to attend professional meetings and faculty meetings. Provides reports and evaluations as requested by the college and participates in mid-term and final evaluation conferences. Completes on-line surveys of program and college supervisor. 8

Providence College Graduate Student Teaching College Supervisor Guidelines Each student teacher is assigned a college field supervisor. Each college supervisor is a representative of Providence College who coordinates the student teaching experience. Through observations and conferences, the supervisor helps provide the framework in which the student can work effectively. Supervisors do not seek to shield the student teacher from problems, but assist the student teacher to become aware of ways to cope with them. If a cooperating teacher or student teacher identifies a problem needing further exploration, it should be brought to the attention of the supervisor who will work with the student teacher and cooperating teacher to address the problem. The college supervisor: Interprets the college student teaching program, college policies, and requirements for the cooperating school. Assists the student teacher in planning and implementing student teaching responsibilities. Assists in the development of a relaxed rapport between the student teacher and cooperating teacher. Makes a minimum of three visits to the classroom to observe the student teacher. Evaluates the student teacher s classroom teaching ability. Confers with the cooperating teacher concerning the student teacher s consistent progress Confers with the student teacher regarding problems, progress and success. Encourages the use of a wide range of instructional materials and techniques through creative and experimental approaches. Encourages the student teacher to use college, community and personally developed resources. Completes a brief written evaluation for each observation of the student teacher in the final evaluation of the student teacher prior to recommendation for licensure. Participates in a final evaluation conference and Assigns the final letter grade. Completes on-line surveys of setting and cooperating teacher. 9

Providence College Graduate Student Teaching Student Teaching Requirements 1. Planning The student teacher will be responsible for preparing lesson plans according to the requirements of the cooperating teacher in collaboration with the supervisor. The written plan for agreed upon lessons should be available to the cooperating teacher and/or supervisor prior to the start of the lesson. 2. Reflective Journal During student teaching, student teacher should keep a reflective journal of their teaching experience. This reflective journal is not designed to be a description of daily activities. It is expected to be a critical reflection of the student teaching experience and to describe a well thought out analysis of learning and growth, connecting theory to practice, and/or implications for future practice. 3. Student Teacher Evaluation Form Midterm Evaluation - Mid-way through the student teaching experience, each student teacher should independently self-evaluate his/her performance using the Student Teacher Evaluation Form. Each cooperating teacher should also independently evaluate the student teacher s performance. The cooperating teacher and the student teacher should then compare their evaluations, which will be shared with the college supervisor. The results of this evaluation will be used for goal-setting for the second half of the student teaching experience. Final Evaluation - At the completion of the student teaching placement the cooperating teacher should complete the Student Teacher Evaluation and review his/her ratings with the student teacher and college supervisor. A copy of the completed form should be sent to the School of Professional Studies, Harkins Hall 217, Providence College, 1 Cunningham Square, Providence, RI 02918( Att: Barbara Vigeant). 4. Student Teaching Portfolio Each student teacher should prepare a student teaching portfolio which will be submitted to the college supervisor within seven days of the last day of student teaching. The portfolio should include: Description of school/reflection of school description completed at the end of the internship. Case Study: Including a standardized test protocol, computer printouts, educational evaluation, IEP, formal evaluation observation, at least three samples of student s work. Observation of Student Teacher (three observations are required for each placement) by college supervisor and coordinating teacher. Photographs taken by student teacher as allowed by school with a description of each. 10

1. Table of Contents. Providence College Graduate Student Teaching Portfolio Requirements 2. Description of School (this may be taken from the school handbook) Include a brief paragraph of your reflection on the school environment in your own words upon completion of your student teaching. 3. Case Study a) A copy of WJ-III and any other standardized tests b) All computer printouts relating to above tests c) An educational evaluation written by the student teacher d) A formal observation of the student who is evaluated by the student teacher e) Three samples of work completed by the student f) Any notes, informal or otherwise taken by the student teacher 4. Three formal observations completed by the supervisor, with added student reflection 5. Three formal observations completed by the cooperating teacher, with added student reflection 6. An IEP written by the student teacher under the supervision of the cooperating teacher and based on the results of the educational evaluation. 7. A copy of the final evaluation completed by the cooperating teacher (an additional copy must be mailed to the School of Professional Studies, Harkins Hall 217, Providence College, 1 Cunningham Square, Providence, RI 02918 Att: Barbara Vigeant). 8. The student teacher must indicate that all CEC Skills Standards and Domains of the Assessment Process have been met by their student teaching project. 9. Photographs of students are a valuable addition if permission has been obtained prior to taking them. If it is not permitted then perhaps photographs can include projects or bulletin boards. Included with these should be a descriptive commentary of each. 10. Reflective Journal (completed). 11. Permission to test form. 12. Student Teaching Certificate 13. Final Reflection 11

Providence College Graduate Special Education Program Lesson Plan Format Name: Grade: Date: # Students: Discipline Area: Standard Addressed (GSE,GLE, etc.) Objective(s)-What will the students know and be able to do as a result of this lesson? Instructional Materials: What materials, texts, manipulatives, visuals, etc. will you need for this lesson? What technological resources will you need? At least one technological resource will be incorporated in each lesson. Instructional Sequence: What activities will your students do and how are they connected to the objectives? Assessment/ Evaluation: How will you determine what the students know and are able to do during and as a result of the lesson? Learner Factors: How does this lesson accommodate different developmental levels of students? How does this lesson accommodate individual differences in approaches to learning, create connections between the subject matter and student experiences, and/or include provisions for students with particular learning differences and needs? Environmental Factors / Student Organization: What student grouping will be used? What changes will you need to make in the classroom due to instruction, materials, safety, etc., if any? 12

Providence College Graduate Special Education Program Use of Technology Purpose Technology is defined as any device(s) that goes beyond the rudimentary/ordinary classroom equipment and supplies (e.g., textbook, chalk, desks, overhead projector, etc.) This includes but is not limited to: 1. Computer-based resources such as software, hardware, associated informational retrieval, communication, and analysis tools. 2. Visual and auditory enhancements such as non-commercial videotapes, student/teacher generated photographs, and individualized auditory tapes. 3. Subject specific visual display devices such as data collection probes. 4. Assistive technology devices. Knowing what technologies are available and developing a knowledge base and comfort level with using them in the classroom are key skills for prospective teachers. It is important that all prospective teachers can identify specific technology applications and resources that maximize student learning, address learner needs, and affirm diversity. Further, they will design and teach technology-enriched learning activities that connect content standards with student technology standards and meet the diverse needs of students. Student teachers will develop an understanding of the role of technology in education and learn how to use technology as an instructional, evaluative, communicative, motivational, and management/administrative tool. Student teachers will incorporate appropriate technological resources to support student exploration of the disciplines and explore new instructional approaches and strategies in the classroom. Finally, student teachers will use technological advances in communication, including electronic means of collecting and sharing information, to enrich discourse in the classroom. Description of Assignment Student teachers will incorporate instructional and/or assistive technology in their lessons. Effective technology use includes technology as a cognitive tool, a communication tool, a management tool, an evaluation tool, a motivation tool and/or an assistive tool. 13

Technology Uses Examples of Tools Technology as a cognitive tool to help students understand concepts and solve problems. Content-specific software, Exploratory Websites, Science Probes Technology as a communication tool to foster discourse and collaboration among educators, students, parents, and the community. Presentation software, Discussion Boards, Blogs Technology as a management tool to increase efficiency for teachers and students. Grade book software, Excel, Database software Technology as an evaluation tool to help teachers reflect on instruction and provide feedback on student learning. AIMSweb, Products developed using particular software (PowerPoint, slide show, Publisher brochure) Technology as a motivational tool to encourage and engage students in learning. Educational software to practice skills, Internet to research Technology as an assistive tool to improve students with disabilities access to education. Word prediction software, Boardmaker, Alphasmart, Franklin Speller 14

Providence College Graduate Special Education Program Lesson Rubric 3 2 1 0 Creating an Environment of Respect and Rapport A Establishing a Culture for Learning B Managing Classroom Procedures C Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class The teacher conveys high expectations for learning by all students and insists on hard work; students assume responsibility for high quality by making revisions and/or helping peers Instructional time is maximized due to efficient classroom routines and procedures. Routines are well understood and may be initiated by students Teacher-student interactions are friendly and demonstrate general caring and respect. Interactions among students are generally polite and respectful The teacher conveys that with hard work students can be successful; students understand their role learners and consistently expend effort to learn There is little loss of instructional time due to effective classroom routines and procedures. With minimal guidance and prompting, students follow established routines Patterns of classroom interactions, both between the teacher and students, are generally appropriate but may reflect occasional inconsistencies or favoritism. Students rarely demonstrate disrespect for one another The classroom culture is characterized by little commitment to learning by teacher or students Some instructional time is lost due to only partially effective classroom routines and procedures. With regular guidance and prompting, students follow established routines Patterns of classroom interactions, both between the teacher and the students and among the students, are mostly negative, inappropriate or insensitive. Interactions are characterized by sarcasm, put-downs or conflict The classroom culture is characterized by a lack of teacher or student commitment and/or little or no investment of student energy in the task at hand Much instructional time is lost due to inefficient classroom routines and procedures. There is little evidence that students know or follow established routines 15

3 2 1 0 Managing Student Behavior D Communicating with Students E Using Questions/Prompts and Discussion Techniques F Student behavior is entirely appropriate. The teacher s response to student misbehavior is sensitive to individual student needs, respects student dignity The directions and procedures are clear and anticipate possible student misunderstanding. The teacher s explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with student interests The teacher uses a variety or series of questions or prompts to challenge students cognitively and advance high-level thinking. Students themselves ensure that all voices are heard in the discussion Student behavior is generally appropriate. The teacher s response to student misbehavior is consistent, appropriate and respectful to students, and effective The instructional purpose of the lesson is clearly communicated to students, including where it is situated within broader learning; directions and procedures are explained clearly While the teacher may use some low-level questions, he or she poses questions to students designed to promote student thinking and understanding. The teacher successfully engages most students in the discussion Standards of conduct appear to have been established, but their implementation is inconsistent. There is inconsistent implementation of the standards of conduct The teacher s attempt to explain the instructional purpose has only limited success, and/or direction or procedures must be clarified after initial student confusion. The teacher s explanation of the content may contain minor errors The teacher s questions lead students along a single path of inquiry, with answers seemingly determined in advance. The teacher attempts to engage all students in the discussion with uneven results There appear to be no established standards of conduct and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity The instructional purpose of the lesson is unclear to students and the directions and procedures are confusing. The teacher s explanation of the content contains major errors The teacher s questions are of low cognitive challenge, with single correct responses, and asked in rapid succession. A few students dominate the discussion 16

Engaging Students in Learning G Using Assessment in Instruction H 3 2 1 0 Virtually all students are intellectually engaged in challenging content, through well-designed learning tasks and suitable scaffolding by the teacher. Learning tasks and activities are fully aligned with the instructional outcomes Assessment is fully integrated into instruction through extensive use of formative assessment. Students selfassess and monitor their progress. A variety of feedback, from both the teacher and peers, is accurate, specific and advances learning The learning tasks and activities are aligned with the instructional outcomes and are designed to challenge student thinking, resulting in active intellectual engagement by most students with teacher scaffolding to support that engagement Assessment is used during instruction through teacher and/or student monitoring of progress of learning, resulting in accurate, specific feedback that advances learning The learning tasks are partially aligned with the instructional outcomes but require only minimal thinking by students, allowing most students to be passive or merely compliant Assessment is sporadically used to support instruction through some teacher and/or student monitoring of progress of learning The learning tasks and activities, materials, resources instructional groups and technology require only rote responses. The lesson is too slow or rushed. Few students are intellectually engaged or interested There is little or no assessment or monitoring of student learning; feedback is absent or of poor quality 17

3 2 1 Plans effectively based on accurate knowledge of how children learn and develop I Uses data appropriately to plan instruction for a diverse group of learners J Lesson is clearly linked to the priority learning standards. Plan includes specific learning objectives and is student centered, outcomebased and is mapped back to relevant standards The teacher seeks knowledge of students backgrounds, cultures, skills, interests, and special needs. The information is used deliberately when planning for and assessing student learning. Plan accounts for accommodations or modifications for individual students Lesson is clearly linked to priority learning standards. Plan has specific learning objectives that are student centered and outcome based The teacher seeks knowledge of students special needs and uses this information to craft plans that support the learning of all students. The teacher plans for and effectively integrates all required modifications and accommodations into lesson plans Lesson does not consistently address a broad range of standards or addresses standards that are not the most important for that grade or content. Plan objectives may not have studentcentered learning objectives The teacher demonstrates little or no knowledge of individual student backgrounds, cultures, skills, language proficiency, and special needs. The teacher does not account for or adequately plan to address students needed modifications or accommodations in lessons /30 divided by 2 18

Providence College Graduate Special Education Program Lesson Observation Form Please add comments and supporting statements for each area. Planning and Preparation (may include materials, lesson plan, appropriateness of objectives, assessments, etc.) I,J Learning and Teaching (may include differentiating instruction, consideration of learner factors, use of time, effective and appropriate questioning, pacing) E,F,G Classroom Environment (may include rapport with students, student engagement, feedback provided to students, consideration of individual students [culture, language, abilities, needs, interests]) A,B 19

Classroom Management ( may include praise or positive reinforcement, review of expectations, modeling, sensitivity to individual student needs) C,D Assessments (may include appropriateness to objectives and lesson, documentation of student learning, variety of feedback, use of assessment information to make teaching decisions J,H Recommendations: Student Signature: Date: Supervisor Signature: Date: Total /15 20

Providence College Graduate Special Education IEP Rubric Present Levels of Performance (PLOP) 3 pts. 2 pts. 1 pt. Related to area of need Describes performance in general curriculum Describes what student does (strengths) and needs to be able to do Written in objective, measurable terms 3 of the 4 criteria met 2 of the 4 criteria met 0 pts. 1 or no criteria met Annual Goals Use standard/grade level benchmarks Include student s target performance Measurable Relate to PLOP 3 of the 4 criteria met 2 of the 4 criteria met 1 or no criteria met Short Term Objectives Criteria, Procedure, Schedule Supplementary Aids and Services (including accommodations and modifications (A&M) Assessment Accommodations Related to annual goal Measurable immediate steps At least two per goal All 3 provided for each objective Criteria is objective, measurable Procedure provides documentation of goal attainment Connection between needs, aids and A&M Enable student to be included and progress in general setting Clear description, including frequency and location Related to instructional accommodations Connected to areas of need Criteria met for 2 objectives 2 of the 3 criteria met for all objectives 2 of 3 criteria met 1 of 2 criteria met Criteria met for 1 objective 1 of the 3 Criteria met for all objectives Mentioned, but not described Vague connection to areas of need 1 or no criteria met for at least one objective Criteria, procedure, schedule not provided, vague or inappropriate Not specific to student s needs Unclear as to what is being provided, when and how Little, if any connection to areas of need 21

Transition Age Students IEP addresses needs identified through transition assessments in the areas of Education and Training, Employment and Independent Living Needs statement correlated to 2 out of 3 areas. No explanation as to why 3 rd area is missing. Needs statement correlated to 1 out of 3 areas No explanation as to why others are missing Missing areas of transition, missing needs statements, missing explanations 22

Providence College Graduate Special Education Program Educational Report 23 Ryan 1999 Purpose Student learning should be the center of all teaching. Your student teaching Education Report should include evidence of your ability to develop instruction or instructional recommendations that meet this student s needs. The student could be someone in your class who is scheduled for a reevaluation or someone who has been referred to special education. This Education Report should reflect your understanding of how assessment, instruction, and student characteristics work together. Products Student description Formal and informal assessments in areas of identified needs Education Evaluation Individualized Education Plan (IEP) Student work samples Reflective commentary Process Begin by identifying a student in your caseload who is scheduled for a reevaluation. If no student is up for reevaluation, identify a student who has been referred. If there are no referrals or reevaluations scheduled while you are student teaching, you may select a child in your caseload who is presenting specific challenges, if the teacher and family give permission. 1. Prepare a description of the student you have chosen that includes the student s age, grade level, interests, background, learning styles and other factors you consider when planning instruction. 2. Based on the referral question or the reevaluation data requested by the IEP team and/or the child s demonstrated needs or challenges, determine the assessment data you need to gather or respond to the questions or challenges. The data should be gleaned from multiple sources such as work samples, observations, standardized tests (to be administered and scored), responses to instruction, oral and/or written retells, running records, concepts of print, behavioral charts, etc. 3. Use this date to develop an IEP that includes: Student s needs Student s progress in general curriculum in areas of need Instructional goals and objectives Recommendation on strategies and academic areas that need to be addressed in the student s present program including as appropriate: Accommodations and modifications in instruction and assessment Assistive technology devices Other supplementary aids and services Support to school personnel Important: Software generated educational evaluations will not be accepted.

Providence College Graduate Special Education Program Guidelines for Completing Educational Reports Every student teacher must evaluate a child using formal (if appropriate) and informal tools. From the results of the evaluation each student teacher will write an educational report which includes: A. Identifying Information: Be sure that you change the child s name, school, and district in the report you submit to your supervisor. B. Reason for Referral: Be specific. What question do we want answered by this evaluation? If this is a reevaluation the reason should reflect the data specified by the IEP team for reevaluation. C. Background Information: Include information which will help the reader know your child better. If this is a reevaluation, previous test results and information concerning the services the child receives and his/her current performance in the regular classroom or other natural setting should be included. This should include information related to enabling the child to be involved in and progress in the general curriculum. D. Observation in the Classroom: Written in specific behavioral terms, this section should include your observation of the child. Make sure you observe the child during periods of need. For example, if the child is referred for a reading problem you should observe him/her during a reading activity. E. Tests Administered: List both formal and informal tools used. F. Test Results and Interpretations: Remember that the information included in this section should be specific and address the child s strengths and areas of need. A guiding question should be: If this child is eligible for special education services can a team write observable, measurable performance levels and goals and objectives/ benchmarks from the material written in this report? G. Summary and Recommendations: Do not introduce new information in this section. Briefly answer the referral question and summarize your key findings. Make recommendations on strategies and academic areas that need to be addressed in the child s program. Remember not to recommend services - that is the IEP Team members responsibility based on the developed goals and objectives. In writing this section be sure to include the effects of disability on functioning within regular classroom or other natural settings and modifications and accommodations needed within natural settings for both instruction and assessment. 24

Providence College Graduate Special Education Program Education Report Rubric Assessments Identifying Information Reason for Referral Background Information 3pts. 2pts. 1pt. 0-1pt. Consistently Exceeds Expectations In All Areas Appropriate number of assessment tools are selected to address the specific students needs. Assessment tools provide information about student s current level of performance, response to instruction and instructional strategies and environmental needs. Protocols, computer printouts and notes included. Assessments listed in the report, with versions used and dates administered. Includes three (3) work samples. Information is complete. Confidentiality is maintained. Header clearly formatted. Reason for Referral is a specific statement of what the evaluation should answer. Background Information includes pertinent information: educational strengths and weakness, information about student s curriculum, instruction and environment, developmental and educational milestones, placement history. Inappropriate or limited number of assessments used to determine student s current level of performance, response to instruction, instructional strategies and environmental needs. Protocol or notes limited/illegible. Work samples limited. Ambiguous information is presented. Reason for referral is general and/or provides too much information or it is not phrased as a referral question. Background Information has limited focus (e.g. focusing on only individual s educational strengths and weaknesses, or family background). Student s current level of performance, response to instruction, instructional strategies or environmental needs not assessed. Protocol or notes missing Work samples missing. Confidentiality is violated. Information is inaccurate. Reason for referral is not included. Background Information is incomplete. Classroom Observation and Observations of Test Taking Behaviors Both classroom observation and observation during test taking are included. Context of all observations included. All observations written in specific behavioral terms. Objective examples included. Context of observation or behavioral examples limited or misguided. Not written in behavioral terms. Only classroom or test taking behaviors included. Context of observation or behavioral examples not included. 25

Test Results and Interpretation Specific and addresses child s strengths and needs. Information should lead to observable, measurable performance levels and goals and objectives. Test results are interpreted through synthesizing the test information, not a separate analysis of each test score. Somewhat addresses child s strengths and needs. Test results are interpreted through a separate analysis of each test score. Limited examples of responses. Vaguely addresses child s strengths and needs. Information does not allow the writing of goals and objectives. Examples of student responses missing or limited. Test information not synthesized. Summary & Recommendations Referral questions answered. Brief statement of student s current performance level in each academic area, instructional strategies and response to instruction addressed. No new information included. Recommendations address all identified needs. Effective instructional strategies are included and linked to positive learner attributes. Summary goes beyond key findings. Only student weaknesses addressed. Recommendation s are limited (do not address instructional strategies) Summary does not address referral questions. New or inconsistent information provided. Recommendatio ns do not include all areas of weakness nor are they consistent with the results of the assessment. Written Communication Report is formatted in a clear manner with headings for each section. Report does not focus on scores, but description of student performance. Report is written in a jargon-free manner. Writing has minimal mechanical errors (spelling, grammar, punctuation, etc). Report is difficult to follow. Scores predominate. Educational jargon is used and/or not explained. Writing quality is not of professional standard (multiple mechanical errors in spelling, grammar, punctuation, etc.). 26

Providence College Special Education Department Journal Rubric Content Quality of Writing Distinguished 5 Pts. Consistently exceeds expectations in all areas. Consistently exceeds expectations in all areas. Proficient 4 Pts. Presents a highly thoughtful and considerate response or reflection. Integrates theories with the practice of teaching. Offers a complete indepth rationale which extends beyond concrete information. Highly cohesive and very well organized. Ideas are clearly articulated. Few mechanical or typographical errors that do not impact flow of writing. Emerging 3 Pts. Entry/response shows some insight, but mostly includes description and personal judgment. Attempts to provide some rationale or explanation but does so at a superficial level. Inconsistent cohesion and/or organization. Ideas are not always clearly expressed. Includes several mechanical errors. Unacceptable 0 Pts. Entry/response shows very little insight; instead, describes events. Provides little or no rationale or explanation and reflects a very superficial response. Little cohesion and organization. Ideas are not expressed clearly. Includes many mechanical errors. Take from Elementary/Special Ed. Student Teaching Handbook 27

Providence College Graduate Student Teaching *Mid-Term Student Teacher Evaluation *Completed by both the Student Teacher and the Cooperating Teacher Student Teacher: Time Period: School: Grade: District: Cooperating Teacher: College Supervisor: Please mark the following areas with either: 3 Highly Effective 2 Effective 1 Making Progress 0 Unacceptable I. Professionalism Positive Attitude Develops collegial relationship with professional and non-professional staff members. Actively seeks out and initiates interaction with professionals and families. Avoids negative discussions involving other professionals, students or family situations. Completes assignments on time. Attends seminars and other activities required of student teachers. Monitors and evaluates personal performances as it relates to identified criteria. Initiative Volunteers for school activities. Uses resources to enhance lessons. Embellishes and implements teacher s and supervisor s suggestions and feedback. 28

Work Habits Arrives with sufficient time before school begins and remains for sufficient time after school to meet identified criteria. Uses language acceptable for professional situations and avoids use of colloquialism. Models the dress code of professionals appropriate to that district. Demonstrates knowledge of and follows federal, state, district and school policies and procedures. Reports student progress to parents and others in a professional manner. II. Instruction Preparation Justifies structure of lessons and choice of content. Lesson plans demonstrate components of effective lessons. Selects and/or creates quality materials based on child s experiences, background, needs and interests. Demonstrates evidence of having reviewed and analyzed materials and activities to be presented. Implementation Uses time effectively. Adapts materials to students needs. Demonstrates flexibility with situational variables. Monitors progress and activities and adjusts accordingly. Integrates content areas. Sets high expectations. Develops higher order thinking skills. Makes learning relevant to students background and experience. Relates prior student knowledge to current instruction. Encourages and maintains students active involvement in learning. 29

Creativity Uses current information in teaching and evaluation, (eg., computer programming, cooperative learning, portfolio assessment, learning centers). Develops innovative ideas/materials, (eg., bulletin boards, charts, visual aids, games). Evaluation Assesses each individual student s needs. Evaluates progress of students in each content area. Determines whether goals of lesson have been met. Utilizes a variety of evaluation strategies. Creates or selects evaluation strategies that are appropriate for students and are aligned with the lesson. Demonstrates the use of evaluation information in planning subsequent instructional lessons. III. Classroom Management Maximizes use of time and space. Organization Facilitates transitions of students from one activity to another. Manages groups of children both in and outside of the school. Selects and manages grouping arrangements appropriate to activity and needs of children. Directs two or more activities in class simultaneously. Behavior Management Identifies, establishes and maintains consistent plans which set standards for classroom behavior. Maintains a safe classroom environment. Plans, implements and evaluates effectiveness of individual and group behavior management programs. Responds to situational variables of behavior with a variety of strategies. 30

Areas of strength: Areas of growth: Overall suitability for teaching: Student Teacher Signature: Date: Cooperating Teacher Signature: Date: 31

Providence College Graduate Special Education Program Mid-term Goal Setting Form Directions: At 100 hours into each student teaching placement, the cooperating teacher and the student teacher should, together, set goals for the remainder of the placement. Goals should address one or two of the areas that will be assessed on the final evaluation form: Professionalism, Instruction, and/or Classroom Management. Student teacher must provide his/her college supervisor with a copy of the completed goal setting form at a scheduled visit. Cooperating teachers should attach a copy of this form to the final evaluation form and mail both to the Office of Professional Studies at the end of the placement. Area: Goal: Plan for Second Half of Student Teaching: Area: Goal: Plan for Second Half of Student Teaching: Student Teacher Signature: Date: Cooperating Teacher Signature: Date: Supervisor Signature: Date: 32

Providence College Graduate Student Teaching Final Student Teacher Evaluation *Completed by the Cooperating Teacher Student Teacher: Time Period: School: Grade: District: Cooperating Teacher: Please mark the following areas with either: 3 Highly Effective 2 Effective 1 Making Progress 0Unacceptable I. Professionalism Positive Attitude Develops collegial relationship with professional and non-professional staff members. Actively seeks out and initiates interaction with professionals and families. Avoids negative discussions involving other professionals, students or family situations. Completes assignments on time. Attends seminars and other activities required of student teachers. Monitors and evaluates personal performances as it relates to identified criteria. Initiative Volunteers for school activities. Uses resources to enhance lessons. Embellishes and implements teacher s and supervisor s suggestions and feedback. 33

Work Habits Arrives with sufficient time before school begins and remains for sufficient time after school to meet identified criteria. Uses language acceptable for professional situations and avoids use of colloquialism. Models the dress code of professionals appropriate to that district. Demonstrates knowledge of and follows federal, state, district and school policies and procedures. Reports student progress to parents and others in a professional manner. II. Instruction Preparation Justifies structure of lessons and choice of content. Lesson plans demonstrate components of effective lessons. Selects and/or creates quality materials based on child s experiences, background, needs and interests. Demonstrates evidence of having reviewed and analyzed materials and activities to be presented. Implementation Uses time effectively. Adapts materials to students needs. Demonstrates flexibility with situational variables. Monitors progress and activities and adjusts accordingly. Integrates content areas. Sets high expectations. Develops higher order thinking skills. Makes learning relevant to students background and experience. Relates prior student knowledge to current instruction. Encourages and maintains students active involvement in learning. 34

Creativity Uses current information in teaching and evaluation, (eg., computer programming, cooperative learning, portfolio assessment, learning centers). Develops innovative ideas/materials, (eg., bulletin boards, charts, visual aids, games). Evaluation Assesses each individual student s needs. Evaluates progress of students in each content area. Determines whether goals of lesson have been met. Utilizes a variety of evaluation strategies. Creates or selects evaluation strategies that are appropriate for students and are aligned with the lesson. Demonstrates the use of evaluation information in planning subsequent instructional lessons. III. Classroom Management Maximizes use of time and space. Organization Facilitates transitions of students from one activity to another. Manages groups of children both in and outside of the school. Selects and manages grouping arrangements appropriate to activity and needs of children. Directs two or more activities in class simultaneously. Behavior Management Identifies, establishes and maintains consistent plans which set standards for classroom behavior. Maintains a safe classroom environment. Plans, implements and evaluates effectiveness of individual and group behavior management programs. Responds to situational variables of behavior with a variety of strategies. 35

Areas of strength: Areas of growth: Overall suitability for teaching: Student Teacher Signature: Date: Cooperating Teacher Signature Date: Total /120 Providence College Graduate Special Education Program 36

Student Teaching Program Date: I give my permission for to be formally assessed as part of the requirements of the graduate student teaching program at Providence College. I fully understand that all results will be held in strictest confidence and the child s name as well as the school name will be changed. Thank you for your cooperation. Parent/Legal Guardian: Student Teacher: Cooperating Teacher: Providence College Supervisor: *Be sure to white out any identifiable information. 37

CEC Initial Level Special Educator Preparation Standards 38

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